“My community, our

World”

Grade One Social Studies


Mini Inquiry Unit Plan
Assignment #4
ED3700

Dana Farrell
001165145
For: Aaron Stout








 Table of Contents

1..............................................................................................................................Title Page

2...............................................................................................................Table of Contents

3.........................................................................................................................Introduction

4…………………………………………………………………………………………...Rationale

6……………………………………………………………………….Special Considerations

10………………………………………………………………….................….Unit Organizer

13……………………………………………………………………………..Lesson Overview

23………………………………………………Performance Assessment Task Detail

25............................................Performance Assessment Task Student Handout

26………………………………………………………………..Formative Assessment #1

27………………………………………………………………..Formative Assessment #2

28…………………………………………………………………Performance Task Rubric

29………………………………………………………………………..Worksheet Activities

33………………………………………………………………………………….Parent Letters

35……………………………………………………………………………...List of Resources

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 Unit Overview

INTRODUCTION

This unit was designed for grade one students to teach the concept of

community, by building upon the concepts of groups, identity, self-esteem and

belonging which they learnt previously in Kindergarten. In this unit about

community, students will explore their communities such as the classroom, school,

family, and greater shared community to understand how their identity, self-esteem

and well-being is enhanced by belonging to a community. To build on what they

know about groups from kindergarten, students will learn that belonging not only

makes us feel welcome and lift our self-esteem, but it also gives us a role to play, in

order to ensure that the community can stay strong over time, for the next

generation. For, through this unit of community, students will learn what it means to

play an active role in their community, by exploring what responsible actions and

choices do to ensure the growth and vitality of our shared community. This concept

of vitality is one that balances future growth and development, with traditions and

history so that everyone can reap the benefits of belonging to that community for

years to come. For, it is these responsibilities that protect, preserve and respect the

rights of community members to live, work, and play peacefully, together, within

their community. For, the ultimate purpose of this unit is for students to value and

celebrate their community, by learning how to make choices that would preserve

the vitality of the community, for all members to benefit, for years to come.

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RATIONALE

This unit is taught to help students continue to build their self-esteem by

continuously developing their identity, and gaining a better understanding of how

they belong in society. It precedes and builds upon the concepts of groups that were

established in Kindergarten, as a means of helping the students gain a strong sense

of identity and belonging within their realms of community. This sense of belonging

is something that carries into grade one where students then explore belonging on

larger scales, within the realms of community that are relevant to the student

beginning first with family, then school, and greater community. These

communities, as students will discover over the course of the year, share many key

features, figures, rights, responsibilities, benefits, artifacts, landmarks, attributes etc.

However, the biggest feature that students will be discover is consistent over all

their realms of community, is that they play an integral role, and this role holds a

certain responsibility and expectations for behavior in order to ensure the vitality of

the community as a whole, for everyone, and for the years to come.

For, the unit serves as an introduction to citizenship education by helping

students discover how they can contribute to their community through age-

appropriate behavior or actions that reflect their community’s values and serve as

preservation of such traditions. Citizenship is therefore integrated into lesson

planning through activities, discussions, or small projects that encourage students

to consider how their actions and words greatly affect their community’s vitality.

This unit is also crucial because it preludes to our next unit of community from the

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critical lens of examining the effect of time in how it has shaped the community. This

will allow for students to continue to develop citizenship and responsibility as they

critically consider and predict the future effects of time on their community, and

take effective action accordingly. So, with these ideas in mind, the next unit, which

centers around communal history and future, will have multiple perspectives of

cultures, families and traditions incorporated into lessons. But, with respect to this

unit which establishes the ground work for community and identity, there are

limited perspectives taken into play for the time being, as students need to fully

grasp the concept of community before considering and adding the factor of

multiple perspectives into play.

Finally, the unit is centralized and encompasses a guiding question for

inquiry; what community do I belong to, and what can I do to help it thrive? This

question was derived from a combination of the general and specific learner

outcomes as prescribed by the Alberta Program of Studies. The questions asks that

students be able to explain what communities they belong to, and use critical

thinking to consider what actions, behaviors, attitudes and words could be used by

the student to help contribute to the vitality and preservation of the community for

all to enjoy in the future. This question was the subject of inquiry for the cumulative

performance task where students are asked to create their own creative community

project by choosing from various choices of medium and method to celebrate and

value their community. This project, along with lesson activities, develop various

skills and dimensions of thinking as students will develop geographic, critical and

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creative thinking with an introduction to decision making and problem solving. The

project also asks that students organize, compare, contrast and sort information

through the various learning activities throughout the unit to answer the inquiry

question in their own way, all with the objective of celebrating the community to

which they belong, to enhance their sense of self, and continue to develop their self-

esteem as young citizens of their community.

SPECIAL CONSIDERATIONS


What knowledge and skills are you assuming are already in place?

In planning and developing this unit, it has been assumed that students have

already learned about groups through the exploration of one’s identity, and the

development of one’s self-esteem in Kindergarten social studies. By stretching the

concept of groups to a larger scale, students will have a greater sense of self in

relation to the world around them. Furthermore, they will explore the concept of

community through the lens of responsibility, in that students will learn how to

preserve the vitality of their communities through the exploration of decision-

making processes, caring for the environment and social behaviors to ensure

peaceful interactions between all members of the community, so as to protect the

rights of its members. This serves as an introduction to citizenship and civic

responsibility, and is therefore crucial for the student’s learning and well-being.

At what point in the year might the unit be introduced?

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 This unit should be introduced at around the early to mid-point in the year,

before examining the community from a historical point of view in comparing past

and present, and yet after the exploration of family, which is the student’s most

immediate realm of community. In this way, learning is scaffolded to support

student success and engagement, and to promote critical thinking as the realms of

community are explored and developed from September to June beginning first with

their prior understandings of groups, to families, to communities, to ultimately help

the students paint their own picture of the world based on their understandings of

themselves and their connections to the world around them.

Are there family or community issues you are going to have to address? If so, how
would you do this?

With regards to the nature of this unit, I would argue that it would be

relatively unlikely for conflicts or issues to arise given that it is a concept that is

much less controversial than other concepts to be explored later on in the years to

come. However, in examining my lesson sequencing and planning, if I had to imagine

a situation where issues might arise would possibly be on our trip to a rural

community, such as Picture Butte, which is the projected destination to visit on a

field trip to compare urban and rural communities and further solidify the student’s

understandings of community characteristics that remain constant between the two.

I would be sure to find a local community member to plan the trip itinerary with,

and be fully informed and prepared to best prepare myself to guide student’s

exploration and discovery. Aside from this, I would take all necessary precautions in

preparing parents and informing them of our studies, so as to invite them to take

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part in the learning experience by engaging in family discussions to share personal

connections or stories with regards to their associations to their community, or

even simply to establish open lines of communication between myself and the

parents throughout the unit if concerns were ever to arise.

How might I integrate other subject areas?

For the performance task, students have been given choice in how they so

choose to present and demonstrate their understandings of their community so as

to promote and provide creative outlets that would cater to both their needs and

interests as individual students. Furthermore, I thought that this would allow them

an opportunity to meaningfully connect with course content, so as to promote

responsible, active, and engaged citizenship. Such options included music, art,

math/geography, technology, construction, etc. Aside from the performance task, I

have strived to provide overlap between subject areas such as physical activity

through two community walks. Furthermore, I have integrated literacy into my

lessons through literature that develops or illustrates the core concepts of this unit

such as cooperation, responsibility and, of course community. I have also provided

opportunities for students to develop technological skills through exploration and

discovery on Google maps and other similar applications and programs to develop

their visual perceptions of community. Other possibilities that I had not planned for

in this unit but that certainly could be adapted is to use community landmarks, logos

and other artifacts for patterning or for counting numbers 1-10, which are the core

concepts for mathematics in grade one. Another possibility would be to experiment

with color in developing or choosing a color for a possible community flag or shield,
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which correlates to the scientific study of color in grade one. Or for the scientific

study of construction and simple building, students could recreate landmarks or

construct dioramas of their present community or an utopian community.

Are there current event links in the unit?

I would argue that there are current event links in the unit for as the students

explore their community through means of artifacts, events, traditions etc., they

might come across relevant events that are to take place presently or in the near

future, for them or their families to engage with. Plus, when we have a guest

speaker, the mayor of Lethbridge, to come to our class, it would be assumed that in

discussing and explaining our decisions are made within and for a group, that

examples would be used in the form of current events, topics, or issues that are

relevant to the students’ immediate community. Aside from this, the exploration of

current events would be much more heavily worked into daily lessons in the next

unit to come, which explores community from the critical lens of comparing past

and present, to imagine the future. So, my inclusion of community events was done

so concisely and with care, so as to promote clear understanding of the grand

concept of community in preparation for more critical exploration of the concept in

the consequent unit of community where students will be asked to deduct

information, compare, contrast, and make conclusions from current and historical

events with regards to their community.

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 Unit Organizer

Grade level: Grade One
Subject: Social Studies
Unit: My community, our world
Projected dates: ~October 1st-20th

Critical inquiry question:

What community do I belong to, and what can I do to help it thrive?

General learning outcome:

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.

Guiding questions for the unit:

• What communities do I belong to?
• How can I recognize communities? / What are the characteristics of a
community? What does a community look/feel/sound like?
• Why are the landmarks and logos of my community important?
• What do other communities look like? (rural V.S. urban)
• Where is my community in relation to the world?
• How does belonging to a community enhance my self-esteem and identity?
• How should members of a community work and play with each other to
ensure peaceful interactions?
• What are my rights and responsibilities as a community member?
• How do people make decisions in a community?
• How do my good choices (actions) help the vitality of my community?
• What is the benefit of caring for the environment of my community?

Key concepts:

• Community
• Responsibility
• Vitality
• Traditions
• Role

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 • Cooperation

Specific learning outcomes:

Attitudes and Values

Students will:
1.1.1 : value self and others as unique individuals in relation to their world:
• appreciate how belonging to groups and communities enriches an
individual’s identity
• demonstrate respect for their individual rights and the rights of
others
1.1.2 : value the groups and communities to which they belong:
• 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



Knowledge and Understanding

Students will:
1.1.3 : examine how they belong and are connected to their world by exploring
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 (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?
1.1.4 : determine what makes their communities thrive by exploring and
reflecting upon the following questions for inquiry:
• 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?

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 • How does caring for the natural environment contribute to the well
being of our community?
1.1.5 : distinguish geographic features in their own community from other
communities by exploring and reflecting upon the following questions for
inquiry:
• 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?




Skills and Processes

Students will:
1.S.1 develop skills of critical thinking and creative thinking:
• examine ideas and information from varied sources
• choose and justify a course of action. Compare and contrast
information from similar types of electronic sources

1.S.3 develop skills of geographic thinking:
• use a simple map to locate specific areas within the school and
community
• understand that globes and maps are visual representations of the
world

1.S.5 demonstrate skills of cooperation, conflict resolution and consensus
building:
• consider the ideas and suggestions of others
• work and play in harmony with others to create a safe and caring
environment
• demonstrate a willingness to share space and resources

1.S.6 develop age-appropriate behaviour for social involvement as
responsible citizens contributing to their community, such as:
• behaviour in accordance with classroom, school and community expectations


1.S.8 demonstrate skills of oral, written and visual literacy:
• interact with others in a socially appropriate manner
• respond appropriately, verbally and in written forms, using language
respectful of human diversity
• listen to others in order to understand their point of view. Create visual
images using paint and draw programs.

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 Lesson Overview

Lesson 1 – What is a community?
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources

1.1.3. Examine how they belong 40 mins 1. Students will gather on the “My FOR
and are connected to their world carpet surrounding me in Neighborhoo learning:
the reader’s chair. The
by exploring and reflecting upon teacher will inform the
d”
the following questions for students that we will be written by Lisa - Observe and
inquiry: beginning a new unit in Bullard monitor
Social Studies, and that we (2003) behavior,
• What different types of will be reading two stories engagement,
that will give students hints
communities or groups do you and clues at our new unit of
(available upon and student
belong to? study. request from the contributions
• In what ways do we belong to Remind the students to keep school or local during the
their guesses quietly in their libraries.) class
more than one at one time?
head until it is time to guess!
• What helps us to recognize brainstorm
“Freedom
different groups or 2. Read-aloud by teacher : “My
session.
Journals”
communities? Neighborhood” Students (Freedom journals
will use their reading are but blank - Teacher will
Ø Students will be able to strategies and decipher cahiers with lined circulate to
information from the text paper that we use assess for
identify communities and and from our reading in my class, in all understandin
groups that they belong to. response discussion to subject areas, to
conclude that our new unit g through
develop free-write
Ø Students will understand is: community. skills and observation
that they can belong to more (Through the story, students will be
uninhibited during
introduced to the notion of
than one group or community to help them notice
thought “freedom
development. They journal” time.
community simultaneously. characteristics of community, and
are not organized
compare those to their own
community to develop the concept.) allowing students
Ø Students will be able to to organize them - Teacher can
identify basic characteristics 3. Move to the whiteboard: and fill their pages intervene
of communities. the students will engage however they so through
in a class brainSTORM! to choose. They are a individual
form of formative
develop their initial conferences
assessment if I
thoughts, perceptions want to check-in during
and experiences with and see what journal time
community, as they know students are to zero-in on
it, so far. thinking about we any students
(BrainSTORM! is used on a weekly have been
basis in my class. It involves the who made
learning.)
students throwing their ideas at me =reflective need further
as I record them vigorously on the assistance.
board. This triggers excitement and
thought process
encourages uninhibited development
of ideas and thoughts. As examples - Teacher will
and non-examples are made known, inform future
I will guide discussion and prompt

13

 students to consider the best lesson
attributes and characteristics of
communities and groups. =Concept planning and
recognition sequencing
for the unit
4. To conclude our based on the
introduction to formative
community, students will observations
break out to their tables
made in this
and work collaboratively,
but produce their own
introductory
individual work in their lesson.
“freedom journals”
where, on a new page,
they will throw down
ideas, experiences and
thoughts in the form of
pictures or words to
answer our journal
question written on the
board: what is
community?


Lesson 2 – Our community!
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources
1.1.3. Examine how they belong
and are connected to their world 60 mins 1. Students will gather at our “On the town: FOR
by exploring and reflecting upon reader’s carpet, and listen to a community learning:
the following questions for a read-aloud by the teacher adventure”
of the book “On the town: a
inquiry: written by Teacher will
community adventure”.

Judith Caseley monitor
• What helps us to recognize It is a story where the main (2002) student
different groups or communities character takes a tour through responses in
(e.g., landmarks, symbols, his own community, and our
colours, logos, clothing)? hilariously points out and Disposable discussion
identifies key features and
• How does caring for the natural cameras throughout
characteristics of his community,
environment contribute to the that the students will notice 1x2students= the
well being of our community? directly translate to their 12 cameras. community to
community. The students walk, to
have used check for
1.1.5 distinguish geographic
2. Students will then respond disposable understandin
features in their own community
to the text with brief cameras before g.
from other communities by commentary, then, the in Art class, so
exploring and reflecting upon the teacher will inform them that they are familiar

following questions for inquiry: we will be taking a tour with how to
Upon the
through our own community wind and shoot. occasion
• What are some familiar to see what similarities and where

14

 landmarks and places in my differences we can find! Parent students
community? Volunteers might
• Why are these landmarks and 3. One-at-a-time, ask 2-3 to help provide false
places significant features of the students to describe what patrol our answers, the
behavior we should be using
community? community teacher will
on the walk. Remind them
that this is a special privilege
walk. guide the
Ø Students will be able to to do this walk! As they students to
recognize important community answer, they will be asked to find the right
landmarks and explain their go get their outerwear on, answer as a
significance. with the assistance of our learning
Ø Students will begin developing parent volunteers. opportunity.
the value of caring for the
natural environment in one’s 3. Waiting in line against the For example: if
community to contribute to its wall, I will quietly hand out you think this
vitality. disposable cameras to pairs mailbox is a
of students. Students will significant

then exit the school quietly, landmark for
holding hands with their the community,
partner, and we will stroll how do you
through our immediate know this?
community, stopping upon What makes it
occasion to engage in so important?
discussion, or prompt
students to notice a feature if
they had not initially noticed
it.

4. Return to class, collect
cameras for development,
remove outerwear, allow for
bathroom break at this time
before beginning the next
lesson (Math).

Lesson 3 – What benefits do we gain from belonging to our community?
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources
1.1.3. Examine how they belong
and are connected to their world 60 mins 1. Students will gather on the Worksheet: FOR and OF
by exploring and reflecting upon carpet at our mini- “I am LUCKY to learning:
the following questions for whiteboard. (Short enough live inmy
inquiry: for the students to interact community…” The teacher
with)
will assess

• In what ways do we benefit Writing and the student’s
2. Our developed photos in
from belonging to groups and magnetic inserts posted and drawing productions
communities? scrambled on the board – utensils and ability to
students will wonder what choose and

15

1.S.1 Develop skills of critical we are going to do with Pictures justify a
thinking and creative thinking: them. I will begin the developed benefit of
discussion by asking (from our belonging to
• Choose and justify a course of students community their
“how do we benefit from the walk)
action. Compare and contrast community.
community? What does it
information from similar types provide for us? What do we
of electronic sources. Magnetic
gain from belonging to it?”
plastic photo

inserts
3. Students will raise their
1.S.3 develop skills of geographic (available at
hands and provide answers,
dollar store)
thinking: and can serve from the

pictures on the board to
Google Maps
• use a simple map to locate prompt them to think of
capability. (pre-
specific areas within the school services, experiences,
loaded)
sentiments or other
and community
emotions. I will record the
• understand that globes and results on an anchor chart
SmartBoard
maps are visual representations access.
that we are actively building
of the world together as a visual reference
for students to use for the
remainder of the unit.
Ø Students will compare and
contrast their developed 4. Students will then break
photographs to develop their out to work on their
concept of community and worksheet activity using
identify characteristics and pictures or words to express
their understanding of the
features.
benefits of belonging to their
Ø Students will choose and justify community. Individual work,
the best benefit of living in their but talking is permitted.
community from this activity in
written form. 5. When finished, students
Ø Students will be able to name will submit their work and
and explain benefits of living in rejoin in front of our
their community. smartboard with a book
Ø Students will understand where silently waiting for their
their community is located on a peers to finish.
large scale map or visual
6. To conclude the activity,
geographic program (Google
we will be using Google Maps
Maps) as a class to interactively
Ø (Time permitting) Students will locate and explore our
be able to locate specific community. We will engage
landmarks or locations within in discussion and response,
the community on a map. and the students will have a
turn to interact with the map
on the smartboard. I will
encourage them to go home
and try and find Lethbridge

16

 on a map or globe at home!
Or challenge their parents,
brothers and sisters to the
test!

*Time permitting: I could list
landmarks or special places in
the community for students to
find together as a class using the
program. Like a scavenger hunt!
Lesson 4 – What do other communities look like? How are they the same/different?
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources

1.1.5 distinguish geographic 1h30mins 1. The students, parent A Picture Butte FOR learning:
features in their own community volunteers, and teacher will local affiliate
from other communities by take park in a field trip by to serve as our -I will use the
school bus to Picture Butte, a
exploring and reflecting upon the guide: my dear results of the
rural community 20 minutes friend and
following questions for inquiry: outside of Lethbridge,
students’
teaching colleague scavenger
Alberta. Mrs. G. would
• What are some differences serve as an
hunt sheets
between rural and urban 2. Upon arrival, we will begin excellent to check for
communities? a brief walking tour of the candidate. Or, understandin
community, guided by myself perhaps the school g and plan
and a local affiliate. The principal or vice future
Ø Students will be able to compare
objective of the tour is for principal.
and contrast features of their lessons if
students to be able to
own community (urban) with further
experience, first hand, the Parent
that of a rural community teaching or
similarities and differences volunteers
(Picture Butte). (2-3)
intervention
between rural and urban
communities. The affiliate is needed.
would be available to answer Clipboards
any student questions, and I (enough for each -Oral
will help prompt and guide student) discussions
discussion efficiently. throughout
Pencils the fieldtrip
3. As we go on the tour,
students will have a small School Bus
scavenger hunt worksheet to Rental
work through and guide
their attention to help

distinguish similar and
contrasting features of the
two communities. (The
students will have a pencil
and clipboard).

4. Return to bus, thank
tourguide, and return to

17

 school. Hand-in scavenger
hunt sheets.

Lesson 5 – What are the rules and rights of members in my community? What can I do to help my
community thrive?
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources

1.1.4 determine what makes 60 mins 1. Students will gather on the Materials for FOR and OF
their communities thrive by carpet, after returning from badge learning:
exploring and reflecting upon the recess, to notice that our designing:
classroom rules and school Oral
following questions for inquiry: -popsicle
statement charts have been discussion:
• In what ways do people sticks – can students
covered up (they have been
cooperate in order to live displayed in the classroom
-buttons identify the
together peacefully? since September.) -glitter rights and
• In what ways do people help -feathers responsibilities
one another at home, at school 2. I will challenge the -felt of students at
and in groups to ensure the students to re-write our etc. our school?
vitality of their community? classroom rules in their own
language together as a group. Parent Badge
1.1.3 examine how they belong The answers will be volunteer(s) Blueprint:
and are connected to their world recorded on an anchor chart. (1-2) -can students
Then, reveal the actual rules -not name a way
by exploring and reflecting upon
chart and compare their
the following questions for mandatory for that they can
answers. Was there anything help their
inquiry: this lesson
that was missed? Why are community’s
• What are our responsibilities these rules important?
and rights at home, at school, in Badge cut-out vitality?
groups and in communities? 3. Now, think about our templates for
community, do any of these students to
Ø Students will compare rights rules apply outside of follow if
and rules of the student to that school? Share some of the needed.
of the community to understand rules you have at home. How
what it takes for community can we behave to be the best Anchor chart
community members that we
members to cooperate and live,
can be?
work and play together Markers

peacefully.
4. Introduce the term vitality:
Ø Students will explain how they “helping the community be Badge
can help the maintain the the best that it can be, for blueprint
vitality of their community. everyone, for now and worksheet
forever.” Get the students to
think about how they could
be great leaders for their
community. What would that
look like? Sound like?

5. Badge design: Students

18

 will plan their designs for a
badge for the “best
community members” using
a badge blueprint worksheet
that will ask them to name
one way that they can be a
leader in their community to
help it thrive. Then, after
handing in, students will be
free to build and create their
badge that can be worn for
the rest of the day if they
want. Students will have a
choice of materials and
mediums in their creation,
with materials set up as
stations at the students’
tables. (Parent volunteers)

Lesson 6 – How are decisions made in my community?
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources

1.1.4 determine what makes 45 mins 1. Students will gather Comic strip OF learning:
their communities thrive by around the board where we activity: “how
exploring and reflecting upon the will have a guest speaker to are decisions Comic Strip
following questions for inquiry: discuss and consider the made in my activity:
(simplified) decision making
• How do groups make community?” -can students
process in a community.
decisions?
explain how
• In what ways do people help 2. Students will be prompted Guest decisions are
one another at home, at to consider a problem that speaker: made in their
school and in groups to they have encountered in the Mr. Spearman, community?
ensure the vitality of their past on the playground, or our
community? “what did you do to solve the Principal Mr.
problem? What could have Stout
been done?”

1.S.4 demonstrate skills of
3. Students will thank our
decision making and problem guest speaker, and break out
solving: to begin our activity: create-
• collaborate with others to your-own comic strip. The
devise strategies for decision comic has three boxes, each
making and problem solving depicting how decisions or
problems are solved in the
• apply ideas and strategies to three realms of a student’s
contribute to decision community: school, family,
making and problem solving community. Students will use
both pictures and words to

19

Ø Students will be able to explain demonstrate their
are decisions are made in the understanding. Music will be
realms of their community. played, and talking between
Ø Students will solve scenario peers is allowed, but each
student must create their
problem situations using their
own work to be handed in.
and their peers’ ideas.

Lesson 7 – Project introduction and work time
Outcomes and Objectives Length Lesson Procedure Materials and Assessment
of Resources
Lesson

1.S.6 develop age-appropriate 40 mins 1. Teacher will gather the Project AS learning:
behaviour for social involvement class to explain that to end description -students will
as responsible citizens our study of community, hand-out use this time
contributing to their community, we will be hosting a and our
such as: community day Project individual
celebration and inviting materials conferences
• behaviour in accordance with our families, principal, etc. -posterboard to determine
classroom, school and community to attend. -clay if they are on
expectations -cardboard the right
2. Highlight that the -iPads track, and
*See performance task detail purpose of the day is to -Lego identify areas
sheet for a comprehensive list of celebrate our community, of weakness
the outcomes and objectives and to share our if those exist.
achieved through the production community projects,
of this project. which is what we will be OF learning:
working on for the next 3 -the
periods! performance
task itself is a
3. Inform students of the summative
project details, and explain assessment,
the choices that they will culminating
have to choose from. our learning
and
4. Students must choose exploration of
their project by the end of community
this period and check with through this
me before beginning unit.
working! (Individual
conferencing, guides the
project process, and
allows me to intervene if
there are gaps or lack of
clarity.

20

Lesson 8 – Project check-in, and work time
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources

1.S.8 demonstrate skills of oral, 40 mins 1. Students will gather at “Work-in- AS learning:
written and visual literacy: the carpet where we host progress” -this self-
a “work-in-progress” anchor chart assessment
• interact with others in a socially session. It is a formative (displayed to allows students
appropriate manner assessment where remind students the opportunity
• respond appropriately, verbally students can share their of the expected to check-in
behaviour and with
and in written forms, using projects at whatever stage
language.) themselves and
language respectful of human they are at to take their peers to
diversity suggestions and
Project inform
• listen to others in order to comments from their themselves
understand their point of view peers. It is a form of self- materials
whether or not
assessment for all parties -posterboard they are on the
involved. See Formative -clay right track.

Assessment #1 to read the -cardboard
1.S.5 demonstrate skills of
full description of this -iPads -it helps them
cooperation, conflict resolution
activity. -Lego identify areas
and consensus building:
for
• consider the ideas and improvement
suggestions of others 2. Students will then
or clarification
break-out to continue of
their work time. This can understanding
Ø Students will consider the be collaborative, but all from the
suggestions and ideas of their students will produce teacher.
peers to improve their projects. their own work. Music will
Ø Students will use positive, be played to promote
supportive, and productive creativity and set the stage
language. and tone for the work
period.

Lesson 9 – Project check-in, and work time
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources

1.S.8 demonstrate skills of oral, 45 mins 1. Repeat “Formative Decorations AS learning:
written and visual literacy: assessment #1” process to for community - Formative
ensure all students have day assessments
• interact with others in a socially the chance to engage in -balloons #1 and #2
appropriate manner this process. -streamers are forms of
• respond appropriately, verbally -“Welcome” self-
and in written forms, using 2. Final period for work- poster etc. assessment
language respectful of human time! for students.
diversity Checkstop

21

• listen to others in order to 3. When students are checklist
understand their point of view done, have them come handouts OF learning:
collect a check-stop (Formative -the projects
checklist and fill it out to Assessment serve as a
1.S.5 demonstrate skills of ensure completion of the #2) summative
cooperation, conflict resolution project and to identify assessment of
and consensus building: areas for tweaking. See learning
• consider the ideas and “Formative assessment
suggestions of others #2”

4. When students are
Ø Students will consider the done, they can assist in
suggestions and ideas of their decorating the classroom
peers to improve their projects. for community and display
Ø Students will use positive, our projects for
supportive, and productive Community Day
language. tomorrow!

Lesson 10 – Culmination: Community Day!
Outcomes and Objectives Lesson Lesson Procedure Materials and Assessment
Duration Resources

1.S.6 develop age-appropriate 60 mins 1. Parents, community Party supplies: OF learning:
behaviour for social involvement members, administration, -plates -students’
as responsible citizens and kindergartners are -cutlery projects will be
contributing to their community, invited to attend our party -muffins graded after
the party as
such as: celebrating our unique -juices
evidence of
community. -easels to their learning
• behaviour in accordance with display throughout
classroom, school and community 2. Students will display projects this unit.
expectations their projects, and our -tables -the events
guests will engage in -extra chairs that transpire
discussion with the during today’s
*See performance task detail students, ask them celebration are
sheet for a comprehensive list of questions, tell stories, and not taken in
the outcomes and objectives enjoy refreshments. for grades, but
achieved through the production simply used as
a learning,
of this project.
sharing and
bonding
experience.

22

Performance Assessment Task

Special Notes and Inspiration

For the culminating project, or “performance assessment task” for this unit, I
have incorporated two strategies of assessment from previous teacher associates in
my past practicums. The first is the concept of choice in projects, which was used by
my teacher associate, and myself, in the PSII practicum. The second, from Education
2500, is a formative assessment strategy and rubric design that encourages
resiliency in the face of assessment for young students, so as to establish a
classroom environment and culture that welcomes feedback and collaboration
between peers. The ultimate goal and product of such a strategy was students who
were more collaborative, less stressed, and less anxious, which allowed them to
produce their best work, and create a true learning environment in the classroom.
These strategies have been adapted simply from memory and observation, to fit my
“classroom”.

Task Detail and Rationale

Students will be given choice in how they so choose to demonstrate and express
their understandings from this unit. In providing choice of medium and method,
students will feel more motivated, engaged, and creative in performing the task.
Plus, the choice allows them to narrow their focus, all the while feeling a sense of
autonomy and independence in their work, which will feel like a reward, for many
students. However, the limited choices still provide a sense of simplicity and
limitation to the creative aspect of the project, for those students who may feel
overwhelmed by total free reign in a creative project, which can trigger stress or
anxiety for some students. Plus, the choices provide inspiration to those students
who need a little push, or need a starting point to get creative allowing them to
develop and foster their hidden creativity. So, in this way, I have catered to and
considered all types of students, and have even catered to their learning style,
interests, and/or talents by providing mediums that are modality-friendly. This
allows students to produce the highest quality of their work, by giving them an
outlet to demonstrate their understanding in a way that is well within their zone of
proximal development, all the while providing the supports and outlets for them to
go above and beyond their, mine, and the project’s expectations if they so choose.

General learning outcome:
• 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.
Specific learning outcomes:
• 1.1.3.1 What different types of communities or groups do you belong to?

23

 • 1.1.3.2 What helps us to recognize different groups or communities (e.g.,
landmarks, symbols, colours, logos, clothing)?
• 1.1.3.3 In what ways do we benefit from belonging to groups and
communities?
• 1.1.4.4 How do our actions and decisions contribute to the well-being of
groups and communities?
• 1.1.5.1 What are some familiar landmarks and places in my community?
• 1.1.5.2 Why are these landmarks and places significant features of the
community?
• 1.1.4.3 In what ways do people help one another at home, at school and in
groups to ensure the vitality of their community?
• 1.1.4.1 In what ways do people cooperate in order to live together
peacefully?

Related dimensions of thinking:
• Critical and creative thinking
• Geographical thinking

Other benchmark skills developed:
• Age appropriate behavior for social involvement
• Oral, written, and visual literacy

24

 “MY COMMUNITY” Project
Name: ___________

After learning about our AMAZING community, we want to celebrate it and

share our findings with our friends and family! To do so, choose from one of
the project ideas that will help you celebrate your special community. Use
everything that we have learnt so far, your friends, your family, and your
community to help you put this all together! We will share our work with our
classmates, friends and parents on “Community Day”!

Your project should answer these questions using words or pictures:

1. What communities do you belong to?

2. Name, list, or draw a special landmark in your community.
3. What makes this landmark so special and important?
Think: What is its purpose?
Think: How does it make your feel?
4. What is one thing that your community provides for you?
Think: What is something special that you can only get from being a member of this
community?
5. How can we help be great community leaders and members?
Think: What does that look like?
Think: What does that sound like?
6. What is your favorite thing about your community and why?
Think: If you ever left this community, what would you miss most? What does it mean
to you?


Write a Build a diorama Make a pamphlet
community song! of your inviting tourists
community! to come visit your
community!

Write a letter Create a flag Draw a map of

to Mayor for your your community!
Spearman! community!

Color-in which type of project you have chosen to do!

25

Formative Assessment #1

Oral Peer-Assessment – “Work-in-progress”

This formative assessment activity is a strategy that the students are familiar with,
as we have been using across all disciplines since the beginning of the school year.
In this activity, students gather on the carpet before the Social Studies period, with
the lights dimmed. On a volunteer basis, students are given the opportunity to
check-in with themselves, the teacher, and their peers on their individual progress
on project by sharing their “work-in-progress” with the class. The students are not
required to be at any given level in the project process to share.

This allows students to truly engage with the assessment process, for all parties
involved. As an audience member, students can offer suggestions, comments,
critiques, and/or compliments on their peers work, or they can simply observe and
take-in on the experience. But, regardless of what role they play in the activity, all
students are subconsciously or consciously referring to their own work as a
reference point, which allows them to become aware of new ideas, possible tweaks,
or other improvements to arise out of this process. The role of the teacher in this
process is very important, as they are not only formatively assessing at what point
their students are at, but they can also identify students who need interventions, or,
on the other end, who could serve as a leader and student-helper for their peers.
The teacher must also manage and direct the conversation to ensure that all
comments are helpful, productive, and relevant. So, to avoid repetition and/or
surface-level compliments, the students can refer to the anchor charts posted
throughout the class that prompt them to ask good questions, and provide helpful
feedback to their peers.

I have chosen to use this strategy for it encourages resiliency and comfort with the
assessment process, reduces stress and anxiety, and overall, it improves the quality
of student work. For, with the beginning of every work period on the project
(generally 3 or 4 class periods), students are set back on the right track, given new
routes for exploration, reminded of the expectations of the project, or inspired by
others to go above and beyond.

For example:

Not helpful commentary: “Mike, I think my community flag is better because the colours I
chose are better!”

Instead, try: “Mike, your community flag is coming along great! Why did you choose those
colours? I’m curious because they are so unique!”

= The commentary should inspire the students to think reflectively about their
choices and their work.

26

Formative Assessment #2


CHECK, STOP, AND CHECK-IN, before HANDING-IN


_____ I have identified what communities I belong to.
_____ I have named or drawn a special landmark in my community.
_____ I have explained what makes this landmark so important.
_____ I have named one thing that my community provides for me.
_____ I have named and explained how we can help be great community l
leaders and members?
_____ I have explained what is my favorite thing about my community and
why.
_____ I have used pictures and words in my project.
_____ My project has no needs for improvement!
_____ I am proud of my project!
_____ I have attached this checklist to my project!

GREEN MEANS GO! YOU ARE GOOD TO GO!

(This self-assessment checklist is a process used in all subject areas in my
classroom, so it has become apart of the students’ routine, and therefore they are
accustom to its purpose and process. It allows students to be held directly
accountable for the quality of their work, and directly accountable to the SLO’s of
this unit, as they are objectives translated directly from the program of studies, and
from the project description given to them on day one before beginning the project.)

27

 TEACHER EVALUATION

Can the student…did the student…

_____ identify what community they belong to?

_____ name or draw a special landmark in the community?
_____ explain what makes this landmark significant to the community?
_____ name a benefit of belonging to the community?
_____ suggest and explain how proper conduct as the responsible
community member to protect the rights of all members of the
community?
_____ explain what is their favorite thing about their community to show
evidence of the sentiment of belonging?
_____ use both pictures and words in their project?
_____ produce a creative piece of work to demonstrate their learning?



Purple Zone I can understand and can explain the concept of
community so well that I could teach it to a friend. My
4 project included all the requirements. I can clearly
demonstrate and translate my learning in a creative
6-8 checkmarks
way.
Green Zone I can understand and can explain the concept of
community. My project included most of the
requirements. I can somewhat clearly demonstrate
3 and translate my learning in a creative way.
4-6 checkmarks
Yellow Zone I need some help to understand the concept of
community. My project included some of the
requirements. I was somewhat unclear in
2 demonstrating and translating my learning in a
creative way.
2-4 checkmarks
Red Zone I do not understand the concept of community. My
project did not include any of the requirements. I was
unclear in demonstrating my learning in a creative
1 way.
0-2 checkmarks

28

 NAME:___________

I am LUCKY to live in my community because…

IT GIVES ME:

AND THAT MAKES ME FEEL:

29


NAME: ______________________

PICTURE BUTTE SCAVENGER HUNT

ANSWER YES OR NO

1. Does Picture Butte have a post office? ____________________

2. Does Picture Butte have a high school? ___________________

3. Does Picture Butte have farms? ____________________

4. Does Picture Butte have a street named “Main Street”?

____________________

5. Does Picture Butte have a bakery? _____________________

6. Does Picture Butte have a grocery store? ____________________

7. Does Picture Butte have a Wal-Mart? __________________

8. Does Picture Butte have a movie theatre? ___________________

9. Does Picture Butte have a church? ___________________

10. Does Picture Butte have a mayor? ____________________

11. Does Picture Butte have streets with special names?_________________

12. Does Picture Butte have a library? ____________________

13. Does Picture Butte have a hospital? ____________________

14. Does Picture Butte have a veterinary’s office? _________________

15. Does Picture Butte have tall buildings? __________________

30

 BADGE BLUEPRINT: PLANNING MY COMMUNITY MEMBER BADGE
NAME: ______________________

I can be a GREAT community leader by:

31

 name: _ _ _ _ _ _ _ _ _ _ _

MY COMMUNITY COMIC STRIP
Title: how are decisions made in groups?


…IN MY FAMILY?

…AT SCHOOL?

…IN MY CITY?

32

PARENT LETTER: AN INVITATION TO OUR CULMINATING
PRESENTATION DAY

Dear parents, guardians, and community members,


I am writing you to formally invite you to “Community Day”, which will be a
casual gathering of our grade one students, their parents, and community members
in celebration of our diverse, unique, and special community. This celebration will
serve as a culmination of our studies of family and community in Social Studies, and
as an event for students to take part in an organized community event, the first of
many more in their lives.

As a parent, guardian, or valued member of our community, you have been
invited to attend this celebration of learning and of our community, which is a gift
the students have been discovering that they are so very lucky to be apart of. Come
join us as we celebrate each other, and the place that we share to live, learn and play
in. Your presence will surely support the students as they will share their creative
projects that they developed as a product of their understanding of how their
community contributes to their self-esteem and identity.

If you so choose to join us, bring nothing but yourselves, as refreshments will
be provided. However, if you have a special artifact that holds special value to you
and your connection to our community, by all means feel free to share it with us.

Thank you in advance for your attendance, participation, and/or contribution
to our shared community.






Dana Farrell

Ms. Farrell
Grade One Teacher
Stout School of Excellence


Mr. John Smith

Mr. Smith
Principal
Stout School of Excellence

33

Parent Letter
“Introducing the new unit of study: Community”

Dearest parents and/or guardians,

How time flies in our grade one classroom! I am writing to thank you for your
participation in our last Social Studies unit; family. Your contributions not only
impacted your child’s learning, but mine as well, and I thank you for taking the time
to engage with such an important concept.

I am also writing to inform you of our next Social Studies unit; community.
Which, in essence, is family on a larger scale. I will be keeping you informed and
updated as we move through the unit, but for now all I can do is warn you in
advance that after our first day in the new unit, the students will probably head
home buzzing and anxious to explore their neighborhoods and city. To introduce the
unit, I will be reading two stories to the children which will entice them and excite
them for our new topic of study. Furthermore, it will get them to compare their
communities with those of the characters in our stories, to help notice similarities,
differences, and everything in between. If you are looking to continue and carry on
the excitement and exploration at home, perhaps you could accompany your child
on a stroll through their neighborhood, or tell them stories of your familial
connections to the community, or, share old photographs of the neighborhood to see
how things have changed over time. Again, these are merely suggestions, as we will
have A TON of exploring to do in class including some neighborhood walks of our
own, a field trip to Picture Butte, a Polaroid scavenger hunt and even a visit from our
very own mayor, Mr. Spearman! It will be a fun and busy unit, and I look forward to
helping the students make sense of the world around them, all the while learning
more about themselves and others.

Thank you for your continued support of your child’s learning, they greatly
appreciate it, and I do too! Please feel free to contact me if you have any questions or
concerns. Enjoy your weekend!





Dana Farrell

Ms. Farrell
Grade One Teacher
Stout School of Excellence

34

 ANNOTATED LIST OF RESOURCES:

Bullard, Lisa. (2003) My neighbourhood. Minneapolis, MN: Picture Window
Books.

ISBN 1404800476
This book was used as a literacy support to introduce students to the new
topic of study for our next Social Studies; community. The main character,
Libby, explores her community and identifies key characteristics and figures
in her community, which directly translate to our own community. It was
selected for this unit because it elicits excitement and curiosity for students,
and provides foreshadowing for our own community tour that we will be
doing in consecutive lessons.

Caseley, Judith (2002) On the town: a community adventure. New York:
Greenwillow Books.
ISBN 0060295848

This story was read as a literacy support to prelude to a community walk that
we took through our community, just as the main character, Charlie did in his
exploration of his own community. Students will notice and recognize
features of the story on our own walk, which helps them make meaningful,
real-life connections to literature.

Google. (2017). [Lethbridge, Alberta: Google Maps.] Map Data. [online]
Google.ca. Available at:
https://www.google.ca/maps/place/Lethbridge,+AB/@49.6879836,-
112.9861483,11z/data=!3m1!4b1!4m5!3m4!1s0x536e864af15acd23:0x1c5c78e36
295beae!8m2!3d49.69349!4d-112.84184?dcr=0
[Accessed 20 Nov. 2017].

Google Maps serves as a learning activity for students to engage with an
interactive map, as opposed to a globe or paper map. With the added feature
of “street view”, students will be able to perceive their community from a
different perspective, using real images, which is a truly 21st century learning
experience.

Case, R. and Clark, P. (2016). The Anthology of Social Studies. Vancouver,
British Columbia: The Critical Thinking Consortium, pp.80-83.

This text served as informative for how to plan and approach Social Studies
as a discipline, as a whole. Specifically, however, it explicitly prescribes how
teachers should organize and sequence their lessons to build concepts using concept
formation, attainment, and recognition strategies that I adapted and integrated into

35

my lessons. It also helped me organize my sequencing to scaffold these strategies in
a way that allowed for authentic concept development.


Projected guest speakers:

Mr. Mayor Spearman (of Lethbridge, Alberta)
Mayor Spearman would serve not only as a community figure but leader for
the students which would correlate to our study of the decision making
process within groups and communities. Furthermore, he could answer
questions and touch on the rights and responsibilities of citizens of
Lethbridge, which is also a learning outcome.

Principal or Assistant Principal
A visit from our school principal or assistant principal would allow for
students to interact with a leader and key figure in another realm of the
students’ community; the school. They could answer questions regarding our
school rules and pledge to help students understand the rights and
responsibilities of students at the school. Plus, they could enlighten us about
the decision making process or problem solving process that arises when a
conflict arises on the playground, for example, to assist the students with
their comic strip “scenario” creations.

Picture Butte Local Affiliate/Tour Guide
Before heading out on our field trip to Picture Butte to compare and contrast
rural and urban communities, I would contact and find a Picture Butte local
who would serve as tour guide and representative who would accompany us
on our community walk and be on-hand to answer student questions and/or
provide personal stories or experiences.

Field Trip: Picture Butte, Alberta
Our trip to Picture Butte, Alberta will allow a unique opportunity for our
students to experience, first-hand, a neighboring community to their own.
Plus, it will allow them to notice similarities and other traits of communities.
However, the ultimate objective of the trip is for students to recognize
differences and similarities between rural and urban communities.

36