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A Model Unit for Grade 9: Life: Canada, the World, the Universe?
Diversity and Pluralism in Canada, Democracy and Governance in Canada, Reproduction, Exploring the Universe
Jennifer Katz
TooLs for InsTrUCTIon And reAdInG AssessMenT
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© 2013 by Jennifer KatzPages of this publication designated as reproducible with the following icon (insert icon) may be reproduced under licence from Access Copyright. All other pages may only be reproduced with the express written permission of Portage & Main Press, or as permitted by law.
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Portage & Main Press gratefully acknowledges the financial support of the Province of Manitoba through the Department of Culture, Heritage, Tourism & Sport and the Manitoba Book Publishing Tax Credit, and the Government of Canada through the Canada Book Fund (CBF) for our publishing activities.
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Contents
Plan for School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Theme: Life: Canada, the World, the Universe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Instructional Planner: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Suggested Materials for the Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Plan for Integrating Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assessment Rubric for Social Studies and Social Studies/Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment Rubric for Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Preparation 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): Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Project 2 (Individual): Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
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4 Grade 9: Life: Canada, the World, the Universe?
© Portage & Main Press, 2013, A Model Unit for Grade 9: Life: Canada, the World, the Universe?, ISBN: 978-1-55379-419-6
Plan
for
Scho
ol Y
ear
Gra
de 9
Sc
hool
Yea
rSe
ptem
ber
to J
anua
ry
Sem
este
r/U
nit O
neFe
brua
ry to
Jun
e Se
mes
ter/
Uni
t Tw
o
ThEM
ES C
hO
SEn
TO
In
TEG
RATE
DIS
CIPL
InES
Life
: Can
ada,
the
Wor
ld, t
he U
nive
rse?
From
Tin
y A
tom
s to
Glo
bal R
elat
ions
RATI
On
ALE
An
D
COn
nEC
TIO
nS
Ther
e ar
e tw
o ac
adem
ic c
ontro
vers
ies
that
can
be
expl
ored
he
re to
eng
age
stude
nts
in c
ritic
al a
naly
sis
– th
e ro
le o
f go
vern
men
t in
repr
oduc
tion
(abo
rtion
, ste
m c
ells,
and
so
on),
and
the
sear
ch fo
r lif
e on
oth
er p
lane
ts. In
the
first,
yo
u ca
n ex
plor
e th
e en
viro
nmen
tal n
eeds
of o
rgan
ism
s fo
r re
prod
uctiv
e he
alth
, the
rol
e of
div
ersi
ty in
rep
rodu
ctio
n, a
nd
hum
an r
ight
s re
late
d to
rep
rodu
ctiv
e fre
edom
. In
the
seco
nd,
you
can
disc
uss
the
char
acte
ristic
s of
spa
ce, v
ario
us c
ultu
res’
be
liefs
abo
ut s
pace
, Can
ada’
s ro
le in
spa
ce e
xplo
ratio
n, a
nd
the
poss
ibili
ty o
f life
in s
pace
(giv
en r
epro
duct
ive
need
s of
liv
ing
orga
nism
s).
In a
ll sc
ienc
e an
d so
cial
sci
ence
, thi
ngs
are
cate
goriz
ed, a
nd th
en
both
bro
ken
dow
n to
thei
r sm
alle
st pa
rts a
nd e
xplo
red
in th
eir
conn
ectio
n to
the
larg
er w
hole
. Can
ada
is e
xplo
red
as a
cou
ntry
w
ith s
peci
fic c
ultu
ral g
roup
s, a
nd th
en a
s pa
rt of
a la
rger
glo
bal
wor
ld. M
atte
r is
expl
ored
as
bein
g m
ade
up o
f ele
men
ts, a
nd th
en
as p
art o
f lar
ger m
olec
ules
and
com
poun
ds. E
lect
ricity
pla
ys a
role
in
bot
h –
Can
ada’
s re
latio
ns w
ithin
(e.g
., w
ith F
irst N
atio
ns a
nd
reso
urce
righ
ts) a
nd w
ith o
ther
cou
ntrie
s (g
loba
l tra
de).
Elec
trici
ty is
af
fect
ed b
y th
e el
emen
ts of
mat
ter,
as w
ell.
Inq
UIR
Y q
UES
TIO
nIs
Can
ada
truly
the
land
of t
he fr
ee?
How
do
we
study
the
smal
lest
elem
ents
and
the
larg
est i
deas
?
SOCI
AL
STU
DIE
SD
iver
sity
and
Plu
ralis
m in
Can
ada,
D
emoc
racy
and
Gov
erna
nce
in C
anad
aCa
nada
in th
e G
loba
l Con
text
, Ca
nada
: Opp
ortu
nitie
s an
d Ch
alle
nges
SCIE
nCE
Repr
oduc
tion,
Ex
plor
ing
the
Uni
vers
eA
tom
s an
d El
emen
ts,`
n
atur
e of
Ele
ctric
ity
MAT
hEM
ATIC
SPa
ttern
s an
d Re
latio
ns, n
umbe
r,
Prob
abili
ty a
nd S
tatis
tics
Circ
ular
Geo
met
ry, S
hape
and
Spa
ce, n
umbe
r
SAFE
TY P
ERSO
nA
L,
PERS
On
AL
An
D S
OCI
AL
MA
nA
GEM
EnT
Mov
emen
t, Fi
tnes
s M
anag
emen
t, H
ealth
y Lif
esty
le
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Grade 9: Life: Canada, the World, the Universe? 5
© Portage & Main Press, 2013, A Model Unit for Grade 9: Life: Canada, the World, the Universe?, ISBN: 978-1-55379-419-6
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 in grade 9, 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 a student 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, they 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 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 9, 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 semester.
TtD: pp. 74–85
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6 Grade 9: Life: Canada, the World, the Universe?
© Portage & Main Press, 2013, A Model Unit for Grade 9: Life: Canada, the World, the Universe?, ISBN: 978-1-55379-419-6
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 9: Life: Canada, the World, the Universe? 25
© Portage & Main Press, 2013, A Model Unit for Grade 9: Life: Canada, the World, the Universe?, ISBN: 978-1-55379-419-6
Activity Cards for MI Work Centres
Mathematical Power
Resource Economics
Musical Reproduction
Songs of the Oppressed
Legal Protection
Communicating in numbers and Words
Visual Reproductions
Canada in Art
Physical Reproduction
Kinesthetic Expression
My Family Genetic Tree
Geography and Me
Culture and the Stars
Government and the People
Aliens?
Environmental Influence
Environmental Rights and Responsibilities
Predicting Evolution
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© Portage & Main Press, 2013, A Model Unit for Grade 9: Life: Canada, the World, the Universe?, ISBN: 978-1-55379-419-6
INTR
APE
RSO
NA
LM
y Fa
mily
Gen
etic
Tre
e
Cre
ate
a ge
neti
c tr
ee f
or t
hree
tra
its
wit
hin
your
fam
ily (
e.g.
, hai
r co
lour
). H
ow h
ave
thes
e tr
aits
bee
n pa
ssed
dow
n? W
hat
dive
rsit
y ha
s re
sult
ed?
Is
the
re a
ny e
vide
nce
of m
utat
ion
or a
dapt
atio
n?
Cam
pbel
l 74
yea
rs
SCO
TTIS
H
Robe
rt 46
yea
rsC
harle
s 38
yea
rsLin
da
42 y
ears
Cla
ra
22 y
ears
kath
leen
20
yea
rsA
lexi
s 8
year
sC
harlo
tte
6 ye
ars
Mat
thew
4
year
sO
wen
6
year
sSa
m
16 y
ears
Bria
n 18
yea
rsA
man
da
15 y
ears
Edw
ard
66 y
ears
IRIS
H
Ruth
72
yea
rs
IRIS
H
Meg
45
yea
rsEv
a 38
yea
rsPa
trick
40
yea
rsD
iane
41
yea
rsD
erek
44
yea
rsA
shle
y 40
yea
rs
Sara
h 68
yea
rs
ENG
LISH
Mal
eC
ystic
Fib
rosi
s
Fem
ale
Hea
lthy
carr
ier o
f cys
tic fi
bros
is g
ene
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© Portage & Main Press, 2013, A Model Unit for Grade 9: Life: Canada, the World, the Universe?, ISBN: 978-1-55379-419-6
INTE
RPER
SON
AL
Cultu
re a
nd th
e St
ars
Exp
lore
one
cul
ture
’s b
elie
fs a
nd p
ract
ices
reg
ardi
ng a
stro
nom
y an
d sp
ace
expl
orat
ion.
How
was
and
is a
stro
nom
y us
ed in
dai
ly li
fe?
In s
piri
tual
life
?
Wri
te, d
raw
, or
sing
you
r th
ough
t ab
out
this
top
ic.
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