Professional Documents
Culture Documents
Part 1
Grade: 5
Unit Overview:
The ultimate goal for this project is to have the students implement a school-wide composting program. To build students up we will begin by looking at our essential needs
and how our natural resources are needed to survive. We will also explore the ways in which Frist Peoples survived using natural resources and how their culture is
connected always through the land. This will allow students to explore the way lands have changed due to people emigrating to Canada ad many in search of the countries
natural resources. Then students will begin to deliver the importance of preserving our natural resources and respecting our land by exploring Legends and then writing a
legend to share with Kindergarten students. We will then look at ways we are already helping to save our land and then what other things we can do e.g. composting. As part
of their responsibility students need to work together to find answers to questions about composting that we need to know in order to successfully roll out the program. This
will involve some data collection and inquiry and experimentation. Students will then put together a presentation that they will deliver in small groups to each of the classes
in the school.
Rationale:
This Unit is particularly important as the world is trying improve the environment and increase sustainability which includes keeping garbage out of landfills and using our
natural resources more effectively. The school is already trying to do some recycling but students in the school want a composting program. The unit draws upon on topics
from disciplines such as social sciences, primarily history, and economics, with contributions from other disciplines such as Language Arts and Arts education sociology.
Uniting these disciplines is their focus on human activities, behaviours, and interactions with humans and the environment. The Science aspects provides opportunities for
students to better understand our natural world by asking questions and seeking answers. Linking traditional and contemporary First Peoples understandings and current
scientific knowledge enables us to make meaningful connections to our everyday lives and the world beyond.
Students will have opportunities to explore and develop the competencies that encourage active, informed citizenship.
Subject
Social
Studies
Science
Competencies
Content
Gr 4& 5
>Develop a plan of action to address a selected problem or issue
Gr4 &5
>Demonstrate curiosity about the natural world
>Observe objects and events in familiar contexts
>Identify questions about familiar objects and events that can be
investigated scientifically
GR 4
>Sensing and responding
Plants
GR 5
Language
Arts
Visual Art
Applied
Design
GR 4 & 5
> Exploring text and story helps us to
understand ourselves and make
connections to others and to the
world.
>Texts are created for different
purposes and audiences
GR 4
>Artists experiment in a variety of
ways to discover new possibilities.
GR 5
> Artists experiment in a variety of
ways to discover new possibilities
and perspectives.
GR 4 & 5
>Skills are developed through
practice, effort, and action.
GR 4 & 5
>Create artistic works collaboratively and as an individual using ideas
inspired by imagination, inquiry, experimentation, and purposeful play
GR 4 & 5
>Texture
>Processes, materials, technologies, tools and
techniques to support creative works
GR 4& 5
>Choose a design opportunity
>Choose an idea to pursue
>construct a first version of the product, making changes to tools,
materials, and procedures as needed
>Gather peer feedback and inspiration
>Construct the final product, incorporating planned changes
>Determine whether their product meets the objective and
contributes to the individual, family, community, and/or environment
>Demonstrate a willingness to learn new technologies as needed
GR 4& 5
>Features of written text
> Literary elements
> Features of oral language
Culminating Task
Social studies
Students will be presenting information but they can choose how to present their summative
information
Criteria:
How land was used by the First People and conserved:
Students must show that they know at least two on the things below:
Other evidence
Other evidence :
Students will be completing their journals throughout the unit
There will be opportunities for class discussion (I will observe)
Students can choose the way they will be assessed summarily
Which can include a discussion with me, their journal entry, a written
piece answers the questions and poster or annotated art piece.
They used animals, and the natural resources available food, food, shelter and tools.
They only took what was needed to survive.
They used animal fur to build shelter/ mud/ wood
The hunted animals and fished for food
The used plants for medicine and food
They only took what was necessary to eat
Why has the land changed?
Students should be able to explain at least 2 of the reasons below:
Immigration used land to build homes on
More people using the land for farming
Now use land for logging and drilling for gas
More homes are being build because of increased population.
Science
Competencies
Evidence- Students will be completing a journal throughout the unit in which this evidence can be sourced but
students will ultimately have the choice on which method they wish to present their information.
This can be a PowerPoint
A discussion with me
A poster
Their journal/ summary writing piece of their journal and science observations
Key questions- What is composting? What can we compost?
Criteria:
Generated questions relevant to the topic.
Make suggestions at least 1 way to conduct an enquiry to find answers to their questions (computers,
experiment, talking to experts)
Students should be able to compare at least one result with their prediction and give at least one possible
reason for the finding.
Explain how you can make a difference you can make to improving sustainability
Content
Gr 4
List at least one way a worm senses its environment
List one way a worm responds to its environment
Gr 5
Give at least one example of how 2 body functions work together in a worm
Language Arts
Legend written:
Criteria:
ELEMENTS OF A LEGEND
It has a hero
There is a problem, climax and resolution
It is based on a theme of earth being a gift/living things are all dependent on each other/our connection to the
earth.
It teaches a lesson about the importance of our earth and / natural resources.
The Legend includes a sacrifice or gift
WRITING - this will be assessed against the performance standards
Mean
Style
Form
Convention
PRESENTATION/ READING OF LEGEND
CriteriaPace fast or slow-excitement or importance.
Tone- suits the words said.
Pause- to emphasize idea
Volume loud to show excitement, soft to show fear
Legend written:
Students will be going through the writing process so I will be using
formative assessment as they go through the process and this can
be used as evidence too.
Students will have opportunities to self and peer-assess their legends
against the criteria and the rubric for the performance standards.
Visual Art
The Art piece
Texture Fall Art
Must include at least 2 natural textures
Must include at least 2 techniques for creating texture
The Art piece and Art design sheet
Recycled Art
Must be made of recycled items
Must be reusable
Must show that they can reflect on the creative process
must show they can refine and develop ideas
Other evidence
I will observe and have discussions with them around their project
around their art project can also be used as evidence.