Grade 3: Interdisciplinary Unit

How can Harvie Elementary School show care for our community?

Courses Science, Mathematics, Fine Arts, Language Grade Grade 3

Arts, Health Level

Building with a Variety of Materials, Data

Subjects Analysis, Paint and Textures, Creating Time 12 Lessons
Original Texts, Group Work and Frame
Collaboration Roughly: 3 weeks.

Developed by Tracy Boston, Malorie Hillier, Paige MacDonald, Thania Saayman

Stage 1 Desired Results

Content Standard(s): (Programs of Study Connections)

Science: Building with a Variety of Materials

3-6 Use, safely, a variety of tools, techniques and materials in construction activities.
Using a variety of materials and techniques, design, construct and test structures that are intended to:
serve as containers
Select appropriate materials for use in construction tasks, and explain the choice of materials.
Students should demonstrate familiarity with a variety of materials, such as papers, woods, plastics,
clay and metals.
Select tools that are suitable to particular tasks and materials, and use them safely and effectively.
Understand and use a variety of methods to join or fasten materials.
Understand that simple designs are often as effective as more complex ones, as well as being easier
and cheaper to build, and illustrate this understanding with a practical example.
Maintain and store materials and tools safely and properly.
Apply skills of listening, speaking and cooperative decision making in working with other students on a
construction project.

Mathematics: Data Analysis

Collect first-hand data and organize it using:
tally marks
line plots
charts
lists
to answer questions.

Fine Arts: Media and Techniques

10.3 b Painting
 - Mix paints to show intensity of colour.
- Continue to use paint in combination with other media and techniques.

Language Arts: Create Original Texts

1.2 Clarify and Extend
- Combine ideas
- experiment with arranging and recording ideas and information in a variety of ways
2.4 Create Original Text
- Generate ideas
- experiment with ways of generating and organizing ideas prior to creating oral, print and other
media texts

Health and Wellness: Group Roles and Processes

R-3.8 develop skills to work cooperatively in a group

Essential Question:
How can Harvie Elementary School show we care for our community?

Prior Knowledge:
- Students will have already engaged in the design thinking process (empathy and ideation) to come to
our essential question.
- They will gain empathy by taking on the role of community members and determining what
would show we care. They generate ideas for projects that would accomplish this goal.
- Understanding of community and the roles all members play.
- Understand the impact we have on our environment and how we can minimize that impact.

Knowledge/skills/attitudes objectives (general outcomes):

Students will know . . .
- How to use materials available to serve their purpose.
- Understand the importance and efficiency of reusing and recycling items instead of purchasing.
- Recognize the impact a small gesture can have on someone in need.
- How to collect and represent data choosing appropriate methods.
- Use appropriate tools and materials for projects at hand.
- How to create original texts in response to various material.

Stage 2 Assessment Evidence

Performance Task(s):

G Goal Students will design and build their own planters using recycled materials.
What should students
accomplish by completing
this task?
Students take on the perspective of a community member in a hospital or
R Role
seniors home after meeting some of these community members in person to
What role (perspective) determine what would improve their experience and how they, as contributing
will your students be members of society, can help.
taking?
The audience is members of our greater community.
A Audience
Who is the relevant
audience?
Some community members don't have the ability to grow plants or purchase
S Situation things they enjoy to fill their homes. If we were in a situation like that what could
The context or challenge someone do for you to improve your experience? What can we do to show our
provided to the student. love for the community? How can we do this and still demonstrate a sustainable
lifestyle?
P Product, Performance
What product/performance Students will create mini planters and/or greenhouses.
will the student create?
Students will co create a rubric with their teacher
S Standards & Criteria
for Success

Student Self-Assessments Other Evidence (assessments)

Students will work in small groups to brainstorm Formative assessment is ingrained throughout the unit to
ideas. provide students with feedback on an ongoing basis for
The rubric will be reviewed before the successes and improvements when necessary.
greenhouse building and then again after to Students will be encouraged to revisit rubric with teacher
determine where students are and where they at each stage of the process.
need to go in their final assignment (plant pots).
In prototype stage students present work to each
other and receive feedback on how to improve.
Students self assess at stages throughout the
process and at the end in a form of summative
assessment on the co-created rubric the teacher
will also use.

Stage 3 Learning Plan

Learning Activities:

Lesson Activity Specific Outcomes Timeframe

1 Introduction Introduce the unit N/A +/- 20 mins

and the
accompanying
rubrics. Explain
where we are
 going and what the
expectations are.

2 Greenhouses Field trip to a 1 day

greenhouse. Meet
with experts,
determine
necessary features
of greenhouses
and how they are
built.

3 Design Mini In groups, create a Science: +/- 45 mins

Greenhouse blueprint for a 3-6 Use, safely, a variety of tools,
(Ideation Phase) greenhouse build techniques and materials in construction
out of appropriate activities.
recycled materials. Select appropriate materials for
use in construction tasks, and
explain the choice of materials.
Students should demonstrate
familiarity with a variety of
materials, such as papers, woods,
plastics, clay and metals.
Understand that simple designs
are often as effective as more
complex ones, as well as being
easier and cheaper to build, and
illustrate this understanding with a
practical example.
Apply skills of listening, speaking
and cooperative decision making
in working with other students on
a construction project.

4 Build Mini Prototype Science: +/- 45 mins

Greenhouse greenhouses in 3-6 Use, safely, a variety of tools,
(Prototype and Testing small groups. techniques and materials in construction
Phase) Present to class activities.
and determine Using a variety of materials and
most appropriate techniques, design, construct and
designs. test structures that are intended
to:
serve as containers
Select tools that are suitable to
particular tasks and materials,
and use them safely and
effectively.
 Understand and use a variety of
methods to join or fasten
materials.
Maintain and store materials and
tools safely and properly.

5 How and Why to Introduce data Mathematics - Data Analysis +/- 45 mins
Collect Data analysis. How to
select appropriate Collect first-hand data and organize it
sample group, how using:
to collect data over tally marks
time and how to line plots
represent data charts
appropriately. lists
Determine to answer questions.
stakeholders.

6 Determine Possible Collect and Mathematics - Data Analysis +/- 60 mins

Receivers represent data by
surveying Collect first-hand data and organize it
stakeholders to using:
determine tally marks
appropriate line plots
recipients of charts
plants. lists
to answer questions.

7 Collecting Plant Collect data over Mathematics - Data Analysis +/- 20 mins
Growth Data time of plant initial intro -
(throughout a few growth and Collect first-hand data and organize it Throughout
weeks) progress. using: the unit (3
tally marks weeks)
line plots
charts
lists
to answer questions.

8 Designing Plant Discover the Science: 2 days

Pots important features 3-6 Use, safely, a variety of tools, (total +/- 3
to keep in mind techniques and materials in construction hrs)
when building a activities.
container for a Using a variety of materials and
potted plant. techniques, design, construct and
test structures that are intended
Individually, to:
students will use serve as containers
small tools safety Select appropriate materials for
and build a plant use in construction tasks, and
 pot from recycled explain the choice of materials.
materials. Students should demonstrate
familiarity with a variety of
materials, such as papers, woods,
plastics, clay and metals.
Select tools that are suitable to
particular tasks and materials,
and use them safely and
effectively.
Understand that simple designs
are often as effective as more
complex ones, as well as being
easier and cheaper to build, and
illustrate this understanding with a
practical example.
Maintain and store materials and
tools safely and properly.

Fine Arts
10.3 b. Painting
Mix paints to show intensity of
colour.
Continue to use paint in
combination with other media and
techniques.
Experiment with textures.

9 Plants in Pots Transfer plants +/- 30 mins

from mini
greenhouse to N/A
plant pots
(containers)

10 Writing Letter Brainstorm and Language Arts +/- 1 hour

(Empathy and begin writing letter 1.2 Clarify and Extend
Ideation) to a community
Combine ideas
member.
experiment with arranging and recording
ideas and information in a variety of ways
2.4 Create Original Text
Generate ideas
Experiment with ways of generating
and organizing ideas prior to creating
oral, print and other media texts

Health and Wellness

Group Roles and Processes
 Students will:
R-3.8 develop skills to work cooperatively
in a group

11 Editing Letter Completing and Language Arts +/- 1 hour

(Prototype and Test) self editing letter. 2.4 Create Original Text
Generate ideas
Experiment with ways of generating
and organizing ideas prior to creating
oral, print and other media texts

12 Final Copy of Letter Peer edit and write Language Arts +/- 1 hour
(Test) final copy of letter. 2.4 Create Original Text
Generate ideas
Experiment with ways of generating
and organizing ideas prior to creating
oral, print and other media texts

Health and Wellness

Group Roles and Processes
Students will:
R-3.8 develop skills to work cooperatively
in a group

Adapted by Jeff Turner (2016) From:

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.
Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina