Grade 3 Cross-Curricular Mini Unit Assignment

Social Studies, Language Arts, and Art

Sydney Milligan and Kirsten Nelson

TABLE OF CONTENTS 1
Overview/ Rational Pg. 2
Essential Question Pg. 2
KSAs/ GLOs and SLOs Pg. 2-3
Assessment Rationale Pg. 3-4
Assessment Defense Pg. 4-5
Lesson Plan #1- Social Studies Pg. 5-7
KWL Chart Worksheet Pg. 8
Read the Room Worksheet Pg. 9
Rationale Pg. 10
Lesson Plan #2- Language Arts Pg. 10-13
Exit Slips Worksheet Pg. 14
Venn Diagram Worksheet Pg. 15

Venn Diagram Factsheet Pg. 16

Rationale Pg. 17
Lesson Plan #3- Art Pg. 17-19
Trying Out Different Art Mediums Worksheet Pg. 20-21
Final Project Plan Worksheet Pg. 22
Rationale Pg. 23
Final Project Pg. 24
Final Project Worksheet Pg. 24
Final Project Rubric Pg. 25
Checklist for Unit Pg. 26
Assessment FOR, AS and OF Learning Pg. 27
Rationale for Instructional Purpose Pg. 28
References Pg. 29
* Page numbers are located in the top right-hand corner of each page. Sometimes they vary in position due to formatting issues.

Overview/ Rationale: 2
The goal of this 3-lesson mini unit is to combine Language Arts, Social Studies and Art as a cross-
curricular final project. The project students are instructed to complete will broaden their understanding of
what it is like living in Peru vs. their life in Canada. The series of assignments/ activities students
complete will lead to a final project that comprises of making a creative visual representation of a chosen
aspect (food, clothing, living, transportation etc.) in Peru and will have attached facts. nother sheet will be
filled out on the same topic but focused on Canada to show the comparison. Not only is this knowledge
relatable and useful, but it is also fun and enjoyable that will act as an expansion to the students worldly
views. In our mini- unit plan students will follow the 3.1 Communities in the World GLO to build their
understanding of communities around the world with a focus on Peru.

The setup of our mini- unit allows student to participate in many activities that lead up to their final
project incorporating Art mediums and written text that they will be introduced to in Language Arts,
Social Studies and Art.

Essential Inquiry Question:

If you were a student living in Peru how would this change aspects of your life such as food,
transportation, clothing, etc?

Social Studies:
GLO:3.1 Communities in the World
Students will demonstrate an understanding and appreciation of how geographic, social, cultural
and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.
SLO: 3.1.1 Appreciate similarities and differences among people and communities
Demonstrate an awareness of an interest in the beliefs, traditions and customs of groups and
communities other than their own.

KSAs:
Knowledge:
-Understand how opportunities and responsibilities change in an increasingly interdependent world.

Skills:
-Engage in active inquiry and critical and creative thinking.
-Communicate ideas and information in an informed, organized and persuasive manner.

Attitudes: -Thrive in their evolving identity with a legitimate sense of belonging to their communities,
Canada, and the world

Language Arts: 3
GLO: 3.0-Students will listen, speak, read, write, view and represent to manage ideas and information
GLO: 1.0- Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings,
and experiences
SLO: 3.4-Share Ideas and Information
Organize and share ideas on topics to engage familiar audiences
Use titles, heading, and visuals to add interest and highlight important points of presentation
1.1- Express ideas and develop understanding
Connect prior knowledge and personal experiences with new ideas and information in oral, print
and other media texts
Explain understanding of new concepts in own words

Art:
GLO: Component 6- Qualities and Details
Students will define surface qualities of objects and forms
SLO: A- Texture can be made to appear dull or bright
B- Color can be made to appear dull or bright

Assessment Rationale:
Formative assessment has been a key component throughout our mini-unit lesson plan. We have
incorporated Exit Slips, KWL charts and Venn Diagrams to assess our students on what they have learned
and what might need to be covered in more depth. Formatively, the teacher will walk around the
classroom to observe students while they are on task, and completing their assignments to make sure there
is understanding. The final performance task that incorporates a visual and written representation of a
chosen topic will demonstrate their understanding over the duration of the three lessons, scaffolding the
information learned in each.

We have incorporated activities in each subject area that cover a variety of learning techniques. In Social
Studies students complete a KWL chart at the start of the lesson to allow self-reflection on what they
already know and what they expect to learn in the lesson. Next, we introduce Peru through a book called
Up and Down the Andes asking questions about the details. This is a good way to make sure students
are focused and engaged in the activity. Following this, we move on to a Read the Room activity that
gets the students up and moving around. This activity introduces multiple aspects of living in Peru and
will broaden their understanding of each after writing facts about what they have learned. We conclude
the lesson by having them fill out the last column of their KWL chart of what they learned and this will be
a formative assessment for both the teacher and the student for what is still needed to be covered in the
upcoming future.

In Language Arts, we start off with a class-wide discussion about comparing and contrasting and 4
introduce that topic with reading a book called Town Mouse, Country Mouse. This book introduces
comparing and contrasting and we will ask students questions throughout reading to help students catch
onto this concept. Following this, we introduce the technique of using a Venn Diagram when comparing
and contrasting. As a class, we will develop an example together and then students are asked to create
their own using the information gathered in Social Studies on what they learned about Peru. The teacher
provides students with the Venn Diagram fact sheet or use it to create an anchor chart, this way students
have something to refer to while constructing their own. Students then fill out an Exit Slip including two
things they have learned during the class period and one thing they would like to be elaborated further.
This is formative assessment for the teacher so that they know what might need to be reviewed in the next
class.

In Art, we start off with describing different art mediums by showing the students multiple stations that
have specific examples and tools to construct an example at each that can help with their understanding of
creating their final project. Having students go around the classroom, to each station is a form of self-
guided learning. This allows the students to find what mediums work best for them and get ideas for their
final project and what that may look like. Students will create an example at each station and paste it onto
the worksheet provided. Following this and reaching the end of class, students will create a draft for their
final project, choosing an art medium of their choice that they would like to use in their final project. This
will help them develop what their final project will be, and will give them guidance in their learning.
Throughout this duration, the teacher will be walking around providing feedback and approval to move
onto the final project.

The final project for this mini lesson is creating a comparison between living in Peru vs. living in Canada.
Students will be provided with a formatted assignment page that will guide their final piece, which
includes space for a visual and a space for 3 facts about their topic. Students will complete one sheet for
Canada and one for Peru, and the two side by side will demonstrate their understanding of comparing and
contrasting. This final project will be a summative assessment marked using the attached rubric that will
be given to each student prior to completing the assignment. Providing the rubric to the students and
following it when marking creates a valid assignment because the assessment accurately measures what it
is intended to measure. Participating in practice throughout the prior lessons creates reliability in the
assessment because it will produce consistent and stable results. This final assessment task is fair and just
because students are provided equal opportunity to represent what they have learned throughout the 3
lessons.

Assessment Defense
We chose to formatively assess throughout our lessons to ensure all topics were being covered correctly
and that students were on task. Formative assessment is important because it allows for both the teacher
and the student to be on same page and learn from one another. We chose the summative assessment we
did because it includes all three curriculum GLOs and SLOs. The final project is fun and enjoyable for
students which can help to keep them on task and excited about the chosen topic. Having a summative
task that includes all three lessons taught scaffolds the information together. 5

Lesson Plan 1: Social Studies

Lesson
Lesson 1- Social Studies Lesson on Peru Date November 2nd, 2017
Title/Focus
Time
Subject/Gra
Grade 3 Duratio 35 mins
de Level
n

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 3.1 Communities in the World
Learning Students will demonstrate an understanding and appreciation of how geographic,
Outcomes: social, cultural and linguistic factors affect quality of life in communities in India,
Tunisia, Ukraine and Peru.
Specific 3.1.1 Appreciate similarities and differences among people and communities
Learning Demonstrate an awareness of an interest in the beliefs, traditions and customs of
Outcomes: groups and communities other than their own.
LEARNING OBJECTIVES
Students will:
Students will gain an understanding of the day to day life of people living in Peru such as their
food, clothing and transportation, etc.
ASSESSMENTS (How I will know students have achieved the objective(s))
Formative- Teacher will walk around the classroom to see if students are on task and
completing their work. The teacher will know if the students have grasped the concepts if
they are actively participating in the lesson and have completed the class worksheets.
Prior to the Lesson MATERIALS AND EQUIPMENT
Prepare the book Up and Down the Andes - A Peruvian
Have pages marked in the book for prompting Festival Tale by Laurie Krebs and Aurelia
questions Fronty
Have worksheets printed for Read the Room and Worksheets and Fact sheets
KWL chart
Have information sheets posted around the room for
Read the Room (put up during recess)
PROCEDURE
Introduction Time
Location: Once students enter the classroom from recess, invite them to sit on the 6
carpet, quiet conversation is allowed between students.
Hook Question: Have you traveled to anywhere outside of Canada or can you think of 8 mins
anywhere that might have a different lifestyle than where you live?
-Ask students to raise hands and pick 5 students to share. (Remind students you will only
pick students who display respectful, positive carpet behavior when raising their hands)
Teacher will: Today we will be learning about aspects of Peru and gaining knowledge
about the different aspects of their day to day life. (Encourage students to think how this
compares to their life in Canada)
-Introduce the topic with reading a book containing information on Peru: Up and Down the
Andes - A Peruvian Festival Tale by Laurie Krebs and Aurelia Fronty
Students will: Will listen to the reading of the book and sit on the carpeted area where we
have reading time. They should be display good carpet behavior, if necessary review what
this looks like before starting the book.
Teacher will: (Formative) Look around the room to make sure each student has their
undivided attention on the teacher and book, possibly suggesting a change in behavior if
anyone is misbehaving.
Students will: Be quiet and focused on the book and respectful to the Teacher.
Teacher will: While reading the book ask the questions on the pre-marked pages.
pg. 1 Do these children look like you? how do the look different?
pg. 4 What kind of transportation do you use to get to school? Does this look like how
you would get to school?
pg. 9 What holiday does this sound like? Is it similar to ours? (Looking for students to
make connection to our New Year)
Transition: Now that we have learned some facts about Peru, and have explored Up and
Down the Andres, when I say go, I invite each of you back to your desks. We will begin
the next activity when everyone is sitting with their eyes up at the front of the classroom.
Body Time
Teacher will: Hand out a KWL chart using handout buddy system (the two students that are
chosen for the week to hand out assignments will grab the worksheets and hand them out),
and ask that students fill out the sheet according to the reading and what they know, and
what they want to know more about.
-The Know is based from the facts they learned from the reading of the book, and from
what they have previously learned about Peru.
-The want to know will guide the lesson, and if there are examples or topics that need to
be added to the lesson from this point, they can be accommodated accordingly.
Teacher will: Say that the students have 5 minutes to fill our their KWL chart
Teacher will: Announce that this activity is meant to be completed silently and to the best
20 mins
of your ability within a 5-minute time span.
Teacher will: (Formative) Walk around the room to ensure every student is on task, to
offer assistance and direct students who are off topic in the right direction.
Students will: Work silently and flip their sheet over when they are done.
Teacher will: Announce the following activity called Read the Room where we will walk
around the room like you would in a gallery and look at the multiple facts, pictures and
evidence that is relatable to living in Peru.
Read the room is a silent activity and will take up 15 minutes of class time.
-As students are walking around they are filling out a worksheet on their observations,
writing down 3 facts from each topic they observe.
 7

Transitions: Students will put their read the room notes in their Social Studies folder, so
they can continue working on their assignment in the following class.
-Tell students it is important to not lose their sheet as they will use it again.
Transition/ Alternative Activity: If students finish their read the room activity early, they
can head back to their desk and work on their free - time booklet that was handed out at
the beginning of the year, which is located in their desks.
Accommodation: Have iPad prepared for Tim to complete the read the room activity and
KWL chart.
Closure Time
Teacher will: Announce it is now time to fill out the know portion of the KWL chart.
This is the time to elaborate on the class and what they found impactful from the lesson.
-This is a form of self-assessment and will be a great way to show the students that the
effort you put into the lesson, you will get out of the lesson.
-Every student should walk out of the lesson with more knowledge about Peru then when
they entered the classroom and should be able to prove that and insightfully list the
interesting things they learned in class.
Students will: Finish the know portion of the assignment and when they are done they 5 mins
are invited to leave class and go to the next. This will be an exit slip (the KWL Chart) and if
not completed the student will have to stay in class until completed.
Teacher will: (Formative) Be walking around for this portion of the lesson to make sure
the know portion of the chart is completed and done correctly. The students answers
must be dense and complete in order to exit the room.
Transition: Students will hand in their KWL chart when class is over, on the table at the
front in the Social Studies bin and get the next folder out for the following class.
 8

KWL Chart: Peru Name:

Date:

What I Know? What I Want to What I Learned?

Know?
Read the Room: Name: 9
Date:
Peru
Write down three facts for each category on Peru from
the sheets around the room. Remember this is a silent activity!

Food Clothing
1. 1.
2. 2.
3. 3.
Family Life Transportation
1. 1.
2. 2.
3. 3.
Holidays Houses
1. 1.
2. 2.
3. 3.
School Life Landscape
1. 1.
2. 2.
3. 3.
Rationale for Lesson #1 10
Our assessment rationale for creating a KWL chart will guide students learning throughout the lesson.
This activity is a great way for students to know what they have learned, what they want to learn, and
what knowledge they have formed before the class period. As the class is completing their own KWL
charts, the teacher will walk around to assess that each student is completing their chart. Looking briefly
at each students chart and see what they want to learn and find a common ground to direct the lesson.
This may change the material of the lesson the teacher had planned prior. A KWL chart is a very reliable
source of assessment because it allows the students to direct the lesson. The completing of the chart is
valid because it is specific to the course content, as well as fair because each student is able to add input
to the lesson and direct what questions are to be asked and answered. If there are questions that come
up multiple times throughout the KWL charts, the teacher will address that question to the whole group
to make it fair to the students who were curious about the matter. This type of assessment is For
Learning because at the end of the unit we will be able to assess what they have learned according to
how they filled out the chart at the beginning of the unit. The importance of creating a KWL chart is
described by Davies when she mentions, When teachers talk about what is to be learned and why it is
relevant to students lives, and invite students to define what it might look like once theyve learned it,
students begin to understand what needs to be learned, and they have a chance to prepare to learn.

Lesson Plan 2: Language Arts

Lesson
Lesson 2- Language Arts Lesson on Peru Date November 2nd, 2017
Title/Focus
Time
Subject/Gra
Grade 3 Duratio 35 mins
de Level
n

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 3.0- Students will listen, speak, read, write, view and represent to manage ideas and
Learning information
Outcomes: 1.0- Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings, and experiences

Specific 3.4- Share Ideas and Information

Learning Organize and share ideas on topics to engage familiar audiences
Outcomes: Use titles, heading, and visuals to add interest and highlight important points of
presentation
1.1- Express ideas and develop understanding
Connect prior knowledge and personal experiences with new ideas and
information in oral, print and other media texts
Explain understanding of new concepts in own words

Learning Outcomes
Students will:
Students will understand how to compare and contrast two items using a Venn Diagram for
planning and also have learned skills for writing detailed comparisons.
 ASSESSMENTS (How I will know students have achieved the objective(s))
Formative- Teacher will walk around the classroom and see if students are on task and 11
completing their work. The teacher will know if the students have grasped the concepts if they
are actively participating in the lesson and completing the assignments.
PRIOR TO THE LESSON MATERIALS AND EQUIPMENT
Prepare the book Town House and Country House by Jan
Have pages marked in the book for prompting Brett
questions Alternative Book- Bear and Duck by Katy
Have worksheets printed for both Venn Diagram Hudson
activity and the exit slip
PROCEDURE
Introduction Time
Location: As students enter the classroom following lunch direct them to sit in their desks.
Hook Question: What is a comparison? Have you compared and contrasted before?
Have you used a Venn Diagram to compare and contrast before?
Teacher will: Today we will be learning about comparing and contrasting in Language Arts
tying in aspects of Peru that we have been learning in Social Studies. We will be reading a
book to introduced comparing and contrasting through a different perspective.
Students will: Listen to the teachers instruction. They will be sitting in their desks and
looking up at the front of the classroom.
Teachers will: It is now time to head over to the reading corner where we will be reading
Town Mouse, Country Mouse. (move students by pods based off of good behavior)
Students will: Move over to the carpet and sit in a respected area.
Teacher will (Formative): While reading the book the teacher will make sure students are
paying attention and listening to the reading, if all eyes are up at the front on the book, then
that is a good indication that each student is on task and paying attention. Ask the following
questions while reading the story.
8 mins
Pg. 1-How are the two mice different? -their environment, attitude, visual representation
etc.
Other points to discuss:
-Food
-Clothing
-Dangers
-Houses
At the end of the book, the owl and the cat bump into each other and wish they could trade
lives and live in each others country.
Teacher will: The first five students to raise their hands and who are displaying good carpet
behavior, ask 5 students If you could trade lives with someone living somewhere different
where would you go and why?
Transition: Direct students back to their desks (individually by tapping on their heads) and
ask that they look at the sheet with the Venn Diagram on it while sitting in their desks
silently.
Body Time
Teacher will: Today we will be completing a Venn Diagram as a class, and then I will 12
allow you your own time to finish one on the handout I have already put on each of your
desks. Please take a look at that handout to give you instruction for this activity and guide
your learning.
(Students will also have an example anchor chart on their desk that was handed out at the
beginning of class with the Venn Diagram handout)
Students will: Students will look to the front at the Venn Diagram on the whiteboard.
Teachers will: Raise your hand and tell me, in your opinion what do you think some
similarities are between the town mouse and the country mouse. We will gather ideas from
the class and put them into their respective circle, and this diagram will help you fill out
your own.
-What are some differences?
Students will: Raise their hands and answer the questions as they are prompted to the class.
-Similarities
-Differences
-What is a compare and contrast activity?
-How do you think this activity will be helpful when relating back to comparing and
20 mins
contrasting living in Canada vs. living in Peru?
Teacher will: Write the answers students are telling the teacher into the circle where it fits
best and will prompt students if they are struggling
-Why do you think that is a similarity/ difference?
Now it is time to work on your own Venn Diagram on comparing and contrasting Peru vs.
Canada.
Teacher will: Now using the facts you have learned about comparing and contrasting, and
living in Peru and what you already know about living in Canada, fill in your own sheet
silently. If you have any questions, please do raise your hand and I will come around to help
and answer questions
Teacher will: (Formative) Walk around the classroom to view what the students are
putting into each section of their own Venn Diagram and prompt if any difficulty derives
from the activity.
Accommodation: Charlie, who struggles with writing, will have an alternate activity, and
will draw a comparison instead of writing in a Venn Diagram.
Transition: Teacher will walk around the room and tell students when they are done to flip
over their piece of paper, and put their heads down for a minute of mindfulness. This will
allow students to relax while waiting for the rest of their classmates to finish up the activity.
Closure Time
Activity: The Closure activity is an exit slip filling out 2 things you learned today in class
and one thing you would like to know more about.
Teacher will: To finish up the class period, I will be handing out an exit slip that asks you
to fill out 3 sections, two things you learned and one thing you would like to learn. Please
5 mins
do so silently, this activity is for you to know what you learned and for you to share what
you are interested in so we can address it again next class. When you are done filling out
your exit slip you can drop it on my desk and you are able to leave.
Students will: Visit quietly as the exit slip is passed out and will work on their exit slip
individually and silently.
Teachers will: (Formative) Walk around the classroom and formatively assess that all 13
students are completing the exit slip, correctly and with some detail. It is important to be
able to be flexible and address any concerns or topics that need to be elaborated in order to
enrich students learning.
Students will: Ask questions if any occur by raising their hands
-Students will finish their exit slip and hand them in on the teachers desk as they exit the
classroom.
 14

Name: Name:
Two things I Learned today? Two things I Learned today?
1. 1.

2. 2.

Something I am confused about from Something I am confused about from

today? today?

Name: Name:
Two things I Learned today? Two things I Learned today?
1. 1.

2. 2.

Something I am confused about from Something I am confused about from

today? today?

Exit Slips for end of English Language Arts Lesson on Comparative Writing
Venn Diagram on Peru Name:
Date:
15

and Canada

Lethbridge Similarities Peru

*Turn page to horizontal before printing out to give the students more room in the ciricles.*
 Compare and Contrast Fact Sheet 16

When you are comparing you are looking for similarities between two things. When
you are contrasting you are looking for differences between two things.

Different Same Different

Venn diagrams are a good visual to use when comparing and contrasting two things.
Make sure to use titles on the two circles telling what you are comparing, the outside
circles are where you put what is different. In the middle overlapping circle you write
what is similar between the two things.

Key Words: Use when comparing and contrasting

Compare Contrast
Alike Different
The same However
Similarly But
Both Differences
In common Whereas
Also While
As well as Not alike
In common In contrast to
In comparison to Although
 Rationale: For lesson #2 17
An exit slip is for the teacher to formatively assess how the lesson went and what the students gained
from the information that was taught. This will give both the student and the teacher insight on the
information that still needs to be covered, that was not accurately described within the lesson and what
information was best covered in the lesson. An exit slip is fair because each student has equal opportunity
to fill in what they have learned from the lesson and what they want to know/need to improve on (in a
private way). An exit slip is reliable because the teacher will know by the end of the period who was
paying attention to the lesson, and who was not. An exit slip is a great indication of how the lesson went
and how insightful and interesting the lesson unfolded. Having this form of assessment at the end of the
class period can give an indication if the main objective of the lesson was met or not. The importance of
an exit slip was insightfully described by Davies when she said, We also need to invite students to think
about different ways they could show proof that they have learned something..

Lesson Plan 3: Art

Lesson
Lesson 3- Art Lesson Date November 2nd, 2017
Title/Focus
Time
Subject/Gra
Grade 3 Duratio 35 mins
de Level
n

Outcomes from Alberta Program of Studies

General
Component 6- Qualities and Details
Learner
Students will define surface qualities of objects and forms
Outcomes
Specific
A- Texture can be made to appear dull or bright
Learner
B- Color can be made to appear dull or bright
Outcomes
Learning Outcomes
- Students will demonstrate their knowledge using materials and techniques while constructing
a final compare and contrast art project
- Students will demonstrate their new learned skill of using different art mediums
Assessment
Formative- Teacher will walk around the classroom and see if students are on task and
completing their work. The teacher will know if the students have grasped the concepts if they
are actively participating in the lesson.
Prior to Class Materials
Prepare and set up stations with varying materials Hannahs Collection- Marthe Jocelyn
on them Albert- Donna Jo Napoli
Have piles of the worksheets Fox Walked Alone- Barbara Reid
Disperse books for activities throughout the class The Subway Mouse- Barbara Reid
My Abuelita- Tony Johnston
Wabi Sabi-Mark Reibstein
3D materials- popsicle sticks, buttons, pom
poms etc.
Crayons, pencil crayons, markers
 Paper, scissors, glue etc. 18

PROCEDURES
Introduction Time
Location: As students return from gym class tell them to grab their water bottles from their
cubbies and sit quietly at their desks.
Hook Question: Does anyone know what an art medium is? and can you list some of
them...? Have you ever seen any in story books?
Teacher will: Today we will be experimenting with materials that can be potentially used in
your final projects. Around the room there are stations with varying materials on them and
books that guide your learning and help to gain ideas and insight on how the art medium can
be used.
Teacher will: Go around the room to each station, describe each station, what materials are
on the table, how they can be used, show the book that is supplementary to the station.
Students will: Be sitting in their desks, watching the teacher go from station to station
explaining what art mediums are in each station and listening to the instruction.
Teacher will: When I say go, head to the station you are assigned:
pod 1- Clay/Plasticine
pod 2- 3D Materials
pod 3- Sketching with Pencil
pod 4- Paper cut outs
pod 5-Clay/ Plasticine 5 mins
pod 6-3D Materials
pod 7-Sketching with Pencils
pod 8- Paper cut outs
Teacher will: You will have 5 minutes at each station to construct an exemplar using each
medium on the sheet that is provided at each table. Within the box under the specific
medium, attach your constructed art piece as best as you can. Be respectful of the materials,
each other and make sure you are sharing. You may now go to your assigned station.
Students will: Head to their assigned station and begin constructing an exemplar that can
help to develop their final project.
Transition: Students will head to their assigned station, and when the clock buzzes, every
student will move from the station they are currently at to the next assigned station. Students
will also be notified when they have 1 minute left at the station so they can wrap up what
they have designed.
Accommodation: Johnny, struggles with hands on work with materials, he always makes a
mess and is disrespectful to materials provided in the classroom, he will be working with the
EA in the flex room and will be working with one single material to express his creativity
and understanding.
Body Time
Students will: Have 5 minutes at each station to construct an exemplar for each medium.
What they create is free choice just to get used to the materials in the short period of time.
Using different mediums will allow for each student to know what kind of materials they
like using and what they think will fit best for their final project.
Clay/Plasticine- Manipulating clay and plasticine using their hands and other objects to
learn about shape and texture. 19
3D Materials- using glue, pom poms, string, etc. the students will construct a 3D model
learning about depth and shape.
Sketching with Pencils- Using the paper, and pencils at this station students will learn about
shading and light.
20 mins
Paper Cut-out- Using paper and scissors students will construct a model learning about
layering and color.
Teacher will: (Formative) Walk around the classroom giving assistance and viewing how
every student manipulates the mediums provided. Giving great insight on possible creative
ways of using the medium and how they can be used in the best way. Teacher will make
sure to visit every student and ask questions.
Transition: As we reach the end of the stations activity the teacher will be walking
around telling students who are finished their worksheet to start to help clean up. Once
everyone is finished and the stations are cleaned up the students will head back to their
desks.
Closure Time
Teacher will: We are now going to close up class, as we have 10 minutes left. On the sheet,
there is a space for you to construct a plan for your final project. Please explain why you
chose the mediums you did, and explain how you are going to use the materials. This is a
time to really think about what your final project is going to look like and what you are
going to relate your final piece to. What aspect are you going to compare and contrast?
(Food, housing, clothing, transportation, holidays, school-life, landscape, family life). If you
have any questions creating this quick draft, please do not hesitate to ask. You must have a
draft constructed and you must show it to me before you leave the classroom. This activity
10 mins
will act as an exit slip. Please take this seriously as it acts as a guide for your final project in
which you will be working on in the upcoming week.
**Note- this plan can be evolving, it can change and develop into a different thought.
Students will: Construct a plan on their own and show the teacher before leaving the
classroom.
Transition: Students will be notified to think about their final project at home, to ask
friends and family for their opinion. Their draft can be done multiple times, but should keep
all their copies so a final idea can come together.
Trying Out Different Art Mediums
Include an example of each art medium in the correct box.

Clay and Plasticine

3D Materials
 Sketching with Pencil 21

Paper Cut-outs

Be thinking about your final art project to go with your Peru comparative writing piece,
what kinds of texture, colors and materials will work best to create a visual representation.
 Name:
Final Project Visual Draft Date:
Please provide a plan for the final visual you will create for your
project. Include the following:
- A sketch of your two visuals on the topic of your choice. One for Peru and one for
Canada.
- A brief description of the medium you chose to use and why.
- The materials you will need to complete your project.

22
Sketch
Rationale for lesson #3 23
A draft before a final project allows the teacher to give formative feedback to the student to acknowledge
their efforts and to give suggestions for their final draft. This is a time for the student to start thinking
about what their final project will look like and how they will present it. A constructed draft before the
final project is reliable because students can look back to their draft for guidance and rely on the feedback
from the teacher to create a successful project. A constructed draft is valid because it shows that the
students know what the intent of the project is. Davies accurately connects the idea and importance of a
final draft through explaining, Assessment for learning involves learners receiving a considerable
amount of descriptive feedback during their learning. Descriptive feedback gives information that enables
the learner to adjust what he or she is doing in order to improve.
Comparing Peru and Canada Project Name: 24

Country:

Visual

Facts
1.

2.

3.
 25
Final Project- Gallery Walk Rubric (Summative Assessment)
Description: Students will complete two worksheets, showing a comparison between Peru and Canada.
Their completed worksheets will have a visual representation as well as three facts for each comparison.
Final Project /20

Description Needs Satisfactory Good Excellent Score

Improvement (Passing Grade) 3 4 /4
1 2

Accurate Students visual Students visual Students visual Students visual

Representation does not is a baseline accurately clearly and
represent their representation represents their accurately
chosen topic at of their chosen chosen topic. represents their
all. topic. chosen topic.

Visual Student uses Student uses Student uses Student uses

(Mediums) chosen art chosen art chosen art chosen art
medium medium well medium in a medium in a
poorly. but lacks creative way, creative and
creativity. but could have well thought out
had a better way.
plan.

Facts Students facts Students facts Students facts Students facts

are inaccurate are accurate, are well thought are well thought
and the and the student out, descriptive, out, descriptive,
student did not does not and and
include a represent a demonstrate a demonstrate a
comparison. comparison. comparison. good
comparison.

Format Student has too Student uses Student uses Students uses
many mistakes proper spelling proper spelling, proper spelling,
in their punctuation and punctuation and punctuation and
spelling, grammar with grammar with grammar with
punctuation many mistakes few mistakes (2- no mistakes.
and grammar (4-5 mistakes) 3 mistakes)
(6 or more
mistakes)

Overall final Final Final Final Final

project representation representation representation representation
does not meet meets or is just is completed to exceeds the
expectation of below the level of level of
the project. expectation. expectation. expectation.
 Checklist for the Unit 26

Worksheet S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12

KWL Chart for

Social Studies

Read the Room

Social Studies

Venn Diagram on
Peru vs. Canada
for Language
Arts

Exit Slip for

Language Arts

Art Mediums
Worksheet for
Art
Final Project
(Two Sheets Per
Student)

*Insert student names in columns along the top*

 Assessment FOR, OF and AS Learning 27

Assessment FOR Learning- We incorporated assessment for learning in our mini unit through our many
formative assessments. We used a KWL chart, an Exit Slip, a Venn Diagram, a Read the Room
Worksheet and an Art Mediums Worksheet to check for students understanding throughout our three
lessons leading up to the summative assignment. This will show both the teacher and the students the
progress that was made throughout the unit. The teachers are able to use these formative assessments to
adjust classroom instruction if needed.

Assessment OF Learning- Our final summative assessment measures the GLOs and SLOs from the three
different subject areas we covered in our three lessons. The Art component should demonstrate what the
students learned about the different art mediums in the art lesson. The students should have chosen an art
medium that they understand how to work with and can use to create an accurate visual representation.
The written component of the final project will demonstrate what the students learned in the Social
Studies and Language Arts lessons. The information will come from the Read the Room sheets they filled
out and then they will use the techniques learned in the Language Arts class about how to write a good
comparison.

Assessment AS Learning- One of the first activities we did in our mini unit was a KWL chart on Peru.
We had the students fill out the Know column after reading a short story on Peru so they at least had a bit
of background knowledge. Then the students filled out the Want to Know column which was a good
guideline for the teacher, although certain information must be covered based on the curriculum it is
important to let the students advocate for their learning. At the end of the Social Studies Lesson the
students filled out the What They Learned column which was a good opportunity for students to reflect on
their own learning and make sure that all areas were covered in enough depth.
Rationale for Instructional Purposes: 28

We started each lesson by discussing a key question that we felt would grab the students attention and
get them excited about the topic. It is important to start off the series of lessons with a strong and
engaging first lesson, as it will dictate the following lessons to come. The key question at the beginning of
each class engages the students and starts a group discussion on the topic. This is a good way to inform
the teacher on what the students baseline knowledge is. It is important as a teacher to understand prior
knowledge that the students have before beginning a new topic so you can scaffold the information in the
correct way.

In each of our lessons, we chose to use books on the topic to help aid our teaching. In the first two
lessons, we read books based on the topic to get our students interested and informed about the lessons to
come. While reading, we asked students key questions that we have previously decided prior to the
lesson. This helps make sure students are paying attention and are engaged in the reading. We chose
books to introduce the topic, because they can be a fun and interesting medium. Books are great to use at
the beginning of a lesson to introduce a topic in a different context, which allows students to think outside
the box, and think of situations that they can relate from the book to the lesson they are being taught. In
our Art lesson, we did not read a book, but we still incorporated some books to guide imagination so
students could guide their own learning and final draft, without having too much direction from the
teacher. This type of instructional teaching allows students to make their project reflect who they are, and
show their unique qualities that differ from another students qualities. Each student should be encouraged
to express themselves in their own way, and Art is a wonderful subject area to do so. The classroom
climate can positively change by having these instructional strategies because it allows each student to
feel like their own self is reflected in their work.

In our Social Studies and Art lessons we incorporated movement around the room to get our students up
and moving. This is a great way to teach certain topics and to allow students to guide their learning by
choosing what draws them in and interests them. This is also a good way to cover a large amount of
information in an interesting way and teaches them other skills like cooperation and self-regulation. As
teachers we must understand that all children learn differently and that we should be able to cater to each
learning style by introducing activities such as this one. It allows those that are self-directed to dive into
their learning by gaining as much information as they can take in, and for those who need more teacher-
directed learning, can follow the worksheet as a checklist.

In each of our lessons we incorporated individual reflection by introducing KWL charts and Exit Slips.
These reflections help the students to understand what they learned in the lesson and can help the teacher
to understand what might have been missed. These forms of reflection are also a good way to review
material taught later and can act as a form of feedback. Having students make drafts throughout each
lesson, in preparation for the final project allows the teacher to give feedback throughout the process,
rather than just at the end.

Overall, we tried to engage all types of learners throughout the lessons. During each activity, we
incorporated multiple teaching strategies. Each of our lessons build on the lesson before using scaffolding
to create a fair, valid and reliable final assessment.
 References 29
Davies, A. (2011) Making Classroom Assessment Work, 3rd Edition. Courtenay, BC: Connections
Publishing and Bloomington, IN: Solution Tree Press. (2-20)