A Model Unit for Grade 10: Sustainability and the Environment...A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii)
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A Model Unit for Grade 10: Sustainability and the Environment
Natural Resources, Food from the Land, Geographic Literacy, Ecosystems (including Weather)
Jennifer Katz
ToolS for InSTrUcTIon And rEAdInG ASSESSMEnT
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© 2013 by Jennifer Katz
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Contents
Plan for School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Theme: Sustainability and the Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Instructional Planner: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Suggested Materials for Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Plan for Integrating Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assessment Rubric for Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Inquiry Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project: Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project: Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project: Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project: Part 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project: Part 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
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4 Grade 10: Sustainability and the Environment
© Portage & Main Press, 2013, A Model Unit for Grade 10: Sustainability and the Environment, ISBN: 978-1-55379-388-5
Gra
de 1
0
Scho
ol Y
ear
Sept
embe
r to
Jan
uary
Sem
este
r/U
nit O
neFe
brua
ry to
Jun
eSe
mes
ter/
Uni
t Tw
o
ThEM
ES C
hO
SEn
TO
In
TEG
RATE
dIS
CIPL
InES
Sust
aina
bilit
y an
d th
e En
viro
nmen
tIn
Mot
ion
RATI
On
ALE
A
nd
CO
nn
ECTI
On
S
Geo
grap
hic
liter
acy
allo
ws
us to
exp
lore
eco
syste
ms
arou
nd
the
wor
ld.
Ecos
yste
ms
vary
in th
e na
tura
l and
food
reso
urce
s av
aila
ble.
Mea
sure
men
ts an
d re
latio
ns fi
t nat
ural
ly w
ith c
arto
grap
hy
(esp
ecia
lly p
ropo
rtion
al re
ason
ing,
rela
ting
to s
cale
s on
map
s)
and
ecol
ogic
al a
sses
smen
t.
The
mov
e to
war
d ur
bani
zatio
n co
inci
ded
with
incr
easi
ng
indu
stria
lizat
ion.
The
ir in
terr
elat
ions
hip
has
had
sign
ifica
nt
impa
cts
on h
uman
soc
ietie
s an
d th
e en
viro
nmen
t.
Che
mis
try a
nd p
hysi
cs h
ave
play
ed s
igni
fican
t rol
es in
the
deve
lopm
ent o
f ind
ustri
al p
roce
sses
. In
turn
, liv
ing
in c
ities
ha
s af
fect
ed p
eopl
e’s
heal
th a
nd p
eopl
e’s
mob
ility
in m
any
diffe
rent
way
s.
Inq
UIR
Y q
UES
TIO
nW
hat c
hoic
es d
o hu
man
s m
ake
betw
een
ex
ploi
tatio
n an
d ha
rmon
y?H
ave
we
“mov
ed fo
rwar
d”?
SOCI
AL
STU
dIE
Sn
atur
al R
esou
rces
/Foo
d fr
om th
e La
nd/G
eogr
aphi
c Li
tera
cyIn
dust
ry a
nd T
rade
/Urb
an P
lace
s
Skill
s, K
now
ledg
e, V
alue
s —
App
licat
ions
all
year
SCIE
nCE
Ecos
yste
ms,
incl
udin
g W
eath
erCh
emis
try/
In M
otio
n
Skill
s, K
now
ledg
e, V
alue
s —
App
licat
ions
all
year
MAT
hEM
ATIC
SM
easu
rem
ent/
Rela
tions
and
Fun
ctio
nsA
lgeb
ra/n
umbe
r
Num
ber c
once
pts
and
num
eric
al o
pera
tions
all
year
PhYS
ICA
L A
nd
hEA
LTh
Ed
UCA
TIO
n
Safe
ty/F
itnes
sH
ealth
y Lif
esty
le/M
ovem
ent
Pers
onal
and
soc
ial m
anag
emen
t all
year
long
Plan
for
Scho
ol Y
ear
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Grade 10: Sustainability and the Environment 5
© Portage & Main Press, 2013, A Model Unit for Grade 10: Sustainability and the Environment, ISBN: 978-1-55379-388-5
Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools:
1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii) a full set of activities drawing on the concept of multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.
2. A Reading Assessment Program Guide, also in two parts: (i) the guide with templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for assessment throughout the school year.
In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units for a full academic year. I also included an overview of “how-to” procedures. In this book, I include a working plan for the school year (see chart, opposite page). The plan integrates major themes from Manitoba’s curricula into manageable units of study that correspond to two semesters in one school year.
In this model unit for the first semester of grade 10, teachers will find planners that outline the essential understandings, essential questions, and final inquiry projects for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.
Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means students can provide supporting detail. Explain, assess, and analyze require students to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, place a value on the analysis. For young children, this might simply mean explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students may tell us how their families’ cultures have aspects that the students like and enjoy because they are their favourite ___. These same students may tell us aspects that make them feel ___. These students are meeting the criterion for “Evaluates how his or her family’s culture influences who he or she is.”
The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on page 17, are chosen to inspire diverse students and accommodate their individual learning styles. The MI activity cards that flesh out the topics for such centre-based activities follow the list on page 23.
As implied by the title, A Model Unit for Grade 10, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also to apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second semester.
TtD: pp. 74–85
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6 Grade 10: Sustainability and the Environment
© Portage & Main Press, 2013, A Model Unit for Grade 10: Sustainability and the Environment, ISBN: 978-1-55379-388-5
Throughout this model unit, you will see the acronym TtD with page numbers from Teaching to Diversity. Refer to these pages to find fuller explanations, descriptions, or examples of strategies and procedures.
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Grade 10: Sustainability and the Environment 23
© Portage & Main Press, 2013, A Model Unit for Grade 10: Sustainability and the Environment, ISBN: 978-1-55379-388-5
Activity Cards for MI Work Centres
Mathematical Relationships
Communicating numerically
Symphonic Interdependence
Biotic Rap
Poetic Expression
Media Bias
Artistic Expression
Geographical Visuals
Kinesthetic Expression 1
Kinesthetic Expression 2
Reflections
Intercultural Exchange
Interpersonal Connections
Aboriginal Perspectives
Global Vision
Valuing Geography
Scientific Assessment
Ecosystems and daily Life
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© Portage & Main Press, 2013, A Model Unit for Grade 10: Sustainability and the Environment, ISBN: 978-1-55379-388-5
LOG
ICA
L- M
ATH
EMAT
ICA
LM
athe
mat
ical
Rel
atio
nshi
ps
1.
The
tab
le b
elow
pro
vide
s da
ta o
n th
ree
sele
cted
cat
egor
ies
of p
lant
an
d an
imal
life
for
195
0 an
d 20
10.
The
bot
tom
row
sho
ws
the
tem
pera
ture
of
the
wat
er in
whi
ch
the
biot
ic p
opul
atio
ns li
ved.
Dis
cuss
how
to
repr
esen
t, in
mat
hem
atic
al t
erm
s, t
he r
elat
ions
hips
am
ong
th
e lif
e fo
rms
in e
ach
of t
he y
ears
, the
n be
twee
n th
e sp
an o
f ye
ars.
Cre
ate
thre
e di
ffer
ent
mat
hem
atic
al r
epre
sent
atio
ns o
f th
ese
rela
tion
ship
s.
2.
Exp
lore
the
rel
atio
nshi
ps b
etw
een
the
life
form
s an
d th
e w
ater
tem
pera
ture
in
eac
h of
the
yea
rs, t
hen
betw
een
the
span
of
year
s.
Show
how
the
se r
elat
ions
hips
cou
ld b
e re
pres
ente
d.
Life
For
m19
5020
10
Popu
latio
n of
gre
at
whi
te s
hark
s10
,000
600–
1,40
0
Popu
latio
n of
fish
with
in
shar
k ra
nge
(per
sha
rk)
8,00
012
,000
Plan
t par
ts pe
r mL
of
oce
an w
ater
5635
Wat
er te
mpe
ratu
re17
.8 °
C19
.0 °
C
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© Portage & Main Press, 2013, A Model Unit for Grade 10: Sustainability and the Environment, ISBN: 978-1-55379-388-5
VERBAL-
LING
uISTIC
Media Bias
The journalistic m
edia say that the information they
present is balanced and impartial.
Search different journalistic media, scanning articles and im
ages, to select m
aterial that you think represents stereotyping, racism,
or other forms of bias —
in relation to ecosystems or the environm
ent.
Using your selection, describe w
hy you think the author or creator of the piece w
rote or presented it in the format and
in the source where you found it.
How
might the piece m
islead people?
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