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Alberta Road Trip Unit plan

Week Lesson Title Details

Guiding Question One:
What would make a good road trip in Alberta?
Think Pair Share: about what makes a good road trip. Poll classroom and
write responses on board.
Introduction to Ask class what are some places in Alberta they would like to travel to?
the Unit Plan:
Task: students use iPad/computers to look at website:
What would
make a good
Alberta Road After exploring, students should write down 3-5 places they would like to visit.
trip? One place has to be a national park.
Students can also use Parks Canada website to look at National Parks in
Alberta and learn what is at each park.

Task: When students decide on 3-5 places they will use the same website to
look up the weather and location of places.
1 Students will graph the weather of the locations they have chosen along with
Calgarys weather.
Students will mark the locations they have chosen on their own map of
Alberta. Placing markers on the map that indicate how far from Calgary the
place is.
What are the
Benefits of
Guiding Question Two:
What are the Benefits of travelling/consequences?
Watch video:
Discuss as a class:
What the two children saw on their adventure. For example: different
types of rocks, landscapes, insects, fossils, museum - history.
What the children learned. What might be some reasons we travel. (to
learn, for fun, to spend time with family, celebrate culture)
Task: In small groups discuss, the pros and cons of travel. The groups will
make charts that will be hung around the classroom and discussed in the
large group. Teacher will guide attention to
Pros: cultural reasons, learning about history, connecting with outdoors and
Cons: environmental issues if students do not get there themselves.

Task: Read the following articles online

Teacher will discuss balancing travel and environmentalism. How can we

reduce our impact on our trip?

Exit slips - Students will write 2-3 ideas about how to reduce impact on
environment while travelling

Task: Students will then have to make a decision using their maps (with the
3-5 places), charts - taking in account distance, weather, pros and cons to
1 decide on the 2 final places they choose for their road trip. (one must be a
national park). Students will then do further research into the two places
looking at what the environment is like. Who lives there? What does the area
look like?

Performance Assessment Task:

Along with the ongoing observations and discussions the teacher(s) will have
with students as they accomplish the tasks above, students will be asked to
create postcards for the two places they have chosen. Students will draw the
environment (plants, trees, who resides there etc.) (Science, social and art)
as well as write (ELA) a few sentences on the back about the destination.
These postcards will serve as their artefact for week one in the final project of
convincing their teacher/class to go to these destinations for their road trip.

Week Lesson Title Details

Guiding Question One:
How do you plan for a trip?
How do you
plan for a Task: Students were asked to bring in a picture of a place they have
trip? visited. Picture could be from Alberta, Canada, or outside of Canada. If
students do not have a picture, they were asked to print one off from the
internet. Students will be placed in groups to present their pictures and tell
about their travels in order to develop and practice their presentation
skills. Recipe cards will be handed out for students to write a brief
description. The description and photo will be displayed on a bulletin board
2 within the classroom.

Budget/ Excel lesson

Ask the class if they ever helped to plan their family plan for a trip?
Brainstorm idea (schedules, things to do, budget etc.)
Discuss with the class if anyone has ever created a budget?
Work with the students to create items to put in a budget for a trip
(transportation, lodging, food, sightseeing, entertainment, gifts/souvenirs,
Ask students to work in groups to come up with the different types of
transportation and lodging options available in Alberta. Example: hotels,
motels, yurts, camping, VRBOs
Ask the class to open a blank workbook in Excel
Discuss rows and columns
Ask them to label the column and enter in the budget criteria (that was
discussed in class)
Format the adjacent cell - discuss the different formatting options (i.e.
date, time, currency, decimal places, percentages).
Explain the sum/total function and demonstrate how to use it within the
Demonstrate graphing functions within Excel
Allow students time to play and explore within Excel
In another sheet demonstrate how to make a schedule using the time
function. Demonstrate the 24-hour clock.

Task with a partner: You entered a radio contest and won $500 dollars for a
trip to Edmonton to watch the Flames play the Oilers. You must use Excel
How do you and budget for the trip. Dont forget to include the price for the tickets
use a map?
2 ($45/each). How will you spend the money? How many people will you
bring? Fill out the Excel spreadsheet and create a pie chart with the budget.
Formative assessment - assignment will be handed in. Class time will be
given to complete the task.

Guiding Question Two:

How do you use a map? Figure out distance and time.

Read the story: Mapping Pennys World by Loreen Leedy

Talk about what can be found on a map (a review): legends, symbols, roads
Question the class: Has anyone used a map to figure out distance? Anyone
ever notice the scale on a map?

Hook - Watch song/video: (Using a map scale song)

Task: As a class, work together to solve these questions:

Task: Provide students the map of Alberta
Demonstrate on the smartboard how to calculate the distance with a string or
a ruler.

Ask the class to select two places in Alberta and figure out the distance.
Check the results by using google maps.
Differentiation: Students who are interested could also use the map of
Canada :

Exit Slip: Individually students must select two places within Canada or
Alberta and calculate the distance. Show cm and km. Also, students must
display the distance found in google maps.

Task: Students will be asked to begin creating a budget for the class road
trip, this will be a working document over the next several weeks as additional
items will be added. The class trip budget will be a part of the final project.
Distance travelled, and a schedule of events will also be required.

Week Lesson Title Details

Guiding Question 1:
How and why is it important to protect our environment? How do plants and trees
How and why contribute to this protection?
is it important
to protect our Plan a day fieldtrip to a local natural area. Have an expert guide the students
environment? around the park to observe local plants and trees. Have students make note of
recycling and waste facilities available in the park. As an option (would include
Grade 5 Wetlands) Have students note any wetlands or water features in the park.

Task: Journal their findings. Students may also use iPads or digital cameras to
capture their observations and aid in recall for their journaling task.

3 1) Consider waste and our world

Hook: Show students You Tube video on Denmarks Green Transition

Discuss with students that they will be planning food and activities later on for the
road trip. Keeping that in mind, what will their waste look like on a typical road
trip? Can they come up with ideas to reduce their waste? Have students brainstorm
in groups to come up with ideas. Share as a class, put sticky notes on whiteboard
for brainstorm. Then in working groups, Identify possible advantages and
disadvantages of their chosen waste reduction ideas.

Have students research recycling facilities where they want to travel. Do the
campgrounds/tourist facilities have recycling facilities? If not, how will they reduce
their environmental impact while travelling?
Guest Speaker: Invite Indigenous Elder next class to allow students to see what this
looks like in the future. Have an elder come in and discuss the seven generation
concept with students - particularly with the waste unit. - making decisions based on
how its going to affect the world 7 generations from now.

Task: Have students create a decomposition life cycle on typical waste items from a
road trip.

We cannot simply think of our survival; each new generation is responsible to

ensure the survival of the seventh generation...Indigenous people are the poorest of
the poor and the holders of the key to the future survival of humanity.

-- authors of Our Responsibility to the Seventh Generation, 1992

2) Role of Trees and plants in our environment.

How do What type of trees and plants do you expect to find in your travels?
plants and Have students work in pairs to select a tree or plant to research. How has
that tree or plant been used traditionally? What is its function today?
Example: Saskatoon bush traditionally used by First Nations to mix with
contribute to Pemmican. During the Depression Saskatoon berries were virtually the only
3 this
fruit that people had.

Phylomon cards

Have students make a phylomon card for their plant or tree
Interesting website with Alberta plants and teachers guide for observing
plants etc.
FMNI connection:

Resources for the teacher

Walking Together Resource:

Seventh generation teaching for FMNI
Week Lesson Title Details
For ELL consideration: ensure descriptive, utility, and subject specific, along with
Why are academic words, are displayed in clear view for all students to refer to. Ensure that
National words with multiple meanings such as corridor (the corridor in the hallway, or the
Parks corridor used by animals) are discussed and differentiated for students.
ELL Benchmark

Teacher Resources: Before you begin make photocopied list of endangered

species in Alberta and British Columbia. Provide students with a KWL chart in order
to capture information from previous lessons in order to build on to prior learning.

Begin the class by introducing the Guest Elder, thanking him/her for participating in
& our class and giving of themselves by attending, as well as reading an
acknowledgement of land.
Are we doing
enough to The Elder will then spend about 10 minutes telling the students a story from their
protect ancestors as it relates to the land of one of our chosen National Parks.

4 them?
Briefly revisiting Lesson One, whereby students have chosen their destinations
including at least one national park per group. Teacher will initiate the lesson by
having students utilize their KWL charts in order to consider the parks they had
chosen as sites to visit in their first planning session and capture what it is they
already Know, what they Want to know (perhaps students want to know more about
the story theyve just heard). Students will spend 5-7 minutes of documenting
information in their K and W columns.

Working with the Elder, ask students, when thinking of our initial question Why are
National Parks Protected? students are to consider:

1. What do people like to do in parks?

2. What is a national park?

3. Have you ever visited a national park? Which ones?

4. What do you think makes a national park different from other types of parks?

5. What are the benefits of having national parks (i.e. maintaining natural
ecosystems, protection for plants, landscapes and animals, etc.)?

6. Which National Parks are significant or sacred to our Guest Elders People?

Ask students to spend some time addressing the L column of the KWL charts. Have
they learned anything thus far? Do they wish to add to their K and W columns?
Revisit the concepts of 7 Generations as it relates to the resources and wildlife that
are living within and rely upon the resources of our chosen National Parks. Move to
a discussion of the terms threatened/endangered/extinct with students. The Guest
Elder will lead the class in a discussion of these terms, have one student hand out
the photocopied sheets on endangered species. Ask students to then consider if
any of these animals may live in National Parks and more specifically, the National
Parks theyve selected to study in Lesson One? The Guest Elder will lead the
students in a discussion as to the importance and significance of the wildlife and
resources of National Parks to Indigenous peoples from their community. As well,
the Guest Elder will initiate a discussion with students as to the significance of the
lands of National Parks to Indigenous peoples such as Writing on Stone National
Park, and Banff National Park.

After 15-20 minutes of discussion, break students out into small groups for the
following activity:

Encourage Students to engage the Guest Elder in providing perspective as they

zero in on specific facts related to the Parks theyve chosen, and consider the
following questions. Using the map created in Lesson One, as well as Google Earth
and focusing specifically on the National Parks chosen in Lesson One, students can
situate themselves geographically to help answer the following questions:
Specifically, what impacts do the number of visitors to National Parks, being that
many are sacred sites or contain sacred sites to Indigenous peoples, have on
Indigenous peoples. Should there be entrance fees to National Parks? What are
the pros and Cons of an Entrance Fee? Should National Parks restrict the number
of Visitors? Students will break into groups of 3-5 students and discuss the positives
and negatives related to park visitation from an Indigenous perspective? Students
are to record their findings of the pros and cons to park visitation on their groups flip
4 chart.

1. What are wildlife corridors and why are they important? Are there any in our
National Parks? Do the corridors continue outside of the parks?

2. What are wildlife underpasses and overpasses and how and why are they used?

3. How can we consider the findings of our previous lesson on Waste In our World to
ensure we are respecting our National Parks and their importances in the best way

In their discussion groups, and with input from the Guest Elder and Teacher,
students will consider the following:

Students will come back together as a class and discuss how we can continue to
protect our National Parks based on our findings from previous discussions and the
information provided by our Guest Elder. Students will record their findings on the
KWL charts as well as provide capture 3 key findings on how or why to protect
National Parks. These findings will be recorded in their portfolio.
Resources for the teacher:
(how do we protect national parks)
(Dont love our parks to death)

(geography related lesson plans)

Week Lesson Title Details

Guiding Question:
How do you keep healthy and active on the road trip?
In their working groups have students brainstorm ideas, come together as a class
How do you and formulate ideas on board. (Hiking, rock climbing, swimming, outdoor ed. ideas,
keep healthy Phys Ed. activities, health, Healthy eating, mental health activities)
Ask class if their destinations in Alberta would deter them from certain ideas, or
and active on
enhance their ideas? Discuss/debate/exchange ideas.
the road trip?
Instructional Supports:

Remind students that Physical activity is one of the priority areas of comprehensive
school health. Canadas Physical Activity Guide recommends at least 60 minutes of daily
physical activity.

Healthy eating is also one of the priority areas of comprehensive school health. Although
5 the nutritional requirements of young people vary with age, sex and activity level, all
children and youth benefit from a well-balanced approach to eating. Even on a budget,
the need for variety and moderation in a balanced diet is important for many health
reasons - ask why this is important.

Encourage students to explore the connections among physical activity, emotional

wellness and social wellness, especially on a class field trip/road trip, while also
examining the impact of environmental factors on personal health--exposure to the
sun, second-hand smoke, noise, extreme cold/heat, etc.
Discuss group dynamics when on a road trip - what is important to remember? -
behaviours that show respect for the feelings of others? Help students recognize
that individuals can have a positive and negative influence on the feelings of others
which can impact the success of field trips.

Have students use iPads/computers to look at websites for further ideas to assist
with this task (see task below):

Provide Alberta Health Services document on Tips to spend less money on food for
budgeting help when meal planning for the road trip

5 Performance Assessment Task

Criterion #1 - Healthy Meal Plan on a Budget for the Road Trip

Students will discuss in their groups the pros and cons of healthy eating when
travelling as a group. Students will then menu plan for their road trip, keeping in
mind healthy, balanced food options, budgeting skills, and may use any of the above
type resources such as Canadas My Food Guide App, menu planning templates
found online, etc. Keeping in mind food storage and safety tips.

Teacher Materials - teacher(s) will provide menu planning templates and Canadas
Food Guide handouts as well as a Student Self-Reflection Tool based on the rubric
to assist students in ensuring they have planned a well-balanced menu for the
duration of the road trip to add to their weekly portfolio.

Criterion #2 - Daily Physical Activity Plan for the road trip - free activities

Students will discuss in their groups a plan for daily activity on their road trip -
ideas can be for safe movement or mental wellness ideas while on the bus as well
as planned active activities once reaching their daily destinations each day and
throughout each day if desired. Reminding students to keep in mind both time and
money budgets. Students may use any of the above resources, or others they find
on their own.
Teacher Materials - the student self-reflection tool above will have a section for the
daily physical activity portion of this assessment as well.

Criterion #3 - Journal/Photo/Video Essay to Document Healthy Active Road Trip


As a final task to document their road trip and utilize their artifacts from their weekly
portfolios (including completing their budget), students will document their daily
adventures using a daily journal, photo essay, video documentary of their trip, or
other desired option (pre-approved by the teacher) to include their daily journey,
menu plan, physical activities, and daily Alberta discoveries including environment
geography of the road trip adventures from their last 5 weeks of road trip planning.
5 The rubric we create with then remind them of the various writing
conventions/presentation skills needed to create a final project. Students will use
this document to create their final presentation to the class to convince students and
teachers of their suggested field trip destination. Students will vote on presentations
for final field trip destination. Students will share their project with one other group
to provide and receive peer feedback for their projects.

Teacher Materials - teacher(s) will provide exemplars and a Peer Coaching Tool to
assist students in providing constructive peer feedback for one anothers projects.