How can we become environmental stewards?

Grade 3
Ashley Row
June 15, 2020
 Table of Contents
Rationale ------------------------------------------------------------------------------------ 2

Meeting the TQS --------------------------------------------------------------------------- 4

Planning ------------------------------------------------------------------------------------- 6

Learning Outcomes ------------------------------------------------------------------------ 7

Week Plan Overview ---------------------------------------------------------------------- 11

Lesson Plan --------------------------------------------------------------------------------- 16

Resources ----------------------------------------------------------------------------------- 19

Differentiation Strategies ----------------------------------------------------------------- 20

Assessment Strategies --------------------------------------------------------------------- 23

1
 Rationale
Grade: 3
Primary Subjects: ELA, Social, Science, Health
Secondary Subjects: Art, P.E., Math
Timeline: 4 Weeks
Week of Interest: First Week

This unit will take place over a month. The unit is designed to have students explore the

concept of taking care of the earth, hence the question “how can we become environmental

stewards?” Students will learn that environmental stewardship is an ongoing commitment to

implement sustainable practices and to care for the land. Students will explore the different

components of environmental stewardship such as culture, volunteerism, rights and

responsibilities, and cooperation. For this unit, students will be focusing on Canadian FNMI as

well as Ukraine, Tunisia, Peru, and India- the countries of focus in the grade 3 Social program of

studies.

This unit will allow students to observe different environments around the world and how

they work to protect the environment. This unit will focus mainly on the subjects ELA, Social,

Science, and Health. Students will create their own water storage containers and come up with

volunteer opportunities while covering grade 3 English Language Arts outcomes. In additions,

this unit will cover some outcomes in Art, Physical Education, as well as math. Students will

create their own reusable bottle bubble blowers, work on cooperation games, and use statistics to

solve problems.

Throughout the unit, students will respond to various texts in a variety of formats. This

will ensure that multiple literacies are covered in every lesson. In any subject area, literacy plays

an important part. In response to multiple texts, images, and videos students will have

opportunities to expand their personal learning and understanding with videos, pictures, words,

sentences, and stories. When the students plan and build their water containers, the have freedom

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with design and the chance to make improvements and notice what they could do better. They

can reflect on their own learning using the different methods mentioned above.

In this unit, students are given the opportunity to work on inquiry style and hands-on

learning activities. This allows students to pursue their interests and also do some productive

struggling. They will learn what works and doesn’t work for them. There will also be more

controlled learning activities such as stations and class discussions. This variety of learning

activities will make sure that all different kinds of learners have opportunities to do things they

enjoy and also work on things that might challenge them.

The week that I have chosen to showcase in my unit is the first one. This week will be

mostly formatively assessed. It will be the beginning of the students’ journey to understanding

what it means to be an environmental steward and a global citizen. The activities in this week

will engage students as well as teach them new things. Activities include using Google Earth to

explore the environments of Tunisia, Peru, India, and Ukraine.

Overall, by the end of the unit students should have a deeper understanding of what it

means to protect the environment and what they can do to help others and the environment. By

modelling in our classroom community, students will have a better understanding of cooperation

and environmental stewardship. This unit will not only meet the grade 3 outcomes in the Alberta

Program of Study, but also create a stronger sense of classroom culture.

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 Meeting the TQS
1. Fostering Effective Relationships
This TQS is addressed constantly and consistently throughout this unit. I will
demonstrate empathy and care for my students. I will encourage my students to
use a growth mindset. Students will have opportunities to work positively together
in every class whether in groups, as a whole class, or in partners. Having students
work in small groups or take turns with the laptops/tablets can help reinforce
values such as fairness and respect. The class Instagram will allow me as a
teacher to foster relationships with parents by showing them the work that their
children are doing in class.

2. Engaging in Career-Long Learning

I will engage in career-long learning by consistently seeking out new resources
and methods. I will work on learning the best ways to incorporate technology
such as Google Earth and Flipgrid into the classroom. Throughout the unit,
students will learn using a variety of activities and assessments in addition to
using different types of technology.

3. Demonstrating a Professional Body of Knowledge

In this unit I will demonstrate my professional body of knowledge through the
planning, instruction, and assessment practises I use. I will meet specific learning
outcomes through knowledge gained by the students while using Google Earth.
Google Earth can also keep the class engaging and can be used to collaborate and
to learn about others’ lives through viewing and learning about cultures around
the world. I will create questions that are accessible to the audience through
concise language that is easy to understand and available to all learning types.

4. Establishing Inclusive Learning Environments

In this unit and throughout the school year, I will establish a classroom culture
where diversity is embraced and every student feels welcomed, cared for,
respected, and safe. This will be clear in the behavioural expectations that the
class comes up with as well as in the lessons each day. Google Earth and other
visuals can be used to ensure that more visual and hands-on learners are able to

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 succeed. There will also be plenty of opportunities to incorporate students’
personal and cultural strengths into lessons.

5. Applying Foundational Knowledge about First Nations, Métis and Inuit

This unit is very much influenced by a FNMI perspective. Many of the books
used are written by FNMI authors. Students will learn about why water is so
important to Indigenous people. Students will also learn about the significance of
symbols such as the eagle feather, ribbon skirt, and medicine wheel.

6. Adhering to Legal Frameworks and Policies

As a teacher, I will ensure to adhere to the legal frameworks and policies that are
present in the Alberta education system. This includes ensuring that paperwork
for fieldtrips is filled out. I will ensure to follow to FOIP when I create the class
Instagram. If there aren’t enough laptops/tablets available at school for every
student, I might need to re-evaluate my plan (share instead) as school policy
might not allow students to bring their own from home.

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Planning

Essential questions:
 How can we become environmental stewards?
 What is environmental stewardship?
 What is a global citizen?
 Are we too young to help make the world a better place?
 How can we leave the world a better place?
 How can conserving water help the planet?

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 Learning Outcomes
ELA

GLOs:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
2. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate
with others.

SLOs:
1.1
 connect prior knowledge and personal experiences with new ideas and information in oral,
print and other media texts
 explain understanding of new concepts in own words
 explore ideas and feelings by asking questions, talking to others and referring to oral, print
and other media texts
 choose appropriate forms of oral, print and other media texts for communicating and sharing
ideas with others
1.2
 ask for the ideas and observations of others to explore and clarify personal understanding
 experiment with arranging and recording ideas and information in a variety of ways
 ask questions to clarify information and ensure understanding
2.1
 apply phonic rules and generalizations competently and confidently to read unfamiliar
words in context
 apply word analysis strategies to segment words into parts or syllables, when reading
unfamiliar words in context
use pictionaries, junior dictionaries and spell-check functions to confirm the spellings or locate
the meanings of unfamiliar words in oral, print and other media texts
2.3
 discuss ways that visual images convey meaning in print and other media texts
 include events, setting and characters when summarizing or retelling oral, print or other
media texts
 describe the main characters in terms of who they are, their actions in the story and their
relations with other characters
5.1
 describe similarities between experiences and traditions encountered in daily life and
those portrayed in oral, print and other media texts
 retell, paraphrase or explain ideas in oral, print and other media texts

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Science

GLOs:
Building with a variety of materials:
3-6 Use, safely, a variety of tools, techniques and materials in construction activities.
3-7 Construct structures, using a variety of materials and designs, and compare the effectiveness
of the various materials and designs for their intended purposes.

SLOs:
1. Using a variety of materials and techniques, design, construct and test structures that are
intended to:
-support objects
-span gaps
-serve as
containers
-serve as
models
of particular living things, objects or buildings.
2. Select appropriate materials for use in construction tasks, and explain the choice of
materials. Students should demonstrate familiarity with a variety of materials, such as papers,
woods, plastics, clay and metals.
3. Select tools that are suitable to particular tasks and materials, and use them safely and
effectively.
4. Understand and use a variety of methods to join or fasten materials.
5. Identify the intended purpose and use of structures to be built, and explain how knowing
the intended purpose and use helps guide decisions regarding materials and design.
6. Understand that simple designs are often as effective as more complex ones, as well as
being easier and cheaper to build, and illustrate this understanding with a practical example.
7. Recognize the importance of good workmanship, and demonstrate growth toward good
workmanship.
8. Maintain and store materials and tools safely and properly.
9. Apply skills of listening, speaking and cooperative decision making in working with
other students on a construction project

Math

GLOs:
Statistics and Probability:
Collect, display and analyze data to solve problems.

SLOs:
1. Collect first-hand data and organize it using:
-tally marks

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 -line plots
-charts
-lists
to answer questions.
2. Construct, label and interpret bar graphs to solve problems.

Social

GLOs:
Global Citizenship:
Students will demonstrate an understanding and appreciation of Canada's roles and
responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine and
Peru.

SLOs:
3.2.1 - appreciate elements of global citizenship:
-recognize how their actions might affect people elsewhere in the world and how the actions of
others might affect them
-respect the equality of all human beings
3.2.2 - explore the concept of global citizenship by reflecting upon the following questions for
inquiry:
-How are the rights, responsibilities and roles of citizens in communities around the world the
same or different than those of Canadian citizens?
-What are some environmental concerns that Canada and communities around the world share?
-In what ways can individuals and groups contribute to positive change in the world?
-How do international organizations support communities in need throughout the world (e.g.,
UNICEF, Red Cross, Development and Peace)?
-What are examples of international organizations formed by individuals (e.g., Free the
Children, Médecins sans frontières (Doctors Without Borders))?
-What are examples of international organizations formed by nations (e.g., UN)?

Health

GLOs:
Relationship Choices: Students will develop effective interpersonal skills that demonstrate
responsibility, respect and caring in order to establish and maintain healthy interactions.
Life Learning Choices: Students will use resources effectively to manage and explore life roles
and career opportunities and challenges.

SLOs:
R-3.6 demonstrate inclusive behaviours regardless of individual differences or circumstances;
e.g., physical, emotional, cultural, economic
R-3.8 develop skills to work cooperatively in a group

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L-3.3 generate alternative solutions to a problem, and predict consequences of solutions; e.g.,
how they could affect physical, emotional, social wellness
L-3.7 assess how individual contributions can have a positive influence upon the family, school
and community
L-3.8 select and perform volunteer tasks as a class or as a group

Art

GLOs:
1 - ANALYSIS: Students will make distinctions within classes of natural objects or forms.
3 - APPRECIATION: Students will interpret artworks by examining their context and less
visible characteristics.

SLOs:
1-D. Environments are altered by natural forces.
1-E. Change in natural forms occurs over time.
3-A. Contextual information (geographical, historical, biographical, cultural) may be needed to
understand works of art.
3-E. Art is valued for different reasons; e.g., aesthetic, economic, symbolic, associative.
3-F. Art serves societal as well as personal needs

PE

GLOs:
C- Students will interact positively with others.
D- Students will assume responsibility to lead an active way of life.

SLOs:
C3-1 describe and demonstrate respectful communication skills appropriate to context
C3-3 identify and demonstrate etiquette and fair play
C3-5 display a willingness to share ideas, space and equipment when participating cooperatively
with others
D3-1 express a willingness to participate regularly in physical education class
D3-3 demonstrate the ability to listen to directions, follow rules and routines, and stay on task
while participating in physical activity

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 Week Plan Overview
Monday Tuesday Wednesday Thursday Friday
ELA ELA ELA ELA ELA
Read We Are Have students Look at different
Read My Friend Water Protectors create a Flipgrid symbols within
Earth again, this Use 3 things presentation, an We Are Water
time looking for literacy activity illustration or Protectors (eagle
Use the “I See, I words that while listening: other feather, black
Think, I students don’t - One connection presentation snake, medicine
Wonder” understand. you have with about the most wheel, ribbon
strategy with this Make a list of something in the important skirt, etc)
image. Write the words on the story message/ideas In small groups,
answers on the board. In groups, -One difference represented in students will
whiteboard. have students you have with We Are Water look at other
Introduce the make definitions something in the Protectors. FNMI texts for
term of the words by story. different
“Environmental using words they -One thing that Outcomes: 1.1, symbols.
Stewardship”. sound like, or surprised you in 1.2, 2.3
Write the breaking them the story Outcomes: 1.2,
definition on a up, or using Discuss 5.1
piece of chart context. Then, students’ 3 Formative
paper. have students things Assessment:
Have students look up Flipgrid videos Formative
draw their own definitions using Outcomes: 1.1, Assessment:
image to dictionaries, 1.2, 2.3 paper with
represent pictionaries, or student symbols,
environmental computeres. Formative checklist
stewardship and Assessment:
write something Outcomes: 1.1, discussion
about it in their 1.2, 2.1, 2.3
own words.
Formative
Outcomes: 1.1, Assessment:
1.2, 2.3 observing
student’s
Formative definitions
Assessment:
discussion,
drawings
P.E. P.E. P.E. PE Math
Iceberg: Toxic Waste: Do a walk and Sled: Bar graph math
Divide students Students are in talk Divide your stations:
into teams of 4-6 teams of 4. Go on a walk class into teams Students will use
people. Each team is around the each team bar graphs to
Each team is given a Ringette school yard and member answer questions
given a large ring (that has then discuss the standing in a and solve

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sheet (e.g. old four skipping things in nature
hoop. problems
bed sheet, ropes tied to it) that the students
Each line is the
tablecloth). and one foam appreciate
team’s “sled”. Outcomes:
Teams lay their ball (which is To move their S&P 2
sheet out on the resting on top of
Outcomes: C3-1, team’s sled
floor. the Ringette
C3-5, D3-1. D3- forward, the Formative
On the teacher’s Ring). 3 player at the Assessment:
signal, teams The goal of the back of the line Observation,
must all stand on game is the get
Formative steps into the Checklist
their sheet. the Toxic Waste
Assessment: hoop in front of
No player may (the foam ball)
Observation, them. They then
touch the area from one end of
Checklist pick up the
outside their the gym to the empty hoop
sheet. other, without behind them and
Teams then get touching the ball pass it to the
off of their sheet of the Ringette front, making
and fold it in ring (students sure that each
half. must therefore player on the
The class use the skipping team touches the
continues this ropes). hoop.
process as their If the ball falls Once the hoop
sheet gets off, the team gets to the player
smaller and who drop it must in front, that
smaller with return to start player places the
each fold (like line and try hoop in front of
an Iceberg that is again. the line and all
melting). team players
Outcomes: C3-1, shift forward.
Outcomes: C3-1, C3-3, C3-5, D3- Teams attempt
C3-3, C3-5, D3- 1, D3-3 to get their entire
1, D3-3 team pass the
Formative end line within a
Formative Assessment: certain amount
Assessment: Observation, of time.
Observation, Checklist
Checklist Outcomes: C3-1,
C3-3, C3-5, D3-
1, D3-3

Formative
Assessment:
Observation,
Checklist

Math Math Math Math Art

Introduce first- Introduce Bird, Bar Graphs Use data from Students will

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hand data: data Stone, Water.. Look at a bar health to answer draw/create
collected by the Bіrd bеаtѕ wаtеr graph as a class. the question: something that
researcher. (by drinking іt); Discuss the parts What are the symbolizes
5 minute Math ѕtоnе bеаtѕ bird and purpose. most popular themselves.
stations (bу hitting it), With data ways to protect
collecting data аnd stone lоѕеѕ collected and the earth? Outcomes: 3-A,
using: tо water groups from the Have students 3-E, 3-F
-tally marks (bесаuѕе it sinks previous day, create bar graphs
-line plots іn it). create bar graphs to solve the Formative
-lists In pairs, have that show Bird, problem. Assessment:
students collect Stone, Scissors Observation,
Outcomes: data while results. Outcomes: Checklist
S&P 1 playing bird, S&P 2
stone, water. Outcomes:
Formative Students can S&P 2 Formative
Assessment: collect the data Assessment:
Observation using a chart. Formative Observation, bar
Assessment: graphs
Outcomes: Observation, Bar
S&P 1 graphs

Formative
Assessment:
Observation,
Students’ charts
Social Social Social Social
What is a global Use Google What does water Talk about the
citizen? Earth to explore mean to protest in We are
Watch “We are the Indigenous Water Protectors
all connected” environments in people? What Look at the
YouTube video. Canada, India, are the reasons rights,
Discuss what a Tunisia, Ukraine that they value responsibilities
global citizen is. and Peru. water? and roles of
Have students How are they the Stations: What citizens in
write a word or same and how do people in communities.
sentence on what are they India, Peru,
a global citizen different? Ukraine, and Outcomes: 3.2.1,
is Tunisia value? 3.2.2
Outcomes: 3.2.1 Outcomes: 3.2.1,
3.2.2 Outcomes: 3.2.1, Formative
Formative 3.2.2 Assessment:
Assessment: Formative Observation,
Observation, Assessment: Formative Checklist
Discussion Observation, Assessment:
Discussion Observation,
Checklist

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ELA Science Science Science Science
Read My Friend How can we As a class, look Finish working In their groups,
Earth. store/catch at different on water students will
Have students water? examples of container begin building
answer the Research blueprints. Come blueprints. their water
following different up with criteria container with
questions in containers that of what makes a Outcomes: 1, 2, the materials in
small groups: hold water. good blueprint. 5, 7, 9 the class/ things
-Who is the In groups, have they brought
main character? Outcomes: 1, 5, students work on Formative from home.
-What did the 9 creating Assessment:
main character blueprints of the Observation, Outcomes: 1, 2,
do? Formative water container Checklist 5, 7, 9
Bring everyone Assessment: they want to
back together Observation, build with the
and discuss Discussion materials in the Formative
-How can we be class/ things they Assessment:
good friends to brought from Observation,
Earth in return? home. Checklist

Outcomes: 1.1, Outcomes: 1, 2,

1.2, 2.3 5, 7, 9

Formative Formative
Assessment: Assessment:
Observation, Observation,
Discussion Discussion

Science Health Art Health Social

-What is water? Talk about Recycled Bottle Using the bar Stations: What
-What do we use volunteering: Bubble Art graph created in are some
water for? -What is math on What symbols in
-How can we volunteering? Outside, using are the most India, Ukraine,
store/catch Why do people homemade popular ways to Tunisia, and
water? do it? bubble blowers, protect the Peru?
-Who has have students earth?, the class
Outcomes: 1, 5, volunteered gently create will be divided Outcomes: 3.2.1,
9 before? bubble art. into groups. 3.2.2
Each group will
Formative Outcomes: R- Formative begin planning Formative
Assessment: 3.6, R-3.8, L-3.7 Assessment: how they can Assessment:
Observation, Observation, protect the earth. Observation,
Discussion Formative Checklist Discussion
Assessment: Outcomes: R-
Observation, Outcomes: 1-D, 3.6, R-3.8, L-
Discussion 1-E, 3.3, L-3.7, L-3.8

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 Formative
Assessment:
Observation,
Discussion
Art ELA Health ELA
Recycled Bottle Create a My As a class, Write a short
Bubble Art Friend Earth brainstorm story about
gratitude board. ways/new habits courage. We are
Make bubble Each student to protect/save water protectors
blowers using adds an image, water and/or the talks about
plastic water quote, sentence earth. Each courage, what
bottles that represents student writes an does courage
something in idea(s) on a look like for
Outcomes: 1-D, nature that they sticky note or you? What is
1-E, are grateful for. small piece of one time you
(Using paper. Fold up have had
Formative magazines, the papers and courage?
Assessment: drawings, or put them in a
Observation, computer) container(hat, Outcomes: 1.1,
Checklist small bag/box). 1.2, 2.3
Outcomes: 1.1,
1.2, 2.3 Outcomes: R- Formative
3.6, R-3.8, L- Assessment:
Formative 3.3, L-3.7, L-3.8 Observation,
Assessment: Discussion,
Observation, Formative Anecdotal notes
Discussion Assessment:
Observation,
Discussion

Lesson Plan
In this lesson, students will explore what the symbols in “We Are Water Protectors”
mean. From there, they will explore the significance of other symbols in FNMI culture. Most of

15
the symbols have to do with animals and the environment so students will see how important the
environment is to Indigenous ways of life.

Symbols
Date
Teacher Name Miss Ashley Row (DD/MM/YYYY Friday
)

Subject Area ELA Grade 3

Topic Symbols Time/Duration 45 minutes

General Learner
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
Outcome(s)
experiences.
Taken from Alberta
Program of Studies 5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others.

1.2 ask for the ideas and observations of others to explore and clarify personal understanding
Specific Learner
Outcome(s) 5.1 describe similarities between experiences and traditions encountered in daily life and those
portrayed in oral, print and other media texts
Taken from Alberta
Program of Studies
5.1 retell, paraphrase or explain ideas in oral, print and other media texts

Learning Students will be able to:

Objectives
1) Describe the purpose of a symbol
What do you want your 2) Reflect on the meaning of various animal and cultural First Nations, Metis, and Inuit symbols
students to learn? 3) Locate these symbols within an Aboriginal children’s book context.
Assessment 1. Discussion
2. Lined piece of paper
How will you know your
3. Brief Checklist Two marks for identifying an FNMI symbol and writing why it means what they
students have learned?
think it means, two marks for finding one for themselves and explaining why.
Materials Teacher Resources:
 “We Are Water Protectors” by Carole Lindstrom
What resources will you
 Powerpoint with symbols of FNMI cultures and meanings
need?
 If possible a laptop cart would be useful for students to look up meanings of symbols found in
illustrative books
 Lined paper, cut in half to hand out to groups for their answers
 Eagle Feather, Ribbon Skirt, etc
Student Resources:
 “Mwakwa Talks to a Loon: A Cree Story for Children” by Dale Auger, “Powwow,” “Mama Do
You Love Me?” Barbara Joosse, “Nokum is My Teacher” by David Bouchard (as many cultural
books with illustrations as possible)
 http://www.aaanativearts.com/article904.html First Nations symbols
 http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao04576.html for animal and inukshuk
symbols

16
  http://www.crwflags.com/fotw/flags/ca_metis.html Metis flag
 http://www.mmf.mb.ca/index.php?option=com_content&view=article&id=92&Itemid=60 Metis
Sash

- Have “We Are Water Protectors” oat the front of the classroom as well as images of the eagle feather and
Medicine Wheel on the SMART board. Have physical eagle feather and ribbon skirt available for students
with visual impairments
Introduction - Ask students if they know what the pictures are, and what they symbolize.
- Next, ask students, “What does ‘symbol’ mean anyways?” (Something that represents something else by
(10 min) association, resemblance, or convention). Give them the exact definition only after they have
brainstormed what it means for a few minutes. Once student have a clear understanding of ‘symbols’ ask
them to think of popular symbols we see in the classroom, city, TV, etc. ie. peace sign, dove, heart,
medicine wheel, smiley face, light bulb, horoscope signs, McDonald’s, etc. See how many students can
come up with and write them on the white board.
 Explain to students that symbols are important to cultures, and in many indigenous cultures
animals are important symbols. Begin the powerpoint about Canadian Aboriginal symbols and
before explaining what they symbolise, have students predict what they might mean.
 Students need to begin to understand that the qualities the animals possess are usually the qualities
the symbol then represents, and that the symbols are very powerful.
 Have a Brain Break: Use playing cards and have students do exercises for each suit (i.e. spade-
jumping jacks, clubs- squats, heart- touching toes, diamonds- arm lifts)
 Next, have students break into groups of 4 or another even number, depending on how many books
are available. Hand one book out (one of the books from the list in Student Resources) to each of
the groups and 2 laptops per group. Explain group expectations, book handling expectations, lap
Research
top treatment, and instructions: Students are to read through books and examine the illustrations to
(25 minutes) find one symbol and describe its meaning and one symbol that represents them and describe why.
Each student will have half a piece of lined paper to record their answers on to be handed in at the
end. Students will look up the meaning of symbols chosen on the following websites:
o http://www.aaanativearts.com/article904.html First Nations symbols
o http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao04576.html for animal and
inukshuk symbols
o http://www.crwflags.com/fotw/flags/ca_metis.html Metis flag
o http://www.mmf.mb.ca/index.php?option=com_content&view=article&id=92&Itemid=60
Metis Sash
 Tell students that the group will have to report their findings to the rest of the class in 15 minutes
 Observe students and give them time warning if necessary
 Grab student attention and go around to each group. One person will hold up the children’s book that
their group had. Groups will choose one person to be the Speaker and the person will share the book’s
Assessment
symbols with the class. The symbol they chose for themselves can be an option to share-some students
Evidence / may find it too personal.
Closure /  Ask students where they found some of the symbols in the books: Were they on tipis, jewellery, on
Consolidatio hides, clothing, carved into rocks, painted on faces? Look around room and see where we can find
n of Learning symbols on clothing, jewellery today. Challenge students to see different traits in animals not
examined today, and predict what they symbolize.
(10 min)
 Have students return the books to the front of the class and the lap tops to the cart.
 Have groups hand in their lined pieces of paper

Checklist
Yes Somewhat No

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FNMI symbol is identified
FNMI symbol’s meaning is defined
Personal symbol is identified
Personal symbol’s meaning is defined

Resources
Books

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“My Friend Earth” by Patricia MacLachlan

“We Are Water Protectors” by Carole Lindstrom

“Mwakwa Talks to a Loon: A Cree Story for Children” by Dale Auger

“Mama Do You Love Me?” Barbara Joosse

“Nokum is My Teacher” by David Bouchard

“Change the World Before Bedtime” by Mark Kimball Moulton, Josh Chalmers, and Karen

Good

Websites

http://www.aaanativearts.com/article904.html First Nations symbols

http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao04576.html for animal and inukshuk

symbols

http://www.crwflags.com/fotw/flags/ca_metis.html Metis flag

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Differentiation Strategies
Attention Deficit Hyperactivity Disorder

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Students with ADHD benefit when we externalize forms of information. This means putting up

posters or anchor charts with information and behavioural expectations we want them to know.

One thing to not is to make sure that the posters on the walls all serve a purpose because too

many posters may distract students. Another way to help students with ADHD is to externalize

time and structures needed for timeliness. This means setting out the daily schedule and giving

students plenty of warning as to when things are due or when time is up on discussions or

activities. Another way to benefit students with ADHD is to externalize sources of motivation.

This can include brain breaks, visualizing rewards, using self-affirming statements, or when

necessary physical rewards.

English Language Learners

ELL learners can vary in their understanding. Some can understand English but are not able to

fully express what they want to say while others struggle to understand English at all. Reading

assignments out and oral instruction for the class would not be sufficient for ELL students. I

would make sure that there are instructions written down with pictures to enhance clarity. I

would provide extra support and clarification throughout the task to help ELL students with

language comprehension. I would allow students to complete assignments in modalities not

limited to written. This could include oral presentations, videos, or physically showing me

something. I could also use partners or group work so that students who struggle with English

have someone to bounce ideas off of and to ask for help.

Behaviour

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When approaching behavioural challenges in my classroom, I would start by making sure the

classroom rules and expectations are clear. When setting up the classroom rules and behavioural

expectations, I would ensure that it was a collaborative process between the students and myself.

This would give the students agency in the process as well as make them more accountable to

holding them up. When students do not meet the behavioural expectations, I would deal with it in

accordance of our agreed upon form of discipline. I would try my best to make the classroom a

safe and caring environment for the students. If a certain seating arrangement caused students to

not meet the agreed upon expectations, I would try a different table/seating arrangement. I would

have flexible seating available for students who do not learn best in a desk or sitting still. I

would also have multiple brain breaks to allow students a chance to move and take a break.

Learning Disability

Learning disabilities present themselves in various different ways, which differ based on what

area students struggle with. Students may struggle in one specific academic area, or a

combination of: word decoding, reading fluency, comprehension, spelling, writing difficulties,

number sense/fact and calculation, as well as mathematical reasoning. When approaching

learning disabilities such as dyslexia, dyscalculia, and dysgraphia I will use multisensory

learning (tactile activities) and visual aids when explaining procedures or big concept ideas

provide handouts so there is less for students to copy out. I will adapt the environment with

visual tools or using hand signals for remembering the differences between “b, d, and

l” as well as with tools such as pencil grips, slant boards, and raised paper. I will teach students

to ‘self-talk’ through problems so that they can do it themselves when they are struggling.

Visual Impairments

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For students with visual impairments or blindness, there are three main areas they are likely to

need differentiation. These areas are presentation of information, classroom environment, and

organization. For presentation of information, some alterations may include large print or Braille

books, giving directions and notes verbally, and using tactile objects. For example, in the

symbols lesson, I could bring in an eagle feather and a ribbon skirt instead of just showing

pictures. When differentiating classroom environment and organization, I could arrange the

classroom so that students with partial vision have the best view of the board, ensure that

everyone keeps their belongings off the floor, and move the furniture as little as possible.

Assessment Strategies
Assessment Description Assessmen Assessmen Assessment

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 Tool Title t FOR t AS OF
Learning Learning Learning
Thought Throughout the unit, I will be using thought
provoking provoking essential questions and class-wide
questions discussions. This discussions and questions
and will allow me to formatively assess student X X X
discussion learning, allow me to see which students
require extra support, and where I need to go
with the class.
Checklists In this unit checklists will be used to assess
the completion of tasks. I will be able to keep
track of learning with both basic and detailed X X X
checklists. The checklists will be used during
conversations, oral contributions to the class,
and completion of assigned work.
Photos of At all staged of the unit, photos of student
Student work will be taken. These photos will be
Work posted on the class Instagram. These photos X
will allow both the students and the teacher to
reflect on the individual’s growth during the
learning process.
Teacher Teacher observations will be used as
Observation formative assessment within this unit. Things
observed will include: contributions to class
discussions, conversations with peers, X
completion of tasks, and positive interaction
with peers.
Personal, In this unit, students will be tasked with
Written, responding to prompts using multiple
Oral literacies. Students will respond to the
Responses prompts using formats such as visual posters, X X
collages, drawings, stories, Flipgrids, and
personal responses to texts. These responses
will both be formatively assessed as well as
summatively assessed.

Introductory Strategies:
 Which One Doesn’t Belong?

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  What do you notice? What do you wonder?
 Picture books
 ______ is the answer, what is the question?
 Subitizing pictures
 KWL charts

On-Going and Key Strategies:

 Morning Meetings
 Sensory Starters
 Lining up by color, birthdays, alphabetical
 Transition Songs
 Brain Breaks
 Reflections

Concluding Strategies:
 Exit tickets
 3,2,1
 Sticky notes
 KWL charts
 Whip around
 Gallery Walk

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