Ecological Literacy Unit Plan

Ecological Literacy Unit Plan (for 2-3 weeks of teaching)

Create one document with the following elements; include any images you would like.

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1. Title Page Create a title that suggests the direction and drift of your unit. Include your name.

2. Environmental and Disciplinary Context Write a brief narrative that describes a specific environmental issue, problem, or dilemma that your unit will address. With reference to the concept of “disciplinary literacy,” describe how the skills, knowledges, and/or dispositions (i.e., habits of mind) of your discipline can help address it. Also include a direct citation from either Freire or Orr (or both!). ~250 words

3. Student Context Describe the cultural and geographical context of your chosen school and community and indicate why this matters. Describe the course, level, and background of the students. Describe where in your course this unit might appear. ~200 words

4. Unit Plan Narrative Write a narrative that describes your unit plan in your discipline (teachable) of choice. Use the outline of headings below (which I’ve adapted from the Faculty of Education Unit Plan Template). ~500 words

A. Big Environmental Ideas. What are the big ideas about the environment that are important for students to learn in exploring your environmental issue or problem?

B. Big Disciplinary Ideas. What are the big ideas in your discipline that are important for students to learn in your unit?

C. Activities and Experiences. What specific learning activities will occupy the greater part of the unit?

C. Curricular Connections. What are some overall and specific expectations from the Ontario Curriculum Guidelines that your unit will address? (reference these from the appropriate documents in your teachable). How will you adapt and/or address them?

D. Cross-Curricular Connections. In what specific ways does your unit connect with other content areas or disciplines?

E. Outdoor Learning. How will your unit encourage direct, embodied experience outdoors in the environment, either within our outside of class time?

F. Success Criteria. How will students demonstrate what they learn?

G. Assessment. What form of assessment will best serve your students’ learning in this unit?

3. Annotated Bibliography Using the search tools from our library here, find three journal articles or book chapters that explore the intersection of your discipline and environmental education. Education Source, Eric (via Proquest), and Google Scholar are my favourite search tools. The articles you select need to be helpful to you in conceiving your unit plan. In other words, they need to be in some way related to the curriculum you are creating. For each entry, include a complete citation in APA style, followed by a ~200 word description of the article and why it was helpful in thinking through your unit. Use your own words, but include at least one direct citation per source. 600 words maximum for all three sources combined.

General Assessment Rubric

· Completeness and depth of your responses

· Connection to readings and course themes

· Clarity of your written expression

· Creativity of unit and potential for student engagement

PS:MY disciplines (teachable) are MATHEMATICS and GENERAL SCIENCE.

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