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UNIT PLAN

Part 1
Grade: 5

Title of Unit: Mission Green

Unit Overview:
The ultimate goal for this project is to have the students implement a school-wide composting program. To build students up we will begin by looking at our essential needs
and how our natural resources are needed to survive. We will also explore the ways in which Frist Peoples survived using natural resources and how their culture is
connected always through the land. This will allow students to explore the way lands have changed due to people emigrating to Canada ad many in search of the countries
natural resources. Then students will begin to deliver the importance of preserving our natural resources and respecting our land by exploring Legends and then writing a
legend to share with Kindergarten students. We will then look at ways we are already helping to save our land and then what other things we can do e.g. composting. As part
of their responsibility students need to work together to find answers to questions about composting that we need to know in order to successfully roll out the program. This
will involve some data collection and inquiry and experimentation. Students will then put together a presentation that they will deliver in small groups to each of the classes
in the school.
Rationale:
This Unit is particularly important as the world is trying improve the environment and increase sustainability which includes keeping garbage out of landfills and using our
natural resources more effectively. The school is already trying to do some recycling but students in the school want a composting program. The unit draws upon on topics
from disciplines such as social sciences, primarily history, and economics, with contributions from other disciplines such as Language Arts and Arts education sociology.
Uniting these disciplines is their focus on human activities, behaviours, and interactions with humans and the environment. The Science aspects provides opportunities for
students to better understand our natural world by asking questions and seeking answers. Linking traditional and contemporary First Peoples understandings and current
scientific knowledge enables us to make meaningful connections to our everyday lives and the world beyond.
Students will have opportunities to explore and develop the competencies that encourage active, informed citizenship.

Subject
Social
Studies

Science

List the Provincial Outcomes:


Big Idea
GR 4
>The pursuit of valuable natural
resources has played a key role in
changing the land, people, and
communities of Canada.
GR 5
>Natural resources continue to
shape the economy and identity of
different regions of Canada.
>Immigration and multiculturalism
continue to shape Canadian society
and identity.
GR 4
>All living things sense and respond
to their environment.
GR 5
> Earth materials change as they

Competencies

Content

Gr 4& 5
>Develop a plan of action to address a selected problem or issue

GR4>The pursuit of valuable natural resources has played


a key role in changing the land, people, and
communities of Canada.
> physiographical features and natural resources of
Canada
GR 5>Resources and economic development in different
regions of Canada
>First Peoples land ownership and use

Gr4 &5
>Demonstrate curiosity about the natural world
>Observe objects and events in familiar contexts
>Identify questions about familiar objects and events that can be
investigated scientifically

GR 4
>Sensing and responding
Plants
GR 5

move through the rock cycle and can


be used as natural resources.
> Multicellular organisms have organ
systems that enable them to survive
and interact within their
environment.

Language
Arts

Visual Art

Applied
Design

GR 4 & 5
> Exploring text and story helps us to
understand ourselves and make
connections to others and to the
world.
>Texts are created for different
purposes and audiences
GR 4
>Artists experiment in a variety of
ways to discover new possibilities.
GR 5
> Artists experiment in a variety of
ways to discover new possibilities
and perspectives.
GR 4 & 5
>Skills are developed through
practice, effort, and action.

>Make predictions based on prior knowledge


> Suggest ways to plan and conduct an inquiry to find answers to their
questions
>Consider ethical responsibilities when deciding how to conduct an
experiment.
>Compare results with predictions, suggesting possible reasons for
findings
>Identify some simple environmental implications of their and others
actions
>Contribute to care for self, others, school, and neighbourhood
through individual or collaborative approaches.
>Represent and communicate ideas and findings in a variety of ways,
such as diagrams and simple reports, using digital technologies as
appropriate.
GR 4 &5
>Demonstrate awareness of the oral tradition cultures and purposes of
First Peoples texts.
> Access and integrate information and ideas from a variety of sources
and from prior knowledge to build understanding.
> Use writing and design process to plan, develop and create texts for
a variety of purposes and audiences.
> Identify how First Peoples cultures connects people to land

> The nature of sustainable practices around BCs


resources
>Basic structures and functions of body systems:
digestive
musculo-skeletal
respiratory
circulatory

GR 4 & 5
>Create artistic works collaboratively and as an individual using ideas
inspired by imagination, inquiry, experimentation, and purposeful play

GR 4 & 5
>Texture
>Processes, materials, technologies, tools and
techniques to support creative works

GR 4& 5
>Choose a design opportunity
>Choose an idea to pursue
>construct a first version of the product, making changes to tools,
materials, and procedures as needed
>Gather peer feedback and inspiration
>Construct the final product, incorporating planned changes
>Determine whether their product meets the objective and
contributes to the individual, family, community, and/or environment
>Demonstrate a willingness to learn new technologies as needed

The content will incorporate Science and Social


studies. The PowerPoint will be used as a teaching tool
to teach others about the history of our land use in
Canada and how composting can help the
environment.

GR 4& 5
>Features of written text
> Literary elements
> Features of oral language

Rich Culminating Task


Presentation to other classes in the school about the history of land use and importance of composting.
Reading a Legend that they have created to the Kindergarten class about the importance of respecting the land and natural resources.

Culminating Task
Social studies
Students will be presenting information but they can choose how to present their summative
information
Criteria:
How land was used by the First People and conserved:
Students must show that they know at least two on the things below:

Other evidence
Other evidence :
Students will be completing their journals throughout the unit
There will be opportunities for class discussion (I will observe)
Students can choose the way they will be assessed summarily
Which can include a discussion with me, their journal entry, a written
piece answers the questions and poster or annotated art piece.

They used animals, and the natural resources available food, food, shelter and tools.
They only took what was needed to survive.
They used animal fur to build shelter/ mud/ wood
The hunted animals and fished for food
The used plants for medicine and food
They only took what was necessary to eat
Why has the land changed?
Students should be able to explain at least 2 of the reasons below:
Immigration used land to build homes on
More people using the land for farming
Now use land for logging and drilling for gas
More homes are being build because of increased population.
Science
Competencies
Evidence- Students will be completing a journal throughout the unit in which this evidence can be sourced but
students will ultimately have the choice on which method they wish to present their information.
This can be a PowerPoint
A discussion with me
A poster
Their journal/ summary writing piece of their journal and science observations
Key questions- What is composting? What can we compost?
Criteria:
Generated questions relevant to the topic.
Make suggestions at least 1 way to conduct an enquiry to find answers to their questions (computers,
experiment, talking to experts)
Students should be able to compare at least one result with their prediction and give at least one possible
reason for the finding.

Other evidence can include


Their journal
Observations
Their presentation to the classes in the school
Poster

Explain how you can make a difference you can make to improving sustainability
Content
Gr 4
List at least one way a worm senses its environment
List one way a worm responds to its environment
Gr 5
Give at least one example of how 2 body functions work together in a worm
Language Arts
Legend written:
Criteria:
ELEMENTS OF A LEGEND
It has a hero
There is a problem, climax and resolution
It is based on a theme of earth being a gift/living things are all dependent on each other/our connection to the
earth.
It teaches a lesson about the importance of our earth and / natural resources.
The Legend includes a sacrifice or gift
WRITING - this will be assessed against the performance standards
Mean
Style
Form
Convention
PRESENTATION/ READING OF LEGEND
CriteriaPace fast or slow-excitement or importance.
Tone- suits the words said.
Pause- to emphasize idea
Volume loud to show excitement, soft to show fear

Legend written:
Students will be going through the writing process so I will be using
formative assessment as they go through the process and this can
be used as evidence too.
Students will have opportunities to self and peer-assess their legends
against the criteria and the rubric for the performance standards.

Legend reading aloud and practice for presentation:


I will observe while practicing with peers.
I will observe while they are reading to their buddies and check off
those students showing they can use oral strategies effectively.
I will use formative assessment to gather evidence during lesson why
students can practice their oral strategies.
Students will be presenting their presentation to other classes and I
will observe them during this time to for evidence.

Visual Art
The Art piece
Texture Fall Art
Must include at least 2 natural textures
Must include at least 2 techniques for creating texture
The Art piece and Art design sheet
Recycled Art
Must be made of recycled items
Must be reusable
Must show that they can reflect on the creative process
must show they can refine and develop ideas

Other evidence
I will observe and have discussions with them around their project
around their art project can also be used as evidence.