STAGE 1: a) Big Ideas, Rationale & Essential Questions

Big Ideas (from Draft Curricula) Rationale / Relevance

Identify a Big Idea from at least 3 WHY is this unit of importance to your
different curricular areas.
students learning?

Essential Questions
Open-ended and thought-provoking questions
that link the curricular areas and engage
students.

Language Arts:
Everyone has a unique story

This unit of lessons is intended to explore the

big ideas of our Stories and how they help us
learn about ourselves and our families.

What are the unique stories of our families,

including the traditions, values, and foods they
eat?
LI: I can talk about the traditions and values of
my family.

Social Studies:
Our communities are diverse
and made of individuals who
have a lot in common.
Stories and traditions about
ourselves and our families reflect
who we are and where we come
from.

The intention is for students understanding of

their own community (differences vs
similarities), and to be able to transfer this
knowledge and understanding into their
everyday lives.

Science:
Humans interact with matter
every day through familiar
materials.

Students will practice making predictions

about events and connections to themselves
and others.

How do our similarities and differences as

individuals contribute to the diversity of our
class as a whole?
LI: I can describe how our similarities and
differences contribute to the diversity of the
class.

How can we use the information we already

have to make accurate predictions about
events?
LI: I can use what I know to make accurate
predictions.
How can we find ways to relate to others who
are different from us?
LI: I can make connections to others

experiences and traditions.

Physical and Health
Education:
Knowing about our bodies and
making healthy choices helps us
look after ourselves.
Math:
We can describe, measure, and
compare spatial relationships:
Objects have attributes

It is important for students to learn while they

are young how to take care of their bodies
and create healthy habits.

Students will need to know the importance of

standard measurements as they progress to
using math in different ways both at home
and in the classroom (e.g. recipes, telling
time, music)

What effect does the food we eat have on our

bodies and the world around us?
LI: I can describe which foods are good for my
body.
Why are standard measurements important
for people to know and understand?
LI: I can use standard and nonstandard
measurements to describe objects.
LI: I can explain that in some situations it is
necessary to use standard measurements.

STAGE 1: b) What students will be learning goals for the unit

CORE Competencies
Choose from at least one of the
three CORE competencies.
Create an I statement that links
to a facet of your chosen
competency.

Curricular Competencies
Students will be able to:
At least one from each curricular area.

Relationships and cultural

contexts

Language Arts:
Begin to use sources of information and prior
knowledge to make meaning.
Engage actively as listeners, viewers, and
readers, as appropriate, to develop
understanding of self, identity, and
community.

I understand that my own

traditions and experiences are
the same and different from
others in my class and

Content
Students will know and understand:
(state in your own words)

oral language strategies

writing processes (letter-sound
correspondence)

community.
I appreciate the ways I am the
same and different from my
class and community.

Recognize the importance of story in

personal, family, and community identity.
Social Studies:
Explain the significance of cultural events.
Recognize the cause and consequences of
events in their own lives.
Acknowledge different perspectives on
people, places, issues, and events in their
lives.
Science:
Demonstrate curiosity and a sense of wonder
about the world.
Observe objects and events in familiar
contexts
Make exploratory observations based on
their senses
Express and reflect on personal experiences
of place.
Make simple measurements using nonstandard units.
Physical and Health Education:
Describe the bodys reaction to participating
in physical activity in a variety of
environments.
Participate daily in physical activity at
moderate to vigorous intensity levels.
Identify opportunities to be physically active
at school, at home, and in the community.

ways in which individuals differ and are the

same
personal and family history and traditions
People and places and events in local
community and First Nations people.

Basic needs of plants and animals.

First Peoples uses of plants and animals
Changes that living things make to
accommodate daily and seasonal cycles.

How to participate in different types of physical

activities, including individual and dual
activities, rhythmic activities, and games.
Relationships between food, hydration, and
health
Practices that promote health and well-being

Identify and explore a variety of foods and

describe how they contribute to health.

Math:
Engaging in problem solving that are
connected to place, story, and cultural
practices relevant to the local community.
Describing and constructing symbolic
representation.

Equality as a balance and inequality as an

imbalance.
Direct comparative measurement.
Concrete or pictorial graphs as a visual tool for
the class.

STAGE 2: Assessment Evidence - Acceptable, authentic evidence demonstrating achievement of learning goals
What evidence will I gather, reflect on and record?

How will I guide the self-assessment, goal setting and reflection?

Rich Culminating Task:

(summative)
Description of authentic activities or products
that allow students to demonstrate the desired
understandings that culminate in rich evidence
of learning.
( ie poster, showcase, presentation, video,
skit, essay, project)

Other Evidence:
(formative)
Through what other evidence will students demonstrate achievement of the
desired results as they move towards the culminating task (s)?
( draft products, observations, conversationswrite/say/do)
How will students reflect upon and self assess their learning?

Placemat (PE, Health):

4 food groups
my family traditions
good manners

Placemat:
throughout the two weeks, we will add layers to the placemat based on their
current learning and how it ties into the big idea of making healthy choices

Stone Soup (Health, Math, Socials):

based on a popular book, we will create a
class stone soup where each student will bring
in cup of vegetables for the soup

Stone Soup:
read and talk about different versions of stone soup, relating to how we are the
same and different
experiment with standard and nonstandard measurement in different contexts
(forest, classroom)

make and eat the soup together as a class

Potlatch (Socials, Health)
all of the students families will come for a
potlatch lunch and will celebrate the different
families we come from

Potlatch:
throughout the 2 weeks we will be reading stories, having conversations, and
showing each other the important parts of us that make us the same and
different

Holiday Card (Socials)

students will each create their own holiday
card to themselves where they will decorate
the front, and then teachers will help write in
compliments from their classmates on the
inside

Holiday Card:
throughout the 2 weeks we will be learning about similarities and differences of
cultures, discussing our different traditions in our homes around the holidays and
food we like to eat, and will be learning to celebrate these similarities and
differences

STAGE 3: Learning Plan

What learning experiences will you design to allow students to engage with the content and develop their skills in the
competencies? What sequence will best develop the learning?
Describe appropriate learning that helps ALL learners
acquire knowledge and skills
make meaning
transfer learning
Learning Intention

Activity

Tuesday Dec. 8 - Brittany

I can use nonstandard measurements to describe
objects length.

Students will use math cubes to measure parts of their body and graph how
long each part is in a chart (e.g. hands, feet, arms, legs, head)

Tuesday Dec. 8 - Brittany

I can cook using standard and nonstandard

We will use nonstandard measurements to make a giant gingerbread man,

and will use standard measurements to make individual gingerbread men.

measurements.
Tuesday Dec. 8 - Brittany
I can describe how the similarities and differences
of people's holiday traditions around the world.

Students will rotate through centres where they will learn about different
holiday traditions through stories, interactive activities, and conversations.
After students will write a journal about their favourite tradition they learned
about.

Wednesday Dec. 9 - Brittany

I can use nonstandard measurements to describe
objects weight.

We will go to the forest where the students will do an activity comparing the
weight of different objects based on making predictions without holding
them, and judging weight (heavier/lighter) by holding them.

Wednesday Dec. 9 - Brittany

I can use what I know to make accurate
predictions.

Students will use their investigation skills to find out where the missing
gingerbread man (nonstandard measurement) went in the school.

Thursday Dec. 10 - Brittany

I can use standard measurements to describe
objects weight.

We will bring scales down to the forest and use objects we measured
yesterday to judge which objects are heavier, and using weights to
determine how heavy objects are.

Thursday Dec. 10 - Brittany

I can judge which foods are healthy and belong to
which food group.

Students will do words their way using food from different food groups.

Thursday Dec. 10 - Brittany

I can appreciate the similarities and differences of
others.

Students will make a holiday card to themselves with no writing inside. They
will hand these card into me and then will write a journal on being proud of
who they are. While students are writing their journal, I will call students
over to say nice compliments to each student, which I will write into their
personal card and they will get their card from the class the next day.

RICH CULMINATING TASK

Placemat, stone soup, potlatch, holiday card