Sample lesson plan:

Course Subject Interdisciplinary Studies Introduction to Urban Planning Urban Planning what does that have to do with Math, Science and Social Studies? - Scavenger Hunt Grade Level Time Frame 8 1 X 45 Kristine Dupuis, Wensi Song, Minji Kang, Markie Montgomery

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Stage 1 Desired Results Enduring Understandings/Big Ideas: Students will understand that Urban planning is a complex topic that requires the integrated study of Mathematics, Science, Social Studies perspectives. Rationale: A scavenger hunt lesson was initiated at the start of the unit for several reasons: It is an ice breaker activity for the students. A scavenger hunt is an informal (less pressure to perform) activity that allows them to get to know the other members of their group who they will be working with for the remainder of the unit. It will be an informative pre-assessment for us teachers. How the students approach and solve the clues will allow us to see where students are at, conceptually, with regard to what urban planning is as well as with the material being covered in the individual disciplines. Outcomes: Work respectfully and collaboratively. Utilize problem solving skills to critically, analyze and interpret information to reach a conclusion. Begin to identify connections between Math, Science and Social Studies in the context of urban planning.

Dupuis,Kang,Montgomery&Song

Stage 2 Assessment Evidence Performance Task(s): The framework for the performance task are outlined in the acronym GRASPS. Goal Students will work respectfully as a team to collect pieces to a G Goal puzzle by completing a selection of clues and tasks that combine elements of urban planning with the conceptual knowledge they What should students accomplish have/are learning in their core disciplines. by completing this task? Role Students will maintain the role of student for this section of the unit. R Role What role Audience The students will have their fellow group members as their (perspective) will primary audience as they discuss clues and tasks. They will also answer your students be to the teacher as they justify their completion of tasks at each station. taking? A Audience Situation Students are provided with clues which will guide them to Who is the relevant certain classes within the school. At these locations, students will have audience? to complete a performance task correctly in order to receive the puzzle S Situation piece and the next clue. The context or challenge provided Performance Each task will require students to draw upon their to the student. collective knowledge from Math, Social Studies and Science to solve the P Product, problem and collect the puzzle piece. Each task was designed to relate to Performance concepts within urban planning as a way to engage students and spark What product/performanc their curiosity in the unit. e will the student create?

S Standards & Criteria for Success Create the rubric for the Performance Task

A list of clues and accompanying tasks can be found in APPENDIX 1. Students would be given the clues separate from the task descriptions. Where applicable short annotated answers have been provided in italics (an answer key of sorts)

Dupuis,Kang,Montgomery&Song

Stage 3 Learning Plan Learning Activities: Progression of Lesson Time Students will meet in the gymnasium at the start of class and organize themselves into their working groups as established last class. Ms. Dupuis will then make a general announcement reminding students that the scavenger hunt will not exceed the boundaries of the WEST school wing (as not to disturb the other classes) and that they MUST be back in the gym (and have checked in with Ms. Dupuis) before dismissal at 3:30 pm. Each group will be given a clue and two large envelopes, they will label one as Pieces and the other Clues and Tasks. Both should then be labeled with: -The group name -The first and last name of all members of the group The envelopes will be either blue, green, or purple. All students will complete the same tasks but the order which they complete them in (as determined by their envelope colour) will be staggered to prevent station back log. Students will then have to read each clue and decide where in the school they must go to complete the task. The four teachers will be monitoring several locations around the school keeping track of students and passing out clues. Ms. Dupuis will be in the gym, Ms. Song the science classroom, Miss Montgomery the hallway, and Ms. Kang the construction room. Students must then complete each task and have it checked with the nearest teacher in order to receive the puzzle piece and the next clue. Last 5 mins 35 mins

5 mins

Dupuis,Kang,Montgomery&Song

Students must complete the puzzle and check back in with Ms. Dupuis before dismissal. The following class will be discussion based and this activity can be brought up then specifically addressing how this activity relates to the grander theme of this unit. For example, what does the water fountain and maze task have to do with urban planning? Resource allocation is an important consideration for societies. Resources can determine power relations within and between societies. This could relate to road infrastructure within a city or between cities (trade). This can then bring up ideas about cities historically being built by water sources, train tracks etc.

(If have time or next class)

Review (in reference to the design) Strengths: Areas needing improvement:

Dupuis,Kang,Montgomery&Song