Anda di halaman 1dari 7

UNIT PLANNING TEMPLATE (modified by B.

Krynowsky from BC - SD #68)


Unit Planning Template (modified by B. Krynowsky from BC - SD #68)

(Take as much space as you need. This document expands as you type)

Unit or Theme title/ unit or theme overview TITLE: First Peoples Unit
Rationale: (context and why unit matters)

Throughout this unit we will learn all about the Coast Salish peoples, their history, traditional ways, and more. We will focus also on the Snuneymuxw First Peoples, and their traditions, and ways of life. Students will each have their
own booklet where they will write and document their learning’s. Students will create models, and art around the Coast Salish People, as well as connect what they are learning to their Community and Living Things unit.

Culminating tasks or events to celebrate or bring together the learning

Students will create an animal that they identify with and have learnt about through stories and their Coast Salish Booklets. Together we will combine all of the animals and make class totem poles. Students will also
participate in a sharing circle, where they each share what they learnt about the Coast Salish peoples.

STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)

Core Competencies: ( big picture reminders )

Personal & Social


Communication Thinking

 Connect and engage with others (to share and develop Creative Positive Personal & Social Identity  Well-being
ideas) Social Responsibility
 Novelty and value  Relationships and cultural contexts
 Acquire, interpret, and present information (includes
 Generating ideas  Personal values and choices  Contributing to community and caring for the
inquiries)
 Developing ideas  Personal strengths and abilities environment
 Collaborate to plan, carry out, and review constructions
Critical Personal Awareness & Responsibility  Solving problems in peaceful ways
and activities
 Analyze and critique  Valuing diversity
 Explain/recount and reflect on experiences and  Self-determination
  Building relationships
accomplishments Question and investigate  Self-regulation
 Develop and design
Big Ideas(curriculum) important/essential questions (create)
UNDERSTAND
Social Studies 1: We shape the local environment, and the local environment shapes who we Who are the Coast Salish People?
are and how we live Where did they live?
What makes up their community?
LA 1: Everyone has a unique story to share What food did the land provide them?
What did they use to make clothing?
What tools did they use?
What is a potlatch?
What were their rituals?
Why was salmon so important to them?
What animals are important to their culture?

Curricular Competencies: (skills)

Socials

Explain the significance of personal or local events, objects, people, or places.

Ask questions, make inferences, and draw conclusions about the content and features of different types of sources.

Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same.

Recognize causes and consequences of events, decisions, or developments in lives.

Science: Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge.

LA: Show awareness of how story in First Peoples culture connects people to family and community
DO

Math: Engage in problem solving experiences that are connected to place, story, cultural practices, and perspectives relevant to Local First Peoples communities, the local community, and other cultures.

Content (learning standards):

Science 1: The knowledge of First Peoples

Social Studies 1
KNOW

-Key events and developments in the local community, and in local First Peoples communities

-Diverse cultures, backgrounds, and perspective within the local and other communities.

-Roles, rights, and responsibilities in the local community

STAGE 2: Assessment Plan


Formative Assessment (for learning):

Formative assessment will occur through their booklets, building models, charts, and participation in class discussions.

Summative Assessment (of learning):

Students will create an animal that they identify with and have learnt about through stories and their Coast Salish Booklets. Together we will combine all of the animals and make class totem poles. Students will also
participate in a sharing circle, where they each share what they learnt about the Coast Salish peoples.

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections and general lesson descriptions that connect to assessment for and of learning

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Intro and The People

I will introduce students to the Coast Salish book we will use throughout
the unit for reference. Starting with the timeline on 28 to give them
I can write what I know and wonder perspective.

I can listen and follow along as the teacher reads KWL chart as group, sharing ideas. (They can do their own if they already
knew something or don’t wonder the same things, etc) I will be looking for students to be following along and filling in their
I can make connections to places around me booklet as I read. If they have not completed at least half the words, I will
I will read the two pages on “The People” having the students follow know they were not paying attention.
along, filling in the blanks within their booklet. I will model doing the
same.

Then I will show students on Google Maps some of the various areas they
talk about, seeing if another can make connections.

Resources: Salish Book, Student Booklet, Google Maps

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)
Salish Homes

I will read the pages in the books on Salish Homes. Students will fill in the
blanks as I read. I will do the same in my booklet.
I can fill in the blacks on Salish Homes I will be walking around as students are working in their groups, looking
for them to be working together and using information from the book to
I will show students various pictures of longhouses.
I can work and collaborate with my peers use as a guide for building.
Then they will get into groups of 3-4 and choose a STEM bin. They will
I can build a longhouse replica
create longhouses from the various materials. At the end we will walk
around and everyone will explain his or her design strategy.

Resources: Salish Book, Salish Booklet, Longhouse Images, STEM bins

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Salish Communities

I will read them the pages on Salish communities.

I can listen to the reading


After, we will fill in the chart in their booklet on roles of Men and Women.
I will be looking for students to be able to use to book to fill in the roles
I can fill in the chart on roles
We will then connect this to a lesson within our Community Unit where of men and women. I will also be looking for students to make
we create a list of jobs of people in our community today. Ideally, at least connections to our community today and what are the roles and jobs of
I can brainstorm
one job from each student. men and women in Nanaimo.

(Also making note that unlike then, today men and women can do
whatever jobs they would like to do!)

Resources: Salish Book, Salish Booklet, Chart Paper full of jobs,

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)
Salish Clothing

I will read them the pages on Salish clothing, filling in the blanks as we go.
We will talk about our clothing today, is there any similarities? Is
I can listen to the reading I will collect their booklets and look that they filled in the blanks with the
everything different?
correct words. I will also looking for students to contribute to the
I can fill in my booklet on clothing discussion and make connections to their everyday life.
Those who finish early can draw a picture of the clothing on the bottom
of the page.
I can listen and watch the video

Then we will read Yetsas Sweater

Resources: Coast Salish Books, Booklets, Yetsas Sweater

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Salish Food

I will read to them the pages on food, and we will fill in the blanks as we
I can listen to the reading go.

I can make connections Then we will look at the First Peoples website, at the pictures and I will collect their booklets and look that they filled in the blanks with the
descriptions of their food. correct words. I will also looking for students to contribute to the
I can fill in my booklet discussion and make connections to their everyday life.
Resources:

http://firstpeoplesofcanada.com/fp_groups/fp_nwc3.html

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Salmon Activity

I can participate We will read a story of Salmon and then read the burb about Salmon in
I will be looking for students to be making connections from the story,
the Salish Book on pg 19. We will discuss the importance of salmon and
book, and science unit. I will also be looking for students to be able to
I can listen and discuss the importance of salmon to the Coast Salish People make connections to our Science unit on living things.
follow along to get their life cycle order in correct order.
I can create a unit design on my salmon Then we will do the Salmon Activity. We will glue on the life cycle scales,
I will also be looking for their creativity in designing their salmon in their
as a group we get the correct order. Then they can colour and design their
own way.
salmon.

Resources: The Salmon by Sabrina Crewe, Salmon life cycle activity, pencil crayons.
Instructional Activities Assessment
Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Salish Tools

Read about tools, hunting, and traveling. After students will tell me about
I can listen to the reading about tools one of the tools people used. Making connections to what we learnt I will be looking for students to be able to share with me one tool the
about how they caught salmon and their food. Salish people used as well as glue the steps to make a canoe in the correct
I can make connections to other readings order.
Then they will cut and paste the steps it took to make a canoe.
I can put the steps to make a canoe in order.
Early finishers can create replicas of canoes out of Lego.

Resources: Coast Salish Book, Booklets, lego

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Ceremonies, Celebrations, Music, and Dance

I will read the pages on ceremonies, celebrations and dance. Students will
I can write one thing about Potlatches write one thing they learnt about each within their booklets.
I will be looking that students could write one thing they learnt about
potlatches and rituals in their booklets.
I can write one thing about Rituals After we will watch the video of a Welcome Dance performed by the
Snuneymuxw Dance Group

Resources: Coast Salish Book, Booklets, Youtube: https://www.youtube.com/watch?v=eSVtUxdo9tQ

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Story Circle

We will gather at the carpet and read “The Six Cedar Trees” and other
I can listen to the stories stories, depending on time about various stories that connect to the I will be looking for students ability to listen and comprehend the stories.
Coast Salish animals and people. Students will listen and comprehend the I would like to make connections, and participate in discussion questions
I can make connections stories, making connections, and participate in discussion questions around the stories.
around the stories.
I can share my thoughts
Resources: The Six Cedar Trees, ______  other stories around animals.

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Read Sometimes I feel like a Fox.

I can listen to the story We will read the story and students will choose which animal they
I will be looking for students to identify with an animal that is mentioned
identify with.
within the story, or has been mentioned in previous stories. They will
I can identify with an animal
show me their rough draft of their animal before moving onto making
Then we will look at the meanings of these animals on totem poles.
their good copy.
I can make a rough draft of that animal
Each student will choose which animal they want to create and do their
rough draft.

Resources: Sometimes I feel like a fox, paper

Instructional Activities Assessment


Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Make totem poles

Students will make their good copies of their totem animal. We will then
construct them into various totem poles.

I can make a good copy of my animal


Then we will gather at the carpet and everyone will participate in a I will be looking for students to create a good copy of their animal with
Sharing Circle. Students will share what they learnt about the Coast Salish creativity and care. I will also be looking for them to share at least one
I can share what I learnt about the Coast Salish People
Peoples. thought on what they learnt from the Coast Salish Peoples, and listen
when others are sharing theirs.
I can listen to others

Resources: Construction Paper, glue, pencil crayons.