evidence
Rationale: How does this project fit into your subject curriculum? Why have you chosen this set of learning outcomes? How does your plan take into
account the interests, abilities and diversities of students? At what time of year would you complete this work and why? How will you build in “student
voice and choice” into this work? What model of integration is used for this integrated unit?
This project fits well right after students learn about rocks and minerals in the planet earth unit. In the planet earth unit there is a subunit that focuses
on fossils. It can be said that students learn better with hands-on activities and when they are able to make their own choices in their learning. We
decided to have students go on a mission back in time to “interact” with some of the creatures that paleontologist are finding in fossils. The Language
Art outcomes worked extremely well with our mission as the students will be creating a journal with guided posts that help meet the outcomes of both
Language Arts and Science. This unit is designed to be taught in March and the beginning of April because this allows for class activities to be outside
and it is the perfect time for students to go on a hike at places like Drumheller and Buffalo Jump. We are using the webbed model for this unit because
we started with an idea/topic and we branched out different subjects and outcomes from our theme.
Resources: What resources will be helpful in preparing this plan? (websites, videos, materials, community resources, guest speakers, books, etc.)
EDUKITS Was Not Was: Walk the Indigenous Book List The Mini Page 56 Different Ways to
Dinosaur Gather Evidence of Student
Achievement
Deepening Knowledge Jurassic World Dinosaur Book and Resource Guide Ties to Grade 7 Science: Alberta Assessment
Song: Life Finds a Way Traditional Indigenous Consortium
Relationship with the Land
& Spirituality
Bloom’s Taxonomy
Dinosaur information
Khan
Paleontology
Digging Game