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Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5

Curricular Connections Desired Results


Big Ideas Essential Questions
What will students remember long after the unit is over? What driving questions will frame the learning? (open-ended;
(enduring understandings) connected to Big Ideas)
Understand

Natural resources continue to shape the economy and How can we incorporate sustainability into our lives in
identity of different regions in Canada (Social Studies) order to preserve resources?
Earth materials can be used as natural resources (Science) How do we interact with the resources in our
community?

Core Competencies
Do

I can get new ideas I can interact with others and


I can participate in conversations contribute to group activities
for a variety of purposes I can use my observation and I can demonstrate respectful
I can ask questions and make imagination to draw conclusions behavior
connections
I am an active listener

Communication Thinking Personal and Social

Curricular Competencies
Which process skills will students be applying in order to learn the content? List only those that will be assessed

Identify First Peoples perspectives and knowledge as sources of information


Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas;
and communicate findings and decisions
Make observations in familiar or unfamiliar contexts
Experience and interpret the local environment
Communicate ideas in a variety of ways
Compare a range of points of view on an issue
Take stakeholders perspectives on issues, developments or events by making inferences about their
beliefs, values and motivations
H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Evidence of Learning
Are all of the desired results being appropriately assessed?
Curricular Check
Teacher: Barkha Farswani Unit:Performance Task(s) Science/Social Studies
Natural ResourcesSubject: Grade: 5
Students will show that they really understand by evidence of.
How will students demonstrate their understanding (meaning-making and transfer through complex
What criteria will be used in each
assessment to evaluate attainment of
performance?
the desired results?
Know

Content Self Assessment and Reflection throughout the unit, students will complete various forms of self
What knowledge will students learn and be assessed on?
reflection to monitor their own progress and understanding of concepts and ideas

Resources and economic development


Students will in different
also demonstrate regions ofby
their understanding Canada (specifically
their written responsesBC)
in worksheets or
First Peoples landquestionnaires
ownership and afteruse
lessons
The nature of sustainable practices around BCs resources
First Peoples concepts of interconnectedness in the environment

Other Evidence:
Students will show that they have achieved the desired results by
What other evidence will you collect to determine whether the desired results were achieved?
Regardless of the format of the
assessment, what qualities are most
important? Observation I will be constantly observing students while they are working independently or in groups
as well as during any activity we do as a class. I will also be asking a lot of questions and students will
be given opportunities to demonstrate their understanding
Understand

Students will be participating in various interactive activities and group work for which they may
complete a working sheet, reflection or something created collaboratively that they must hand in
Les Lesson/To Learning Events Resources/Materials Pre Assessment / Assessment
son pic Whats the goal for (or type of) each learning event
/ Progress Monitoring
Role Play Challenge towards the end of the unit, students will be assigned a certain character in groups
# Assessment linked to
and they must research, talk about and write from the perspective of that person and the job they do.
They may be either for or against an issue but will use the opinion ____________
and agreeing to disagree strategies
1 Jan 30 - Opening:theyve
students recallpreviously
learned the regions Map of Canada outlining Observation of collaboration
Regions of of Canada, where they are located - physical regions big while in groups
Canada and Canadian Shield, Atlantic, Great version for the front of Collect exit slips to check for
Natural Lakes-St. Lawrence, Interior Plains, class and individual understanding
Resources Cordillera, Arctic regions copies
in the Students break up into their 6 groups Ipads and book creator
provinces and each group discusses what sort app
of resources might be found in each Exit slips sticky notes
region and why. Things to consider:
population, location, climate,
surrounding areas. Students will use
their previous knowledge and
Adaptations Extensions
H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5
research to develop ideas
Come back as a class to discuss what
some natural resources are and why
might that be, if needed add some
more that might have been missed
Students will add a natural resources
section to their stories on book
creator using the information
discussed, further research and
pictures
Exit slips: students write one
new/interesting thing they learned
about a natural resources from a
region different from theirs
2 Jan 31 - Opening: Graffiti Wall: what is a KWL sheets Observation of class participation
Intro to natural resource? Introduction video and discussion topics
Natural The process from nature to consumer I will be able to see what
Resources how things we use are made and students know already by
the various materials that go into it looking at KWL chart
Show video that talks about resources
that we need to live
KWL sheet about natural resources
3 Feb 6 - Intro: cue curiosity question Science Probe teacher Observation
Natural Collaborate as a class to list living resource Working sheet to check for
Resources and non living resources Pictures? completion and understanding
in BC: Living: plants, animals can grow, Working sheet
Living vs. move and use energy
Non Living Non living: rocks, clouds, water, wind
resources Why are water, wind, air, and the sun
considered renewable resources even
though they are non-living?
Students complete living or non-living
resource chart and working sheet

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5

4 Feb 7 - Renewable resources: Salmon Come Back, Salmon by Observation of class


Renewable Read Aboriginal story about Salmon Molly Cone discussion
vs. Non to class ask guiding questions Overfishing graph Check for students
Renewable throughout as well as a class Salmon working sheet understanding
discussion after using the salmon worksheet
Harvested by Aboriginal peoples who
dont catch a lot of salmon at one
time, and fish in a controlled
environment
Students will do a compare sheet
with how salmon is fished now
commercial, recreational, fish farming
what are the similarities or
differences?
In partners, think-pair-share: what are
ways we damage the fishing
industry?
Show students graph of results of
overfishing class discussion about
what might have happened and how
it could have been prevented
Students do a working sheet on the
life cycle of salmon what are some
elements necessary during the life
cycle, what threats or dangers are
there throughout, how do humans
impact the life cycle
H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5
5 Feb 13 - Hook: who has gone camping in the Markers, poster board Observation of discussion
Renewable middle of the woods? What are you Images of different While students are
vs. Non things you see in trees, what do trees harvesting methods collaborating, I will be
Renewable provide? circulating the classroom
Forestry as a class, compile a list of
all the wood and wood products we
use in our lives
Why is wood used so commonly? Is
there an abundance of trees?
Different ways of harvesting trees
Aboriginal perspective importance
of cedar trees (science probe)
Which is preferable students think
about forests they know (connect
them to thinking about neighborhood
woods, up on the mountains that
they can see) what happens when
trees are clear cut? What happens to
the animals that lose their homes?
In groups of 2-3, students will
experiment with coming up with
alternative methods for making some
of those commonly used things; pick
a product and think about what other
product can fit that function share
with class
6 Feb 14 - Before reading the story, class The Lorax by Dr. Seuss Collecting students response
Reading: discussion about how this book was Question sheet about to the story and discussion
The Lorax banned in California because logging story around logging
is one of the biggest industries and Observation during think-pair-
because it portrayed the forestry share
industry in a negative way.
Think and then question: students
discuss what could have been done
instead of banning/challenging a
book and what the impact of a
banned book would be

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5
Read The Lorax to the class
Pose questions about the Once-lers
actions which the students respond
to and hand in
Exit: Pose question to students using
T-chart on board that they can stick
their names on
7 Feb 20 - Mining: begin class by showing video Britannia mines video Collecting journal entries or
Non- from Britannia mines, students write Activity resources lab sheet or both if time
Renewable observations on a working sheet cookies, toothpicks, permits
Resources Are minerals renewable or non paper with their mine Observation
renewable? Why? (Once minerals mapped out Ability to listen to and follow
have been mined they cant be instructions, complete mining
reproduced) activity
Cookie mining activity students will
each be given a cookie (chocolate
chip, raisin) and will be required to
mine using toothpicks using a certain
mining method
Students will complete a lab sheet
about their mining experiment,
whether it was successful, and what
happened to the mine with the
process they used.
8 Ghost Hook: What if you lived in a town all Handouts of different Observation
Towns your life and then one day everybody mining towns in BC and Working sheet for completion
just started to leave? The next time working sheets and reflective responses
you went back it was completely Participation and collaboration
deserted
Coal, copper, gold mines around BC
break students up into groups to read
about specific towns - What
happened to them and why? What is
the impact of over harvesting
resources? Students will complete a
working sheet answering questions
about their towns
H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5
Consider an Aboriginal perspective
they treat their land with respect,
only take what they need

9 Feb 21 Hook: what is our water footprint? http://www.discoverwat Class discussions


Renewable How much water do we use in one er.org/ Students personal reflections
Resources - day? https://www.youtube.co
Water Students create their own list m/watch?
thinking about the various uses of v=fwV9OYeGN88
water in their daily lives can we
estimate how many liters?
Students watch video about water
What is the impact of using this much
water and what are ways we can
reduce our use students have a
brainstorming session following
guiding questions
Exit: students should go home and
have at least a 5 minute conversation
with their parents or another adult
about the use of water in their homes
and one thing they can do to cut back
10 Stave Lake In preparation for the field trip to Stave Falls: Teacher Mind map rubric
part 1 Stave Falls on March 9th Resource Guide Observation
Students will be organizing new KWL Chart KWL chart
information using two methods (KWL Sticky notes
chart and mind mapping) ask if
anyone has used a KWL chart before?
Students contribute to a classroom
KWL chart identify what they know
about beavers and their dams
Hand out Beavers and Creature
Features sheets to groups of
students: collaboratively read
through and discuss the new
information
Facilitate class discussion about the
H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5
reading and complete the learned
section of KWL
Introduce mind map activity and
explain how the maps are created
and what they require (significant
topic categories such as physical
features, food, habitat and dams)
students will individually work on
their own mind map
Exit: Students post sticky notes
predicting why we might be learning
about beavers and beaver dams?
11 Stave Lake Intro: KWL class chart about KWL chart Observation of listening and
part 2 hydrologic/water cycle; what do they Stave Lake teachers reflecting skills
want to know while reading about resource In class discussions
the water cycle students pose Hydroelectric
suggestions for questions to be generation handout
wondering about
Read Aqua Drops by Stave Falls to
the class, using think-pair-share
students summarize the main events
of the story
Students come back to KWL chart to
add what has been learned and what
new information surprised them or
they wanted to learn more about
Exit: Read Stave Falls A Special
Place at the end of class and discuss
field trip
12 Feb 27 Aboriginal peoples only took from the www.etfo.ca Circle of Harmony
-Aboriginal Earth what they needed, and created more resources to be participation
peoples very little waste. found Observations
and Students are given an image of an Perhaps a picture book Reflective writing
Resources/ animal like an elk what are all the and read aloud
Conservatio different resources that can be
n attained from it? (food, clothing,
tools)

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5
Aboriginal circle of harmony activity
(etfo.ca)
Talk about the important of natural
resources to Aboriginals, how they
shared between different groups and
were most importantly respectful to
the Earth
Students will do a reflective write on
the impact of respectful extraction of
resources
13 Feb 28 Technology students in groups of 3- Poster board, markers Group work
Technology 4 discuss how it changes a resource Pictures under doc cam Poster board content and
and what so it can be used in different ways, of different technology contribution of students
can we do and the positive and negative used with resources in Class discussions
in our impacts to it; share out to the rest of BC
community class
? Break class into 4 groups fishing,
forestry, mining, energy
As a group, students will collaborate
on ways they can help in their
community or be an advocate in
order to preserve valuable resources
Students will present their ideas on
poster board
14 Mar 6 Intro: As preparation for doing Challenge guidelines Collaboration
Role research into their respective roles, and expectations Observation of the planning
playing we will have a quick discussion about Writing standards process
challenge researching information online, expectations Written response and quick
reliable sources, not using Wikipedia Reference books daily check ins about progress
and what plagiarism means Laptops Overall students will be
Students will be divided into 3 assessed on the strength of
groups: new coal mine, dam their argument, presentation
construction, and a logging and written response
companys next project Students will also do a self
Students will be assigned specific assessment
roles and will have to research and
investigate whether their character

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Barkha Farswani Unit: Natural ResourcesSubject: Science/Social Studies Grade: 5
would be for or against the project,
justify their reasoning and provide
information as to why. (Aboriginal
Chief, environmentalist, town mayor,
miner, business owner for example)
Students will be required to provide a
written response as well as be
expected to present their roles to the
rest of the class
15 Mar 7 Opening activity: TBD Resource books Final presentation and role
Challenge Students will continue working on Laptops playing
continued - their characters development and Written responses
may require research + written response
extra days Each group will organize the order in
which members will present their
arguments and I will be looking for
some logical flow

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola