Post on 08-Jun-2018
A Model Unit for Grade 4: Voices and Visions of the North
Canada’s North, Light, Sound
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: Voices and Visions of the North . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment Rubric for Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Preparations for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Inquiry Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Project #1 (Group) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Project #2 (Individual) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
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4 Grade 4: Voices and Visions of the North
© Portage & Main Press, 2013, A Model Unit for Grade 4: Voices and Visions of the North, ISBN: 978-1-55379-386-1
Gra
de 4
Scho
ol Y
ear
Sept
embe
r to
Dec
embe
rTe
rm/U
nit O
neJa
nuar
y to
Mar
chTe
rm/U
nit T
wo
Apr
il to
Jun
eTe
rm/U
nit T
hree
ThEM
ES C
hO
SEN
TO
IN
TEG
RATE
DIS
CIPL
INES
Voic
es a
nd V
isio
ns o
f the
Nor
thM
anito
ba: D
iver
sity
—Pe
ople
and
Pla
ces
Cana
da: R
oots
and
Roc
ks
RATI
ON
ALE
AN
D
CON
NEC
TIO
NS
Light
and
sou
nd d
iffer
in th
e N
orth
. It i
s ei
ther
ligh
t or d
ark
all d
ay fo
r per
iods
of
the
year
. As
wel
l, so
und
carr
ies
diffe
rent
ly
on th
e co
ld tu
ndra
.
The
Inui
t who
live
d in
the
Nor
th u
sed
the
soun
ds o
f dru
mm
ing
and
thro
at s
ingi
ng in
un
ique
way
s.
Expl
orin
g sa
fety
and
fitn
ess
in c
old
clim
ates
is a
nat
ural
tie-
in.
Man
itoba
is a
div
erse
pro
vinc
e—in
bot
h its
cul
ture
s an
d its
eco
logy
.G
eogr
aphy
ties
in n
atur
ally
to ro
cks,
m
iner
als,
and
ero
sion
.
Whi
le e
xplo
ring
mou
ntai
ns a
nd th
e C
anad
ian
Shie
ld, w
e ca
n al
so e
xplo
re
shap
e an
d sp
ace
in m
athe
mat
ics,
and
m
ovem
ent i
n di
ffere
nt te
rrai
ns.
SOCI
AL
STU
DIE
SCa
nada
’s N
orth
Livi
ng in
Man
itoba
his
tory
of M
anito
baG
eogr
aphy
of C
anad
aLi
ving
in C
anad
a
Skill
s, K
now
ledg
e, V
alue
s—A
pplic
atio
ns a
ll ye
ar
SCIE
NCE
Ligh
t
Soun
dh
abita
ts a
nd C
omm
uniti
esRo
cks,
Min
eral
s, a
nd E
rosi
on
Skill
s, K
now
ledg
e, V
alue
s—A
pplic
atio
ns a
ll ye
ar
MAT
hEM
ATIC
S
Num
ber
(incl
. Fra
ctio
ns, D
ecim
als)
Stat
istic
s an
d Pr
obab
ility
(Dat
a A
naly
sis)
Num
ber
(incl
. Fra
ctio
ns, D
ecim
als)
Patte
rns
and
Rela
tions
Num
ber
(incl
. Fra
ctio
ns, D
ecim
als)
Shap
e an
d Sp
ace
Num
ber c
once
pts
and
num
eric
al o
pera
tions
all
year
PhYS
ICA
L A
ND
h
EALT
h E
DU
CATI
ON
Safe
ty, F
itnes
s M
anag
emen
tFi
tnes
s M
anag
emen
tM
ovem
ent
Pers
onal
and
soc
ial m
anag
emen
t all
year
long
LAN
GU
AG
E A
RTS
ACT
IVIT
IES
Inte
grat
ed a
ll ye
ar lo
ng
FIN
E A
RTS
ACT
IVIT
IES
Inte
grat
ed a
ll ye
ar lo
ng
Plan
for
Scho
ol Y
ear
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Grade 4: Voices and Visions of the North 5
© Portage & Main Press, 2013, A Model Unit for Grade 4: Voices and Visions of the North, ISBN: 978-1-55379-386-1
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). 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 three terms in one school year.
In this model unit for the first term in grade 4, teachers will find planners that outline the essential understandings, essential questions, and final project(s) 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 18, 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 25.
As implied by the title, A Model Unit for Grade 4, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second and third terms.
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Grade 4: Voices and Visions of the North 25
© Portage & Main Press, 2013, A Model Unit for Grade 4: Voices and Visions of the North, ISBN: 978-1-55379-386-1
Activity Cards for MI Work Centres
Categorizing Light
Measuring SoundSound Intensity 1Sound Intensity 2
Voices of the North
Music of the North
Poetic Expression
Creating Problems and Authoring Stories
Artistic Expression
Technological Collage
Dark Days
Dioramas
Comparing Environments
Reflections
Cultural Communication
Interpersonal Connections
Progress?
Global Vision
Light Refraction and Snow
Natural Light and Sound
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© Portage & Main Press, 2013, A Model Unit for Grade 4: Voices and Visions of the North, ISBN: 978-1-55379-386-1
VISUA
L- SPATIA
LTechnological Collage
The w
ord “technology” includes more than just com
puters and other electronics. It includes any tool w
e use to help us live or solve problem
s. A pencil is a type of technology because w
e use it to write.
A car is also a type of technology because w
e use it to travel around and to m
ove people and materials.
Create a collage of pictures and w
ords to show the technology that
Inuit developed to help them live in the N
orth.
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© Portage & Main Press, 2013, A Model Unit for Grade 4: Voices and Visions of the North, ISBN: 978-1-55379-386-1
ExISTENTIA
LG
lobal Vision
Think of “com
munities” as “the people.”
Think of “ecosystem
s” as “the environment.”
Why should w
e care about the comm
unities and the ecosystems of the N
orth?
Why should w
e care if icebergs melt, polar bears die, or Inuit
cannot hunt anymore?
Write, draw
, sing, or role play your thinking.
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