Ela Albert Edward

Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________
UbD
STAGE 1 DESIRED RESULTS
Unit Title: Our Most Excellent Mountain Adventure: Hiking Mt. Albert Edward
Established Goals (big ideas): include BC curriculum citation
This Unit is a place-based unit in which my Grade 7 Outdoor Ed. students will learn about and then
discover for themselves Strathcona Park, and Mt. Albert Edward specifically.
The ELA component takes up the Big Idea: "Exploring stories and other texts helps us understand
ourselves and make connections to others and to the world." Students will produce a Project a
"Trip Dossier" that includes their planning for the hike, activities to be completed during the hike,
and post-hike reflections.
Specifically, students will learn to anticipate their requirements based on reading trip reports and
stories about the mountains, they will perform mathematical calculations (to determine their caloric
needs, the number of kms traveled, the speed at which they traveled, elevation gain, slope, heart rate
etc.), they will learn about the alpine ecosystem and identify plants, creatures, and geological
formations, and they will produce their own trip reports, including a journal and a representation of
their choosing.
Through these activities, they will develop and understand their connection to their local environment.
Rationale Why are you doing this and why is it relevant to your students
This is a unit for an Outdoor Education class with a focus on ELA and Math (as well as curricular
connections to PE and Science). This unit will cover students' preparation for our 3-day hike up Mt
Albert Edward, activities during the trip, and post-trip reflection and debrief. The Math/ELA/Science
activities will be directly relevant to the students' planning and experience of the mountain: Students
will learn about their local geography, they will read about mountain survival, they will experience an
adventure, they will take responsibility for their own preparation, and they will reflect about their own
experience.
I have prepared this unit with my upcoming spring practicum class in mind (Gr. 7 Outdoor Ed/ French
Immersion).
Essential Question(s):What drives the learning?)

How can I prepare myself (mentally, physically, logistically) for a trip in the wilderness?
How does where I live affect who I am?
Students will be able to: Students will know;

(competencies include BC curriculum citation) (content include BC curriculum citation)
ELA: ELA:
Use writing and design processes to plan, Presentation techniques
develop, and create engaging and meaningful
literary and informational texts for a variety of Metacognitive strategies
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
purposes and audiences.
Construct meaningful personal connections

between self, text, and world.
Math: Math:
Model mathematics in contextualized experiences Operations with decimals (addition, subtraction,
multiplication, division, and order of operations)
Visualize to explore mathematical concepts
Operations with integers (addition, subtraction,
multiplication, division, and order of operations)
Financial literacy
Graphing
Science: Science:
Experience and interpret the local environment Survival needs
Express and reflect on a variety of experiences Crystalline structure of solids

and perspectives of place
PE: PE:
Apply methods of monitoring and adjusting Ways to monitor and adjust physical exertion
exertion levels in physical activity levels
Investigate and analyze influences on eating Effects of different types of physical activity on
habits the body
STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks and/or culminating tasks: Other Evidence: formative and summative
Project: Trip Dossier Math Worksheet

Pre-trip preparedness check
Key Criteria:
1) Completion
2) Accuracy (Math)
3) Understanding of real world applications: realistic responses, personal responsibility in the mountains
4) Evidence of engagement in journals and reflections
5) Clarity of expression

STAGE 3 LEARNING PLAN

Learning intentions Learning activities
-Students will learn about alpine ecosystems
(flora, fauna, geology)
Students will learn about local geography and -Students will learn about the history of
how they fit in there. Strathcona Park.
-Students will produce their own trip reports
-Students will learn to anticipate their

Students will learn about survival requirements based on reading about mountain
requirements and be responsible for my own survival and performing mathematical
needs. calculations.
-Calculating calories required for activity and

making food lists.
Students will learn about healthy eating
(calorie intake/energy output)
-Calculating costs to make their guiding company

viable.
Students will practice financial literacy
-Prereading about the trip

-Writing up trip plan and journals
Students will engage all 6 language arts -Viewing images of alpine flora and fauna
-Representing their trip in 3 "photos" (can be
drawings, paintings, photos etc.) as part of trip
dossier project
-Participating in discussions throughout the
lessons (speaking)
-Listening to guest speaker
SPECIFIC ELA TEXTS:
Guide Books:
Island Alpine (2014), Philip Stone
Hiking Trails 3 (2012), Richard Blier
Fiction:
Hatchet (1987), Gary Paulsen
Poetry:
David (1942), Earl Birney
Argument for Ascending, Sid Marty

Non-Fiction:
Beyond Nootka (1996), Lindsay Elms
Touching the Void (1988), Joe Simpson
Newspaper conflicts past and present:

Conflict with the Heathens' Club (2017): http://www.timescolonist.com/news/local/strathcona-park-
volunteer-dispute-lands-in-court-1.18235376
Conflict about mining in the Park (1987):

https://www.wildernesscommittee.org/sites/all/files/publications/1987%2008%20Strathcona%20Park.pd
f
Visual Media:
Images of alpine eco-systems
Touching the Void (2003), film
Possible Guest Presentation:

First Nations connections (inquire at band office)
Lindsey Elms (Strathcona Park historian and mountaineer)

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Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

Established Goals (big ideas): include BC curriculum citation

Essential Question(s):What drives the learning?)

Students will be able to: Students will know;

purposes and audiences.

Construct meaningful personal connections

Express and reflect on a variety of experiences Crystalline structure of solids

STAGE 2 ASSESSMENT EVIDENCE

Project: Trip Dossier Math Worksheet

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

STAGE 3 LEARNING PLAN

-Students will learn to anticipate their

-Calculating calories required for activity and

-Calculating costs to make their guiding company

Students will practice financial literacy

-Prereading about the trip

SPECIFIC ELA TEXTS:

Argument for Ascending, Sid Marty

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Newspaper conflicts past and present:

Conflict about mining in the Park (1987):

Possible Guest Presentation:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

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