Category Archives: Environmental Science 20

Summary of Learning (Final Assessment)

Note:  This assessment has been adapted from Dr. Alec Couros and Katia Hildebrandt’s Summary of Learning that they have their students perform at the University of Regina.

Students will produce an artefact (e.g., narrative, slide deck, audio, video, concept map, other visual, etc.) that summarizes the learning experience in Environmental Science 20. The artefact should reference significant course experiences (e.g., units that we have studies, Science in the News topics and how they relate to our course, discussions, labs, etc.). Your own recorded live audio and/or video is required. Students may work with a partner for this activity; suggested length of artefact = 5-7 min for individuals, 8-10 in pairs. In some cases, format will necessitate artefacts of shorter or longer duration – please consult me if your project will fall outside of these parameters.

Due date: Students will share these artefacts to their blogs prior to the final assessment date.  We will present our Summary of Learning to each other during the scheduled final assessment block.

Course weight:  As this is a final assessment, your Summary of Learning holds a weight of 25% of your overall mark.

Please pay attention to the assessment rubric.  DO NOT WAIT until the end of the course to begin your assessment, this is designed for you to work on throughout the entire course.  You will be given SOME time to work on this at the end of the course (during what would have been your review classes). 

Some examples are below (these are from a few courses that I took at university, therefore the subject matter is not Environmental Science, however the final product will give you an idea of what I expect).

Try using iMovie or Movie Maker:

Maybe you could make a song!

How about creating a game?

Or using something like PowToon!


OR you could create something like Prince Ea:

Final Exam Review to follow for creating your SUMMARY OF LEARNING.  You will present your summary of learning during the scheduled final exam time slot – MONDAY, JANUARY 29 in PM.  Note, writing in RED is information we did not do in this course, and writing in GREEN and BLACK is the information we covered.


Welcome to Environmental Science 20!


Welcome to Environmental Science 20!   Below, I have listed important sites for you to become very familiar with and why:

  1.  WordPress (the same blog site that I am using) – I require you to start your own wordpress blog – this will be a site that we will use from here on out for all of your science classes.  You will be required to make a page for Environmental Science (I will show you how to do this).
  2. Twitter – my twitter “handle” is @cooperscience1.
  3. Snapchat – search cooperscience – you will see a photo of Tyson!
  4. Read over the rubric very carefully!


This semester, you are going to begin your travels around the globe.  You are a world traveler!

As you move through this course, you MUST keep a log book (your coil bound notebook).  This will be a book where you keep jot notes and drawings; a book that you will carry with you in your “backpack” all the time!  Think of this log book as your passport! Successful completion of your assessments and unit projects will be considered your passport stamp and will allow for you to continue your journey.

You will need this book as we assess your knowledge in the future, therefore, you must keep this book in good condition and bring it with you to all classes.  This book will travel with you on your outdoor and indoor adventures around the globe.

You are going to begin your journey by first learning some important information regarding the Integrative Nature of Environmental Science – examining the methods, mindsets and purposes of environmental scientists.  Examining a variety of Environmental Careers will help us build a knowledge base of our understanding of how big environmental science actually is! From there we will begin our jet setting ways around the globe to have a look at the abundance of Aquatic Ecosystems!  We will examine biotic and abiotic factors that provide criteria to determine the health of the water body.  As well, we will recognize why watersheds are important in the maintenance and health of an aquatic ecosystem.  Next, we will begin to explore the variety of Terrestrial Ecosystems of the world.  As young scientists, we will examine the role that plants play in maintaining the world and how humans use these plants.  We are going to travel the globe and look at animal populations and what the ecosystems require to support said population.  Furthermore, being from Saskatchewan, soil is an integral part of our economy, therefore, we will study its importance and role it takes in stabilizing specific ecosystems.  As responsible citizens, we are conscious of the amount of pollution entering our Atmosphere, we will look at mitigation within many countries and what we can do to minimize the effects that global climate change has had on the Earth.  Together, we will develop plans for adaptations and mitigations strategies to ensure that our world is left in a better condition for our 7th generation than it is today.  Finally, we will examine which resources are required to support and maintain the Human Population, including technologies designed to reduce our ecological footprint and to minimize waste production.

Throughout this course we will be looking at current events as well as past events that have shaped our world as we know it today, and how we have adapted and mitigated those natural as well as man made events.

So, gather your notebooks and pack your backpack! Take as many notes as you can, and keep all of your information in an organize manner as you will find that one journey blends into another.  You are now boarding AIR COOPER!



Why not try creating sketchnotes?