UnitPlan:UrbanandRuralCommunitiesinNewBrunswick

By:SidneyRobertson,StephanieMackey,JDFarrell,andStephanieMathew


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 2

Contents

Introduction Purpose4
Goal4
WhatYouWillFind4
GeneralInformation4
Itinerary7

CurricularOutcomes Overview8
SocialStudies8
Science8
Literacy8
Math9
PersonalWellness9
VisualArts9
The5EsofLearning10

12
Questionstobeanswered13
Section1:Introduction CurricularOutcomes13
Crosscurricularoutcomes14
LessonPlanIdeas15

21
Questionstobeanswered22
Section2:Livingand CurricularOutcomes22
Employment Crosscurricularoutcomes23
LessonPlanIdeas23

25
Questionstobeanswered26
Section3:Maps CurricularOutcomes26
Crosscurricularoutcomes26
LessonPlanIdeas27

33
Questionstobeanswered34
Section4:Architectureand CurricularOutcomes34
Infrastructure Crosscurricularoutcomes35
LessonPlanIdeas36
WrapUpProject39


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 3

Introduction


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 4

Purpose:
Thisunitplanfocusesonintegratingsocialstudiesandscienceconceptsandmerging
themtogetherintoonecompleteandfluidunit.Thestudentswillbeimmersedinthetopicof
differencesbetweenlivinginruralandurbancommunitiesinNewBrunswick.

Goal:
Wewantourstudentstousecriticalthinkingtodecipherbetweenthedifferencesofrural
andurbancommunities.Thisisimportantbecausestudentsaremembersofthecommunityand
thereforeneedtobeengagedinmeaningfuldialoguethatmaycontributetodecisionmakingin
regardstoplanningissues.Aseducators,weneedtoacknowledgethecapacityofstudentstobe
realparticipantsinplanningsustainableurbanandruralcommunities.Thelessonsaredesigned
tohaveintegratedlinkstothescience,socialstudies,literacy,art,andmathcurriculums.

Whatyouwillfind:
Thisunitplanisdesignedtobeusedasabuildingblockforfantasticlessonsinscience
andsocialStudies.Throughouttheunit,youwillfindasuggesteditineraryaswellasmultiple
activitiesintendedtohelptheteacherdevelopideasandignitemotivationforteachingthe
followingtopics.Thisplanisflexibleforallteachersandencouragescreativity,criticalthinking
andconceptualunderstanding.

Howdothetheme/focusquestionsandtheapproachessuggestedfitwithwhatyouhave
beenlearningaboutscienceandsocialstudiesteaching.?

Webelievethatthefocusquestions,andtheapproachesprovidedinourunitplanfollows
manylearningswehavegatheredaboutsocialscience,andscienceteaching.Throughoutthe
unit,weencouragetheactivationofpriorknowledge,allowingstudentstoexpandontheirown
learnings.Thequestionsandstrategiesarecreatedtoplacesignificancevalueonwherethe
studentscomefrom,aswellasthestructuresintheircommunities.Therefore,instillingasense
ofciviccompetence.Weemphasiseimportantthemesinsocialstudiessuchashistory,
geography,sociology,aswellasthenaturalsciences.
Furthermore,wehaveappliedimportantwaystoteachscienceinwhichweenableour
studentstofocusonquestioning,experimenting,collaborating,observing,andinnovation
throughkinesthetic,andvisuallearning.Wehopethatthequestionsandthemespresentedinthis
unitwillhelpincreasestudentengagementinregardstoscienceandsocialstudies.Byexploring
conceptsusingstudent'sknowledgeoftheirownprovinceandsurroundings,wehopetospark
aninterestincommunityinvolvement.Inapplyingthe5Es(engage,explore,explain,elaborate
andevaluate),thisunitfollowsthePYPphilosophy.Studentswillhavetheopportunitytoapply
criticalthinkingintheirworkinaforumwherethereisnoonesetpathtofollow.Wemust


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 5

ensurestudentsbecomeactiveagentsoftheirownlearningtomotivateandtoignitetheintrinsic
motivationforthemthroughtheselargeconcepts.

Whatuniqueopportunitiesdothetheme/focusquestionsprovide?

Thethemeofthisunitprovidesmanyuniqueopportunitiesthatincorporatesseveral
differentlearningstyles.Throughouttheunit,studentscanbeengagedthroughtheuseof
multimedia,landbased,kinesthetic,visualandoralmethodsoflearning.Forexample,theuseof
Skype,GoogleEarthandclassexcursionsallowstudentstoexpandtheirknowledgeexploring
anddiscoveringnewtoolsoflearning.

Whataresomeinterestingwayswecoulddrawthethemeintoliteracy,math,scienceand
socialstudies?

Therearemanycreativewaysinwhichwecoulddrawonthethemesofrural,andurban
communitiesintoliteracy,math,science,andsocialstudies.Weincorporateunit1:Placesinthe
socialstudiescurriculum,andunit4:PhysicalScienceinthesciencecurriculumretrievedfrom
theNewBrunswickDepartmentofEducation.
Studentswillcomparethephysical,andlivingenvironmentindifferentcommunitiesin
theNewBrunswickprovince.
Studentswillgrasptheconceptsofdifferenttypesofmaterialsandstructuresthatare
involvedinthemakingofarchitecturalstructures.
Studentswillunderstandhowandwhysomebuildingsareconstructedinparticular
ways.
Studentswillbeintroducedtourbanandruralcommunitiesthroughtheuseofchoral
reading,storytellingandguidedreading.
StudentswillbeexposedtomathematicalconceptsofShapesandSpacescreatingword
problemswithmeasuringtheperimeterandareaof2D,and3Dobjects,(e.g.buildingsand
structuressuchasbarnsandskyscrapers).
Studentswilldevelopmapsofthecommunitiestheyliveinwhetherthatincludesliving
inaruralcommunityoranurbancommunity.Webelievethatthistransdisciplinaryrootof
learningwillengage,motivate,andintriguethestudentstolearnabouttheirprovince,and
physicalscience.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 6

Begintoconsidertimeframesandemphasis.Howmanyweeksarereasonable?

Ideally,eachsectionoftheunitwillbebrokendownintoatwoweektimeframe.Within
reason,webelievebreakingdownfoursectionsoftheunitintoatotalofeightweekswouldbe
feasible.Theformatoftheunitallowsteacherstousethemethodofscaffoldingtohelpthe
studentsfullyunderstandandindependentlyapplytheirknowledgeinregardstothekeythemes
presented.Wewouldalsosuggestintroducingthisunittostudentslateronintheyear,more
specificallyaftertheplantunitinsciencesothatmostofstudentsknowledgeisalready
constructedaroundtheunderlyingframeworkofthescienceofplants.

Whatkindsofopenendedquestionsandactivitieswouldfireupthestudentstowantto
inquireintothetheme?

Atthebeginningoftheunit,wedrawinthestudent'sinterestsusingaseveraldifferent
activities.Tostartout,weplantomakeuseofMysterySkype.Thisisanactivitywheretheclass
willskypewithanindividualsomewhereintheprovinceandtheycanaskquestionsinorderto
figureouttheirlocation.Wealsoplantomakeuseofastructurebuildingcontestearlyonthe
studentsexplorescientificconceptsbeforeeverhavingformalinstruction,theexperienceis
somethingthattheycanthinkaboutandbasefuturelearningon.

Whatsortsofwaysdoyouthinkyoucouldassessthestudentsinthisunit?Howwillyou
knowtheylearnedanything?

Weconsistentlyimplementformativeassessmentthroughouttheunit.Someexamplesof
theformativeassessmentinclude,WhatIKnow,Learned,WanttoLearnchartstheycanbe
ongoingthroughouttheunitforstudentstoaddonto.Wealsowanttoimplementbeforeandafter
knowledgewebsthiswouldbeanidealwaytodeterminewhatthestudentshavelearned
throughouttheunitandwhattheywilltakeaway.Wewillbeabletodetermineiftheylearned
anythingfromtheprojectsthatareincorporatedintothesectionsifthestudentsareabletoapply
whattheyhavelearnedthroughtheirwork,thentheyhavetakenawaytheinformationwe
intendedthemtohave.Forexample,weplantohavethestudentsbuildloadbearingstructuresat
thebeginningandendoftheunitsobythesecondtimetheybuildstructurestheyshouldbeable
toapplythethedifferentaspectsofstrongstructures.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 7

ProposedTimeline:
Thetimeframeforthisunitisveryflexible,twoweekspersectionisanappropriate
buildingblock,butdependingonthestudentsinterestandthetimeittakesfor
projects/experimentsitcouldbearrangedalittledifferently.Aswithanyschedule,itcanchange
foranyreasonandtheeducatormustbepreparedtobeflexible.

Sun Mon Tue Wed Thu Fri Sat
IntroductionSection

Intro LivingandEmployment

LivingandEmployment

Livingand Maps

Employment


Sun Mon Tue Wed Thu Fri Sat
Maps

Maps

InfrastructureandArchitecture

InfrastructureandArchitecture

InfrastructureandArchitecture/WrapupProject


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 8

CurriculumOutcomes:

Themainfocusofthisunitistocoverthescienceandsocialstudiescurriculum
outcomeshowever,wehavealsofoundmanycrosscurricularlinksintoothersubjectsandhave
statedthoseconnectionsbelowaswell.

SocialStudies(Unit1:Places):
3.1.1locatetheirprovinceintheAtlanticregion,Canada,NorthAmerica,andtheworld.
3.1.2describethemajorphysicalfeatures,climates,andvegetationoftheirprovinceandthe
Atlanticregion.
3.1.3examinewherepeopleliveandhowpeoplemakealivingintheirprovince.

Science(Unit4:PhysicalScience:MaterialsandStructures):
10034describethepropertiesofsomecommonmaterialsandevaluatetheirsuitabilityforusein
buildingstructures.
10111investigatewaystojoinmaterialsandidentifythemostappropriatemethodsforthe
materialstobejoined.
10216identifyshapesthatarepartofnaturalandhumanbuiltstructures,anddescribeways
theseshapeshelpprovidestrength,stability,orbalance.
10110useappropriatetoolstosafelycut,shape,makeholesthrough,andassemblematerials.
1019testthestrengthandstabilityofpersonallybuiltstructures,andidentifywaysofmodifying
astructuretoincreaseitsstrengthandstability.
10217evaluatesimplestructurestodetermineiftheyareeffectiveandsafe,iftheymake
efficientuseofmaterials,andiftheyareappropriatetotheuserandtheenvironment.

Science(Unit1:PlantGrowthandChanges):
10029identifyandinvestigatelifeneedsofplantsanddescribehowplantsareaffectedbythe
conditionsinwhichtheygrow.
10212describewaysinwhichplantsareimportanttolivingthingsandtheenvironment.
10213identifypartsofdifferentplantsthatprovidehumanswithusefulproducts,anddescribe
thepreparationthatisrequiredtoobtaintheseproductsandhowoursupplyofusefulplantsis
replenished.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 9

Literacy:
Studentswillspeakandlistentoexplore,extend,clarify,andreflectontheirthoughts,
ideas,feelings,andexperiences.
Studentswillbeexpectedtoselect,read,andviewwithunderstandingarangeof
literature,information,media,andvisualtexts.
makepersonalconnectionstotextsanddescribe,share,anddiscusstheirreactionsand
emotions
questioninformationpresentedinprintandvisualtextsuseapersonalknowledgebase
asaframeofreference
respondcriticallytotextsformulatequestionsaswellasunderstandings

Mathematics(Shape&Space(SS):Usedirectorindirectmeasurementtosolveproblems):
SS3:Demonstrateanunderstandingofmeasuringlength(cm,m)by:
Selectingandjustifyingreferentsfortheunits(cmandm)
Modellinganddescribingtherelationshipbetweentheunits(cmandm)
Estimatinglengthusingreferents
Measuringandrecordinglength,widthandheight
SS5Demonstrateanunderstandingofperimeterofregularandirregularshapesby:
estimatingperimeter,usingreferentsforcmorm
measuringandrecordingperimeter(cm,m)
constructingdifferentshapesforagivenperimeter(cm,m)todemonstratethatmany
shapesarepossibleforaperimeter.

PersonalWellness35(Wellness&CareerDevelopment):
1.1recognizetheimportanceofhealthyeatingandregularphysicalactivityforahealthy
lifestyle
4.2recognizehowskills,andinterestscaninfluencecareerchoices,and
4.3recognizetheimportanceanddiversityofwork.

VisualArtsEducation:
3.1.1exploreline,shapeandform,space,colour,valueandtextureandtheprinciplesofpattern
andrepetitioninthevisualenvironment.
3.1.5explorearangeofmaterials,tools,equipment,andprocesses.
3.2.2choose,display,anddescribeworkfromtheirportfolio.
3.2.3developskillsininteraction,cooperation,andcollaborationthroughworkingwithothersin
makingvisualimages.
3.3.3makeimagesthatreflecttheircultureandcommunity
3.3.5drawuponexperiencesfromtheirpersonal,socialandphysicalenvironmentsasabasisfor
visualexpression


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 10

The5EsofLearning
Engage Ignitingmotivationinstudentsbyprovidingthemfreechoicesothat
theycantakeworkintotheirownhands.
Teacherswillcapturestudentsinterestthroughtheuseofhandsonand
inquirybasedactivities.Someexamplesare:
MysterySkype
GoogleEarth
SecretsofStructures
FieldTrips
Questionsstudentsmightaskthemselvesaftertheengagement:
CanIbenefitfromtheexperience?
AmIsatisfiedwiththeexperience?
WhatcanItakefromtheexperience?

Explore Handsonactivitiesthatstudentswillbeparticipatingin:
Coloring,labelingmaps,andlegends
Findingsdifferentcommunitiesusinglongitudeandlatitude
Explorewhatshapesmakestrongerstructures
Testthematerialsthatcanbesuccessfulroofsforstructures.

Explanation Oncestudentshavehadtheopportunitytoexplorevarioustopics,the
teachercanusescaffoldingtechniquesandexpanduponpossible
questionsthatmayarise.Forexample:
Whatareimportantaspecttohaveonamap?Listandexplain
whythisaspectisimportantwhenusingamap.
Whyaresomematerialsthatworkbetterforconstructingroofs?
Whatshapesprovideastrongerstructure?

Elaborate Studentswillbeaskedtothinkcriticallyregardingconceptssurrounding
lifeindifferentcommunities.Thefollowingvocabularywordslistedwill
beintroducedthroughouttheunit:
Silos
Rural
Urban
Foundation
Agriculture
Longitude
Latitude
Coordinates


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 11

Legend
VennDiagram

Evaluate Studentswilldemonstratethattheyhaveachievedthelessonobject
whentheyforexample:
Developamapoftheirchoice.
Abletofreelycommunicateandexplainconceptswithpeers.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 12

Section1:
Introduction


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 13

Context:
Tobegintheunit,weplantointroducethetopicsbyhavingthestudentsbeginthinking
aboutwheretheyliveandwhatmakestheircommunitydifferentfromothercommunities.This
willbeaninquirybasedsectionwiththegoalofexploringthestudentspriorknowledgeand
buildinguponwhattheyalreadyknow.

Questionstobeanswered:
Wheredoyoulive?
IsNewBrunswickbigger,orsmallerthanNovaScotia?PEI?Newfoundlandand
Labrador?
Whatmakesyourcommunitydifferentfromothers?
Canyoulocateyourcommunityonamap?(NewBrunswick,Atlantic,Canada)
Whataresomecharacteristicsofyourcommunity?
Howdobuildingsdifferbetweenruralandurbanareas?
Listsomeprosandconsoflivinginruralandurbanareas.
Provideexamplesofhabitatsmadebyanimalsandmanmadehabitats.

PrescribedLearningOutcomes:

SocialStudies
3.1.1locatetheirprovinceintheAtlanticregion,Canada,NorthAmerica,andthe
world
3.1.2describethemajorphysicalfeatures,climates,andvegetationoftheir
provinceandtheAtlanticregion
3.1.3examinewherepeopleliveandhowpeoplemakealivingintheirprovince
Science:
10034describethepropertiesofsomecommonmaterialsandevaluatetheir
suitabilityforuseinbuildingstructures
10217evaluatesimplestructurestodetermineiftheyareeffectiveandsafe,if
theymakeefficientuseofmaterials,andiftheyareappropriatetotheuserandthe
environment


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 14

CrossDisciplinaryConnections:

ArtCurriculum:
3.1.5explorearangeofmaterials,tools,equipment,andprocesses
3.3.2identifyvisualcommunicationindailylife
3.3.3makeimagesthatreflecttheircultureandcommunity
3.3.4exploreimagesfromavarietyofhistoricalandculturalcontexts
3.3.5drawuponexperiencesfromtheirpersonal,socialandphysical
environmentsasabasisforvisualexpression
LiteracyCurriculum:
makepersonalconnectionstotextsanddescribe,share,anddiscusstheirreactions
andemotions
questioninformationpresentedinprintandvisualtextsuseapersonal
knowledgebaseasaframeofreference
respondcriticallytotextsformulatequestionsaswellasunderstandings


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 15

LessonPlanIdeas/Activities/Projects:
Activity: MysterySkype

MysterySkypeisachallengethattheclassneedstoworktogethertosolve.Theclasswillbe
pairedupwithanotherclassfromadifferentlocation(forthisinstancetherangeislimitedto
withinNewBrunswick),andtheirgoalistodeterminethelocationoftheotherclassbyasking
yesandnoquestions.

Materials

Skypeaccount
LaptoporDesktop
Smartboardorprojector
Internetconnection

Resources

HowtoWebsites:

http://mrkempnz.com/2014/11/whatismysteryskype8stepstogetstarted.html
https://education.microsoft.com/skypeintheclassroom/overview
http://psolarz.weebly.com/howtosetupandrunamysteryskypesession.html

ExampleVideo:

https://www.youtube.com/watch?v=eRf7_nX74PA


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 16

Lesson: UrbanvsRural

Tobeginclassdiscussion,havethestudentslistcharacteristicsofurbanandruralcommunities.
Makealistontheboardoronchartpaper.Encouragediscussionsonthefollowing:
Transportation
Schools
Homes
Shopping
Nature
Businesses

Tofollowuponthediscussion,readTownMouse,CountryMousebyJulieCummins(orone
oftheothersuggestedbooks)aloudtotheclass.Thenyoucanhavethestudentsanalyzethe
listofcharacteristicstheypreviouslylistedandaddanynewideastheyhavediscoveredfrom
thebook.
DisplaytheinformationinaVennDiagramandbesuretoincludeareaswherethetwo
communitiesweresimilarinthemiddlesection.

Materials

Chartpaperorwhiteboard VennDiagramExample
Markers

Resources

TownMouse,CountryMousebyJanBrett

CountryKid,CityKidbyJulieCummins

FormativeAssessment:
Studentsareabletoexpandtheirknowledgemakingacomparisonoftheiranswers
beforeandafterthereadaloud.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 17

Studentsareabletodescribeindetail,whattheyfoundwasmostinterestingaboutthe
differencesbetweenruralandurbancommunities.

ProjectWhatdoyouseearoundyou?

Duringthisproject,thestudentswillhaveachancetoexpresstheirlearningsandobservations
visually.Theywillusematerialsoftheirchoicetodrawwhattheyhaveseenintheirown
communities(buildings,farms,houses,grassland,etc.).
Studentsmaywanttobringinimagesfromhomeorinterviewfamilymembersorfriendsin
ordertogetthemostaccuraterepresentation.

Materials

Pencils,crayons,markersetc
Paint
Blankpaper

Resources

Googleimages
Picturesfromhome
Familymembersandfriends

Assessment

Assessmentforthisprojectcanbebasedon3differentcriteria:
Doesthestudentmeetresearchandplanningcriteria?
Doesthestudentproduceafinalproductthatisinterestingandattractivewithcontent
thatsuggeststhestudenthasdiscoveredtheimportantideasoftheirtopic?
Isthestudentabletoaccuratelyansweralmostallquestions?


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 18

Activity: Postcards/FlatStanleyaroundNew
Brunswick

FlatStanleyisanactivityderivedfromthechildrensbookseriesbyJeffBrown.FlatStanley
adventuresaroundtheworldandisusedtoteachstudentsaboutdifferentlocations.It
essentiallyallowsthechildrentotraveltheworldfromtheirclassroom.Thepurposeofthis
activityistoconnectyourclassroomwithclassroomsaroundtheworld,butinthiscontext,
classroomsaroundNewBrunswick.

ThestudentswillsendFlatStanleyinthemailtoanotherlocationinNewBrunswickorvia
digitally).TheycanthentrackStanlysjourneytocreatediscussiononhiswhereabouts.This
canbeanongoingactivitylastingthroughoutthewholeyearsendingStanlyalloverNew
Brunswick.

Materials

FlatStanleytemplate
Chartpaper
WritingJournals
Laptoportablet
Smartboard

Resources

OnlineGuidelineforActivity:
https://www.flatstanley.com/

FlatStanleyMobileApp:
https://www.flatstanley.com/app/?id=ios_fs

Assessment

SummativeAssessmentStrategies:
HavethestudentskeepajournalaboutFlatStanleyswhereabouts
KeepachartpaperofdifferentplacesFlatStanleyhastraveledtoupdatingtheir
informationasnewinformationisreceived.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 19

AdditionalResources:
Thefollowingbooksareresourcesthatteacherscanutilizethroughoutsectionone.They
allexplore,discussandcompareurbanandruralcommunities.Includingthefollowingresources
intolessonswouldalsobeaeffectivewaytofurtherintegratetheliteracycurriculum.
FarmerJoeGoestotheCitybyNancyWilcoxRichardsandWernerZimmermann
LivinginUrbanCommunities(guidedreading)
LivinginR uralCommunities(guidedreading)


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 20

FlatStanleyTemplateCutOut:


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 21

Section2:
LivingandEmployment


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 22

Context:
ThissectionexamineshowpeopleinNewBrunswickinteractwithoneanotherandthenatural
environmenttobuildahealthy,saferegiontolivein.

Thissectionwillillustratethesimilaritiesanddifferencesbetweengrowingupindifferentareas
inNewBrunswick.Studentswillbeencouragedtoexploretheircreativeside,toreflectontheir
ownlifestylesanddevelopcriticalthinkingskillstounfoldtheinnerworkingsofthesocietythey
livein.

Questionstobeanswered:
Howwouldlivinginaruralcommunitydifferfromlivinginanurbancommunity?
Doyouliveinaruralorurbancommunity?Justifyyouranswer.
Howdoemploymentopportunitiesdifferbetweenthetwocommunities?
Whyaretherefarmsinruralareas?
Wheredowegetourfood?
Aretheremoreorlessfastfoodrestaurantsorlocalrestaurantsinyourcommunityand
why?
Whataresomerecreationalactivitiesavailableinyourcommunity?

PrescribedLearningOutcomes:

SocialStudies
3.1.1locatetheirprovinceintheAtlanticregion,Canada,NorthAmerica,andthe
world
3.1.2describethemajorphysicalfeatures,climates,andvegetationoftheir
provinceandtheAtlanticregion
3.1.3examinewherepeopleliveandhowpeoplemakealivingintheirprovince
Science:
10029identifyandinvestigatelifeneedsofplantsanddescribehowplantsare
affectedbytheconditionsinwhichtheygrow
10212describewaysinwhichplantsareimportanttolivingthingsandthe
environment
10213identifypartsofdifferentplantsthatprovidehumanswithusefulproducts,
anddescribethepreparationthatisrequiredtoobtaintheseproductsandhowour
supplyofusefulplantsisreplenished


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 23

CrossDisciplinaryConnections:
PersonalWellness
1.1recognizetheimportanceofhealthyeatingandregularphysicalactivityfora
healthylifestyle
4.2recognizehowskills,andinterestscaninfluencecareerchoices,and
4.3recognizetheimportanceanddiversityofwork.

LessonPlanIdeas/Activities:
Activity: MealMenu

Theteacherwillbeginbyreadingoneofthefollowingthreebookstohelpbuildstudents
understandingoffoodsources.Studentswillcreateamealmenufortheirfamilyusingonly
localfoodthatgrowsineitheranurbancommunityoraruralcommunitywiththehelpof
mediasourcesfromtheclassroom(magazinesandIPads).Studentswillhavefreedomin
termsofthechoiceoffoods,aslongasitisrelativelyaccurateanddesignandlayoutofthe
menu.

Materials

Fromthistothatbooks
Constructionpaper
Whitepaper
Magazines
IPads
Pencils
Markers
Scissors
Glue

Resources

Thesebookswill:Explainthefoodproductioncyclefrommilkingacowtoeatingafrozen
treat.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 24

Links:
https://www.weareteachers.com/teachingstudentsmenuplanningareallifeclass
roomapplicationwithlifechangingimplications/

Activity: FarmFieldTrip

Studentswillhavetheopportunitytoconnecttoagriculturebyvisitingalocalfarmduringthe
harvestmonths.Studentswilltourtheorchards,fieldsorBarntodiscoverhowfoodmoves
fromthefarmtothetable.

OralandWrittenAssessment

Studentsdemonstrateanunderstandingofhistoricandcurrentfarmingtechniques.
Studentsd emonstrateanunderstandingofsustainablepracticesoffoodproduction.

AdditionalActivitiesandResources:

ReintroducingtheVennDiagramexercisetoassesswhattheylearnedsincethebeginning
oftheyear(introductorysection).
FromtheFarmtoYouDVDbyAnnetteTriplettbringsstudentsonajourneyfromthe
farmtotheirtableencouragingchildrentothinkaboutwheretheirfoodcomesfromand
howitgetstothestore,schoolorfarmersmarket
http://extension.missouri.edu/p/N762


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 25

Section3:
Maps


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 26

Context:
Asstudentshaveagrowingunderstandingoftheircommunity,theywillexploreandlocate
communitiesonaprovincial,Atlantic,andCanadianmap.Thissectionwilldivedeeperintothe
contextofcomparinglandscapesacrossNewBrunswickcomparingthecommunitiesacrossthe
province.Thestudentswillbeintroducedhowtoreadamapincluding,North,East,South,and
West,longitude,latitude,aswellasunderstandinglegendsonsimpletocomplexmaps.The
studentswillthenbeabletoapplytheirpriorandnewknowledgetowardscreatingtheirown
mapswiththehelpofmanyresourcesthatwouldbepresentedthroughoutthissection.

Questionstobeanswered:
Howdocartographersaccuratelydesignmaps?
Whataredifferencesinthelandscapebetweenruralandurbanplaces?
Whatcolorsrepresentmountains,roads,fields,etc.?
Whatisalegendandwhatisitusefulfor?
Whatarecoordinates?Whatarethecoordinatesofyourcommunity?
Doyouknowwhatarethecardinaldirections(e.g.,N,E,S,andW)?Isnorthalwaysup,
andsouthalwaysdown?

PrescribedLearningOutcomes:

SocialStudies
3.1.1locatetheirprovinceintheAtlanticregion,Canada,NorthAmerica,andthe
world
3.1.2describethemajorphysicalfeatures,climates,andvegetationoftheir
provinceandtheAtlanticregion
3.1.3examinewherepeopleliveandhowpeoplemakealivingintheirprovince

CrossDisciplinaryConnections:

VisualArtsEducation:
3.1.1exploreline,shapeandform,space,colour,valueandtextureandthe
principlesofpatternandrepetitioninthevisualenvironment
3.1.5explorearangeofmaterials,tools,equipment,andprocesses
3.2.2choose,display,anddescribeworkfromtheirportfolio
3.2.3developskillsininteraction,cooperation,andcollaborationthroughworking
withothersinmakingvisualimages


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 27

LessonPlanIdeas/Activities:
Activity: GoogleMaps

GoogleMapsisanexcellenttooltousetointroducethestudentstolandscape,similaritiesand
differencesbetweencommunitiesaswellastheirnaturalandpoliticalmaps.ByusingGoogle
Earth,theteachercaninitiatethelearningofmapreadingandnavigation,suchaslongitude,
latitude,north,east,south,west,prairies,mountains,andbodiesofwater.Thisisanexcellent
waytoscaffoldtheimportantconceptsofthissection.Furthermore,theteachercanhavealist
ofplacesandbuildingsfortheclasstosearchforliketheschool,thelibrary,restaurants,
farmland,supermarketsandimportantstructuresinthecommunity.Studentswillbreakoff
intogroupsorpartnerstolocatetheirownhome,theirrelativeshomes,orthenearestcityor
town,andcomparethelandscapeandsurroundingswiththeirown.

Materials

LaptoporDesktop
Smartboardorprojector
Connectiontotheinternet
GoogleEarthApp
iPadsandlaptopsforstudents

AdditionalResources:
https://www.google.com/earth/
https://static.googleusercontent.com/media/www.google.com/en//educators/activities/pdfs_GTA/
CribSheet.Earth5.pdf
ProvincialIdentity(Gradethreesocialstudiesbook)
2011StudentBookandTeachersResourcedevelopedbyNELSON,entitledMyProvince
ScholasticBuildItUp(gradethreescienceunitbook,p.67)


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 28

Activity: MapThat!

Usingstudentspriorknowledgefromrecentactivities,incenters,suchashowtolabelmaps,
andfindinginformationinmaps,studentswillbeabletodevelopafinalprojectforthis
section.Thisactivitywillallowthestudentstohaveanotherchancetoexpresstheirlearnings
andobservationsthroughvisualarts.Theywillusevisualarttoolstocreateamapoftheir
choicewhetheritbethestreettheyliveonortheirfriendsorfamily,theirfavoritestreetin
theircommunity,orsimplyanewurbanorruralcommunitytheymadefromscratch,etc.

Theymustfollowaspecificguidelinesthatwillbeeninitiatedatthethebeginningofweek6,
orthetimethatwestartSection3,thereforethestudentswillnotbesurprisedbywhattheyare
expectedtoachieve.Theguidelinecouldlooksomethinglikethis:
Inmymap:
Iwillincludeavisualrepresentationoftheareaofchoice.
Iwillusecolortocomparehomes,farms,building,etc.andlandscapessuchastrees,
bodiesofwater,ormountains.
Iwillincludeadetailedlegendtohelprepresentmymap:
Doesmylegendgivetheinformationneededforthemaptomakesense?
Iwillincludewellrepresentedlongitude,andlatitudelinesonmymapsothatmypeers
caneasilylocateplaces(house,store,etc.).
Mymapisorganized,clearandeasytoread.

Materials

Laptops/iPads
BristolBoard
Constructionpaper
Markers
Leads/crayons
Glue
Scissors
Rulers

Resources


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 29

Maps(city,provincial,national)
GoogleEarth
GoogleMaps
FollowThatMap!AFirstBookofMappingSkills(2009)KidsCanPressISBN:
9781554532742(bound)ISBN:9781554532759(paperback)Suivonslacarte
(2009)ScholasticISBN:9780545987394N
TheAtlasofCanadaisNaturalResourcesCanadaswebsiteTellingCanadasStory
withMaps.http://atlas.nrcan.gc.ca/site/english/index.html

Assessment

FormativeAssessment:
Circlingtheclass,andobservingduringtheworkingclassestoseeifthestudentsare
ontask.
Studentsdemonstrateanunderstandingoftheresourcesprovided,(e.g.Atlas).

SummativeAssessment:
Thefinalproductofthemapscaneasilybeawaytoevaluatethestudentsontheirnew
knowledgeonmappingbecausetheactivityincludedadetailedlistofthingsthat
shouldbeincludedontheirmapthattheyhavelearnedthroughoutthecoupleofweeks
onthissection.

AdditionalActivitiesandResources:

Readalouds


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 30

Colorinyourprovince,emphasiswhereyouliveonthemap


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 31

Worksheettemplate(Longitudeandlatitude):


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 32

ExitSlipfortheendoftheSection:


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 33

Section4:
InfrastructureandArchitecture


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 34

Context:
Thissectionoftheunitwillfocusmoreonexperimentsandhandsonactivities.Wewillbe
comparingthedifferencesinbuildingstructuresbetweenruralandurbanenvironments.This
sectionwillfocusonthescienceoutcomeswiththeabilitytoincorporatesocialstudiesconcepts.
Studentswilllearnaboutwhatmaterialsareusedwhenbuildingstructures,whatafoundationis,
thesignificanceofroofsandwhatshapesandmaterialsareneededtocreatestrongstructures.
Thissectionisdesignedtobeinteractive,encouragingandtodevelophandsonskills.To
concludetheunittherewillalsobesuggestedideasforfinalprojectstomoldandbringthe
sectionstogether.

QuestionstoAnswer:
Whatarethedifferentpartsofabuilding?(foundation,walls,roof)
Whyaretheremorebuildingsinurbanareasthanrural?
Whyarethebuildingsinurbanareashigherthaninruralareas?
Howdothematerialsdifferfromstructuresinurbanvsruralareas?
Whataretypesofstructuresyouseeinrural/urbanareas?
Whyisitdifficulttoseethestarsinthecity?
Whatmaterialsareusedtocreateroofs?
Whatshapesarethestrongestforbuildingstructures?
Whydobarnshavearounded/archshape?

CurriculumOutcomes:
Science
10034describethepropertiesofsomecommonmaterialsandevaluatetheir
suitabilityforuseinbuildingstructures
10111investigatewaystojoinmaterialsandidentifythemostappropriate
methodsforthematerialstobejoined
10216identifyshapesthatarepartofnaturalandhumanbuiltstructures,and
describewaystheseshapeshelpprovidestrength,stability,orbalance
10110useappropriatetoolstosafelycut,shape,makeholesthrough,and
assemblematerials1019testthestrengthandstabilityofpersonallybuilt
structures,andidentifywaysofmodifyingastructuretoincreaseitsstrengthand
stability
10217evaluatesimplestructurestodetermineiftheyareeffectiveandsafe,if
theymakeefficientuseofmaterials,andiftheyareappropriatetotheuserandthe
environment


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 35

SocialStudies
3.1.2describethemajorphysicalfeatures,climates,andvegetationoftheir
provinceandtheAtlanticregion
3.1.3examinewherepeopleliveandhowpeoplemakealivingintheirprovince

CrossdisciplinaryMathandVisualArts
SS3:Demonstrateanunderstandingofmeasuringlength(cm,m)by:
Selectingandjustifyingreferentsfortheunits(cmandm)
Modellinganddescribingtherelationshipbetweentheunits(cmandm)
Estimatinglengthusingreferents
Measuringandrecordinglength,widthandheight

SS5:Demonstrateanunderstandingofperimeterofregularandirregularshapesby:
estimatingperimeterusingreferentsforcentimetreormetre
measuringandrecordingperimeter(cm,m)
constructingdifferentshapesforagivenperimeter(cm,m)todemonstratethatmany
shapesarepossibleforaperimeter.

VisualArtsEducation:
3.1.1exploreline,shapeandform,space,colour,valueandtextureandthe
principlesofpatternandrepetitioninthevisualenvironment
3.1.5explorearangeofmaterials,tools,equipment,andprocesses
3.2.2choose,display,anddescribeworkfromtheirportfolio
3.2.3developskillsininteraction,cooperation,andcollaborationthroughworking
withothersinmakingvisualimages

GeneralTopicIdeas
Construction
Farmbuildings
Howstructurescanmakecommunitieslookdifferent(bridges,watertowers,
schools).
Experimentonbuildingdifferentstructures.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 36

LessonPlanIdeas/Activities:
Activity: BuildingstructuresusingGeometric
Shapes

Thisactivitycouldbeusedtoexplorethedifferentshapesthatmakeupstructures.Thiscould
bethroughcutandfold3Dshapesorthroughmakingshapeswithothermaterialssuchaspipe
cleaners.Alongwithmakingthestructures,youmaywanttotesttheamountofweightthe
structurescanwithstandbeforecollapsing.Thisactivityisexplorationbasedandshouldbe
mostlystudentdriven.Onesuggestionmightbetomodelanddemonstratewhatyouexpect
fromthestudentsbeforehavingthemexperiment.

Materials

3Dpapercutouts
Pipecleaners
Marbles(forweight)
Milkcartonbaskets(toholdmarbles)
Tape

Resources

http://www.funstufftodo.com/geometricshapestoprint.html

BuilditupScienceUnitBookByScholasticCanada

Assessment

Throughinquirybasedquestions,teacherscanassessstudentsontheirabilityto:
Differentiatebetweenstrongshapesandweakshapes.
Peerassessoneanotherwhileworkingingroups.


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 37

Activity: RuralversusUrbanStructures

Explorethedifferencesbetweenurbanandruralstructures.Lookatskyscrapers,farm
buildingsandsilosandexplorehowtheyarebuilt.Thisactivitycouldtieintheshapesofthe
buildingsandstudentsmaywanttodraworbuildexamples.Usethesestructurestotalkabout
previousknowledgeaboutjobsassociatedwiththebuildingsandwhytheymightbeused.

Materials

Examplepictures
Constructionpaper
Popsiclesticks
Pipecleaners

Resources

ProvincialIdentityUnitBookforgrade3SocialStudies

BuilditupScienceUnitBookByScholasticCanada

Assessment

Studentswilldemonstrateknowledgethrough
ClassroomObservation
AccessingPriorKnowledge
Answeringthequestionslistedabove


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 38

Activity: TestingMaterialstoMakeRoofs

Thisactivityisintendedforthestudentstoexperimentandtestdifferentmaterialsthatareused
tomakeroofsandwhataresomebenefitsandlimitationsinusingcertainmaterials.Students
willexploreseveralmaterialstotestthroughgivenscenariossuchasweather,weightand
functionality.Youcanalsoexplorethecostofmaterialscomparingthemostexpensivetothe
leastexpensive.Studentswillbeaskedtohypothesisewhattheythinkwillworkbest.

Materials

Milkcartonscutinhalf(forthebuildingpartofthestructure)
Differentroofmaterials(popsiclesticks,asphalt,steel,tinfoil,leaves,etc..)
Water
Snow
Fanforwind
Papertorecorddata

Resources

https://www.plickers.comforassessment

BuilditupScienceUnitBookByScholasticCanada

Assessment

Studentswilldemonstrateknowledgeinlessonthrough
ClassroomObservation
AccessingPriorKnowledge
UsingPlickers(assessmenttool)forpullingthelearningtogether


UnitPlan:UrbanandRuralCommunitiesinNewBrunswick 39

AdditionalActivities:
Buildastrongstructureintheclassroom
Buildaleantostructureoutsideoftheclassroom
Makealistofwhatweneedtostayalive(e.g.roofoverourhead).
Testnewmaterialsthatcanbeusedtomakestructures.
Explorewhybarnsaredome/archshaped.
Explorehighriseconstruction,howisitdifferentthanhouseconstruction.
Explorewhatmaterialsareusedtobuildahouse,morespecificallyyourownhouse.
Exploringthesecretsofstructures.

Bringingittogether
Tofinishtheunit,studentsshouldtrytoparticipateinaendoftheyeargroupprojecteitherin
smallgroupsorasacommunalclass.Studentsshouldchoosetoconstructsomethingthathas
sparkedtheirinterestthroughouttheunit.Itisimportanttoinformthestudentsoftheirchoices
whenchoosingatopic.Theteachershallactasafacilitatoroftheprojectandprovideguidance
whenneededtoensurestudentsdonotstrayfromthecoreteachingsoftheunit.

AdditionalFinalProjectIdeas:
UrbanversusRuralDiagram/Diorama
Classroommapmural
Creatingaclassroomsizestructure
Researchingandpresentingwellknownbusinessesinurban/ruralareas.