Mini-Unit Plan Template

Individual Shield 1

Title of Mini-Unit Grade Level

Social Studies 3 lessons (1=30 min,

2=30 min, 3=30-45 min)
Subject Time Frame

Sophia Larney and Kate Ventura

Developed By

Learning Outcomes

What relevant goals will this unit address?

(include all relevant GLO(s) & SLO(s)

 GLO 1.1 ​Students will demonstrate an understanding and appreciation of how identity
and self-esteem are enhanced by their sense of belonging in their world and how active
members in a community contribute to the well-being, growth and vitality of their groups
and communities.

SLO 1.1.1 value self and others as unique individuals in relation to their world:

• SLO 1.1.1.1 appreciate how belonging to groups and communities enriches an

individual’s identity (I)

• SLO 1.1.1.2 appreciate multiple points of view, languages, cultures and experiences
within their groups and communities (C, CC)

SLO 1.1.2 value the groups and communities to which they belong:

• SLO 1.1.2.1 demonstrates a willingness to share and cooperate with others (C, PADM)

SLO 1.1.3 examine how they belong and are connected to their world by exploring
and reflecting upon the following questions for inquiry:

• SLO 1.1.3.1 What different types of communities or groups do you belong to? (CC)

• SLO 1.1.3.2 What helps us to recognize different groups or communities(e.g.,

landmarks, symbols, colours, logos, clothing)? (CC)

• SLO 1.1.3.3 In what ways do we belong to more than one group or community at the
same time? (CC, I)

Essential Questions

What provocative questions will foster inquiry into the content?​ ​(open-ended questions
that stimulate thought and inquiry linked to the content of the enduring understanding)
 What is community? (OO)

What communities do we belong to? (GT) → synthesize ideas

Why are communities important to be a part of? (How does belonging to a community
make you feel?)

How do we show people what communities we are a part of? (symbols, displays)

What images does Alberta use to show their community?

Knowledge: Skills

What knowledge will students acquire as a
result of this unit? This content knowledge
may come from the indicators, or might also
address prerequisite knowledge that
students will need for this unit.
What skills will students acquire as a
result of this unit? List the skills and/or
behaviours that students will be able to
exhibit as a result of their work in this
unit. These will come from the indicators.

Students will know what a community is and
how to recognize different communities, how
to identify and interpret symbols, what
symbols represent Alberta and Canada.
Students will be able to understand how
belonging in a community makes them
feel, how to cooperate and share with
peers, how to recognize symbols that
represent important things.

RATIONALE

We chose to focus the lessons around the creation of the shield as a way to show students
individual connections to communities around them. These lessons also act as a way for
students to scaffold their understanding of what it means to be apart of communities, and
reflect/respond/engage with peers point of views, too.

Our linked lessons are based around key quotes from the Social Studies Program of Studies for
Grade 1. The POS explains Grade 1 as “an introduction to​ active​ ​and responsible citizenship
and introduces the ​concept of community​. The concept of historical thinking is applied to the
study of community. Grade 1 students will be given opportunities to further develop self-esteem
by ​examining their own identity in relationship to groups and communities​. Learning about the
well-being, growth and vitality of the diverse groups to which they belong will help to build the
foundations of ​active and responsible citizenship​.”
Lesson one begins with the read aloud integrates literacy into the classroom, and introduces
students to the term ‘community’ through a story. Bringing literature into the classroom allows
students to become familiar with texts, and having pre-reading and post-reading activities
engages students to think about how the text relates to their own lives. Having read-alouds in
class also aligns with PEN Principle #11: Find the Story Behind the Fact, by giving students a
story to associate with new information and terminology.

Yarn Exercise: Using an activity to engage students, get them on their feet, and to actively
engage students in the subject matter. By inviting students to think about their own interests,
they begin to make the connections between their own lives and the communities they are a
part of. The yarn activity also integrates novelty into the lesson, and ideally acts as a visual
mnemonic for students to remember the activity in lesson three.

Having formative assessments throughout lessons where, as a teacher, you are actively
observing students and assessing who participates and how well the students seem to be
understanding the material. Having the ‘Think, Pair, Share’ activity streamlines the process by
giving students the opportunity to think about their response, get a different opinion from a peer,
and then share with the class.

Lesson 2 begins to scaffold towards the performance task by introducing students first to
symbols and how these are associated with different themes/places. Then students are
introduced to existing symbolizations of community through the Canadian and Alberta shield.
Then as a collective, create a class shield so students have an idea of how to make connections
between a community they are a part of and what symbols might represent that. Vygotsky
theorizes about this through his concept of the Zone of Proximal Development in which a
teacher provides supportive steps to a student in order for them to eventually succeed
independently.

The third lesson introduces students to the final performance task of creating their own
individual shield. Some key factors in deciding this as our performance task was that we were
able to find existing lesson plans that incorporated shields in Grade 1 classrooms. By using
other resources, and comparing our plans, we were able to create a reliable and fair
performance task and assessment, because we could cross-reference with proven reliable
assessments. As beginning teachers, it’s important that we can connect with resources like
LearnAlberta and the UofL Curriculum Laboratory to reference existing teacher resources.

This lesson also incorporates formative assessments throughout work time, using techniques
like “Fist of 5” to gauge student progress on their projects. This comes from Embedding
Formative Assessment by Dylan William, which outlines how formative assessment can give
both students and teachers an idea of where they’re at and where help or more time might be
needed.
LESSON ONE ​: Introducing Community and the Communities we Belong To

Stage 1: Desired Results

General 1. ​ tudents will demonstrate an understanding and

​GLO 1.1 S
Learning appreciation of how identity and self-esteem are enhanced by
Outcome(s) their sense of belonging in their world and how active members
in a community contribute to the well-being, growth and vitality of
their groups and communities.

Specific 1.​ •​ SLO 1.1.1.1​ appreciate how belonging to groups and communities
Learning enriches an individual’s identity (I)
Outcome(s)
2. • SLO 1.1.1.2​ appreciate multiple points of view, languages, cultures
and experiences within their groups and communities (C, CC)

3. ​•​ SLO 1.1.2.1​ demonstrates a willingness to share and cooperate

with others (C, PADM)

4. ​•​ SLO 1.1.3.1​ What different types of communities or groups do you

belong to? (CC)

5. ​• SLO 1.1.3.3​ In what ways do we belong to more than one group or

community at the same time? (CC, I)

6. SLO 1.S.5.2 ​ work and play in harmony with others to create a safe
and caring environment

7. SLO 1.S.5.3​ demonstrate a willingness to share space and resources

8. SLO 1.S.8.1​ interact with others in a socially appropriate manner

Learning Students will:

Objective(s)
● Understand how their individual interests connect to their place in
different communities.
● Recognize how others are different than them, while understanding
that these differences also connect them
● Develop a general understanding that their actions affect the lives of
others
 ● Appreciate the value of belonging to different communities

Stage ​2: Assessment Evidence

Summative N/A Formative ·​ ​ Triangluation (observe the

Assessment Assessment activity, facilitate discussion
about interests, communities, and
interconnectivity)

Stage ​3: Learning Experience

Tech to ·​ N/A Resources ·​ Ball of yarn, book

Do to Bring

Time Content/Description Notes

10:15-10:25 Title: ​Read-Aloud Observe student

Counting on Community by Innosanto Nagara participation and
5-7 minutes student listening
● Pre-reading activity: skills. If
○ Show the cover of the book. ​Who has
throughout
heard the word community before?
reading students
○ Anyone have an idea of what this might be
about?
start to lose
○ Communities are groups that we belong to. attention, bring
While we’re reading you’re going to pay class back by
attention to different things you recognize posing a
from your own life. question to the
● Post reading questions: group about the
○ What did you see or hear while we were text, or asking
reading the book? ​(Family, food, soccer
students to show
ball, parties, animals, friends, etc.)
you what good
○ These all represent and symbolize different
communities. Communities are groups we
listening looks.
belong to based on interests. Families,
schools, classrooms, neighbourhoods are
 all examples of communities. Often,
communities are places where we get to
spend time doing something we are
interested in.

10:00-10:15 Title: Web of Community Need a ball of

yarn
15 minutes ● Introduce Activity:
During the
Now we are going to stand up in a circle and activity, observe
do an activity to think about our interests, the students and
hobbies, and communities. their interests

○ Student 1 will hold the ball of yarn and After the first
say “My name is __ and I like to ___. lesson, record
Who else likes to ___? ” Students who your
like that activity will raise their hand observations in
○ Student 1 will hold on to one end of the order to
yarn and toss it to one person who formatively
shares your interest/activity. assess their
○ Person who receives the ball interests, and be
continues. Repeat until everyone has able to provide
connected. ideas for
○ Invite one student to gently tug on their students who
piece of yarn in their hand - other are stuck in
people can feel that. ​We are all part of lesson 2.
different communities/have different
interests but we’re all interconnected in
one community.
○ After collecting the yarn, ask the
students to take a seat.

10:25-10:40 Title: Our Communities Brainstorm Observe and

record students
10 minutes ● Begin by stating that we are all members of the contributions to
classroom community, school community, Alberta the discussion,
and Canada communities.
specifically
○ Give examples of communities you are a
looking for depth
part of
and quality of
● Think, Pair, Share
their comments.
○ ‘Now that you know what a community is,
take a minute to think about what
communities you are a part of”
 ○ ‘With an elbow partner, share some of the
communities you are a part of’
○ After a few minutes of discussion, bring the
class back together and ask some
essential, discussion-leading questions
■ ‘What communities are your
partners a part of?’
■ ‘What communities are we all a
part of?’

10:40-10:45 pm Title: Conclusion/ Summary of Learning

5 minutes ● Recap what a community is/looks

like/examples of communities

Reflections What went well?

and Follow Up

What needs improvement?

What do they understand well?

What needs to be reviewed tomorrow?

Overall comments:

LESSON TWO: ​Understandings symbols and how they connect to the

Alberta/Canada shield. Make a Class Shield
 Stage 1: Desired Results

General 1. 1.1 My World: Home, School, and Community

Learning
Outcome(s) Students will demonstrate an understanding and appreciation of how
identity and self-esteem are enhanced by their sense of belonging in
their world and how active members in a community contribute to
the well-being, growth and vitality of their groups and communities.

Specific SLO 1.1.1 value self and others as unique individuals in relation to
Learning their world:
Outcome(s)
• SLO 1.1.1.1 appreciate how belonging to groups and communities
enriches an individual’s identity (I)

• SLO 1.1.1.2 appreciate multiple points of view, languages, cultures

and experiences within their groups and communities (C, CC)

SLO 1.1.2 value the groups and communities to which they belong:

• SLO 1.1.2.1 demonstrates a willingness to share and cooperate with

others (C, PADM)

SLO 1.1.3 examine how they belong and are connected to their
world by exploring and reflecting upon the following questions for
inquiry:

• SLO 1.1.3.1 What different types of communities or groups do you

belong to? (CC)

• SLO 1.1.3.2 What helps us to recognize different groups or

communities(e.g., landmarks, symbols, colours, logos, clothing)? (CC)

• SLO 1.1.3.3 In what ways do we belong to more than one group or

community at the same time? (CC, I)

Learning Students will:

Objective(s)
-Understand how they belong to multiple communities
-Appreciate different cultures
-Lean what symbols represent Alberta and Canada
 Stage ​2: Assessment Evidence

Summative Formative Observe and record student

Assessment Assessment performance (triangulation)

Stage ​3: Learning Experience

Tech to PowerPoint with Resources ● Printed out words,

Do photos of to Bring sets of images to
Canadian/Alb
match, poster paper
ertan Shields
with shield
template, markers

Time Content/Description Notes

Xx:xx pm Title: Introducing Symbols Have students

gather in a
3-5 minutes ● Recap what communities are, and how they are group in the
represented. Ask: ​Show of hands - who remembers
carpet area
what a community is? Does anyone have an
example of a community they are a part of?
Show of hands
● Give a brief overview of what symbols are, and how
gives a
they represent different things by providing
examples of symbols that represent different
snapshot of how
communities. well previous
information was
retained

Xx:xx pm Title: Matching Symbols Observe and

record how well
7-8 minutes ● Different words (5) will be placed around the room students are
○ In pairs students will match one symbol to interacting/coop
their corresponding word, and will have to erating with
determine which word their image fits best each other in
under (i.e. “LOVE” would be paired with a
 heart symbol, “HAPPY” would be paired order to asses
with a smiling face, “CANADA” would be SLO 1.1.2.1
matched to an image of a beaver)
● Go through 2-3 word/symbol, and get the class to
explain why each image pairs with each word
○ Do more or less depending on time

Xx:xx pm Title: Alberta and Canada Shields Give students

the opportunity
10 minutes ● Show photos of the Albertan and Canadian shield to use their prior
○ Begin by asking the students to guess what
knowledge to
different parts of the shield symbolize
guess what
○ Ask about colours (i.e what might the blue
represent?)
each section of
● Dissect and explain the main components of both the shields
shields and what they represent (see attached represent.
shield diagrams) Formatively
○ AB assess and
■ Red St. George's Cross on a white observe depth
background= british heritage/ of
canada's official colours
understanding
■ Azure blue skies = alberta official
symbolism.
colour
■ Snow-capped mountains,green
hills, prairie land and a wheat field
in front= the four types of land in
Ensure to
Alberta
○ CAN (5 sections- 4 other communities make
connect
up top half) symbols back to
■ 3 golden lions = ties to England how they
■ Red lion= ties to Scotland represent a
■ harp= ties to Ireland certain
■ fleurs-de-lis= ties to France community
■ Maple leaves= national symbol of
Canada as a community

5 minutes BRAIN BREAK- Go Noodle (video)

Xx:xx pm Title: Building a Class Shield Formatively

assess and
10-12 minutes ● As an entire class, begin to brainstorm and observe the
create some symbols that represent the quality of the
ideas being
 classroom community, and integrate them into brought up, and
the shield ensure
○ Ask the class guiding questions such as understanding
“what would be a good symbol for of key concepts
friendship?” “what symbol might
represent the classroom?”
● As the discussion moves forward, put the
discussed symbols onto the shield, which will
become a sample for the performance task.

Xx:xx pm Title: Conclusion

5 minutes ● Reiterate how symbols represent communities

● Ask students to start brainstorming what type of
symbols they would want to put on their own shield,
and what those symbols represent (as a way to
introduce the third lesson/assessment task)

Follow What went well/what did the students enjoy?

Up/Review for
Tomorrow What needs improvement?

What do they understand well?

-
LESSON THREE: ​Creating Individual Shields

Stage 1: Desired Results

General 1.1 Students will demonstrate an understanding and appreciation of how

Learning identity and self-esteem are enhanced by their sense of belonging in
Outcome(s) their world and how active members in a community contribute to the
well-being, growth and vitality of their groups and communities.

Specific
Learning
Outcome(s) SLO 1.1.3 examine how they belong and are connected to their
world by exploring and reflecting upon the following questions for
inquiry:

• SLO 1.1.3.1 What different types of communities or groups do you

belong to? (CC)

• SLO 1.1.3.2 What helps us to recognize different groups or

communities(e.g., landmarks, symbols, colours, logos, clothing)? (CC)

• SLO 1.1.3.3 In what ways do we belong to more than one group or

community at the same time? (CC, I)

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

1.S.4 demonstrate skills of decision making and problem solving

Learning Students will decide how they want to visualize their shield (painting,
Objective(s) sculpture with play-do, drawing)

Students will create their own shield that represents a community (or
communities) that they are a part of

Stage ​2: Assessment Evidence

Summative Final Shield Formative Observing students while working
Assessment product + filmed Assessment
explanation of “Fist of 5”
symbols

Stage ​3: Learning Experience

Tech to ​PowerPoint slide of symbols, Resources Project craft supplies (play-do, markers, pencil
etc. crayons, construction paper, glue, paint,
Do to Bring scissors), samples of symbols and what
they mean, yarn, template for shield.

Time Content/Description Notes

Xx:xx pm Title: Circle Introduction Formatively

assess and
10 minutes -Have students sit in a circle in the classroom. record students
Look at the class shield that was created ability to recall
yesterday. Ask students to remember how the what was
pictures/symbols relate to the class. previously
learned.
-Hold up the ball of yarn and ask students if they
remember what we used it for a couple of days
ago. Remind them to think back to their interests
and how those connect with the communities
they are a part of. Think for 1 minute, pair for 2
minutes, share for 3 minutes.

- “We looked at the shields for Canada and

Alberta, and made a class shield that represented
things that were important to us. Now we’re going
to make individual shields that symbolize what is
important to you and the communities you are a
part of.”
Xx:xx pm Title: Introduction to Performance Task Show list of
sample symbols
10 minutes 1. Explain the performance task to students: that students
making individual student shields can pull
2. Include at least 3 symbols on your shield inspiration from
that represent you, your interests, and the
communities you’re a part of Differentiation:
a. Should include colours (not just Students can
pencil) use different
3. They will get an outline of a shield - they mediums,
can use it as a guide to fill in, or option to students can be
represent their shield in a different way given a list of
4. Inform students that they will be asked to images/symbols
explain their symbols to the class to be they might want
used for summative assessment. to include.
a. “What does each symbol
represent?”
b. “How does the chosen symbol
represent ___”
c. “Why did you choose each
symbol?”
d. “What do the colours represent?”

Xx:xx pm What the students What the teacher is doing: Formatively

are doing: assess how far
15 minutes - Walking around and observing students have
-Working on students, prompting students
come/ how much
creating a shield who are struggling, asking
more time is
students to explain their ideas
-Helping each as they create
needed using a
other with - helping to brainstorm some fist of five
ideas/execution
ideas if necessary assessment (1
need way more
time, 5 project
complete)

5-7 minutes BRAIN BREAK- Simon Says

Xx:xx pm What the students What the teacher is doing: Differentiation:

are doing: -Walk around and observing Students can
10 minutes what symbols are emerging work wherever
 -Continue working -More attention to students they are
on a shield who are struggling or require comfortable
differentiation
Students
requiring a quiet
place to work
can work in a
separate area of
the classroom/in
the library

Xx:xx pm Title: Closure Formatively

assess how far
5 minutes Grab Attention: ​Eyes on me in 5-4-3-2-1 students have
Assess how much more time is needed using Fist
come/ how much
of Five
more time is
Have students clean up their working spaces and
place their shields in a designated area.
needed using a
fist of five
When I say go: assessment (1
-Make sure your name is on your shield, need way more
-Put your shield in (designated area)
time, 5 project
-Clean up your workspace
-Come take a seat on the carpet complete)

Reflections For next class…

and Follow Up
● Give allotted time for completion of shield
● Sit in a circle and get each student to share their shields, while
being asked the three prompting questions (“What does each
symbol represent?”, “How does the chosen symbol represent
___”, “Why did you choose each symbol?”, and “What do the
colours represent?”
Performance Valid:
Task validity,
reliability, and - Covers a comprehensive grouping of SLOs within the PoS
fairness - Cross-referenced with existing lesson plans and curricular
resources from LearnAlberta (learnalberta.ca)
- Uses age-appropriate language and themes
- Appropriately samples from the curriculum and achieves the
overarching target of understanding community within the SS
Program of Studies

Reliable:

- Reducing Systematic Error: Age appropriate written language,

clear and concise guiding questions
- Reducing Random Error: Allow students to choose where they
work/make adjustments as needed

Fair:

- Students who are not necessarily artistically inclined are given

the option to pull from samples shown, and can ask the
instructor for help formulating symbols
- Supplies used are from the classroom, so everyone will have
access to the same resources
- Homework is not assigned, so students with issues at home
are not disadvantaged

(EXAMPLE) Recording the Observations/Formative Assessments:

STUDENT Contribution to Symbols being Comments

discussion used

Billy

Bobby
Sample Symbols to be shown in class (from activity and samples in lesson 2):

represents family

represents school

represents sports
 Performance Assessment Task: Individual Shield

Now that we have made one as a class, it is time to make your own shield! This
shield will represent different communities you are a part of, as well as your
interests.

Make sure you….

O Include 3-5 symbols
O Colour your symbols and explain what the colour represents
O Explain why you chose each symbol
RUBRIC- Individual Shield

Level Excellent Proficient Adequate Limited​ * Insufficient *

Criteria (5) (4) (3) (2) (1)

Develops Develops Develops Develops No score is

Create 3-5 symbols that symbols that symbol that symbols that awarded
symbols that insightfully effectively somewhat ineffectively because there
represent their represents their represents their represents their represents their is insufficient
understanding of identity, identity, identity, identity, evidence of
the communities community, or community, or community, or community, or student
they are a part of interests . interests . interests . interests . performance
based on the
GLO 1.1 requirements of
the
SLO 1.S.4, assessment
1.1.3.3 task.

Defends Defends Defends Defends

choices using choices using choices using choices using
compelling convincing simplistic undeveloped
Explanation of reasoning. reasoning. reasoning. reasoning.
Symbols and
what they
represent

(Processes)

SLO 1.1.3.1,
1.1.3.2, 1.S.8

*​ ​When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention
to help the student improve.