BACKWARD DESIGN/DOWNWARD DESIGN CROSS CURICULAR PLANNING MODEL

Subjects /Strands: Social Studies : Heritage & Identity: Our Changing Roles and Responsibilities Grade(s): 1

Dates of possible implementation: ________________________ Culminating task due date: ________________

| |What is important for students to know? What are the enduring understandings? What is the big open question to inform learning and link curricula? (consider |
|A. BIG IDEA FOR THIS UNIT |starting with big ideas in Science or Social Studies) |
| | |
| |BIG IDEAS: A person’s roles, responsibilities, and relationships change over time and in different situations. |
| |Their own roles, responsibilities, and relationships play a role in developing their identity |
| |All people are worthy of respect, regardless of their roles, relationships, and responsibilities. |
| |GUIDING/FRAMING QUESTIONS: |
| |How and why do people’s roles and responsibilities change as they encounter new situations and develop relationships with different people? |
| |How do people’s various roles and responsibilities help shape who they are? |
| |Why is it important to respect others? How do we show respect for others? |
| CULMINATING TASK |Complete explanation of what students will do/write/say to demonstrate their understanding of the big idea. Will it be individual/group work? How will the task|
|Rich Performance Assessment Task –|be assessed (mode, tool, strategy)? Is it differentiated? What Achievement Chart Categories will be addressed? |
|pg. 69 Drake Text | |
| |For the culminating task the students will be asked to create a personal timeline about important events in their lives and how their roles and responsibilities|
| |have changed over time. Students will construct their timelines based on pictures and small pieces of writing to accompany their timeline. |

|B OVERALL EXPECTATION(S) |What will students learn? Select expectations from each curriculum document (may use more than one subject document) that unit will address. |
| | |
| |A1. Application: describe some of the ways in which people’s roles, relationships, and responsibilities relate to who they are and what their situation is, and |
| |how and why changes in circumstances might affect people’s roles, relationships, and responsibilities as well as their sense of self (FOCUS ON: Continuity and |
| |Change) |
| | |
| |A2. Inquiry: use the social studies inquiry process to investigate some aspects of the interrelationship between their identity/sense of self, their different |
| |roles, relationships, and responsibilities, and various situations in their daily lives (FOCUS ON: Interrelationships) |
|SPECIFIC EXPECATIONS (S) |What specific expectations from the curriculum documents (may use more than one subject) will be addressed throughout the lessons? |
| | |
| |A1.1 describe how and why a person’s roles, relationships, and responsibilities may change in different places or situations and at different times |
| | |
| |A1.2 describe how some significant events in their lives (e.g., the birth of a sibling, starting school, moving to a new home, getting a pet) led to changes in |
| |their roles, relationships, and/or responsibilities |
| | |
| |A1.3 compare some of the significant events in their own lives and/or the lives of their family members with those in the lives of their peers |
| | |
| |A1.4 describe the impact that people can have on each other in some different situations (e.g., when a person helps a child who is lost, when a child bullies |
| |another child, when a teacher helps a student find the answer to a problem, when schoolmates share toys or art supplies) and some of the ways in which |
| |interactions between people can affecta person’s sense of self |
| | |
| |A2.1 formulate questions to guide investigations into some aspects of the interrelationship between events, people, and/or places in their lives and their own |
| |roles, relationships, responsibilities, and identity/sense of self (e.g., brainstorm with their peers to formulate simple questions related to an event that has|
| |affected their self-concept, to changes in their responsibilities since they started school, or to how they behave in different places) |
| | |
| |A2.2 gather and organize information on significant events, people, and/or places in their lives that contribute or have contributed to the development of their|
| |roles, relationships, responsibilities, and identity/sense of self (e.g., a birth or death in the family, their first day at school, a friend getting hurt at |
| |the park, getting lost in a shopping mall, their family’s place of worship), using primary and/or secondary sources that they have located themselves or that |
| |have been provided to them (e.g., photographs, family and other stories, interviews, artefacts, newspapers and magazines) |
|LEARNING GOAL(S) |Clearly identify what students are expected to know & able to do in language they can understand. What is the strategy/task that will provide information for |
| |assessment? |
| |What are the questions that the students will be able to answer at the conclusion of the unit of study? |
| | |
| |At the end of this unit students will be able to answer the question what is a community? What are different roles of people in my community? What are their |
| |responsibilities? |

|C SUCCESS CRITERIA |How will students demonstrate what they will learn? What will successful acquisition of the learning goals look like and sound like? |
| |How will we know they have learned it? How will they demonstrate their learning? |
| | |
| |Students will be able to demonstrate their learning by describing through images (drawn, painted, or a video) a role in the community that they would like |
| |when they grow up or that they relate to. They will be able to discuss the responsibilities someone with this role would have. |
| | |
| | |
|ASSESSMENT TASKS/STRATEGIES |Assessment “of” Learning: What will students say/write/do to demonstrate their learning of the specific expectations at the end of the unit of study? Does it |
| |reflect all or most of the Achievement Categories? Is it “balanced” (say, do, perform)? Know, do, be? |
| | |
| |For the assessment OF learning students can draw, paint, or do their own video with the Ipad to show people in their community that relate to them or a role |
| |they would like in the future. As an expansion students can write a sentence or spoken video about why this role and responsibility is important to the |
| |community. |
| | |
| |Checklist |
|ASSESSMENT TOOLS |Rubric |
|What recording strategies will |Rating Scale |
|teachers use? |Anecdotal Comments |
| |Feedback Form |
| |Self/Peer AaL/AfL |
| |Other |
|POSSIBLE ASSESSMENT STRATEGIES |For / A |
| |Teacher Conference Observation checklist Spot Check Teacher Edit |
| |Exit Card Interview Quiz Checklist |
| |Self Assessment Checklist Performance Checklist Question and Answer Discussion |
| |Concept Attainment, Mind Map, Concept Map Self Assessment Response Form |
| |Select Response Peer Edit Demonstration 3-2-1 |
| |Thumbs Up/Thumbs Down Other |

|D. LESSONS – USING LAKEHEAD TEMPLATE & GUIDELINES |
|Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons flow together and scaffold student learning. What teaching skills/concepts |
|expectations are being introduced for completion of culminating task? Outline or sketch out each lesson in the unit |
| | | | | |
|LESSON |WHAT TEACHER WILL DO |WHAT STUDENT WILL DO |ASSESSMENT |RESOURCES |
|Intro lesson |The teacher will tell the students |The students will start thinking about|Discussion |Book: Click, Clack, Moo |
|What are ROLES and RESPONSIBILITIES? |about their new unit about Roles and |roles and responsibilities - as well |Written: Students will work in groups |Smart Board |
| |Responsibilities in the Community. |as the word communities. |of three to formulate a list of what |Chart Paper |
| |The teacher will read aloud “Click |The students will start to brainstorm |their different responsibilities are |Markers |
| |Clack Moo”. Teacher will brainstorm |about responsibilities that farmers |at school. | |
| |ideas of what the responsibilities of |have. |Observation Sheet | |
| |a farmer are with the teacher. The |Students will discuss their new | | |
| |teacher will introduce students to |classroom responsibilities. | | |
| |their new classroom responsibilities. |Vocabulary | | |
| |Action: |Responsibilities: | | |
| |Ask students what their role is when |A responsibility is something that is | | |
| |they are at school? |your job to do something about, or to | | |
| |Ask students what some of the |think about. | | |
| |responsibilities they have when they |Role: | | |
| |are at school. |How you are supposed to act at a | | |
| |Demonstrate mind map concept on smart |certain place. At school your role is | | |
| |board. |a student. | | |
| | | | | |
| |Group students into groups of three | | | |
| |and have them create a mind map of |I can describe what responsible means | | |
| |what some of their responsibilities at|and how to show I am responsible by | | |
| |school are. |giving examples. | | |
| | | | | |
| |Consolidation: | | | |
| |Bring students back to the carpet and | | | |
| |review with students some of the | | | |
| |responsibilities that they listed. | | | |
| | | | | |
| |Ask students why they listed that as a| | | |
| |responsibility | | | |
|My Responsibilities at Home & School |Students will be working on describing|The students will reflect on prior |Oral: |Smart Board |
| |their roles and responsibilities in |knowledge. |Students will be assessed by doing a |“The Bernstein Bears- Little Bear, Big|
| |the home and in the classroom. Once | |think pair share activity. |Bear” or “Troubles at School” |
| |students have explored their own |The students will watch the video. |Think/pair/share | |
| |roles, we will be moving on to the |The students will discuss the video. | | |
| |roles of others we are close with |I can: describe what a role is and |Exit Ticket: | |
| |(mom, dad, teacher and siblings). |talk about how my role will change |Students will complete an exit ticket | |
| | | |listing on responsibility that they | |
| |Minds On: | |have both at school and at home. | |
| |Teacher will invite students to the | | | |
| |carpet and will begin by introducing | | | |
| |new words on our Social Studies board.| | | |
| | | | | |
| |Teacher will review what | | | |
| |responsibility means and what some of | | | |
| |our responsibilities are. It will be | | | |
| |extended to what roles mean and what | | | |
| |role we have at school and what ones | | | |
| |we have at home. | | | |
| | | | | |
| |Action: | | | |
| |Introduce the video, “The Berenstein | | | |
| |Bears- Little Bear, Big Bear” | | | |
| | | | | |
| | | | | |
| |http://www.youtube.com/watch | | | |
| |?v=xoJVPrHEwo8 | | | |
| | | | | |
| | | | | |
| |Have students think about what the | | | |
| |bear is doing and how the bear roles | | | |
| |change. | | | |
| | | | | |
| |Consolidation: | | | |
| |Discuss with students some of the | | | |
| |roles that brother bear went through | | | |
| |and how his role changed because he | | | |
| |was given more responsibility. | | | |
|What is Community? |The teacher will ask the students in |The students will participate in |Assessment AS learning. |3 Parent volunteers to join in on the |
|What are some roles and |the community circle what they think |discussion at the community circle. |Teacher will be looking for good |walk |
|responsibilities in the community? |community is. |Students will discuss what the |looking and listening while on the | |
| |After this they will brainstorm and |behaviour expectations are for going |walk. As well, the teacher will be | |
| |come up with a list of different roles|on a community walk. |observing how the students participate| |
| |people might have in the community. | |in the discussion after the walk. | |
| |The teacher will take the students for|Students will receive checklists (if |This will be done with observation and| |
| |a walk around the neighbourhood |they need a visual cue or reminder for|anecdotal notes. | |
| |surrounding the school and they will |when they come back in the classroom).| | |
| |look at the community and notice that | | | |
| |it is a place to learn, work, play, | | | |
| |and live. |Students will look at the different | | |
| |When they come back in from the walk |things happening in the community on | | |
| |the teacher will ask the students if |the community walk. | | |
| |there is anything they would like to | | | |
| |change or add to the chart at the | | | |
| |front. | | | |
| |The teacher will also debrief and ask |Students will talk about the different| | |
| |the students about the different |things that they saw. They can | | |
| |things that they noticed on the walk. |reference their checklists if they | | |
| |(If someone was raking the leaves, |needed them. | | |
| |washing their car, driving their car, | | | |
| |and etc). | | | |
|Creating a Timeline |Minds On: |Students will join teacher on carpet |Written | |
|Introducing the Culminating Task |Teacher will invite students to the |and listen to instructions. |Students will be working on their own |Dictionary’s – word wall |
| |carpet. | |timeline of significant events. |Smart board |
| | |Students will work independently on |Rubric |Timeline template |
| |Teacher will review with students the |their timelines. | |Students photo’s – variety of photos |
| |timelines that they will be | | |for students who do not have pictures |
| |constructing using pictures that they |Students will discuss their personal | |Teachers example |
| |have brought in and pictures that have|timelines. | | |
| |been printed. Emphasize the order of | | | |
| |the photos. |I can: describe what a role is and | | |
| | |talk about how my role will change. | | |
| |Action: | | | |
| |Teacher will instruct students to go | | | |
| |to their tables and work independently| | | |
| |on the pictures they want to put on | | | |
| |their timeline. They can put pictures | | | |
| |of important events in their life or | | | |
| |they can choose to draw pictures of | | | |
| |important things that have happened to| | | |
| |them and changed their role. | | | |
| |Consolidation: | | | |
| |Teacher will bring students back and | | | |
| |discuss some of the events they | | | |
| |decided to put on their timeline. | | | |
| | | | | |
| |*the students will be building their | | | |
| |timelines over the next few days | | | |
|People In My Community |The teacher will tell the students |The students will participate in a |Assessment AS learning. Teacher will |Different members of the community – |
| |that there will be a few guest |discussion about different questions |be looking for students participating |police officer, banker, nurse, town |
| |speakers in the classroom that day. |they would like to ask the guest |in discussion and also asking good |worker, volunteers etc. |
| |(they will go over the behaviour |speakers. |questions to the guest speakers. | |
| |contract/ expectations). They will | |This will be done with observation and| |
| |also come up with a list of questions | |anecdotal notes. | |
| |that they have for these different |The students will listen actively to |The teacher will also take time to | |
| |people. |the guest speakers and ask them |talk to a few students about what they| |
| |The teacher will have different people|questions about their roles and |are learning (what roles do they like | |
| |come in to talk about their roles and |responsibilities. |and why? What kinds of | |
| |responsibilities in the community. | |responsibilities do they/don’t they | |
| |Examples of people: The Mayor, A | |like with that role?) | |
| |Business Owner, A Doctor/Nurse, A | | | |
| |Firefighter, A Roads Associate, and |Afterwards the students will discuss | | |
| |etc. |with the teacher how these roles and | | |
| |The guests will speak to the class and|responsibilities are similar or | | |
| |accept questions. Afterwards they will|different to their own. | | |
| |add any words that they need to, to | | | |
| |the word wall and debrief on the | | | |
| |different roles and responsibilities. | | | |
| |How is it similar or different to | | | |
| |their own roles and responsibilities. | | | |
|My Future Roles | |The students will jopin the teacher on|Written: |Smart Board |
|***this lesson will happen after the |Minds On: |the carpet and listen to instructions.|Students will complete paper on what |List and examples of Future Roles and |
|guest speakers from the community come| | |they want to be when the grow up and |Responsibilities – brainstormed as a |
|in |Teacher will invite students to the |As a class the students will create |what their responsibilities will be |class in discussion |
|*** if the speakers need to be |carpet and review what a role and |success criteria. |for that job. | |
|rescheduled for any particular reason,|responsibility is. |The students will return to their |Checklist | |
|move onto the Pet Lesson | |seats and work on their future roles | | |
| |Teacher will talk about how their |independently. | | |
| |roles and responsibilities change as |The students will share their future | | |
| |they grow just like they have on their|roles and responsibilities depending | | |
| |timeline but now we are going to look |on their timeline chosen (adult, teen)| | |
| |at how they will change in the future.| | | |
| | | | | |
| | | | | |
| |Teacher will explain how when she was | | | |
| |in grade one they were different then | | | |
| |they are now. | | | |
| | | | | |
| |Action: | | | |
| |The teacher will have the students | | | |
| |review what some of our guest speakers| | | |
| |talked about regarding their roles and| | | |
| |responsibilities in the community, | | | |
| |keeping the community safe, healthy, | | | |
| |clean, organized etc. | | | |
| | | | | |
| |Students will think about what they | | | |
| |want to be when they grow up – what | | | |
| |will be your roles and | | | |
| |responsibilities? | | | |
| |The student can even share how their | | | |
| |roles will change in the next few | | | |
| |years – not only adult. | | | |
| | | | | |
| |Teacher will explain student’s | | | |
| |activity and success criteria. | | | |
| | | | | |
| |Teacher will dismiss students to work | | | |
| |independently. | | | |
| | | | | |
| |Consolidation: | | | |
| |Teacher will bring students back to | | | |
| |the carpet and have some share what | | | |
| |they chose and what their | | | |
| |responsibilities are. | | | |
| | | | | |
| | | | | |
| |I can: describe what a role is and | | | |
| |talk about how my role will change. | | | |
| |I can: list my new responsibilities as| | | |
| |I grow up. | | | |
|Our Pets! |Ask the students if they own any pets.|The students will respond to questions|The teacher will do an assessment AS |C'Mere Boy - Sharon Jennings |
| |What are their responsibilities go |posed by the teacher. |learning for this class. She will use |Smart Board – Net Pets |
| |along with having this pet? Teacher | |anecdotal notes and observations to | |
| |will read the book C'Mere Boy OR | |see how the students are participating| |
| |Franklin Gets a Pet (recommended by |They will sit and listen to the book |in the discussion and building of the | |
| |the Ontario social studies). It looks |with the teacher on the carpet at the |chart together. | |
| |at the ways that owning a pet can |front. | | |
| |change their lives. |They will participate in discussion | | |
| |The teacher will read the book and and|with the teacher, responding to the | | |
| |ask students questions about it. For |questions she is posing - and if they | | |
| |example - why does the dog's mom not |have any questions. | | |
| |want him to adopt a boy? What types of| | | |
| |things does the Dog need to buy for | | | |
| |the dog? What are some of the rules of|After the students will create a chart| | |
| |the community? |with the teacher about the different | | |
| |Afterwards the teacher will ask the |roles and responsibilities that they | | |
| |students why they think the author |would have if they were to adopt a | | |
| |wrote the book from the perspective of|class pet. | | |
| |the dog - rather than the boy? | | | |
| |As a class create a NETPET account and|They will think about the different | | |
| |we can have a virtual class pet – if a|roles and responsibilities that were | | |
| |real one isn’t an option. | discussed in the book, and reflect on| | |
| |Together they will discuss and create |their past experiences with living | | |
| |a chart of roles and responsibilities |with a pet. | | |
| |that they would have if the class was | | | |
| |to adopt a class pet. | | | |
| | | | | |
| |Together they will build add any words| | | |
| |that they need to, to the word wall | | | |

|E. LEARNING EXPERIENCES AND |Consider differentiation of content/ instruction/demonstration of learning. Is there flexibility for student choice? |
|DIFFERENTIATION |How will the learning be sequenced and scaffolded to support a wide range of learners? |
| |Opportunities for flexible groupings. Are the learning tasks respectful? How are the students provided opportunities to share responsibility their |
| |learning? |
| | |
|LEARNING SKILLS AND WORK HABITS TO BE |Refer to Learning Skills and Work Habits in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools Pg. 10 |
|ADDRESSED | |
| |Some of the LEARNING SKILLS & WORK HABITS discussed are: responsibility, organization, independent work, collaboration |
|VARIETYOF LEARNING EXPERIENCES |Ensure that there are a variety of learning experiences provided to match the class and individual learning profile that you have developed for this group |
| |of learners (see next page for listing) |

← Learning Experiences ← Inquiry Questions ← Anticipation Guide ← Brainstorming ← Case Study ← Choice Boards ← Class Discussion ← Computer Simulation. ← Concept Attainment 0Concept Formation ← Concept Creation ← Concept Mapping ← Critical Dialogue ← Cubing ← Debate (Formal) ← Debate (Informal) ← Examine Both Sides ← Four Corners ← Game ← Game Theory ← Graffiti ← Graphic Organizer ← Graph Creation ← Graphing ← Guest Speaker ← Inside/Outside Circle ← Inquiry ← Jigsaw ← Journal Writing ← KWL chart ← Learning Centres ← Learning Contracts ← Metaphors ← Movie Review/Analysis ← Mind Map ← Model Building ← Note Making (student generated) ← Note Making (teacher generated) ← Numbered Heads ← Jigsaw ← Panel Discussion ← Placemat ← P/M/I ← Problem Based Learning ← Puzzle Pieces ← RAFTS ← Research (Guided) ← Research (Independent) ← Report Writing ← Response Writing ← Response Journals ← Role Playing ← Round Robin ← Simulation ← Snowball ← Socratic Dialogue/ Rich Questioning ← Song Creation ← Teams Games Tournaments ← Three Way Debate ← Think Pair Share ← Think Pair Square (Graduated) ← Think Together – Think Apart ← Thinking Routines ← Tiering ← Values Line ← Venn Diagram ← Video Clip ← Word Wall ← Word Web ← Other __________________________

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