SLO: 9.1.

3- Appreciate how
emerging issues impact quality of
life, citizenship and identity in
Canada
Inclusive Assessment Mapping: Erin ONeil & Morgan Wood
 Summative Assessment
Students will analyze how an individual's sense of quality of life differs depending on
the emerging issues within their community. Students will

Research a distinct community within Canada (geographical area/cultural group)

Determine three significant factors of quality of life within that distinct
community and area. (Short Term, Long Term, & extent of degree of impact).
Assess the individual's quality of life, and make inferences as to why it might be
so high, or so low, based on issues that might be affecting the community.
Analyze how the the communities quality of life shapes their idea/sense of
citizenship and identity within Canada.
How Will The Summative Assessment Look?
A rubric will be provided for students that will help guide their research and
communicate with the students what needs to be included in their
assignment
Students have the choice to work on this assignment in pairs or on their own.
Students will be given the freedom to present their assignment in their own
way (screenplay, letters, theatrical presentation), however, some type of
media should be included. (Powerpoint, microsoft word, prezi, etc.)
Students will be expected to present their findings to the class in small
groups in the form of a gallery walk. (Presentations will be videotaped to
assist assessment)
What are My Students Supposed to Know,
Understand, & Do?
Students must be able to take detailed & concise notes

Students must be able to research their area, and use critical

thinking when choosing valid and supportive articles.

Students must be able to make educated conclusions based

on the information they gather.

Students must be able to present their assignment to

classmates (small groups/larger groups).

Students must be able to have an open mind when

researching as well as when they listen to their peers present.
What Prior Understandings Should Students
Have, Based on the Program of Studies?
8.1.4 appreciate how a societys
worldview shapes individual citizenship and
identity
8.2.3 - recognize how beliefs and values
are shaped by time, geographic location
and societal context
8.3.1 - appreciate how a society's
worldview influences the society's choices,
decisions and interactions with other
societies
From grade 8, students should have a prior
understanding of how values held by a
society are created through time,
geographic location, and social context of
the society. These values and attributes are
essential into creating a society's
worldview. Students should understand that
varying worldviews, including their own,
influence a person's individual citizenship
and identity.
What Pre-Assessments Should Occur?
Sticky Note Activity
Q: What does quality of life mean to you?
Prompt students to think about certain
factors and elements of what they know
about different societies and worldview.
When done, ask students to go place
their sticky note on the whiteboard,
surrounding the question that was posed.
Assess students understanding by
reading through the sticky notes to gauge
the students understanding of the
concept of quality of life.
Differentiating Our Instruction Based On
Assessment:
1. Review the concept of quality of life, ask students to think about their own quality of life and reflect
that in two statements. Encourage students to identify the basis of quality of life based on the
impacts it has on their lives in the short term, long term, and extent or degree of impact.
2. Prompt students by giving examples on the board (access to democratic government, health,
nutritious food to eat)
3. While this can be a sensitive subject, allow students to submit this on a sticky note as an exit slip.
4. Assess the students understanding by examining the exit slips.
5. IF the students are still struggling with determining aspects of quality of life, reteach the content in
more depth, and assess their understanding with KWL charts.
How Will This Assignment Prepare Students For
Subsequent Learning. A Look At Grade Ten:
S.1 - Develop skills of critical thinking and
creative thinking
Students will be prepared to examine
differing perspective but on a more
global scale, they will have the ability to
evaluate and make inferences based on
information from multiple sources.
(News articles, interviews, scholarly
articles).
How Will this Assignment Prepare Students For
Subsequent Learning. A Look At Grade Ten:
S.3 - Develop skills of geographic
thinking

Students will have experience in

examining how an individual's
geographical location impacts their
sense of quality of life, identity, and
citizenship.
What accommodations and modifications would
be relevant to this SLO?
Presentation methods (Allowing
choice within presentation, speech,
poem, song, screenplay, audio tape,
video, etc. etc.)

Assignment medium ( amount of

support detail, modifying criteria,
number of qualifiers)

Choice of community (possibly

narrowed or broadened)
What specific accommodations or modifications
should be made for the exceptional learners in
the summative assignment?

Avery & Joey

 Prefers working
alone
Impatient
AVERY High reading level
IEP: Gifted & Talented Very stressed due
Modifications Necessary.
to parental
expectation
Accommodations/Modifications For Avery:
Parallel text, find more difficult reading options
such as scholarly articles for Avery to challenge
herself. (Differentiation)

Ask Avery to research two different communities

and compare and contrast their quality of life and
make inferences about why these differences
exist (Alternative/Modification IEP)

Quiet space to work (Accommodation)

Weekly meetings with her parents

(Accommodation)

Giving her the scheduling of the day to help

reduce her stress. (Accommodation)
 -Social anxiety, uncomfortable
sharing ideas with peers

-Easily overwhelmed and withdrawn

JOEY from tasks

No IEP -Learns better when interested in

No Modifications. the topic

-Musically talented
Accommodations/Modifications For Joey:
The teacher could assign the student an area to research, in which the teacher is aware of the
abundance of material available. (Narrow the options)

Allow the student to explore their own community, and interview neighbours & family members.
(Make the content more relatable).

Allow the student to focus & elaborate on only 1-2 factors of quality of life. (Differentiation).

Extend the deadline of the assignment (Accommodation).

Allow the student to present their assignment in a small group or one on one with the teacher.
(Accommodation)

Encourage the student to present the information gathered in a format that appeals to them. (Song)