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Understanding by Design Lesson Template Teacher: Alysha Wapple Date: February 26, 2014 Grade: Three Social Studies

Curricular Area:

Stage 1- Desired Results Established Goals: Found in the Alberta Program of Studies: General Outcome 3.1 Communities in the World - Students will demonstrate an understanding and appreciation for how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru. Specific Outcome 3.1.1- Students will appreciate similarities and differences among people and communities: demonstrate an awareness of and interest in the beliefs, traditions, and customs of groups and communities other than their own. Specific Outcome 3.1.2- Students will examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions: What determines quality of life? How does daily life reflect quality of life in the communities? How does access to public services affect the communities? How are decisions made in the communities? Who is responsible for making the decisions? How do the individuals and groups in the communities cooperate and share with other group members? Purpose of the lesson: The purpose of this lesson is to develop a foundational understanding of what quality of life is and how it differs or is similar in many communities (SO 3.1.1 and SO 3.1.2). These understandings will be continuously revisited and built upon as learning of the four communities and Canada are expanded on. Through the use of scaffolding, group activity and picture book sources, students will be able to demonstrate critical and creative thinking skills through the completion of this lesson. Understandings: Essential Questions: 1. What is quality of life? Students will understand that quality of 2. What are the most important factors life differs between communities. that contribute to and determine quality The quality of life expected and of life? experienced for most in Canada differs 3. Is quality of life guaranteed to every in relation to other communities. individual in these communities? Some factors of quality of life are similar between communities, such as food and shelter. Quality of life can lead to feelings of happiness or sadness. Students will know: Student will be able to: The vocabulary of: global, resources, Demonstrate critical reading skills, by quality of life. searching the picture books for clues.

Students will have an understanding of quality of life and be able to apply that understanding during the continued units on the 4 curriculum communities.

Demonstrate creative thinking skills by transferring the clues in the picture books into important factors. Participate in a group setting and contributing to the discussion. Demonstrate an understanding of factors contributing to quality of life based on the books read in class.

Stage 2- Assessment Evidence Other Evidence: Performance Tasks: A variation of think-pair-share will Cross-curricular assessment can take allow the students to brainstorm in a place during this activity. English small group environment, before Language Arts will be occurring as the coming together as a class to discuss students are critically reading a text and and formulate a list. The small group searching for clues to quality of life. setting will allow the teacher to better Some evidence that the students assess which students are struggling comprehend the text will be clear with the task and require additional following this activity. scaffolding on the concept. The two-part nature of this activity, allows the students to establish a The students will provide evidence of critical thinking skills by analysing and foundational understanding of a good summarizing the top 10 factors that life before being asked to search for play the largest role in quality of life. indicators of quality of life and analyze their importance. The teacher will circulate to assess the discussion within the small groups. Formative assessment for these specific outcomes will occur continuously as Following the class discussion, the the understandings will continue into teacher will have a more developed following lessons. sense of which students prefer to talk to the whole class and which do not. Self- Assessments: The students will have an opportunity to discuss within a small group their own ideas on quality of life. This will help to affirm or refute their opinions. Later during the class discussions, students understandings will be validated, misconceptions will be corrected and students will have the opportunity to reconsider their important factors. Lastly, students will self-reflect on the lesson through exit cards, connecting what they have learned to their own lives. Stage 3- Learning Plan Learning activities: Introduction and prior lesson: In the previous social studies class students will have begun to look at how life in separate communities can differ or be similar, by looking at religions, languages and traditions (SO 3.1.1). The class also participated in an activity that identified what qualities are important for a good life. During this activity students placed index cards with positive and negative feelings into two categories: Feelings that make us happy and Feelings that make us sad. Some happy feelings were feeling safe, and feeling nourished. Some sad feelings were feeling afraid and feeling hungry. This allowed students to develop an

understanding of what constitutes living a good life. Before being able to accomplish critical challenges using critical thinking skills, students must have a foundational knowledge of the concept being discussed. The students used their prior knowledge and their own understanding to help place the feelings in the appropriate category. The knowledge gained will act as helpful scaffolding during the Important Factors Activity for this lesson. Both the previous and the current lesson are at the beginning of the unit, so developing foundations is essential. Factors of Quality of Life Lesson: This lesson will occur in a 35 minutes block. The beginning of the lesson will begin with a short refresher on the feelings of a good life discussed in the previous class, before moving in to new vocabulary for the activity. The teacher will ask the students their understanding of the terms to correct any misconceptions and better develop an understanding of the extent to their prior knowledge. Following the vocabulary, the teacher will explain the instructions for the activity and answer any questions. The students will be separated into small groups, approximately three students per group and given a fictional picture book to read. Each picture book is a story from a different global community, including India, an Africa village, Afghanistan, and Peru. The students will be asked to search for clues in the story that indicate the quality of life that the community and the character has. Using the skills gained in the previous days activity of differentiating between feelings of happiness and sadness students will construct an understanding of quality of life. Each small group will formulate a list of factors they found to be evident in their story. The teacher will circulate to oversee the group activity, keep the groups on track and monitor progress of whether the students are achieving the expectations. After 10-15 minutes of this activity, the students will reconvene for a class-sharing portion of the activity and create a class list of top 10 factors. The different picture books will act as a visual representation of difference between global communities; as well students may come discover factors that differ from their peers list. Finally, the students will need to further demonstrate their critical thinking skills by summarizing all their factors into a class list that can be used as reference for the following studies on the four communities. As closure to this lesson students will individually complete an exit card of how one quality of life factor is evident in their own lives. This lesson is essential to building foundational understandings of quality of life and living a good life within different communities that will be important in following lessons. Expected factors include: food, water, healthcare, shelter, clothing, education, family, safety, freedom, source of income. Modifications for diverse learners: Group size can be dependent on the students and the number that works best for them. Small groups will also provide students more personal learning, rather than simply the full class discussion in which more confident students often dominate. As this lesson plan takes place near the beginning of the school year, starting with a class discussion can be overwhelming. Some of the picture books, such as Beatrices Goat, are available as an audio ebook, which could accommodate students that have difficulty reading a paper book. The picture books are varying levels of difficulty to allow for diverse reading levels. The lesson tries to accommodate large, small and individual participation to engage every student. Materials Needed: Picture books: I see the sun in Afghanistan, Dedie King and Judith Inglese. Martin de Porres: the rose in the dessert, Gary Shmidt.

Following my paint brush, Dulari Devi. Drawing from the city, Tejubehan. If a world were a village, Shelagh Armstrong and David J Smith. Beatrices goat, Page McBrier.

Paper and writing materials for the small group work. Large Post-It note pad and coloured markers for class list.

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