Unit Plan

Integrated Theme/Topic: Social Studies, Grade 5, "First Peoples of Canada"

Duration of Unit: 3 weeks 10-12 classes
Curriculum Outcomes:

5.1.1 - Origins of First People of North America

KI-004 First Peoples' stories of their origins and theories of migration
KL-014 Impart of Ice Ago on land
VH-008 Value oral traditions as a source of knowledge about First Peoples
5.1.2 - Connections to the Land
KL-015 Locate the major physical regions, vegetation zones, and bodies of water
KL-016
Traditional Territories of the First Peoples
EssentialLocate
Questions:
KL-017 Describe practices that reflect First People's connections with land
Who were the First People's?
5.1.3 - Pre-Contact Cultures
Where did they come from?
KI-005 Characteristics of diverse First Peoples before European Contact
What was their daily life in Canada? (food, clothing, shelter, location, traditions, etc)
KI-006 Compare Daily Life
How were the groups the same? Different?
KH-024 Relate First People's stories of their pre-contact and early contact with Europeans
5.1.4 - First People's Governance
KP-046 Compare types of leadership
Stage 1 Setting Goals
KE-050 First Peoples communities interactions with each other
1. Performance
Goal(s):
Students
will be able to. . .
VP-014
Value diverse
approaches
to leadership
Name the physical areas that the people resided in (7...Artctic, Plains, Plateau, etc)
Know how the daily routines differed amongst these groups (food, homes, etc)

2. Demonstration: Students will demonstrate. . .

Presentations Skills
-speaking to a group

3. Product: Students will produce. . .

Keynote presentation
Diorama

4. Classroom Process: Processes on which we will focus

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Stage 2 Assessment Evidence (Assessment AS/OF/FOR Learning)

Assessment
Assessment
Please indicate the purpose of your strategy by using a check
For
Of
mark under the appropriate category.
(Formative)

(Summative)

Assessment
As

Strategy (Performance Task, Observation Checklist, Interview, etc.):

Performance Task (Presentation)

Observation (Research in Partners)
Interview (check in with students after research but
before the presentation is started)

Criteria (Please list i.e. Rubric, Achievement Indicators from

Curriculum, Student or Teacher Generated):

Adaptations (What about students who require adaptations to this unit? What will you do?)

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Stage 3 Planning for Learning

Design Must Include Consideration From Differentiated Instruction, Adaptations and
Accommodations To Meet All Learner Needs

AT THIS STAGE YOU SHOULD BE INSERTING ALL OF YOUR BUNDLED LESSON

PLANS THAT CONSTITUTE THE ENTIRE UNIT.
Some units may have cross-curricular connections. This unit has curricular connectors in the
following subjects:
Subject Area

Strategy to Support Subject Area

Reading, Writing, Research, Communication

English Language Arts

Mathematics

Science

weather and climate of the regions

Social Studies

Studying the interactions of people

Physical Education / Health

Information and
Communication Technologies

Using technology to research and present

The Arts

Creating the diorama out of a variety of materials

Learning Resources/Sources
Primary Sources (Field Trips, Experts, Artifacts, etc.):
Artifacts - Buffalo Box
Oral Story - Mrs. Eastman telling the class a story

Secondary Sources (Text Set, Multimedia, Print, Web, etc.):

Books - text book, variety of books for research

Internet - variety of sites under Mrs. Ross's page on VJH

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Inquiry Process (Optional)

When a Unit involves an Inquiry Process, indicate the leadership responsibilities of the
various activities within the process.
Teacher-Led
Shared/Negotiated
Student-Led

Culminating Event

FINAL STAGE Reflections of the unit. . .

What worked? What didnt?

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Supportive Ideas for Lesson Plan and Unit Plan Development

1. Gardners Multiple Intelligences include:
a. Linguistic (reading, writing, telling stories)
b. Logical / Mathematical (experimenting, working with numbers, questioning)
c. Spatial (drawing, building, creating, very visual)
d. Musical (singing, listening to music, using instruments)
e. Bodily / Kinesthetic (moving, touching, interacting, acting)
f. Naturalistic (interacting with ones environment and surroundings, enjoying the
outdoors)
g. Interpersonal (talking with peers, mediating, sharing, organizing)
h. Intrapersonal (thinking inward, working independently, pursuing personal goals)
i. Existential (understanding religious & spiritual needs, naturalistic, see the big picture in
life and the universe)
2. Learning Styles to Consider:
a. Visual (spatial): prefer using pictures, images, and spatial understanding.
b. Aural (auditory-musical): prefer using sound and music.
c. Verbal (linguistic): prefer using words, both in speech and writing.
d. Physical (kinesthetic): prefer using your body, hands and sense of touch.
e. Logical (mathematical): prefer using logic, reasoning and systems.
f. Social (interpersonal): prefer to learn in groups or with other people.
g. Solitary (intrapersonal): prefer to work alone and use self-study.
3. Groupings (Taken from MB Education & Training)
A variety of groupings facilitate differentiation in a multilevel classroom, including
flexible and cooperative groups.
Flexible groups:
a. meet a particular need or interest of a small group of learners for strategic or explicit
instruction, guided practice, or independent inquiry.
b. will change frequently throughout a day or a learning/teaching sequence.
c. may be formed by and across developmental levels and by student choice.
Cooperative groups:
a. develop a collaborative micro learning community within the larger classroom
community (Johnson and Johnson).
b. may stay together for an entire term.
c. offer valuable opportunities for independent learning, thereby also allowing the teacher
more time to work with flexible groups.
d. require thoughtful role assignment in cooperative groups is essential so that younger
students are not overshadowed by older ones. Assign roles that are based on students
skills (e.g., reader, recorder, reporter, helper) and rotate them. Alternatively, suggest a
share-the-pen strategy, with each member taking a turn at recording an idea while the
others are coaches, assisting with spelling, and encouraging thinking.
e. may be formed across developmental levels. Select students who have a range of social
and academic abilities that will foster interdependence.

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