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Unit Planning Organizer

Subject: Social Studies Grade: 1

G.L.O: 1.2 Moving Forward with the Past: My Family, My History and My Community:
Students will demonstrate an understanding and appreciation of how changes over time have
affected their families and influenced how their families and communities are today

Unit/Topic: Changes through Time

Unit Duration: 4 weeks

1. Unit Overview – Critical Inquiry Question

How has our community changed through time?

2. Focusing Questions for Lessons (Related questions)

1. What is change through time? What is the past?

2. How can communities change through time?
3. How do people and events make things change through time? Senator Buchanan
4. How has Lethbridge changed through time? Why does it matter?
5. How has Senator Buchanan changed through time? Why does it matter
6. How has changes affected our lives?
7. Culminating task

3. Specific Learning Outcomes for Unit (assessed by culminating task)

Knowledge:

1.2.2: analyze how their families and communities in the present are influenced by events
or people of the past by exploring and reflecting upon the following questions for inquiry
 In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, ways of life)? (CC, TCC)
 How have changes over time affected their families and communities in the
present? (I, TCC)
 In what ways have Aboriginal, Francophone and diverse cultural groups
contributed to the origins and evolution of their communities over time? (CC, I,
TCC)

Attitude:

1.2.1: appreciate how stories and events of the past connect their families and
communities to the present:
 recognize how their families and communities might have been different in the
past than they are today (CC, TCC)
 appreciate people who have contributed to their communities over time (CC, I,
TCC)
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Skill:

1.S.2: develop skills of historical thinking

 differentiate between activities and events that occurred recently and long ago

1.S.5: demonstrate skills of cooperation, conflict resolution and consensus building

 consider the ideas and suggestions of others
 work and play in harmony with others to create a safe and caring environment
 demonstrate a willingness to share space and resources

1.S.7: apply the research process:

 ask questions to make meaning of a topic
 compare and contrast information gathered

1.S.8: demonstrate skills of oral, written and visual literacy:

 interact with others in a socially appropriate manner
 respond appropriately, verbally and in written forms, using language respectful of
human diversity
 listen to others in order to understand their point of view

Lesson Overviews

Lesson #1: What is change through time? What is the past?

Outcomes and Length of Lesson Procedure Materials and Assessment
Objectives Lesson Resources
1.S.2: develop skills of 65 mins 1: introduce unit- Poster labelled long Formative- cooperation
historical thinking looking at how “how has ago and recent and participation
Lethbridge changed through partner/ large
1.2.2: analyze how their through time? Ask, and Oversize My World group work
families and explain what change text
communities in the through time means
present are influenced Community: Now
by events or people of 2. Bring out large poster and Then text
the past by exploring with sections labelled:
and reflecting upon the past and present, Pictures of self
following questions for
inquiry 3. Discuss terms: past vs.
 In what ways now
has my - use oversize My World
community text to show examples
changed over
time (e.g., 4. Activity- student
original paired reading of My
inhabitants, Community: Then and
ancestors, Now. (encourage reading
generations, but explain how pictures
ways of life)? on each page show
(CC, TCC) something from the past
and how it is now.
Encourage identify
which is which and to
look for differences and
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similarities) What did we
notice? How can we tell
if something is recent or
from long ago?
 Activity- print
off picture from
book along with
others and have
students place
them into long-
ago or recent
category-
explain to class
what they think
and why
Appreciating items from
long ago
 Why do we
keep things
from the past?
 What can they
teach us about
the past?
 Why are some
old things
important to us?
 Do you think
that old things
can give us
information
about why
things are like
this in the
present?

6. Conclusion- my
changes through time, 5
pictures of me from baby
to present

Lesson #2: How can communities change through time?

Outcomes and Objectives Length of Lesson Procedure Materials and Assessment
Lesson Resources
1.2.2: analyze how their 60 mins 1: Review- what did we My World oversize Formative: Venn
families and learn about change text- Hutterite diagram answers,
communities in the through time? How do pictures, story of participation,
present are influenced by we tell if something has Calgary through cooperation
events or people of the changed through time? time
past by exploring and
reflecting upon the 2: Activity: Interpreting Venn Diagram on
following questions for photos: Hutterite board
inquiry colonies from My World
 How have big book- class Venn
changes over diagram for students to
time affected input their answers
their families  which is from
and the past and
communities in which is from
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the present? (I, the present
TCC)  what do the
photos show?
1.2.1: appreciate how  Where do you
stories and events of the think they were
past connect their taken
families and  How are the
communities to the photos the
present: same?
 recognize how Different?
their families  What do they
and tell us about
communities how Hutterite
might have been peoples live?
different in the
past than they 3. Read to group: How
are today (CC, has Calgary changed
TCC) through time? From My
World oversize book
1.S.2: develop skills of  What types of
historical thinking things did we
 differentiate notice that
between changed?
activities and  Did any events
events that of people
occurred inspire this
recently and change?
long ago
4: Conclusion: in what
1.S.5: demonstrate skills ways can communities
of cooperation, conflict change? Start thinking
resolution and consensus about why this change
building happens?
 consider the
ideas and
suggestions of
others
 work and play
in harmony with
others to create
a safe and
caring
environment
 demonstrate a
willingness to
share space and
resources

Lesson #3: How do people and events make things change through time?
Outcomes and Length of Lesson Procedure Materials and Assessment
Objectives Lesson Resources
1.2.2: analyze how their 60 mins 1: Review- what have we Mini presentation Formative: worksheet
families and talked about so far? cards about
communities in the Things changing through Lethbridge
present are influenced time, communities influential figures
by events or people of changing through time?
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the past by exploring What causes these types Most influential
and reflecting upon the of changes? person worksheet
following questions for
inquiry 2: Mini presentation- So you think you
 How have Lethbridge most know Lethbridge
changes over influential people and text
time affected events
their families 1. Red Crow
and 2. Nicholas Sheran
communities in 3. Elliot Galt/ Galt
the present? (I, Family
TCC) 4. William
Lethbridge
1.2.1: appreciate how 5. Charles
stories and events of the Magrath
past connect their 6. William
families and Henderson
communities to the 7. Lillian Parry
present: 8. William
 recognize how Buchanan
their families
and 3: Activity- most
communities influential person
might have worksheet
been different
in the past than 4. Conclusion: how do
they are today past people and the
(CC, TCC) events they create shape
the world for people of
today

Lesson #4: How has Lethbridge changed through time? Why does it matter?
Outcomes and Length of
Objectives
1.2.2: analyze how their
families and
communities in the
present are influenced
by events or people of
the past by exploring
and reflecting upon the
following questions for
inquiry
 How have
changes over
time affected
their families
and
communities in
the present? (I,
TCC)
1.2.1: appreciate how
stories and events of the
past connect their
families and
communities to the
Lesson Procedure Materials and Assessment
Lesson Resources
60 mins 1: Review- what have we Large pictures of Formative- students
learnt about change Lethbridge in accurately drawing/
through time? What different dates writing predictions
make things change? appropriately with
Remember how a Worksheets dates and class
community can change discussion content
through time?
2. Class activity: large
pictures of Lethbridge in
1850, 1900, 1950, 2000’s
 discuss what we
observe- write
down on large t-
chart
 add anything in
that will fill
gaps
3. Worksheets: in this
date I predict my
ancestors would have…
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present:  ask students to
recognize how their bring
families and worksheets
communities might home and ask
have been different in their parents to
the past than they are provide any
today (CC, TCC) information of
 appreciate ancestry
people who through
have generations in
contributed to Lethbridge
their
communities 4. Conclusion- what
over time (CC, were some of your
I, TCC) predictions? Why did
you make those
predictions?

Lesson #5: How has Senator Buchanan changed through time? Why does it matter?
Outcomes and Length Lesson Procedure Materials Assessment
Objectives of and
Lesson Resources
1.2.2: analyze how 60 mins 1: Review- what have talked about so far? How Smartboard/ Formative-
their families and did Lethbridge change over time? Do we think our video students
communities in the school has changed over time? work on
present are influenced Class drawing
by events or people of 2: Video- https://www.youtube.com/watch? pictures handout
the past by exploring v=_5QCry64KP8
and reflecting upon Class discussion- what did we notice about this Drawing
the following video? How have things changed around the assignment
questions for inquiry school and the community? Do you think any of handout
 How have these changes affect us now?
changes over
time affected 3: Show class picture from grade 1 year, and
their families kindergarten- discuss changes: who’s here, who’s
and not? What types of things changed in our school
communities over the last year?
in the
present? (I, 4: Drawing assignment- what is one thing that has
TCC) changed over the last year that has made our
school community better? Or if you weren’t at this
1.2.1: appreciate how school what were you doing last year and why is
stories and events of this year better?
the past connect their
families and 5: Conclusion: allow students to share what they
communities to the chose and explain why their community is better
present: because of changes over the last year
recognize how their
families and
communities might
have been different in
the past than they are
today (CC, TCC)

Lesson #6: How can we change things in our community to make it better for people in the
future?
Outcomes and Length of Lesson Procedure Materials and Assessment

Objectives Lesson
1.2.2: analyze how their 60 mins
families and
communities in the
present are influenced
by events or people of
the past by exploring
and reflecting upon the
following questions for
inquiry
 How have
changes over
time affected
their families
and
communities in
the present? (I,
TCC)
1.2.1: appreciate how
stories and events of the
past connect their
families and
communities to the
present:
recognize how their
families and
communities might
have been different in
the past than they are
today (CC, TCC)
Lesson 7: Culminating Task
Outcomes and Length of
Objectives
1.2.2: analyze how their
families and
communities in the
present are influenced
by events or people of
the past by exploring
and reflecting upon the
following questions for
inquiry
1.2.1: appreciate how
stories and events of the
past connect their
families and
communities to the
present:
recognize how their
families and
communities might
have been different in
the past than they are
today (CC, TCC)
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Resources
1: Review- what have we Poster paper Formative- student’s
done? How has change planning proposals
impacted us and made Planning worksheet
our lives better? Do you
think we could have an
impact on changing the
future for our
community?
2: Class brainstorm- now
that we have talked about
the past and present
states of our
communities what things
would we change to
create a better life for
people in the future
3. Introduce final task-
art project, something I
would change to make an
impact on my
community in the future
4. Conclusion- partner
share then class
discussion: what types of
things have people
decided on?
Lesson Procedure Materials and Assessment
Lesson Resources
60 mins 1: Introduction- talk Journals Summative: student
about project, review of drawings and journal
what has been covered entries
2: Work time
3: When students finish
their drawing give them
final part of assignment:
journal entry; “I chose to
change_____ to make
my community better
because…
4: Gallery walk/ table
sharing/class
presentations
5. Conclusion- what did
we learn through this
unit? Introduce next unit
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1.S.2: develop skills of
historical thinking

1.S.8: demonstrate
skills of oral, written
and visual literacy:

Performance Task:

The Change I Want to Make

Description:
Throughout this unit students will be exposed to information that explains how things have
changed through time, and how these changes affect people currently living within the
communities in the present. Students will gain exposure to some of the powerful events and
people who shaped our community into what it is today. This task allows them to apply the
knowledge they have gained from this unit and become these important people themselves.
Student’s will be given the opportunity to identify one aspect of their community from the
present in which they would like to change in order to provide a positive effect on future
community members. This assignment will be done in the form of an art project in which will
encourage students to develop their drawing skills, and creative thinking. The assignment will
require to draw a picture, and then coloring it in with pastels in which shows what they would
change to positively affect the community in the future. This assignment will allow students to
demonstrate an understanding that people, and events are central in change throughout time, and
that change can often lead to positive outcomes for future generations.

Upon completion of the assignment students will be required to write a brief journal entry in
which will lead with the prompt “I chose to change__________ to make my community better
because….” This question will require students to explain what their thinking was in completing
this assignment and provide evidence on how this change will have an effect on the ways in
which future family and community members live.

This task uses cross curricular aspects to engage with learning outcomes from the art, social
studies and language arts curriculums. By engaging with this type of assignments students are
encouraged to critically think about potentially deep and controversial issues in order to identify
ways in which they could change the future of our community. The assignment will end with the
opportunity for students to present their work to either the entire class, or within small groups.

Objectives:
Art:

- Component 10 (ii) - SUBJECT MATTER: Students will develop themes, with an

emphasis on personal concerns, based on:
o Manufactured and Human made things
o Fantasy
- Component 10 (iii) - MEDIA AND TECHNIQUES: Students will use media and
techniques, with an emphasis on exploration and direct methods in drawing,
painting, print making, sculpture, fabric arts, photography and technographic arts
o Use drawing tools to make a variety of lines—curved, straight, thick, thin,
broken, continuous.
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o Use drawing tools to make a variety of shapes—open, closed forms;
straight, curved forms; geometric (rectangles, squares, circles and
triangles) and free form.
o Make drawings from direct observation

Social Studies:

- 1.2.2: analyze how their families and communities in the present are influenced by
events or people of the past by exploring and reflecting upon the following questions
for inquiry
- 1.2.1: appreciate how stories and events of the past connect their families and
communities to the present

Language Arts:

- 2.4: Create original texts

o write, represent and tell brief narratives about own ideas and experiences

Rubric

Resources
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Our World My Community: Oversize text- this book will be used to highlight key aspects of
change through time. Examples from pages will be used for identification activities, story-telling,
and developing key concepts.

Community now and then: These books will be used for first lesson to allow students to explore
concept of change through time. Book shows examples of pictures from long ago, and ones taken
more recently. This book will allow students to work together to discover distinguishing
elements between things from the past.

So, you think you know Lethbridge for kids: this book provides simple details about key figure
and events central to the ways Lethbridge has changed throughout time. Information can be used
to provide background knowledge of changes in Lethbridge throughout the years in lesson 6.

Video: Senator Buchanan 60 year anniversary: This video will show the school has changed
since the beginning. Provides examples of the school throughout the years, key changes, and
important aspects of the more recent community.