Unit Title: Statistics and Probability Name: llison Stewart Sub!

ect(s):

Number of Lessons: 20 "at#

Time: (in weeks) $rade(s):

4 %

&ationale: Probability is present in many areas of daily life, from the weather to important business decisions. This unit is designed to introduce students to the concepts of probability using simple experiments. '(er(iew: This unit starts with simple bar graphs, highlighting important features and information, as well as the difference between first and second-hand data. Students then design and analyze double bar graphs to solve problems. Probability is then introduced through an analysis of Olympic data and the use of predictions. Probability vocabulary is used throughout, including the use of terms such as less li ely and e!ually li ely to describe outcomes. "any games and experiments are used to reinforce probability concepts, and lessons allow for students to analyze, change, and create games using their nowledge of probability and fairness. Prescribed Learnin) 'utcomes from *&Ps:
#$- differentiate between first-hand and second-hand data #% construct and interpret double bar graphs to draw conclusions #& describe the li elihood of a single outcome occurring using words such as o o o impossible possible certain '(, (), PS, *+

#, compare the li elihood of two possible outcomes occurring using words such as o o o less li ely e!ually li ely more li ely

Prere+uisite ,once-ts and Skills: )one Teac#er Pre-aration &e+uired: The teacher must preview the games and videos before teaching those lessons. "ultiple spinners must be collected and printed as well. -or sheets and a !uiz and test must also be developed for this unit. "ultiple materials, such as dice, coins, paperclips, popcubes, graph paper, and counters must also be collected.

,ross.,urricular ,onnections: This unit does not have any specific cross-curricular connections, but could easily be adapted to include some P. with the Olympics lesson, as well as science when distinguishing between types of data. /0tensions to Unit: This unit could easily be extended to include having students collect data over a period of time, such as weather, and completing graphs, predictions, and other probability related tas s with authentic first-hand data. /nother extension could be tying probability to game shows where students would both play and design game shows that could be filmed. Uni(ersal 1esi)n for Learnin) (U1L) and 1ifferentiated *nstruction (1*): Stru))lin). students who struggle may be given small group instruction during times when students are wor ing independently. These students may also be placed into mixed ability groups. 0or !uizzes those who need more time may be allotted time during recess to finish. /nric#ment. students who need enrichment may be allowed to design and implement more complex experiments with more possible outcomes. These students may also be tas ed with more challenging tas s, such as using more fractions in their wor with probability. 2e#a(iour. students with behavior concerns will be reminded of the expectations when needed. They may also choose to wor independently in a !uiet area of the classroom. U1L. "ultiple means of representation- information in this unit is provided in a mix of audio1visual, written, and discussion. "any demonstrations and hands on activities, such as games, are used to reach as many students as possible. "ultiple means of expression-students will express their learning through speech, written wor , experiments, and testing. They will also use self assessment to express their learning, successes, and struggles. "ultiple means of engagement- students will participate in many games, experiments, and other engaging activities. Seat wor , individual wor , group wor , and out of seat wor are all included. &esources: #tt-:33www4s#odor4or)3interacti(ate3acti(ities32ar$ra-#3 #tt-:33www.k54t#inkcentral4com3content3#s-3mat#3#s-mat#3ca3common3itools6int67890:%;5:5;;463-robability4#tml #tt-:33ellieni04blo)s-ot4ca320:;30;3remo(e.one.-robability.)ame4#tml "ath "a es Sense 2 http311nzmaths.co.nz1resource1im-spinning http311www.youtube.com1watch4v5Ou 6y789:i; http311www.edu.gov.mb.ca1 $%1cur1math1support<gr21full<doc.pdf http311www.bced.gov.bc.ca1irp1pdfs1mathematics1%==6math 6<2.pdf

Overview of 7essons3

Lesson < and Title (time in minutes)

PL's in lesson

(a)

*nstructional 'b!ecti(es (b) Teac#in) Strate)ies

Lesson cti(ities

ssessment Strate)ies

"aterials (S-ecific to T#is Lesson)

>$ ?ar @raph *eview 22 min

#$

AaB TS-?/T identify the important features of a bar graph and use them to represent data AbB -ebsite #iscussion

=ook. $ra-# *t. students will be put into pairs and given a variety of colours of popcubes. Students will be instructed to arrange their popcubes by colour in straight lines. The teacher will as !uestions li e how many more red do you have than blue4 /llowing time for discussion. Teacher will explain the next unit will be about graphing and data. 2ody. 2ar $ra-# &e(iew. students will be polled about the way they arrived at school. Tally mar s will be made beside various modes of transportation on the board. 0ollowing along on their whiteboards students will complete a standard bar graph with the teacher, discussing important features. 1iscussion. Students will participate in a

ssessment for Learnin). 'bser(ation. teacher will circulate to help students who struggle

Popcubes -hiteboards http311www.shodor.org1interacti vate1activities1?ar@raph1 Tic et out (hec list

discussion about what first-hand data is. ,reate *t. students will create a bar graph online or by hand using information they are given. They will print these graphs for mar ing. ,losure. Ticket 'ut. students will write down what first-hand data is. ssessment for Learnin). ,#ecklist. mar ed for appropriate features and correct representation of information. ssessment for Learnin). teacher will read tic ets to inform how much review is needed next lesson.

>% Second-hand #ata 22 min

#$

AaB TS-?/T identify the difference between first and second-hand data AbB #iscussion Seat wor Cenn diagram

=ook. *s T#is >irst. #and 1ata?. using thumbs up students will vote on various scenarios to decide if they are examples of first-hand data. 2ody. Second.#and 1ata. students will discuss what secondhand data is. They will use classroom newspapers to loo for examples of second-hand data to share with the class. @enn 1ia)ram. students will complete a venn ssessment for Learnin). 'bser(ation. teacher will observe discussion and note participation

Scenarios Cenn diagram outlines Post-its

ssessment of Learnin). @enn. teacher will mar for

diagram comparing first and second-hand data. Post.it @otes. students will come up with a !uestion they want answered. Three options for answers will be chosen and written on the board. ?oys will cast their votes with yellow post-it notes on the board, girls will vote with pin . Dsing the data and their whiteboards students will tally the results and answer simple !uestions as ed by the teacher. ,losure. Snowball. students will write an example of first or second-hand data on a snowball and trade with a partner to decide what type of data it is. AaB TS-?/T use a double =ook. bar graph to interpret "isre-resented data 1ata. students will AbB -hole class wor view two bar graphs, wor sheet one normal and one with the same data represented in a misleading way. They will have to spot the differences

correct information.

ssessment as Learnin). students will answer !uestion alone to test their nowledge. Two bar graphs with the same info represented differently -or sheets Post-its (hec list

>& #ouble ?ar @raphs 22 min

#%

and discuss. 2ody. 1ouble 2ar $ra-#. using graph paper students will follow along as the teacher creates a double bar graph using the data from the last class. ssessment for Learnin). ,#ecklist. teacher will mar for appropriate features and correct format.

*nter-retin). ssessment as students will be given Learnin). Self wor sheets with ssessment. students double bar graphs will assess their and simple !uestions performance. to complete using the information from the graphs. Post.it @otes. students will come up with a !uestion they want answered. Three options for answers will be chosen and written on the board. ?oys will cast their votes with yellow post-it notes on the board, girls will vote with pin . Dsing the data and their whiteboards students will tally the results and answer simple !uestions as ed by the teacher. This data will be used in the next class.

,losure. Auestions. ssessment for students will come up Learnin). "ark. with !uestions and & teacher mar for possible answers they completeness. could as the class to create a bar graph. >, @raph 9t 22 min #% AaB TS-?/T create a double bar graph to represent collected data AbB Partner wor Seat wor Pair1share =ook. 2ar $ra-# *n(esti)ation. students will view a bar graph and have $ minute to write down as many things they can about it and the data 2ody. $ra-# *t. students will wor in pairs to create a double bar graph using the data collected last class >ree ,#oice. using the !uestion and answers the students developed in a previous class, the students will poll their classmates and create a double bar graph of their choice. ,losure. Pair3s#are. students will choose a partner to share their graph with. ssessment as Learnin). Self ssessment. students will assess their performance. ssessment for Learnin). Teac#er "ark. teacher will mar ?ar graph @raph paper

>2 Olympic 9nvestigation 22 min

#%

AaB TS-?/T use secondhand data to develop an opinion about probabilities AbB *esearch Cideo

=ook. Soc#i 'lym-ics d. students will watch an ad for the Olympics. 2ody. 'lym-ic *n(esti)ation. students will be told that many people are interested in the outcome of the next Olympics. -e donEt now who will do well, but we can guessF Students will choose : countries and graph their medal results from the last % Olympics to see how they compare. Letter. once their graph is complete students will write a letter explaining which country you should support based on the results, explaining what the graph shows. ,losure. Presentations. a few students may choose to share their graphs with the class. =ook. SBUNB. students will play a round of SGD)G to become familiar with ssessment for Learnin). Teac#er "ark. teacher will mar to see if extra instruction is needed

Sochi /dhttp311www.youtube.com1watch 4v5Ou 6y789:i; Olympic information

ssessment for Learnin). Teac#er "ark. teacher will mar for understanding.

>: Probability 9ntroduction 22 min

#&

AaBTS-?/T identify events that are possible, impossible, and certain. AbB game

#ice (ounters

wor sheet

the game and to start thin ing about probability. 2ody.*m-ossible?. students will see the headings HpossibleI and Jimpossible I on the board. They will brainstorm things that could fit in those two categories. 1emonstration. students will receive random numbers of different coloured counters. Dsing these counters they will write statements li e Jit is impossible to draw a purple counter, it is certain a round counter will be drawn, etcI Corks#eet. students will complete a wor sheet by labeling events as Jpossible, impossible, and certainI ,losure.Auick C#i-. the teacher will provide a bag of randomly assorted counters. Students will be chosen to ssessment for Learnin). Teac#er "ark. teacher will mar to see the level of mastery of students and inform further lessons ssessment for Learnin). 'bser(ation. teacher will observe discussion and ma e sure every student contributes

-or sheet

share statements using probability vocabulary about the counters. >6 7i ely or Dnli ely 22 min #, AaB TS-?/T use the terms Jli elyI and Junli elyI to describe outcomes. AbB @ame 9ndividual wor =ook. =i)#er or Lower. as a class students will play 8igher or 7ower. The teacher will draw a card and students must decide if the next card will be higher or lower. 2ody.1iscussion. Students will discuss the terms Jli eyI and Junli elyI, offering real world examples. S-inners. students will colour in a spinner given to them by the teacher and shown how to use them. They will answer brief !uestions about which outcomes are li ely and unli ely on their spinner. They will then spin the spinner %= times, using tally mar s to record the results. -ith this information they will chec their original predictions about outcomes. "ay be repeated with a ssessment for Learnin). Teac#er "ark. teacher will mar the products of this activity and ma e notes about areas that need improvement. http311www:.thin central.com1content1hs p1math1hspmath1ca1common1it ools<int<K6;=$2&:$:&&,<1pro bability.html dec of cards spinners

new spinner if time permits. ,losure. ,lass $ame. one at a time students will come to the smartboard and answer !uestions with J certain, impossible, li ely, unli ely, e!ually li elyI ssessment as Learnin). Self ssessment. students will be as ed to thin about any !uestions they struggled with and ma e a plan to tac le them.

>; Outcomes 22 min

#% #,

AaB TS-?/T identify simple outcomes of probability experiments using correct terminology. AbB @ame 9ndividual wor Partner wor

=ook. SBUNB. students will play SGD)G again, using the terms li ely and unli ely to Lustify their choices. 2ody. Probability Line. students will cut out sentences and arrange them on a probability line between impossible and certain. *s fli--in) a coin fair?. 9n pairs students will discuss the fairness of flipping a coin, and ma e a prediction of the outcome of flipping a coin %2 times. ssessment as Learnin). Student "ark. students will mar their own product and ma e corrections ssessment for Learnin). 'bser(ation. teacher will observe students and as !uestions about their reasoning

(oins @raph paper

'utcomes.students will discuss the possible outcomes of flipping a coin. The teacher will design a probability tree on the board to show these outcomes. /fter this discussion students will be allowed to revise their predictions. /0-eriment. in partners students will flip their coin 2= times and record the results. Dsing this data the students will construct a simple double bar graph. ,losure.Pair3s#are. each pair will find another pair to share their results with. =ook.Auestions. students may as !uestions before their !uiz. 2ody.AuiD. students will complete their !uiz. .arly finishers may read or do another silent activity. &emo(e 'ne. Students will play & ssessment of Learnin). AuiD. teacher will mar ssessment as Learnin). Self ssessment. students will assess their own products and understanding.

>K Muiz 22 min

#$ #% #&

AaB TS-?/T demonstrate nowledge of probability AbB @ame Muiz

Muiz (ounters #ice

rounds of *emove One. They number a piece of paper %-$% and place chips beside each number. The teacher rolls % dice and any student with that number removes a chip. Play once with no discussion. ?efore the second game as students to pay attention to which numbers come up more often. Play game. #iscuss results. Play &rd time, allowing students to move counters where they want. ,losure.Strate)ystudents will write out their strategy for the game. >$= "a e it 0air 22min #, AaB TS-?/T analyze outcomes and create rules to change outcomes. AbB @ame Partner wor =ook. C#at 1o Ce Bnow?. students will discuss what they now may happen when two dice are rolled. &ace to t#e To-. students will play race to the top alone, comparing their results to the results of *emove One. ssessment as Learnin). Self ssessment. students will compare their performance on both games ssessment as Learnin). Student &eflection. students will reflect on their strategy for the game #ice Tic et out (hec list

2ody. 'utcomes. students will list all the possible outcomes for rolling two dice using a :x: grid. Dsing these outcomes students will write why certain numbers occur more often. "ake it >air. in partners students will design a way that would ma e the game for two people to play, and then test out their theory. ,losure. Ticket 'ut. students will write one thing they have learned about probability. =ook. Probability Auestion. students will answer a !uestion on the board A#raw a bag of marbles where pic ing a pin marble is li ely, pic ing a green marble is unli ely, pic ing an orange marble is possible, and pic ing a blac marble is impossibleB. 2ody. >air or Unfair. 9n groups of

ssessment for Learnin). ,#ecklist. teacher will chec students have all possible outcomes and a logical answer

ssessment as Learnin). Self ssessment E students will assess how their theory wor ed

>$$ -hat are the (hances 22 min

#& #,

AaB TS-?/T describe how the addition of trials affects probability outcomes AbB Muestion @ame

ssessment for Learnin). Ticket 'ut. teacher will review and chec for understanding ssessment for Learnin). Teac#er "ark. teacher will mar and ma e notes of who may need extra help

(oins Spinners

ssessment as Learnin). Self

& students will ta e turns flipping % coins. Player / gets a point if 88 comes up, player ? gets a point if TT comes up, and player ( if T8 comes up. 8ave students play & times, predicting who will win, and if the game is fair. C#at are t#e ,#ances. students will be given precoloured spinners by the teacher, along with probability lines. The first spinner will be divided in two e!ual parts. #iscuss the probability of landing on the blue half Ae!ually li elyB. Students will spin %= times and record >blue on the sheet. #iscuss results. Students will spin another %= times, and add their data. (ontinue for $== spins. Students will then discuss in the short tern it may not wor out evenly, but with a large number of trials it gets closer.

ssessment. students will rate the accuracy of their predictions and offer an explanation as to why the did or did not come true.

,losure.1esi)n S-inner. students will write a prediction of what might happen if you spun the spinner $=== times. >$% Outcomes % 22 min #, AaB TS-?/T explain what ma es an outcome random. AbB @ame .xit slip =ook.Sum >un. students will roll % dice in partners. 9f the sum is even partner a gets a point, if the sum is odd partner b gets a point. They will play to %= points. 2ody. 'utcome &e(iew. using two dice the teacher will roll a few times, creating recording the outcomes. / discussion about why this may occur will ta e place. Sum >un. students will play the game again, recording their results in a table. They will then answer !uestions about the game, such as Jafter &: rounds who do you thin would be winning4 -hy4I J9s it better to be partner a or b4I

ssessment for Learnin). Critten ,omments. teacher will review predictions and provide written feedbac

#ice (oins

ssessment for Learnin). Teac#er "ark. teacher will mar for logical answers

&andom?. students will ta e two pieces of paper and number them $-%=. On one piece they will ma e up a se!uence of heads and tails. 0or the other piece they will flip a coin %= times and record the results. Then they will pair up with another student and try to figure out which se!uence is made up. On the bac of the sheet they will Lustify their answer. *epeat with a new partner to test theory. ,losure. Fustify. students will Lustify their choice for which se!uence is random by writing a few sentecnes. >$& 9ntro to 0ractions 22 min #& AaB TS-?/T describe the li elihood of outcomes using estimation AbB -hole class wor #iscussion -or sheet =ook. C#atGs in t#e 2a)?. each pair of students will be given a bag with predetermined amounts and colours of counters in it. Students must determine how many of each colour are present without

ssessment as Learnin). Self. ssessment. students will Lustify their answer and rate their understanding of the topic.

ssessment for (ounters Learnin). Auestionin). teacher -or sheet will pose !uestions and ma e note of students who appear to struggle

loo ing. They will drawn one at a time, record the colour, and put it bac . They will draw a counter $= tomes each, recording their data. They will then ma e predictions about the number of counters in the bag. 2ody. 1iscussion. students will be as ed to share their results with the class. They will then be allowed to empty the bag and sort their counters by colour. "ore discussion will follow via !uestions li e Jwas it possible to drawn a yellow4I Probability as >ractions. students will be introduced to simple fractions. Dsing the number of counters they have they will be shown how to express probabilities A$1:, ,12B Corks#eet. Students will complete a wor sheet with three bags with uncoloured marbles ssessment for Learnin). Teac#er "ark. teacher will mar to chec for understanding

in them. They will show scenarios where one outcome is less li ely than another, impossible, and e!ually li ely. ,losure. 1esi)n your own. students will select counters to place in their bag, recreating the hoo activity. Students will then pair up and draw each others counters, recording results. They will then write about the outcome of their drawing, as well as the probability of drawing out each colour. =ook. 2oard Auestion. students will answer the !uestion on the board Aestimate the outcome of &= spins on this spinnerB S-inner. students will be given a blan spinner and instructed to colour it in with a set of instructions, ie landing on red is possible, but not li ely. They will ma e li ely1less li ely1e!ually li ely, ssessment for Learnin). Critten ,omments. teacher will provide written comments to guide the next step of learning

>$, Spinners 22 min

#& #,

AaB TS-?/T use spinners to describe and experiment with li elihood of outcomes AbB 9ndividual wor Textboo wor

Probability line ssessment as Learnin). Self Spinners Apaper, paper clipsB ssessment. students will assess their Textboo A"ath "a es Sense procedure for 2B answering the !uestion Tic et out ssessment for Learnin). Auestionin). teacher will circulate and as students !uestions to gauge understanding

unli ely statements before they begin. They will then spin the spinner %= times and record the results . Te0tbook Practice. students will complete !uestions $ and % on pg %6; of "ath "a es Sense ,losure. Ticket 'ut. students will complete a tic et out about a !uestion they have about probability so far. >$2 @ame #esigns 22 min #, AaB TS-?/T use spinners to demonstrate understanding of the li elihood of outcomes AbB @ame #esign =ook. =i)#er or Lower. in groups of &-, students will play a game of 8igher ot 7ower. 2ody. S-inner 1esi)n. students will design a spinner of their choice. Students will then trade with someone else and write li ely1unli ely statements about the spinner they received.

ssessment of Learnin). Teac#er "ark. teacher will mar for correct answers ssessment for Learnin). Ticket 'ut. teacher will review tic ets and ma e note of !uestions to answer in next lessons (ards Spinners *ubric ssessment for Learnin). Teac#er "ark. teacher will mar to gauge mastery

Statement ,#ecks. ssessment as students will be given Learnin). Self a spinner with &-, ssessment. students li ely1unli ely will assess their statements written original predictions

about it. Students will predict wether the statements are true or not, then spin the spinner %= times to test their answers. 1esi)n a $ame. using their nowledge of probability each pair of students will create a simple game with a spinner Aie if you land on yellow you get $ point, green is &B. They will ma e predictions about the results of the game before playing. ,losure. $ame &ules. students will write a statement about the game they designed, -hat the rules were, what happened in the game, why it happened, and how their results compare to their prediction.

and revisions

ssessment for Learnin). &ubric. teacher will mar the game and rules using a simple rubric

>$: .xperiments 22 min

#,

AaB TS-?/T demonstrate nowledge of probability using creative design AbB #iscussion

=ook. 1emonstration. students will watch a demonstration about drawing items from a

(ounters -hiteboards *ubric

9ndividual wor

bag, one with replacement, one without. They will discuss how they thin replacement effects probability. 2ody. 1esi)n an /0-eriment. using any materials in the room students will design an experiment that either favors the house and not the player, or favours the player. /n example of this could be a balloon popping game at the carnival. They will test out their game and then play it with a few other students. They must write out the rules, who it favours, how, and what strategy they used to develop the game. ,losure. C#iteboards. students will use whiteboards to answer simple probability !uestions. =ook. SBUNB. students will play SGD)G with three dice. They will explain how their strategy will change ssessment for Learnin). &ubric. teacher will mar with a rubric

>$6 -or ing ?ac wards 22 min

#,

AaB TS-?/T deduce information by wor ing bac wards AbB @ame 9ndividual wor Seat wor

#ice -or sheet

with the added dice. 2ody. /0-eriment. ssessment as each student will be Learnin). Self given numbered ssessment. students cards and an will assess their instruction list. .very performance set of instructions will be different. Dsing the instructions students must design scenarios , ie when pulling out of a bag it is more li ely to be an even card. They will write how they followed this instruction, then conduct the experiment to see if it wor ed li e they thought. Corkin) 2ackwards. on the board students will follow along as the teacher demonstrates how to wor bac wards from data to speculate what an experiment may have loo ed li e. Corks#eet. students will complete a wor sheet about wor ing bac wards. ,losure. Pair3s#are. ssessment for Learnin). Auestionin). teacher will !uestion students to get an idea of any struggles

ssessment for Learnin). Teac#er "ark. teacher will mar for correct answers

>$; Dnit Problem 22 min

#$ #% #& #,

AaB TS-?/T use data analysis and probability s ills to solve problems AbB Muestion Seat wor

students will partner up and discuss how wor ing bac wards can help to solve a problem. =ook. Auestion. students will answer a !uestion A.ach letter of the word P.PP.* is written on a card. The cards are shuffled. -hich letter is most li ely to be pic ed4 7east 7i ely4 9mpossible4 /re any two letters e!ually li ely to be pic ed4I

ssessment as Learnin). Self ssessment. students will assess how comfortable they felt with the procedure for answering the !uestion

Textboo @raph paper (omputers Practice test *ubric

2ody. Unit ssessment for Problem. students Learnin). &ubric. will complete the unit teacher will mar problem on page %K% using a rubric of "ath "a es Sense ,losure.Practice Test. students will complete a short practice test to help them identify any areas they need to wor on. =ook. T#eme "usic. students will hear the theme music to Leopardy and guess the topic for the day. 2ody. Feo-ardy. students will be split ssessment as Learnin). Practice Test. students will mar their own test and ma e note of struggles Theme music Neopardy !uestions #ice .xit slip

>$K *eview 22 min

#$ #% #& #,

AaB TS-?/T answer review !uestions by accessing prior nowledge. AbB @ame .xit slip

into teams and will play Leopardy about data analysis1probability provided via smartboard or powerpoint. SBUNB. students will play a final round of SGD)G using all they now about probability to inform their strategy. ,losure. /0it Sli-. Jhow can what you learned in this unit apply to your life outside school4I >%= Test 22 min #$ #% #& #, AaB TS-?/T analyze information and synthesize answers based on previous experiences. AbB @ame Predicting Test =ook.>li- ,u-. students will loo at a plastic cups and hear the rules of 0lip (up. They will predict how the cup will land most often. $= students will be chosen to flip the cup and record the results. 2ody. Test. students will complete a unit test. ,losure. >li- ,u&e(isited. students will ma e new ssessment of Learnin). Test. teacher will mar for correct answers ssessment for Learnin). /0it Sli-. teacher will read to see if students can ma e connections (up Test

predictions based on the previous trial before playing the game again.

Unit Plan Tem-late The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific subLect areas and modified as students gain experience in each practicum. The attached sample template should be used as a basic outline. The space re!uired for each heading in the template will vary and should be adLusted as needed. The template is available on the T*D-?achelor of .ducation O Practica website in electronic form at http311www.tru.ca1hse1programs1bed1practica1plans.html 9t is important that all areas re!uired in the template are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach the unit. &ationale: -hy are you teaching this unit4 '(er(iew3 9nclude a brief statement of the context and structure of the unit describing the maLor concepts, s ills and1or understandings. Prescribed Learnin) 'utcomes: The 9ntegrated *esources Pac ages A9*PsB define what students should learn in each curricular subLect by describing what students should be able to do. These statements are the prescribed learning outcomes of the curricula of ?ritish (olumbia. Pour unit plan should state the prescribed learning outcomes to be taught and assessed in the unit and on which the obLectives in the specific lessons are based. /ssign each learning outcome a number to be used in the JOverview of LessonsI. Prere+uisite ,once-ts and Skills: (oncepts to be covered and s ills to be taught before the unit can begin. Teac#er Pre-aration &e+uired: #escribe the preparations you need to ma e prior to presenting the unit. #o you need to involve other people in the planning, such as the librarian4 /re there materials to be gathered and websites to chec 4 ,ross.,urricular ,onnections: -hat other curricular areas will be addressed in the unit4 9f prescribed learning outcomes from other subLects are specifically assessed, include these outcomes in this part of your unit plan. /0tensions to Unit: (onsider the following !uestions3 -hat activities might you add to the unit to extend and1or enrich student understanding4 #o you have more than one method available as a Plan ?4 Uni(ersal 1esi)n for Learnin) (U1L) and 1ifferentiated *nstruction (1*): D#7 includes3 Multiple means of representation; Multiple means of expression; and, Multiple means of engagement. #9 is the process of ensuring that a studentEs readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate instruction in four ways: content, process, product, and, learning environment based on the individual learner. 8ow will you accommodate your diverse learners4 (onsider learning styles and multiple intelligences. -hat are the individual needs within this classroom and how will you accommodate them4 -hat are the adaptations and modifications needed for students with 9ndividual .ducation Plans A9.PsB4 &esources: 7ist resources used in the unit1lessons and, if necessary, where they can be obtained. /lso list the technology re!uired. '(er(iew of Lessons: #escribe the ey elements of each lesson in a way that is easily expanded into a detailed lesson plan. 9f using the Dnit Plan Template Aelectronic versionB add as many rows as there are lessons and expand the size of the boxes as needed. 0irst record the lesson number, title and length of the lesson in minutes, then list, by number, the Prescribed 7earning Outcomes that are specifically addressed in the lesson. ?riefly outline the maLor J nstructional Ob!ectives "#$%&T'(, Teaching #trategies "a few words(, Lesson &ctivities "sufficient detail to enable another teacher to teach the unit(, &ssessment #trategies "include the strategy ) the *+ow, and the *$hat, you will be assessing(, and Materials, needed for the lesson. &eflections and &e(isions: /s you teach and wor through the unit with the students, record any changes you ma e as wor progresses. /t the end of the unit reflect and record successes and any modifications you might ma e when you teach the unit again.

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