Understanding by Design Unit Template
Title of Unit: / Canada: Changing and Growing / Grade Level / 5Curriculum Area: / Social Studies / Time Frame / 4-6 Weeks
Developed By
School:
Identify Desired Results (Stage 1)
Content Standards –Curricular Outcomes
IN5.2 Evolution of Canada as a multicultural nation.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.
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?
1. What has motivated people to come to Canada over time?
2. How has Canada benefited from having a nation diverse in culture?
3. How has Canada’s population changed over time?
4. How has Canada’s policies affected people through time? / Canada is a country rich in cultures which have all helped to contribute to its identity.
Misconceptions
(Optional)
Knowledge
Students will know… / Skills
Students will be able to…
· Motivation for newcomers to come to Canada.
· Similarities and differences in Canada’s treatment of various groups of immigrants to Canada in the 19th and 21st century.
· Various groups and organizations that help support immigrants to Canada.
· Groups and organizations that help support First Nations, Metis and Inuit.
· Difference between refugees and immigrants.
· Current demographics including population, numbers, age and locations.
· Motivation of newcomers to move to Canada (entrepreneurship, employment, family reunification, refuge, education, reputation)
· Historic origins of variety of place names in Canada and investigate the reason for naming. / · Identify trends and challenges in Canada’s demographics.
· Undertake and inquiry which compares the immigration policies and practices to those of the current era and asses the results of those
Policies and practices.
· Identify goals of various ethnic and cultural advocacy organizations in Canada including First Nations, Metis, Inuit and other immigrants to Canada.
· Identify possible push and pull factors for immigrants.
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 knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below: / Helpful for writing a performance task.
Suitcase of Dreams
Goal: Your goal is to combine a number of objects, both written and pictures, that will be placed into a “suitcase” that shows your knowledge of immigrant culture, reasons for leaving homeland, and your new life in Canada.
Role: You are a newcomer to Canada.
Audience: Classmates, teachers, parents, students in the school
Situation: You are a newcomer to Canada and would like to teach others about your experiences in birth country, your acceptance into Canada and how you are still practicing your culture in Canada.
Product: You will have a suitcase (pizza box) that includes a variety of objects that describe your culture.
Your suitcase will include:
-pictures (this may include pictures of clothing, food, ceremonies, housing, homeland, recipes).
-letter you have written describing reasons for coming to Canada
-diary entry describing life in your new country (Canada)
-informational cards that describe each picture and object and its importance to your culture and continuing of use of this object in Canada.
Standards: Your suitcase will show your understanding of immigration to Canada, your specific culture, and how your maintain your cultural identity in Canada.
/ Goal:
What should students accomplish by completing this task?
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:
REMEMBERING: Can the students recall or remember the information?
UNDERSTANDING: Can the students explain ideas or concepts?
APPLYING: Can the students use the information in a new way?
ANALYZING: Can the students distinguish between the different parts?
EVALUATING: Can the students justify a stand or decision?
CREATING: Can the students create new product or point of view? / Digital Taxonomy for Bloom:
KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling
COMPREHENSION: Advanced searches, blog journaling, twittering, commenting
APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing
ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering
SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting
EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating
Standards Rubric
The standards rubric should identify how student understanding will be measured.
Outcome / Mastery (4) / Proficiency (3) / Approaching (2) / Beginning (1)
IN5.2 Evolution of Canada as a multicultural nation. / Student shows proficiency and great understanding in Canada’s evolution as a multicultural nation. / Student shows efficient understanding in Canada’s evolution as a multicultural nation. / Student shows basic understanding in Canada’s evolution as a multicultural nation. / Student is developing and continuing to gain an understanding of Canada’s evolution as a multicultural nation.
Other Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.)
Conversation / Observation / Product
Exit Slips (terminology, examples of_____, etc…)
Group Discussion
Confidence Self-Reflection
Speaking CC5.1 Rubrics / Group Work-Citizenship Self Reflection Checklist
Anecdotal Records / Representing CC5.2 Rubric
Viewing Rubric
Performance Task Rubric
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?
· Successful completion of Performance Task
· Outcomes will be posted in classroom to check on where they have been and where they are headed.
· Essential Questions posted for my assessment as to understanding and where we need to go.
How will you hook students at the beginning of the unit? (motivational set)
I will read a personal story written by Annabelle (a Filipino immigrant that is living with us). Her story may include why she left the Phillipines, her reasons for choosing Canada, her process with immigration to come to Canada, as well as her life in Canada now.
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: What has motivated newcomers to move to Canada? (Saskatchewan Social Studies pg. 42-45)
-Push and Pull Factors
Quality of Life
Land
- Timeline of arrival of some groups of newcomers to Canada (pg. 42-43)
-Immigration to Canada Video (Discovery Canada 23 minutes)
Lesson 2: Differentiate between refugees and immigrants. (pg. 46-47)
-Definition of immigrant and refugee
- Read about K’naan (Canadian Musician born in Somalia and accepted as a refugee to Canada)….pg.51
Discuss reasons he became a refuge to Canada
- Watch his video “Wavin’ Flag”
- Read stories on page 46-47 and identify whether family is an immigrant and refugee and support with knowledge from story.
Lesson 3: Examine the Canadian governments treatment of various groups of immigrants to Canada (India, Jewish, Hong Kong) (page 50)
http://komagatamarujourney.ca/sites/default/files/Grade%204%20-%20Final.pdf
- Show video http://komagatamarujourney.ca/node/4518 without sound. Have students speculate on its content. Brainstorm the sights all visuals including emotions of passengers.
- Students will create a storyline from what they viewed. Use graphic organizer to show beginning, middle and end.
- Students will share some of their predictions and speculations.
- Show video again with sound. How were the students stories similar? Different?
- Discuss what law prevented the immigrants from India from being able to immigrate to Canada. (page 66-67 in “Coming to Canada”)
- After final viewing, read page 50 “Saskatchewan: Social Studies”.
Lesson 4: How has Canada’s population changed over time?
http://www.cgeducation.ca/resources/learning_centre/matrix.asp
-Read “Canada on the Move” Student Page found on website above (Canadian Geographic Education)
-After reading discuss and brainstorm the definition of Census.
-Students will complete Student Page B (matching terminology).
-Read page 52 “The Census”
Lesson 5: Trends and Challenges in Canada’s Demographics
-Read pages 53-55 outlining the Challenges
-Students will be divided into groups. Each group will be given one Challenge. Have the group write answer 1) The challenge in the past 2) How the challenge has improved in present day 3) What might Canada’s government need to do to address the challenge? Answers will be written on chart paper and presented to the class.
Lesson 6: Population Trends
- Pages 56-62
- Review reading tables and graphs.
- Centers in the classroom will be set up with a Graph showing a trend from past to present day Canada. Groups will rotate to each center, completing and discussing questions for each graph.
- Graph #1 Canada’s Population 1871-2011
What do you think caused Canada’s population growth?
What challenges do you think a growing population places on a country?
- Graph #2 “Top Six Countries of Birth of Immigrants”
Complete a Venn Diagram comparing graph from 1891 and 2011
- Graph #3 “First Languages Spoken in Canada, 1951-2011”
What trends do you see? Do you think the trends will continue? Why/why not?
- Graph #4 Immigrants to Canada 1971-2011
What trend do you see? What issues might Canada face in offering services to new immigrants?
-Display graph for class when complete to discuss student responses.
Lesson 7: Immigration Policies and Practices Through Time: Rupert’s Land
-Using information from page 63-64 students will create a mind map that explains
1) What was Rupert’s Land
2) Why Rupert’s Land was a significant event in immigration
-Use keywords on worksheet to help build mind map.
-May use pictures, maps or clip art to add to mind map.
Lesson 8: Immigration Practices Continued (Treatment of People)
-Focus on how policies affected the following: First Nations Peoples (Rupert’s Land), Chinese Immigrants (head tax), Ukrainians and Eastern Europeans (1900’s…Internment Camps)
-Read pages 65-67
-Discuss and summarize using a table which includes the culture/immigrant, the policy that affected each, how it impacted the peoples and restitution by Canadian government.
-Students will complete Graphic Organizer of Cause-Effect of Policies on the groups involved
Lesson 9: Immigration Policies and Practices
Provide a list to students of policies and organizations Canada/Saskatchewan has in place to support immigration to Canada
-Skilled Worker Program (Canadian Government)
- Saskatoon Open Doors Society (Saskatoon)
-YMCA Newcomers to Canada Program (Prince Albert)
-Global Gathering Place (Saskatoon)
-Saskatchewan Intercultural Association (Saskatoon)
-International Women Of Saskatoon (Saskatoon)
-Saskatoon Indian and Metis First Nations Saskatoon (Saskatoon)
Students will research one organization of choice and provide the 5 W’s. Area for self-reflection and how they feel this organization will help immigrants in Canada.
Lesson 10-13
Performance Task Assignment
/ Time Frame
60 minutes
60 minutes
60 minutes
60 minutes
60 minutes
60 minutes
60 minutes
60 minutes
60 minutes
180 minutes
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?
Visual of essential questions
Visual of ouctcomes/indicators
Rubric and Self-Reflection worksheets throughout unit based on outcomes
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Self-Reflection Rubrics and Checklists
Exit Slips
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?
Variety of sources (print, audio, visual, chart/graph/tables)
Provide opportunity to assess throughout unit viewing, speaking, representing, and listening skills
Provide adapted lessons, questions and worksheets for targeted students (scribing, exit slips, oral, condense assignments so that they are able to still show understanding of indicator/outcome), provide choice in products represented
Allow use of computer to targeted students for purposes of note taking and answering questions.
Education Assistant Support
Group and Pair work
What resources will you use in the learning experiences to meet the outcomes?
Saskatchewan Social Studies 5 Textbook
http://www.cgeducation.ca/resources/learning_centre/matrix.asp
Immigration to Canada Video (Discovery Canada 23 minutes)
http://komagatamarujourney.ca/sites/default/files/Grade%204%20-%20Final.pdf
Video: http://komagatamarujourney.ca/node/4518
Computer (internet)
Assess and Reflect (Stage 4)
Required Areas of Study:
Is there alignment between outcomes, performance assessment and learning experiences?
BAL’s:
Does my unit promote life long learning, encourage the development of self and community, and engage students?
CELS & CCC’s:
Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world?
Adaptive Dimension:
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:
Do I use a variety of teacher directed and student centered instructional approaches?
Student Evaluation:
Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes?
Resource Based Learning:
Do the students have access to various resources on an ongoing basis?
FNM/I Content and Perspectives/Gender Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring each child’s identity?
Blueprint for Life:
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.