Where Should Canadas Next National Park Be?

EDUC 520 S05: Fall 2016 Werklund School of Education

Grade 5 Interdisciplinary Project
Provocation
Inclusion V.1.1 Discover and explore 5.1.1 Value Canadas physical geography and
In celebration of the sesquicentennial of Canadian Confederation the Federal - Use past experiences as a basis natural environment
V.2.1 Use strategies and cues
Government through Parks Canada is offering free admission to all National Parks, Appreciate the environmental significance of
Technology - Organizational structure, text features National Parks and protected areas in Canada.
Technology is fused with 21st century learners and necessary National Historic Sites and National Marine Conservation Areas for the entirety of 2017. V.3.1 Plan and focus Examine the physical geography of Canada
- summarize, identify, develop
to include in any plans. This unit requires a summative This opportunity lends itself to the classroom to engage students in why these areas V.3.3 Organize, record and evaluate
Analyze how people in Canada interact
with the environment
assessment using technology to create a video advertising need protection and how they contribute to Canadian identity by asking students the - combine, record, assess Examine, critically, the ways of life of
their idea for the next National Park. Students are also given guiding question, Where should Canadas next National Park be?. V.4.1 Enhance and improve Aboriginal peoples in Canada.
access to technology for daily formative assessments where - Criteria and skills Students will also work on Skills and
V.4.3 Present and share processes of Social Studies
they can create a podcast, video, online journal or other - Organize ideas and information (Dimensions of thinking, social
form to support their expression of ideas and V.5.2 Work within a group English
Social participation as a democratic
understandings. Rationale - collaboration Language
Studies

practice and deliberative
inquiry)
English Language Learners
Arts
ELL students deserve every opportunity to prove their This unit ties closely with the Social Studies curriculum of Grade five regarding National
knowledge and understanding. This unit includes these Parks, but as an inquiry project, students will also be required to draw from various
learners by giving multimodal access to information, provides Physical
disciplines to gain a full understanding of how these parks contribute to Canada. A
opportunity for collaboration with others through group work, Science
variety of formative and summative assessments and relevant lessons pulls together 5-4 Demonstrate positive Education Application of basic
scaffold framework learning, as well as various methods to
various bodies of knowledge including English Language Arts, Science, attitudes for the study of Science skills in an alternative
demonstrate their work (one-on-one conversations with the and for the application of Science in environment
teacher, speech to text, and using technology to assist in Environmentalism, Indigenous Perspectives and Physical Education as authentic responsible ways A5-2 consistently and confidently
conveying their ideas) learning experiences for the students. The unit design respects the transformation of 5-9 Investigate relationships between perform locomotor skills and
weather phenomena and human activity combination of skills
Fine Arts
Alberta education as described in Inspiring Action on Education (Government of 5-10 Describe the living and nonliving A5-7 select, perform and refine more
Alberta, 2010) as it challenges students to understand social responsibility in terms of components of a wetland ecosystem and challenging basic skills in a variety of
Art curriculum outcomes are covered in this unit plan through the interactions within and among them environments and using various equipment
reflection and expression. Students will be analyzing the environment and its protection, critically reflect on the world around them, and B5-6 infer positive benefits gained from
ecosystems, not only through scientific terms, but the become problem solvers who can contribute positive change in their futures. Students will know why national parks are specific physical activities
important and how they effect or are
Subheading
individual character of 3
natural objects or forms. The affected by ecosystems and natural
D5-3 identify and follow rules, routines and
procedures for safety in a variety of
summative assessment entails art expressions where students environments as well as human activity activities
are required to record and document activities as well as
develop a final theme of their advertisements.

1. What is a National Park 3. Experiencing National Parks 5. National Park Advertisements

What is a National Park? Class Field trip to a National Park - Pre- Brainstorm main ideas and
discussion trip safety and responsibilities, images to represent their park
Project Logistics inquiry questions to consider Student inspired rubric
All about National Parks. Student Photo scavenger hunt Storyboard planning
lead research on characteristics Park ranger/tour guide - expert Peer feedback, editing and
and social significance. New National Park inquiry into review
Where are our National Parks? Exploration comparing and what other areas in Canada can Determine who they can write to Directing, filming and creating
Physical locations and contrasting two parks. benefit from becoming a regarding their new National Park. advertisement videos
environment, mapping activity Importance of National Parks National Park Teacher groups based on interest Showcase presentation of
Parks Canada Officer - expert. environmental significance and Media literacy analyzing in area and group decision making their videos and celebration
human impact, FNMI commercials Formal writing workshop of students hard work
perspectives. Elder Guest including necessary reasoning
In the media local and current Writing letters to Honourable Interdisciplinary approaches in the classroom help students
develop knowledge, insights, problem solving skills, self-
affairs and summarizing Catherine McKenna confidence, self-efficacy, and passion for learning (Carleton
important ideas Reflection on proposed National College, 2010)
Bringing learning all together Park

2. The Importance of National Parks 4. Proposal for the Next National Park
Indigenous Perspectives
With respect and appreciation of Indigenous cultures of Canada and with the acknowledgement that we live and www.grade5connections.wixsite.com/nextnationalpark
practice on Treaty 7 territory, Indigenous perspectives have been included in this unit. Week 2 is an exploration of the Tessa Moncrief
importance of environment and its protection and human relationships with the land, where an elder will be brought in Crissinda Crant
to help students understanding relating to multiple perspectives. Week 3 is an outdoor education experience which Website: References: Sabrina Niesman
Jacquelyn Murray
corresponds with Indigenous ways of knowing and pedagogy regarding relationships with the natural environment. Miranda Lee Redpath