ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

Stage 1 Desired Results

Established Goals:
5.2 Histories and Stories of Ways of Life in Canada
General Outcome
Students will demonstrate an understanding of the people and the stories of Canada
and their ways of life over time, and appreciate the diversity of Canadas heritage.
Understandings:
Students will understand that
5.2.1 appreciate the complexity
of identity in the Canadian
context:
recognize how an understanding
of Canadian history and the
stories of its peoples contributes
to their sense of identity (I, TCC)
acknowledge the roots of
Francophone identity and
presence in Canada (CC, I, TCC)
acknowledge British influence
and presence in Canada (CC, I,
TCC)
acknowledge the contributions
made by diverse cultural groups
to the evolution of Canada
(CC, I, TCC)
recognize how changes in
society can affect identity (CC, I)
Students will know
5.2.3. examine, critically, ways of
life in New France by exploring
and reflecting upon the following
questions and issues:
How do stories and legends of
the coureurs des bois and
voyageurs inform us about
Francophone history, culture
and presence throughout
Canada? (I, CC, TCC)
What do stories about the
habitants tell us about
Francophone history, culture
and presence in Canada? (I, CC,

Essential Questions:
How can we celebrate the French and British
roots of Canada?
How did early explorers shape the Canadian
identity?

Students will be able to do

5.S.2 develop skills of historical
thinking:
use historical and community resources to
understand and organize the sequence of
national historical events
explain the historical context of key events
of a given time period organize
information, using such tools as a
database, spreadsheet or electronic
webbing
5.S.7 apply the research process:
use graphs, tables, charts and Venn
diagrams to interpret information

EDUC 3604 Unit Assessment Plan Template

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

TCC)
5.2.4 examine, critically, ways of
life of the fur traders by exploring
and reflecting upon the following
questions and issues:
How are the stories of the Metis
people, their culture and
heritage rooted in the fur trade?
(CC, I, TCC)
How do stories about ways of
life in fur trade forts reflect the
British influence in Canada? (CC,
TCC, PADM)
5.2.5 examine, critically, ways of
life of the United Empire Loyalists
by exploring and reflecting upon
the following questions and
issues:
What do stories of the United
Empire Loyalists tell us about
British culture and presence in
Canada? (CC, I, TCC)
5.2.6.

examine, critically, the ways

of life of immigrants from
the British Isles during the
Great Migration by exploring
and reflecting upon the
following questions and
issues:
What do stories of Irish and
Scottish immigrants tell us
about their heritage and
presence in Canada? (CC, I,
TCC)
What do stories of British
peoples tell us about the British
history, culture and presence in
Canada? (CC, I, TCC)

EDUC 3604 Unit Assessment Plan Template

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

draw and support conclusions, based

on information gathered, to answer a
research question
cite references as part of research
design and follow a plan, including a
schedule, to be used during an inquiry
process, and make revisions to the
plan, as necessary
access and retrieve appropriate
information from the Internet by using
a specific search path or from given
uniform resource locators (URLs)
navigate within a document, compact
disc or other software program that
contains links
organize information gathered from
the Internet, or an electronic source, by
selecting and recording the data in
logical files or categories
organize information, using such tools
as a database, spreadsheet or
electronic webbing

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

Assessments

Title

Unit 7
Test

Unit 8
Test

Unit 9
Test

Learning
Outcomes
Type
(Formative/Sum
mative)
Weighting
5.2.3. examine, critically, ways of
life in New France by exploring
and reflecting upon the following
questions and issues:
How do stories and legends of
the coureurs des bois and
voyageurs inform us about
Francophone history, culture
and presence throughout
Canada? (I, CC, TCC)
What do stories about the
habitants tell us about
Francophone history, culture
and presence in Canada? (I, CC,
TCC)

Summativ
e
15

Explore
r
Trading
Cards

Summat
ive
TaskDay at
the
museu
m

Summat Summat Summat Summat

ive
ive
ive
ive
15

15

20

35

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

5.2.4 examine, critically, ways of

life of the fur traders by
exploring and reflecting upon the
following questions and issues:
How are the stories of the Metis
people, their culture and
heritage rooted in the fur trade?
(CC, I, TCC)
How do stories about ways of
life in fur trade forts reflect the
British influence in Canada?
(CC, TCC, PADM)
5.2.5 examine, critically, ways of
life of the United Empire Loyalists
by exploring and reflecting upon
the following questions and
issues:
What do stories of the United
Empire Loyalists tell us about
British culture and presence in
Canada? (CC, I, TCC)
How did the diversity of United
Empire Loyalists contribute to
Canadian diversity? (I, CC, TCC,
LPP)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

5.2.6
examine, critically, the ways of
life of immigrants from the
British Isles during the Great

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

5.S.7

Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

Migration by exploring and

reflecting upon the following
questions and issues:
What do stories of Irish and
Scottish immigrants tell us
about their heritage and
presence in Canada? (CC, I,
TCC)
What do stories of British
peoples tell us about the British
history, culture and presence in
Canada? (CC, I, TCC)

5.S.2
use historical and community
resources to understand and
organize the sequence of national
historical events
explain the historical context of
key events of a given time period
organize information, using such
tools as a database, spreadsheet
or
electronic webbing

Subject Area
Grade Level
Topic

draw and support conclusions,

based on information gathered,
to answer a research question
cite references as part of
research

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

design and follow a plan,

including a schedule, to be used
during an inquiry process, and
make revisions to the plan, as
necessary

5.2.1

recognize how an
understanding of Canadian
history and the stories of its
peoples contributes to their
sense of identity (I, TCC)
acknowledge the roots of
Francophone identity and
presence in Canada (CC, I, TCC)
acknowledge British influence
and presence in Canada (CC, I,
TCC)
acknowledge the contributions
made by diverse cultural groups
to the evolution of Canada
(CC, I, TCC)

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

Assessments

Learning
Outcomes

Title

Pre
assessme
nt
(chapter
7)

Journal
Logs

Type
(Formative/Sum
mative)

Formative

Formati Formati
ve
ve

Weighting

n/a

Exit
Slips

n/a

n/a

Class
Workshe
Discuss
ets
ion
Formati
ve

Format
ive

n/a

n/a

5.2.1

recognize how an
understanding of Canadian
history and the stories of its
peoples contributes to their
sense of identity (I, TCC)
acknowledge the roots of
Francophone identity and
presence in Canada (CC, I, TCC)
acknowledge British influence
and presence in Canada (CC, I,
TCC)

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

5.2.3.
How do stories and legends of
the coureurs des bois and
voyageurs inform us about
Francophone history, culture
and presence throughout
Canada? (I, CC, TCC)
What do stories about the
habitants tell us about
Francophone history, culture
and presence in Canada? (I, CC,
TCC)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

5.2.4

How are the stories of the Metis

people, their culture and
heritage rooted in the fur trade?
(CC, I, TCC)
How do stories about ways of
life in fur trade forts reflect the
British influence in Canada?
(CC, TCC, PADM)

What do stories of the United

Empire Loyalists tell us about
British culture and presence in
Canada? (CC, I, TCC)

5.2.5

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

5.2.6
What do stories of Irish and
Scottish immigrants tell us
about their heritage and
presence in Canada? (CC, I,
TCC)
What do stories of British
peoples tell us about the British
history, culture and presence in
Canada? (CC, I, TCC
5.S.2
use historical and community
resources to understand and
organize the sequence of national
historical events
5.S.7
use graphs, tables, charts and
Venn diagrams to interpret
information
draw and support conclusions,
based on information gathered,
to answer a research question

organize information gathered

from the Internet, or an
electronic source, by selecting
and recording the data in
logical files or categories

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

Assessment Tool Overview

Assessment
Tool

Unit Tests

Explorer
Trading Cards

Summative
TaskDay at the
Museum

Brief Description
Unit tests will allow me to see if
students have retained and can
apply what I have taught them.
Unit tests allow a teacher to be
informed about, to reflect upon,
and to initiate activities to
enhance his or her instruction.
The unit tests will consist of
mainly short answer questions,
with some long answer and a
few matching questions. The
students will write a unit test at
the end of each unit to assess
their knowledge.
The explorer trading cards will
be a way for students to
demonstrate their knowledge of
a particular explorer in a
creative way. The students will
have to draw on class discussion
about explorers as well as
research information and decide
what should go on their explorer
trading card. The explorer
trading card is a way for the
student to demonstrate his or
her knowledge about an
explorer of choice. Students will
make a trading card about an
explorer, and then the class will
trade cards to learn more about
other explorers.
This task will ask students to
draw on information on chapters
seven, eight and nine to create a
final project where they have to
further research the settlement
of Canada. Students will also
have to present their

Assessm
ent FOR
Learning

Assessm
ent AS
Learning

Assessm
ent OF
Learning

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Chapter 7 Pre
assessment

Journal Logs

Subject Area
Grade Level
Topic
Length of Unit
(days)

information to peers and myself.

Students will gather materials
and information to create a
presentation about significant
groups (they have a choice
between groups) who were
instrumental in making Canada
what it is today. Students will be
formally assessed and also have
to submit a reflection on what
they learned.
Since chapter seven is where I
will start teaching, this pre
assessment will ask students
questions from chapter seven to
see if they know any of the
information already. This pre
assessment will be mainly used
to direct my teaching in the
short term. It will provide me
with feedback of where I need to
start teaching and if I need to
review the geography of Canada
before talking about the
settlement of Canada.
The journal logs will be used for
students to reflect on
information they have learned in
class a well as a communication
tool between students and
myself. I will provide comments
on select writings in their journal
logs. I will also collect the journal
logs frequently to read over and
ensure students are
comprehending what we are
learning in class. The journal
logs will direct my teaching in
the short term because students
reflections or answers to
assigned questions will help me
see if certain material needs to
be covered again or if students

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Exit Slips

Worksheets

Subject Area
Grade Level
Topic
Length of Unit
(days)

seem very comfortable with a

particular idea. Students will
have choice as to what they
decide to write on in their logs,
so different SLOs will be met at
different times for students in
their logs.
Exit slips will direct my teaching
as well as cause students to
reflect upon their learning. Exit
slips can be used to help
students process new concepts,
reflect on information learned,
and express their thoughts
about new information. This
strategy requires students to
respond to a prompt given by
the teacher. Furthermore, the
exit slips are an informal
assessment that will allow
educators to adapt and
differentiate their planning and
instruction.
Worksheets will be used to help
students understand ideas and
topics by having them apply
knowledge from class.
Worksheets will not be graded
but I will look over them and
have the students correct
mistakes. The main point of
worksheets is for students to
reflect on what they have
learned and demonstrate that
they can apply the concepts and
ideas discussed in class. I will
also use them as a tool for
learning so I can see what topics
students are struggling or
excelling at. I will provide
feedback to students and help
them correct any mistakes.

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Class
Discussion

Subject Area
Grade Level
Topic
Length of Unit
(days)

Class discussion will be used

often, and throughout all
chapters. This discussion will
help me to understand where
students need more direction or
what they seem to really
understand. The class discussion
will help me gauge the time I
need to spend on a certain topic
or idea. However, students will
also provide insight to other
students and hopefully this will
cause students to reflect on
their own learning.

Social Studies
Five
Histories and stories of ways of
life in Canada
7 weeks- 35 days