Name: Jenna Neufeld Subject: Social Studies Grade Level: 3

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind)What will students know, understand and be able to do?

1. OUTCOMES Become familiar with required goals & outcomes for grade/subject, including Treaty Outcomes Choose specific outcomes AFTER you identify main concept, draw concept map and design an essential question to drive unit of

study

2. CONCEPT (BIG IDEA): Communities vary around the world. Identify the main concept or topic Draw a concept map to brainstorm ideas, to make connections, create a visual to guide unit Brainstorm on concept map, working from concept to major ideas to supporting detail

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FRAMEWORK FOR BACKWARDS DESIGN UNIT PLANNING

3. QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS) Design 1 or 2 Essential Question(s) [EQ’s are timeless, open-ended, thought-provoking, calling for higher order thinking

skills, sparking inquiry, raising additional questions, requiring deep thought, support & justification and not just an answer] Examples: Why do people move? What IS culture? How do you feed a growing world? What IS a good citizen?

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)

How will students & teachers know if the learning outcome has been achieved?

Outcomes (Students need to know)What a student is expected to know, understand and

be able to do.

Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of

outcome. Social Studies: IN3.1: Analyze daily life in a diversity of communities.

DR3.1: Use various model representations of the Earth.

DR3.2: Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land.

DR3.3: Compare the beliefs of various communities around the world regarding living

IN3.1: a) Describe characteristics of daily life in communities studied, and compare the ways in which the needs are met by individuals in diverse communities (e.g., housing, tools, work, use of the land, games, education).

c) Compare life of a child in the local community to life of a child in one of the communities studied (e.g., family, housing, education, recreation).

DR3.1:a) Demonstrate understanding that the surface of the Earth can be represented through maps, aerial photographs, and satellite images.

DR3.2:

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ESSENTIAL QUESTION(S) What is a community? What does a community look like? How does where we live influence how we live? How do communities vary around the world?

on and with the land.

PA3.2: Demonstrate awareness that divergent viewpoints may lead to conflict as part of group interactions, and assess various means of conflict resolution.

Arts Education:CP3.7: Create visual art works that express ideas about the natural, constructed, and imagined environments.

English Language Arts: CR3.1: Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity (e.g., Spreading My Wings) community (e.g., Hand in Hand) social responsibility (e.g., All Together) and make comparison with personal experiences.

CC3.1: Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings) community (e.g., Helping Others) social responsibility (e.g., Communities Around the World) and make connections across areas of study

Health Education:DM3.1: Demonstrate the importance of investigating information for making informed decisions related to healthy foods and physical activity, one’s “inner self”, helpful and harmful substances, healthy family and home, safety at

a) Identify the influences that geography has on societies (e.g., location of settlements, transportation of goods and people, types of industry such as farming, ranching, forestry, mining, tourism, and manufacturing).

DR3.3:d) Compare environmental concerns (e.g., air quality, soil conservation, water availability and quality) common to both the local community and communities studied.

PA3.2:f) Paraphrase orally and in writing a favourable opinion and an unfavourable opinion about an issue of concern in a community studied.

CP3.7: d) Explore inquiry questions visually (e.g., What are some unique characteristics of plant growth? How could we create our own representations of plant growth using different styles of art?).

CR3.1:b) Describe similarities between experiences and traditions encountered in daily life and those portrayed in various texts including First Nations and Métis texts.

c) Compare portrayals of individuals or situations in various texts to personal experiences.

CC3.1: b) Communicate thoughts, feelings, and ideas clearly and, when appropriate, artistically.

DM3.1: *Modified Indicator) Assess how decisions in the community impact one’s lifestyle and wellbeing.

TR3.1:

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home, and impact of violence.

Treaty EducationTR3.1: Examine the relationshipsbetween First Nation peoplesand the land, before and after thesigning of treaties.

SI3.2: Examine how various teachings people have about the natural world guide behaviour and actions.

Indicator) Describe the lifestyle changes of First Nations, prior to and after placement on reserves.

SI3.2:Indicator) Analyze how First Nation peoples’ beliefs guide relationships with the land and natural world.

Teacher Resources

(reference materials to build background knowledge)

Be familiar with Google Earth – found at https://www.google.com/earth/

o Teacher should save places they want to explore with the class under “My Places.”

Article about water quality on First Nations reserves in Saskatchewan: www.cbc.ca/news/canada/saskatchewan/90-of-saskatchewan-first-nations-have-faced-bad-drinking-water-1.3271622

Map of Saskatchewan Map of local community Be familiar with the students’ local

Student Resources (books, websites, magazines, artifacts)

Country Kid, City Kid by Julie Cummins This Child, Every Child by David J. Smith Delivering Your Mail by Ann Owen From There to Here by Laurel Croza & Matt James Stone Soup by Jon Muth Tears of Mother Bear by Anne Margaret Lewis Travel Books for Kids:

o Series: This Is… by Miroslav Sasek Google Earth: https://www.google.com/earth/ Reference students’ local community Magazines: Cut out or view pictures of urban/rural communities

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community Difference between urban and rural

communities: www.differencebetween.com/difference-between-urban-and-vs-rural-communities/

Community Impacts of New Construction: https://blog.capterra.com/the-community-impact-of-new-construction/

Community Resources(Elder visits, guest speakers, field trip guides, etc)

Technology – Twitter/forums/Facebook to compare classrooms (urban vs. rural schools)

Bring in an Elder to discuss reserve communities Student families and cultures – students discuss their own homes and how they

meet their needs. o Students’ family members could come in to speak

Playground Explore the school neighborhood

STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTIONWhat are the learning experiences for all students to achieve outcomes?

What will the learning environment look like? What will the students do?

Learning Tasks & Experiences(list of ideas for learning experiences & lesson plans to develop)

Instructional Strategies & Adaptations (Adaptive Dimension, Differentiated Learning)

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Game – Pictures of urban/rural communities and students vote for which one they think it is

o Formative assessment near beginning of unit Elder come in – talk about First Nations communities

before and after contact Learn about reserves

o Access to resources o Water qualityo Debate about pipelines being put through

reserves Compare and contrast different communities

o Formative assessment Learning to read a map

o Look at a map of Regina/of the community in which the school is located

Transportation – different for urban/ruralo Make a transportation route appropriate for an

urban/rural community using a real map Look at Google Earth – Compare urban vs. rural Construct made-up community using cardboard boxes or

other materials o Journal about the communityo Possible summative assessment idea

Create a map Construct a building seen in an urban community

o Summative assessment

Instructional Strategies: KWL or brainstorming before unit Role play

o life in an urban/rural cityo Scenarios of families in an urban/rural community

Compare and Contrast different types of communities Jigsaw sharing about different cities in the world Direct instruction Graphic organizers/jot notes Co-constructed anchor chart Read alouds

o Country Kid, City Kid by Julie Cumminso Tears of Mother Bear by Anne Margaret Lewiso Questioning to support the read aloud

Debate about new construction in the city Model building:

o Of a communityo Of a building

Adaptations for Sam: Read alouds Include books and articles:

o At a variety of reading levelso With large font sizeo With pictures

Audio books Include pictures during direct instruction and teaching Write lists of tasks on the board or on a mini white board for

Sam to have in front of her. Give Sam extended time on assignments or simplify the

assignments to meet her needs. Co-construct rubrics with the class Allow Sam to keep a graphic organizer at her desk to

continuously write down learnings or answer questions.

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Sam will sit at the teacher desk or in the front of the room. Make premade groups for assignments. Circulate to Sam often. Larger desk.

Other: Learning Centres, Displays, Bulletin Boards

Ongoing bulletin board ideas: o Have a map of our community and label features we learn abouto Google Earth/map of our communityo Our own map that we create

Learning centres:o Each centre is exploring a specific city/life in a different community

Anchor chart on display throughout the unit Students create a building and display in the form of a city Display pictures of the buildings students create

Unit Plan At-A-Glance

Lessons Overview Materials Adaptations Management Strategies

Assessment for/of learning

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1Intro

Lesson

Outcome: IN3.1: Analyze daily life in a diversity of communities.Essential Question: What is a community?Guiding Questions: What community do I live in? What is an urban community?

Teacher will read aloud the book Country Kid, City Kid by Julie Cummins. Students will compare and contrast the characters as teacher reads, and then choose which character they think they are the most like. Students will share their thoughts with a partner. Students will help the teacher co-construct an anchor chart defining the features of an urban community.

Country Kid City Kid by Julie Cummins Chart paper Graphic organizers for students

Simplified graphic organizer for Sam Have Sam seated at the front of the class near the teacher Circulate to Sam while students are working on their graphic organizers Have the book recorded for Sam to listen to

Students have a task while teacher is reading the book Close proximity while co-constructing the anchor chart

For: Compare and contrast of the book Participation while constructing the anchor chart (checklist) Eavesdropping during Turn-and-Talk.

2Outcome: IN3.1: Analyze daily life in a diversity of communities.Essential Questions: What is a community? How do communities vary around the world?Guiding Question: What is a rural community?

Students will revisit the story Country Kid, City Kid by Julie Cummins. The class will continue co-constructing the anchor chart by defining rural communities. To end the lesson, the class will play a game: the teacher will play a Powerpoint containing images of urban or rural communities, and students will vote for which one they think it is.

Country Kid, City Kid by Julie Cummins Anchor chart from previous lesson Powerpoint containing images of urban/rural communities Voting cards (1 is urban, 1 is rural)

Large pictures on the Powerpoint for Sam Sam can use her graphic organizer when revisiting Country Kid, City Kid Have Sam seated at the front of the class near the teacher Anchor chart will be visible as students play the game Students may

Close proximity while co-constructing the anchor chart

For: Participation while constructing the anchor chart (checklist) Voting game: students identify if each picture represents an urban or rural community

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move to a different space in the classroom/ stand up to play the game

3 Outcome(s): IN3.1: Analyze daily life in a diversity of communities. CC3.1: Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings) community (e.g., Helping Others) social responsibility (e.g., Communities Around the World) and make connections across areas of study. CP3.7: Create visual art works that express ideas about the natural, constructed, and imagined environments.Essential Questions: How do communities vary around the world? What does a community look like?Guiding Question: What does our community look like?

The class will brainstorm different buildings that they can think of in urban or rural communities. Teacher will guide students through a Google Earth tour of the area surrounding the school. Students will jot down the different types of buildings they observe. Students will construct a building that they observed using plasticine. Students will label their buildings and take a picture to post on

White board Projector, computer, and internet to access Google Earth Play Dough/ Plasticine Tablets/ cameras for students to take pictures of their creations Varied graphic organizers

Premade worksheets to help students organize their thoughts and observations Include pictures on Sam’s worksheet Have Sam seated at the front of the class near the projector Allow students to get up and point to specific buildings on the map when asked by the teacher Sam can reference her worksheet when creating her building

Have a variety of fidgets, weight bags, and seats Allow opportunities for movement Play calm music as students are constructing their buildings Have students help to hand out materials

For: Students use the graphic organizers to identify the buildings they observe

Of: Students make and label a building using plasticine to represent a building they observed during the class Buildings marked using a simple rubric Pictures will be taken for displays

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SeeSaw/display around the classroom.

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Outcome: IN3.1: Analyze daily life in a diversity of communities.Essential Question: How do communities vary around the world? Guiding Questions: How do urban communities vary around the world? What are features of an urban community?

Students will be put into groups. Each group will get a simple picture book about a major city around the world. Groups will create a poster to share with the class. Teacher will write criteria on the board for students to include on their poster.

7 simple books about major cities around the world (1 large font book for Sam’s group) White board Poster/chart paper

Premade groups Groups can decide how they want to present their posters Sam’s group will have a large font book Criteria on the board for the posters will also be written for Sam on an individual white board

Premade groups Groups will be organized around the room (separate from one another) Circle talk as groups are sharing their posters

For: Posters that students create

5Outcome(s): IN3.1: Analyze daily life in a diversity of communities. DR3.1: Use various model representations of the Earth. DR3.2: Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land.Essential Question: How does where we live influence how we live?Guiding Question: How can we navigate communities?

Students will each get a copy of a simple

Maps of a rural community Sticky notes/sticky tabs Anchor chart

Larger map for Sam Sam can use highlighter to circle her locations and create her transportation route Circulate to Sam when students are working independently Allow Sam to hand out or

Have Sam hand out materials so she has an opportunity to move Revisit what is written on the anchor chart Demonstrate the task (making a transportation route) on the projector/board

For: Participation during comparing and contrasting transportation used in urban/rural communities (checklist) Teacher will observe what buildings the students mark off (houses, schools, banks, etc.)

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map showing a rural community. Students revisit their anchor chart of urban and rural communities and brainstorm the types of transportation they might use in the community on the map and compare it to the city in which they live. The teacher will guide students in reading the map. Students will then mark one residential house and one business/school/bank, etc. using sticky notes/sticky tabs. Students will make a transportation route from the house to the other location of their choosing.

collect materials so she has an opportunity to move

6Outcome(s): PA3.2: Demonstrate awareness that divergent viewpoints may lead to conflict as part of group interactions, and assess various means of conflict resolution. DM3.1: Demonstrate the importance of investigating information for making informed decisions related to healthy foods and physical activity, one’s “inner self”, helpful and harmful substances, healthy family and home, safety at home, and impact of violence. SI3.2: Examine how various teachings people have about the natural world guide behaviour and actions. Essential Question: How does where we

Construction site representation (paper form) Tape to stick construction site to the maps Tears of Mother Bear by Anne Margaret Lewis

Large print on Sam’s map Have Sam positioned at the front of the room near the teacher Have the book recorded for Sam to listen to Explain that students will be marked on participation If students do not want to participate, allow

Use “1-2-3 Eyes on Me” to get students’ attention Close proximity to students when reading Tears of Mother Bear.

For: Participation in the debate Eavesdropping as groups discuss their ideas

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live influence how we live?Guiding Questions: How do we distribute resources in communities? How are decisions made in communities?

The teacher will stick a construction site on top of the school in each students’ map from the previous lesson. The teacher will act as the construction site supervisor. Students will decide whether they are for or against this new construction, working in groups with similar ideas, and perform a debate with the ‘construction site supervisor.’ Students will explore Indigenous views about the land through the book Tears of Mother Bear.

them to write their opinions Students will be moving throughout the lesson

7Outcome(s): TR3.1: Examine the relationships between First Nation peoples and the land, before and after the signing of treaties. DR3.3: Compare the beliefs of various communities around the world regarding living on and with the land. CC3.1: Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings) community (e.g., Helping Others) social responsibility (e.g., Communities Around the World) and make connections across areas of studyEssential Question: How does where we

1 article about water access/quality on reserves 10-12 statistics about reserves or students’ community Paper for letters Model of letter format

Choose an article at, or just above, Sam’s reading level Print the article off in large font with visuals for Sam to follow along Premade groups Monitor Sam during group work Students may move to a

Premade groups Write tasks on the board Allow opportunities for movement

For: Brainstorming of resources available in 2 different communities

Of: Groups will hand in the letters that they wrote to be marked on participation and understanding of content

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live influence how we live?Guiding Question: Do all communities have access to the same resources?

Read an article about water quality and access on reserves to students. Students will compare the resources available on reserves to the resources available in their community. Students will play a guessing game using statistics about either their local community or a reserve in Saskatchewan. Students will guess which one it fits. After the activity, students will work in groups to write a letter outlining why they think everyone should have equal access to clean drinking water.

different space in the classroom/ stand up to play the game

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Closing Lesson

Outcome(s): IN3.1: Analyze daily life in a diversity of communities. CP3.7: Create visual art works that express ideas about the natural, constructed, and imagined environments.Essential Question: What does a community look like?Guiding Question: What does a community need?

Teacher will guide students to brainstorm all of the communities studied throughout the unit: rural, urban, and reserves. The class will create a list of the most important

White board Paper Markers, crayons, boxes, paint, loose parts, magazines for creating

Write the list on the board Explain to students that they are being marked on the things on the list Monitor Sam during independent work time Have a premade map for Sam to use to create her community

Students work independently Students have choice; they may be creative Materials will be in a designated space at the front of the room

Of: Students will create their own community that must include all things discussed throughout the unit (to be listed for students) Students will be marked on their creations and supplementing journal using a rubric.

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things they discussed during the unit. Students will design any kind of community they want (using any format), making sure that they portray all of the important things listed. When finished, students will complete a creative writing journal explaining their community.

(including just roads and rivers) Have criteria listed on Sam’s map /on the board Bring an exemplar for students

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Lesson #3

Name: Jenna Neufeld Date: N/ASubject: Social Studies Grade: 3

Essential Question (guiding overall unit of study): How do communities vary around the world? What does a community look like?

Guiding Question(s) (specific to this lesson): What does our community look like? How can we represent communities?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

Social Studies:IN3.1: Analyze daily life in a diversity of communities.

English Language Arts:CC3.1: Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings) community (e.g., Helping Others) social responsibility (e.g., Communities Around the World) and make connections across areas of study.

Arts Education:CP3.7: Create visual art works that express ideas about the natural, constructed, and imagined environments.

Indicators (Assessment Evidence): (What will students do to show what they have learned?)

IN3.1:a) Describe characteristics of daily life in communities studied, and compare the ways in which the needs are met by individuals in diverse communities (e.g., housing, tools, work, use of the land, games, education).

CC3.1:b) Communicate thoughts, feelings, and ideas clearly and, when appropriate, artistically.

CP3.7:d) Explore inquiry questions visually (e.g., What are some unique characteristics of plant growth? How could we create our own representations of plant growth using different styles of art?).

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Assessment Strategies: (formative-before & during & summative - end)

Formative: Discussion: Before the lesson, the class will brainstorm different buildings they see in

their community. Questioning: Teacher will prompt students to identify buildings during the Google Earth

tour. Graphic organizer/jot notes: Students will individually identify the buildings that they see

during the Google Earth tour. The teacher will collect these to formatively assess her teaching.

Summative: Students will create one of the buildings that they identified during the Google Earth tour

out of plasticine. Students will be graded using a simple rubric (Appendix A).

Instructional Strategies: (specific strategies) Think-Pair-Share to activate prior knowledge Brainstorming Questioning Model building Varied graphic organizers to take notes

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Have visual timer available for all students to view how much time is left to work on constructing their buildings

Print off graphic organizers for students to use when identifying buildings in the Google Earth tour

o Sam will have a simplified worksheet where she circles the buildings she sees (Appendix B)

Give students opportunities to move throughout the lessono Have a brain break after the Google Earth touro Have students, especially Sam, pass out materials or point to specific things on the

Google Earth projector image Play quiet, calm music as students are constructing their buildings to help with classroom

management Students can work wherever they want in the classroom when creating their buildings –

this allows for differentiated seating. Give Sam extended time to work on her building. Give Sam the rubric at the beginning of the lesson.

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Classroom Management Strategies:

Pre-determined class callback (1-2-3 Eyes on Me) Pre-determined seating plan Have a variety of fidgets, weight bags, and seats available Allow opportunities for movement Play calm music as students are constructing their buildings

Materials Needed:

Projector; computer with access to Interneto Have computer set up with a Google Earth (available at

https://www.google.com/earth/ ) image of the local community. White board Varied graphic organizers Play Dough/Plasticine in varying colours Buttons, feathers, rocks, paper, pencils, toothpicks, etc. Tablets/camera/cell phone to take pictures of student creations

o If teacher is using SeeSaw (an application which allows parents to view their child’s learning and progress), have students upload the photos onto their SeeSaw using a tablet.

Construction paper/labels for students to label their constructions Visual timer

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Learning Experiences:

Set ( 8 min) Have the Google Earth image of the local community on the projector when students come

into the classroom. The image I would have up would look like this:

Ask students:o What do you notice about the classroom?o What do you think this is a picture of?o What do you see in the picture?

Think-Pair-Share: Ask students to think about 3 buildings that they see in their local community (example: houses, grocery stores, schools) and then share it with a partner. After students are finished sharing with a partner, make a brainstorm web with students on the whiteboard of all of their answers.

Development ( 40 min) Ask 2-3 students to hand out materials to the class (graphic organizers and pencils). Explain to students:

o We are going to go on an online ‘tour’ of a community! o Use your graphic organizer to write down all of the buildings you see when we are

taking our tour. Guide students through Google Earth of any urban community. The teacher should be

familiar with the area to make sure a variety of building types can be seen. A good example would be Weyburn, SK’s main street (I am from Weyburn):

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Ask students:o Were there any buildings that were different than the ones on our list? What were

they?o What type of building did you see the most of? Why do you think that is?

Explain to students that they are going to use Play Dough/plasticine to create one of the buildings that they saw in the Google Earth tour.

Students are to only use 2 colours of Play Dough/plasticine to make sure there is enough for everyone.

Walk around to each student and give them the Playdough/plasticine in the 2 colours they want. Have other materials (paper, pencils, rocks, toothpicks, buttons, feathers) set up at the front of the room for students to access.

Give students 15-20 minutes to construct their buildings. Have a visual timer set up for students to see how much time is left.

Closure ( 10 min) When the timer rings, have students put their extra materials away and sit with their

creations at their desks. Go around to each student and give them a label. Students will tell the class what type of

building they created and write it on the label. Students or the teacher will take pictures of the students with their creations.

o Pictures will be posted on SeeSaw or using another application for parents to access.

o Pictures will be printed off and arranged on a bulletin board.

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Appendix A

Rubric: Buildings in Urban Communities1

Below Expectations

2Progressing

Towards Expectations

3Meeting

Expectations

4Exceeding

Expectations

Representation Student’s construction does not fit the purpose of the assignment.

Student’s construction lacks accuracy and clearness. Little effort is evident.

Student’s construction is creative, but the type of building is unclear.

Student’s construction is clear, creative, and purposeful.

Label There is no label. Label does not represent the building created.

Label could represent the building created.

Label accurately represents the building created.

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Appendix B

Name: _________________________

Circle the buildings that you see!

SCHOOL GROCERY STORE CHURCH

RESTAURANT MOVIE THEATRE BANK

POLICE STATION HOSPITAL GYM

MALL APARTMENT GAS STATION

HOUSE FIRE STATION SHOP

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