INTERDISCIPLINARY COMMUNITY GRADE 1 UNIT PLAN

Community Interdisciplinary Inquiry 1

Title of Unit Grade Level
Social Studies 8 Weeks
English Language Arts
Curriculum Area(s) Time Frame
Science
Art
Rick Simms
Developed by

IDENTIFY DESIRED RESULTS

Programs of Study Foundations – Connected to RVS Outcomes

What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

Social Studies – A1 – Examine how I belong and how I am connected to my world. (Value myself and others as unique individuals to the world.) A2 – Determine what
makes my community thrive. A3 – Distinguish geographic features in communities. T1 - Evaluate ideas and information from different points of view. T2 - Contribute to
decision making and problem solving. T3 - Create and use a simple map to locate communities. SP - Participate in projects for my community. R - Make connections
based on various information. CO - Accurately communicate my learning.

English Language Arts – 11A – Make connections to things I see/read/hear. 11B – Share ideas and listen to others’ ideas. 22B – Construct meaning from a variety of
texts. 24A – Generate and elaborate on the expression of ideas. 34 – Share ideas and reflect on the research process for improvement. 41A – Reflect on own and others’
work. 43A – Effectively present information. 51A – Respect others and appreciate diversity to strengthen community.

Science – C1 - Construct objects using different materials. – C2 - Describe compare and identify a purpose for the things that I construct. SI1 – I can ask questions that
help me understand. SI2 - I can recognize and describe the steps that are followed, based on my own activities, on whole-class activities and by watching the activities of
others. AT1 – I can show a positive attitude toward science.

Art – D1 – I can show the world around me. CO1 – I can make choices on how to make art. E1 – I can draw. E4 – I can sculpt.

Essential Questions
What is the big, overarching question guiding your unit plan?

What is a Community? What Communities do I belong to? What roles and responsibilities do I contribute to the wellbeing of my community? What makes me unique?
How do I belong and how am I connected to my world? How do different communities work together to support each other? How do communities differ from one
another? How can I represent and navigate my community through art, design, and construction? How do maps help me understand and explore community? What are
the elements of a map? What are the different types of communities (rural, suburban, urban)? How do they differ?

Adapted from Wiggins, Grant & J. McTighe (1998)

 Unit Plan Outcomes
What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

Social Studies – A1/A2/A3. A1 - I can explore and reflect upon the following:
- What different types of communities or groups do you belong to?
- What helps us to recognize different groups or communities (e.g., landmarks, symbols, colours, logos, clothing)?
- In what ways do we belong to more than one group or community at the same time?
- In what ways do we benefit from belonging to groups and communities?
- What are our responsibilities and rights at home, at school, in groups and in communities?
A2 - I can explore and reflect upon the following:
- In what ways do people cooperate in order to live together peacefully?
- How do groups make decisions?
- In what ways do people help one another at home, at school and in groups to ensure the vitality of their community?
- How do our actions and decisions contribute to the well-being of groups and communities?
- How does caring for the natural environment contribute to the well being of our community?
A3 - I can explore and reflect upon the following:
- What are some familiar landmarks and places in my community?
- Why are these landmarks and places significant features of the community?
- What are some differences between rural and urban communities?
- Where is my community on a map or on a globe?
T1 - Evaluate ideas and information from different points of view
- I can examine ideas and information from varied sources
- I can choose and justify a course of action
T2 - Contribute to decision making and problem solving.
- I can apply new ideas and strategies to contribute to decision making and problem solving
- I can collaborate with others to create strategies for decision making and problem solving
T3 - Create and use a simple map to locate communities.
- I can use a simple map to locate specific areas within the school and community
- I can ask geographic questions, such as asking for directions
- I can understand that globes and maps are visual representations of the world
SP - Participate in projects for my community.
- I can consider the ideas and suggestions of others
- I can work and play in harmony with others to create a safe and caring environment
- I can demonstrate a willingness to share space and resources
- I can behave in accordance with classroom, school and community expectations
R - Make connections based on various information.
- I can ask questions to make meaning of a topic
- I can compare and contrast information gathered
CO - Accurately communicate my learning.
- I can organize and present information, such as written and oral reports, taking particular audiences and purposes into consideration
- I can interact with others in a socially appropriate manner
- I can respond appropriately, verbally and in written forms, using language respectful of human diversity
- I can listen to others in order to understand their point of view
Adapted from Wiggins, Grant & J. McTighe (1998)
 English Language Arts – 11A/11B/22B/24A/34/41A/43A/51A
11A • I can share personal experiences related to what I read, view, and/or hear. • I can use information learned from what I read/view and/or hear to give meaning to
experiences. • I can share my ideas & feelings when reading/listening/viewing various texts.
11B • I can talk with others about new learnings. • I can learn by making observations.
22B • I can relate aspects of stories and characters to personal feelings and experiences. • I can retell interesting or important aspects of text/media. • I can tell or
represent the beginning, middle and end of stories. • I can tell, represent, or write about experiences similar or related to those in text/media. • I can tell what was liked
or disliked about text/media.
24A • I can generate and contribute ideas for individual or group oral, print, and other media texts.
34 • I can share ideas and information from oral, print, and other media texts with familiar audiences. • I can answer questions directly related to texts. • I can talk about
information-gathering experiences by describing what was interesting, valuable, or helpful.
41A • I can ask/answer questions about own & other's work.
43A •I can present ideas and info and respond to questions. •I can add details to my media (including labels, captions, pictures). •I can speak in a clear voice with
appropriate volume.
51A • I can share personal experiences and family traditions related to texts. • I can talk about other times, places and people based on what I learned from texts.
• I can share ideas/experiences through conversation, puppet plays, dramatic scenes & songs to celebrate accomplishments. • I can use appropriate words, phrases &
sentences to ask questions, get help and take turns.

Science – SI1/SI2/AT1/C1/C2
SI1 – I can ask questions that help me understand. I can ask questions that help me to explore and investigate an idea.
SI2 - I can recognize and describe the steps that are followed, based on my own activities, on whole-class activities and by watching the activities of others.
AT1 – I can show a positive attitude toward science. • I can demonstrate curiosity • I can demonstrate confidence in my own ability to explore materials and I learn by
studying the topic • I can be inventive
C1 - I can select appropriate materials, such as papers, plastics, woods; and design and build objects, based on the following kinds of construction tasks:
Construct model buildings. Eg. homes (human, animal, from other cultures), garages, schools. Construct model objects. Eg. furniture, equipment, boats, vehicles. Construct
toys. Eg. pop-ups, figures.
C2 - I can identify the parts of the objects that I create and describe their purpose.

Art – D1/CO1/E1/E4
D1 • I can express my life with my art. • I can use shapes to create my own art. • I can use different objects to create texture. • I can create art about my world.
CO1 • I can decide how I want to show what I am thinking or feeling. • I can create designs using different, repeated shapes and sizes. • I can tell a story with art.
E1 • I can use different drawing tools (pencil, chalk, pastel, marker, etc.) • I can draw lines and shapes. • I can add details, textures, and patterns.
E4 • I can a create 3D art (clay, paper, and/or found objects). • I can use folding, rolling, cutting, pinching, and twisting in my sculpture.

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

Books: Lovely by Jess Hong, Be Who You Are by Todd Parr, Sork by Kyo Maclear, It’s Okay To Be Different by Todd Parr, What’s My Superpower by Aviaq Johnston, The
Family Book by Todd Parr, We are Family by Patricia Hegarty, Chicken Big by Keith Graves (potential – for fun – I belong – being different/Family), Follow That Map - by
Scot Ritchie, If I built a House by Chris Van Dusen, The Sharing Circle by Theresa Larson-Jonasson, All Are Welcome by Alexandra Penfold. The Earth Book by Todd Parr

YouTube Videos - https://www.youtube.com/watch?v=lGC0zxgRNJQ&t=38s This video refers to the students first community - family.
https://www.youtube.com/watch?v=NR7z9FbUf5k – Rural, Suburban, and Urban community Comparisons – differentiating their features and landmarks.

Adapted from Wiggins, Grant & J. McTighe (1998)

Written Activity Templates – About Me - https://docs.google.com/presentation/d/1qQX6M4fy5f_Pz6OWn18fNgmitjlMOn6Y/edit#slide=id.p1
Family Tree - https://docs.google.com/presentation/d/1UAPtTAKrVBf7hqkUYTx2tdVWxVSIE_Jt/edit#slide=id.p1
Community Comparison Cut and Sort - https://docs.google.com/document/d/1yW7fad3kfw8covpJmd6ip8PHquFP_e_z2nZ_Pm5HEI0/edit
Target Community Worksheet - https://docs.google.com/presentation/d/1RnLbaPCXuEnOsK7GwLbnCYvzrJkX9nmCUBnUuJlwTOA/edit#slide=id.p
Mapping Grid for bedroom map (8.5x11 – grid paper)

Community Comparison Slide Show - https://docs.google.com/presentation/d/1hdHB5H8fI8ISpnVJY0nZ-5ExaVacqdpaeb7L-EyzCnE/edit#slide=id.p

Google Earth – Community exploration and comparison - https://earth.google.com/web/@59.21477568,-

105.39025035,187.93509406a,4583580.59397697d,35y,359.64453735h,0t,0r

Landmark Movie – https://drive.google.com/drive/folders/1aiNTY6hInnKNN66FuQsSVZS3hMCPZkk3

Landmarks Slideshow – https://docs.google.com/presentation/d/e/2PACX-

1vTKH9qGqFhFcpocE_lAsXIalsaJIiqHIFQl939LWc4t7CDrbFUKSRGRTjvFE3utaNFHU97I1px6PqEt/pub?start=true&loop=true&delayms=10000

Airdrie Centennial Markers PDF - https://drive.google.com/drive/folders/1aiNTY6hInnKNN66FuQsSVZS3hMCPZkk3

Art Supplies – Crayons, Pencils, markers, construction paper, glue, chart paper, etc.

Talking Stick and Gift Bag Supplies - Bamboo sticks, elastics, yarn, beads, feathers, pipe cleaners, brown paper bags

Map Exploration – Map of Airdrie, Herons Crossing Internal School Map, Herons Crossing School Community Map including Environmental Reserve – within school
walking boundaries, no field trip permissions needed. Individual clipboards and pencils.

Know Wonder Learn - digital brainstorming mind map https://infograph.venngage.com/edit/20d16c84-5436-4fb7-b817-e64eb720f876

Community Diorama Action Plan: https://docs.google.com/presentation/d/1Y_47HeQMWzkXHbYoG6vqzosQroCTpTdu6vnpqDEDW9k/edit#slide=id.p

Student Diorama Check list and Rubric:

https://docs.google.com/presentation/d/14X1UBYtk5hMX89OB37vHB5vRPBRXVL3KEY6-0G-CJIM/edit#slide=id.p

Individual zip-lock bags - for students to collect natural elements from nature walk. (write student names on them)

Trash bag - to collect any garbage students find on nature walks. (Teacher job – students point it out)

Diorama Supplies - Building Materials = Cardboard Box Lid, Plasticine, Recycled materials, Cardboard, popsicle sticks, etc. Natural Elements = Sticks, rocks, grass, etc. (to
be collected by students on nature walk)

Loose Parts – Students have individual “story workshop kits” full of random loose parts that engages their creativity for building stories and other activities within class.

Student Writing Journals

Adapted from Wiggins, Grant & J. McTighe (1998)

UNIT PLAN SUMMATIVE ASSESSMENT
What will you accept as evidence that learning has occurred at the conclusion of this unit?
What is the summative performance assessment for the unit?
What is the goal of your summative performance assessment as framed
within the outcomes and competencies? What do you hope to learn?
How will this assessment inform student learning and your practice?
#1 - Through the unit of study, students will have the opportunity to contribute to a
classroom community book with two pages designated for each student. Page #1 will
have a personal reflective review of Who am I and what are my unique strengths and
attributes. Page #2 will consist of reflective elements of students’ first community –
their family. Through the representation of a family tree with elements of who their
family consists of, a special attribute of their family that makes them unique, and a
representation of how the student contributes to the community’s wellbeing (chores,
play with a sibling, etc.) 3 features.
Upon completion, I will add all pages to formulate the student’s classroom
community book for use, display, and future reference for the classroom.
#2 – Exploration of maps and landmarks. – school, city, community. Maps - student-
made maps of the bedroom. Including elements of a simple map, cardinal directions,
legend, symbols, paths, and routes. Various worksheets for independent work
surrounding comparing, and contrasting different types of communities, features, and
landmarks. Writing Journals with Favorite Landmark Activity.
#3 – Choice of a community type constructed diorama (rural, suburban, urban). To be
made within a large -box container. Constructed elements included house, pets, trees,
buildings, people, and other environmental elements. Utilizing various building
materials such as clay, sticks, cardboard, etc. Students will be provided with an action
plan template and self-assessment checklist and rubric to ensure they include the
necessary elements of completion.
Community Inquiry Rubric Template:
https://docs.google.com/presentation/d/1h2AdC8nbzhmpaAks76MYIxWGVyyNUZbId
IDua936IHI/edit#slide=id.gb2cc8f707b_0_0
The goal is to have students utilize 21st century learner competencies to become critical
thinkers, engage with their own learning and to desire a love for learning. These
summative performance assessments will indicate how well my students have delved
into the inquiry, their understanding of the content material, how they can share their
knowledge with myself as the teachear and their peers as mutual owners of knowledge
and information as well as indicate their challenges for future growth opportunities.
This work will create a median benchmark of student learning based on multiple
interdisciplinary curricular objects that will allow future amendments and creations of
follow up or review lessons. The underlying importance and goal is to engage students
with their own desire to be ask questions, seek further knowledge and challenge the
current paradigm of their knowledge and worlds.
Adapted from Wiggins, Grant & J. McTighe (1998)
 Engaging in student input for student talk time during opening discussion.
Use of visuals such as: Visual Exemplars, Visual Rubric to understand expectations and
required content for construction, movies.
Action plan template will have area for drawing and writing – connected to rubric
expectations. (Multiple modes of showcasing student understanding)
Use of sentence starters for some. Whiteboard modeling, multiple teacher exemplars,
multiple student exemplars.
Variety of Plans for Differentiation:
Multiple Modes of Entry – Using Manipulatives, Building with loose parts kits, drawing,
and writing.
Multiple Modes that Students can showcase their learning with making movies, writing,
oral expressions.
More Knowledgeable Other – Zones of Proximal Development – Peer assistance and
modeling.
Navigating the room and group during field trips and independent work times to
engage with those that need any additional support.
EA to assist with needs of particular students.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome, and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:

What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether learning

What is the primary objective of this lesson
Lesson # What are the primary activities in this lesson? has occurred in each lesson? How will
in your own words?
you employ formative assessment?

1. Introduce Unit – Review individuality – Who
am I? What makes me special? What do I love
about myself, how am I kind, what are my
favorite things, what is my special ability aka
-super power - connecting to book.
2 inquiry blocks over two days.
Expectations is 3 thought bubbles completed
per day.
Block 1
Read Aloud – Books – Lovely by Jess Hong (short picture
book), Be Who You Are by Todd Parr (short)., Sork by Kyo
Maclear,
Introduce Empty book (binder with empty sleeves) to have
them understand why we are doing this activity. - to build a
classroom community book of who is in our class, their
family and what makes them unique. (Make big deal about
the quality of grade 1 work we would like to see in the book,
how it is VERY SPECIAL and will be in our class all year.)
Introduce and begin Self-reflective Drawing and writing
inventory – Students will draw and/or write (differentiated
expectations for learners) About themselves and what
Student discussions regarding ideas and
concepts from stories. Anecdotal notes of
student interviews regarding the different
elements that take them unique. (More
review than new here). Completed
student worksheets.
A1 – Examine how I belong and how I am
connected to my world. (Value myself and
others as unique individuals to the
world.)
24A • I can generate and contribute ideas
Adapted from Wiggins, Grant & J. McTighe (1998)
 makes them unique and special. for individual or group oral, print, and
Template will include picture of student, 6 thought bubbles other media texts.
with sentence starters and space for drawings. Display
exemplar on white board.
Goal for Day 1 is to complete 3 bubbles.
Block 2 –
Read Aloud – Books - It’s Okay To Be Different by Todd Parr
(short), What’s My Superpower by Aviaq Johnston,
Finish about me inventory – Collect and add to binder –
make time at the end of the lesson to show the first half of
our class community book.
Goal for Day 2 is to finish remaining 3 bubbles of about
me inventory template.

2. 2 inquiry blocks over two days.
Define Community, identify first community –
Student first community belonging - Family –
Explore Family Community.
Block 1
Youtube Video - https://www.youtube.com/watch?
v=lGC0zxgRNJQ&t=38s
This video refers to the students first community - family.
Read aloud book - The Family Book by Todd Parr,
KWL - digital brainstorming mind map
https://infograph.venngage.com/edit/20d16c84-5436-
4fb7-b817-e64eb720f876
with class regarding what they know about their family
community projected on screen - add student input)
What makes my family unique? Special traditions?
Languages spoken, who is in my household, Students will be
asked what makes up their community? (ex. Parents,
siblings, pets, grandparents, etc.)
Begin Family tree activity - template of tree with spaces for
drawings and sentence starters - Display exemplar on white
board
Goal is to complete half of the activity on day 1
Block 2
Read aloud book - We are Family by Patricia Hegarty
Refer to mind map for review and for writing provocation.
Class and individual discussions and
questioning. Engage with student input to
complete mind map for future reference.
Navigate room during work time for
individual check ins and student
interviews.
A1 - I can explore and reflect upon the
following:
- What different types of communities or
groups do you belong to?
R - Make connections based on various
information.
- I can ask questions to make meaning of a
topic
- I can compare and contrast information
gathered
24A • I can generate and contribute ideas
for individual or group oral, print, and
other media texts.

Goal is to Finish Family Tree Template and add to binder.

Make time at the end of class to showcase binder with all
student information added.

3. 1 Inquiry block to explore and strengthen Begin with class discussion about the different exploration Check ins with groups before recording
Adapted from Wiggins, Grant & J. McTighe (1998)
 understanding of:
What is a community?
Who is part of my family community?
What are the roles of the different members?
One person doesn’t do all the jobs?
How do I contribute to my family as a
community helper?
How does our family community make
decisions?
How do we all work together to benefit the
entire family community?
4. 2 Inquiry blocks
Classroom Community
How are we a classroom community? What
makes our community strong and unique? How
can I contribute to my classroom Community?
How do we cooperate? How do we make
decisions? Fair? Unfair? Different tools for
different learners?
inquiry questions?
Ask if there are any other questions about communities that
the students may have.
Record student input on white board or chart paper. As
mind map.
Once complete - introduce activity. -
In Groups of 3 students will choose one way that members
of the family help/contribute to the family community, act
out a short skit to be recorded by students.
3 students discus, share and choose contribution. Pick 2
actors and one director.
1 person to be the child.
1 person to be the parent.
1 person to use iPad to record.
Students will have 15 minutes to discuss, decide, and
practice.
Upon completion of their practice, they will come to a
teacher to demonstrate, receive feedback, and receive an
iPad and direction for recording.
Students will act out and record their skit to be saved to
PowerSchool and later shared with class.
Block 1
Begin with classroom discussion regarding inquiry
questions to engage student’s prior knowledge and to elicit
further quests and wonders from them.
Introduce story - The Sharing Circle - Reference Indigenous
author - ask about Indigenous people? What do you already
know? Brief encapsulation of who, where, how long, and
their types of culture. FNMI connections to how they shared
Knowledge and lessons for life through story that we could
all learn from and how we could apply them to our
movie. Recorded movies.
A2 - I can explore and reflect upon the
following:
- In what ways do people cooperate in
order to live together peacefully?
- How do groups make decisions?
- In what ways do people help one
another at home, at school and in groups
to ensure the vitality of their community?
- How do our actions and decisions
contribute to the well-being of groups and
communities?
T2 - Contribute to decision making and
problem solving.
- I can apply new ideas and strategies to
contribute to decision making and
problem solving
- I can collaborate with others to create
strategies for decision making and
problem solving
51A • I can share personal experiences
and family traditions related to texts. • I
can talk about other times, places and
people based on what I learned from
texts.
• I can share ideas/experiences through
conversation, puppet plays, dramatic
scenes & songs to celebrate
accomplishments. • I can use appropriate
words, phrases & sentences to ask
questions, get help and take turns.
Class discussions, individual check ins
during work time. Pictures of completed
student work – talking sticks.
SP - Participate in projects for my
community.
- I can consider the ideas and suggestions
of others
- I can work and play in harmony with
others to create a safe and caring
environment
Adapted from Wiggins, Grant & J. McTighe (1998)
 FNMI connections – The Sharing Circle (book).
All Are Welcome - book - connects to classroom
community,
classroom community. - I can demonstrate a willingness to share
Read Story space and resources
Post story connection discussion. - I can behave in accordance with
Introduce Talking stick activity - set expectations regarding classroom, school and community
the elements and quantity needed to be added to their expectations
sticks.

Introduce the concept of gifting and sharing connecting to

FNMI worldview of the ‘gift economy’ - when we complete
our talking sticks, we will get an opportunity to draw a
secret name to gift our new talking sticks to. Ensure to place
importance on our best efforts and work because this will
be a surprise kindness gift for someone else in our class.
Students will complete a designed gift bag on this first block
to store their created talking stick in for the allotted covid-
19 storage time before gifting it to another student in class.

Block 2
Brief discussion to reinvigorate conversation and thinking
surrounding our classroom community. - reference chart
paper - add more as needed. Connect thinking from
previous block to new ideas of how we can include and
appreciate all diverse learners and members of our
community.

Read All Are Welcome, by Alexandra Penfold -

Students will get collect supplies to make their own version

of a talking stick. (Connecting to story) – Upon Completion
students put their talking sticks into their gift bags to give to
another student in class. – Bags and sticks will sit for the
allotted time due to covid-19.
Idea is to have a “secret Santa” type draw for students to
pick a name at random to gift their creations to.

When students draw gifting names, the student will gift

5. Exploring Classroom community helpers
Job share chart creation. 1 Block
How are we a classroom community? What
makes our community strong and unique? How
can I contribute to my classroom Community?
their bag and talking stick to the name chosen reinforcing
the gift type economy from FNMI worldviews
A direct compare and contrast to our jobs at home to
explore how we can engage and contribute to our shared
classroom community.
Create a spread sheet as a template to introduce concept
and then engage with shared discussion and inquiry to the
different jobs that we could do to contribute to our
Observations and interviews with
students regarding their shared jobs and
contributions to their classroom
community. Students completing their
shared jobs from the class list.
A2 - I can explore and reflect upon the
Adapted from Wiggins, Grant & J. McTighe (1998)
 How do we cooperate? How do we make
decisions? Fair? Unfair? Different tools for
different learners?
Final block on this concept.
6. Introduction to Maps – Map Exploration
Students will be given the time to explore,
investigate and inquire on their own copies of
the city map of Airdrie. Through conversations
and challenges students will be challenged to
use maps, use geographic language and delve
into their understanding of maps being visual
representations of the worlds.
7. Maps Continued and expanded. School Map
and Tour.
classroom community.
Add names to shared job chart spreadsheet for students to
rotate through as to show their shared contributions to the
classroom to support our community. Use job chart to keep
students accountable to their contributions to the classroom
community and to have rotating roles within the community
as we continue to explore and work together.
1 Inquiry Block.
Read Aloud - Follow That Map - by Scot Ritchie – Use digital
copy to explore only the first page. Introduces concept of
maps and the different elements that make up a map.
Introduce and reinforce concept of “Birds Eye View” of maps
and how they represent the world visually.
A map of Airdrie will be displayed, and students will have
the exact copy printed and laminated for their independent
exploration as we discuss as a group.
Students will be challenged to find and share the different
elements that make up the map. - Legend, symbols, cardinal
directions (compass rose), landmarks, paths/routes.
Students will be able to use their white board pens to circle,
trace, etc. their discoveries on the maps.
1 Inquiry Block.
Building off the introductory lesson, students will be given a
following:
- In what ways do people cooperate in
order to live together peacefully?
- How do groups make decisions?
- In what ways do people help one
another at home, at school and in groups
to ensure the vitality of their community?
- How do our actions and decisions
contribute to the well-being of groups and
communities?
SP - Participate in projects for my
community.
- I can consider the ideas and suggestions
of others
- I can work and play in harmony with
others to create a safe and caring
environment
- I can demonstrate a willingness to share
space and resources
- I can behave in accordance with
classroom, school and community
expectations
Overarching class discussions, student
observations and interviews. Student
input to challenges of exploring and
finding landmarks on their maps.
T3 - Create and use a simple map to locate
communities.
- I can use a simple map to locate specific
areas within the school and community
- I can ask geographic questions, such as
asking for directions
- I can understand that globes and maps
are visual representations of the world
More Knowledgeable other Concept –
Students will assist peers with
Adapted from Wiggins, Grant & J. McTighe (1998)

Students will have a clipboard and their own
copies of the internal school map to explore,
compare, and contrast from the visual
representation to the actual representation
from the school walking tour.
8. Maps Continued – Build my own map.
Build a simple map with elements of map.
Students will have an opportunity to build their
own map of their bedroom to further
investigate how maps are visual
representations of their world.
9. My Community Map – Exploration of my
immediate external School Community – Field
Trip of Environmental Reserve.
Through an exploration of the local external
school community students will have further
opportunity to explore maps to compare the
visual representation to the real world.
Students will be introduced to the different
community types, suburban and rural for
comparison and exploration.
map of the school to explore and discuss as a group.
We will then engage in a school tour to utilize the map to
find our way around and engage with the different elements
of the school map. Elements included? Missing elements?
Any Questions or curiosities?
Landmarks – office, gym, our classroom.
Symbols – Exits, bathrooms, stairs etc.
Routes – safety routes? Fire escape plans?
1 Inquiry Block
Review and reinforce 6 elements of maps. Challenge class to
provide learning. Build Map of the classroom together on
chart paper w/cut-outs. Have frame/cut-outs prepped -
students come to build as a class and through discussion.
Students will each be given an 8.5x11 page with grid lines to
create a map of their bedroom. Including elements of a
simple map, cardinal directions, legend, labels, symbols,
landmarks, paths, and/or routes
1 Inquiry Block – Friday Morning Field Trip.
Students will each have a clipboard with their external local
community map to bring as well as a second page to record
and draw elements and locations they find curious or
connections to on field trip. (Nose Creek runs through)
Class will tour the environmental reserve to visit the north
end which connects to the rural community past the edge of
their lived residential suburban community.
We will be comparing and contrasting the different
elements of the two communities we can see with our eyes
from the field trip Suburban and Rural (to lead into inquiry
recognizing and locating landmarks from
the school map to compare to real life.
Mark with their pencils on their own
school map copies.
11B • I can talk with others about new
learnings. • I can learn by making
observations.
Completed first simple map of bedroom –
Checklist of 5 items – Legend, symbols,
cardinal directions (compass rose),
landmarks, paths/routes. Labels. Added
color and details.
D1 • I can express my life with my art. • I
can use shapes to create my own art.
CO1 • I can decide how I want to show
what I am thinking or feeling. • I can
create designs using different, repeated
shapes and sizes. • I can tell a story with
art.
E1 • I can use different drawing tools
(pencil, chalk, pastel, marker, etc.) • I can
draw lines and shapes. • I can add details,
textures, and patterns.
T3- I can understand that globes and
maps are visual representations of the
world
Teacher clipboard to record student
observations, explorations, and questions.
Student conversations, observations, and
interviews.
Buddy System to engage More
Knowledgeable Other concept for peer
review and peer feedback during tour.
11B • I can talk with others about new
learnings. • I can learn by making
observations.
Adapted from Wiggins, Grant & J. McTighe (1998)

10. Urban, Sub-Urban, Rural Community
Exploration and Sort – 1 Inquiry Block
Students will explore the varying elements and
features of what makes an Urban, Sub-urban,
and rural community different from one
another. Students will glean an understanding
and be able to demonstrate through visual
representation, the differences between the
communities.
11. Target Communities – 1 Inquiry Block
Students will review and explore the varying
elements and features of what makes an Urban,
Sub-urban, and rural community different from
about the differences between rural, suburban, and urban
communities)
Continue the tour – stopping to refer of any areas of interest,
explore the informational plaques within, the historic
element of the black water pump.
Share conversations, discussions, and questions with the
group as we explore. Find tracks of animals? Compare and
contrast living vs. non-living elements we see.
Stop at playground for some free playtime.
Return to school.
Connecting to our community walk – Engage in class
discussion about the two types of communities we learned
about. Add in the idea of the one that may be different that
we are missing? Urban.
Watch Video:
https://www.youtube.com/watch?v=NR7z9FbUf5k
Engage students in discussion post video – asking for
contributions for their ideas about the three different
communities.
Play “Which one doesn’t belong?” Community Identification
game. Using slide show, display three pictures of
communities, one being different, challenge students to
provide names of displayed communities and to provide
details about the communities. Solve which community
picture is not the same. Give tickets for input and effort.
Engage students in cut, sort, and past activity. Give
expectations and remind of work time behaviors. Set work
timer.
Post work time discussion and questionnaire to engage
further thinking and reinforcement of the different features
of each community.
Connecting to our previous lesson we will play another
round of “Which one doesn’t belong?” Community
Identification game. Using slide show, display three pictures
of communities, one being different, challenge students to
T3 - Create and use a simple map to locate
communities.
- I can use a simple map to locate specific
areas within the school and community
- I can ask geographic questions, such as
asking for directions
- I can understand that globes and maps
are visual representations of the world
A3 - I can explore and reflect upon the
following:
- What are some familiar landmarks and
places in my community?
- Why are these landmarks and places
significant features of the community?
- What are some differences between
rural and urban communities?
Formative:
Student Observations, Individual Student
check-ins during independent work.
Summative:
Cut, past, and sort activity.
Social
A3 Distinguish geographic features in
communities.
A3 - I can explore and reflect upon the
following: - What are some differences
between rural and urban communities?
What are the major features of each?
R - Make connections based on various
information.
- I can ask questions to make meaning of a
topic
- I can compare and contrast information
gathered
Formative:
Student Observations, Individual Student
check-ins during independent work.
Adapted from Wiggins, Grant & J. McTighe (1998)
 one another. Students will glean an
understanding and be able to demonstrate
through visual representation with a target
style worksheet to help recognize the
differences between the communities through
a visual target representing how Urbans are
dense at the centre, suburban surrounds a
usual ring around and then the rural
surrounding them both in an outer ring.
12. Building Communities – 1 Inquiry Block
Using their loose part kits, students will review
and explore the varying elements and features
of what makes an Urban, Sub-urban, and rural
community different from one another.
Students will glean an understanding and be
offered an opportunity to use their story
workshop kits (loose parts) to build their
community of choice.
provide names of displayed communities and to provide
details about the communities. Solve which community
picture is not the same.
Engage students in discussion for review– asking for
contributions for their ideas about the three different
communities.
Display google earth on the screen. Starting in the urban
community - ask for discussion focusing on major elements
of urban community, zoom out to suburban communities
that surround the downtown – ask for discussion focusing
on major elements of suburban community, zoom out to
show rural communities – ask for discussion focusing on
major elements of a rural community.
Connecting to activity – show a larger version of the three,
draw circles around them on the white board – offer
discussion about how they may be connected and inquire to
how they may be inter-related.
Engage students in target community activity. – Give each
student a page with the three-circle target. Clear
instructions about the inner circle – add elements of urban
community, secondary circle – add suburban and final circle
– add elements of a rural community.
Post work time discussion and questionnaire to engage
further thinking and reinforcement of the different features
of each community.
Connecting to our previous lessons to engage in student
discussion and input about the three types of communities
and what makes them unique and different from one
another.
Students will be given the opportunity to use their story
workshop kits with the addition of black strips of paper for
roads to build the community of their choice. Either Rural,
urban, or suburban. Each to include the different elements
and features of what makes their community of choice
unique.
Make clear the expectations of raising your hand when you
are ready for an interview. Respecting others work and
ability to speak to teacher by working independently and
Summative:
Target Community Worksheet
Social
A3 Distinguish geographic features in
communities
A3 - I can explore and reflect upon the
following: - What are some differences
between rural and urban communities?
What are the major features of each?
R - Make connections based on various
information.
- I can ask questions to make meaning of a
topic
- I can compare and contrast information
gathered
Student Observations, Individual Student
check-ins during independent work.
Individual student interviews to assess
their understanding of their chosen
community they decided to build.
Visual/Audio Recorded Interviews to
allow students to explain and discuss
their work and choices.
Social
A3 Distinguish geographic features in
communities.
A3 - I can explore and reflect upon the
following: - What are some differences
Adapted from Wiggins, Grant & J. McTighe (1998)

13. Community Landmarks – 1 Inquiry Block
Students will review and explore the varying
Landmarks within their community, the City of
Airdrie. Students will be given the opportunity
to view, discuss and share as well as tasked to
write and/or draw about their favorite
community landmarks to show their
understanding of their exploration and
contribution to the class discussion.
within a reasonable voice level.
Prepare students with the three prompts below to engage
their thinking while they build and to ensure they
understand what they are to do. Write 3 checkboxes on
white board for reference.
Teacher circulates the room to interview and record
(including an image of their build) individual students with
the following questions:
1 – What type of community did you build? (rural, suburban,
urban)
2 – What special features/landmarks of that community did
you include?
3 – What makes your community different from the other
two?
Post work time discussion and questionnaire to engage
further thinking and reinforcement of the different features
of each community.
Connecting to our previous lessons and community walk we
will review what a landmark is and allow for student input
for opening discussion.
Engage students in Short movie of my son and I exploring
familiar Airdrie landmarks. Challenge students to make
connections and save their sharing for post video
discussion.
Challenge students to share why they think these landmarks
are important to their Community. Share historical
information on Airdrie’s water tower and Nose Creek. (See
PDF of Airdrie Centennial Markers)
Post discussion, engage students in work time activity. They
will be tasked to write and/or draw about their favorite
community landmarks to show their understanding of their
exploration and contribution to the class discussion. Model
on screen – including date and title of chosen landmark.
Sentence Starter = My favorite Airdrie landmark is
_______________, because________________ and _____________.
Challenge students to write more as they can to show what
between rural and urban communities?
What are the major features of each?
ELA
41A • I can ask/answer questions about
own & other's work.
43A •I can present ideas and info and
respond to questions. •I can add details to
my media (including labels, captions,
pictures). •I can speak in a clear voice
with appropriate volume.
Formative:
Class discussions, Student Observations,
Individual Student check-ins during
independent work.
Summative:
My favorite community landmark log in
writing books. Students will be tasked to
write and/or draw about their favorite
community landmarks to show their
understanding of their exploration and
contribution to the discussion.
Social
A3 Distinguish geographic features in
communities.
A3 -Distinguish geographic features of a
community.
I can explore and reflect upon the
following:
- What are some familiar landmarks and
places in my community?
- Why are these landmarks and places
Adapted from Wiggins, Grant & J. McTighe (1998)

14. Intro to Building Community Diorama –
Action Planning – 1 Inquiry Block
Students will be introduced to the Final area of
our community study plan. To build a chosen
community diorama to share their knowledge
of communities, types, features, and landmarks
within.
To explore expectations of task, discuss
questions, set parameters, and review the
rubric attached for the activity.
Students will build a plan of action for their
build project to commence for 3 inquiry blocks
over the next week with a final block as a
gallery walk to showcase and share their
creations.
they know and to work for the entire work time.
Have slideshow of still pictures playing on a loop during
work time. Slideshow will have included written titles of
each landmark for student reference.
Post work time discussion and possible share time to
engage further thinking and reinforcement of the different
landmarks of Airdrie
Class discussion to briefly review types of communities and
some of their familiar landmarks and features.
Introduce plan of action for the next few inquiry blocks.
Layout roadmap for students to understand what they will
be working on and why it is important.
Engage students with slide show of exemplars of other
student work of built community dioramas with continued
reference to the elements, features, and landmarks of each
that will be connected to their expected action plan (today’s
activity), rubric (to be reviewed today as a class), and final
constructed dioramas.
Engage students in discussion about the different elements
and features of each exemplar – Make list on whiteboard for
students to review for their action plans.
Display, review, and discuss today’s activity of creating our
action plan to follow for building the dioramas next week.
Display, review, and discuss as a class the rubric of required
elements that will be required within their final constructed
dioramas as well as their action planning for today’s activity.
Disclose and review expectations for creating the action
plan for today’s work time. Give clear instructions as to
what to do when they have finished if they finish early.
Collect action plans when finished.
significant features of the community?
ELA
22B • I can tell, represent, or write about
experiences similar or related to those in
text/media. • I can tell what was liked or
disliked about text/media.
24A • I can generate and contribute ideas
for individual or group oral, print, and
other media texts.
Art
CO1 • I can decide how I want to show
what I am thinking or feeling. • I can
create designs using different, repeated
shapes and sizes. • I can tell a story with
art.
E1 • I can use different drawing tools
(pencil, chalk, pastel, marker, etc.) • I can
draw lines and shapes. • I can add details,
textures, and patterns.
Formative:
Class discussions, Student Observations,
Individual Student check-ins during work
time.
Summative:
Action plan Worksheet. This will lead into
our cumulation of the Community Inquiry
and into the science building unit through
the construction of community dioramas.
Science:
SI1 – I can ask questions that help me
understand.
-I can ask questions that help me to
explore and investigate an idea.
SI2 - I can recognize and describe the
steps that are followed, based on my own
activities, on whole-class activities and by
watching the activities of others.
AT1 – I can show a positive attitude
toward science.
• I can demonstrate curiosity
• I can demonstrate confidence in my own
ability to explore materials and I learn by
Adapted from Wiggins, Grant & J. McTighe (1998)
 Ask for students to share their action plans and discuss as a studying the topic
class – connecting to the rubric and expectations. • I can be inventive

15. Second Community Walk of Environmental
Reserve (Spring temperatures) – 1 Inquiry
Block
Students will be given the opportunity to
explore the Environmental Reserve once again,
this time during spring like temperatures.
Students will be introduced to the greater
concept how they can care for the natural
environment to add to the well-being of their
communities
16. Building Community Dioramas – 3 inquiry
blocks.
Using their action plans for reference, students
will have the opportunity to construct a
community of their choosing (rural, suburban,
Connecting to our previous lessons and community walk we
will explore the importance of caring for our larger
community – the earth. This field trip will also connect to
our science building theme in as such that students will
collect their natural resources to add to their building of
their community diorama for the following weeks activities.
Brief introduction to the concept of how we can care for our
greater shared community – the Earth. Allow for student
input and discussion to being a friend of the earth. What can
we do?
Read – The Earth Book by Todd Parr
Make connections to previous lessons and books of
Indigenous ways of knowing (sharing circle, talking stick,
reciprocity – value of giving, and living on the land before
us, living in partnership with the land and utilizing all its
gifts.
FNMI connections to gratitude and being a steward of the
land. Indigenous people here before us look to the land as
provider and they engage in an attitude of gratitude – also
known as a Land Acknowledgment to recognize and thank
those that were here before us.
Land Acknowledgement -
https://www.youtube.com/watch?v=9Jqskc3man4
Engage in goal for today’s walk – To be grateful to the earth
for providing us gifts for us to use to include natural
elements to our community dioramas that we will be
building next week. Explain how each student will have a
zip-lock back to collect natural elements from our walk to
include in their builds. Express gratitude and only take what
we will use.
Stop at playground near end for student play and free time.
Set clear expectations and safety-guidelines for adventure
and exploration.
Post field trip discussion to review different ways we can
care for our natural environment to help the wellbeing of
our community.
Class discussion to briefly review roadmap for students to
understand what they will be working on and why it is
important. Review of expectations, how to collect materials
(to be displayed on accessible “rainbow” table to be shared)
and working within the time allotted. Review that this is not
a project that will be finished in one day – set expectations
Formative:
Class discussions, Student Observations,
Individual Student check-ins during field
trip.
Summative:
n/a - for this activity. This will lead into
our cumulation of the Community Inquiry
and into the science building unit through
the construction of community dioramas.
A2 -Determine what makes my
community thrive.
I can explore and reflect upon the
following:
- How does caring for the natural
environment contribute to the well-being
of our community?
R - Make connections based on various
information.
- I can ask questions to make meaning of a
topic
- I can compare and contrast information
gathered
Formative:
Class discussions, Student Observations,
Individual Student check-ins during field
trip.
Summative:
Adapted from Wiggins, Grant & J. McTighe (1998)
 or urban).
To be made within a large -box container and
using a combination of recycled materials, clay,
sticks, cardboard, etc. and including their
collected natural elements from the previous
community walk and collection,
Constructed elements included could be
houses, pets, trees, buildings, people, vehicles,
roads, street signs and other community
elements they deem necessary for their
dioramas.
17. Community Diorama Gallery Walk –
Celebration of Success – 1 Inquiry Block
Students will have the opportunity to showcase
their own constructed community dioramas
and share and discuss with their peers as they
explore each others work.
that this will be a three-day job and that this is the final
project of our community study – VERY IMPORTANT WORK
– to show what you know. Give best effort. Allude to gallery
walk and showcase for final day to share with the class and
for a class movie.
Review and Engage students with slide show of exemplars
of other student work of built community dioramas with
continued reference to the elements, features, and
landmarks of each. Have Slideshow playing in background
as students work for their continued reference (if needed).
Set work time and instruct students that when the time is
finished for today, we will store our work to the side of the
room on the window ledge to continue for the next work
block.
Engage students with collection of materials, set them on to
their tasks, and navigate room to assist where necessary.
Remind students that this is not a project to be finished for
today, this will take three total work times and we will be
using all the time. Have students store their work on the
ledge and clean up for next activities.
All constructed dioramas will be displayed and
interconnected for students to tour, explore, discuss, and
share with their peers.
This will be the final day of our Community Inquiry and we
will celebrate accordingly!
Completed Dioramas compared with
student checklist and rubric.
Science
C1 - I can select appropriate materials,
such as papers, plastics, woods; and
design and build objects, based on the
following kinds of construction tasks:
Construct model buildings. Eg. homes
(human, animal, from other cultures),
garages, schools. Construct model objects.
Eg. furniture, equipment, boats, vehicles.
Construct toys. Eg. pop-ups, figures.
C2 - I can identify the parts of the objects
that I create and describe their purpose.
ART
D1 • I can express my life with my art. • I
can use shapes to create my own art. • I
can use different objects to create texture.
• I can create art about my world.
CO1 • I can decide how I want to show
what I am thinking or feeling. • I can
create designs using different, repeated
shapes and sizes. • I can tell a story with
art.
E4 • I can a create 3D art (clay, paper,
and/or found objects). • I can use folding,
rolling, cutting, pinching, and twisting in
my sculpture.
Student Interviews and questioning as
they share their work with teachers and
peers on the gallery walk. Peer review.
41A • I can ask/answer questions about
own & other's work.
43A •I can present ideas and info and
respond to questions. •I can add details to
my media (including labels, captions,
pictures). •I can speak in a clear voice
with appropriate volume.
CO - Accurately communicate my
learning.
- I can organize and present information,
such as written and oral reports, taking
Adapted from Wiggins, Grant & J. McTighe (1998)
 particular audiences and purposes into
consideration
- I can interact with others in a socially
appropriate manner
- I can respond appropriately, verbally
and in written forms, using language
respectful of human diversity
SI2 - I can recognize and describe the
steps that are followed, based on my own
activities, on whole-class activities and by
watching the activities of others.
C2 - I can identify the parts of the objects
that I create and describe their purpose.

PRE-SERVICE TEACHER SELF-REFLECTION

● How do you feel your students experienced this unit?

● Were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● Were you able to make good use of formative assessment for/of/as learning? How did this information impact your summative assessment?
● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
● What went well and what needs refinement? What might you do differently next time?

About Me/Family Tree Activity - ensure to set expectations of work time. Some students felt they were done early or rushed through the job and didn’t give their best
effort, while others worked for longer and wanted more time. How to have perfect balance??
Great incorporation of the FNMI perspective with the story about the Indigenous girl finding her superpowers.
Family Job movie activity – kids loved planning and collaborating to make their short movies. – this was a great way for many to show their learning using technology
and without having to always write. Be careful of expectations again, some filmed the same scene over and over again – Next time ensure to set time limit for movies and
do not let students go over time.
Classroom Job Activity – this was a big swing and a miss… the kids seemed to understand however when tasked with finding jobs, they always offered the expectations
rather than the extra things they could do to help their classroom community – for next time, have examples of jobs versus having all student suggestions. Have people
connect to the different jobs and then offer their support – maybe this would have kept things more on task. Discussion got really unfocused really fast and I had to
quickly adapt with something else…
Story Books – great FNMI connections, kids all love my read a-louds as I get really into the stories with expressive actions and voices. Be careful of your own energy here,
it is easy to get the class to ramped up and getting them back to task can be challenging…especially when they are six.
Mapping and Exploration – Hands on activities are where its at for these little ones. They all loved our field trip even though it was snowing and wintery. Great inquiry
into the community landmarks and differentiating between suburban and rural features near their home and school community. Living on the north edge of the city with
quick access to the end to be able to see the farmer fields definitely helped. Easy to connect to FNMI here as we briefly discussed how life was on the open plains before
the settlers came and created the city. School map exploration was a big hit too, kids were quickly engaged with finding the different features of the school and
comparing to their maps – be careful of those big feelings when some students feel like they can’t do it. Was helpful to engage the buddy system here for students to share
with their peers as opposed to always needing my help. 1 teacher and 22 grade 1’s!! haha,..

Exploring community types – Slideshows and games were really helpful; this group really loves their interactive and hands on. Keep this in mind going forward. Again,
be careful with getting the energy too high… I seem to be ok with a more energetic room than other teachers would be… Also be careful of offering too much for students,
- give them more chance to make mistakes – although, this is again a balancing act as some of the big feelings can come out quickly…
Adapted from Wiggins, Grant & J. McTighe (1998)
Landmark exploration – Still to be completed as of the date upload.

Second field trip - TBD

Community Diorama Build – TBD – Still to be completed as of the date of file upload.

Adapted from Wiggins, Grant & J. McTighe (1998)