EPSE

565i Case Study Assignment

Abbie Luk, Alix Moore
Camille McRae, Karima Rehmani
July 21st 2017


Social Emotional Learning Plan: Case 1 Grade 1

Spirit Buddies

Keeping in mind that the students in Mr. Reids class enjoy public speaking in the presence of their peers, and that they have some
challenges in the realm of social skills, and etiquette, the practice of Spirit Buddies would be a great fit for the grade 1 class. Each spirit buddy
group comprises of 3-4 students who meet with each other for a few minutes at the beginning of each day, . to greet and welcome each
other, check in, and start the day in community" (Katz, 2012, p. 53). Since English is an additional language for many children in Mr. Reids class,
Spirit Buddies can be introduced with teacher modeling.

Often there are circumstances where children end up having no connections at school (Katz, 2012). Many times children are not greeted
at school arrival and departure times, and many do not have friends that they can talk to throughout the day (Katz, 2012). The practice of Spirit
Buddies can help children to connect with each other in small groups on a daily basis, which reduces the feeling of isolation and can build a
sense of community and belonging among them (Katz, 2012). Implementation of this practice will encourage children to listen to each other as
well as share their experiences with their peers. These small-group conversations will also help children to develop social skills and etiquette
related to Canadian English.

Democratic Class Meetings

The purpose of class meetings is to teach the skills of problem solving in social situations, and to involve students in their learning
community (57). A class is a community, both social and academic. Discussing problems, practicing solutions, and making decisions together
reinforces the sense of community because all present have an equal opportunity to contribute, collaborate and comment.

Class meetings allow students to negotiate a common culture for the class that is inclusive of all of its members. Personal comments and
calling out offenders are avoided. Instead, the focus is on what should be done about the problem, and what is fair for all, not who is to blame
for it.

Initial class meetings require explicit organization from the teacher. They may also need some prompting from the teacher to shape
discussion into the most useful forms, and to encourage everyone to participate. As the class becomes more familiar with the procedure of a
meeting, the teacher can step into the background.

Class meetings are held weekly, but can be called at any time if a student has a problem s/he wishes the class to assist with. When a
teacher responds to a students request for a class meeting, s/he demonstrates that the commitment to democratic decision-making is genuine
and that the teacher is attentive to the needs of the class and all its members.

Class meetings practice skills that are essential for community building. They are an experience in working together for a common goal,
and they allow students to practice expressing themselves in front of their peers. They develop essential social skills, etiquette and the tools to
interact with each other verbally. The opportunities created by class meetings will help students become eager, curious, and willing to learn, and
capable of helping each other. Class meetings generate natural learning opportunities. These opportunities are valuable for all, but they are
especially beneficial for English learners, who get to experience and practice their new language used in practical ways. The teacher provides all
students with sentence starters and basic Picture Communication Symbols (PCS) to express their feelings, which makes class meetings a
pleasurable experience for students who are not verbal- linguistic learners.


Mindfulness

The class will practice mindfulness primarily through the core practice of breathing meditation with the chime as mentioned in the
Mind- Up program. Leadership of the practice will be thoughtfully passed over to the special helper once the teacher has modeled numerous
times. Having the special helper lead Mind-Up will play to the classrooms enjoyment of public speaking. A visual poster will be posted to assist
all students of the steps. The Mind-Up breathing meditation will only be used when the energy is too high for a specific activity. Members of the
class will also be able to request a Mind Up if they notice themselves or peers needing to pause and re-centre themselves. Using breathing
meditation at appropriate times will help class happiness and self-regulation.


Respecting Diversity Program

8 Lesson Respecting Diversity Program Week 1+2 September: Lessons 1-7 +9 (omit Lesson 8 on Data Analysis)

The Respecting Diversity program is well suited for the needs of Mr. Reids class because it promotes self-worth, and embraces the
diversity of strengths and challenges through a Multiple Intelligences (MI) lens.

Because Mr. Reids class has many students for whom English is an additional language, this program will allow those students to feel as
though they have something to offer, and will reinforce the notion that intelligence is not a measurement of language acquisition. Furthermore,
the program allows for ample opportunity for multiple means of representation and expression, thus students can demonstrate their
understanding without necessarily using their English language skills. Still, because many of the RD lessons utilize role-play and visual aids, it will
still provide learning opportunities (oral communication, vocabulary) in a non-threatening context, so early in the school year. While the visuals,
such as the Community Brain will be necessary for the success of the EAL learners, the entire class will benefit from this aspect of the program,
as they are a highly visual/kinaesthetic group.

The RD program will also be of great benefit for including students with exceptionalities, such as Michelle, Jeremy, and Ryan. One of the
greatest strengths of the RD program, is that is truly is designed to help students develop a respect for diversity! Lesson 9, The Brain and
Disabilities demystifies disabilities while emphasizing that a disability does not define a student, nor does it limit their capacity for intelligence.
This will be helpful for including Michelle, a student who some class members may misunderstand as having a limited intellectual capacity, or
may be viewed one-dimensionally as the girl in the wheelchair. In the MI model, everyone has strengths, and in the RD program, everyone has
something to contribute. The Community Brain lesson gives all students an opportunity to share their strengths with the class, with purpose as
helpers, and it makes for an avenue for Michelle, Ryan, and Jeremy to share their unique areas of ability alongside their peers, without being
singled out as special or praised artificially. This activity will be for many meaningful for students who may be used to feeling like they are
stupid or bad, such as Jeremy, who has difficulty with written output, and is often getting reprimanded or excluded from activities because
of his behaviour and difficulties sitting still. The lessons in the RD program are taught explicitly, which all students in this high energy and curious
class will benefit from; however, it will be tailored to the needs of students who may have difficulty understanding nonverbal communication
and social interactions, such as Ryan.

 Individuals with Aspergers Syndrome can sometimes have difficulty reading social cues, understanding social norms, and/or
demonstrating empathy. The RD program will demystify some of the social rules and expectations for appropriate social interactions, in a way
that does not target Ryan. Everyone receives the same lesson, and the rules are taught explicitly. For example, in lesson 6 on Valuing Diversity,
Ryan may be introduced to the notion that not everyone will have the same strengths as him, which is O.K., and in lesson 9 on The Brain and
Disabilities, Ryan will learn about individuals with disabilities, and possibly develop his skills in demonstrating empathy.

The RD program promotes students sense of self-worth and belonging by framing the class as a team, not a competition. This metaphor
will make all students improve in the areas of collaboration and group work throughout the year, and feel like they are a part of the class
community, which sets up all students for success.

Other Components

Greetings

Teacher will shake hands and greet each student as they enter and exit the room at the beginning and end of each day. This will help to
develop a positive teacher-student relationship, teach Canadian customs, improve etiquette, and make each student feel safe and welcome as
they begin the school day.

1) Michelles spirit buddies will go to her if she cannot wheel herself. She will be able to speak using her limited vocabulary, but she could
also possibly use gestures such ask smiling, thumbs up/down etc. to convey her responses to questions, and will learn and practice the routines
for greetings, check-ins, and choosing topics of conversations using pictures as prompts.
2) We have considered this, and will teach this in the context of What are some things you will notice about living in Canada, even
though it may be different in your home, or in your home country.
 3) We will introduce the notion that Canada is a multicultural country, and part of learning Canadian customs, means learning that many
people have different customs, and we have to respect all different cultures. However, in our class, we expect you to try making eye contact in
conversation because it is one way of showing that you are listening. One strategy we will teach it to start by looking at the other persons nose.
We will also invite the First Nations Cultural Support Worker to come into the class and teach all students about Indigenous customs, and teach
students what it means when we honour Indigenous groups and recognize unceded territory in assemblies and on the morning announcement.

Self-Regulation Toolbox

Teacher will introduce and teach students how to use tools from a designated toolbox (large Tupperware) for self-regulation. Each strategy will
have a visual instruction available in the box to remind students how it is meant to be used. This will develop student independence for self-
regulation, and crisis management. There are options for multiple sensory processing strategies, and social stories for calm down strategies, that
will be co-created with students using the ACCEPTS model. The district Occupational Therapist involved in supporting this class may also help in
recommendations.

Michelle will have a shelf with her individualized materials (see class layout), students will learn that just like some students have their own pencil
cases, or have glasses to help them see, Michelle has materials that belong to only her, and help her learn.

Visual: calming jar (glitter in bottle, watch as it settles),
social stories examples with pictures When I am upset, I can _____
Tactile: squishy balls/fidgets to hold, lotion
Kinaesthetic: break table, walk in the hall pass, wiggle
cushion, weighted bean bag, laundry basket to sit in at carpet time
Auditory: noise-cancelling headphones
Oral: Chew-llery (jewellery necklace you chew), spicy candies (cinnamon hearts, or ginger candies)

**These will be represented by a pass/card to request from the teacher, to scaffold the decision. Students will learn about each strategy explicitly,
with an emphasis on the idea that not every strategy will be useful for every student. Chew-llery will be given to only students who request to use
it, and will be kept in student desks.

Olfactory: unlit candles to smell (vanilla to calm, citrus to focus)

Visual Schedule

Having a Visual Schedule of the day plan on the board visible to students will benefit all students in the class. By knowing what activities
are coming next students will be able to visually see what routines they are doing next and this will ease transitions. Students will independently
be able to refer to it, and not need to ask the teacher when lunch is. Freely being able to check in on the schedule, will allow students to feel in
control and be optimists when they look forward to their favourite activities.



Who will be involved, how will you collaborate, what will the management look like:

Classroom Management
The term Management typically refers to an external locus of control, a top-down version of authority where decisions are made
at a higher-level and conveyed to the staff (Katz, 2012, p. 123). Similarly, in traditional classroom settings, classroom teachers are
responsible for managing children, and planning the curriculum. This type of management style does not fit into the principles of
universal designs for learning (UDL) (Katz, 2012, p.123) because teachers are viewed as authoritative figures who are there to
manage children rather than to teach them or facilitate their learning. A UDL classroom uses a democratic management style
where classroom teachers, resource teachers, and educational assistants work in collaboration to facilitate the social and academic
inclusion of all students. Mr. Reids class will use a similar management style that incorporates a collaborative model where
teachers and other professionals work together to support a diverse, inclusive classroom.

Who will be involved in this collaborative model?
Classroom teacher
Resource teacher
Educational Assistant
Occupational Therapist
Speech Language pathologist
ELL Teacher
First Nations Support Worker
School Counsellor
 Elementary Counselling Support Worker (ECSW)

How will they collaborate?

The Classroom teacher and the Resource teacher

The classroom teacher and the resource teacher will both co-teach the curriculum. Co teaching involves co-planning, co-
instructing, and co-assessing (Katz, 2012, p.138). According to Katz (2012), co-teaching is the most effective model for a diverse and
inclusive classroom; supporting both teachers to implement a push-in strategy. According Friend & Cook (2010), there are a number
of models that can be used to co-teach a curriculum depending on the teachers strength and expertise (as cited in Katz, 2012)).
Team teaching is an ideal model for co-teaching as it allows the classroom teacher and the resource teacher to co-plan and co-
instruct effectively while actively involving students in meaningful discussion (Friend & Cook, 2010 as cited in Katz, 2012).

Educational Assistant

Traditionally, Educational assistants have been viewed as professionals who provide one-to-one support to children with
special needs. However, in UDL classrooms everyone including the teachers and the educational assistants support the learning of all
students. While the classroom teacher (Mr. Reid) and the resource teacher will share their expertise on Grade 1 subjects; the
educational assistant will share knowledge about diverse learners in order to facilitate the successful implementation of Inclusion.
Thus, the E.A. will not just stick by Michelle. The classroom teacher can also work near Michelle to insure her physical and
communication needs are being met while the E.A. works with other children in the class. This follows the idea that Education
Assistants need to be assigned to classrooms, not students.

ELL Teacher

Decisions will be made mutually between the teachers and the educational assistant in order to support children who have English
as an additional language. For example, the teachers and the educational assistant may decide to dedicate one course block every
week to the ELL teacher. It is important to understand that children who have English as an additional language may feel stigmatized
if they are pulled out from the classroom for ELL lessons. Therefore, the ELL teacher in Mr. Reids classroom will plan a lesson that
benefits all students learning.

First Nations Support Worker

The FNSW could support the Aboriginal learners, and the class as a whole by visiting to tell or read a First Nations story once a week.
By allowing questions and comments about the story the FNSW would have a chance to check in on students on their caseload, and
increase awareness of Aboriginal presence and culture to the whole class. The classroom teacher could share the year plan with the
FNSW, and or collaborate on choosing themes.

Occupational Therapist & Speech Language Pathologist

Since Michelle has cerebral palsy and she also has some challenges with her speech, an Occupational Therapist and a Speech
Language Pathologist would visit Mr. Reids classroom, once a month to facilitate Michelles learning. These professionals will also
share their expertise with teachers, educational assistants, parents, and children who can support Michelle on a daily basis. If the
teacher has related concerns about other children in the class they will quickly ask these professionals when they visit.

Counsellor

The School Counsellor will check in with Jeremy and Mr. Reid once a month to support Jeremy. Mr. Reid and the counsellor will
determine what whole class lessons the counsellor could teach that would support Jeremy, or if pull out counselling would benefit
Jeremy. If it is decided that pull-out counselling would benefit Jeremy the counsellor would develop and refine a Tier 2 intervention
plan that is best suited to Jeremys needs and builds Jeremys sense of self-worth and ability to make decisions. If possible, the
counsellor will also participate in the parent-teacher conference.

Elementary Counselling Support Workers (ECSWs)

The Elementary Counselling Support Worker will provide Tier 2 one-on-one or small group support to Jeremy to help meet his social
and emotional needs. The ECSW will begin teaching Jeremy social skills, how to read social cues, and self-regulation skills. The ECSW
will then provide Jeremy with opportunities to practice the skills that he has learned by asking him to choose 1-2 of his peers to join
him during pull-out sessions. The ECSW social skills group could also be integrated into the Socials/ Science Centres in the afternoon.


















Classroom Ecology

This grade one classroom will be designed to be child-centered, and leave the energy of the students as the focus and not the non-
living surroundings. The following list points out important features as seen in the diagram of our setup.

Shelves: Low shelving will hold all math manipulatives, wooden blocks, and typical imaginative centres found in the early years.
These shelves will also have a spot for all of Michelles specialized equipment/ accessories.

Art Centre: Art equipment will always be accessible to students at the art centre so that if they need coloured paper or pipe
cleaners, they wont have to ask the teacher.

First Nations Art: A poster of First Nations art by a local nation will be displayed to show that we acknowledge our school is on
traditional land of said specific nation.

Resource Table: This table includes thematic books, photocopies from books, Internet printouts, and any technology (iPads) the
students will need for the terms topics.

Round Tables: Instead of desks, students will work at round tables with shared materials. The materials will be in recycled jars/cans.
Extra pencils/erasers will be accessible to students on the side shelf to promote student control and responsibility of materials. The
tables will be at different heights to allow a sitting table, and a standing table. Height will also be compared to Michelles chair to
ensure that her feet/legs fit under some tables like a typical student. Wiggle chairs (chairs with round bottoms), or exercise balls, will
also be available as an alternative to standing or traditional chairs.

Paths: When arranging furniture, care must be taken to ensure Michelle can maneuver around any table her groups may choose to
work at. She should not be limited to people coming to her at the periphery of the room.

Natural Calm Colours: This classroom already has high-energy students, so we will strive to reduce and avoid the visual clutter that
bright store bought posters can create. We will avoid covering bulletin boards with bright paper, and display student artwork and
signs instead of purchased posters.

Carpet: The carpet is an area for class meetings and calendar. If Michelle is in her chair, students will bring their chairs so that all
students can be at a similar level.

Quiet Space: A study carol will be provided so that students can have a quiet space to work or calm themselves as needed. A page of
breathing exercises will be taped inside. At a class meeting, the students can decide where they should go if the quiet area is full.

Calendar: The calendar will include student made signs instead of store bought. This will show that it doesnt matter if you have
perfect printing, and grade one printing is communicative and worthy of displaying. This student printed calendar will increase self-
esteem.

Multisensory Bin: As mentioned in our S.E.L. plan, our classroom will have a multi-sensory bin or tool kit of materials available to
students. It will be accessible to students once its appropriate use has been determined in class meetings.

Teacher cupboard: Our teacher will not have a desk, since in Alixs experience it just ends up a dumping ground for paperwork.
Instead the teacher will have a locking cupboard to keep their belongings, money collected, and confidential information.

2 c
Behavioural expectations

According to Positive Behavioural Interventions and Supports (PBIS), it is best to determine 3 to 5 classroom rules arrived at through
discussion with the students. Rules and consequences will be decided at class meetings and then enforced consistently (Katz p. 55).

In September, the classroom teacher will introduce the concept of a democratic classroom and the idea that rules should be co-
created by teacher and student cooperation. In the initial class meeting and in subsequent meetings, both regular meetings held
weekly and special meetings called at the request of one or more students, rules and consequences will be proposed, refined, and
adjusted according to experience. Anyone in the class will be able to request a special meeting at any time to raise an issue that s/he
considers important, and so everyone has an opportunity to show leadership.

There will be a general discussion of classroom rules in the first regular meeting, where all students will have a chance to share what
they feel is important, what should be made a rule, and what the consequences for breaking the rule should be. After this
discussion, the teacher and students will group similar ideas together and co-create an initial set of 3-5 classroom rules. The teacher
will emphasize that these rules can be modified according to need if future meetings decide that they need to be clarified or
modified.

According to Katz, there are 2 fundamental rules for class management, Think and Be nice (p. 125). Our group has added three
further rules for a total of 5:

1. Think
2. Be nice
3. Be safe
4. Be respectful and show respect for others
5. Be responsible

Each of these is a simple, short statement, to ensure that they are understandable by all students, and is given in a positive form, to
harmonize with the tone of the class.

These rules are accessible to all students, easy to match with concrete behaviour, and achievable by students who may have been
displaying challenging behaviours in the past. As an essential part of our positive focus, students will not carry their past behaviours
into this class as an added burden. How they behave here and now will be the only thing that matters.

How we are going to maintain a healthy learning community.

1. Through a commitment to creating and maintaining a democratic classroom and learning community where everyone is
heard, everyone is allowed to participate and contribute, everyone is respected, and anyone can raise questions or receive
assistance if necessary (Katz pp. 53-54).
2. Through weekly class meetings, which will give students practice in raising issues and constructive discussion.
3. Through special class meetings to discuss problems that one or more students have identified as needing immediate
attention.
4. Through frequent praise by the teacher (4:1 ratio with criticism; all statements, even critical, cast in a positive form).
5. Through praise and encouragement that takes into account different intelligences and levels of social behaviour (Katz p. 53).
 6. Through allowing students to express their feelings, and if necessary, recasting these into more positive forms to set an
example for the student.
7. Through extending the learning community beyond the classroom to the entire school, parents, families, and social
organizations that share the goals and harmonize with the positive approach of the school (Katz p. 136).

3. a) Year Plan

Overarching Questions What relationships do living things depend on to live in harmony?

Grade 1 Term 1 Term 2 Term 3

School Year September to December January to March April to June

THEMES CHOSEN TO Interaction and Change Interdependence Diversity and Balance

INTEGRATE DISCIPLINES

Guiding Questions Why do changes happen? How do we depend on living and Why do different living and non-living
Which interactions cause non-living things to survive? In things have different jobs? What would
change? which ways do other living and life be if everyone was the same, and did
non-living things need us too? the things?

SCIENCE Big Idea 2 Big Idea 1 Big Idea 4

Matter is useful because of its Living things have features and Observable patterns and cycles occur in
properties. behaviours that help them survive the local sky and landscape.
in their environment.
Big Idea 3
Light and sound can be produced
and their properties can be
changed.

Skills, Knowledge, Values- Applications all year

Communication, Personal, Thinking- Applications all year
 SOCIAL STUDIES Big Idea 1 Big Idea 3 Big Idea 2
We shape the local environment, Healthy communities recognize Our rights, roles, and responsibilities are
and the local environment and respect the diversity of important for building strong
shapes who we are and how we individuals and care for the local communities.
live. environment.

Skills, Knowledge, Values- Applications all year

Communication, Personal, Thinking- Applications all year

LITERACY Big Idea 1 Big Idea 2 Big Idea 6

Language and stories can be a Stories help us learn about Playing with language helps us discover
ENGLISH LANGUAGE source of creativity and joy. ourselves and our families. how language works.
ARTS
Big Idea 3 Big Idea 5 Big Idea 4
Stories can be told through Everyone has a unique story. Everyone can be a reader and create
pictures and words. stories
Big Idea 7
Listening and speaking builds our
understanding and helps us
learn.

Skills, Knowledge, Values- Applications all year

Communication, Personal, Thinking- Applications all year

NUMERACY Big Idea 3 Big Idea 5 Big Idea 4

We use patterns to represent Analyzing data and chance help us We can describe, measure, and compare
MATHEMATICS identified irregularities and the to compare and interpret: Concrete spatial relationships: objects and shapes
form generalizations: repeating graphs show one-to-one have attributes.
 elements can be identified. correspondence.
Big Idea 2 Developing computational
Big Idea 1 fluency comes from a strong sense of
Number represents and number: Addition and subtraction can be
describes quantity: Numbers to modelled concretely, pictorially, and
20 can be decomposed into 10s mentally, using strategies involving
and 1s. counting and making 10.
* introduce in T2

Skills, Knowledge, Values- Applications all year

Communication, Personal, Thinking- Applications all year

3. b) Rationale of connections among topics:

We have chosen to make connections using thematic topics of: Interaction and Change, Interdependence, and Diversity and
Balance, over the course of three terms, under the overarching inquiry: What relationships do living things depend on to live in
harmony?

In term one, we combined two units in science matter is useful because of its properties and light and sound can be
produced and their properties can be changed because they are relatively smaller units, and explore less tangible concepts, thus are
well paired. We matched these with the social studies Big Idea we shape the local environment, and the local environment shapes
who we are and how we live because they both explore the notion of change and interaction, as well as set up some essential
understandings and skills that will be helpful throughout the entire school year, such as: examples and non-examples, sorting, the
scientific method, predictions, cause and effect, and features/properties. The topic of Interaction and Change introduces our
students to the notion that things in our environment and lives can change, and that different factors will affect that change. The
guiding questions for students in this term will be: Why do changes happen? Which interactions cause change? This will be
exemplified in science by exploring experiments with producing and manipulating light and sound. We will also be doing
experiments with matter during this unit, so students will be introduced to the scientific method, including making predictions about
how matter will interact with different environments, such as: Will wood float when it interacts with water? Will metal break if I
drop it? Will paper change in water? This topic will be connected to the social studies topic of how the environment shapes our lives,
while we also shape the environment. The theme of interaction and change is deeply embedded in the study of people and the
environment, and it will be explored by encouraging students to consider our impact on the environment. Students will explore how
the environment has changed because of human interaction, and also how humans change to adapt based on the environment. For
example, we have shaped the earth through development of land to build cities, and we are shaped by the environment in ways
such as the clothes we wear, and the kinds of activities we do.

In term two, we will explore the concept of interdependence, using the guiding inquiry questions: How do we depend on
living and non-living things to survive? In which ways do other living and non-living things need us too?. We chose to match living
things have features and behaviours that help them survive in their environment and healthy communities recognize and respect
the diversity of individuals and care for the local environment because they are connected by the notion of interdependence. Just as
different living things are suited to different environments based on behaviours and adaptations, people have many differences, and
we must respect them to live in harmony, or survive. We will introduce the concept of diversity with sorting activities that will
illustrate to students that animals have many features that make them different, and one feature is not better or worse than
another. For example: wings help birds fly, and scales help lizards stay cool in the desert, but would a bird laugh at a lizard for having
scales? Would a polar bear say that his white fur is better than a lions mane? No. These features make the animals unique, not
superior. This concept can then be generalized to people having different physical features, cultures, religious beliefs, and strengths
and challenges. When students begin to develop a respect for difference and diversity, we can bring the connection back to caring
for our local environment; we care for and respect each other, and we must also care for and respect the earth.

In term three, we saw the connection between observable patterns and cycles occur in the local sky and landscape in
science and our rights, roles, and responsibilities are important for building strong communities in social studies. These Big Ideas
relate well to the theme of diversity and balance using the guiding questions Why do different living and non-living things have
different jobs? What would life be like if everyone was the same, and did the things? We will illustrate that these topics are related
by encouraging students to explore patterns in the environment, such as day and night, weather, and the seasons, and to notice
elements of diversity and balance. For example: sometimes it is hot and sometimes it is cold, sometimes it rains in the summer, at
different times throughout the year day and night last for different lengths of time. Nature has patterns, but is not totally
predictable--I do not know if it will be sunny on Sports Day every year, but it is more likely because it happens in the summer. We
will discuss favourite seasons and talk about different things we can do in different weather. As much as we like to build snowmen
 and go to the beach, would you want to have only one kind of weather every day? We will also explain that in some parts of the
world, there is not as much balance in weather types, for example, rainy and dry season, but no snowy winter. If we only ever had
sunny days, how would the plants get water to grow? This will illustrate to students that balance and diversity are essential to life on
earth, which will provide a good link to the topic of roles and responsibilities in a community. By the third term, students will be
familiar with the notion that everyone has different strengths (thanks to the RD program), which will allow students to make
connections to different roles in the community. Students will brainstorm different roles and responsibilities, first in the context of
their families, then of the classroom, then of the school, and finally in the community. For example: what would it be like if everyone
wanted to cook dinner, but no one ever did the dishes? What if we didnt have class jobs? How would you feel if everyone left their
garbage on the playground? What are some jobs that you know of--what if we only had doctors? Who would put out fires? Just as
life on earth wouldnt function if we only had day-time or only had snowy weather, a healthy community wouldnt function if there
was no balance and diversity of roles and responsibilities.

Rationale of sequence:

In term 1 Change and Interaction conveys that both living and non-living things do not exist in isolation, and furthermore,
have impact upon one another. Term 2 takes these concepts to a deeper level by suggesting to students that perhaps not only do
interactions change us, but they may be necessary for survival. In term 3 we bring home this notion by connecting the themes of
diversity and belonging that we have embraced since implementing the RD program in September. Not only do we exist in an
interconnected web (living/non-living) but this is actually what enriches life with diversity. From a human standpoint with roles and
responsibilities, jobs, cultures, etc., but also in nature, with patterns and cycles which are imperative to our survival: we need day
and night, summer and winter, etc. We also need a diversity of perspectives when learning about these phenomena, as exemplified
by the content on First Peoples.


3. b)

Rationale of activities:

We have provided a variety of activities to meet the diverse needs of our classroom. Using the Multiple Intelligences (MI)
model, we have planned to incorporate learning activities that will provide opportunities for all of our students to demonstrate their
learning, in a variety of ways. Using the Term Rubric, which sets expectations for students to show what they know, the classroom
teacher will have multiple opportunities to assess student thinking. Additionally, the Competencies Rubric will be used throughout
the entire year to assess progress towards the Core Competencies (communication, thinking, personal and social), as outlined by the
BC Ministry of Education.

i.) The MI activity list differentiates content, process, and product, by allowing for multiple opportunities for interpreting, learning,
and representing an understanding of concepts. There are at least 9 avenues to interpret content from both the science, and social
studies curriculum (one for each MI). For example, there are read alouds, pictures, discussions, games, dances, and field trips, each
providing unique opportunities for students to make sense of the content (visual, auditory, kinesthetic, etc.). There are also a variety
of ways that the process by which students engage with the content is differentiated, for example students will predict, interpret,
question, sort, think creatively, and think critically to make meaning out of the content. Finally, following best practice for UDL,
students will have multiple means for demonstrating what they know through the product. By the end of the unit students will
create paintings, written reflections, dances, songs, books, pictures, role plays, and ideas as generated through discussions, oral
presentations or answers to questions.

ii.) Because we will be using the activities and centres to assess student learning, we have ensured that the activities will give all
students an opportunity to develop and demonstrate understanding of content, and growth in the core competencies. The core
competencies, while practiced and developed via many learning activities, are not married to curriculum expectations, they are skills
that can be demonstrated in almost anything that happens throughout the school day and beyond. If we teach a student to excel in
math or science, but do not help them develop skills in social responsibility or critical thinking, we have not done our job as a
teacher. As such, we have created a separate Competencies Rubric The I Chart to assess students in areas of competency
throughout the entire school year. The BC government has designed the core competencies curriculum in such a way that the
outcomes are not meant to match with a particular grade or age, thus we have decided not to focus on particular competencies in
isolated terms of the school year. As you will notice (from the highlighted section of the MI activities chart), there are some activities
which target different competencies more specifically, but all are addressed at some point throughout the unit, thus giving students
a variety of ways to develop and practice the core competencies, and giving the teacher multiple opportunities for assessment.
Because our students are in grade 1, we have adapted The I Chart so that there is a continuum of achievable expectations that
students can work towards, but it will be expected that all students achieve progress at different rates in different strands. For
example, some students may not move past With support, I can be part of a group. in the communication strand. However, that
does not mean they have not met criteria, because everyone starts school with different communication experiences and acquires
new skills at different rates.



Communication In a safe and supported In familiar situations, with direct In familiar situations, with some support or I communicate with peers and adults with
environment, I respond support, I communicate with peers guidance, I communicate with peers and growing confidence, using forms and
meaningfully to and adults. I understand and share adults. I understand and share basic strategies I have practiced. I gather basic
communication from peers basic information about topics that information about topics that are important information I need for school tasks and for
and adults. With support, I can are important to me. I talk and listen to me, and participate in conversations for a my own interests, and present it in ways I
be part of a group. to people I know. I plan and complete variety of purposes (e.g., to connect, help, be have learned. I am becoming an active
activities with peers and adults. I can friendly, learn/share). I listen and respond to listener; I ask questions and make
answer simple direct questions about others. I can work with others to achieve a connections. When I talk and work with
my activities and experiences. short-term, concrete goal; I do my share. I can peers, I express my ideas and encourage
recount simple experiences and activities, and others to express theirs; I share roles and
tell something I learned. responsibilities. I recount and comment on
events and experiences.

Creative I get ideas when I play. I get ideas when I I can get new ideas or build on or combine other peoples I can get new ideas in areas in which I have an interest and build
use my senses to explore. My play ideas ideas to create new things within the constraints of a my skills to make them work. I generate new ideas as I pursue my
Thinking
are fun for me and make me happy. I form, a problem, or materials. I can get new ideas, build interests. I deliberately learn a lot about something (e.g., by
make my ideas work or I change what I on others ideas and add new ideas of my own, or doing research, talking to others, or practising), so that I am able
am doing. combine other peoples ideas in new ways to create new to generate new ideas about it or the ideas just pop into my
things or solve straightforward problems. My ideas are head. I build the skills I need to make my ideas work, and usually
fun, entertaining, or useful for me and my peers, and I succeed, even if it takes a few tries.
have a sense of accomplishment. I can usually make my
ideas work within the constraints of a given form,
problem, or materials if I keep playing with them.

Critical I can explore. I can explore materials and actions. I can use evidence to make simple judgments. I can ask I can ask questions and consider options. I can use my
I can show if I like something or not. questions, make predictions, and use my senses to gather observations, experience, and imagination to draw
Thinking
information. I can explore with a purpose in mind and use conclusions and make judgments. I can ask open-ended
what I learn. I can tell or show something about my thinking. I questions, explore, gather information, and experiment
can contribute to and use simple criteria. I can find some purposefully to develop options. I can contribute to and
evidence and make judgments. use criteria. I can use observation, experience, and
imagination to draw conclusions, make judgments, and
 ask new questions. I can describe my thinking and how it is
changing.

Positive I am aware of myself as different I am aware of different aspects of myself. I can identify I can describe different aspects of my identity. I have pride in who I am. I
from others. I know my name. With people, places, and things that are important to me. I am able to identify different groups that I belong to. I am able to
Personal and
some help, I can identify some of my can identify some of my individual characteristics. I can represent aspects of my cultural contexts (such as family, communities,
Cultural attributes. describe my family, home, and/or community (people school, peer groups) through words and/or images. I can describe what is
Identity and/or place). I can explain what I like and dislike. I am important to me. I can describe and demonstrate pride in my positive
able to explain what interests me. qualities, characteristics, and/or skills. I can explain how I am able to use
these to contribute to my home and/or community.

Personal With support, I can show a In a safe, supportive environment, I can share my ideas and I can recognize my strengths and use strategies to focus, manage
sense of accomplishment and accomplishments, and accept responsibility for my actions. I can use stress, and accomplish my goals. I can be focused and determined. I
Awarenes
joy, and express some wants, strategies that increase my feeling of well-being and help me manage can set realistic goals, use strategies to accomplish them, and
s and needs, and preferences. I can my feelings and emotions. I can connect my actions with both positive persevere with challenging tasks. I can tell when I am becoming
Responsi sometimes recognize emotions. and negative consequences. I make decisions about my activities and, angry, upset, or frustrated, and I have strategies to calm myself. I
bility I can participate in activities with support, take some responsibility for my physical and emotional can make choices that benefit my well-being and keep me safe in
that support my well-being. well-being. I can express my wants and needs and celebrate my efforts my community, including my online interactions. I advocate for
and accomplishments. myself and my ideas; I accept myself.

Social I am aware that other In familiar and structured settings, I can interact with others I can interact with others and the environment respectfully and thoughtfully. I
people can be different and the environment respectfully. I can participate in contribute to group activities that make my classroom, school, community, or
Responsibility
than I am. I can interact classroom and group activities to improve the classroom, natural world a better place. I can identify small things I can do that could
with my friends. With school, community, or natural world. I can share my feelings make a difference. I can consider others views and express a different opinion
some support, I can be and listen to others views. I can solve some problems myself in a peaceful way. I can identify problems and compare potential problem-
part of a group. and can identify when to ask for help. With some direction, I solving strategies. I can demonstrate respectful and inclusive behaviour,
can demonstrate respectful and inclusive behaviour, including including online. I can explain why something is unfair. I can identify when
 online. I can identify when something is unfair to me or others. others need support and provide it. I can build and sustain relationships. I
I can identify when others need help. I am kind to others, can show care for elders.
work or play co-operatively, and can build relationships with
people of my choosing.

iii.) By embracing the UDL model while planning for instruction, we have ensured that not only will these activities be inclusive of the
students in our class, but they could easily be used to teach any group of grade 1 students. By virtue of using the MI lens to plan
activities, we have also ensured that students with all MI strength areas will have an opportunity to work in their comfort zones and
feel successful, while also enjoying opportunities to stretch themselves and gain experience working through activities that they find
uncomfortable and challenging. We have designed a wide variety of activities that will allow all students to participate meaningfully
in learning, and get on to the rubric.

For example, our class is a high energy group that enjoys public speaking, and many of our activities incorporate movement,
role play, and communication. There are also many students for whom English is an additional language, therefore we have
accommodated by making many of our activities incorporate pictures, and means of representing their knowledge that do not
require English proficiency, such as drawing or building. Michelle is a student with limited mobility and use of her hands, but we
have designed activities that encourage group work, so that students can work together and support Michelle in activities where she
may not have otherwise been able to complete them independently (such as a building activity), and she can contribute in other
ways, such as by making suggestions orally. We have also been careful to ensure that all of our activities are accessible to Michelle.
For example, before planning a field trip to the forest, we ensure that the paths are wheelchair accessible. Our activities are also
designed to develop skills for students who may have social and behavioural challenges, such as Jeremy and Ryan. We have taught
our students directly how to work in group, because collaboration does not come naturally to everyone. Additionally, the activities
are engaging and varied, which will avoid satiation (a teaching practice which can contribute to externalizing behaviours) and will be
particularly beneficial for students like Jeremy, who have trouble sitting still. Furthermore, Jeremy will benefit from the multiple
opportunities to demonstrate his artistic abilities, and from our inclusion of First Peoples perspectives.

3. c) Unit Planners


 SCIENCE
Unit Planner

Big Ideas
1. Living things have features and behaviours that help them survive in their environment.

Content

Essential Questions:

1. How do local plants and animals depend on their environment?

2. How do plants and animals use their features to respond to stimuli in their environments?

3. How do plants and animals adapt when their basic needs are not being met?

Content:

Classification of living and non-living things

Elaborations:
Is it living or non-living? Is it a plant, animal or something else?
differences between conventional scientific and indigenous ways of classifying


Names of local plants and animals
Elaborations: e.g., common, indigenous and scientific

Structural features of living things in the local environment
Elaborations: How do stems, roots, leaves, skeleton or no skeleton or exoskeleton, lots of legs, few legs, eyes,
etc. help us understand organisms?

Behavioural adaptations of animals in the local environment
 Elaborations: dormancy, hibernation, nesting, migration, catching food, camouflage (stick bugs), mimicry (fly
that looks like bee), territorialism (squirrels fighting), etc.

Language Arts/ Literacy

1. 1. Stories help us learn about ourselves and our families.
2. 2. Everyone has a unique story.

Mathematics/ Numeracy
1. 1. Analyzing data and chance help us to compare and interpret: Concrete graphs show one-to-one correspondence.












SOCIAL STUDIES
Unit Planner

Big Ideas
1. Healthy communities recognize and respect the diversity of individuals and care for the local environment.

Content
Essential Questions:
 Content:

Diverse cultures, backgrounds, and perspectives within the local and other communities
Elaborations:
Sample topic: different languages, customs, art, music, traditions, holidays, food, clothing, and dress

Key events and developments in the local community, and in local First Peoples communities
Elaborations:
Sample topics:
community milestones (e.g., the founding of the community, the opening and closing of local
businesses, the construction of new buildings)
celebrations and holidays
cultural events
growth or decline of a community
Key questions:
What is the most significant event in your local communitys history?
How is your community different now from what it was like before settlers arrived?

Language Arts/ Literacy

1. 1. Stories help us learn about ourselves and our families.
2. 2. Everyone has a unique story.

Mathematics/ Numeracy
1. 1. Analyzing data and chance help us to compare and interpret: Concrete graphs show one-to-one correspondence.
3. e) Assessment

Literacy

In literacy block we will be focussing on helping our students to become effective communicators, via the six strands of receptive
and expressive language: read, view, listen, write, speak, and represent. In term 2, we will be working with the big ideas stories
help us learn about ourselves and our families, and everyone has a unique story. In lit circles, students can choose from a variety
of reading levels, and move through book clubs flexibly, so students arent stigmatized by levelled reading groups or timelines.
Books will be on topics such as different types of families, and they will make connections. Students can work on expressing their
own unique story in Writers Workshop by writing and representing. To insure Michelle is included we may need technology, or
symbols to help share her story. Assessment will be done formatively through observation, conferencing, and portfolio. The
Summative task would be to create and share a book about some aspect of their own family.


DISCIPLINE: Beginning to develop Approaching Fully meeting expectations Exceeding expectations
Language Arts expectation

Everyone has a unique Identifies characters in Explains Demonstrates that they have a Compares and contrasts
story the story with or elements of the unique story. stories with peers.
without assistance. story.

Stories can help us learn Understands that Makes text-to- Demonstrates that they have Creates stories to deepen
about ourselves and our stories help us learn. self connections. learned about themselves and awareness of self, family
families their families from a story. and community.


Numeracy

In Numeracy we are exploring the big idea analyzing data and chance helps us to compare and interpret and concrete graphs
show one to one correspondence. These topics were chosen because term two is the shortest, and they correlate well with the
themes of interdependence in theme block, because they provide opportunities for collecting and representing data. Students will
explore data in the Numeracy block by surveying their peers to make classroom decisions (what should we do in gym class, etc.).
Chance can be explored by playing dice games in groups. The idea of some games are only chance based, while other games involve
chance and skill could be explored. Students can write about their findings in math journals. A final graph project could be done to
determine the orders for pizza day, etc.


 DISCIPLINE: Math Beginning to develop Approaching Fully meeting Exceeding expectations
expectation expectations

Analyzing data and Collects data. Collects data represents Analyzes, compares, Develops a novel way of
chance helps compare using a graph. and interprets data and collecting and/or
and interpret: chance. representing data.

Graphs show 1-1 Understands 1-1 Explains 1-1 Demonstrates 1-1 Evaluates 1-1
correspondence correspondence. correspondence. correspondence. correspondence (find
errors in correspondence).

Science/ Socials

The Science and Socials is integrated in the afternoon centres time. The MI centres can be assessed using the rubric. The teacher will
give students feedback on their progress, and ask guiding questions to further their learning. Formative assessment will also guide
the teacher on any introductory concept ideas they may need to circle back to, or mini-lessons that could be taught to small groups.

As the summative assessment the Science/ Socials Theme Unit will have a final project to be measured on the same rubric.
Final Project: Students will be asked to talk about/ draw/ build/ dramatize (their choice) an environment. The environment will need
to have

1. People
2. Animals
3. Relationships
4. Physical Features (creeks, mountains, roads, sky trains, weather, etc.)

DISCIPLINES Beginning to develop Approaching Fully meeting Exceeding expectations
expectation expectations

SOCIAL STUDIES Lists features of Describes differences Distinguishes Designs elements of

Essential Understanding individuals and and similarities among relationships between healthy community that
 1 communities. individuals and elements of healthy recognizes and respects
communities. communities and diversity.
diverse individuals.

SCIENCES Lists features of living Describes features and Distinguishes Creates adaptations for a
Essential Understanding things and nonliving behavioural adaptations relationships between specific environment.
1 things. of living things. adaptations and
survival.

Project example Project is a list of things Project explains how Project explains Project has creative,
in an environment parts in the environment relationships between forward thinking
may be the same or parts in the relationships between
different environment parts in the environment















Multiple Intelligences Web of ideas

Multiple Activity Competency
Intelligence

Intrapersonal Whole Class/ Teacher guided lessons: Communication

Read aloud on topic of culture or environment, and connect to self activities
(turn and tell, journal picture or writing, etc.) Positive Personal and
Centres/ Group activities: Cultural Identity
Show how you adapt your behaviours to be in school vs. at the playground (role
play, writing, drawing) Personal Awareness
What do you like about the environment? (role play, writing, drawing) and Responsibility
Individual activities:
Reflections (writing, drawing, etc.) Critical Thinking
Tell me about your own culture?
What can I do to show that I care about the environment? Social Responsibility

Creative Thinking

Existential Whole Class/ Teacher guided lessons: Communication

Read aloud on topic of climate change as related to an animals inability to adapt
to environment because of human intervention: connect to world activities (turn Positive Personal and
and tell, journal picture or writing, etc.) How do my actions affect the greater Cultural Identity
community? The world? Positive? Negative?
Centres/ Group activities: Personal Awareness
Students explore pictures of animals being exploited by humans (not graphic or and Responsibility
scary, ex: people from different cultures fishing, chickens on free range farm,
people riding horses, cow being milked) Students demonstrate how they rely on Critical Thinking
other living things (role play, writing, drawing)
How does my life impact animals? Does it matter? Why? Social Responsibility
Students explore pictures of different biomes which represent extremes (arctic,
jungle, desert, etc.) Students must collaborate to make a list of things they would Creative Thinking
need to survive in one of their choice (pictures, words, role play to act out what
 they are packing)
How is a human like an animal, adapting to its environment?
Individual activities:
Reflections (writing, drawing, etc.)
Change. Do we need it?
Why is taking care of the environment is important to me?

Bodily- Whole Class/ Teacher guided lessons: Communication

Kinesthetic Nature Walk (wheelchair accessible)
Field Trip to the hatchery, farm, UBC Farm, UBC Botanical Garden: A trip to the Positive Personal and
farm, hatchery, and Botanical Garden would further support childrens learning Cultural Identity
about living things and their different habitats.
Centres/ Group activities: Personal Awareness
Act out and create yoga poses (animals, insects, plants) and Responsibility
Create a tableau to demonstrate an interdependent relationship
Cultural dances: Dance can be a basic form of cultural expression. Children can Critical Thinking
learn about different cultures by watching cultural dances.
Individual activities: Social Responsibility
Building/creating things
Plants, insects, elements of environment etc. Creative Thinking

Visual-spatial Whole Class/ Teacher guided lessons: Communication

Movies (National Geographic, etc.)
Plant seeds, see progress Positive Personal and
Raise animals and insects Cultural Identity
Centres/ Group activities:
Make a map of the community Personal Awareness
Interpret photos of the past and present and Responsibility
Explore landscapes using Google Earth
Field Trip to the hatchery, farm, UBC Farm, UBC Botanical Garden: A trip to the Critical Thinking
farm, hatchery, and Botanical Garden would further support childrens learning
 about living things and their different habitats. Social Responsibility
Individual activities:
Painting of landscapes Creative Thinking
Draw animals with adaptations in different environments

Musical- Whole Class/ Teacher guided lessons: Communication

Rhythmic Song about adaptations
Songs about our community Positive Personal and
Sound walks Cultural Identity
Centres/ Group activities:
Students can bring music from their culture (eg. Jeremy can show us the First Personal Awareness
Nations Drumming) and Responsibility
Music composition (eg. GarageBand)
Create a dance to show adaptation or community Critical Thinking
Individual activities:
Reflections (writing, drawing, creating,etc.) Social Responsibility
Tell us about the music in your culture?
Tell us about music in different cultures? Creative Thinking
Music composition in journal entry
Music composition (eg. GarageBand)

Interpersonal Whole Class/ Teacher guided lessons: Communication

Bringing the aquarium into the classroom (guest speakers)
Debate about community development/use of natural resources Positive Personal and
Centres/ Group activities: Cultural Identity
Games
Partner Talk/ Walk and talk/ Turn and talk Personal Awareness
Demonstrate adaptations (role-play, acting) and Responsibility
Individual activities:
Reflections (writing, drawing, creating,etc.) Critical Thinking
How did working with a partner help you learn?
 Social Responsibility

Creative Thinking

Verbal-Linguistic Whole Class/ Teacher guided lessons: Communication

Pocket Chart- adaptation chant
Read alouds on topics of unit Positive Personal and
Centres/ Group activities: Cultural Identity
Create a poem as a group
Buddy reading Personal Awareness
In your group, talk about changes you have noticed in your community, write and Responsibility
down some of your ideas.
Individual activities: Critical Thinking
Read books on diversity, Indigenous customs, plants, and animals
Social Responsibility

Creative Thinking

Naturalist Whole Class/ Teacher guided lesson: Communication

Invite guest speakers from the First Nations community to talk to class
How do Indigenous communities utilize elements of nature? Positive Personal and
How have some traditions and practices changed or stayed the same over Cultural Identity
time?
How do Indigenous communities demonstrate their respect for the Personal Awareness
earth? and Responsibility
Read aloud about the life cycle of plants, insects and animals in our community
Read aloud about recycling and garbage collection Critical Thinking
Go on field trips to find connections (Vancouver Aquarium, Grouse Mountain and
Greater Vancouver Zoo) Social Responsibility
Make connections by turn and talk, journal entry (picture/writing), etc.
Place-based learning: students learn how to help the community and address Creative Thinking
 community problems
Raise butterflies, insects, salmon and class pet, etc.
Nature Walks
Centres/ Group activities:
Grow plants
Have a class pet. Students can take care of the class pet at the centre.
Talk about animals in our community (pets vs. wild animals)
Talk about how humans should interact with wild animal, such as coyotes
Role play, writing, drawing
Individual activities:
Reflections (writing, drawing, building, etc.)
Tell us about the life cycle of an insect or animal?
Demonstrate how you can be a caring member of the community?
Show us how you can take care of an animal or insects. (Care for the class
pet)
Have a class pet. Students can take the class pet home

Logical- Whole Class/ Teacher guided lessons: Communication

Mathematical Survey and graph about how many languages are spoken in the class (model for
centres) Positive Personal and
Centres/ Group activities: Cultural Identity
Survey classmates about food preference or something important to you
Sort animals, community places, clothes, jobs Personal Awareness
Venn diagrams similarities/differences living or nonliving things and Responsibility
Compare the different environments (temperature, snow) using more/ less/
equal terminology Critical Thinking

Social Responsibility

Creative Thinking