EDUC 321 SUGGESTED LESSON PLAN TEMPLATE



|IDENTITY, SOCIETY, CULTURE UNIT PLAN – INTEGRATED UNIT |

|Unit Title: |Families & Community | Number of Lessons: |15 | Time: (in weeks) |5 |

| |

|Name: |Michelle Anderson | Subject(s): | Social Studies | Grade(s): |1/2 |

Rationale: This unit provides students with the opportunity to explore their family units and develop a deeper understanding of their peers’ family structures as well. The unit encourages students to discuss and think deeply about their community and its members. The concepts expand outside of the student’s immediate community and look at Canadian culture, encouraging students to think globally and about their place in the world. These are important skills as they work towards instilling a sense of pride within students about the uniqueness of their family units, their communities and their country.

Overview: Within this unit students explore their family structures and how it is similar and different to their peers, they will be encouraged to celebrate the differences and will look at this through visual representations, written representations and group discussions. Students will identify family traditions through discussion and visual representations, all while exploring activities within the community that they like and are interested in. Important people and places found within a community will be covered, encouraging students to identify figures in the community, their role and where they might be found. Students will explore symbols of Canada and discuss what it means to be Canadian.

Prescribed Learning Outcomes from IRPs:

GRADE 1

Social Studies – Identity, Society, and Culture

B1 describe changes that occur in their lives

B2 explain how families can be similar and different in terms of characteristics such as composition, culture, traditions, and roles of various family members

B3 identify a variety of social structures in which they live, learn, work, and play together

B4 identify symbols of Canada

Visual Arts

A4 Create 2-D and 3-D images

- of personal significance

- to communicate experiences and moods

Mathematics

A4 represent and describe numbers to 20 concretely, pictorially, and symbolically

Language Arts

A1 use speaking and listening to interact with others for the purposes of: contributing to a class goal, making connections

C1 create personal writing and representations that express connections to personal experiences, ideas, likes and dislikes

C2 create straightforward informational writing and representations using prompts to elicit ideas and knowledge

C6 Use strategies after writing and representing to improve their work

GRADE 2

Social Studies – Identity, Society, and Culture

B1 identify changes that occur in the school and community throughout the year

B2 describe ways individuals contribute to a community

B3 identify factors that influence who they are

B4 identify significant language and cultural characteristics of Canadian society

Visual Arts

A5 create 2-D and 3-D images

- to communicate experiences, moods, and stories

- that represent specific places

Mathematics

A4 represent and describe numbers to 100, concretely, pictorially, and symbolically.

D1 construct and interpret concrete graphs and pictographs to solve problems

Language Arts

A1 Use speaking and listening to interact with others for the purpose of: contributing to a class goal, making connections.

C1 Create straightforward personal writing and representations that express simple ideas, feelings, likes, and dislikes.

C2 create informational writing and representations about non-complex topics and procedures.

C6 Use strategies after writing and representing to improve their work

Prerequisite Concepts and Skills: Students require little prerequisite skills preceding this unit. Students should have basic knowledge of working cooperatively together and how to actively participate in group discussions in a respectful way.

Teacher Preparation Required:

Prepare & photocopy student worksheets

Gather required picture books, and resources

Cut paper handouts

Obtain a World map

Cross-Curricular Connections: Within this unit cross-curricular connections can be made to art, math, language arts, and music .

Extensions to Unit: Extensions to this unit could include exploring different cultures around the world and comparing and contrasting them to Canadian culture, a unit on Canadian wildlife and ecosystems could be done following this unit to build upon the students’ knowledge of Canada.

Differentiated Instruction (Universal Design for Learning – UDL):

Representation/ Expression: Throughout this unit students will have the opportunity to acquire information and knowledge using a variety of resources and activities. Throughout the unit, technology will be integrated into the lesson plans. Students will view video clips, and listen to audios accommodating auditory and visual learners. Additionally, art projects and activities have been incorporated into the unit to provide a creative outlet for students to express their understanding. The use of graphic organizers, vocabulary charts and anchor charts can be found within this unit, accommodating verbal-linguistic and visual-spatial learners. Students will be working in groups as well as independently throughout this unit, creating a variety in the learning environment for interpersonal and intrapersonal learners.

Enriched:

For students who excel at the concepts that are presented within this unit they will be challenged to express their thoughts using more words and even complete sentences. These students may also be given a leadership role wherein they are paired with students who are struggling with the concepts throughout the unit in order to offer their peer support and guidance.

Remedial:

For students who are struggling with the concepts presented within this unit some adaptations can be made. Students will be randomly placed into work groups for some activities, thus students who are struggling can be paired with more competent and supportive peers. Materials for activities will be labeled for easy recognition. Instructions will be broken down into small chunks for better understanding. Also, students who are struggling with writing will be given the option to express themselves in an alternate way, such as through drawing or oral discussion with the teacher.

Behavioural:

For students experiencing hyperactivity and impulsivity I have included activities that involve movement, such as coming to the board to manipulate, moving around the room to find a partner, and many opportunities to share thoughts with a partner or the whole group. Quick DPA activities/breaks will be incorporated into lessons wherein I see students becoming restless. Proximity will be used during carpet time with students who have behavioural deficits to limit distractions, and to be within teacher’s sight at all times. Clear goals and instructions will always be given for students, keeping instructions short and concise for students struggling with inattention.

Resources:

Kamloops TNRD Library

Teacher to the Core. teachertothecore.

Teachers Pay Teachers.

Pinterest.

Overview of Lessons:

|Lesson # |PLOs in lesson |Instructional Objectives |Lesson Activities |Assessment Strategies |Materials |

|And Title | |Teaching Strategies | | |(Specific to This Lesson) |

|(Time in minutes) | | | | | |

| |Grade 1: |TSWBAT distinguish between past, present |Hook: Read, “Once There Were Giants” by Martin Waddell. |Student’s timelines will be |“My Timeline” worksheet |

|1. A Timeline of Me – |Socials: B1 |and future in their writing. |Discuss growing up and the different things you can do at |assessed using a checklist of |Picture book “Once There Were Giants” |

|45 mins |Grade 2: | |different ages. |incomplete/complete looking at |by Martin Waddell |

| |Socials: B3 |Individual work | |ability to distinguish between | |

| | |Direct Instruction |Activity/Personal Timelines: |past, present and future. | |

| | |Pair Share |Have students share their ideas of what they could do when | | |

| | | |they were younger, something they can do now that they | | |

| | | |couldn’t before and something they want to be able to do in |Assessment of learning | |

| | | |the future. Create a web on the board during the | | |

| | | |brainstorming process. Students complete “Timeline” worksheet | | |

| | | |individually at their desks. | | |

| | | | | | |

| | | |Closure/Pair Share: Have students share their timelines with a| | |

| | | |partner. | | |

|2. Family Tree – 30 |Grade 1: |TSWBAT complete their family tree |Hook: Read, “Who’s in my Family” by Robie H. Harris. Discuss | Tiny Target – “ I can tell you|Picture book “Who’s in my Family” by |

|mins |Socials: B2 |worksheet by recording at least 3 family |the different types of family and how they could be |who is in my family,” students |Robie H. Harris |

| |Grade 2: |member titles/names. |represented in a family tree. |will read their family trees to|Family Tree Worksheet |

| |Socials: B3 | |Activity/Family Tree: Show students an example of a family |their peers while teacher keeps| |

| | |TSWBAT express orally who is in their |tree on the board. Have students complete their family tree |anecdotal notes of student | |

| | |family. |worksheet independently. |ability to express who is in | |

| | | |Closure: Have students share their family tree with their |their family. | |

| | |Discussion |peers. Allow students to move their picture magnet to the “I | | |

| | |Individual Work |can tell you who is in my family” column on the whiteboard |Assessment for learning | |

| | | |upon completion of oral report. Remind students to bring their| | |

| | | |worksheet home and have their guardians fill out the family | | |

| | | |origin section. | | |

|3. A Map of Us – 30 |Grade 1: |TSWBAT identify in writing one related |Hook: Have students share their “family origin” from previous |Student’s ticket outs will be |World map |

|mins |Socials: B2 |thing that they learned that lesson. |family tree activity with their peers. |assessed for learning/ |Pre cut cards (1 per student) |

| |Grade 2: | |Activity/ Family origin: Student will draw an image of their |understanding. |Sticky tack/ push pins |

| |Socials: B3 |Discussion |family on a given card and write their origin on a provided | | |

| | |Hands on |line. Have students return to the carpet area and call one by |Assessment as learning | |

| | | |one to bring their image card up – Help them place their card | | |

| | | |on a world map on top of their Country of origin. | | |

| | | |Closure/ Ticket Out: Discuss with students the variety of our | | |

| | | |map. Have students fill out a ticket out using the sentence | | |

| | | |starter “Today I learned…” | | |

|4. Family Table Art – |Grade 1: |TSWBAT complete a 2D image of family |Hook: Read “Tar Beach” by Faith Ringgold. Discuss family |Student’s images will be |Picture book “Tar Beach” by Faith |

|45 mins |Visual Arts: A4 |depicting a personal tradition. |traditions, what students do with their families at home |assessed using a |Ringgold |

| |Socials: B2 |Seat work |(games, meals, etc.) |complete/incomplete mark |Circle tracers – one per student |

| |Grade 2: |Discussion |Activity/Family Table Art Project: Have students use a circle |looking for pictorial |Art paper – one per student |

| |Visual Art: A5 |Group Share |tracer to draw their family table. Students will go on to draw|representation of a personal | |

| |Socials: B3 |Art |their family members around the table doing an activity that |tradition. | |

| | | |is important to them. | | |

| | | |Closure/ Share: On the carpet, students will share their |Assessment for learning | |

| | | |images with their classmates, and talk about their family | | |

| | | |activity. | | |

|5. Family Pictographs |Grade 1: |TSWBAT distinguish family titles such as |Hook/ Family cut outs: Show students an example of the family|Observation- Using a checklist |Family figures handout |

|– 30 mins |Socials: B2 |mother, father, siblings and physically |cut outs and talk about how everyone’s family looks different.|of complete/incomplete for each|Sticky Tack |

| |Math: A4 |place cut out images under the |The teacher will demonstrate the make up of her family using |student. |Whiteboard |

| |Grade 2: |appropriate category on a chart. |images to create a large pictography on the whiteboard. | | |

| |Socials: B3 Math: | | |Assessment as learning | |

| |A4, D1 |TSWBAT contribute to creating a concrete |Activity/ Family Member Graph: Give students a family handout | | |

| | |pictograph and answer questions orally |and have them choose and cut out the figures that represent | | |

| | |pertaining to the graph. |their immediate family. | | |

| | | | | | |

| | |Hands-On |Students will place their family member cut outs in the | | |

| | |Manipulatives |correct spot on the table on the whiteboard creating a graph. | | |

| | |Discussion |Talk about what we see on the graph; discuss the numbers and | | |

| | | |any patterns. | | |

| | | | | | |

| | | |Closure/ Ticket out – Have students write a ticket out using | | |

| | | |the sentence guide “My family has _____ members and my friend,| | |

| | | |_______’s family has ______ members.” | | |

|6. Family Fun in my |Grade 1: | (a) TSWBAT represent pictorially 4 |Hook/ Kamloops Video Clip: Show students YouTube video clip | Student images will be |

|Community – 45 mins |Socials: B1, B2 |things they do in the community, with |“Kamloops- British Columbia TV Tourism Commercial.” Talk with |assessed using a teacher mark |g3g - YouTube Video |

| |Visual Art: A5 |family appropriate to the seasons. |students about some of the places they saw in the video, and |out of 4 looking at ability to | |

| |Grade 2: |(b) Concept web |the activities. Create a web on the white board. Ask students|categorize 4 community |Fun in my Community worksheet |

| |Socials: B1 |Discussion |for things they like to do in Kamloops that they didn’t see in|activities appropriate to the 4| |

| |Visual Art: A5 |Individual work |the video. Add to the web. |seasons. |Poster paper with Winter, Spring, |

| | |Art | | |Summer, Fall columns |

| | |Video clip |Activity/ My Family in the Community: Students will create a 4|Assessment of learning | |

| | | |seasons “quilt” sheet identifying one thing they do with their| |Post-it Notes – one for each student |

| | | |family within the community in each season. Students will | | |

| | | |represent this pictorially. | | |

| | | | | | |

| | | |Closure/ Post-it Note Ticket Out: Have students write a | | |

| | | |ticket out on a post-it note with their favorite activity to | | |

| | | |do in Kamloops and put it on a poster paper under the right | | |

| | | |season column. | | |

|7. Our Community |Grade 1: Socials: B3|TSWBAT distinguish between people and |Hook/ Read Aloud: Read “The Little House” by Virginia Lee |Teacher Observation looking at |Picture book, “The Little House” by |

|Discussion - 30 mins |Grade 2: |places using 5 varied cards. |Burton. Discuss all the things the Little House saw in her new|student participation and |Virginia Lee Burton |

| |Socials: B2 |Concept web |community. |ability to place cards under |People, Places cards with magnets |

| | |Hands on | |appropriate headings – use a |Whiteboard |

| | |Cooperative learning |Discussion/ My Community: Have students brainstorm places and |checklist of names. | |

| | |Problem Solving |people within their community. Create a web on the whiteboard.| | |

| | | | |Assessment for learning. | |

| | | | | | |

| | | |Activity/ Organizing Community Titles: Give students premade | | |

| | | |cards and have them decide which category they fall under | | |

| | | |“people” or “places” and have them come up and place them in | | |

| | | |the right column. | | |

| | | |Closure/ Revise Chart: Go over the chart with students and ask| | |

| | | |them if they think everything is in the right place. Make any | | |

| | | |changes. | | |

|8. Our Community Has |Grade 1: |TSWBAT identify and list at least 3 |Hook: Go over the “People”, “Places” chart with students, and |Student sheets will be assessed|Our Community Has worksheets |

|-35 mins |Socials: B3 |people, places and activities found in |talk about activities that can be done in the community. |using a complete/incomplete |Blank card paper – one per student |

| |LA: C1 |their community on the given worksheet. |Create a web on the board. |mark. | |

| |Grade 2: | |Activity/Community Worksheet: Students independently complete | | |

| |Socials: B2 |(b) Concept web |their “Our Community Has” worksheet. Give students a blank |Assessment for learning. | |

| |LA: C1 |Independent work |card for them to write their favorite activity on and add to | | |

| | |Graphic organizer |the board under the right column. | | |

| | | |Closure/ Summarize Chart: Gather students on the carpet and go| | |

| | | |over the new additions to the chart under “activities”, | | |

| | | |reading them out loud to students. | | |

|9. Community |Grade 1: |TSWBAT to work cooperatively in a group |Hook: Discuss with students different types of communities, |Students will be assessed using|Community worksheets |

|Responsibilities – 40 |Socials: B3 |to identify and record 4 responsibilities|the classroom, and a family, on the playground and in a town. |their self-evaluation sheets on|Self Evaluation forms (1 per student) |

|mins |Grade 2: |found in their given community. |Brainstorm some ideas of responsibilities found in each. |their group work behaviour. | |

| |Socials: B2 | |Record on a chart with students. | | |

| | |Group work | |Assessment as learning | |

| | |Discussion |Activity/ Group Work: | | |

| | |Brainstorm |Break students into predetermined groups and give them a type | | |

| | | |of community to discuss. Have students brainstorm together and| | |

| | | |record 4 different responsibilities that a person might have | | |

| | | |in that given community. | | |

| | | | | | |

| | | |Have students share their responsibilities with another group | | |

| | | |and talk about the similarities and differences. | | |

| | | | | | |

| | | |Closure/ Self Evaluation: Have students fill out | | |

| | | |self-evaluation sheet as a ticket out. Students self | | |

| | | |evaluations will be based on their cooperative group work and | | |

| | | |individual conduct during group work. | | |

|10. O Canada |Grade 1: |TSWBAT write 1 French word found in O |Hook: Listen to “O Canada” in French and ask students if they |Teacher Observation – Looking |O Canada lyrics |

| |Socials: B4 |Canada (with guidance) |recognized what the song was. Listen to the anthem again this |participation of closure |O Canada French recording |

|30 mins |Grade 2: Socials: B4| |time in English, have students sing along. |activity & using a checklist of|CD Player |

| | |Music | |names |French Flash Cards |

| | |Movement |Discussion: Discuss how French is one of Canada’s official | |Student Chalkboards |

| | | |languages. Show students flash cards with pictures and French |Assessment for learning | |

| | | |words from the anthem, have students repeat after you. | | |

| | | | | | |

| | | |Fill in the blanks: Provide students will the “fill in the | | |

| | | |blanks” national anthem sheet. This sheet will have clear | | |

| | | |blanks that students need to fill in using the word blank | | |

| | | |found on the bottom of the page. Tell students that they may | | |

| | | |work with a partner for this activity and encourage them to | | |

| | | |sing the anthem out loud to themselves if they feel stuck. | | |

| | | | | | |

| | | |Closure: Handout individual student chalkboards, have them | | |

| | | |write one French word they learned today – allow them to view | | |

| | | |the flash cards. Say it out loud to a partner. | | |

|11. Canadian Symbols |Grade1: | |Hook: Read book “Oh Canada” by Per-Henrik Gurth, focus on the |Teacher Observation- Student’s |Picture Book “Oh Canada” by Per-Henrik |

|– 35 mins |LA: A1 |TSWBAT participate in a group activity |symbols. |ability to find the right |Gurth |

| |Socials: B4 |and distinguish between 1-2 Canadian |Discussion: Discuss with students the meaning of the symbols. |category and participation will|Set of Canadian symbols to show class |

| |Grade 2: |symbols and sort them into the |Discuss briefly categories of symbols, drawing columns on the |be assessed through observation|Sticky tack |

| |LA: A1 |appropriate category. |whiteboard. |– using a checklist of names. |“Canadian symbols at home” sheets |

| |Socials: B4 | | | |whiteboard |

| | |Manipulatives |Sorting Symbols: Give students Canadian symbols and have them |Assessment for learning | |

| | |Hands-on |come up to the board and put them in the right category | | |

| | |Collaborative Learning |“animals”, “sports”, “people” and “food”. Go over the symbols | | |

| | |Discussion |with all students. | | |

| | | |Closure/ Wrap around/ Take away task: | | |

| | | |Have students express orally one thing they learned about | | |

| | | |Canadian symbols to an elbow partner in a wrap around | | |

| | | |exercise. | | |

| | | | | | |

| | | |Teacher will ask students to look around their homes for | | |

| | | |Canadian symbols. Brainstorm some things they might find. Give| | |

| | | |them a “Canadian symbols at home” sheet to fill out that | | |

| | | |evening and bring back. | | |

|12. Canada in my home|Grade 1: |TSWBAT write 1-2 sentences about the |Hook/ Symbol Share: Have students share their “Canadian |Student journals will be |“Canadian symbols at home” sheets |

|– 40 mins |LA: C2 |Canadian symbol they found in their home.|symbols at Home” sheets with their peers at the carpet. |assessed using a writing |Student journals |

| |Grade 2: |Discussion |Activity/Journal work: Model to students how to write a |content rubric | |

| |LA: C2 |Partner work |journal entry about the symbol, talking about how you found it| | |

| | |Individual work |and why you think it is a Canadian symbol. Students will write|Assessment for learning | |

| | | |a journal entry into their journal about the Canadian symbol | | |

| | | |they found in their home. | | |

| | | |Closure/Revise – Have students read a partner’s journal entry | | |

| | | |and ask one question, about something that they wonder and | | |

| | | |might be unclear in their partner’s writing. | | |

|13. Canadian Symbol |Grade 1: |TSWBAT complete a 2D illustration of a |Hook/ Canadian Symbol Chart- Revisit Canadian symbol charts |Student postcard images will be|Postcard Template |

|Postcard p.1 -40 mins |Socials: B4 |relevant Canadian Symbol. |from previous lessons with class, have students read some of |assessed using a rubric. |Pencil crayons, crayons |

| |Art: A4 | |the symbols out loud. | |Set of Canadian symbols to show class |

| |Grade 2: |Art | |Assessment of learning | |

| |Socials: B4 |Discussion |Activity/Canadian Postcard Illustration: Students will choose | | |

| |Art: A5 |Brainstorm |a symbol and complete an illustration postcard where they will| | |

| | |Gallery walk |draw and color the symbol of their choosing. | | |

| | |Individual work | | | |

| | | |Closure/ Gallery Walk – Students leave their postcards with | | |

| | | |the images facing up on their desk, and walk around to view | | |

| | | |others work. | | |

|14. Canadian Postcard |Grade 1: |TSWBAT write a 2-3 sentence message |Hook/ Video Clip: Show YouTube video clip “Canada Shared by |Student sentences will be |YouTube video clip, “Canada Shared by |

|– draft p.2 – 45 mins |Socials: B4 |describing Canada. |Canadians” Discuss some of the things students saw in the |assessed using a |Canadians” |

| |LA: C2 | |video, what stood out? Do these things accurately show life in|complete/incomplete checklist. |Lined paper |

| |Grade 2: |Video clip |Canada? | | |

| |Socials: B4 |Concept web |Discussion: Talk with students about things to do in Canada |Assessment for learning | |

| |LA: C2 |Pair-share |and why someone might want to visit Canada. Create a web on | | |

| | |Individual work |the whiteboard. | | |

| | | |Activity/Canadian Postcard Message: Students will write a | | |

| | | |draft message to be revised and later written on their | | |

| | | |illustrated postcard. Their message will describe Canada to | | |

| | | |someone wanting to visit Canada. | | |

| | | |Closure/ Postcard exchange: | | |

| | | |Have students exchange drafts with a partner to read each | | |

| | | |other’s messages and try to assist with revision. | | |

|15. Canadian Postcard |Grade 1: |TSWBAT complete their 2-3 sentence |Hook: Read some sample draft messages from student work to the|Student postcards will be |Student illustrated postcards |

|– Final Version – 35 |LA: C6 |postcard message with revisions. |class and remind them of when they wrote their draft messages.|assessed using a writing |Student drafts |

|mins |Grade 2: | |Discuss the audience for this activity and what they wrote |rubric. | |

| |LA: C6 |Seat work |about. | | |

| | |Individual work |Activity/Postcard Message- Hand back student revised drafts. |Assessment of learning | |

| | |Discussion |Students will write their draft message on the back of the | | |

| | | |postcard they illustrated previously. | | |

| | | |Closure- Students return to the carpet and each tell the | | |

| | | |teacher one place they would like to send their postcard if | | |

| | | |they had the chance. | | |

Unit Plan Template

The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific subject areas and modified as students gain experience in each practicum. The attached sample template should be used as a basic outline. The space required for each heading in the template will vary and should be adjusted as needed. The template is available on the TRU-Bachelor of Education – Practica website in electronic form at It is important that all areas required in the format are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach the unit.

Rationale: Why are you teaching this unit?

Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills and/or understandings.

Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should learn in each curricular subject by describing what students should be able to do. These statements are the prescribed learning outcomes of the curricula of British Columbia. Your unit plan should state the prescribed learning outcomes to be taught and assessed in the unit and on which the objectives in the specific lessons are based. Assign each learning outcome a number to be used in the “Overview of Lessons”.

Prerequisite Concepts and Skills: Are there concepts to be covered and skills to be taught before the unit can begin?

Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you need to involve other people in the planning, such as the librarian? Are there materials to be gathered and websites to check?

Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning outcomes from other subjects are specifically assessed, include these outcomes in this part of your unit plan.

Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or enrich student understanding? Do you have more than one method available as a Plan B?

Differentiated Instruction (Universal Design for Learning – UDL): Considering the diversity of your classroom, what changes could you make to the unit? Consider cultural and academic diversity.

Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the technology required.

Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed lesson plan. If using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list, by number, the Prescribed Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major “Instructional Objectives (SWBAT…), Teaching Strategies (a few words), Lesson Activities (sufficient detail to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the “How” and the “What” you will be assessing), and Materials” needed for the lesson.

Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make as work progresses. At the end of the unit reflect and record successes and any modifications you might make when you teach the unit again.

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