Day 1: Emotional Engagement

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will use their

knowledge of French,linguistic
elements, and strategies to
express and understand messages
effectively. They will also use
their knowledge of different
Francophone cultures and their
own culture to be able to interact
appropriately within these
cultures.

Culture:
1,4, 5, 7
(p.37),
1(p. 38)
Language:
4 (p. 57)

Students will learn the cultural

music of Haiti and the cultural
influences of music.
Students will demonstrate a
global consciousness with
respect to humanity and world
issues.
Teaching Activity (Direct
instruction or concepts taught
before/introduction)
-Introduction to Haiti
-Background to the history of
Haitian music and choral music

Link to Curriculum

Practice global
citizenship and
demonstrate social
compassion and
empathy. Explore a
different worldview
and perspective.

Identify concrete facts that

reflect the way of life of
Francophone people.

Perspective (Black Music)

-Exploring Vocal Sounds
-Artistic Expression
(Perspectives

Perspective:
1,2,3
Values and
Attitudes:
8.2.2
8.3.3
Skills and
Processes:
7.S.8
8.S.8
9.S.8
Learning Activity (What the
students are doing)
-Class discussion on critical questions
-Analysis of song lyrics
-Finding a picture that represents
Haiti

Teaching Resources

Youtube Video
Traditional Haitian Folk Song
Lyrics

Achievement Assessment of Learner

Outcome
Summative: Presentation of the image to the class:
Students will need to justify the choice of their
pictures, and in which way it represents Haiti.

Day 2: Introduction to Earthquake and Social Issues

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will use their

knowledge of French, linguistic
elements, and strategies to
express and understand messages
effectively. They will also use
their knowledge of different
Francophone cultures and their
own culture to be able to interact
appropriately within these
cultures.

Culture:
7(p. 37), 1(p.
38),2 (p. 52)

Students will demonstrate a

global consciousness with
respect to humanity and world
issue. They will understand how
political and economic
distribution of power affects
individuals, communities and
nations.

Values and
Attitudes:
7.2.2,
8.2.2,

Link to Curriculum

See the limits of

participatory
citizenship and
engage in critical
thinking to evaluate
underlying social
justice issues.

-Recognize some of the

factors that affect the culture
of a particular region
-Use the linguistic elements
learned to effectively
communicate a message.

Knowledge
and
Understandi
g
9.2.6
Skills and
Processes:
7.S.1
8.S.1
9.S.1

Teaching Activity (Direct

instruction or concepts taught
before/introduction)
-Introduction to the social issues that
affected Haiti after the earthquake.
-Lesson on how to create a powerful
question in French

Learning Activity (What the

students are doing)
-Prepare a powerful question in
French and ask question to the guest
speaker
- Podcast response to critical
questions

Teaching Resources

-Guest Speaker- Brian Pincott

- Learn Alberta: Creating powerful
questions

Achievement Assessment of Learner

Outcome
Formative: The effectiveness of the question will
be evaluated.
Summative: Podcast reflections

Day 3: Skype Conversation with a Classroom in Haiti

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will use their

knowledge of French,linguistic
elements, and strategies to
express and understand message
effectively. They will also use
their knowledge of different
Francophone cultures and their
own culture to be able to interact
appropriately within these
cultures.

Language:
3(p. 51)
1(p.53-54),
4(p. 57)

Students will be introduced to

the design/engineering process
of (ideation, recreation and
redesign).

Values and
Attitudes:
7.2.3,
8.2.2

Link to Curriculum

Students will be
exposed to a different
worldview and
perspective in order
to take into account
the values and
interests of the
Haitian people.

-Take the risk to write or say

something in French
-Use with high consistency
linguistic elements to
communicate a message

Skills and
Processes:
7.S.5
8.S.5
9.S.5

Students will understand how

opportunities and responsibilities
change in an increasingly
interdependent world.
Teaching Activity (Direct
instruction or concepts taught
before/introduction)
-Introduction to the town of Jacmel
-Set up the Skype conversation with
a classroom in Jacmel
-Direct instruction on the design

Learning Activity (What the

students are doing)
-Prepare questions to ask to the
classroom in Jacmel
-Reflect on the podcast

Teaching Resources

-Skype

Achievement Assessment of Learner

Outcome
Summative: Podcast Reflections

process and selecting groups for

students

Day 4: Exploring the Magnitude of the Destruction and Social Issues

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will understand the

structures of everyday objects,
buildings.

D1.1sts (p.
23), D1.2sts
(p.23),
D1.3sts
(p.24)

Develop a number sense

Conduct research ethically using
varied methods and sources.

Number:
2(p.35),
6(p.35),
4(p.39)
Statistics and
Probability:
1(p.37)
Skills and
Processes :
7.S.7
8. S.7
9.S.7

Teaching Activity (Direct

instruction or concepts taught
before/introduction)
Direct instruction on how to conduct

Link to Curriculum

-Demonstrate an
understanding of
the addition,
subtraction,
multiplication
and division of
decimals and
integers using
the technology
-demonstrate the
understanding of
the problem
concretely,
pictorially and
symbolically

Learning Activity (What the students

are doing)
Students get work time to conduct the

Students will learn how to

research and find the key
information using a variety of
sources.

Teaching Resources

Achievement Assessment of Learner

Outcome
Formative assessment: students will have to show

appropriate research, narrow search

and use credible sources

research.

Direct instruction on how to analyze

these everyday objects and looking
at what creates structural integrity

their research and resources to the teacher to verify

its credibility prior to advancing to the second
stage.

Students in their groups will look at both

natural (e.g. birds nests) and man-made
buildings and analyze them for what
makes them stable.

Day 5: Representing the Magnitude of the Destruction and Social Issues

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will analyze homes in

their everyday lives and
determine the structural integrity
as well as the force loads

D2sts (p. 2324)

Students will organize, interpret

and present their research
findings; and defend their
opinions.

Statistics and
Probability:
3(p.37),
6(p.38)

Link to Curriculum

Students will understand

that their opinions and
solutions must be
supported by practical
evidence.

Patterns and
Relations
2(p.43)
skills and
processes :
7.S.7
8. S.7
9.S.7

Teaching Activity (Direct

instruction or concepts taught
before/introduction)
Direct instruction in math on

Learning Activity (What the students

are doing)
Work period for students. Presentation.

Teaching Resources

Achievement Assessment of Learner

Outcome
Summative assessment of data, graphs and final

statistics, graphs and formulas.

presentation.
From the previous night, students will be
asked to investigate in their own homes,
how their own homes have frame
structures or is made stable, they will
present this to the class and connect this
to examples in nature

Week 2
Day 1: Ties to First Nations, Metis, and Inuit Populations
Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will apply this analysis

to homes (pre-earthquake in
Haiti)

D2sts (p. 23-24)

French:
Students will use their
knowledge of different
Francophone cultures and their
own culture to be able to interact
appropriately within these
cultures.
Students will appreciate and
respect how multiple
perspectives, including
Aboriginal and Francophone
shape Canadas political, socioeconomic, linguistic and cultural

Culture:
5(p. 51), 6, 7,8(p.
52)
Values and
attituattitudes
8.1.4, 9.1.3
Skills and
Processes 7.S.7,
8.S.7, 9.S.7, 7.S.8,
8.S.8, 9.S.8

Link to Curriculum

Students will be exposed to

Aboriginal perspectives
and make connections to
their world through
exposure to similar social
issues occurring in Canada.

Reflect and contrast their own

way of life with the way of life
of Francophone groups from
various Francophone cultures as
a means of developing an
appreciation of these cultures.
-Understand the social issues of
another culture to be able to
interact appropriately.

realities.
Teaching Activity (Direct
instruction or concepts taught
before/introduction)
-Identify unique structures in Haiti
and assign them to groups to looks
at how they are structurally stable
(Sans-Souci Palace, Citadelle
Laferriere, Fort la Boque, Hotel
Oloffson)

Learning Activity (What the

students are doing)
-Students will now apply these
concepts to structures in Haiti in
order to learn about historical
contexts that will inform their future
design

Teaching Resources

Achievement Assessment of Learner

Outcome

Guest Speaker-discussed the social

issues on Reserves.
Radio Canada

Informal: presentations to the class

Formal Assessment: podcast, reflections in French

-Explore the housing issues

experienced by Aboriginal People
-Introduction to the social issues
faced by Aboriginal people and how
-Compare how the housing crisis in
the needs must reflect the needs of
Haiti is similar to the crisis in
the population
Reserves through podcast reflection

Day 2: Citizenship: Organizing and Fundraising

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will use their

knowledge of different
Francophone cultures and their
own culture to be able to interact
appropriately within these
cultures.

Culture:
4, 5 (p. 52)

Students will engage in critical

thinking, recognize and
responsibly address injustices as
they occur in their world.

Skills and
Processes:
7.S.6, 8.S.6,
9.S.6
NUMBER
3(P.35)
PATTERNS

Link to Curriculum

Conduct a
probability
experiment to
compare the
theoretical
probability.
Determine the
effect on the mean,
median and mode
when an outlier is
included in a data

Students will engage

in participatory
citizenship directly
contributing to the
well-being of the
world while gaining
knowledge on
various charities.
They will practice
justice oriented
citizenship by
exploring the limits

-Seek out information about

Francophone cultures from
authentic sources
-Identify facts that reflect the
way of life of Francophone
peoples.

AND
RELATION
S 2(P.35)
STATISTICS
AND
PROBABILI
TY 1(P.37),
4(P.37),
5(P.38),
6(P.38)

Teaching Activity (Direct

instruction or concepts taught
before/introduction)
-Discuss social justice citizenship
and potential root causes to
-Start talking and preparing for the
Showcase night to the students

set.
Solve problems
involving percents
from 1% to 100%.

Learning Activity (What the

students are doing)
-Find an organization, in groups of
three, that focuses on sustainability
-Present the organization of their
choice to the class
-Vote for the organization they prefer.

of charities in
addressing root
causes of poverty.

Teaching Resources

Computers

Achievement Assessment of Learner

Outcome
Summative: Presentation of the organization
students found. They will be evaluated on the
effectiveness to provide the advantages and
disadvantages of their organization.
Summative: Podcast

Day 3: Engineering with Earthquakes in Mind

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Science: Students will

understand that environmental

D4.2 (p. 24)

Link to Curriculum

What are the

environmental

devastation in an area can be

resisted by carefully designed
homes

D4.1 (p. 24)

D 4.3 (p. 24)

factors that affect

the safety and
stability of a
structure.

D 1.1s (p.
24)
D1.4sts
(p.23)
D2.4sts(p.24
)
D1.5sts
(p.25)
D1.6sts
(p.25)
D1.7sts
(p.25)
Teaching Activity (Direct
instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)

Teaching Resources

-Explicit discussion of materials and

strengthening procedures.

-Students watch the TED Talk on the

engineering disaster in Haiti.
-Students are asked to reflect on what
they have learned from the video.
-Students are asked to list how they
would engineer a home in Haiti to
resist Earthquakes and explain how
this would resist the force of an
earthquake. This may be based on
their own creative ideas (with
justification) and may include already
in use strategies.

TED Talk:
(https://www.youtube.com/watch
?v=b98Iw_AeGQg)
More in depth analysis of the Chile
vs Haiti earthquakes that are
discussed:
http://www.huffingtonpost.com/20
10/02/27/chile-haiti-earthquakeco_n_479705.html
http://www.theguardian.com/world
/2010/mar/01/chile-earthquakeresistant-design

Achievement Assessment of Learner

Outcome
Formative assessment: determine if students are
able to orally justify their included strategies for
earthquake resistant homes through informal
presentations to the rest of the class.

Day 4: Planning with The Needs of the Locals in Mind

Concept/Theme
General Learning Outcome

Students will understand that

other considerations need to be
factored such as economic costs
in designing buildings. Through
this, they will explore costefficient resources. The will also
understand that these structures
require cultural authenticity.
They will also be introduced to
sustainable use of materials.
Students will demonstrate social
compassion, fairness and justice
& demonstrate a consciousness
for the limits of the natural
environment, stewardship for the
land and an understanding of the
principles of sustainability.

Specific
Learning
Outcome

D4.3 (p. 24),

D 1.1 s (p.
24), D1.2s
(p.24),
D1a(p.25),
D2a (p. 26),
D3a (p. 26),
D4a (p, 26)
Shape and
Space
1(p.44)

Link to Curriculum

Calculate
parameter,
surface
area,
shapes, and
models

Different
considerations
when
designing
housing for
designing
homes for a
community
(resource
efficiency,
sustainability
and cultural
respect).

Students will consider

an alternate worldview
by basing their
inventions on the
values, needs and
perspectives of the
Haitian people.

Students will learn new

French vocabulary
centered on the family,
home and community.
They will practice
applying the new
vocabulary to a
composition.

Statistics and
Probablilty
1(p.44),
3(p.45)
Values and
Attitudes:
8.2.2
Skills and
processes:
7.S.5, 8.S.5,
9.S.5

Teaching Activity (Direct

instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)

Teaching Resources

Achievement Assessment of Learner

Outcome

Class discussion on the needs of the

locals and ethical development.
Teaching new vocabulary in French
class.

Taking what the students have learned

from the previous day and planned,
they will be asked to redesign the
project and take into consideration
cultural aspects and energy resource
efficient ideas.

Students will split into groups and

each individual will specialize
(sustainability, cultural, resource
researcher)

Outline a preliminary sketch of ideas to be handed

in at the end of class
Summative: Podcast
Summative: Reflection

Answering critical questions through

a podcast.
Applying French vocabulary through
a written composition.

Day 5: Designing Houses Within a Budget

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will continue to design

houses within all the parameters
given to them and consolidate
this into a blueprint.

D4sts (p. 24)

Students will demonstrate a

consciousness for the limits of
the natural environment,
stewardship for the land and an
understanding of the principles
of sustainability.

Shape and
Space
1(p.44)
Statistics and
Probablilty
1(p.44),
3(p.45)
Skills and
Processes:
7.S.4 , 8.S.4,

Link to Curriculum

Calculate
parameter,
surface area,
shapes, and
models

Students will understand

the relationship between
quality of life,
environmental
constraints and economic
constrains.

9.S.4

Teaching Activity (Direct

instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)

Introduce them to the blueprint

assignment and give them the
following parameters: (economic
cost and space).

Teaching Resources

Revise cost effective plan for the

house.

Achievement Assessment of Learner

Outcome
Formative: examine calculations
Summative: podcast

Week 3
Day 1: Blueprints in Action
Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will continue to work

on their blueprints.

D4sts (p. 24)

Shape and
space 1(p.36),
2(p.36),
3(p.37),
5(p.37),
1(p.44)
Patterns and
Relations
2(p.43)

Link to Curriculum

Demonstrate an
understanding of
different shapes using
the technology.
Develop an
understanding for
determining the area
and parameter of
different shapes.

Shape and
space 1(p.44)
Statistics and
probability
1(p.44)
Shape and
space 1(p.36),
2(p.36),
3(p.37)
Teaching Activity (Direct
instruction or concepts taught
before/introduction)

Learning Activity (What the students are doing)

Introduction to free-ware and use of

other software to create blue-prints.

Teaching
Resources

Students first draw blue-prints by hand but towards the

end of class translate ideas into the freeware

Achievement Assessment of Learner

Outcome
Formative assessment of blueprints and
suggestions made by teacher.

Day 2: Field Trip to TRTL House

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Field Trip to TRTLE House to

integrate Aboriginal perspectives
on home design.

D4sts (p. 24)

Students will demonstrate a

consciousness for the limits of
the natural environment,
stewardship for the land and an
understanding of the principles
of sustainability

Values and
attitudes: 8.2

D5a (p. 26)

Skills and
processes:
7.S.1, 8.S.1,

Link to Curriculum

Students will gain

knowledge on
environmental
sustainability while
also taking into
account
contemporary
Aboriginal social
issues and
perspectives.

9.S.1

Teaching Activity (Direct

instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)
Students will go on a field trip.

Teaching Resources

TRTL House

Students will reflect about how they

will apply what they learned to their
designs.

Day 3: Application of TRTL Concepts Into Home Design

Concept/Theme
General Learning Outcome

Students will apply ideas from

the TRTLE home into their
project design.

Specific
Learning
Outcome

D4sts (p. 24)

Statistics and
probability
1(p.44)
Statistics and
probability
3(p.45)

Link to Curriculum

Describe the
effects of bias,
ethics, cost,
time, and
cultural
sensitivity on
the collection of
data. Develop a
project plan for
the analysis of
data by
formulating a
question for
investigation,

Achievement Assessment of Learner

Outcome

and choosing a
data collection
method that
includes social
considerations.
Teaching Activity (Direct
instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)

Teaching Resources

Work period

Day 4: Blueprints in Action

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

D4sts (p. 24)

Students Continue to work on
their blueprints

Patterns and
relations
2(p.43)
Shape and
space
1(p.44)
Statistics and
Probability
1(p.44)
Shape and

Link to Curriculum

Demonstrate an
understanding of
different shapes
using the
technology.
Develop an
understanding for
determining the
area and perimeter
of different
shapes.

Achievement Assessment of Learner

Outcome

space
1(p.36),
2(p.36),
3(p.37)

Teaching Activity (Direct

instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)
Work period

Teaching Resources

Achievement Assessment of Learner

Outcome
Check stop: Students will have to receive
formative feedback on their creation before
continuing.

Day 5: Blueprints in Action

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students continue to work on

their blueprints.

D4sts (p. 24)

Patterns and
relations
2(p.43)
Shape and
space
1(p.44)
Statistics and
probability
1(p.44)

Link to Curriculum

Demonstrate
an
understanding
of different
shapes using
the
technology.
Develop an
understanding
for
determining
the area and
perimeter of

Shape and
space
1(p.36),
2(p.36),
3(p.37)
Teaching Activity (Direct
instruction or concepts taught
before/introduction)

different
shapes.

Learning Activity (What the students are

doing)

Teaching Resources

Work period

Week 4:

Day 1: Economic Costs of the Home

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students must consider the

economic costs of sustainable
resources in the home e.g. fuel
and water.

D4sts (p. 24)

Statistics and
Probability
1(p.44)
Statistics and
Probability
3(p.45)

Link to Curriculum

Describe the
effects of bias,
ethics, cost, time,
and cultural
sensitivity on the
collection of data.
Develop a project
plan for the
analysis of data by
formulating a

Achievement Assessment of Learner

Outcome

question for
investigation, and
choosing a data
collection method
that includes
social
considerations.
Teaching Activity (Direct
instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)

Teaching Resources

Redesign the blueprint to include

resources needed inside the home.

Day 2: Final Touch on Blueprint

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students make final revisions to

blueprints and prepare good draft
to hand in.

D4sts (p. 24)

Patterns and
relations
2(p.43)
Shape and
space
1(p.44)
Statistics and
probability

Link to Curriculum

Demonstrate an
understanding of
different shapes
using the
technology.
Develop an
understanding
for determining
the area and
perimeter of
different shapes.

Achievement Assessment of Learner

Outcome

1(p.44)
Shape and
space
1(p.36),
2(p.36),
3(p.37)

Teaching Activity (Direct

instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)

Teaching Resources

Achievement Assessment of Learner

Outcome
Summative: Blueprints
Summative: Metacognitive Video.

Day 3: Drum Circle: A Connection Between FNMI and Haiti

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Link to Curriculum

-Students will use their

knowledge of French, linguistic
elements, and strategies to
express and understand messages
effectively.
-Students will use their
knowledge of different
Francophone cultures and their
own culture to be able to interact
appropriately within these
cultures.

Perspective
1,2,3
Language:
3(p. 51)
Culture:
6(p.52)

Students will learn

about worldviews
and differing
perspectives through
being exposed to
Haitian and
Aboriginal culture.

-Use with high consistency

linguistic elements to
communicate messages

Perspective (Black Music)

-Exploring Vocal Sounds
-Artistic Expression
(Perspectives)
-Introduction to rhythm and
-instruments of different cultures

Values and
attitudes:
8.2.2

Students will learn the

background of Haitian Voodoo
Drumming and participate in a
Drum Circle. An
ethnomusicologist will present.
Students will understand the
diversity of Aboriginal
traditions, values and attitudes.
Teaching Activity (Direct
instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)

-Discussion on the link to aboriginal

drum circles

Students will participate in both call

and response of drumming the
rhythms as well writing down the
rhythmic notations using graph paper.

Teaching Resources

-An ethnomusicologist will

present on Haitian voodoo
drumming history and introduce
characteristic rhythms
-Ted Talk on the drum circles
-Drums
-Film the drum circle

Achievement Assessment of Learner

Outcome
Summative: Students will be assessed on the new
words they use and if they use the correct
pronunciation.
Summative: Podcast

Day 4: Preparation for Final Showcase: Haitian Culture

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

Students will use their

knowledge of French, linguistic
elements, and strategies to
express and understand message
effectively. They will also use
their knowledge of different
Francophone cultures and their
own culture to be able to interact
appropriately within these
cultures.

Language:
2 (p. 53-54)

Link to Curriculum

Students will learn

about a different
worldview and
perspective through
being exposed to
Haitian culture.

Values and
Attitudes:
8.2.2

Collaborate with others to

brainstorm, resolve
problems, rehearse, and
communicate messages

Skills and
Processes:
7.S.6, 8.S.6
& 9.S.6

Students will value the diversity,

respect the dignity and support
the equality of all human beings
and demonstrate a global
consciousness with respect to
humanity and world issues.
Teaching Activity (Direct
instruction or concepts taught
before/introduction)
-Discussion about the art, culture,
music and language
-Assist the students on the
preparation of the showcase.

Learning Activity (What the

students are doing)
Students will be working on different
tasks to prepare the showcase

Teaching Resources

Guest speaker from the Haitian

association of Calgary.

Day 5: Final Showcase: Students Celebrate Their Learning

Achievement Assessment of Learner

Outcome
Formative Assessment: helping students with
preparations to ensure success.

Concept/Theme
General Learning Outcome

Specific
Learning
Outcome

French:
Students will use their
knowledge of French, linguistic
elements, and strategies to
express and understand message
effectively. They will also use
their knowledge of different
Francophone cultures and their
own culture to be able to interact
appropriately within these
cultures.

Language:
2 (p. 53-54)

Teaching Activity (Direct

instruction or concepts taught
before/introduction)

Learning Activity (What the

students are doing)

Assist the students in the preparation

of the showcase

Students continue their preparation of

the showcase
-Student present the showcase to their
parents
-A last communication with the
classroom in Haiti
-Each students prepare a letter to be
sent to Haiti

Link to Curriculum

Collaborate with others to

brainstorm, resolve
problems, rehearse, and
communicate messages
-Prepare for the task

Teaching Resources

Skype

Achievement Assessment of Learner

Outcome
-Formative assessment on letter to Haitian
Students.