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EDUC 502: Interdisciplinary Unit Plan Northern Gateway Pipeline

Northern Gateway PipelineAn Interdisciplinary Unit

The following Interdisciplinary Unit is designed in a way to incorporate many subjects in a real-life way that culminates in the end with a debate that encompases all the concepts previously learned. This set of lessons focusses on the planning and construction of the Northern Gateway Pipeline while continually being consciously aware of the issues surrounding this development such as varying perspectives and goals, societal needs, present and future implications, and the interactions between multiple disciplines. The written assignments will be taken in for completion marks. There is a total of 30 lessons that incorporate topics and concepts that are present in the Grade 12 curriculum for English 30, Math 30, Social Studies 30, Biology 30, and Physical Education 30.The students are able to incorporate all their knowledge from each discipline in their “final” assignment, a debate. The outline of the unit and individual lessons are explained below.

Introduction(class 1)

Large Class Discussion1. Have your heard of the Northern Gateway Pipeline?2. What have you heard about it?3. Who are the parties involved?

Lesson: Brief summary of the Northern Gateway Pipeline· Where is the pipeline?· How is it being built?· Who is involved?· What is the potential impact?

Activity: Northern Gateway Pipeline Current Events1. Find a current news article or video about the Northern Gateway Pipeline.

Suggested websites to look at: CBC, Globe and Mail, Financial Post, Global television, local newspapers- Vancouver, Calgary.

2. Once you have selected an article examine the following:1. What are the facts of the article?

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2. Do they provide references for these facts?3. Is there an area/ topic you wish was explored more in the article?4. Who’s perspective is being taken in the article?5. Is a group’s perspective being left out?

The skills students will learn doing this current events assignment will help them when they prepare for their debate further on in the unit. Assessment

● Participation in class discussion.● Research and critical examination of a media article or video.

Objectives: · ● Researching skills- where to find valid sources, what search words to use.● Media literacy- how do you know sources are credible.● Geographic thinking- understanding where the Northern Gateway Pipeline is, what

provinces are impacted, which groups of people are impacted, what is the environment like.

● Critical thinking and perspective taking- is the article you researched accurate, were facts or topics purposely being left out, if you we a First Nations person/ rig worker/ big oil man in the business world/ average Albertan?

From the Program of Studies:

SKILLS AND PROCESSES• engage in problem solving and conflict resolution with an awareness of the ethicalconsequences of decision making • apply historical and geographic skills to bring meaning to issues and events• use and manage information and communication technologies critically• conduct research ethically using varied methods and sources; organize, interpret andpresent their findings; and defend their opinions KNOWLEDGE AND UNDERSTANDING• understand historic and contemporary issues, including controversial issues, from multipleperspectives• understand the diversity of Aboriginal traditions, values and attitudes• understand contemporary challenges and contributions of Aboriginal peoples in urban,rural, cultural and linguistic settings

ISSUES-FOCUSED APPROACH TOTEACHING SOCIAL STUDIES

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Current AffairsSocial studies fosters the development of citizens who are informed and engaged in current affairs.Accordingly, current affairs play a central role in learning and are integrated throughout theprogram. Ongoing reference to current affairs adds relevance, interest and immediacy to socialstudies issues. Investigating current affairs from multiple perspectives motivates students to engagein meaningful dialogue on relevant historical and contemporary issues, helping them to makeinformed and reasoned decisions on local, provincial, national and global issues.

Dimensions of Thinking

Critical ThinkingCritical thinking is a process of inquiry, analysis and evaluation resulting in a reasoned judgment.Critical thinking promotes the development of democratic citizenship. Students will developskills of critical thinking that include:distinguishing fact from opinion; considering the reliability and accuracy of information; determining diverse points of view, perspective and bias; and considering the ethics of decisions and actions.

Research for Deliberative InquiryPurposeful deliberation and critical reflection are essential skills and processes for democraticcitizenship and problem solving. In social studies, the research process develops learners who areindependent, self-motivated problem solvers and co-creators of knowledge. Developing researchskills prepares students for the world of work, post-secondary studies, lifelong learning andcitizenship in a complex world. These skills also enhance and enrich the process of identityformation as students critically reflect on their sense of self and relationship to others. Thefoundations of the research process are the application of acquired skills, the selection ofappropriate resources and the use of suitable technology.

Ecocritical Literature and Theory(classes 2-5)

Overview: For this section the students’ major assignment will be to compose their own piece of ecocritical literature. This can include a poem, essay, critique, blog, song, video, commercial…etc. Any unique ideas should be run by the teacher for approval.

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This section satisfies English Language Arts G1, G2, G3, G4, and G5.

Objectives: -To help students gain a historical perspective on ecocritical issues. -Equip students with critical thinking related to the environment. -Strengthen students’ reading and writing skills.-Help students analyse literature, and understand the connection between text and their world

Resources:-Shel Silverstein- The Giving Tree-Lament for the Dorsets-Al Purdy

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-Rhyme of the Ancient Mariner- Samuel Taylor Coleridge

Procedure:Class 1

Ø Introduction to the foundations of ecocriticism-Students will explore concepts of:

-environmental colonization/exploitation-responsibility-care for the environment/animals within it

Ø As a more lighthearted introduction the students should read The Giving Tree

Class 2Ø Students will read Rhyme of the Ancient Mariner and Lament for the DorsetsØ Students will write a journal response documenting their emotional responses to thefollowing texts.

Class 3-Students will be given this time to work on their major assignment. This is to be done in class initially, so that the teacher can provide support and guidance wherever necessary.

Class 4-Presentation of Major assignment.

Calculation and Representation(classes 6-10)

Objective: To teach students to understand concepts of proportion, scale factors, area, surface area, volume, and 3-D objects. Additionally, understandings of mathematical topics will also help the students understand the nature of major pipelines. The nature of such pipelines include the volume of crucial oil they supply to our society, as well as the potential impact on the environment.

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Students will work on some basic calculations and representations based on the Northern Gateway Pipeline. -Students will be asked to complete calculations that determine the volume of oil that will be pumped through a one metre section of pipe per hour.-Students will determine how much oil would spill if the pipe burst, and was left to flow for one hour.-Students will learn how to create a scale version of the pipeline using the appropriate calculations and understandings of ratios. -The major assignment for this section will require groups of students to build to scale the equivalent of a ten meter section of pipe. As a class the students will come to concensus on what ratio they will use Meter:Centimeter. Once this has been determined each group will construct their own section. Students will need to work collaboratively, as all the parts will only fit together if everyone’s calculations are correct.

Day 6- Students will be introduced to equations for volume, areas, and how to calculate ratios etc.

Day 7- Students will work on practicing skills in the calculations they learn in the previous class. This time should be used for students to clarify anything they do not understand, or they struggle with.

Day 8- Students will begin calculations related to Northern Gateway Pipeline. Ie. volume of oil/hour, etc.

Day 9- Students will work on their scale diagram of the pipeline

Day 10- Students will work on and assemble their parts of the scale diagram.

Humans and Biodiversity

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(Classes 11-16)Overview:

· Students will be introduced to the concepts of population and community dynamics as well as impact assessments on plants and animals and environmental effects. A portion of the classes will be conducted outside to develop investigation, analysis and problem solving skills.

Rationale: · This series of lessons is designed to complement Biology 30 Unit D: Populations and

Community Dynamics by relating to the ideas that communities are a sum of all the different populations living together and these communities may change over time as a result of natural or artificial events.

Objective:· This block of lessons will focus on the biological world with respect to the impacts of human

development on biodiversity. Understanding biodiversity and its positive impacts on ecosystems, humans and the diversity of life will be learned through both classroom and outdoor activities. Prior to fieldwork, students will be able to define biodiversity, why it is important to ecosystem functioning and how it affects and is affected by humans. Predictions and discussion as to how the development of a pipeline will affect biodiversity and what strategies could be mitigated for while planning and constructing the pipeline will be discussed. Throughout the outdoor portion of this block of lessons, biodiversity data will be gathered from three sites will varying levels of human development and a relationship will be drawn between the two. The last class will be used for interpretation and planning purposes to be used as information for the debate. Physical activity will be incorporated in an alternative environment where students are collecting their fieldwork data, they are not participating in usual games and individual activities that are usually done in physical education, they are simply using walking as a physical activity while collecting data.

Schedule of Classes:

· Class 1:Ø Video http://www.thewildclassroom.com/home/ecogeeksvideos/biodiversity.htmlØ Introduction to biodiversity, populations, communities and their importance to ecosystem

function.Ø Factors influencing ecosystemsØ Discussion of human impact on ecosystems, outlining examples and the need for human

development.Ø Outline of fieldwork (hula-hoop method and sit and count method) and hypothesis

formation in groups.

· Class 2:

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Ø Data collection day at a site along a road which should indicate damage and decreased biodiversity along linear disturbances (i.e. roadway).

Ø The class will travel to a site impacted by human development.Ø Data will be gathered by randomly laying a hula-hoop on the ground at 4 different

locations and writing down observations of biodiversity within the hula-hoop as well as doing 4 point count observations for 2 minutes each time writing down what you see and hear.

- Students will use this activity to display learning and growth in physical education’s General Outcome A: Activity. Specifically A30-13: Recommend a choice of activity-specific skills in pursuing lifelong individual activities. General Outcome B: Benefits Health. Specifically B30-6: Predict the positive benefits gained from physical activity. General Outcome C: Cooperation. Specifically C30-5 : Develop and apply practices that contribute to teamwork. As well C30-6: Identify and demonstrate positive behaviors that show respect for self and others. General outcome D: Do it Daily...for Life will also be a focus. Specifically D30-1: model an active lifestyle. These specific outcomes will be continuously used through class 2- 5. Students will demonstrate the qualities needed to meet these specific outcomes through collection of data with group members.

· Class 3:Ø Data collection day.Ø The class will travel to a site undisturbed such as native prairie away from a road,

transmission lines, etc.Ø Data will be gathered by randomly laying a hula-hoop on the ground at 4 different


· Class 4:Ø Data collection day.Ø Class will travel to a site near a wetland to assess importance of wetlands and to

brainstorm how a pipeline could be constructed in this area. Would it completely destroy the wetland? What can we do to mitigate its damage?

Ø Data will be gathered by randomly laying a hula-hoop on the ground at 4 different locations and writing down observations of biodiversity within the hula-hoop as well as doing 4 point count observations for 2 minutes each time writing down what you see and hear.

· Class 5:Ø Data collection day.Ø The class will travel to a site on the outskirts of a town or city.Ø Data will be gathered by randomly laying a hula-hoop on the ground at 4 different


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· Class 6:Ø Data analysis and interpretation day.Ø The observations from the field in the last few days will be interpreted to aid in the

debate at the end of the unit. Comparisons will be made between the different sites, the levels of biodiversity and what may be some factors for this variation in diversity. The information can be used to understand differing perspectives of pipeline construction, social implications if it is built and if it is not built, the need for it, the effects on biodiversity and if it is possible to mitigate against damages. The interpretation and discussion here will be useful to prepare for the debate at the end of the unit.

-Students will do a page reflection on their group work experience, and include how walking could be beneficial to maintain an active lifestyle. Students will answer the following questions in their reflection and add anything else that was meaningful to their experience.

-What worked well with your group members? What could have gone better? Was there specific examples your group displayed in relation to teamwork? What positive effect does walking have on health, lifestyle etc? Would you include walking in your choice of activities as a way to maintain an active lifestyle, why or why not?

What's Needed:

· Permission slips· bus and bus driver with adequate supervision· hoola-hoops· proper clothing and shoes for weather· paper, pens- timer

Resources:· Video (6 minutes):

http://www.thewildclassroom.com/home/ecogeeksvideos/biodiversity.html

Haida Legends (classes 17-19)Overview: Students will look at the myths and legends associated with the aboriginal people who live in the area that would be most affected by the Northern Gateway Pipeline and provide a short description of how this legend is directly challenged by the development of the pipeline.

Objective: Through this lesson, students will be able to identify with the First Nations perspective and ideology.

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Rationale: This lesson directly correlates to Specific Outcome 2.1 of the Social Studies 30-1 Curriculum and Specific Outcomes 1.2 and 5.1 of the English Language Arts Curriculum.

Resources: Heroes and Heroines: Tlingit-Haida Legend, by Mary Giroudo Beck.

Outline: Day 1: Students will read a minimum of three Haida legends or myths from the book “Heroes and Heroines”

Day 2: Students will use their knowledge of the pipeline and the area in order to answer questions on how the tenets of these legends would be affected by development. 4-5 sentences per myth.

Ideology and Nationalism(class 24)

Introduction: Small Group Discussion1. What are some of the factors that influence ideology? (examples, history, beliefs about

nature, religion/ spiritual beliefs, societal structure, economy, individual interests, collective responsibilities, visions for the future)

2. Briefly apply the factors of ideology to two perspectives: First Nations and big oil.

Activity:· Students will create a graphic organizer (Venn diagram, mind map, etc.) demonstrating

the factors that influence their personal ideology.· Write a quick personal reflection paragraph about how your personal ideology impacts

how you make decisions. If possible, provide a recent example.· Students will then get together in small groups and share their graphic organizers and the

results of their reflection.

Class Discussion: Pipeline and Nationalism· Many of the news articles are starting to discuss Canadian nationalism in terms of the

completion of the Northern Gateway Pipeline.· Read out some quotes from the various articles listed below.

o Have students respond to the quotes.· Ask students about their opinion on nationalism and the Northern Gateway Pipeline.

o Is it an issue of Canadian nationalism?o It is mainly a western Canada issue?o Should the rest of Canada care?

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Resources:Calgary Herald: http://www.calgaryherald.com/business/Retired+Suncor+exec+says+pipelines+crucial+Canadian+sovereignty/7429167/story.htmlMoney Ville:http://www.moneyville.ca/article/1239885--conservatives-continue-to-soften-tone-on-northern-gateway-pipelineCanada.com: http://www.canada.com/news/Maher+Harper+could+force+Northern+Gateway+pipeline+through+should/7003209/story.htmlFinancial Post:http://business.financialpost.com/2012/10/23/northern-gateway-opponents-gather-3500-strong-for-protest-at-b-c-legislature/ Assessment

● Participation in group discussion.● Completion marks for completing their graphic organizer.

Objectives· Outcome 1: To what extent should ideology be the foundation of identity?

o More specifically 1.3, 1.5, 1.7.· Critical thinking- to what extent does ideology impact our decision making, how does

ideology impact your personal decisions, is that a good thing or a bad thing?· Perspective taking- how do different group’s ideologies differ, can you see where they

are coming from?o Understanding the Aboriginal perspective is a specific goal at all levels of the

Social Studies Program of Studies.· Critical thinking- is the Northern Gateway Pipeline an issue of Canadian nationalism.

From the Program of Studies:

Related Issue 1To what extent should ideology be the foundation of identity? 1.3 explore factors that may influence individual and collective beliefs and values (culture, language,media, relationship to land, environment, gender, religion, spirituality, ideology) 1.5 examine the characteristics of ideology (interpretations of history, beliefs about human nature,beliefs about the structure of society, visions for the future)

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1.7 analyze individualism as a foundation of ideology (principles of liberalism: individual rights andfreedoms, self-interest, competition, economic freedom, rule of law, private property)

CORE CONCEPTS OF CITIZENSHIPAND IDENTITY• demonstrate a critical understanding of individual and collective rights• understand the commitment required to ensure the vitality and sustainability of theirchanging communities at the local, provincial, national and global levels• validate and accept differences that contribute to the pluralistic nature of Canada

ISSUES-FOCUSED APPROACH TOTEACHING SOCIAL STUDIESCurrent AffairsSocial studies fosters the development of citizens who are informed and engaged in current affairs.Accordingly, current affairs play a central role in learning and are integrated throughout theprogram. Ongoing reference to current affairs adds relevance, interest and immediacy to socialstudies issues. Investigating current affairs from multiple perspectives motivates students to engagein meaningful dialogue on relevant historical and contemporary issues, helping them to makeinformed and reasoned decisions on local, provincial, national and global issues.

Dimensions of Thinking

Critical ThinkingCritical thinking is a process of inquiry, analysis and evaluation resulting in a reasoned judgment.Critical thinking promotes the development of democratic citizenship. Students will developskills of critical thinking that include:distinguishing fact from opinion; considering the reliability and accuracy of information;determining diverse points of view, perspective and bias; and considering the ethics of decisions and actions.

Debate

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(classes 25-30)Students will be divided into teams based on the roles that they will take on. The roles involved in the debate will be a group of oil and gas business persons, a politician and their advisors, a group of landowners in the area, and an aboriginal group. Students on both sides will present relevant material based on their own research and understanding, as well as based on current publishing. Arguments for and against should be grounded in solid research and evidence. Although students may not feel in line with the side they are placed on, this will only strengthen the student’s debate skills. Assessment will be based on a rubric. Objective: By the end of this lesson, students will be able to think critically about their own position, or the position of others, regarding a controversial topic.

Learning Objectives: This activity satisfies Social Studies Curriculum requirements S1 and S7:This activity satisfies English Language Arts curriculum requirements: G1 G3 1.2.1

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Materials: Access to computers and research material.

Basic Resources:For:http://www.edmontonsun.com/2012/09/28/all-of-canada-wins-with-gateway-pipelinehttp://www.northerngateway.ca/economic-opportunity/economic-faqs/http://www.northerngateway.ca/aboriginal-engagement/

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Against:http://www.naturecanada.ca/enews_mar10_enbridge.asphttp://pipeupagainstenbridge.ca/learn/pipelinehttp://www.wetsuweten.com/pipelines

Outline:Class 1: -An overview of the assignment, first showing several clips via YouTube of some sort of debate based on Canadian politics to get students to understand the idea of what they will be trying to accomplish.-Emphasis on factors that make a persuasive argument and factors that may detract from an argument. Clips from shows such as Dragon’s Den can be used to show a persuasive and non-persuasive argument.-Students groups will be assigned a “Perspective” in the debate-ie. Oil Company, Aboriginal’s inhabiting the land, scientist, engineers working for the oil company, etc.

Class 2: Rubric creation. Ask the class what they want to take out of this debate/unit, in order to make a rubric. (20 min) Research will begin on their position in the debate.

Class 3: Research.

Class 4: Start of the debates. Students will be placed into their groups. The teacher will act as moderator for the debate. Each group will give their opening arguments. The students will then take turns trying to dispute any group’s argument that their perspective disagrees with.

Class 5: Continuation of debates in front of the class.

Assessment: Students will be assessed on an individual basis based on the level of work that was put into the preparation of their debate material, and how well it was presented. A rubric will be assigned that for judgement based on preparation, critical thinking skills, public speaking skills, and creativity.

Reflection:How Our Unit Was Developed

We arrived at our interdisciplinary theme by choosing a topic that we felt was important to contemporary society. We also decided we wanted to explore an issue that was an especially pertinent topic in Alberta. Thus, we arrived at the topic of the Northern Gateway Pipeline. Our group worked together by starting with this topic, and then brainstorming how we could fit all our disciplinary pieces into this issue. This topic currently lives in the world as a very controversial issue. A large group of people in Calgary have either family or friends who work

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within the oil industry. Additionally, the potential impact of a pipeline like the Northern Gateway Pipeline has implications for more than just Albertans. Thus, the importance of this topic is far reaching. The topic we have chosen is worthwhile for the aforementioned reasons. Not only do the implications, both positive and negative, affect a wide range of people, but this topic directly affects many students within Calgary. It is important to note that the purpose of conducting this study is not to shed a negative light on those involved with the oil industry, but instead to give the students a more robust understanding of the positive and negative implications of oil pipelines. Thus, what we desire for students to learn through this study is problem solving, critical thinking, and perspective taking.

Lindsay provided a unique scientific perspective to this topic. More specifically, her focus was on biodiversity as well as the human need for resources. Thus, she contributed a well rounded perspective which is important for our outcomes. She also provided the important information on how to gather data, and analyze this data. Megan brought to our group important insight into physical activity. Her goal was to not use typical games that are often found in a physical education classroom. Instead, she wanted to make it a meaningful experience for the students. Thus, all physical activity in our plan was conducted outdoors, and at the sights of study. Amanda contributed a unique lesson intended to help learners understand media articles from a critical perspective. This was important because we wanted students to be able to understand how media shapes our perspectives. She provided important insights into how this could impact different students’ understanding of the implications the pipeline. As well she contributed important insights into the effects of a pipeline like the Northern Gateway on ideology and nationalism, and how those two impact decision making. David brought another important piece from social studies, one that was specifically focused on an aboriginal perspective. He incorporated myths and legends to explain what may be affected by the pipeline from an aboriginal outlook. Thus, he provided a unique and important piece to our unit plan. Shyla contributed a uniquely Literary oriented perspective. She provided the literature and material needed to gain emotional insight into our connection to and relationship with nature. She also helped formulate important pieces of the debate that is designed to promote critical thinking and perspective taking. Thus, her contributions also helped reinforce some of our key outcomes.

Lesson and Unit Assessment:

a) What counts as interdisciplinary learning?: When multiple disciplines intersect to explore one topic. This creates a more in-depth and holistic understanding of the world. In general, interdisciplinary should blur the lines of disciplines Klein (2006).

b) What assessment strategy did you use? Is the assessment consistent with the nature of the learning framed in disciplinary/interdisciplinary study? Has the assessment been linked to the purpose or rationale?: We did a student constructed rubric, and this fits best with our unit

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plan because it is a research/inquiry based lesson. Thus, this allows students to take what they see as important, and assess themselves on it.

c) Are the assessment criteria clearly specified, negotiated, and justifiable? Has provision been made for student self or collaborative assessment, as appropriate: Yes we have provided not only self assessment, but we have also allowed the students to construct their own rubric. In addition to this, the teacher will conduct their own assessment to see if the students are evaluating themselves honestly.

Teacher/collaborative group member post-reflection

a) Does the unit plan show how you learned to plan and work both independently and collaboratively: Yes, because in order for our unit plan to be successful we had to work together completely. In fact, many of our lessons meld together more than one discipline-ie. science and phys.ed., English/Social, English/Bio.

b) How you used inquiry and research methods from diverse disciplines to identify problems and to research solutions beyond the scope of a single discipline: Many of our lesson plans require research, while simultaneously these lesson plans are based on multiple disciplines- ie. our debate incorporates scientific research, English literature, and social studies understandings.

c) How you developed the ability to view issues from multiple perspectives to challenge your assumptions and deepening your understandings about interdisciplinary curricular, pedagogies and practices in the classroom: As a group we were surprised how exciting it was to create an interdisciplinary outline. At the end of our efforts, we also were astonished at what a well rounded perspective that this method can provide. Overall, while this method is challenging, it was more simple than I had anticipated.

d) How you used higher-level critical- and creative-thinking skills to synthesize methodologies and insights from a variety of disciplines and to implement innovative solutions and apply interdisciplinary skills and knowledge to new contexts: While we were tackling the individual issues, we had to search to understand the interdisciplinary connections, however we were surprised to see how often those connections already naturally existed. Thus, we had to change the way we thought about our disciplines, and think in new and creative ways. From these discoveries we then created our lesson plans.

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