Social Studies Unit Planning

Your Name: Stephanie De Luca

Course: Social Studies

Grade Level: 1

Course Strand (Unit)

Heritage and Identity: Our Changing Roles and Responsibilities
Overall Expectations/Objectives:
A1. Application: describe some of the ways in which peoples roles, relationships,
and responsibilities relate to who they are and what their situation is, and how and
why changes in circumstances might affect peoples roles, relationships, and
responsibilities as well as their sense of self (FOCUS ON: Continuity and Change)
A2. Inquiry: use the social studies inquiry process to investigate some aspects of the
interrelationship between their identity/sense of self, their different roles,
relationships, and responsibilities, and various situations in their daily lives (FOCUS
ON: Interrelationships)
A3. Understanding Context: demonstrate an understanding that they and other
people have different roles, relationships, and responsibilities, and that all people
should be treated with respect, regardless of their roles, relationships, and
responsibilities (FOCUS ON: Significance)
Specific Expectations/Objectives:
A1.1 describe how and why a persons roles, relationships, and responsibilities may
change in different places or situations and at different times (e.g., how and why a
students relationship with a teacher is different from that with a peer; how their parents
roles differ at home and at work; how a childs responsibilities at home may change as he
or she gets older; why expectations for table manners may be different when they are
home than when they are a guest in someone elses home)
A1.2 describe how some significant events in their lives (e.g., the birth of a sibling,
starting school, moving to a new home, getting a pet) led to changes in their roles,
relationships, and/or responsibilities
A1.3 compare some of the significant events in their own lives and/or the lives of their
family members with those in the lives of their peers
A1.4 describe the impact that people can have on each other in some different situations
(e.g., when a person helps a child who is lost, when a child bullies another child, when a
teacher helps a student find the answer to a problem, when schoolmates share toys or art

supplies) and some of the ways in which interactions between people can affect a
persons sense of self
A2.1 formulate questions to guide investigations into some aspects of the
interrelationship between events, people, and/or places in their lives and their own roles,
relationships, responsibilities, and identity/sense of self (e.g., brainstorm with their peers
to formulate simple questions related to an event that has affected their self-concept, to
changes in their responsibilities since they started school, or to how they behave in
different places)
A2.2 gather and organize information on significant events, people, and/or places in their
lives that contribute or have contributed to the development of their roles, relationships,
responsibilities, and identity/sense of self (e.g., a birth or death in the family, their first
day at school, a friend getting hurt at the park, getting lost in a shopping mall, their
familys place of worship), using primary and/or secondary sources that they have located
themselves or that have been provided to them (e.g., photographs, family and other
stories, interviews, artifacts, newspapers and magazines)
A2.4 interpret and analyse information relevant to their investigations, using a variety of
tools (e.g., use a timeline of significant events in their life to help them make connections
between those events and changes in their sense of self; list their responsibilities at home
and at school on a Venn diagram to help them determine their similarities and
differences; use a graphic organizer to help them determine the relationship between the
responsibilities of adults in their life and their own responsibilities)
A2.5 evaluate evidence and draw conclusions about some aspects of the interrelationship
between events, people, and/or places in their lives and their own roles, relationships,
responsibilities, and identity/sense of self
A2.6 communicate the results of their inquiries, using appropriate vocabulary (e.g., role,
relationship, responsibility, sense of self, identity) and formats (e.g., an oral presentation
on the biggest change in their life and how it affected them; a map showing places that
are important to them; captioned photographs of significant people in their lives)
A3.1 describe some of their own roles, relationships, and responsibilities (e.g., as a
student, member of a family, friend, member of the community)
A3.2 identify some of the significant people, places, and things in their life, including
their life in the community (e.g., people: parent, teacher, Elder, doctor; places: school,
friends homes, the library, parks or playgrounds, their place of worship; things: pets,
culturally specific items in their home, toys and comfort items), and describe their
purpose or the role they have
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A3.3 demonstrate an understanding of simple chronology by identifying and organizing

chronologically some significant events related to their personal experience (e.g., their
progress from daycare to Kindergarten and then to Grade 1; learning to walk, to ride a
tricycle, and then to ride a bicycle)
A3.4 identify some elements of respectful behaviour that they can practise in their
everyday life (e.g., sharing, cooperating, being courteous, not damaging the natural or
built environment) and/or that other people practise (e.g., some people bow to each other
as a sign of respect; when meeting an Elder, one offers tobacco, a sacred medicine, for
symbolic purposes)
A3.5 demonstrate an understanding that it is important to treat other people and the
environment with respect
Critical Tasks/Question:
1. How and why do peoples roles and responsibilities change as they encounter new
situations and develop relationships with different people?
2. How do peoples various roles and responsibilities help shape who they are?
3. Why is it important to respect others? How do we show respect for others?
1. What are peoples responsibilities within their community? What might happen if
people did not meet their responsibilities?
2. In what ways do people and the natural and built features of our community work
together to help meet the needs of the community?
3. How do we recognize patterns in the natural and built features of the local
community? How can we represent those patterns?
Overview of the Unit:
In this unit, students will first develop an understanding of their own roles and
responsibilities. From there, they will learn how they are in interrelated with their
community. They will also explore community members roles and responsibilities and
understand how each person is dependant on one another in order to thrive. Additionally,
students will develop respect for others and the community environment. At the end of
the unit, students will create their own personal timeline, identify peoples roles and
responsibilities during 5 significant events and reflect on how they have changed over the
years.
Objectives:
Understand the difference between role and responsibility
A persons roles and responsibilities are a reflection of their identity
Everyone in the community is inter-related and dependant on one another
Develop mutual respect for one another and the environment
Identify key people in their lives who have impacted or helped them change
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 Identify key significant events that have impacted or helped them change
Develop an understanding of point of view and circumstances
Broad Understandings:
1.A persons roles, responsibilities, and relationships change over
time and in different situations.
2. Their own roles, responsibilities, and relationships play a
role in developing their identity.
3. All people are worthy of respect, regardless of their roles,
relationships, and responsibilities.
4. Communities have natural and built features and provide services that help meet the
needs of the people who live and work there.
5. Our actions can have an impact on the natural and built features of the community,
so it is important for us to act responsibly.
6. A community consists of different areas, each of which has a
specific layout and characteristics.
Unit Overview/Calendar
Lesson 1
Social Studies:
A2.1, A2.2

-Have a group discussion about the meaning of a role and a

responsibilty, and in different capacities (i.e. home, school)

Role or
Responsibility?

-Responsibility: duty in a group

-Role: position in a group

-Set up three posters on different walls of the classroom, reading:

roles, responsibility and both.
-Read a scenario out to the class, they will then have to distinguish
whether the scenario is a role, responsibility or both. They will have to
walk over to the side of the class which has the appropriate sign.
-Scenario examples: 1. You walk into the classroom and sit down on
the carpet (Responsibility). 2. Your friend gets hurt on the playground,
you tell a teacher (Responsibility). 3. Your mom just had a baby boy
(Role).

Lesson 2
Social Studies:
A1.1, A3.1

-In small groups, have students collaborate on a T-chart

-Make a list of your roles and responsibilities, both at school and
home
-Have the students who are able to scribe the answers
T-chart for
(Teacher can scribe for those who cant write)
responsibilities -Give each group 3 color highlighters and ask them to determine which
and role
roles and responsibilities are suited for home, school or both
-Consolidation: Make a class T-chart for roles and responsibilities for
the classroom
-Post it on the walls next to the classroom rules
Lesson 3
- Read The true story of the three little pigs as a read aloud
Social Studies: - Divide the class into three groups and assign a role to them: Wolf,
A2.1, A2.5
Pigs or Reporter
-Ask them to fill out a look like, feels like, sounds like on a pre-made
Language:
chart
Reading 1.9
-Re-read a scenario from the book and give the students five minutes
to fill out the columns
The 3 roles in the -Continue this process until they have finished 3 scenarios
3 little pigs
-Consolidation: Post the three charts on the chalkboard and go through
each scenario one at a time. Have a student helper attach a piece of
yarn to
multiple roles. Discuss about it. Take down the yarn and move onto the
next scenario

Lesson 4
Day 1
Social Studies: - Take the students to a local Farmers Market as a field trip
A2.4, A3.2, A3.4, - Students will be given clip boards and will inquire the roles and
A3.5
responsibilities of Farmers and how they affect us
- Determine rules and respectful behaviours when talking to the
Farmers Market Farmers
Trip
ex) raising your hand when you have a question, dont run in between
the stalls. As well, respecting the environment and the land in which
the Farmers use to grow their crops.
- In small groups, the students will rotate and ask the Farmers
questions
Day 2
- On the Smart Board, have a class picture on the right and a picture of
the Farmers on the left
-In the middle, the teacher will scribe some of the students answers
-After every answer, they will draw an arrow to indicate if the students
affect the Farmers or if the Farmers affect the students
- Position the question: What if we didnt have a local Farmers
Market? Where would we get food? Would you know where that food
came from?
Lesson 5
- Students will take a walk around their school community with their
Social Studies: teacher
A2.2, A2.5, A3.5 - They will walk with a partner, one partner will be responsible for
taking pictures of their surroundings with an iPad and the other will be
responsible for writing down on a clipboard who or what helped
Community Walk contribute to its existence.
- Prior to the community walk, the class will have a discussion about
safety, iPad use, and examples of what they might be looking for (eg.
who was the grass on the school field cut by? who put in that
playground?)
-When the students are on the walk, the teacher might point out some
examples as they go along to help them with ideas.
- When they get back to the classroom, they will share their findings
with another 2 partners (groups of 4).
- They will be instructed to discuss what they took pictures of, and
who or what contributed to it being there (e.g the school playground
might have been built by architects)

Lesson 6
Day 1
Social Studies: - Students will investigate one career of someone they know ie) parent,
A2.1, A2.6, A3.2 guardian, relative or friend
- They will make up 5 interview questions to ask their person of choice
Investigating
(Focus on the roles and responsibilities that person has in their career)
Community
- Students will pair off and read their questions to their partner. Their
Roles
partner will provide feedback on their interview questions.
- Student will have their questions finalized and take them home for
the weekend
- Send a notice home in the agenda about this investigation
Day 2
- Students will come to class ready to present their findings to their
peers
- They will do a short presentation about the person and career they
chose to investigate. It must include: a picture of the person at their
job, their roles and responsibilities, and how this affects them/us as a
whole.
- Peers can ask questions after each short presentation
Day 3
-Create a bulletin board with the class picture in the middle, and the
pictures and titles of the careers the students investigated, around.
-With string connect the pictures to the class picture and/or to other
careers around
-This shows how everyone is connected and how interrelationship
roles affect one another

Lesson 7
Day 1
Social Studies: - On the Smart Board, bring up the video: Portrait of Lotte - 0 to 14
A1.2, A1.3, A1.4, years in 4 min. (The Original) https://www.youtube.com/watch?
A2.4, A3.1, A3.3, v=UH1x5aRtjSQ
A3.3
- Have the students watch and observe the changes in Lotte
- Once the video has finished, ask What did we just watch?, How did
Lotte change over time?, Did Lotte actually grow up in 5 minutes?
Culminating
Instead of taking a video, how could we document your life thus far?
Task- Student
-Using the teachers example, the students will see how their timeline
Timelines
will look like
-Identify things they can put on their timeline: pictures, flat souvenirs,
written stories
-Consolidation- have students think about 3-5 significant events that
happened in their lives, who was with them, where did it happen, how
did it change them? Make a t-chart of what constitutes as a significant
or life changing event and what does not
Day 2&3
-Give students lined paper and have them draft 2-3 sentences for each
event
-Have them think what they want to include on their event: a) picture
and sentences, b) drawing and sentences, c) souvenir and sentences d)
just sentences
- Once they have edited their sentences and checked their spelling,
they can now create their final event post. Students with low dexterity
in their hands may use the computer to type out their event post
Day 4
-Students will be expected to bring in pictures, drawings and/or
souvenirs over the next couple of days to attach to their time line
-Once they have compiled all their artifacts, they can begin attaching it
to their timeline
- When they have completed their timeline, they can attach it into the
classroom timeline book
Day 5, and so on
-Each day, 2 students will share their timelines and explain why they
picked those significant events
-Students who are listening to the presentation can ask them to
compare themselves now to one of the 5 events they mentioned
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Tools for Thinking Critically:

Background Knowledge:
Understand the location of themselves in relation to their world
Able to identify some events that shaped who they are and their identity
Know at least 1 career outside of the school
Know what an interview is
Understand the TRIBES agreements
Criteria/Subdivisions:
Critical thinking question: How do your roles and responsibilities relate to others in the
community and vice versa?
Throughout the unit, students will explore their own roles and responsibilities in different
aspects of their lives. As well, they will investigate the roles and responsibilities of others
in their lives. They will uncover how everyone is interrelated and how we rely on one
another.
Vocabulary:
-Role
-Responsibility
-Community
-Timeline
-Significant event/scenario
-Affect
-Student
-Respect
-Family
-School
-Local
-Relationship
-Investigate
-Findings
-Artifact
Concepts of Disciplinary Thinking:
1. Continuity and Change
In this unit students will explore the different roles and responsibilities people have
over time and within their community. (Lesson 2, 7)
2. Interrelationships
In this unit students will identify who they are in relation to others, as well as
developing their own identity. (Lesson 1, 3, 4, 5, 6, 7)
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3. Significance
In this unit students will learn to respect the various key players in their community
and environment, no matter what their role/responsibilities are. They will understand
the reciprocal relationship between them and their environment. (Lesson 2, 4, 5, 6, 7)
Unit Lesson Strategies:
Lesson 1: There isnt any physical documentation for this lesson but strategies that will
be used are: Teamwork, attentive listening, reflection and discussion
Lesson 2: T-chart: group work, collaboration and discussion
Lesson 3: Scenario Chart: group work, collaboration, discussion and reflection
Lesson 4: Interview Questions: attentive listening, respect, turn-taking, documentation,
safety and expectations
Smart Board: scribing students answers, attentive listening, turn-taking, mutual
respect
Lesson 5: iPad pictures and clipboard: working on the iPads effectively, safety and
expectations, partner work, group work, turn taking, mutual respect, attentive
listening
Lesson 6: Interview Questions: peer-review, documentation, oral and visual presentation,
Q&A, mutual respect, attentive listening
Lesson 7: Timeline: discussion, reflection, documentation, visual and oral presentation,
mutual respect, attentive listening, Q&A
Assessment and Evaluation:
Knowledge and Understanding: Students will understand and know the meaning and
significance for the vocabulary words for this unit. They will be able to use these words
when discussing, conversing and reflecting on their activities.
Thinking: Students will refer to their prior knowledge and assimilate incoming
knowledge from the unit. They will be engaged in critical thinking, discussion and
inquiry. Students will also be involved in group and partner work, to develop their
understanding of different perspectives.
Communication: Students should convey their understanding, comprehension and
thinking through different modes of communication. Students will be conducting
interviews, describing their events through oral and visual presentations, be responsible
for group work and participation, and convey their relationships to other
Application: Students will apply the concepts learned in class and connect it as they go
on their field experiences and daily lives. Students will learn how to transfer the
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knowledge they have gained in this unit, as well as the investigative skills they practiced,
to their lives as members of a community.
Please refer to Appendix A for Assessments and Evaluations for Lessons 3 and 4.
References:
Hofmeester. (2014, April 10). Portrait of Lotte: 0-14 years in 4 minutes (The original).
[Video File] Retrieved from: https://www.youtube.com/watch?v=UH1x5aRtjSQ
Ministry of Education. The Ontario Curriculum. Social studies: Grades 1 to 6. (2013).
Queens Printer for Ontario
Scieszka, J., & Smith, L. (1989). The true story of the 3 little pigs. New York, N.Y.,
U.S.A: Viking Kestrel.
Lesson 3
SUBJECT/GRADE: 1-Social Studies Suggested Time: 60 minutes
COURSE/Strand/Type/Code: Our Changing Roles and Responsibilities
LESSON TITLE: The 3 Roles in the 3 Little Pigs
How do multiple people/characters roles and responsibilities affect an outcome?
Connection to CULMINATING ACTIVITY: Students will learn there are
multiple people involved to produce a communal outcome. Their roles and
responsibilities are crucial for the success or failure of that said outcome.
Planning Information:

11

Curriculum Connections:
Overall and Specific Expectation(s):
Social Studies: A2.1-formulate questions to guide investigations into some aspects of
the interrelationship between events, people, and/or places in their lives and their own
roles, relationships, responsibilities, and identity/sense of self
A2.5-evaluate evidence and draw conclusions about some aspects of the interrelationship
between events, people, and/or places in their lives and their own roles, relationships,
responsibilities, and identity/sense of self
Language: Reading- 1.9- begin to identify, with support and direction, the speaker and
the point of view presented in a text and suggest a possible alternative perspective
Learning Goals:
Identify three different characters in a story and how they contribute to the story
line
Compare how peoples roles and responsibilities contribute to an outcome
Adapt a characters role and view the situation from their perspective
Background Knowledge and Vocabulary:
The original three little pigs story
Perspective
Role and Responsibilities
Wolf, Pig, Reporter
Scenario
Critical Thinking Question(s) and Criteria for Judgement
How do multiple people/characters roles and responsibilities affect an outcome?
Potential Answers:
- Different perspectives view the problem differently
- Everyone has different roles and responsibilities which contribute to the outcome
- Ones role and responsibilities are a reflection of their identity
Disciplinary Concepts
Interrelationships- In this lesson, students will identify the different characters and
determine their roles and responsibilities in the story. This will in turn help them
recognize who they are in relation to others, as well as developing their own identity.
Assessment and Evaluation

12

Assessment/Success Criteria
Assessment
Authentic Assessment
Tools
In groups, students will write down what their character felt, said (checklist,
and looked like in the three scenarios. A checklist will be used to rubric, rating
make sure that each group has those three categories filled for
scale,
each scenario
anecdotal
As a whole class, anecdotal notes will be taken to note who
comments
provided a rationale when linking the characters together
Differentiated Instruction Details
How will you differentiate your lesson? Provide details
Knowledge of Students
Differentiation based on student:
-Interests, Learners Profile
Need to Know
Students with specific needs and interests will be accommodated with a scribe.
Whether it be another student or the teacher, their answers will be written on the
chart paper
Ask the students with learners profiles if they are familiar with the story of the
Three Little Pigs, prior to the lesson. If not, provide them with a copy of the
written text and audio recording and have them learn the story.
Differentiated Instruction Response
Learning materials, ways of learning, ways of demonstrating learning
Necessary Prior Knowledge & Skills
Prior to this lesson, students will have:
Worked in a group with minimal or some teacher support and guidance
Are familiar with the book Three Little Pigs.
Have some experience exploring point of view
Comfortable with expressing their ideas in a small or large group

13

Materials & Resources

Materials:
The book: The true story of the
three little pigs
3 Chart papers with pre-made
tables
Markers
Yarn
Scissors
Tape
Evidence Used:
Internet used:
BH Media Corporation (Creator).
(2014). Three Little Pigs and the
Big Bad Wolf cartoon Disney Story for Children [Video file].
Retrieved from: https://
www.youtube.com/watch?
v=5spFmtiHXZo

Agenda
1. The teacher will read the book
outloud
2. Students will be split into three
groups. Each group will have a
different character
3. The teacher will re-read a scenario,
and the group has to write on their
chart what their character felt, said
and looked like
4. Continue step 3 with the other 2
scenarios
5. Post the three character charts on the
board
6. Students will look at each scenario
and discuss how one character can be
linked to another.
7. Once students have successfully
identified a link, and provided a
rationale they can join the two
characters with a piece of yarn

Martellorules (Creator). (2011, June

6). The True Story of the Three
Little Pig [Video file]. Retrieved
from: https://www.youtube.com/
watch?v=ByR_DD0rxsg
Non-internet resources:
Scieszka, J., & Smith, L. (1989).
The true story of the 3 little pigs.
New York, N.Y., U.S.A: Viking
Kestrel.

14

Opening:
Ask who is familiar with the story of the Three Little Pigs
Introduce the book The true story of the Three Little Pigs
Point to the success criteria on the board, emphasizing Adapt
a characters role and view the situation from their
perspective
Read the book
Ask the students what are the three characters in the book
Wolf, Pig and Reporter)

Connections
L: Literacy
Assessment for
Learning

Group Initial Activity

Diagnostic
Description of Steps/Tasks
Assessment:
1. Each group is going to get a character: Wolf, Pig or
Present their
Reporter
findings, and
2. The teacher is going to re-read a scenario from the book, and teacher provides
each group will have 5 minutes to fill out what their character feedback if they
says, feels and looks like in that scenario
are fitting their
3. Students present their feels like, looks like and sounds like out information
loud. Teacher will provide feedback, especially if they need appropriately into
assistance with fitting appropriate information into the criteria the criteria
4. Once each group has finished reading their information from
the first scenario, the teacher will repeat step 2 with the other
two scenarios
5. Each group will post their chart paper on the board
Action (Main lesson work)

15

Whole Class Activity

Formative
Description of Steps/Task
Assessment:
1. One student from each group will come up to the front and
Anecdotal
read their groups Looks like, feels like, sounds like
observations and
2. The teacher will then ask Can we link any of these
notes will be taken
characters experiences together? Why?
when students
3. Once a student answers and is able to explain their reasoning, present their
they can come up to the front and tape a piece of string
answers
between the two character
4. Take yarn down once all the links are made
5. Continue steps 1-4 with the rest of the scenarios
Include:
Critical question: How do multiple people/characters roles
and responsibilities affect an outcome?
Interrelationship: students will identify the different characters
and determine their roles and responsibilities in the story.
Draw conclusions or provide reasoning based on information
gathered
Assessment will be based on this learning goal students will
identify the different characters and determine their roles and
responsibilities in the story.
Group Discussion to Answer:
How do multiple people/characters roles and responsibilities affect an outcome?
- Different perspectives view the problem differently
- Everyone has different roles and responsibilities which contribute to the outcome
- Ones role and responsibilities are a reflection of their identity

16

Further Student Reflection

-Looking back at the roles and responsibilities the students created for Think, Pair, Share
at Home and at school, students will pick one for at home and think of
two different people at home (Lesson 2 charts)
-Ask these questions How would those people view them doing that
role or preforming that responsibility? Why would they want you to
preform that responsibility or do that role?
-Discuss with an elbow partner about the three perspectives, their own
and the two other family members
Accommodations/Special Needs:
IEPs - teacher will read over the roles and responsibilities, pick one
together and then identify two other people at home. The teacher will
scribe on a piece of paper to remind them. They could even draw
pictures of those people to help children that cannot read.
ELLs - teacher will read over the roles and responsibilities, pick one
together and then identify two other people at home. The teacher will
scribe on a piece of paper to remind them. They could even draw
pictures of those people to help children that cannot read.
Teacher Reflection on Lesson:

Aspects that worked:

Changes for next time:

Lesson 4
SUBJECT/GRADE: 1-Social Studies

Suggested Time: Over the course of 2 days

COURSE/Strand/Type/Code: Our Changing Roles and Responsibilities

LESSON TITLE: Farmers Market Field Trip
What are the roles and responsibilities of local farmers and how do they affect us/
how do we affect them?
Connection to CULMINATING ACTIVITY: Students will experience first
hand, the roles and responsibilities of members in their local community. They
will investigate some of the roles and responsibilities of important members and
explore how they affect us and how we affect them.
Planning Information:

17

Curriculum Connections:
Overall and Specific Expectation(s):
Social Studies: A2.4 Interpret and analyse information relevant to their investigations,
using a variety of tools
A3.2 Identify some of the significant people, places and things in their life, including
their life in the community and describe their purpose or the role they have
A3.4 Identify some elements of respectful behaviour that they can practise in their
everyday life
A3.5 Demonstrate an understanding that it is important to treat other people and the
environment with respect
Learning Goals:
Go on a field trip to a local farmers market
Interview farmers about their roles and responsibilities
Reviewing how we benefit from farmers and how they benefit from us
(interrelationship)
Background Knowledge and Vocabulary:
A whole class discussion will take place prior to the trip to determine rules and respectful
behaviours when talking to the Farmers (ie. raising your hand when you have a question,
no running in between stalls, respecting the environment where Farmers work)
Vocabulary:
Roles
Responsibilities
Farmers
Interview
Affect
Critical Thinking Question(s) and Criteria for Judgement
How do farmers roles/responsibilities affect us, and how do we affect them? What would
happen if we didnt have a relationship with farmers and vice versa?
Disciplinary Concepts:
Interrelationships
In this unit students will identify who they are in relation to others, as well as
developing their own identity.
Significance
In this unit students will learn to respect the various key players in their community
and environment, no matter what their role/responsibilities are. They will understand
the reciprocal relationship between them and their environment.
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Assessment and Evaluation

Assessment/Success Criteria
Authentic Assessment
Students will create interview questions to explore the roles and
responsibilities of farmers. They will ask these questions to the
farmers in small groups on the field trip. They will hand in their
rough notes from the trip and will be assessed on how relevant
and critical they were
In a large group discussion, students will discuss how farmers
affect us and how we affect them. Anecdotal notes will be taken
to determine which students have an understanding of the
interrelationships/roles and responsibilties.
Differentiated Instruction Details

Assessmnt Tools
(checklist,
rubric, rating
scale, anecdotal
comments

Knowledge of Students
Differentiation based on student:
-Learners Profile
Need to Know
Students with specific needs may work with a partner in coming up with
interview questions for the farmers and work together on the field trip
investigating.
Depending on learner profile, students may only be required to investigate roles
and responsibilities instead of interrelationship between us and farmers.
Differentiated Instruction Responses
Learning materials, Ways of learning, Ways of demonstrating learning
Necessary Prior Knowledge & Skills
Prior to this lesson, students will have:
Discussed rules and respectful behaviours when on the field trip and when
speaking with the Farmers
Learned turn taking and working as a group
Understand the basics of an interview
Know what a role and responsibility is

19

Materials & Resources

Materials:
Bus (to get to the farmers market)
Farmers market
Clipboards
Paper
Pencils
Smart Board
Evidence Used:
Non-internet Resources:
Local farmers from the Farmers market
they will attend.

Agenda
1. Discuss rules and respectful
behaviours
2. Draft some interview
questions for farmers to
inquire about their roles and
responsibilities
3. Attend field trip to Farmers
Market
4. In small groups, take turns
asking Farmers questions
5. Write down the farmers
answers and inquire about
how they help us and we help
them
6. Follow up: discuss how the
Farmers affect us and how we
affect them. What did they
find out about their roles and
responsibilties?

Opening:
Connections
L: Literacy
Introduce the Farmers market field trip (this will be done
prior, when the field trip form would be sent home)
Assessment for
Learning
Discuss rules and respectful behaviour that needs to be
followed on the trip (respecting the Farmers and their land)
Review what a role and responsibility is
Give each child a clip board and paper with their interview
questions that they would have drafted previously
Ask them to think about how Farmers affect our lives and
how we could affect theirs (class brainstorm)

20

Whole Class Initial Activity

Strategy/
Description of Steps/Tasks
Assessment Tools
1. Field trip forms will be sent home prior to the trip
(diagnostic):
2. Students will draft interview questions for the Farmers to
When students
find out what their roles and responsibilities are and how that drafted their
affects all parties involved (the Farmers and us) -Students interview questions
will get feedback and help with writing these questions
teacher will provide
before the actual trip
feedback on the
3. There will be a large group discussion about safety, rules and relevancy and
respect to follow while on the trip (done prior to trip)
appropriateness of
them for the trip.
Action (Main lesson work)
Whole Class Activity
Description of Steps/Task
Strategies and
1. Class will attend the local Farmers market
Assessment Tools
2. They will be put into groups with 1 parent volunteer per
(formative):
group
Anecdotal notes will
3. Groups will go around and interview Farmers by taking turns be taken throughout
asking questions and writing them down on their clipboards the field trip
Include:
Strong critical question: What are the roles and
responsibilities of Farmers? How do they affect us? How do
we affect them?
Disciplinary Concepts: Interrelationships-how do we affect
one another? How do members in a community benefit one
another? What if we didnt have a local Farmers market,
where would we get food and how would you know where
its coming from?
Consolidation/ Connections/Student Reflections
How are we connected to the Farmers, in what ways do we have a reciprocal
relationship with them (we benefit from them and they benefit from us?)

21

Further Whole Class

1. Following the trip, the next day: on the Smart Board, have a Strategy/
class picture on the right and a picture of the Farmers on the Assessment
left. In the middle, the teacher will scribe some of the
Large group
students answers that they got from the Farmers on the trip. discussion (review
After every answer, they will draw an arrow to indicate if the of trip, discuss
students affect the Farmers or if the Farmers affect the
critical questions).
students.
Anecdotal
2. Position the question: What if we didnt have a local Farmers assessment.
Market? Where would we get food? Would you know where
that food came from? How do we help them and they help
us?
Accommodations/Special Needs:
-Students with IEPs or ELLs will be supported and accomodated
throughout the field trip experience. They will have the opportunity
to work with a partner and a parent volunteer to help them in
investigating the questions which are required for the trip.
Depending on the student, accomodations will be made and
assessment may vary.

Teacher Reflection on Lesson:

Aspects that worked:

Changes for next time:

22

Appendix A

Wolf
Looks
Like...

Sounds
Like..

Feels Like..

Scenario 1

Scenario 2

Scenario 3

23

Pig
Looks
Like...

Sounds
Like..

Feels Like..

Scenario 1

Scenario 2

Scenario 3

24

Reporter
Looks
Like...

Sounds
Like..

Feels Like..

Scenario 1

Scenario 2

Scenario 3

25

Teacher Checklist

Wolf

Looks Like...

Sounds Like..

Feels Like..

Looks like..

Sounds like..

Feels like..

Looks like...

Sounds like..

Feels like..

Scenario 1

Scenario 2

Scenario 3

Pig
Scenario 1

Scenario 2

Scenario 3

Reporter
Scenario 1

26

Scenario 2

Scenario 3

27