Unifying Theme: Skateboard Park Essential Questions What are the social, political, economical, environmental, and architectural

impacts of building a skateboard park on an urban community? How does building a skateboard park impact an urban community? Enduring Understandings Math: Angles and quadratics are important for making sense of the world around you. Social Studies: Understanding democracy and economics greatly influences the decisions made by and for a community. English Language Arts: Being able to clearly and concisely articulate viewpoints and critical arguments is essential for facilitating change in a community. Art: Creating aesthetically pleasing infrastructure is critical for preserving cultural heritage and enhancing collective wellbeing. General Outcomes Subject Area 1 Math: Students will be able to use direct and indirect measurement to solve problems. Subject Area 2 Social Studies: 6.1 Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and citizens as they engage in the democratic process. Subject Area 3 English Language Arts: 6.1 Students will list, speak, read, write, view, and represent to explore thoughts, ideas, feelings and experiences. Subject Area 4 Art: 3. Students will interpret artworks for their symbolic meaning 4. Students will modify forms by abstraction, distortion and other transformation 6. Students will employ surface qualities for specific effects

Specific Outcomes Skill Objectives for Math: Students will be able to identify examples of different types of angles in the environment. Students will be able to classify angles according to their measure. Students will be able to determine angle measures in degrees using a protractor. Skill Objectives for Social Studies: 6.1.6 Students will analyze how individuals, groups and associations within a community impact decision making of local and provincial governments. 6.S.1 Develop skills of critical thinking and creative thinking: Generate original ideas and strategies in individual and group activities 6.S.4 Demonstrate skills of decision-making and problem solving: propose and apply new ideas, strategies and options supported with facts and reasons, to contribute to decision-making and problem solving. Skill Objectives for L.A.: 3.1 Students will use note-taking or representing to assist with understanding ideas and information, and focusing topics for investigation 3.3 use outlines, thought webs and summaries to show the relationships among ideas and information and to clarify meaning 3.3 Students will evaluate the appropriateness of information for a particular audience and purpose 4.1 Students will use paragraph structures in expository and narrative texts Skill Objectives for Art: Component 4 Concepts A. The direction of shapes determines the static or dynamic quality of the work. I. Gridding can be used for systematically capturing or distorting the proportions of things. Component 6 Concepts A. Colour harmonies affect the mood and feeling of the viewer. C. Distinguishing characteristics of things can be portrayed vividly or subtly.

Knowledge objectives for Mathematics: Students will demonstrate an understanding of angles by describing and defining what an angle is including, obtuse, acute, straight and right. Students will understand the principles of how to measure angles in degrees. Students will know how to use a protractor and ruler in order to draw angles Students will demonstrate an understanding of angles.

Knowledge objectives for Social Studies:

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6.1.1 Recognize how individuals and governments interact and bring about change within their local and national communities: Value citizens participation in a democratic society 6.1.4. Analyze the structure and functions of local governments in Alberta by exploring and reflecting upon the following questions and issues: What are the responsibilities of local governments? 6.1.6. Analyze how individuals, groups and associations within a community impact decision making of local and provincial governments by exploring and reflecting upon the following question: How can individuals, groups and associations within a community participate in decision-making process regarding current events and issues?

Knowledge objectives for Language Arts: Students will read, write, represent and talk to explore and explain connections between prior knowledge and new information in oral, print and other media texts.

Knowledge objectives for Art: Component 3 Concepts A. Artistic styles affects the emotional impact of an artwork B. An artwork can be analysed for the meaning of its visible components and their interrealtionships. C. Artworks contain symbolic representations of a subject or theme. D. Artworks can be appreciated at many different levels, literal and symbolic.

Language Outcomes Students will be able to use technical and general vocabulary. Students will be able to clearly and concisely describe and compare differing viewpoints and critical arguments through verbal expression. Students will be able to clearly and concisely describe and compare differing viewpoints and critical arguments through written expression. Students will be able to draft and revise a letter that defends a position through critically analyzing a problem and outlining potential solutions. Students will be able to use proper capitalization, punctuation, and sentence structure in their written work. Students will be able to find the main idea in an article and summarize key points. Students will explain the meaning of their project and how their individual contribution adds to the whole representation of the community.