Submission Template For Mini Unit Plan Project and Course Rationales

SUBMISSION TEMPLATE FOR MINI UNIT PLAN
PROJECT AND COURSE RATIONALES

(Follow the instructions throughout the template to copy and
paste your project work into the appropriate sections.)
Name of submitter: Amanda High

Name of other Group Members: Makinna Pitcher
GRADE OF MINI UNIT: 2
TOPIC TITLE: Social Studies - Communities
Teacher Amanda High, Makinna Pitcher

Subject Social Studies
Comparing Inuit, Prairie, and
Topic/Focu
Acadian Communities
s
Mini Unit Plan (ASSESSMENT)
Overarchi
ng
Question
Learner
Consideratio
ns
Performance
Task
Overview
What makes communities unique?
Students will have previous knowledge of what communities are and

where they belong in their own communities
Students will have been exposed to the research process and how to
distinguish true information from false information
Students are familiar with the technology of Google Earth, Kahoot,
and Wordle
Students will create a summative project to demonstrate their learning on
one of three communities researched in class. It will be their job to tell
their peers what makes the community they chose unique and why they
would want to visit.
Learner Outcomes
General
Specific
Outcomes
Outcomes
Social Studies
GLO: 2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.S.1
2.S.3
2.S.7
2.S.8
Links to Overarching
Question/sub-questions
Science
GLE: 2-1
GLE: 2-4
Assessment Criteria
Students provide evidence of
their learning as they
Formative
Our overarching
Class discussions
question is What
makes communities
I See, I Think, I
unique
Wonder charts
These outcomes deal
Wordle Submissions
with the three specific
Observation
communities of Iqaluit,
Kahoot Quiz
Saskatoon, and
Conversation
Meteghan.
Exit Slip
Students are expected
Research Booklet
to understand that
Think, Pair, Share
these communities are
Summative
unique based on their
Performance Task
characteristics such as
their physical
geography, linguist
characteristics, and
Students will be able
Research booklet
to investigate how and
Class discussion
why communities are
Think Pair Share
unique
Observation
Students will reflect
upon their learning
ELA
2
4
5
ICT
C.5
C.7
F.3
Art
Component
10(i)
2.2
4.3
5.1
5.2
1.1
1.1
1.1
1.2
1.3
Purpose 1, A&D
Students will use their

ability to work within a
group and present and
share their ideas to
gain and demonstrate
their knowledge about
how and why
communities are
unique.
Students will use
technology to explore
different unique
communities
Students will use
technology to
recognize and review
differences and
similarities between
the communities to
distinguish their
uniqueness.
Students will be able
to visually document
and present learning
about different unique
communities
Research booklet
Performance task
Observation
Class discussion
Observation
Performance task
(when applicable)
Research booklet
Performance task
Student Task Description

Performance Task - Travel Pitch
You are a travel agent looking to help a fellow student plan a vacation
somewhere. You will be telling them and the rest of the class everything
you have learned about one of the three communities that we have been
researching. What community would you suggest to them and why? It is
your job to tell the students what makes this community you have chosen
so unique and tell them why they would want to visit. You will be presenting
your ideas to the class in a format of your choosing. This will be due in one
week (on November 12, 2015). We will be working on this project in class
and can then be taken home to complete over the weekend with help from
family if needed.
Start by reviewing your research booklet and analyzing the information you have recorded.
Think about:
What interested me in each community?
What made them unique?
What things could I relate to?
What did I get really excited learning about?
Project Checklist:
Circle the community you would like to present on:
Iqaluit
Meteghan
Saskatoon
Circle at least 5 of the following topics you would like to include in your presentation.
Location/Map, Geographic Region, & Travel Distance
Language, Flag, & Special Days/Events
Clothing & Seasonal Weather
Landscape
Community Activities
Wildlife
Tourism
Choose how you would like to present your ideas. Examples could include poster, iMovie,
brochure, skit, calendar, sculpture, etc. Write a brief description below 1:
1 Teacher's note: Students can choose a project from the brainstorming list of ideas created in
class or they can discuss with the teacher a different presentation modality of their choosing.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________________________
Materials I will need for my project:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________________________
Have I gathered all of the research I would like to use?
Yes
No
Have I considered my peer feedback?2
Yes
No
Have I revised my work?
Yes
No
Have I practiced what I am going to say to the class about my project?
Yes
No
Suggested modalities are: poster, brochure, iMovie (with supervision/assistance), booklet,

calendar, sculpture, etc.
2Teachers note: after students have completed a rough draft there will be class time to
collaborate with a peer to receive peer-feedback on their projects. They will also then have the
opportunity to have input on the holistic rubric. This step will be done after they have
completed their rough drafts as not to inhibit creativity in the development of their projects
3 Teachers note: Students will be presenting their projects to the class. They will then
complete a Two Stars and a Wish self-assessment to help them reflect on their
learning and presentation. They will write down two things they think they did well on
their projects and one goal for them to improve/work on
Assessment Criteria
C&I Mini Unit plans

Part A: Inquiry Question
What makes communities unique?
Part B: Focussing Question

1. Rationale for the Unit
a) What makes these lessons relevant to students is that their understanding of
what a community is and what communities they belong to can now be broadened to
help students understand that they live in a diverse society comprised of many unique
communities. Additionally, students will be able to gain exposure to communities that
are different, but also similar the communities they belong to.
b) The purpose of this unit within the course is to help individuals understand the
uniqueness of different communities within Canada. After students are able to appreciate
how geography, culture, language, heritage, economics, and resources shape and
change Canadas communities (which are largely concepts covered in this unit), they can
then move to the second GLO for the course which is looking at communities in the past.
Essentially, this unit is a starting point for students to begin, and then work backward in
the rest of the course establishing how communities have come to be the way they are.
c) The key elements of the Social Studies discipline addressed in this unit are
dimensions of thinking, research for deliberative inquiry and communication. Dimensions
of thinking are addressed through the initial exploration of the artifacts of each
community and their exploration via Google Earth. Being able to generate key questions
of and ideas students have about something they may be unfamiliar with is a key skill to
develop. Interest in other cultures (in this case, communities) is a great way to develop
acceptance. Research for deliberative inquiry is demonstrated through the actual
research process. Students are researching, with guidance, materials with a specific goal
in mind. Finally, Communication is demonstrated through the performance task, as there
is a lot of agencies in the way students are able to present their final project. This
demonstrates a keen ability to communicate their ideas effectively.
d) Our unit engages students by allowing for their own inquiries to begin the unit.
They are able to have some freedom in exploring the communities and asking questions
and being able to handle and wonder about artifacts presented at the beginning of the
unit. The research process will continue to be engaging as there are many different ways
they are being asked to demonstrate knowledge in their research booklets. There are
also many resources at the stations to accommodate for the different learners. Finally,
students are able to take the knowledge they learn during research and apply to the
project in the modality they choose to present to class.
Key Questions
a) What did you learn about each community that you didnt know before? Which community
did you find the most interesting and why? What did you notice that made these communities
different? What did you notice that made these communities the same?
What do you think or notice about communities that make them different from one
another?
What are the differences between Saskatoon, Meteghan, and Iqaluit? What makes each
community unique? What do you find interesting about each community? How is their
community different from yours?
b) Students will have an understanding of how they are unique individuals and what
contributes to an individuals identity. Students will already have an understanding that

individuals have characteristics that allow them to belong to a community or group.
Additionally, students will have an understanding and appreciation of how identity and
self-esteem are enhanced by the sense of belonging to a community, and are able to
appreciate how changes over time affect their families and communities. Finally,
students will have previous exposure and practice to effectively utilizing the research
process and the necessary steps that involves as well as differentiating credible
information from false information (within a grade 2 context).
Connection to Program of Studies
a) Critical inquiry question is What makes communities unique?
Social Studies
2.1
Social Studies GLO 2.1, Canadas Dynamic Communities: Students will demonstrate an
understanding of how geography, culture, language, heritage, economics, and resources
shape and change Canadas communities.
Values and Attitudes
2.1.1 appreciate the physical and human geography of the communities
studied:
o Appreciate how a communitys physical geography shapes identity (I, LPP)
o Appreciate the diversity and vastness of Canadas land and peoples (CC, LPP)
Knowledge and Understanding
2.1.2 investigate the physical geography of an Inuit, an Acadian, and a
prairie community in Canada by exploring and reflecting the following
questions for inquiry:
o Where are the Inuit, Acadian and prairie communities located in Canada?
(LPP)
o How are the geographic regions different from where we live? (LPP)
o What are the major geographical regions, landforms and bodies of water in
each community? (LPP)
o What are the main differences in climate among these communities? (LPP)
o What geographic factors determined the establishment of each community
(e.g., soil, water and climate)? (LPP, TCC)
o How does the physical geography of each community shape its identity? (CC,
I)
o What is daily life like for children in Inuit, Acadian and prairie communities
(e.g., recreation, school)? (CC, I, LPP)
2.1.3 investigate the cultural and linguistic characteristics of an Inuit, an
Acadian and a prairie community in Canada by exploring and reflecting
upon the following questions for inquiry:
o What are the cultural characteristics of the communities (e.g., special
symbols, landmarks, languages spoken, shared stories or traditions,
monuments, schools, churches)? (CC, LPP, TCC)
o What are the traditions and celebrations in the communities that connect the
people to the past and to each other? (CC, LPP, TCC)
o What are the linguistic roots and practices in the communities? (CC)
2.1.4 investigate the economic characteristics of communities in Canada
by exploring and reflecting upon the following questions for inquiry:
o What kinds of natural resources exist in the communities (e.g., fishing,
agriculture, /mining)? (ER, LPP)
o What are the occupations in each of the communities? (ER)

o What kinds of goods and services are available in the communities? (ER)
o What impact does industry have on the communities (i.e., agriculture,
manufacturing)? (ER, LPP)
Dimensions of Thinking
2.S.1 develop skills of critical thinking and creative thinking:
o Distinguish between a fictional and a factual account about Canadian
communities
o Choose and justify a course of action
o Compare and contrast information from similar types of electronic sources,
such as information collected on the Internet.
2.S.3 develop skills of geographic thinking:
o Use a simple map to locate communities studied in Canada
Research for Deliberative Inquiry
2.S.7 apply the research process:
o Participate in formulating research questions
o Develop questions that reflect a personal information need
o Follow a plan to complete an inquiry
o Access and retrieve appropriate information from electronic sources for a
specific inquiry
o Navigate within a document, compact disc or other software program that
contains links
o Organize information from more than one source
o Process information from more than one source to retell what has been
discovered
o Formulate new questions as research progresses
o Draw conclusions from organized information
o Make predictions based on organized information
Communication
2.S.8 demonstrate skills of oral, written and visual literacy:
o Prepare and present information in their own words, using respectful
language
o Respond appropriately to comments and questions, using respectful
language
o Interact with others in a socially appropriate manner
o Create visual images for particular audiences and purposes
o Display data in a problem-solving context
o Use technology to support a presentation
Science
General Learner Expectation
2-1- Investigate, with guidance, the nature of things, demonstrating an
understanding of the procedures followed.
o Reflect and Interpret
o Describe what was observed, using captioned pictures and oral language
o Describe and explain results; explanations may reflect an early stage of
concept development
o Identify applications of what was learned
o Identify new questions that arise from the investigation.
24- Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.
o Specific Learner Expectations Students will show growth in acquiring and
applying the following traits:
o Curiosity
o Confidence in personal ability to explore materials and learn by direct study
o Inventiveness
o Perseverance: staying with an investigation over a sustained period of time
o Appreciation of the value of experience and careful observation
o A willingness to work with others and to consider their ideas
ICT
ELA
o 2.2 Respond to Texts
o Experience various texts
Engage in a variety of shared and independent listening, reading and
viewing experiences, using oral, print and other media texts from a
variety of cultural traditions and genres, such as legends, video
programs, puppet plays, songs, riddles and informational texts
4.3 Present and Share
o Present information
Present ideas and information by combining illustrations and written
texts
5.1 Respect Others and Strengthen Community
o Appreciate diversity
Discuss the experiences and traditions of various communities
portrayed in oral, print
o Relate texts to culture
Discuss similarities and differences in settings, characters and events
in oral, print and other media texts from various communities
5.2 Work Within A Group
o Cooperate with others
Work in a variety of partnerships and group structures
Identify ways that class members can help each other
Work in groups
Contribute relevant information and questions to extend group
understanding of topics and tasks
Stay on topic during class and group discussions
C.5- Students will use technology to aid collaboration during inquire.
o Specific Outcomes:
o 1.1 Share information collected from electronic sources to add to a group
task.
o 1.1 Develop questions that reflect a personal information need
F.3- Students will demonstrate a moral and ethical approach to the use of
technology
o 1.1 Demonstrate courtesy and follow classroom procedures when making
appropriate use of computer technologies
o 1.2 Work Collaboratively to share limited resources
o 1.3 demonstrate appropriate care of technology equipment
Art
EXPRESSION
Component 10 (i)
o PURPOSE 1: Students will record or document activities, people and
discoveries
Concepts:
A. Everyday activities can be documented visually.
D. Knowledge gained from study or
experimentation can be recorded visually
b) This lesson was planned to specifically incorporate elements that would suit a
number of different learning needs and ways for students to show what they know.
For example, our formative assessments include exit slips, Kahoot, Wordle, I See, I
Think, I wonder Charts, Think, Pair, Share, the research booklets themselves, as
well as peer assessment and feedback. The summative assessment provides a lot
of freedom in regard to the modality, as well, students are given the opportunity to
contribute to the rubric itself. We have differentiated the lesson by ensuring
students have a lot of choice and support if they need it. There are 2 different
groups, smaller groups for the kids who may need more direct assistance and
larger groups for the more independent students. The seemingly random groups
helps to maintain dignity of the students. The different elements in the unit include
activities for tactile, visual, and auditory learners in addition to incorporating more
traditional writing activities.
C) Google Earth- can be used as an interactive way for students to get a virtual
tour of places all around the world. In this case, students are asked to explore one
of the three communities they are studying and make some key observations.
Great tool to provide some context about where these communities are and what
they actually look like
Alberta Social Studies: Many Voices Text- This has great sample rubrics and
projects that are explicitly tied to the program of studies and curricular outcomes.
Can be used as a great starting point for teachers to get some ideas and adapt to
the specific needs of the class.
Mini-textbooks, Looking at Places, Looking at Work, Looking at People, Looking at
You- These resources are also explicitly tied to the Alberta grade 2 program of
studies and provide specific information on the three communities to be studied
(the Inuit, Acadian, and Prairie communities).
My Arctic 123 by Michaela Arvaarluk Kusugak, Arctic Stories: Agatha and the Most
Amazing Bird (pg. 16-27), Kumaks Fish: A tall Tall from the Far North by Michael
Bania, A Prairie Year by Yvette Moore and Jo Bannatyne-Cugnet, All
About...Canadian Geographical Regions: The Interior Plains by Barb McDermott and
Gail McKeown, A Prairie Alphabet by Yvette Moore and Jo Bannatyne-Cugnet-These
are a series of picture books found in the Curr Lab at the University of Lethbridge
that demonstrate the uniqueness of communities in Acadia, the Inuit, and the
Prairies. These books can be used to show the differences in artwork and the
different activities that take place in each of the different communities. They are
appropriate for a grade 2 level.
Part C: 3 Lesson Plans Connected to the Inquiry Question

Unit Plan Overview
Grade: 2
Overarching Question: What makes communities unique?
Activity: Research Booklet & Tourism Poster
Lesson One
Goals/Key questions
Time Required: 2 (60 min) classes

Goals:
Question: What do you think or notice about communities that make them different from one another?
Students will understand that communities are all unique and will have an opportunity to explore and share the
differences they notice between three assigned communities. They will work with technology, in pairs, and
share with the class their findings.
Skills: teamwork and collaboration, group discussion, orally contributing ideas, using technology to search and
discover.
Objective (connected to PofS):
Social Studies
2.1
2.1.2 investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by
exploring and reflecting the following questions for inquiry:
Where are the Inuit, Acadian and prairie communities located in Canada? (LPP)
How are the geographic regions different from where we live? (LPP)
What are the main differences in climate among these communities? (LPP)
How does the physical geography of each community shape its identity? (CC, I)
Science
2-1- Investigate, with guidance, the nature of things, demonstrating an understanding of the procedures
followed.
Reflect and Interpret
Describe what was observed, using captioned pictures and oral language
Describe and explain results; explanations may reflect an early stage of concept development
Identify new questions that arise from the investigation.
24- Demonstrate positive attitudes for the study of science and for the application of science in responsible
ways.
Specific Learner Expectations Students will show growth in acquiring and applying the following traits:
Curiosity
Confidence in personal ability to explore materials and learn by direct study
Perseverance: staying with an investigation over a sustained period of time
Appreciation of the value of experience and careful observation
A willingness to work with others and to consider their ideas
English Language Arts
1.1 Explore and Discover
Express ideas and develop understanding
Contribute relevant ideas and information from personal experiences to group language activities
Relate texts to culture
Discuss similarities and differences in settings, characters and events in oral, print and other media texts from
various communities
Cooperate with others
Identify ways that class members can help each other
Work in groups
Contribute relevant information and questions to extend group understanding of topics and tasks
Information Computer Technology
Specific Outcomes:
1.1 Share information collected from electronic sources to add to a group task.
Specific Outcomes:
1.1 Develop questions that reflect a personal information need
F.3- Students will demonstrate a moral and ethical approach to the use of technology
Specific Outcomes:
1.1 Demonstrate courtesy and follow classroom procedures when making appropriate use of computer
technologies
1.2 Work Collaboratively to share limited resources
1.3 demonstrate appropriate care of technology equipment
Pre lesson Considerations
Lesson overview of main ideas to be learned and pre-learning required:

Students will have already been exposed to "what a community is" and some of the characteristics of a
community. They will have also been exposed to the research process. They will have been exposed to
technology and Google Earth from previous assignments and understand how to use it.
Students will be expected to understand what makes a community unique by further research into three
specific communities and see how they are all different. They will be able to analyze information and record
their research, as well as interpret and compare information to understand differences between communities.
Materials needed/preset up required/logistical considerations needed (seating arrangement):
Picking groups - small two piece puzzles (pictures of Prairie, Acadian, and Inuit themes cut in half like a puzzle
piece) and each student will receive a piece and they will then need to find the other half of their picture/puzzle
to find their partner for the activity
Computer room and Google Earth
Group discussion (large sheet of paper and markers to record brainstorming ideas)
Markers
Artifacts and objects from Saskatoon, Meteghan, and Iqaluit communities
Content:
LESSON
ONE PART A
What is the teacher doing?

Include Key questions, logistics, key concepts
that will be addressed, methods of formative
assessment
Discuss as a class their previous knowledge of
What are the students doing?
Describing what a community is
Introductio
n (how will you
engage
students?
Connections to
previous
learning?)
Time est.: 5 min
Activity 1
(Add more if
needed)
Time est.: 15
min
Activity 2
Time Est.: 40
min
what a community is
Redefine community as: a group of people
living in the same place or having a particular
characteristic
Specify: Today and for the next few classes we
will be talking about communities in terms of
communities as towns/cities and how they
compare by looking at some artifacts, going on
a tour and delving into the culture and activities
of three communities, Iqaluit, Meteghan, and
Saskatoon.
Recalling previous knowledge about

communities - class discussion
Contributing to class discussion
Ask: Have you ever travelled to another

community? (Meaning town/city)
Informally list their answers on the whiteboard
for students to see.
What did you notice/remember that is different
from Lethbridge?
What did the people wear?
What language did they speak?
What was the weather like?
What kind of food did you eat?
Were there any interesting buildings or
sculptures?
What was the geography/landscape like?
Close to any bodies of water?
Explain: These are some differences that make
communities unique
Formatively assess by observing and listening
to conversations about the features of
communities from their own experiences to see
if they understand the concept being discussed
Participate in class discussion

Students will share their experiences
with different communities and what
they noticed that was different from
our current community
Explain: For the next few classes we will be

exploring three specific communities more in
depth. The communities of: Saskatoon
(Ukrainian), Meteghan (Acadian), and Iqaluit
(Inuit).
Explain: At each table there will be sticky notes
and a large paper. They are to fill out at least
one sticky note of what they See, Think, or
Wonder and put it in the appropriate place on
the large chart (Ex.)
Students can observe and handle

artifacts from each community
Thinking of questions they may have
about the artifacts and where they
come from
Students will fill out sticky notes for I
See, I Think, I Wonder Chart
Have artifacts for the three communities (three

stations) that we will go more in depth on to give
students some context and create excitement
Have students in their table groups or rows go
up to one station at a time and look at the table
full of artifacts from the community
Students will be allowed to gently handle the
artifacts
Ask the students to be thinking of questions
they may have about the communities based off
of the artifacts brought
LESSON ONE
PART B
Transition
considerations
Pick pairs and line up to go to the computer

room
Students will each pick a puzzle

piece and try to find the match to their
puzzle piece that will determine their
partner. They will then quietly line up
at the door and wait to go to the
computer room
Remind students of their previous

knowledge/skill of using Google Earth
Allow for a quick tutorial if students are having a
hard time remembering or need additional help
As a pair students can explore the three unique
communities of Iqaluit, Saskatoon, Meteghan
Write on the board possible prompts of what to
look for. Ex.
What the weather is like
What the people are wearing
If they are close to water
What kind of buildings are there
What kind of cars do you see?
What kind of landscape do you notice?
Fill out personal I See, I Think, I Wonder Chart
Circulate often to ensure students are on task
and are not having any technical difficulties
Ask questions such as: What do you notice that
is different about this community?
Did you notice similarities between the
communities?
Give students cues as to how long they have
left to explore each community
After the three communities have been explored
students will quietly line up with their partner
and walk back to the classroom
Students will work with their partner

and explore the three communities in
Google Earth. They will discuss what
they notice about buildings,
infrastructure, landscape,
transportation, culture etc. Letting
students explore on their own to see
what they can find and feel is
interesting. They will discuss with their
partner some of the interesting things
they have noticed and why it is
interesting to them.
Students fill out their I these I think I
wonder Chart
Students will line up at the door with
their partner and walk back to
classroom.
Brainstorm the characteristics that they noticed

and record ideas on large sheets of paper to
keep hung up in the classroom for reference
Conclusion
How will you
during the following activities
know if students Discuss the research stations that they will do
learned what
next class to explore each community more in
you hoped?
depth
Connections to
Exit slip
next lesson
Pairs will share with the class things

they noticed or found interesting
about each community
Students will fill out an exit slip with
the questions:
What is something new you learned
today?
What question do you have about a
community discussed today or what is
something you wonder about?
Activity 3
Time Est.: 40
min (includes
transition time approx. 10
min/community)
Time Est.: 20
mines
Assessment: Formative assessment

I See, I Think, I Wonder Charts (with the artifacts and with the virtual tours)
Conversations through brainstorming/group discussions,
Observations through watching students explore Google Earth and listen to the discussions between
pairs to see the ideas they are coming up with about each community.
Have an exit slip where each student writes one thing they learned and one thing they have a question
about or wonder about.
Accommodations/Modifications: Offer students assistance if they need help with Google Earth and the
technical aspect of it or need assistance operating the program and navigating through it. Can try to facilitate
questions or create conversations by interacting and conversing with the students that seem to be struggling
finding differences or communicating with their partner. Work on opening up communication with students that
appear to be more introverted.
Extension and extra time activity:
Have students brainstorm questions they have about each community or things they wonder about and
would like to know about the communities they have talked about so far. This can help create interest
for students, give them something to wonder or think about, or be excited to find out for next class.
Go over the See, Think, Wonder Charts from the artifacts
Reflection on how the lesson went: Consider the amount of involvement from students. Were there certain
students who spoke more than others, or some who refused to speak at all during the activity? Did students
appear to be engaged and interested in the topic? Were they focused and on task during the activity? What
kind of questions did students ask - this will help to inform whether or not your instructions and directions were
clear.
Lesson Two
Goals/Key questions
Time Required: 3 (60 min) classes

Goals:
Question: What are the differences between Saskatoon, Meteghan, and Iqaluit? What makes each community
unique? What do you find interesting about each community? How is their community different from yours?
Students will learn about each of the three communities in greater detail and will be able to understand and
see the differences between the three. They will be able to recognize how different geography influences
resources, culture, and way of life.
Students will learn about three different communities (Inuit, Acadian, and Prairie). They will gain a deeper
understanding of what makes these communities unique and what makes them similar.
Students will also be able to use the research process, interpret a variety of information, and different
modalities of information such as text, video, physical artifacts and auditory.
They will be able to explore a variety of aspects of each community and record their information through the
research booklet, which exhibits a variety of ways to record information. Such as through writing, drawing,
observing, and listening.
The research booklet was created to help guide students through the research process and to help them pick
out the pertinent information. I was designed by making specific questions with also a few critical thinking
questions dispersed throughout as well. It also provides opportunities for all learning styles to be engaged.
Social Studies
2.1
2.1.1 appreciate the physical and human geography of the communities studied:
Appreciate how a communitys physical geography shapes identity (I, LPP)
Appreciate the diversity and vastness of Canadas land and peoples (CC, LPP)
Value oral history and stories as ways to learn about the land (LPP, TCC)
Acknowledge, explore and respect historic sites and monuments (CC, LPP, TCC)
What are the major geographical regions, landforms and bodies of water in each community? (LPP)
What geographic factors determined the establishment of each community (e.g., soil, water and climate)?
(LPP, TCC)
What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)? (CC, I,
LPP)
2.1.3 investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a prairie
community in Canada by exploring and reflecting upon the following questions for inquiry:
What are the cultural characteristics of the communities (e.g., special symbols, landmarks, languages spoken,
shared stories or traditions, monuments, schools, churches)? (CC, LPP, TCC)
What are the traditions and celebrations in the communities that connect the people to the past and to each
other? (CC, LPP, TCC)
How are the communities strengthened by their stories, traditions and events of the past? (CC, TCC)
What are the linguistic roots and practices in the communities? (CC)
2.1.4 investigate the economic characteristics of communities in Canada by exploring and reflecting
What kinds of natural resources exist in the communities (e.g., fishing, agriculture, /mining)? (ER, LPP)
What are the occupations in each of the communities? (ER)
What kinds of goods and services are available in the communities? (ER)
What impact does industry have on the communities (i.e., agriculture, manufacturing)? (ER, LPP)
Dimensions of Thinking
2.S.1 develop skills of critical thinking and creative thinking:
Choose and justify a course of action and compare and contrast information from similar types of electronic
sources, such as information collected on the Internet.
Use a simple map to locate communities studied in Canada
Use cardinal directions to locate communities studied in relation to ones own community
Research for Deliberative Inquiry
2.S.7 apply the research process:
Participate in formulating research questions
Develop questions that reflect a personal information need
Follow a plan to complete an inquiry
Organize information from more than one source
Process information from more than one source to retell what has been discovered
Formulate new questions as research progresses

Draw conclusions from organized information
Make predictions based on organized information
Science
ways.
Specific Learner Expectations
Students will show growth in acquiring and applying the following traits:
Curiosity
Confidence in personal ability to explore materials and learn by direct study
Perseverance: staying with an investigation over a sustained period of time
A willingness to work with others and to consider their ideas
2.2 Respond to Texts
Experience various texts
Engage in a variety of shared and independent listening, reading and viewing experiences, using oral, print
and other media texts from a variety of cultural traditions and genres, such as legends, video programs, puppet
plays, songs, riddles and informational texts
Appreciate diversity
Discuss the experiences and traditions of various communities portrayed in oral, print
Discuss similarities and differences in settings, characters and events in oral, print and other media texts from
various communities
Art
EXPRESSION
Component 10 (i)
PURPOSE 1: Students will record or document activities, people and discoveries
Concepts:
A. Everyday activities can be documented visually.
D. Knowledge gained from study or
experimentation can be recorded visually
Lesson overview of main ideas to be learned and pre- learning required:

Students will have been exposed to the research process and how to look for information amongst a variety of
information modalities
Students will be familiar with what working in a group involves and behaviours appropriate to this task.
Designated groups based on students abilities in order to provide additional help for students with
reading/writing difficulties (can be in smaller groups to have more one on one help, as compared to the
independent learners)
Stickers to indicate groups
Stations set up with the resource material on each
iPads set up for students to access Wordle
Alberta Social Studies: Many Voices
300.7 man Gr. 2 vol 2.
Pg. 39, 193

300.7 Man gr.2 vol.1
Looking at Places
Looking at Work
Looking at People
Looking at You
Other Resources:
Inuit
Nonfiction: My Arctic 123 by Michaela Arvaarluk Kusugak
Call# 513.211.Kus
Fiction: Arctic Stories: Agatha and the Most Amazing Bird (pg. 16-27)
Call# FKus
Fiction: Kumaks Fish: A tall Tall from the Far North by Michael Bania
Call# FBan
Acadia
Fiction: A Prairie Year by Yvette Moore and Jo Bannatyne-Cugnet
Call# FBan
Nonfiction: All About...Canadian Geographical Regions: The Interior Plains by Barb McDermott and Gail
McKeown
Call# 971.2 McD
Prairie
Nonfiction: A Prairie Alphabet by Yvette Moore and Jo Bannatyne-Cugnet
Call# 431.1 Ban
Content:
Include Key questions, logistics, key concepts that
will be addressed, methods of formative
assessment
Introduction
(how will you engage
students?
Connections to
previous learning?)
Time est.: 2 mins

Transition
considerations
Remind students of the questions they came up

with and had from last class about things they
wondered about each community
Have the paper of brainstormed questions hung
visibly in the classroom.
Discuss some of the things they noticed about
each community when they explored on Google
Earth
Thinking about the questions they

had or wondered about from last
class
Thinking about the differences
they discovered from last class
using Google Earth (can refer to
the sheet of paper with notes on it
hung up in the classroom from
last class)
Divide into small groups

Predetermined groups based on students abilities
and needs in regards to reading and writing
6 groups
Smaller groups for students needing more one on
one help and provide more help to assist these
students (three stations-one for each community)
Larger groups for independent students with
stronger reading and writing abilities. One adult per
Students will go to their assigned

table once their name is called.
Students will write their names on
their booklets
table.(three stations-one for each community)

Booklets will be at their assigned station. A sticker
matching a symbol on the table will be on the
booklet for each student to remind them what
group they are in and which table they will be at for
the next three classes
Instruct students to write names on booklets when
they get to tables and wait for the volunteer to help
them begin research
Students will be placed at a station specific to one
community
(add more if needed) Refer to the instruction at the front of the research
Time est.: 3 (60
booklet
min) classes (one Parent helper/EA/Teacher will be at each station to
station/communit assist students with questions and to help them
remain on task and get through the questions
y per class)
needing to be answered
EA will read instructions with their groups
EA will assist students in navigating through the
resources provided at each table and working
through the research booklet, answering questions
about the specific community they are exploring for
that class period.
Students will rotate stations each class (will work
on a different community each class) until they
have completed their research booklet for each
community
Students will fill out their research

booklet provided with the
information needed
Resources with information will be
provided at each station for
students to find their research
from
Students should be thinking about
the questions they posed earlier.
Students will hand in their research books at the

end of each class
These can be used as a form of formative
Conclusion
assessment to observe the information students
How will you
know if students
are writing and the facts they are finding
learned what you Students Wordle submission is another form of
hoped?
formative assessment to see if students
Connections to
understand what makes communities unique
next lesson
In the last 5 minutes of class students will complete
the Wordle submission.
On the third class, explain that they will be
discussing their research and starting a project
next class.
Students will submit one word at

the end of the class to Wordle What is one characteristic of a
community that makes them
different from one another?
Activity 1
Assessment:
Completed research booklets
Wordle submission
Accommodations/Modifications:
Designated groups to provide additional one-on-one help for students that require help
Extension and extra time activity: Students can explore other stories, music, or books regarding their
community and can discuss what they find interesting from their research in their small group. Students can
handle the artifacts about the community they are researching for that class and add any questions to the
questions already brainstormed.
Lesson Three
Goals/Key questions
Time Required: 1 (60 min) class

Goals:
Question: What did you learn about each community that you didnt know before? Which community did you
find the most interesting and why? What did you notice that made these communities different? What did you
notice that made these communities the same?
Students will be able to work together in groups to review the materials learned
Students will recognize differences and similarities between the three communities
Students will be able to answer questions based on their research booklets - can discuss ideas in groups and
individually
Social Studies
2.1
2.1.1 appreciate the physical and human geography of the communities studied:
appreciate how a communitys physical geography shapes identity (I, LPP)
appreciate the diversity and vastness of Canadas land and peoples (CC, LPP)
value oral history and stories as ways to learn about the land (LPP, TCC)
acknowledge, explore and respect historic sites and monuments (CC, LPP, TCC)
What are the major geographical regions, landforms and bodies of water in each community? (LPP)
What geographic factors determined the establishment of each community (e.g., soil, water and climate)?
(LPP, TCC)
What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)? (CC, I,
LPP)
How does the vastness of Canada affect how we connect to other Canadian communities? (C, I, LPP)
2.1.3 investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a prairie
community in Canada by exploring and reflecting upon the following questions for inquiry:
What are the cultural characteristics of the communities (e.g., special symbols, landmarks, languages spoken,
shared stories or traditions, monuments, schools, churches)? (CC, LPP, TCC)
What are the traditions and celebrations in the communities that connect the people to the past and to each
other? (CC, LPP, TCC)
How are the communities strengthened by their stories, traditions and events of the past? (CC, TCC)
What are the linguistic roots and practices in the communities? (CC)
What individuals and groups contributed to the development of the communities? (CC)
How do these communities connect with one another (e.g., cultural exchanges, languages, traditions, music)?
(CC)
How do the cultural and linguistic characteristics of the communities studied contribute to Canadas identity?
(CC, I)
2.1.4 investigate the economic characteristics of communities in Canada by exploring and reflecting
What kinds of natural resources exist in the communities (e.g., fishing, agriculture, /mining)? (ER, LPP)
What are the occupations in each of the communities? (ER)
What kinds of goods and services are available in the communities? (ER)
What impact does industry have on the communities (i.e., agriculture, manufacturing)? (ER, LPP)
use a simple map to locate communities studied in Canada
determine distance on a map, using relative terms such as near/far, here/there
apply the concept of relative location to determine locations of people and places
use cardinal directions to locate communities studied in relation to ones own community
Communication
2.S.8 demonstrate skills of oral, written and visual literacy:
prepare and present information in their own words, using respectful language
respond appropriately to comments and questions, using respectful language
interact with others in a socially appropriate manner
create visual images for particular audiences and purposes
display data in a problem-solving context
use technology to support a presentation
Science
2-1- Investigate, with guidance, the nature of things, demonstrating an understanding of the procedures
followed.
describe what was observed, using captioned pictures and oral language
describe and explain results; explanations may reflect an early stage of concept development
identify applications of what was learned
identify new questions that arise from the investigation.
ways.
Specific Learner Expectations Students will show growth in acquiring and applying the following traits:
curiosity
confidence in personal ability to explore materials and learn by direct study
inventiveness
perseverance: staying with an investigation over a sustained period of time
appreciation of the value of experience and careful observation
a willingness to work with others and to consider their ideas
a sense of responsibility for actions taken
respect for living things and environments, and commitment for their care
4.3 Present and Share
Present information
present ideas and information by combining illustrations and written texts
Use effective oral and visual communication
speak in a clear voice, with appropriate volume, at an understandable pace and with expression
Demonstrate attentive listening and viewing
ask relevant questions to clarify understanding and to have information explained
show enjoyment and appreciation during listening and viewing activities
Appreciate diversity
discuss the experiences and traditions of various communities portrayed in oral, print
discuss similarities and differences in settings, characters and events in oral, print and other media texts from
various communities

work in a variety of partnerships and group structures
identify ways that class members can help each other
Work in groups
contribute relevant information and questions to extend group understanding of topics and tasks
stay on topic during class and group discussions
F.3- Students will demonstrate a moral and ethical approach to the use of technology
Specific Outcomes:
1.1 Demonstrate courtesy and follow classroom procedures when making appropriate use of computer
technologies
1.3 demonstrate appropriate care of technology equipment
Lesson overview of main ideas to be learned and pre-learning required:

Students will acknowledge some of the differences and similarities between the three communities (Iqaluit,
Meteghan, and Saskatoon)
Students will have completed their research booklet which will contain the information/research needed to
complete their performance task (scaffolding)
Ipads for Kahoot
Kahoot quiz created
login information for Kahoot
Performance task information - outline, brainstorming web for students needing help to organize their thoughts
white board and markers to write down student ideas for performance task activities
Content:
Introduction
(how will you
engage students?
Connections to
previous
learning?)
Time est:15
mins

Include Key questions, logistics, key concepts that
will be addressed, methods of formative
assessment
Hand back the students research booklets

Ask the students to look through their booklets to
remind themselves of what information they covered
over the past three classes and think about what
they learned that they didnt know before.
Have students pair up and discuss with their
partners what they learned. Teacher will have
students pair up according to the row beside them
(match rows up together)
Using sticky notes, students will write one or two
things they learned
Share with the class in a class discussion what they
learned. Each pair will share 1-2 things they learned
Review booklets individually and

reflect on what they learned
Pair up with the students in the
row beside them as assigned by
the teacher to discuss what they
learned
Each pair will share with the class
1-2 things they learned using
sticky notes
Students will place sticky note on
poster board after sharing the onetwo things they learned with their
partner.
Students will put sticky on poster board to stay in

class to view
Think, Pair, Share
This will be a formative assessment as the teacher
will be listening to conversations and observing
student interactions, as well as listening to the things
they learned in the class discussion/share
Transition
consideration
s
Activity 1
(add more if
needed)
Time est.: 20
mins
Transition
consideration
s
Activity 2
Time Est.: 15
mins
Conclusion
-
How will you

know if
students
learned what
you hoped?
Connections
Match each pair up with another pair to make

groups of four
Each group will be given an iPad and the information
to login to Kahoot
Students will move to sit in groups

with their group of 4. Each group
will get an iPad and login and get
ready to participate in Kahoot!
Will explain how Kahoot works - it is a

questionnaire/quiz that you will complete as a group
- can discuss answers together and submit your
answer on the iPad
Once the questions are complete the teacher would
review each question and have an open discussion
regarding each question in case students have
questions about anything
Used as a formative assessments as you can see
which questions each group got wrong or struggled
with and can see how many groups struggled with
each question to know whether or not they are
grasping the concepts
Students will choose a team

name and submit to Kahoot in
preparation to begin
Students will play Kahoot and
complete the series of questions
relating to questions that were
asked in their research booklets.
Students will be able to look
through their research books if
they cannot remember the
answers as a group
Have students return to their original desks and put

their desks back into rows
Students will return to their desks

and put their desks in their original
rows
Review the upcoming performance task, what is

expected, and let students know that we will receive
and revise the rubric once they have their initial draft
complete
Brainstorm ideas as a class as to what types of
projects students can do to show their quality of
learning
Students will review the

performance task outline
Students have the opportunity to
ask questions
Students will brainstorm ideas they
would like to possibly do for their
performance task project
Give students time to think about the project and

begin to brainstorm ideas for their project - free time
to work on project and ask specific questions to
teacher if they have any
Work on and brainstorm ideas for

their performance task
Can discuss ideas with a partner if
theyd like - free time under the
observation of the teacher to
ensure students are on task
to next lesson
Time est.: 10
min
Assessment:
Think, pair share answers and observations,
Kahoot questionnaire
Accommodations/Modifications: Allowing students to brainstorm ideas of how they might like to do their
performance task and the modality in which they would like to present it
Extension and extra time activity:
Allow additional time and a brainstorming web to begin on their performance task
Time to brainstorm, ask questions, and choose their topic and modality of presentation
Kahoot Questions:
1. The star on the map locates which community?
2. Which community does this flag belong to?
3. Which traditional native language is spoken by Acadians?
4. What day celebrated by the Inuit?
5. What would you pack for clothes if you were going to Saskatoon in the fall?
6. Which geographic region best shows the landscape in Iqaluit?
7. Which activities do people participate in in Meteghan?
8. Which activity can you do in all three communities?
9. Which activity can you do in all three communities?
10.These animals are located where?
11.What does tourism mean?
12.What can a tourist do in Saskatoon?
C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
Amanda High (group: Makinna Pitcher)
The goal for our lesson was that students would be able to learn
about three different cultural communities outlined in the curriculum and
would be able to compare and contrast their characteristics in order to
recognize that communities are unique. They would learn about a
Prairie/Ukrainian (Saskatoon), Acadian (Meteghan), and an Inuit (Iqaluit)
community. We looked at trying to create a more learner-centered lesson
plan, which would allow for choice and differentiation. It would provide
students with the ability to move around, interact with others, and have
individual work as well. Students would be able to utilize a variety of skills
throughout in order to meet the needs of different learning abilities and
styles. Such as incorporating written, visual, auditory, and kinesthetic
aspects. This embraces the constructivism approach to learning as
students have the ability to explore a multitude of resources in order to
try and make meaning of the information for themselves. Planning to use
a variety of modalities allowed for differentiation and the ability for each
student to succeed and receive the help needed to be successful. This is
recognizing KSA #5, 7, 9, and 10. We were also planning with the end in
mind and devised a performance task that would directly utilize the
pertinent information they have accumulated over the course of the unit.
Each lesson was scaffolded in order to build upon students previous
knowledge, starting with the most basic, culminating in the more
advanced. We also utilized different environments such as the computer
lab, and would bring in parent volunteers or Education Assistants in order
to provide opportunities for students to work with other members of the
community, which may engage some learners. We incorporated teaching
strategies such utilizing group work, I see, I think, I wonder charts,
group stations based on abilities to provide additional help for students in
need, as well as brainstorming questions and ideas. We tried to
incorporate activities that would engage students in the learning process
by allowing them to explore on their own and to discuss aspects (both
with a partner and as a class) that they noticed that made them wonder
about the communities or questions they had which they would like
answered. The results of these discussions and the questions that arose
that students had would influence the direction some of the lessons would
take in order to help students who are engaged in these topics to help
explore these ideas further, but this aspect would be accounted for as the
lessons progressed and would be dependent on the result of student
brainstorming sessions. The main aspect of the unit deals with comparing
and contrasting communities in order to highlight their uniqueness. The
research booklet is laid out in a way that the answer for each community
can be compared with the other two so students can analyze the
information easily. We tried to prepare lessons that would create wonder,
promote independence as well as collaborative work, but would allow for
creativity and individualized learning and provide different modalities of
receiving the information in order to engage all learning abilities.
ASSESSMENT RATIONALE
LESSON 1:
How does your lesson scaffold to your
performance task?
A basic introduction in exposing students

to the three communities that they will be
learning more about and presenting on for
the performance task
Doesnt require prior knowledge about the
three communities (engaging them in a
sense of wonder)
Creates questions that they have that will
guide them throughout their research.
What core assessment concepts

inform your design choice?
Much of the design of the lesson is based around
scaffolding the information so students can build
upon their prior knowledge. We knew that we
wanted to focus most of our attention on creating
many opportunities for formative assessment
throughout which utilizes the ideas behind the new
paradigm. We used the concept of triangulation
from Davies, which encompasses observation,
conversation, and products. We utilized these ideas
to formulate our formative assessments created
throughout the lesson and although we focus most
of our attention on observation and conversation,
using these simple assessment tools can help
teachers understand where students are in their
learning. This understanding can help the teacher
plan the next lesson in order to expand or further
students knowledge on areas where they need
additional help or clarification and can revise
lesson plans to meet the needs of these students
accordingly. Much of the lesson was designed with
the end in mind, which is explained by Gareis &
Grant. Henry Kissinger describes it perfectly, "If
you don't know where you are going, every road
will lead you nowhere." We knew what our
performance task was going to be and the learning
that we wanted students to have obtained by the
end of the task, which helped design the sequence
of activities we chose for each lesson in order to
scaffold the information appropriately and provide
students adequate time to think about their
learning. We tried to create opportunities for
students to be active learners, rather than passive
participants. We also referred to KSA # 11 by
What formative assessment

techniques will you be using? What
information will you be collecting?
How will you use that information?
How does your use of formative

assessment reflect key assessment
concepts?
The use of observation and conversation can

help you as a teacher understand the needs of
Conversation and Observation
Collecting: Using class discussion to recall individual students as well as the needs of the
class as a whole. The formative assessment
previous knowledge about communities.
Observing which students are engaged and tools we chose were designed with the
understanding that learning is a continuous
contributing and have a basic
process and first begin with a teachers ability
understanding of what a community is
Using: To know which students need more to observe and have conversations with
students. This then builds into a more
engagement or clarification of what a
structured assessment such as the I see, I
community is. Ensure everyone has the
think, I wonder chart in which students have
basic background knowledge needed.
to reflect upon their learning themselves or
I See, I Think, I Wonder Chart
with partners to formulate ideas about what
Collecting: This chart will allow a teacher
they can see they are learning, what they
to see what concepts students are
think they know, and what they still have
recognizing, what students think about the
questions about. This information is very
concept or project, and what questions
useful for a teacher as this direct input from
students still have. It is a quick way to see
the students about their learning can help
where students are struggling or the
facilitate changes that need to be made in the
information they are recalling or seeing as
following lessons in order to meet the needs of
being pertinent.
these students and to evaluate the activities
Use: This assessment tool can be used to
you are creating to facilitate student learning.
understand where students are in their
Being able to assess not only your students
learning and can help you as a teacher
learning but also reflecting on your lessons
redirect students learning if there are
and the ability of students to learn from them
many misunderstandings about the
and to recognize the changes needing to be
concept or topic.
made allows you to grow from these
Brainstorming
opportunities and directly reflects your ability
Collecting: brainstorming as a group can
to participate in career long learning (KSA
help the teacher observe and have
#15). Brainstorming and exit slips can both
conversations with students about a
provide information on what has been learned
variety of topics or ideas. It can provide
and what concepts are prominent and
information as to basic concepts or
memorable by students. This can help to plan
understandings that students have about a ways to reinforce the ideas that students may
topic.
have difficulties remembering and can be
Using: This helps guide where students
enhanced during the next lesson.
need to be or can help design lessons,
rubrics, or activities based on the ideas or
knowledge being presented during
brainstorming sessions. It also helps a
teacher get to know their students based
on what ideas interest them or create
excitement depending on the prompt
being used (such as types of modalities
students would like to use for projects such
as the performance task)
Exit Slip
Collecting: Can provide a teacher with
information relevant to each student as to
where their learning is and can see which
concepts students are grasping and which
LESSON 2:
How does your lesson scaffold to
your performance task?
This lesson builds upon students questions
they had regarding each community in the
previous class and what their basic
understanding of each community was
based on the physical and visual
components they were exposed to such as
the artifacts and Google Earth exploration.
It creates a foundation of wonder in order
to build upon their inquiry of those answers
through research into each community.
Students will expand their knowledge of
each community through the use of the
research booklet, which will guide their
learning.

scaffolding the information so students can build
wanted to focus most of our attention on creating
many opportunities for formative assessment
throughout which utilizes the ideas behind the new
paradigm. We used the concept of triangulation
from Davies, which encompasses observation,
conversation, and products. We utilized these
ideas to formulate our formative assessments
created throughout the lesson and although we
focus most of our attention on observation and
conversation, using these simple assessment tools
can help teachers understand where students are
in their learning. This understanding can help the
teacher plan the next lesson in order to expand or
further students knowledge on areas where they
need additional help or clarification and can revise
accordingly. Much of the lesson was designed with
the end in mind, which is explained by Gareis &
Grant. Henry Kissinger describes it perfectly, "If
will lead you nowhere." We knew what our
that we wanted students to have obtained by the
end of the task, which helped design the sequence
participants. We also referred to KSA # 11 by
understanding the need as a teacher to develop

techniques will you be using?
What information will you be
collecting? How will you use that
information?

concepts?
Formative assessment tools such as the

research booklet is also considered a product,
which is the third component of Davies
Research Booklet
triangulation concept. The research booklet
Collecting: a product which can be
analyzed by the teacher to see if they contains the information needed to complete
the performance task and being able to assess
have found the pertinent information
from the resources provided and to see the booklet and provide feedback on it will
help students learn and grown so they are
if they have a basic understanding of
better prepared to complete the performance
the process and the ability to search
task. It can also inform the teacher as to
for and interpret information
whether or not they need to spend more time
Use: Teacher can understand which
on the research itself or the concepts in the
students are accomplishing the task
booklet to ensure that students are set up to
and which students need additional
help to find the pertinent information. succeed on the performance task and have
Can then create time to work with the the necessary skills and information they need
to do the best that they can. If it seems that
students needing additional help or
find ways to differentiate the lesson to they need additional time or help then this
meet their learning needs if struggling allows for the teacher to plan time to ensure
with the initial structure of the booklet students understand the concepts and
information. The formative assessment of the
itself.
research booklet and through observation and
Observation
the Wordle submission will decide on whether
Collecting: information about students
or not different activities need to be used to
abilities to participate and engage in
follow up the research or whether students are
the research process and to find the
ready and prepared for the performance task
information needed to complete the
which is to follow.
booklet.
Using: use the information to plan the
following lessons and to follow up with
the students needing additional help or
another way to interpret and record
their information.
Wordle
Collecting: An insight into what the
students are understanding to be
characteristics of what makes a
community unique.
Use: helps a teacher to understand
whether or not the class is grasping the
concepts of what characteristics a
community might possess that would
make it unique.
LESSON 3:
How does your lesson scaffold to
your performance task?


Students will be provided time to
review their research and reflect upon scaffolding the information so students can build
their learning over the past few
lessons both individually, in pairs, and wanted to focus most of our attention on creating
as a class in order to refresh students many opportunities for formative assessment
memories of what has been learning throughout which utilizes the ideas behind the new
and trying to solidify what has been paradigm. We used the concept of triangulation
covered. Over the course of the unit from Davies, which encompasses observation,
the information has been scaffolded in conversation, and products. We utilized these
order to allow students to ultimately ideas to formulate our formative assessments
created throughout the lesson and although we
complete a task that they wouldnt
focus most of our attention on observation and
have otherwise been able to do
without being able to gradually build conversation, using these simple assessment tools
upon their previous knowledge. The can help teachers understand where students are
in their learning. This understanding can help the
Zone of Proximal Development.
teacher plan the next lesson in order to expand or
Introducing the performance task
further students knowledge on areas where they
after they have obtained a greater
need additional help or clarification and can revise
deal of knowledge will provide
students the opportunity to think
about the upcoming performance task accordingly. Much of the lesson was designed with
and reflect on their learning in order the end in mind, which is explained by Gareis &
to choose a modality that will be able Grant. Henry Kissinger describes it perfectly, "If
to best reflect on their learning.
Students will also be aware of what is will lead you nowhere." We knew what our
expected and will have a basic
understanding in order to build upon that we wanted students to have obtained by the
for next class and can better plan and end of the task, which helped design the sequence
deal with the upcoming task.

techniques will you be
using? What information will
you be collecting? How will
you use that information?
Think, Pair, Share
Collecting: information as to
what students are learning and
how they can work together as
a group to think about and
reflect upon their learning
Use: Helps to gain a general
understanding as to whether or
not the class understands the
concepts and information as a
whole. Can also see through
observation and conversation
which students have a clear
understanding through how
much detail they provide when
sharing.
Kahoot Quiz
Collecting: information as to
which concepts students are
clearly understanding and
engaging in. What concepts
students take away with them
and can clearly recall and which
areas students are struggling
with or may still be unclear.
Use: Can help to guide whether
or not students are ready and
have the knowledge needed to
complete the performance task
or if certain ideas and concepts
need to be revisited. If the class
as a whole is getting the same
questions wrong than this can
direct your lesson, or if certain
students are struggling with
certain questions then more

concepts?
These formative assessment tools are useful
as they provide insight into the level of
comprehension of topics and concepts by
students. Although you may start by designing
your lessons based off of curriculum, the
assessments can help influence the type of
instruction required (C=I=A). These three
concepts need to be interrelated. The results
of assessments can influence your short,
medium, and long range planning as a teacher
(KSA #6) as your lessons will need to be
changed according to the needs of your
students. The types of assessments used and
the results of formative assessment should
also recognize that there are many
approaches to teaching and learning and that
students all learn at different rates (KSA #5 &
9). Understanding this helps to formulate a
variety of assessment tools in order to ensure
that you are providing multiple opportunities
for students to show you their learning. We
tried to utilize a variety of assessment tools
and techniques to provide for this
differentiation. The Kahoot quiz is more of a
formative summative assessment. It isnt for
marks, but yet it is testing for summative
knowledge. The results of this assessment
influences whether or not students are ready
to take on the performance task and can be
successful at it. It can guide whether or not
the next lesson needs to be designed with
helping the students gain further knowledge,
possibly in a different format, or by a
community members, or whether they are
ready to begin working on the performance
task right away.
ED TECH RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology
perspective. Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and
skills you have gained in 3508 in the broad areas of technology in education. Make sure that in
each facet of your lesson description, you are explicitly clear about how technology is being used in
this lesson. To guide your response give thought to the following.
1.
How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am
using? Ensure that you fully defend each salient point you wish to bring
out.
Rationale: Ed Technology
Scaffolding Lesson Plans

Lesson #1,2, &3
Description
Describe how communication

technology used in the lesson/s,
will promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using
Lesson
Overview:
Lesson 1,
2, &3
Lesson Outcome:
Lesson Description:
Lesson 1:
Google Earth (computer room)
Provides some independence and
opportunity for free exploration of
each community to see what
students can find on their own
Allows students to visit places
they may never have been before
creating intrigue and questions and
a sense of wonder.
Lesson 2:
Short videos and musical
component available for each
station
Allows different modalities of
learning
Helps satisfy the needs of visual
and auditory learners.
Wordle (iPad)
Visually stimulating expression of
what students have learned
Different modality of submitting
information
Lesson 3:
Kahoot (iPad)
Creates friendly competition
Fun backgrounds and engaging
music
Makes the learning into a game
Performance Task:
Option to use technology to
present their project (ex.
iMovie, PowerPoint, Prezi, etc.)
Allows students to have choice in
the way they want to present.
Students who are more driven by
technology will find more value in
this performance task
Instructiona
l Processes
Describe any potential downsides

to using this technology.
Description of what teacher is Problems can include:

The technology could unexpectedly
doing:
Lesson 1:
Google Earth (computer
room)
Give reminders of how the
technology works if there are
questions
Circulate to assist and ensure
students are on task
Lesson 2:
component available for
each station
Set up before hand and test to
ensure it works
Have the EA ensure students
use the technology when
appropriate
Lesson 3:
Kahoot (iPad)
Create the quiz
Create login information
Ensure clear instructions for
students
Circulate to ensure students
are able to use it properly
Be the host for the game
Performance Task:
iMovie, PowerPoint, Prezi,
etc.)
Teacher will approve the
modality chosen
Teacher will help to facilitate
use if needed
*The teacher will use careful

supervision with all uses of
technology to ensure students are
stop working
Inappropriate content that can
show up on the Internet
No sound
Limited resources in the school
Always need to have a back up plan
Description of what students are

doing:
Lesson 1:
Google Earth (computer
room)
Free exploration of each
community to see what
students can find on their own
Allows students to visit places
they may never have been
before creating intrigue and
questions and a sense of
wonder.
Lesson 2:
component available for
each station
Students will engage with the
resources when appropriate as
indicated by the EA
Lesson 3:
Kahoot (iPad)
Engage in the quiz
Answer questions using the
iPads (interacting with the
technology)
Performance Task:
iMovie, PowerPoint, Prezi,
etc.)
Trouble accessing or properly using

the technology
Inappropriate content that can
show up on the Internet
Not familiar with the technology.
Shared resources could mean one
students would be disengaged
Students can become easily
distracted when using technology
EDUCATIONAL PSYCHOLOGY
Mini Unit Plan Defense for Educational Psychology
Value: 20 10 marks
How to Submit
From your website mini unit defense plan, you will need to complete this section for EdPsych and
submit your URL into Moodle.
For this assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a
CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3502 in the broad areas of child development, learning theories, motivation and classroom structure and
climate. To guide your response give thought to the following.
1. What learning theory concepts are evident/incorporated in this plan? Why?
2. Did I consider the development of a child within the lesson? How?
3. Does my lesson have consideration for motivation of a wide range of learners? Explain.
4. Have I considered classroom structure and climate and potential variables that may derail the
lesson? Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.
1.
Rationale: Ed Psychology Defense

Scaffolding Lesson Plans
Lesson 1 title:
Description
Lesson
Overview:
Lesson Outcome:
Social Studies
2.1
2.1.2 investigate the physical geography of an
Inuit, an Acadian, and a prairie community in
Canada by exploring and reflecting the
following questions for inquiry:
Where are the Inuit, Acadian and prairie
communities located in Canada? (LPP)
How are the geographic regions different from
where we live? (LPP)
What are the main differences in climate among
these communities? (LPP)
How does the physical geography of each
community shape its identity? (CC, I)
Science
Connections to Learning
Theories & Demonstration of
Attention to a Classroom
Structure and Climate
Vygotsky, Scaffolding- Start
with the more basic/general
outcomes and get to be more
specific as we move through
out lessons
Brain and Cognitive Development
and Memory
To combat short attention
spans, the lesson includes a
lot of movement and hands on
activities
This lesson allows students to
comprehend and break down
information and questions
they develop to apply later on
Teaching students about he
world (i.e. different
communities) and how to gain
knowledge about it (i.e.
2-1- Investigate, with guidance, the nature of

things, demonstrating an understanding of the
procedures followed.
Describe what was observed, using captioned
pictures and oral language
Describe and explain results; explanations may
reflect an early stage of concept development
Identify new questions that arise from the
investigation.
24- Demonstrate positive attitudes for the study of
science and for the application of science in
responsible ways.
Specific Learner Expectations Students will show
growth in acquiring and applying the following
traits:
Curiosity
Confidence in personal ability to explore materials
and learn by direct study
Perseverance: staying with an investigation over a
sustained period of time
Appreciation of the value of experience and careful
observation
A willingness to work with others and to consider
their ideas
1.1 Explore and Discover
Express ideas and develop understanding
Contribute relevant ideas and information from
personal experiences to group language activities
Discuss similarities and differences in settings,
characters and events in oral, print and other
media texts from various communities
Work in a variety of partnerships and group
structures
Identify ways that class members can help each
other
Work in groups
Contribute relevant information and questions to
extend group understanding of topics and tasks
C.5- Students will use technology to aid
research)
collaboration during inquire.

Specific Outcomes:
1.1 Share information collected from electronic
sources to add to a group task.
C.7- Students will use technology to aid
collaboration during inquire.
Specific Outcomes:
1.1 Develop questions that reflect a personal
information need
F.3- Students will demonstrate a moral and ethical
approach to the use of technology
Specific Outcomes:
1.1 Demonstrate courtesy and follow classroom
procedures when making appropriate use of
computer technologies
1.3 demonstrate appropriate care of technology
equipment
Lesson Description:
Question: What do you think or notice about
communities that make them different from one
another?
Students will understand that communities are all
unique and will have an opportunity to explore and
share the differences they notice between three
assigned communities. They will work with
technology, in pairs, and share with the class their
findings.
Skills: teamwork and collaboration, group
discussion, orally contributing ideas, using
technology to search and discover.
Instruction
al
Processes
Description of what teacher is doing:

Discuss as a class their previous
knowledge of what a community is
Redefine community as: a group of
people living in the same place or having a
particular characteristic
Specify: Today and for the next few classes we
will be talking about communities in terms of
communities as towns/cities and how they
compare by looking at some artifacts, going on a
tour and delving into the culture and activities
of three communities, Iqaluit, Meteghan, and
Saskatoon.
Ask: Have you ever travelled to another
community? (Meaning town/city)
Informally list their answers on the
whiteboard for students to see.
What did you notice/remember that is
different from Lethbridge?
What did the people wear?
What language did they
speak?
What was the weather
like?
Explain: For the next few classes we will
be exploring three specific communities more in
depth. The communities of: Saskatoon
(Ukrainian), Meteghan (Acadian), and Iqaluit
(Inuit).
Explain: At each table there will be sticky
notes and a large paper. They are to fill out at
least one sticky note of what they See, Think, or
Wonder and put it in the appropriate place on
the large chart (Ex.)
Using Blooms Taxonomy

Knowledge questions ex.
What is a community?
Comprehension ex.
Discuss the communities
you have visited
Analysis questions ex.
Compare and contrast the
three communities
observed on Google Earth
Differentiate Environment
Take students from
classroom to computer lab
Different the Process
By allowing students to
work at their own pace
with a partner
Allow assistance and
collaboration when using
technology
Students can take away
questions of what they
see, think, and wonder.
Have artifacts for the three communities

(three stations) that we will go more in depth on
to give students some context and create
excitement
Have students in their table groups or
rows go up to one station at a time and look at
the table full of artifacts from the community
Students will be allowed to gently handle
the artifacts
Ask the students to be thinking of
questions they may have about the communities
based off of the artifacts brought
What kind of food did you

eat?
Were there any interesting
buildings or sculptures?
What was the
geography/landscape like?
Close to any bodies of
water?
Explain: These are some differences that
make communities unique
Formatively assess by observing and listening to
conversations about the features of communities
from their own experiences to see if they
understand the concept being discussed.
Remind students of their previous knowledge/skill of
using Google Earth
Allow for a quick tutorial if students are having a hard
time remembering or need additional help
As a pair students can explore the three unique
communities of Iqaluit, Saskatoon, Meteghan
Write on the board possible prompts of what to look for.
Ex.
What the weather is like
What the people are wearing
If they are close to water
What kind of buildings are there
What kind of cars do you see?
What kind of landscape do you notice?
Fill out personal I See, I Think, I Wonder Chart
Circulate often to ensure students are on task and are
not having any technical difficulties
Ask questions such as: What do you notice that is
different about this community?
Did you notice similarities between the communities?
Give students cues as to how long they have left to
explore each community
After the three communities have been explored
students will quietly line up with their partner
and walk back to the classroom
Description of what students are doing:

Describing what a community is
Recalling previous knowledge about communities - class
discussion
Contributing to class discussion
Participate in class discussion
Students will share their experiences with
different communities and what they noticed that
was different from our current community
Students can observe and handle artifacts from each
community
Cognitive constructivism
because students will be
discussing communities
they have visited and
recognizing similarities
and differences they
noticed between those
communities and the new
communities they are
being introduced to
Taking prior knowledge
Thinking of questions they may have about the artifacts

and where they come from
Students will fill out sticky notes for I See, I
Think, I Wonder Chart
Students will work with their partner and explore the
three communities in Google Earth. They will discuss
what they notice about buildings, infrastructure,
landscape, transportation, culture etc. Letting students
explore on their own to see what they can find and feel
is interesting. They will discuss with their partner some
of the interesting things they have noticed and why it is
interesting to them.
Students fill out their I these I think I wonder Chart
Students will line up at the door with their
partner and walk back to classroom.
Sequence of key questions:

Question: What do you think or notice about
communities that make them different from one
another?
and applying it in a
different context (i.e. the
classroom)
Learning is a social
phenomena because
there are class
discussions, and working
in groups to explore each
community via Google
Earth.
Learning is a process of
active construction
because students engage
with artifacts from these
communities, and
engaging with Google
Earth. Additionally,
students are asked to
reflect and generate
questions using I See, I
Think, I Wonder chart
Social learning, social
constructivism, and social
cognition because
students will be working in
groups and are
brainstorming aspects of
different communities and
things they see, think and
wonder.
Scaffolding (Vygotsky)Students are always
working from what they
previously know or
previously have learned
allowing students to grasp
concepts they previously
could not have without
guidance.
Building upon knowledge
that they previously have
from Grade 1 (i.e. what
communities are and
where they belong within
them).
Moving toward knowledge
about communities that
may be foreign to them.
Evidence of Lesson Components (opening,

closing, content, timeline)
The opening is a group discussion to define
community
Activity 1: Talking about communities they
have visited
Activity 2: Looking at artifacts from Iqaluit,
Saskatoon, and Meteghan
Activity 3: Virtual tour of communities on
Google Earth
Closing: Brainstorming question they have,
reviewing I See, I Think, I Wonder Chart
Students explore the

communities of Iqaluit,
Meteghan, and Saskatoon.
Introduction:
Scaffolding- reminding
students of what they
previously know to build
on it (about communities)
Accessing long-term
memory about what they
already know and
remember about
communities
Activity 1:
Cognitive constructivism
because students will be
discussing communities
they have visited and
recognizing similarities
and differences they
noticed between those
communities and the new
communities they are
being introduced to
Activity 2:
Learning is a process of
active construction
because students engage
with artifacts from these
communities, and
engaging with Google
Earth. Additionally,
students are asked to
reflect and generate
questions using I See, I
Think, I Wonder chart
Activity 3:
Learning is a social
phenomena because
there are class
discussions, and working
in groups to explore each
community via Google
Earth.
Conclusion:
Social learning, social
constructivism, and social
cognition as students will
be brainstorming the
characteristics of the
communities they noticed
on a large paper
Helping to facilitate their
short working term
memory by displaying
their brainstormed list and
discussion topics in the
classroom in order to
enhance their long-term
memory.

Submission Template For Mini Unit Plan Project and Course Rationales

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SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

Name of submitter: Amanda High

Teacher Amanda High, Makinna Pitcher

Mini Unit Plan (ASSESSMENT)

What makes communities unique?

Students will have previous knowledge of what communities are and

Students will use their

Student Task Description

Language, Flag, & Special Days/Events

Clothing & Seasonal Weather

Suggested modalities are: poster, brochure, iMovie (with supervision/assistance), booklet,

C&I Mini Unit plans

What makes communities unique?

Part B: Focussing Question

contributes to an individuals identity. Students will already have an understanding that

o What are the occupations in each of the communities? (ER)

Part C: 3 Lesson Plans Connected to the Inquiry Question

Time Required: 2 (60 min) classes

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:

What is the teacher doing?

What are the students doing?

Describing what a community is

Time est.: 5 min

Recalling previous knowledge about

Ask: Have you ever travelled to another

Participate in class discussion

Explain: For the next few classes we will be

Students can observe and handle

Have artifacts for the three communities (three

What is the teacher doing?

What are the students doing?

Pick pairs and line up to go to the computer

Students will each pick a puzzle

Remind students of their previous

Students will work with their partner

Brainstorm the characteristics that they noticed

Pairs will share with the class things

Assessment: Formative assessment

Time Required: 3 (60 min) classes

Formulate new questions as research progresses

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre- learning required:

Pg. 39, 193

Time est.: 2 mins

What are the students doing?

Remind students of the questions they came up

Thinking about the questions they

Divide into small groups

Students will go to their assigned

table.(three stations-one for each community)

Students will fill out their research

Students will hand in their research books at the

Students will submit one word at

Time Required: 1 (60 min) class

Cooperate with others

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:

What is the teacher doing?

What are the students doing?

Hand back the students research booklets