UNIT PLAN TEMPLATE

Prairie Communities in Canada

Title of Unit (Studied over a 2-month period of time- 30 Grade Level Grade 2
lessons)
Time 45 mins.
Curriculum Area(s)
Social Studies Frame Last 3 lessons out of a total of 30 lessons
Developed by Kim Whitmore
IDENTIFY DESIRED RESULTS
Programs of Study Foundations and Vision for Social Studies Education
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

This unit will allow students to explore the dynamic relationship that human existence has with the natural environment (Alberta Education,
2005). Students will be able to explore historic and geographic skills to help them bring meaning to issues and events and how it relates to
their evolving identity (Alberta Education, 2005). The emphasis of this unit will help students develop their sense of belonging within their
communities, Canada and the world (Alberta Education, 2005).
This fits with my vision for Social Studies as I want my students to be able to talk about their communities and country in a first-hand
manner. I strive to inspire students to engage authentically with the land that they live on and understand how environmental and historical
factors affect their daily lives. I want students to be able to put themselves in the shoes of others, to develop empathy and to gain deep,
meaningful understandings. Students will develop a sense of curiosity about other communities and learn what factors affect those
communities. Students will investigate from different view points and develop an interest in the world beyond the classroom walls that will
take them into the world as informed citizens.
Essential Question
What is the big, overarching question guiding your unit plan?

What unique factors, geographic and cultural, influence daily life in prairie communities of Canada?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

General Outcome: (Alberta Education, 2005)

Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change
Canada’s communities.
Specific Outcomes: (Alberta Education, 2005)
Knowledge and Understanding:
Students will:
2.1.2 investigate the physical geography of a prairie community in Canada by exploring and reflecting the following questions for inquiry:
• Where are prairie communities located in Canada? (LPP)
Adapted from Wiggins, Grant & J. McTighe (1998)
 • How are the geographic regions different from where we live? (LPP)
• What are the major geographical regions, landforms and bodies of water in each community? (LPP)
• What are the main differences in climate among these communities? (LPP)
• What geographic factors determined the establishment of each community (e.g., soil, water and climate)? (LPP, TCC)
• How does the physical geography of each community shape its identity? (CC, I)
• What is daily life like for children in a prairie community (e.g., recreation, school)? (CC, I, LPP)
• How does the vastness of Canada affect how we connect to other Canadian communities? (C, I, LPP)
2.1.3 investigate the cultural and linguistic characteristics of a prairie community in Canada by exploring and reflecting upon the following
questions for inquiry:
• What are the cultural characteristics of the communities (e.g., special symbols, landmarks, languages spoken, shared stories or traditions, monuments,
schools, churches)? (CC, LPP, TCC)
• What are the traditions and celebrations in the communities that connect the people to the past and to each other? (CC, LPP, TCC)
• How are the communities strengthened by their stories, traditions and events of the past? (CC, TCC)
• What are the linguistic roots and practices in the communities? (CC)
• What individuals and groups contributed to the development of the communities? (CC)
• How do these communities connect with one another (e.g., cultural exchanges, languages, traditions, music)? (CC)
• How do the cultural and linguistic characteristics of the communities studied contribute to Canada’s identity? (CC, I)
UNIT PLAN SUMMATIVE ASSESSMENT Commented [KW1]: ELL students will have the option to
show evidence of their learning in the form of an
illustration if they are not able to write a letter. I will
What will you accept as evidence that learning has occurred at the conclusion of this unit? encourage them to label their sketch with words to
enhance their literacy skills.
Based on our studies of prairie communities, you are going to act as a representative of a rural prairie
Commented [KW2]: Evidence of differentiation
community. Students at differing levels can write more or less
You going to write a letter (including an illustration) to another Grade 2 student in an Acadian depending on their different needs and abilities.
community across Canada. You will share with the Acadian student what daily life is like in your Commented [KW3]: Cross curricular connections with
What is the summative prairie community, including at least 3 geographic or cultural characteristics that influence your Literacy: (Alberta Education, 2005)
3.3 Organize, Record and Evaluate
performance assessment for the community and how. These may include information about your language, landmarks, climate, - categorize related ideas and information, using a variety
unit? occupations, industry, traditions, events or stories from your community. of strategies, such as finding significant details and
You must write at least 5 sentences and draw a sketch that supports your writing. If you want to sequencing events in logical order
- record key facts and ideas in own words
challenge yourself, you may go above and beyond by writing 8 to 10 sentences. - examine gathered information to decide what
Pay attention to proper spelling, placement of periods and make sure to use capital letters at the information to share or omit
beginning of your sentences. 3.4 Share and Review
- share, with familiar audiences, ideas and information on
The summative assessment is designed to take place at the end of the unit, Prairie Communities in
What is the goal of your summative topics
Canada. It is designed to ensure students have met curricular outcomes and competencies from the 4.1 Enhance and Improve
performance assessment as
Program of Studies with regards to prairie communities. Students should have an understanding of - check for capital letters, punctuation at the end of
framed within the outcomes and sentences and errors in spelling
geographic elements of prairie communities in Canada, their location, landforms, climate, as well as
competencies? What do you hope 4.2 Attend to conventions
elements of their culture, including language, landmarks, industry, occupations, traditions and events - write complete sentences, using capital letters and
to learn?
and how these factors affect daily life in prairie communities. periods
4.3 Present and Share
- present ideas and information by combining illustrations
and written texts
Adapted from Wiggins, Grant & J. McTighe (1998)

How will this assessment inform
student learning and your
practice?
This summative assessment will provide me with an understanding of where students are at with
their understandings and learning of the prairie communities in Canada. By interacting with students
from Acadian communities across Canada this will enable students to start to understand the
vastness of Canada, differences between communities and how they connect with one another. This
assignment will lead well into our next unit, learning about Acadian Communities in Canada and the
cultural and geographic elements that affect their daily lives. The letters that students receive from
students from an Acadian Community will spark their interest and inspire inquiry into our next unit.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether

What is the primary objective of this learning has occurred in each
Lesson # What are the primary activities in this lesson?
lesson in your own words? lesson? How will you employ
formative assessment?

28. This series of lessons is located at the
end of the unit and has been designed
to tie together the curricular content
related to prairie communities in
Canada. The activities in this lesson are
setting the students up for success for
their final summative assessment task.
- Introduce performance task to
students/ show them a picture of the
Grade 2 class that they will be writing
letters to, so they connect
- Discuss criteria with students on
document camera
- Brainstorming activity- Think-pair-
share- Pass out worksheet outlining
different topics we discussed during
the unit (students to spend a few
minutes brainstorming themselves,
then share with a partner and discuss,
and finally have a class discussion and
document brainstorming on the
document camera so students can add
to their brainstorming sheets)
Formative Assessment-
Observation and taking note of
students’ answers and
contributions during the think-
pair-share Commented [KW4]: Up to this point in the unit, we have
been using resources such as stories, books, videos, class
discussions, art and field trips to explore and learn about
the curricular outcomes listed above that peek curiosity
and inquiry related to prairie communities in Canada.
Commented [KW5]: Evidence of scaffolding
Adapted from Wiggins, Grant & J. McTighe (1998)
29. This lesson will enable students to
work individually or in pairs to work on
their performance assessment task,
developing their work and rethinking
their ideas as they work and receive
formative feedback from peers and
teacher.
30. Students continue to work on their
letters and finish their work. This
lesson is designed to allow students
time to finish working on their letters,
self assess and revise their work to
deepen their understandings.
- Gather students on carpet to review Formative Assessment-
the criteria of the performance task I will circulate as students are
and the brainstorming writing and offer feedback
- Students split off individually or in throughout. Students may also
pairs to work on their letters (start work in pairs to provide feedback Commented [KW7]: Evidence of Differentiation
with their writing) to one another and refine their Students will be encouraged to work in pairs or
individually- however they work best
work.
Commented [KW6]: Students can work at their desks, on
- Students continue to work on their Assessment as Learning- the carpet or wherever they feel comfortable
letters Students to self-assess their work
Commented [KW8]: Feedback cycle
- As students work on their letters, with a partner using the checklist
encourage them to review the rubric to style rubric to ensure that they
ensure they have met all criteria and have met all criteria before
revise as required (constantly revising submitting
their work to make it better) Summative Assessment-
- Students to work on their illustrations Students will submit their work to
to support their writing teacher for final assessment of
- Students complete self assessment learning
checklist style rubric (metacognition-
thinking about their own learning)
before submitting to teacher for final
summative assessment

EVIDENCE OF LEARNING
I have made an effort to go above and beyond the 5-
sentence requirement.

I have read over my letter to make sure that it

makes sense.

I have included at least 3 thoughtful and relevant

pieces of information that influence daily life in a
rural prairie community and explained why.
I have included an illustration that supports the
information I have written about.

Adapted from Wiggins, Grant & J. McTighe (1998)

I have paid attention to proper spelling, placement of
periods and the use of capitals at the beginning of my
sentences. Commented [KW9]: Criteria outlined in first person
checklist style rubric to make it approachable for Grade 2
students. Criteria indicate excellence.

Adapted from Wiggins, Grant & J. McTighe (1998)