Unit Plan- Social Studies

Unit Dates: January 9-

Grade(s): 1 Unit Focus: Community Teacher: Mr. Jordan Logan
February 1
Overview:
The unit has been designed to wrap up the previous community oriented units that had taken prior in the course. The unit will
incorporate plenty elements of review before each lesson, as well as tangible real-life representations and activities for the
students to connect their knowledge to. The associated assessment table will act as a guide that the teacher will upkeep and make
notes of evidence of student learning throughout the unit. The students will be exposed to different working environments in
individual, small groups, larger groups, with movement, and different materials. The different working situations will be used
throughout the unit to create a more diverse learning experience for the students. The unit has been organized to center on the
final learning activity as each lesson and activity has created a scaffold that allows the students to slowly build upon their
knowledge and further their understanding of the material. This final learning activity will also be the crucial element of the
summative assessment table. There has been plenty of feedback oriented moments within the lesson that will allow the teacher to
formatively assess the students, as well as guide the students progress in the unit.
Rationale:
The unit has been designed in a way that will slowly build upon the students prior knowledge within the material and allow for
them to comfortably challenge their selves to further their knowledge. The teachers formative feedback will be the driving force
behind the students progress as it will be used to either push it further or keep up with the pace of the class. I have consciously
included explicit moments for teacher circulation and feedback to ensure it remains a crucial element of the unit, however it will
also take place outside of those moments. As the teacher I wanted there to be a culminating form of student representation of
learning, hence the final small presentation at the end of the unit. I have chosen this form of assignment so the students are able
to represent their knowledge in different creative ways, as well as incorporate a tangible representation of knowledge that will act
as proof of learning for not only the teacher, but also the parents. The unit will undoubtingly change as the lessons take place,
however this template will act as the guide for each lesson as the class builds upon their knowledge through the learning
experiences.
Objectives / Learner Outcomes:
1.1.1, 1.1.2, 1.1.3
Key Teaching and Learning Activities:
The key activities of the unit are the class discussions as the students will be presented with important material that will create
real world connections to their life and the material of the unit. The main activities for the lesson are the drawing and creating the
spectrum activities where the students will create a visual representation of their associations individually, groups, and community.
The students will present their creations to the teacher who will summatively assess the students ability to represent their
knowledge.
Resources: Planning for Diversity:
Alberta Program of Studies. One student who requires Assessment and Evaluation:
assignments to be printed on Formative assessment will be included throughout
Everything for Early Learning
colour paper for visual purposes. the classes and different learning activities that
(Grades 1-2)
Other accommodations will be will take place. . Summative assessment will
Other Lesson Specific Materials consist of a rubric to be included later that
made with students who require
assistance with the material. evaluates the students knowledge (see below).
Lesson Description Learn Types of Planning Resour
Number ing Assessment for ces
, Name, Outco Diversity and
and mes Materi
Date als
Lesson Overview: The lesson will begin with a 1.1.1 Formative: One Resour
#1 review of what the students have done in The students will student ces:
January the past and will be used as a pre- be formatively who Alberta
9 assessment to help adjust the flow and assessed on their requires Program
assignment of
What is direction for the rest of the unit. The ability to recall
s to be Studies.
an teacher will begin with a discussion of their prior printed on Everythi
individ what an individual is and how individuals knowledge and colour ng for
ual? have rights to express their selves in apply it to the paper for Early
whatever way they would like. The discussion on visual Learning
teacher will provide a clear definition and individuality and purposes. (Grades
provide examples of their own on the activities that take Other 1-2)
board. The teacher examples will also place in the class. accommod Power
present an opportunity for the teacher to Summative: ations will Point
present small bits of information on their The summative be made Present
selves. The class will discuss what makes assessment will with ation
students
someone unique, or what they feel are take place
who
their favorites. Following, the students throughout the unit require
will then pick one aspect that they feel and recorded in the assistance
makes them unique or is their favorite rubric and table with the
and fine one person in the class that is provided. material.
similar. The rest of the class will be used
to discuss the aspects that make the
students unique.
Lesson Overview: 1.1.2 Formative: One Alberta
#2 The class will begin with a discussion on The students will student Program
January how individuals with common traits form be formatively who of
11 a group. The students will recall the assessed on their requires Studies.
assignment Everythi
What is activity from the prior class and connect ability to recall
s to be ng for
a the common interests in the class and their prior printed on
Group? how they form groups. The teacher will knowledge and Early
colour Learning
then present the PowerPoint that will apply it to the paper for (Grades
 include small personal group associations discussion on visual 1-2)
that will act as a guideline for the individuality and purposes.
students, and also introduce more activities that take Other
information about the teacher to the place in the class. accommod
ations will
students. The class will discuss the In addition, the
be made
aspects that the individuals contribute to teacher will record with
the groups and how individual any formative students
characteristics can contribute to the assessment notes who
group, despite the fact that the group that take place require
shares a common interest or trait. Within during their assistance
the table groups the students will discuss circulation and with the
one trait in which they all share and see discussions. material.
what type of groups they can form. The Summative:
teacher will circulate during this time and The summative
discuss with the table groups the different assessment will
ways in which they may conform to the take place
group, as well as taking the time to throughout the unit
formatively assess the students and recorded in the
knowledge on individuality. rubric and table
provided.
Lesson Overview: 1.1.2 Formative: One Alberta
#3 The class will begin with a discussion on 1.1.3 The students will student Program
January what the students think a community is be formatively who of
16 and what makes a community. The class assessed requires Studies.
assignment Everythi
What is will go into the creation on a unanimous throughout the
s to be ng for
a definition and different associated words discussions as the printed on
Commu that will be recorded for further use by students apply Early
colour Learning
nity? the students as the discussions progress their prior paper for (Grades
later in the unit. The class will reflect on knowledge. The visual 1-2)
how individuals fit into a group, and then teacher will apply purposes.
how different groups make up a feedback as Other
community. The teacher will present how necessary and accommod
the different individual characteristics are assist where ations will
important to adding a sense of necessary. be made
uniqueness into the community. The Summative: with
students
teacher will present their personal The summative
who
communities that they are associated assessment will require
with for the students to use as a guideline take place assistance
and to become more familiar with the throughout the unit with the
new teacher. The students will reflect and recorded in the material.
 upon different communities that they rubric and table
belong to and how they take a large part provided.
into their daily lives, perhaps even take a
large part of their identity.

Lesson Overview: 1.1.1 Formative: One Alberta

#4 This lesson will begin with a review of 1.1.2 The formative student Program
January each of the 3 categories within society 1.1.3 assessment will who of
18 that they have studied thus far. As a class take place within requires Studies.
assignment Everythi
Drawin examples of individuality, groups, and the body of the
s to be ng for
g the communities will have discussed and lesson as the printed on
Spectru written on the board. The students will students are Early
colour Learning
m then be provided a sheet of long blank working and the paper for (Grades
paper in with will be divided into the 3 teacher is able to visual 1-2)
categories. The students will then draw a circulate. Any purposes.
picture that represents their identity formative Other
within the categories. The teacher will assessment notes accommod
circulate throughout this portion and will be made in the ations will
provide feedback to the students as they assessment table. be made
work on their drawings. The feedback Summative: with
students
from the teacher will focus on creating The summative
who
students reflection within their different assessment will require
associations and connecting that to the take place assistance
unit material. The drawings will be throughout the unit with the
handed into the teacher for further and recorded in the material.
assessment that is seen in the rubric and table
assessment table provided. provided.
Lesson Overview: 1.1.1 Formative: One Alberta
#5 This lesson will begin with a review of 1.1.2 The formative student Program
January each of the 3 categories within society 1.1.3 assessment who of
23 that they have studied thus far. As a class emphasis will take requires Studies.
assignment Everythi
Role examples of individuality, groups, and place as the
s to be ng for
Play communities will have discussed and students work printed on
Prepar written on the board. The teacher will within their groups. Early
colour Learning
ation discuss how different professions and The teacher will be paper for (Grades
professions within society that the assessing the visual 1-2)
students are exposed to daily fit into students ability to purposes. Card
many different groups and create work within their Other sets
different communities. The students will groups. Any notes accommod
be provided with a set of cards in which will be made in the ations will
they will have to work with their table formative be made
groups to organize the professions and assessment portion with
students
individuals into the different groups and of the assessment
who
community cards that are in the set. The table. require
card sets will circulate from group to Summative: assistance
group. The teacher will take the period of The summative with the
work between sets to provide formative assessment will material.
feedback to the students and insightfully take place
guide them to reflect upon their personal throughout the unit
experiences with each of the categories. and recorded in the
This will continue until the end of the rubric and table
lesson when the materials will be cleaned provided.
up and returned to the teacher.
Lesson Overview: 1.1.1 Formative: One Alberta
#6 This lesson will begin with a review of 1.1.2 The teacher will student Program
January each of the 3 categories within society 1.1.3 formatively assess who of
25 that they have studied thus far. As a class the students requires Studies.
assignment Everythi
Role examples of individuality, groups, and abilities to work
s to be ng for
Play communities will have discussed and with their printed on
written on the board. The teacher will classmates, and Early
colour Learning
remind the students of the activity that use their prior paper for (Grades
took place the day before to help recall knowledge to apply visual 1-2)
any information that may need to be it to the lesson purposes.
reviewed prior to the activity. The activity. Any notes Other
students will be paired up and then will be made in the accommod
provided with a role that represents a formative ations will
person or profession within society (i.e. assessment portion be made
 firefighter). The students will then be of the assessment with
instructed to find another pair and create table. students
a group, and then explain why they make Summative: who
a group. There will be several examples The summative require
assistance
that require different problem solving and assessment will
with the
reflection upon their decisions to form the take place material.
groups. The teacher will take the time to throughout the unit
explain why the specific groups work or and recorded in the
may not work based on the criteria for rubric and table
each category. This will continue until the provided.
end of the lesson, with the students
changing roles frequently.
Lesson Overview: This lesson will be very similar 1.1.1 Formative: One Alberta
#7 to the previous drawing the spectrum 1.1.2 The formative student Program
January activity that took place earlier in the unit. 1.1.3 assessment will who of
30 The lesson will begin with the teacher take place within requires Studies.
assignment Everythi
Drawin explaining the small project that the class the body of the
s to be ng for
g the will be doing over the next few days: The lesson as the printed on
Spectru first part will be the students drawing the students are Early
colour Learning
m 2.0 spectrum (see lesson #4 for description) working and the paper for (Grades
with emphasis being placed on the teacher is able to visual 1-2)
students ability to draw their image circulate. Any purposes.
neatly. The second part will be when the formative Other
students are provided with a controlled assessment notes accommod
amount of plasticine that the students will will be made in the ations will
have to use to create a modelled version assessment table. be made
of one image from each section that they Summative: with
students
had previously drawn. Finally, the The summative
who
students will present their drawings and assessment will require
models to the teacher individually in take place assistance
which the teacher will summatively throughout the unit with the
assess the students ability to represent and recorded in the material.
their knowledge. rubric and table
During this lesson the students will create provided.
their drawings as the teacher circulates to
ensure the students understand the
assignment and provide formative
feedback as the students work.
Lesson Overview: 1.1.1 Formative: One Alberta
#8 This lesson will be the second and third 1.1.2 The formative student Program
Februar portion of the assignment that was 1.1.3 assessment will who of
y1 started earlier. The lesson will begin with take place within requires Studies.
Creatin a quick review by the teacher, followed the body of the assignment Everythi
g the by the work period. The students will be lesson as the s to be ng for
printed on Early
Spectru allowed to work away and the teacher will students are
colour Learning
m 2.0 pull students who are finished to have working and the paper for (Grades
them present their creations. The teacher is able to visual 1-2)
students who are done early can either circulate. Any purposes.
work with the card sets as a group (used formative Other
in prior lessons), or have time to assessment notes accommod
draw/read freely. The students who are will be made in the ations will
not finished will have to present whatever assessment table. be made
they have as their creations in the Summative: with
following class. The teacher will use the The summative students
summative assessment table to make assessment will who
require
remarks and will also provide the take place
assistance
students will formative verbal feedback of throughout the unit with the
their work. and recorded in the material.
rubric and table
provided.

Social Unit Assessment: Community Student Name:___________________

Outcomes: Formative Assessment: Summative Assessment:
1.1.1 - value self and others as unique Score: 1 2 3
individuals in relation to their world: 4
appreciate how belonging to groups
and communities enriches an
individual's identity
appreciate multiple points of view,
languages, cultures and experiences
within their groups and communities
demonstrate respect for their individual
rights and the rights of others
recognize and respect how the needs of
others may be different from their own.

1.1.2 - value the groups and Score: 1 2 3

communities to which they belong: 4
 demonstrate a willingness to share and
cooperate with others
appreciate how their actions might
affect other people and how the actions
of others might affect them
demonstrate a willingness to resolve
issues and/or problems peacefully
assume responsibility for their
individual choices and actions

1.1.3 - examine how they belong and are Score: 1 2 3

connected to their world by exploring 4
and reflecting upon the following
questions for inquiry:
What different types of communities or
groups do you belong to?
What helps us to recognize different
groups or communities
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?