Unit Plan: Social Studies

Unit Focus: Belonging in My World

Grade(s):
Where do I belong? Unit Dates: January 10-February 15 Teacher: Miss Agatha Klassen
__1__
How do I know I belong?
Overview:
In this unit, students will be looking at their own identity and the groups or communities that they belong. Starting the unit by looking at each
unique identity of the students. Following with the discussion of what groups and communities are and to which students may belong. They will
look at the different groups and communities and the symbols that represent each community as well as the roles they play within. Ending the
unit with the rights and responsibilities of student within the various groups and communities they belong to.

Rationale:
Throughout the unit, concepts and ideas will be taught using picture books followed with discussion. The reasoning for this is
teaching students about their identity, belonging, groups, and communities through stories. Students can often apply concepts better if
they are taught using a story. Before, during, and after they will be questions and discussion based on the topic and how the picture book
addresses or explains the topic.

For each day, I am planning on addressing different questions that students will be able to answer at the end of the lesson. By doing this, students
are required to think critically about how they belong and what the role of belonging is all about.

As the students are all ELL, they may not have come across any of the terms or concepts and by reading picture books that explain these concepts
they are more likely to understand what is being taught.

Using picture books is a great way to make a cross-curricular connection. It is a great way for students to learn from something they enjoy. They
are more likely to be engaged throughout the lesson.

As Social Studies, is not about being able to read, I decided to create a unit in which students have to contribute in some manner. Groups
discussion will be utilized as an assessment tool, partner shares will also help as some students are not comfortable sharing their ideas with the
class but will talk to a partner.

The Final Performance Task is the creation of a poster and the explanation of why students belong. Student will have multiple creative options to
complete their poster.

For the assessment, I will be analyzing how students respond to questions throughout, ensuring that I have listened to each child. I will also be
using a checklist based on the POS outcomes and how students are understanding the concepts.
Objectives / Learner Outcomes:

GLO: 1.1: Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their sense of belonging in their
world and how active members in a community contribute to the well-being, growth, and vitality of their groups and communities.
SLO: 1.1.3: Students will examine how they belong and are connected to their world by exploring and reflecting upon specific inquiry questions.
SLO: 1.1.1: Value self and others as unique individuals in relation to their world.
SLO:1.S.3: Students will develop skills of geographic thinking.

Key Questions
What is my identity?
What is a community?
How do I belong in my community?
What are my rights and responsibilities within my community?
To which communities do I belong?

Key Teaching and Learning Activities:

 Picture Books

 Discussions

 Activity Pages

Resources: Planning for Diversity: Assessment and Evaluation:

 Many Voices  Using visuals  Anecdotal based on discussion
 My World  Picture books  Checklist from My World resources
 Picture Books  Prompting questions  Final Performance Task- collage
 Group based
 Partner shares
 Planning for Assessment/Evaluation
Day Outcomes Teaching and Learning Activities Resources
Diversity (Formative & Summative)
1.1, 1.1.1 What Makes me unique?  Whoever you  Group discussion  Anecdotal
 Read a Picture book: Whoever you are- Mem Fox  Partner work
1 are
 Discuss about being unique
 Make a poster about yourself
I Belong  Many Voices-  Group discussion  Discussion based
1.1.1  Read poem about belonging “I Belong”  Partner work  Anecdotal
 Read picture book about belonging:  Picture Book-
2 The Patchwork Quilt The
 Discuss what it means to belong and Patchwork
how it feels Quilt
1.1.1 Appreciate Belonging  Many Voices  Group discussion  Discussion based
 Discuss what “role” means  My World  Partner work  Anecdotal
3  Share stories of belonging:  Caribou’s
 Read picture book: Caribou Song Song
1.S.3, 1.1.1 We Belong to different groups and  Many Voices  Group discussion  Discussion based
communities  Franklin’s  Partner work  Anecdotal
 School Neighbourho
4  Community od
 Read Picture Book: Franklin’s
Neighbourhood
How Belonging Helps Us-Applying the  My World  Group discussion  Discussion based
1.1.3 Concept  Under a  Partner work  Anecdotal
5  Discuss the benefits of being in a Prairie Sky
group
 Picture Book: Under a Prairie Sky
6 1.1.3 To Which groups or communities do I  Many Voices  Group discussion  Discussion based
belong?  My World  Partner work  Anecdotal
  Discussion to which groups they  Picture Book:
belong On the Town
 Create a concept map
 Read Picture book about different
groups: On the Town
1.1.3 Work on booklet about groups and  “I Belong in  Group discussion  Discussion based
communities they belong to Groups” Life  Partner work  Anecdotal
7  Providing
of Victoria
exemplar
1.1.1, 1.1.3 How do we recognize different groups and  Many Voices  Group discussion  Discussion based
communities? How can we tell it is a group? posters  Partner work  Anecdotal
8  Symbols of groups and communities  Picture Book:
 Picture Book: The Hockey Sweater The Hockey
Sweater
What are our rights?  Many Voices  Group discussion  Discussion based
9 1.1.3  Brainstorm about rights- web  My World  Partner work  Anecdotal
 Picture Book: Take Turns Penguin  Picture Book:
What are our responsibilities?  Many Voices.  Group discussion  Discussion based
 Inquiry to what student’s Small book  Partner work  Anecdotal
1.1.3 responsibilities are  Picture Book:
10  Picture Book: My Rows and Piles of My Rows and
Coins Piles of Coins
 Creating a T-chart talking about
rights and responsibilities
Final Performance Task  Many Voices  Provide  Have students explain
 Create a poster about all the groups exemplar the groups they belong
11 1.1, 1.1.1, students belong to.  Give multiple to.
1.1.3, 1.S.3 option of doing a
poster