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Unit Plan Template Guide

Understanding By Design Framework

ELA 20-1, Social Studies 20-


Courses 1, Physics 20, Biology 30, Grade Level 11/12
Music
Subject Interdisciplinary Time Frame 5 weeks
Melissa, Rielle, Braeden,
Developed by
Joanna, Natasha, Leanne

Stage 1 Desired Results


Content Standard(s): Students will understand that music is influenced heavily by different disciplines, including Science, Social
Studies, and English Language Arts.

Enduring Understandings/Big Ideas: Essential Questions:


Students will understand that . . . Content specific . . .
Sound is effected by frequency and wavelengths, 1. Why does music physically affect us?
amplitude and resonance 2. Why is music a platform for communication?
Nationalism shapes how music is created 3. How do you create impactful music?
Music shapes a persons identity 4. How is nationalism displayed in the music we listen to?
Music can be used to convey messages
Prior Knowledge:
Music changes over different cultures and What do students already know . . .
convey different meanings English 10
There is importance to developing skills in Music K-10
listening, performing and using notational
systems Unit Emphasis: Interdisciplinary
History of music and its implications on our
society

Related misconceptions . . .
Human voices are produced by a large number
of vocal cords
You hear and see things from a distance at the
same time
Loudness and pitch are the same thing
Music is separate from language and
communication
There is only one Canadian identity
It is easy to write music
That English concepts are separate from music
Music is only Eurocentric

Knowledge objectives (general outcomes): Skills/Attitudes objectives (general outcomes):


Students will know . . . Students will be able to . . .
How the body hears sound Use multimodal sources
How music communicates messages Understand interdisciplinary connections
How identity is shaped by music Conduct investigations
How to compose a piece of music Work collaboratively with others
Speak to their work and collected evidence

Stage 2 Assessment Evidence


Performance Task(s): Music Video Final Project and Showcase

G Goal G Students will take their understanding of concepts developed over the unit to
What should students accomplish by create a music video that covered the science topics learned as well as showcasing
completing this task? their identity through music
R Role R Students will take the role of actor, voice actor, director, videographer, editor,
What role (perspective) will your writer, designer, musician, composer.
students be taking? A The audience will be the other students/actors as well as a critics panel
A Audience (teachers)
Who is the relevant audience? S Students are challenged to use their knowledge in science and English to create
S Situation an engaging music video and song that demonstrated they have fully grasped the
The context or challenge provided to the concepts of the unit.
student. P Students will be producing a music video 5 minutes in length speaking to the
P Product, Performance concepts of the unit and how music is a universal language
What product/performance will the S students will be guided in creating their own rubric based off of the skeleton
student create? provided
S Standards & Criteria for Success Rubric: See Assessment
Student Self-Assessments Other Evidence (assessments)
KWL Includes pre-assessment, formative assessment, and summative
3-2-1 assessment evidence throughout the unit.
Exit/entry slips Can be individual or group based.
Think, pair, share Can include informal methods (such as thumbs up, thumbs
down, and formal assessments, such as quiz, answers to
questions on a worksheet, written reflection, and essay.

Stage 3 Learning Plan

Week Goals: Mon Tues Wed Thurs Fri (inquiry)


1 Students will Introduce Discuss how Students study Students choose Teachers
recognize that essential question
music lyrics and the use a song they demonstrate
Why is music is an "Why is Music a communicates a of figurative identify with, and Boomwackers and
music a effective and Universal message. language, syntax, analyze it. Each Orff instruments
platform powerful Language?" and Students will repetition, etc. student will (xylophones,
for platform for final video inquiry
examine poems reflect on what tambourines,
communica communication project. in contrast to Each song influenced them etc.). In groups,
tion? . lyrics. What is the contains historical to pick their song, students will go
Present a few difference? How is content. Students and if their around to each
How is Students will Canadian music music a powerful will explore how analysis has station and learn
nationalism explore videos. medium? history shapes changed their about the
displayed in nationalism music and the understandings. different
the music and how is can Review: What is Students will production of instruments, and
we listen be pursued as nationalism, learn the music through Students will how they could
to? an identity ultranationalism, difference inquiry. explore how incorporate them
etc.? (3-2-1) between strophic individual's into their final
Students will and through- Students will incorporate song.
understand Incorporate composed form. study 20th century nationalism as
how history nationalism with musicians, such part of their
shapes music. music history Analyzing as Tchaikovsky, identity, and why
(Moment Musical national anthems, Ives, Louie. (John individuals
#3 students explore Cage, choose to or
Key Subjects: https://youtu.be/o how music https://youtu.be/J choose not to
Music 9Ak7Tk9B3s) conveys TEFKFiXSx4) express
ELA nationalism. nationalism.
Social ELA: 1.1.1 ELA: 2.1.2; Debate for or
Studies Social: 3.5-3.9 ELA: 1.1.2; 2.2.2; 2.3.2 against
Music: 2.1.2 Social expressing
Social: S.5; S.8; Music: nationalism in
1.9 one's identity.
Music:
ELA: 2.1.1;
2.3.1; 2.3.2
Social: 1.3-1.5

2 Students will Students exploreStudents choose Students explore Inquiry project. In Guest musicians,
understand the the differences a song from their how music does groups, students such as FNMI and
Why is diversity of and similarities in
cultural or does not must research an other non-
music a music across how different background and connect nations, assigned song mainstream
platform genres and cultures convey analyze it. They as well as if musicand its musicians (3 or
for cultures. meaning through will create mini- promotes or complimentary 4), will present
communica music. presentations, demotes foreign genre and students with
tion? Students will that they will policy. Students answer the mini
understand In Canada, how present to the will research following presentations on
How is that music do we embrace class. Students examples and questions: What their type of
nationalism works to international may choose to determine if the cultures are music, as well as
displayed in promote and music and work individually songs are represented in perform in a final
the music demote foreign culture? Students or in pairs. They promoting or song? What are showcase.
we listen policy. debate if will finish by demoting foreign some of the
to? Canadians tend to writing a personal policy. genre's key Students
listen to more reflection on how components? participate in a
Key Subjects: international their Students examine Does the song think-pair-share
Music music or understandings of how Canadian appropriate activity where
ELA Canadian music? music's diversity music might elements from they will reflect
Social has changed. incorporate other other genres on the music.
Studies ELA: 1.2.1; nations into their and/or cultures?
FNMI 1.2.2; 5.1.2 ELA: 2.1.1; music. In music, Is this okay? What
Social: 3.5-3.9; 2.1.2; 2.1.3; is nationalism might this fusion
4.5-4.9 2.2.2; 2.3.1; sacrificed for of cultures and
4.1.4 internationalism, genres say about
or vice versa? our national
identity?
Social: 3.6-3.9 Students will
Music: present their
findings to the
class.

ELA: 1.2.2;
2.1.2; 2.3.1;
2.3.3; 3.2.1;
5.1.2
Social: 3.5-3.9;
4.4
Music:

3 Students will Introduce the Students explore Inquiry labs. InStudents will In today's inquiry,
understand the Science of how sound pairs, students learn about students will be
Why does science behind Singing, and to changes, focusing will complete two
synapses and asked how the
music sound. different voice on period, labs: Slinky's lab
neurotransmitters body hears
physically parts (SATB). amplitude, and Dissection , and how sound, through
affect us? Students will resonance and lab. different genres the lens of an
explore how Students will wave of music affect individual with a
What is the the body hears explore what interference. In Slinky's lab, our bodies. hearing
science sound. sound is. They students will look Students should impairment.
behind will create a K-W-L Students will at amplitude and create visual Students will wear
sound? chart to assess demonstrate period through organizers and earplugs and
Key Subjects: misconceptions. resonance the slinky waves vocabulary lists, listen to music.
How does Science They will begin to through using created. They will which they can They will examine
the body Music understand what tuning forks. create a lab draw upon for the if individuals can
hear Technology makes a low vs. report. final video hear music if they
sound? high sound. Students will project. are hard of
Students will have a resonance In the dissection hearing. There
learn about lab on resonating lab, students will Students will be will be various
frequency, water tubes. engage in introduced to stations where
wavelength and After, students dissecting an ear. structure and students will
the speed of will engage in a They will create a harmonic experience this
sound through think-pair-share. lab report. analysis. They will through
simulations learn basic simulations.
[technology]. Physics: 20- Students will theory, history Students will also
D2.4k peer-edit lab and rudiments. learn about
Physics: 20- Music: reports before hearing aids and
D2.4k handing in their Students will how they work.
Bio: 30-A1.5k final copies, reflect on what
Music: making any they have learned
necessary about the science
revisions. behind sound in
formative exit
Bio: 30-A1.5k slips.
Physics: 20-
D2.4k Bio: 30-A1.1k
Music:

4 Students will Students will be Students will Students will Students will Students will
create music to re-introduced to explore multiple analyze methods write an essay, engage with their
Why is apply and the final inquiry perspectives on used by drawing from new
music a express their project. Students national identity.
individuals, previous class understandings
platform new will co-create What groups groups and discussions and on nationalism in
for understandings rubric and make up Canada? governments in readings, on their the Canadian
communica . expectations, Would you define Canada to personal national context, and
tion? Students will while guidance Canada as promote national identity and how develop personal
write lyrics from teacher diverse? identity. How does they fit, or do not and collective
How is merging how (such as content Canadian music fit, the image of visions of national
nationalism they embrace needs science Students will also work to promote Canadian identity.
displayed in Canadian and national begin to explore a national nationalism.
the music nationalism identity). ideas for their identity? Students They will watch
we listen (Canadian song and music will research Workshop: the Joe Canada
to? imagery) with Lab: In groups of video. They will examples of this Students will rant
science 3 or 4, students be broken into found in Canadian assess peer (https://www.yout
concepts. will inquire into their groups and music, or groups rough ube.com/watch?
how music affects given time to examples that drafts, and given v=pnpVHn7kIb_8)
our bodies. Using brainstorm. challenge this formative . In groups,
Key Subjects: EKGs, students notion. feedback. Each students will
Music will examine how Review musical group will have a create their own
ELA different genres theory and Students will scheduled rant in groups,
Social of music affect harmonic continue to create appointment to and present them
Studies mood, study analysis. Students their lyrics. Rough receive formative to the class.
Science habits, exercise will complete a draft due by the feedback from
and heart beat. basic harmonic end of the day, the Science
Groups will analysis of a song and must be specialist, ELA
present their of their choice. handed into specialist and
findings and They must reflect teacher. Music specialist.
rational to the on what they Students will use
class. liked about the Teachers will feedback to
song and what monitor group strengthen their
ELA: 4.1.4; song elements progress, check in final song.
5.2.1; 5.2.2 they can include with each group,
Biology: 30- into their original answer questions Science
A1.5k song. and provide Social: 4.5-4.9;
Physics: 20- guidance and 1.9
D2.1sts Social: 1.3-1.5; feedback when Music:
4.5-4.9 necessary. ELA: 4.2.2;
ELA: 4.1.4; 4.2.4; 5.2.2
5.2.1; 5.2.2 Social: 1.9; 4.5-
Music: 4.9
ELA: 4.1.4;
5.2.1; 5.2.2
Music:

5 Students will Project deadline: Students will Groups will be Groups will finish Red Carpet
collaborate end of week. continue to work moved into larger editing their Final Showcase:
Final with their peers on their final song groupings, where music videos and Students will
Project: to create a Students will edit and music video. students will prepare for the show their music
Music coherent, their lyrics, and They will edit review their showcase video off to the
Video creative and perfect the their video peers' music tomorrow. They entire school.
strong song performance of footage and video, providing must provide a Each group
and music their song. Once music recordings written formative short written should prepare a
video. finished, they will to strengthen feedback for each reflection on the one-minute
record their music their visual video they process introduction to
Teachers will be on garage band, representation of review. (strengths and their music
available to and record their their song. Rough weaknesses) of video.
answer video with the draft of their After, groups will creating their
questions and equipment music video and receive the music video.
monitor groups provided. song due at the feedback from
to ensure end of the day. their peers, and Individually,
progress. Throughout the use it to make students will
week, mini- Teachers will changes and complete a self
lessons will be monitor group strengthen their and group
provided progress and music video. All assessment.
spontaneously if provide feedback feedback must be
there are and guidance handed in at the Final brainstorm:
common when necessary. end of the day. students will
misconceptions. discuss what, for
them, was one
thing they will
take away from
this inquiry
project.

Stage 4 Reflection
Considerations Comments
Is there opportunities for Students will be given many chances for self reflection. Through formative assessment
students to reflect and activates such as KWL and entry and exit slips students are given changes to check
rethink? How will this be their understanding and make sure they are on par with where they should be.
guided?
How has learner This unit has been adapted for students who are hard of hearing, ELL and incorporated
differentiation been FNMI ways of knowing.
addressed?
How does the unit design Students are given a several opportunities to choose their own music to work with as
include a variety of teaching well as finding what their individual perspective on identity and national identity means
experiences that allow for all
students to be engaged?
Adapted by Jeff Turner (2016) From:

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.