Primary integrated inquiry unit Grade 3 Social Studies and Literacy

Get Started. It's Free
or sign up with your email address
Primary integrated inquiry unit Grade 3 Social Studies and Literacy by Mind Map: Primary integrated  inquiry unit Grade 3 Social Studies and Literacy

1. What hands-on experiences will the children need? Children will need to see artifacts: journals, letters, paintings, art, objects. They will need to see maps. They will need to see historical footage and images that document the FMNI experience(s). They can use Google Maps to see current land usage/areas/territories.

2. how does it work with or against inquiry as far as "knowing what acheivement looks like" or knowing "where you are going with the learning and teaching?"

3. What skills are students going to develop? Researching; interpreting; analyzing; organizing information Asking questions Compare and contrast (similarities and differences) Critical thinking skills (judgment) Supporting a position with evidence Interpreting Maps

3.1. What are ways for students to unpack these ideas that will have them “learning by doing” rather than “learning by watching” or “learning by being told”? Students can reinact various relationship scenarios Students can role play the experiences of early settlers and Indigenous people Students can research; collect information; read maps Students can read about the experiences of the people and communities and engage in critical thinking

3.2. what are the pre-requisite skills that are required to begin this learning task?

3.2.1. reading

3.2.1.1. making connections

3.2.1.2. asking questions

3.2.1.3. inferring

3.2.1.4. determining importance in non-fiction texts

3.2.2. writing

3.2.2.1. collecting information/research

3.2.2.2. writing for a purpose and audience

3.2.2.3. revising using a checklist

3.2.3. oral communication

3.2.3.1. expressing opinions

3.2.3.2. listening attentively

3.2.3.3. speaking clearly

3.2.3.4. presenting with visual aids and being prepared for the presentation

4. Overall expectations: A1. Application: compare ways of life among some specific groups in Canada around the beginning of the nineteenth century, and describe some of the changes between that era and the present day (FOCUS ON: Continuity and Change; Perspective) A3. Understanding Context: identify some of the communities in Canada around the beginning of the nineteenth century, and describe their relationships to the land and to each other (FOCUS ON: Interrelationships)

4.1. environmental education that • is locally relevant; • is culturally appropriate; • enhances understanding that local issues often have provincial, national, and global consequences; • builds capacity for community-based decision making and environmental stewardship; • supports lifelong learning; • supports the definition of environmental education provided in Shaping Our Schools, Shaping Our Future.

4.1.1. "themes" around Personal identity, community identity, one’s connection to nature, multiculturalism, respecting differences and valuing differences

4.2. A1.1 describe some of the similarities and differences in various aspects of everyday life (e.g., housing, clothing, food, religious/spiritual practices, work, recreation, the role of children) of selected groups living in Canada between 1780 and 1850

4.2.1. what is the greatest difference between how people lived during 1780-1850 and now? (in each of the areas: housing, food, spiritual practices, work, fun, roles, etc.)

4.2.1.1. understanding how people live

4.2.1.2. understanding connection between environment and lifestyle

4.3. A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day

4.3.1. what was the greatest challenge for settlers then and now?

4.3.1.1. basic concepts around immigration/settlement

4.3.1.2. understanding concept of "roles"

4.3.1.2.1. B1.1 engage in dramatic play and role play, with a focus on exploring themes, ideas, characters, and issues from imagination or in stories from diverse communities, times, and places

4.3.1.3. relationship between nature and survival/necessity

4.3.1.4. distinguish between "wants" and "needs"

4.4. A2.1 formulate questions to guide investigations into some of the major challenges facing different groups and communities in Canada from around 1780 to 1850

4.4.1. which questions can help us gather information about the challenges that faced the various communities in Canada from around 1780 to 1850

4.4.1.1. what is "identity" and how is it developed? what is it connected to?

4.4.1.1.1. D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have the community as their subject (e.g., make a sym- metrical sculpture of an insect or a flower, using natural materials such as wood, pebbles, dry seed pods, feathers; draw a picture depicting a solution to the problem of litter in their community; make a painting of nature, focusing on a feature of personal interest or meaning to themselves)

4.4.1.1.2. C2.1 express personal responses to musical performances in a variety of ways

4.4.1.2. concepts of "being" and "owning" (property)

4.4.1.3. who were the different groups/communities at the time

4.4.1.3.1. C3.2 identify, through performing and/or listen- ing, a variety of musical forms or pieces from different communities, times, and places (e.g., songs, instrumental pieces, and dances in social activities or celebrations of early settlers and First Nation communities in Upper Canada)

4.5. A2.2 gather and organize information on major challenges facing different groups and communities, and on measures taken to address these challenges, using a variety of primary and/or secondary sources

4.5.1. what were the most significant measures taken to address the challenges facing the different groups of people?

4.5.1.1. cause and effects of settlement for the various groups

4.5.1.2. colonialization

4.5.1.3. values of Indigenous Peoples

4.6. A2.3 analyse and construct print and digital maps, including thematic maps, as part of their investigations into challenges facing different groups and communities in Canada during this period, and measures taken to address these challenges

4.6.1. create a map(s) showing the greatest impact/change from 1750-2020 for the 1 group of Indigenous People and 1 settlement community

4.6.1.1. reading maps from 1750

4.6.1.2. reading maps from 2020

4.6.1.3. who writes history? who creates the maps?

4.6.1.4. treaties from 1750 and current treaties

4.7. A2.4 interpret and analyse information relevant to their investigations, using a variety of tools

4.7.1. use a variety of tools to collect data: electronic, print, artefacts, videos

4.8. A2.5 evaluate evidence and draw conclusions about some of the major challenges facing different groups and communities in Canada during this period, and measures taken to overcome these challenges

4.8.1. inferring; determining importance; express an opinion around values; understand concepts of justice, equality, tradition, identity

4.8.1.1. understand present day impact (cause and effect)

4.8.1.2. A3.1 describe, with teacher guidance, a variety of dances from communities in Canada and around the world that they have seen in the media, at live performances and social gather- ings, or in the classroom (e.g., dance numbers in animated movie musicals such as Happy Feet and Ice Age; First Nation dances at a powwow; folk dances of the early settlers; the farandole of France)

4.8.1.2.1. A3.2 identify and describe the role of dance in the community (e.g., performances as entertainment; community dances as a way of socializing; tradi- tional dances as a way of maintaining cultural connectedness; dance classes for learning and communicating)

4.9. A3.1 identify various First Nations and some Métis communities in Upper and Lower Canada from 1780 to 1850, including those living in traditional territory and those who moved or were forced to relocate to new areas in response to European settlement, and locate the areas where they lived, using print, digital, and/or interactive maps or a mapping program

4.9.1. read maps to see where they used to live/where were their settlements; how much land they used to have; how much land they lost

4.10. A3.6 describe some key aspects of life in selected First Nations, Métis, and settler communities in Canada during this period, including the roles of men, women, and children

4.10.1. understand how they are connected to land/nature; what are their values and beliefs; how they used their land for survival

4.11. A3.7 describe how some different communities in Canada related to each other during this period, with a focus on whether the relationships were characterized by conflict or cooperation

4.11.1. Students can analyze the relationships between the various communities and groups of people (during settlement) and decide whether they were “healthy relationships” or not. If yes, justify what made them healthy (evidence) and if not, how could they have improved upon their relationship(s). This framework could also be used to analyze the relationships that exist today (i.e., Canadian Government and Indigenous People, and/or Our relationship with the environment).

4.11.2. how did Indigenous Peoples and European settlers help each other? How did they harm each other?

4.11.2.1. 1.4 apply relationship and social skills as they participate in physical activities, develop move- ment competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members

4.11.2.1.1. Students can create a poster/chart/list or write a journal reflection for ‘How to an effective team member” or “How to build a healthy relationship”

4.11.2.2. C1.3 identify the characteristics of healthy relationships

5. requires critical thinking

6. leads to the development of reframing expectations as questions to create

6.1. What are the misconceptions in this area of curriculum to watch out for? Teaching students about a culture that is different from your own (as an educator) and instilling your own values as a lens for learning about another culture. Oversimplifying the characteristics of another culture (due to one’s lack of knowledge or personal experience). Western biases or Colonialized perspectives in/of the resources.

7. problematizing the expectations

8. culminating task

8.1. is it authentic?

8.1.1. Is it relevant to the students?

8.1.1.1. is it a real-life problem?

8.1.1.2. does it support the development of a real-life skill?

8.2. what is the "big idea" that will ground the learning of this entire unit?

8.2.1. what are the "essential questions" that support the "big idea" of this unit of study?

8.3. learning goals

8.3.1. student friendly language

8.4. success criteria

8.4.1. what should students be able to KNOW, DO and SAY

8.4.1.1. assessment as learning

8.4.1.1.1. self reflection/metacognition

8.4.1.1.2. peer assessment

8.4.1.1.3. descriptive feedback

8.4.1.1.4. exemplars and models

8.4.1.2. assessment of learning

8.4.1.2.1. how will you collect data about their achievement?

8.4.1.2.2. document

8.4.1.2.3. provide feedback

8.4.1.2.4. how will students demonstrate their knowledge and skills while they are learning?

8.4.1.3. what does this achievement look like and sound like at the Gr.3 level?

8.4.1.3.1. culminating task

8.4.1.4. use verbs that are specific and observable and measurable

8.5. Disciplinary thinking

8.5.1. cause and consequence interrelationships continuity and change

9. universal design

9.1. know your learners

9.1.1. student strengths

9.1.2. student needs

9.1.3. student interests

10. differentiation

10.1. product

10.2. process

10.3. content

11. Instructional Intelligence Strategies

12. Resources

12.1. whole class instruction

12.2. modelled reading/writing

12.2.1. skills to address

12.2.1.1. questioning

12.2.1.1.1. mentor tests

12.2.1.2. making connections

12.2.1.2.1. mentor texts

12.2.1.3. determining importance

12.2.1.3.1. mentor texts

12.2.1.3.2. When We Were Alone (David Alexander Robertson, Illustrated By Julie Flett)

12.3. shared reading/writing

12.3.1. Nokum Is My Teacher by David Bouchard

12.3.2. What’s The Most Beautiful Thing You Know About Horses? (Richard Van Camp)

12.4. guided reading/writing

12.4.1. Nelson Literacy Gr.3 Guided reading texts; fables and non-fiction texts

12.5. independent reading/writing

12.5.1. The Elders Are Watching (David Bouchard And Roy Henry Vickers)

12.6. videos

12.7. artifacts

12.8. special guests

12.9. field trips

12.10. instructional resources

12.10.1. Natural Curiosity

12.10.2. Truth and Reconciliation Council of Canada

12.10.3. Indigenous Peoples Atlas of Canada

12.10.4. Truth and Reconciliation in Elementary Schools

12.10.5. FMNI Teaching and Learning Resources

12.10.5.1. Indigenous Education: Pedagogy to Practice Videos

12.10.5.2. Treaty Education Resources

13. Social Studies Inquiry process

13.1. specific expectations from social studies

13.2. re-frame the expectation as a questions

13.3. big ideas

13.3.1. framing questions

13.3.1.1. Instructional Intelligence Strategies

13.3.1.2. student generated questions

13.3.1.2.1. questioning frames

13.3.1.2.2. 5ws 1h

13.3.1.2.3. KWL

13.3.1.3. How did people in the past relate to the environment? To each other? Who lived in colonial Canada? How did these groups differ from each other?

13.3.1.4. open ended questions

13.3.1.5. co-created questions; co-created learning; co-created learning goals and success criteria

13.3.2. “What is the most important lesson you learned from the early communities and their relationship to the environment/land?”

13.3.3. “What was the biggest reason for conflict and for cooperation between the newcomers and the people who already lived in the area, and what is the most important life lesson you learned from this relationship?”

14. environment

14.1. conditions for learning

14.1.1. space

14.1.1.1. A1.1 actively participate in a wide variety of program activities (e.g., tag games, cooperative games, movement exploration with equipment, dance, outdoor activities), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part

14.1.1.1.1. Students can participate in learning and playing new games from the 1750-1880 era.

14.1.1.2. B1.1 perform controlled transitions between static positions, using different body parts and shapes and different levels, with and without equipment

14.1.1.2.1. Students can reinact various drama scenes or ideas (i.e., ways of life, modes of transportation, elements of the earth) and perform “controlled transitions between static positions”.

14.1.2. time

14.1.3. materials

14.1.3.1. Real artifacts.

14.1.3.2. Real people who can speak of their real experiences.

14.1.3.3. Real primary and secondary sources from peoples experiences with FMNI reconciliation, etc.

14.1.4. indoor/outdoor

14.1.5. structures

14.1.5.1. What are ways for students to unpack these ideas that will have them “learning by doing” rather than “learning by watching” or “learning by being told”? Students can reinact various relationship scenarios Students can role play the experiences of early settlers and Indigenous people Students can research; collect information; read maps Students can read about the experiences of the people and communities and engage in critical thinking

14.1.6. supports

15. Instructional Rounds

16. teacher directed or student directed?

17. accountable talk

18. Curriculum Documents and Policies to know before planning this unit

18.1. Learning For All

18.2. Connecting the Dots

18.3. Capacity Building Series Monographs

18.3.1. integrated curriculum monograph

18.3.2. Science and Literacy in the Classroom

18.4. Acting Today Shaping Tomorrow

18.5. Environmental Education Scope and Sequence