Understanding By Design Unit Template - GSSD Blogs

GSSD Understanding by Design Unit TemplateTitle of Unit: Local Community Grade Level 2Curriculum Area: Social Studies/Language ArtsTime FrameDeveloped By: Lisa Lenkart/Ashley RodgersonSchool: Miller SchoolIdentify Desired Results (Stage 1)Curricular OutcomesSocial Studies:DR2.1 Investigate stories of significant events and persons in the local community’s history to describe the contribution ofthose who lived in the community in earlier times.DR2.2 Analyze the influence of the natural environment on the local community.DR2.3 Identify physical representations as constructed models of real things.DR 2.4 Describe the influence of Treaty and First Nations people on the local community.PA 2.1 Analyze how decisions are made within the local community.PA 2.2 Assess and practice various approaches to resolving conflicting interests within the community.PA2.3 Analyze rights and responsibilities in the school and local community.Language Arts:CR2.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, writtenand multimedia) that address: community.CC2.1 Compose and create a range of visual, multimedia, oral and written texts that explore community.AR2.1 Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing experiences andstrategies by participating in discussions and relating work to a set of criteria.

UnderstandingsWhat do you want students to understand & be able to useseveral years from now?Children need to consider their relationships with others in anycommunity and show concern for others within theircommunities.Essential QuestionsOpen-ended questions that stimulate thought and inquiry linkedto the content of the enduring understanding.-How was our community the same/different from thepast?-How did my community come to be what it is today?-How do communities make responsible decisions?KnowledgeStudents will know…Dynamic RelationshipsDR 2.1: Investigate stories of significant events and persons inthe local community’s history to describe the contribution ofthose who lived in the community in earlier times.SkillsStudents will be able to…b. Research and represent the history of the localschool and the local community (e.g., events, people).c. Describe events of the past in the local communitythat affect life today (e.g., Why was the currentlocation chosen for the school? Other buildings?Why are streets or buildings named as they are?).d. Represent ways in which life in the local communityhas changed over time (e.g., change of place names,demographics, services, industries, businesses,transportation networks).

DR2.2:Analyze the influence of the natural environment on thelocal community.a. Describe natural features of the local community andspeculate upon their importance (e.g., landforms,climate, vegetation, waterways).b. Compile examples of natural resources in the localcommunity and explain the importance of conservingor restoring natural resources.DR2.3: Identify physical representations as constructed modelsof real things.a. Describe constructed features of the localcommunity and examine the value and purpose ofsuch constructions (e.g., bridges, buildings, statues,parks, water systems, roads).b. Locate the local community on a map ofSaskatchewan and Canada, and the community’srelative location on a globe.DR2.4:Describe the influence of Treaty and First Nationspeople on the local community.d.Describe the reasons for Treaty from theperspective of the First Nations and the government.f. Present oral, visual, or other interpretation orrepresentation of historical understanding gainedthrough oral history

Power and Authority (PA)PA2.1: Analyze how decisions are made within the localcommunity.a. Review examples of communities to which studentsbelong, and identify leaders in those communities(e.g., sports teams, artistic groups, school clubs,classroom, school, family).b. Give examples of leadership in the local community,and describe ways leadership is demonstrated (e.g.,mayor, reeve, chief, Elders, community volunteers).PA2.2:Assess and practice various approaches to resolvingconflicting interests within the community.a. Recognize that the existence of conflicting interestsdoes not necessarily result in conflict, and thatharmonious communities resolve conflicting interestsin peaceful ways.e. Identify ways of maintaining safety and harmonywithin communities (e.g., police, firefighters,signage).h. Apply successful approaches to resolving conflictinginterests in the classroom and school communitiesPA2.3:Analyze rights and responsibilities of citizens in theschool and local community.a. Identify Treaty rights of members of the community

Language Arts:CR2.1 Comprehend and respond to a variety of grade-leveltexts (including contemporary and traditional visual, oral,written, and multimedia) that address: identity (e.g., JustWatch Me) community (e.g., People and Places) socialresponsibility (e.g., Friendship) and make connections toprior learning and experiences.a. View, listen to, read, and respond to a variety oftexts including First Nations and Métis resourcesthat present different viewpoints and perspectiveson issues and topics related to identity, community,and social responsibility and relate to ownexperiences.b. Discuss the experiences and traditions of variouscommunities and cultures portrayed in textsincluding First Nations and Métis resources.CC2.1 Compose and create a range of visual, multimedia,oral, and written texts that explore: identity (e.g., MyFamily and Friends) community (e.g., Our Community) socialresponsibility (e.g., TV Ads for Children) and makeconnections to own life.a. Use words, symbols, and other forms, includingappropriate technology, to express understanding oftopics, themes, and issues and make connections toown life.AR2.1 Reflect on and assess their viewing, listening,reading, speaking, writing, and other representingexperiences and strategies by participating in discussionsand relating work to a set of criteria (e.g., “What did Ilearn?”).a. Reflect, with guidance, on viewing, listening, reading,representing, speaking, and writing by explainingwhat is effective or what they like in a text.

Assessment Evidence (Stage 2)Performance Task DescriptionThe PERFORMANCE TASK describes the learning activity in “story” form. Typically, the P.T. describes ascenario or situation that requires students to apply knowledge and skills to demonstrate theirunderstanding in a real life situation. Describe your performance task scenario below:You are a news reporter for the Melville Advance. Your job is to investigate an important eventor person from Melville. You will present your article using Microsoft Publisher.Role- News ReporterAudience- School membersForm- 1 paragraph with at least six sentences and pictures addedTopic- Local Community HistoryStandards: See attachmentsHelpful tips for writing aperformance task.Goal:What should studentsaccomplish by completingthis task?Role:What role (perspective)will your students betaking?Audience:Who is the relevantaudience?Situation:The context or challengeprovided to the student.Product/Performance:What product/performancewill the student create?Standards(Create the rubric for thePerformance Task)

BLOOMS TAXONOMY:REMEMBERING: Can the students recall or remember the information?UNDERSTANDING: Can the students explain ideas or concepts?APPLYING: Can the students use the information in a new way?ANALYZING: Can the students distinguish between the different parts?EVALUATING: Can the students justify a stand or decision?CREATING: Can the students create new product or point of view?Digital Taxonomy for Bloom:KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googlingCOMPREHENSION: Advanced searches, blog journaling, twittering, commentingAPPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editingANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineeringSYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting,video castingEVALUATION: Blog commenting, reviewing, posting, moderating, collaborating,networking, posting moderatingOther Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.)Conversation Observation Product-Self Assessment for Indvidualcontributions to Group Discussion (seeattachments)-Sample Holistic Representing Rubric (Seeattachments)Learning Plan (Stage 3)Where are your students headed? Where have they been? How will you make sure the students know where they are going?Students should already know what a community is and the different community groups they can belong in.How will you hook students at the beginning of the unit? (motivational set) Begin with a KWL chart. What do students already know about their community of Melville?to know? (H, W)What do they wantWhat events will help students experience and explore the enduring understandings and essential questions in the unit? How will youequip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement andachievement of all students?Time Frame

Introduce the essential questions and discuss the culminating unit performance task (newspaperarticle). (W) Locate community on map of Saskatchewan and Canada. (Google Earth). Study map of Melville.Locate various constructed features of the local community. (E) Visit local museum to gain information about the history of Melville. (E) Revisit KWL chart. Did you learn anything from the museum? Are there any questions you stillhave? (R) Have mayor Walter Streelasky or councilor visit our classroom to discuss role in decision making incommunity and answer any questions students have prepared. Mr. Streelasky will also share withstudents the process that took place to resolve the community conflict about where the HorizonCredit Union Centre should be located. (T) Have Tony McNabb (Systems Administrator) for Treaty 4 Student Success Program visit ourclassroom to explain the structure of First Nations leadership. (R) Create written response “What I learned about the history of my community”. Students will visit St. Paul’s Lutheran Home. Students will interview a resident to determine how thecommunity has changed. Journal writing- Students will be given a variety of journal writing starters that address targetedoutcomes from weekly lessons. Guided Reading- Students will learn about other communities through guided reading selections. Smart Board OTC Lesson about the customs of the British Crown and First Nations peoples inTreaty- making. Arrange a field trip to collect photos in the community to record its natural features and constructedfeatures (railroad, park, river, dam, bridge, agricultural land, City Hall, Horizon Credit UnionCentre, hospital, water tower, water treatment plant, museum). After the field trip, view a slideshow and discuss with students the features in terms of how they influence the community. Usingpainting or drawing tools, students draw pictures, and several natural features of the community andexplain their importance in one or two sentences. Lesson: Use Descriptive Adjectives Page 49 NelsonLiteracy 2: Teacher’s resource Students will research an occupation in our community that helps us stay safe and happy. Students

will describe what the person does, where he/she works and how this person helps us. This will bemade into a class book. School Rooms Social Studies Activity: School Rooms Game (Students will play this game and thencreate their own game cards about their local community).How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on youressential questions and enduring understandings?-Modelling, self-assessments, journal entries, guided reading responses, class/group discussionsHow will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?-self assessmentHow will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, withoutcompromising the goals of the unit?-Guided reading sessions are at their own individual instructional level-Arranging transportation for student who uses a wheelchair-Oral response instead of written response-Audio story for research projectWhat resources will you use in the learning experiences to meet the outcomes?Nelson Literacy 2: Teacher and Student ResourceThe Numbered Treaties in Saskatchewan: Teaching Treaties in the Classroom: A Treaty Resource Guide for Grade 2Community Members and Leaders: Walter Streelasky, Tony McNabb, residents of St. Paul’s Lutheran HomePrimary Success: Social Studies Grade TwoGoogle EarthLocal MapsRequired Areas of Study:Assess and Reflect (Stage 4)

Is there alignment between outcomes, performance assessment and learning experiences?Broad Areas of Learning:Does my unit promote life long learning, encourage the development of self and community, and engage students?CELS & CCC’s:Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating socialresponsibility, and acting autonomously in their world?Adaptive Dimension/Differentiated Instruction:Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learningenvironment to meet the learning needs of all my students?Instructional Approaches:Do I use a variety of teacher directed and student centered instructional approaches?Student Evaluation:Have I included formative and summative assessments reflective of student needs and interests based on curricularoutcomes?Resources:Do the students have access to various resources on an ongoing basis?FNM/I Content and Perspectives/Gender Equity/Multicultural Education:Have I nurtured and promoted diversity while honoring each child’s identity?Blueprint for Life (Grade 6-9):Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career?Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.

Newspaper Article : NewspaperCATEGORY 4 3 2 1HeadlineArticle has aheadline thatcaptures the reader'sattention andaccurately describesthe content.Article has aheadline thataccurately describesthe content.Article has aheadline that doesnot describe thecontent.Article is missingheadline.SupportingDetailsWho, What, When,Where & HowThe details in thearticle are clear andsupportive of thetopic.Article adequatelyaddresses the 5 W's(who, what, when,where and how).The details in thearticle are clear butneed to bedeveloped more.Some details maynot fit in with thetopic.The article is missingone of the 5 W's.Most details in thearticle are clear.Article does notfocus on the topicwell.The article is missing2 of the 5 W's.The details articleare neither clear norrelated to the topic.The article is missing3 or more of the 5W's.Lead SentenceLead sentence grabsthe reader's attentionand focuses thereader on the topic.Lead sentence tellsmost importantdetails.Lead sentence is notclearly connected tothe article.There is no clearlead sentence in thearticle.Spelling andGrammarNo spelling orgrammar errors.No more than acouple of spelling orgrammar errors.No more than 3spelling or grammarerrors.Several spelling orgrammar errors.