Understanding By Design Unit Template



Social Studies Unit 1 Interactions & Interdependence

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|Title of Unit |Unit 1 Interactions & Interdependence |Grade Level |Six |

|Curriculum Area |Social Studies & English Language Arts |Time Frame |7-8 weeks |

|Developed By | |

|School | |

|Identify Desired Results (Stage 1) |

|Content Standards –Curricular Outcomes |

|Social Studies |

|Interactions and Interdependence main goal: To examine the local, indigenous, and global interactions and interdependence of individuals, societies, cultures, and nations. |

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|IN6.1 Evaluate and represent personal beliefs and values by determining how culture and place influence them. |

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|IN6.2 Examine the social and cultural diversity that exists in the world, as exemplified in Canada and a selection of countries bordering the Atlantic Ocean. |

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|IN6.3 Develop an understanding that global interdependence impacts individual daily life in Canada and a selection of countries bordering the Atlantic Ocean. |

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|IN6.4 Explore aspects of cultural change over time, including: |

|• reasons for cultural change |

|• examples of cultural change |

|• how cultural change affects youth |

|• how youth respond to cultural change |

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|DR6.2 Analyze ways in which the land affects human settlement patterns and social organization, and ways in which human habitation affects land. |

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|ART Education |

|CH6.1 Investigate how personal, cultural, or regional identity may be reflected in arts expressions. |

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|CH6.2 Identify ways that First Nations, Metis, and Inuit artists express cultural identity ini contemporary work. |

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|CH6.3 Investigate arts expressions from a range of cultures and countries, and analyze how cultural identity is reflected in the work. |

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|English Language Arts |

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|CC6.1 Create various visual, multimedia, oral, and written texts that explore identity (e.g., Your Choices), social responsibility (e.g., Looking for Answers), and efficacy (e.g., Systems for Living). |

|Essential Questions |Enduring Understandings |

|Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding. |What do you want students to understand & be able to use several years from now? |

|What are the affects & consequences of local, indigenous and global interaction & interdependence? |Students will: |

|Variety is the spice of life… what are the affects & consequences of local, indigenous and global | |

|interactions & interdependence? |Appreciate the rich social and cultural diversity, experiences, roles and responsibilities of |

| |individuals, societies, cultures and nations in Canada and a selection of countries bordering the |

|How does interaction and interdependence change how people live and see the world? |Atlantic Ocean. |

|Are we all on the same page…how do our interactions and interdependence change how we live and see the world | |

|around us? |Understand that global interdependence impacts daily life in Canada and a selection of countries |

| |bordering the Atlantic Ocean. |

|How do individuals, societies, cultures and nations differ from location to location? | |

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|Is it a small world after all? Are individuals, societies, cultures and nations all the same? | |

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|Why is it important to understand and examine the social and cultural diversity in Canada, and some “Atlantic| |

|Neighbours”? | |

|Are we “all in the same boat?” How are Canadians and people of other countries (Atlantic Neighbours) | |

|socially and cultural different? | |

| |Misconceptions |

| |(Optional) |

| | |

| |Just in time learning will try to dispel these common myths: |

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| |The way we live our life doesn’t affect others, here or around the world. |

| |The way ‘my’ culture does something is the right way. |

| |Canada doesn’t need other countries, we are self-sufficient. |

|Knowledge |Skills |

|Students will know… |Students will be able to… |

|Kinship Patterns / Cultural Traditions |Map Skills |

|Compare and represent the kinship patterns, cultural traditions, and traditional worldviews of Saskatchewan |Identify, on a map or globe, major cities, landforms, and bodies of water in Canada and a selection of|

|First Nations, Métis, and Inuit people, and of other cultural groups residing in a selection of countries |countries bordering the Atlantic Ocean. (DR6.2a) |

|bordering the Atlantic Ocean. (IN6.2a) | |

| |Culture and Place Influence Beliefs and Values |

|Personal & Family Roles and Responsibilities (ePals) |Plan, conduct, and evaluate an inquiry to illustrate how culture and place influence the beliefs and |

|Identify personal roles in, and responsibilities toward, the family and local community. (IN6.1a) |values of the local community. (IN6.1e) |

|Compare and contrast family and community roles and responsibilities of young people in Canada, including | |

|First Nations, Inuit, and Métis families, with the roles and responsibilities of age-equivalent youth in a |Artistic Expression (local, First Nation etc., Canada, & Other Countries) |

|selection of countries bordering the Atlantic Ocean (e.g., conduct interviews with local youth and elders, |Give examples of the artistic expression of culture in Canada, including First Nations, Inuit, and |

|use technology to link with youth in provincial, territorial, national and global communities). (IN6.1b) |Métis peoples, and in a selection of countries bordering the Atlantic Ocean, and draw conclusions |

| |about the beliefs and values of the inhabitants in those regions. (IN6.1c) |

|Create an inventory of ways in which daily life is influenced by global interedepence. (IN6.3a) | |

| |Historical Approaches to Cultural Diversity (Canada & Other Countries) / Why immigrate to Canada? |

| |Assess the current and historical approaches to cultural diversity used in Canada and in a selection |

|Cultural Interaction & International Agencies |of countries bordering the Atlantic Ocean, including consideration of segregation, assimilation, |

| |accommodation, and pluralism. (IN6.1d) |

| | |

|Analyze the effect on youth of changes resulting from cultural interaction, and assess the response of youth |Compare & Contrast Social Cultural Diversity |

|to changes resulting from cultural interaction. (IN6.4d) | |

|Investigate and represent the contribution of a Canadian individual or organization toward enhancing human | |

|welfare in Canada or in a selection of countries bordering the Atlantic Ocean. (IN6.3e) |Compare and contrast social and cultural diversity in Canada with that of a selection of countries |

|Become aware and describe the role of key international agencies in protecting human welfare, especially that|bordering the Atlantic Ocean, and assess the significance of cultural diversity. (IN6.2e) |

|of children and youth (e.g., United Nations, UNICEF, UNESCO, Amnesty International, Médecins sans frontières,| |

|United Nations High Commission for Refugees, international indigenous organizations, faith-based |Performance Task |

|international development organizations). (IN6.3d) | |

| |Represent ideas, opinions, and facts about identity, social responsibility, and efficacy for specific |

| |purposes (e.g., to explain, to narrate, to describe, to persuade) and audiences. (ELA – CC6.1a) |

| |Create a variety of visual, oral, written, and multimedia (including digital) texts including personal|

| |narratives, responses or reactions to reports, articles, instructions, explanations, letters, |

| |illustrations, diagrams, leaflets, stories, poems, storyboards, cartoons, skits, or short video |

| |scripts. (ELA – CC6.1c) |

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|Assessment Evidence (Stage 2) |

|Performance Task Description |

|The performance task describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply |Helpful tips for writing a performance task. |

|knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below: | |

|Culture Investigation: Photostory Performance Task |Goal: |

| |What should students accomplish by completing |

|Goal: Students will develop an appreciation of the rich diversity, experiences, roles and responsibilities of individuals, societies, cultures and nations in Canada|this task? |

|and a selection of countries bordering the Atlantic Ocean They will understand how global interdependence impacts daily life in Canada and a selection of countries | |

|bordering the Atlantic Ocean. | |

|Role: Documentary Producer | |

|Audience: ePals from an Atlantic Neighbouring Country of their choice / Fellow Students / Parents & Teachers | |

|Situation: Students will research the Atlantic Country of their choice using Culture Grams, World Book On-line & an ePal partnering classrooms. Focusing on roles, | |

|relationships, responsibilities, daily life, beliefs and values as they relate to place and culture. | |

|Product: Photostory | |

|Standards: Rubric | |

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|Create a Photostory presentation for their peers, parents and teachers, including researched information, pictures, interview questions & responses, and personal | |

|reflections/learning log entries, depicting the roles, relationships and responsibilities of youth their age in a variety of countries bordering the Atlantic Ocean.| |

|(Comparing themselves and their selected “Atlantic Neighbour”). | |

| |Role: |

| |What role (perspective) will your students be |

| |taking? |

| |Audience: |

| |Who is the relevant audience? |

| |Situation: |

| |The context or challenge provided to the |

| |student. |

| |Product/Performance: |

| |What product/performance will the student |

| |create? |

| |Standards |

| |(Create the rubric for the Performance Task) |

|BLOOMS TAXONOMY: |Digital Taxonomy for Bloom: |

|REMEMBERING: Can the students recall or remember the information? |KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling |

|UNDERSTANDING: Can the students explain ideas or concepts? |COMPREHENSION: Advanced searches, blog journaling, twittering, commenting |

|APPLYING: Can the students use the information in a new way? |APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing |

|ANALYZING: Can the students distinguish between the different parts? |ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering |

|EVALUATING: Can the students justify a stand or decision? |SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting |

|CREATING: Can the students create new product or point of view? |EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating |

|Standards Rubric |

|The standards rubric should identify how student understanding will be measured. |

|See Rubric Attached |

|Other Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.) |

|Conversation |Observation |Product |

|participation/discussion/pair & student group work | Informal & formal observations |Research information & pictures |

|Self Assessment |Photostory Checklist, Graphic Organizers, Photostory Assessment Rubric|Clarity and completion of interviews with other youth |

| | |Photostory content and completion |

|Learning Plan (Stage 3) |

|Where are your students headed? Where have they been? How will you make sure the students know where they are going? |

|Students are headed toward creating a Photostory presentation filled with a variety of information from a ‘selection of countries bordering the Atlantic Ocean’. |

|Students will use past knowledge/computer skills/research skills as a base to start researching and bringing together information for their presentations. |

|The learning from explicit teaching of the Photostory computer program and proper research skills (utilizing information from Culture Grams), as well as their interview questions/responses of ‘online pen pals’, |

|and the modeling of these skills by the teacher, will assist the students in incorporating all necessary information into their Photostory presentations. |

|How will you hook students at the beginning of the unit? (motivational set) |

|Use Culture Grams “CANADA” on the SMART board, to create a base for introducing students to Canadian content and user-friendly resource by using: “Did you Know?” interesting Facts about Canada. |

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|Focus on the links, resources, Photo Gallery (to form personal connections to images) OR have a “Canadian Recipe” displayed and/or have a dish from the Recipe Link made to share with the class to spark their |

|interests (about Canada) and their taste buds! |

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|Next, introduce the task that we will do as a large group: create a Canadian Photostory, to model what the finished Photostories should look like, and give students an opportunity to work together to create a |

|project that will be shared with our “Atlantic Neighbour” ePals. |

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|What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? How will you organize and sequence|

|the learning activities to optimize the engagement and achievement of all students? |

|Lesson 1 – An Introduction to Canada – (Activate Prior Knowledge) |

|COMPUTERS necessary for this lesson; we will be creating a group Photo Story for Canada. |

|Social Studies Outcomes: IN6.1, IN6.2, IN6.3, |

|English Language Arts Outcome: CC6.1 |

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|Lesson 2 – Introduce Map Skills and Vocabulary(Activate Prior Knowledge) |

|SMARTBOARD needed for this lesson |

|Social Studies Outcomes: DR6.2 |

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|Lesson 3 - Introduce Our “Atlantic Neighbours” |

|Map of the world is included in the attachments of Notebook file: print for your students |

|Using Canadian Consulate, ePals, etc. |

|Social Studies Outcomes: DR6.2 |

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|Lesson 4 – Research Atlantic Neighbouring Countries |

|Students will require laptops for this lesson. |

|Social Studies Outcomes: IN6.1, IN6.2, IN6.3 |

|ELA Outcome: CC6.1 |

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|Lesson 5 – What is Culture? |

|S Drive is required (Instructions are in the notebook file.) |

|Students will need the laptops. |

|You will need to download the Comic Life Software to your teacher laptop. Use the link below to download this software. |

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|Lesson 6 – International Agencies |

|Social Studies Outcomes: IN6.1, IN6.2 |

|Students will require laptops |

|You can save the link below into the S Drive for your students: |

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|Lesson 7 - International Trading |

|Social Studies Outcomes: IN6.3 |

|Print student notes from the attachment tab in this notebook file |

|Use Smart Board to present the lesson. |

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|Lesson 8 - Artistic Expressions |

|Social Studies Outcomes:IN6.1 |

|Art Outcomes: CH6.1,CH6.2, CH6.3 |

|See resources below for a kit from the TRC. |

|Students will require the laptops. |

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|Lesson 9 – Research Project Outlined |

|Students will require laptops, graphic organizers, and rubric |

|Social Studies Outcomes: IN6.1, IN6.2, IN6.3, IN6.4 |

|ELA Outcomes: CC6.1 |

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|Lesson 10 – Photostory Celebration |

|ELA Outcomes: CC6.1 |

|Invite parents, family members and people in the school to share our Photostories with. |

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|Lesson 11 – Self Evaluation & Group Discussion |

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|Social Studies Outcomes: (All) |

|How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on your essential questions and enduring understandings? |

|The use of “Learning Logs” as written reflection on the research, discussions, pen-pal interviews and compiling of student Photostories will give the students a chance to reflect on their progress, as well as give|

|the teacher/student an opportunity to write back and forth if necessary, or have discussion topics recorded for teacher/student conferences. |

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|The use of “Peer Editing” will assist students in revising and refining their work. A sharing of ideas, tips and editing will help students gauge their progress. |

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|The Assessment Rubric will serve as a useful tool for students to continually evaluate and revise their work, knowing what good quality Photostory presentations will look like. |

|How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? |

|A continual reflection in student “Learning Logs” as well as the re-visiting of the Assessment Rubric will provide students with the steps necessary to complete a self-evaluation of their 1. Research 2. Organizing|

|of Information 3. Photostory Presentations |

|How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? |

|The ability to work in groups and pairs, working as a class on the SMARTBoard, using modeling to teach specific strategies for researching and organizing of information, as well as the use of a computer program |

|(instead of writing and presenting in person) will assist ALL students to be successful in regards to the Performance Task – keeping in mind what components are necessary for the presentation, using the Assessment|

|Rubric as a guide. |

|The use of graphic organizers, a “Step – by – Step” Checklist to monitor progress, and the Assessment Rubric will assist ALL students in organizing and planning the sequence of the Unit. |

|What resources will you use in the learning experiences to meet the outcomes? |

|Culture Quest text |

|Cutlture Grams Web Site (world & Kids edition) |

|ORDER GDI or TRC Kit for Aboriginal Art – Display and showcase 1st Nations, Metis, Inuit Art in Canada |

|Discovery Education Videos (Embedded) |

|Brain Pop Web Site |

|World Book On-line |

|Software Used: SMART Notebook, Comic Life, Photo Story 3 for Windows, Fleximusic and SMART Ideas 5. |

|Assess and Reflect (Stage 4) |

|Required Areas of Study: |[pic] |

|Is there alignment between outcomes, performance assessment and learning experiences? | |

|BAL’s: |[pic] |

|Does my unit promote life long learning, encourage the development of self and community, and engage students? | |

|CELS & CCC’s: |[pic] |

|Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world? | |

|Adaptive Dimension: |[pic] |

|Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of all my students? | |

|Instructional Approaches: |[pic] |

|Do I use a variety of teacher directed and student centered instructional approaches? | |

|Student Evaluation: |[pic] |

|Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? | |

|Resource Based Learning: |[pic] |

|Do the students have access to various resources on an ongoing basis? | |

|FNM/I Content and Perspectives/Gender Equity/Multicultural Education: |[pic] |

|Have I nurtured and promoted diversity while honoring each child’s identity? | |

|Blueprint for Life: |[pic] |

|Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career? | |

Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.

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