UDL Unit Planning for :

Learner Profiles: List your students and identify their

learning strengths and needs (Learning Codes, ESL levels, reading levels, behaviors, learning styles) Student Names Profile -diverse class of 22 students, representing many cultures such as Arabic, French, Blackfoot, Punjabi, Hindu, hinese, !ai"anese, #omalian, $nglish -most students are second generation anadians "hose verbal skills in the classroom language are good, but "hose academic% "ritten language is lacking in both the classroom language and their home languages -Blackfoot student has difficulty identifying "ith methods of instruction that focus on retrieving information from te&tbooksrecommend verbal discussion, video%audio clips -#omalian student is very shy and has trouble contributing to classroom language"ritten "ork sho"s a developing understanding of $nglish sentence structureneeds e&plicit instruction in grammar points, unable to "rite in '( )the #omalian student moved to anada si& months ago and is still adjusting to cultural differences and the school community*

A o!!odations: List the te hnologies, assistive devi es, fle"ible grou#ings, tools and organi$ational
stru tures you %ill use to su##ort all of your learners Support Tools and Strategies -visual organi+ers -tablets )iPad apps for specific topics* -computers- online dictionaries, ,oogle translate, bilingual books )"""-childrenslibrary-com* -dual language books )language centre*

$ssential .uestions/ 0dentify the big ideas and key understandings that students "ill take a"ay from the unit How is climate related to human activity? 1hat characteri+es "eather patterns and climate2 Ho" are "eather patterns in your cultural homeland similar%different to anada2 Ho" is the natural environment vie"ed in different cultures2

Ho" do natural resources affect different cultures2 Ho" does human activity affect climate2 1hat can "e do minimi+e our impact on climate2 3esired 4utcomes/ 'ist specific learning objectives that identify "hat students "ill kno", understand and be able to do
Science
General: 0nvestigate relationships bet"een "eather phenomenon and human activity (-Predict "here one is likely to find "arm%cool "eather 5- 3escribe%measure different forms of precipitations )rain, hail, sleet* 6- 7easure at least 8 "eather phenomenon 9- :ecord "eather over a period of time ;- 3escribe effects of sun<s energy on daily%seasonal changes in temp((- =nderstand climate refers to long term "eather trends in a particular region > climate varies throughout "orld (2- :ecogni+e that human actions can affect climate (?- 0mportance of "eather forecasting-suitable clothing, shelter

Math
NUMBER 8. 3escribe and represent decimals )tenths, hundredths, thousandths*, concretely, pictorially and symbolically GENER ! S" "S ollect, display and analy+e data to solve problems

N# $R%B. &. 3ifferentiate bet"een first-hand and second-hand data-

Social Studies
'.&.&.: (alue )anada*s +hysical ,eo,ra+hy and natural environment: @ appreciate the variety and abundance of natural resources in anada )$:, 'PP* @ appreciate the diversity of geographic phenomena in anada )'PP* @ appreciate ho" the land sustains communities and the diverse "ays that people have of living "ith the land ), , 'PP* @ appreciate the influence of the natural environment on the gro"th and development of anada )'PP*

@ demonstrate care and concern for the environment through their choices and actions ), , 'PP* @ appreciate the geographic vastness of anada )'PP*

'.&.-: naly.e how +eo+le in )anada interact with the environment /y e0+lorin, and re1lectin, u+on the 1ollowin, 2uestions and issues: @ 0n "hat "ays do natural resources and the physical geography of a region determine the establishment of communities2 )$:, 'PP* @ Ho" are natural resources used, e&changed and conserved in anada2 )$:, 'PP*

'.3.& a++reciate the com+le0ity o1 identity in the )anadian conte0t: @ ackno"ledge oral traditions, narratives and stories as valid sources of kno"ledge about the land and diverse Aboriginal cultures and history ) , 0, ! *

En,lish !an,ua,e

rts

E0+ress ideas and develo+ understandin,: =se appropriate prior kno"ledge and e&periences to make sense of ne" ideas and information :ead, "rite, represent and talk to e&plore personal understandings of ne" ideas and information =se o"n e&periences as a basis for e&ploring and e&pressing opinions and understanding

3.& Use +rior 4nowled,e: 3escribe "ays that personal e&periences and prior kno"ledge contribute to understanding ne" ideas and information =se comprehension strategies previe" sections of print te&ts, and apply reading rate and strategies appropriate for the purpose, content and format of the te&ts omprehend ne" ideas and information by responding personally, taking notes and discussing ideas "ith others =se the meanings of familiar "ords to predict the meanings of unfamiliar "ords in conte&t 7onitor understanding by comparing personal kno"ledge and e&periences "ith information on the same topic from a variety of sources

Use te0tual cues =se te&t features, such as maps, diagrams, special fonts and graphics, that highlight important concepts to enhance understanding of ideas and information 0dentify and use the structural elements of te&ts, such as letters, brochures, glossaries and encyclopedias, to access and comprehend ideas and information

3.- Understand 1orms and ,enres 0dentify and discuss similarities and difference among a variety of forms of oral, print and other 0dentify the main characteristics of familiar media and media te&ts E0+eriment with lan,ua,e $&periment "ith "ords and sentence patterns to create "ord picturesA identify ho" imagery and figurative language, such as simile and e&aggeration, convey meaning

3.5 )reate ori,inal te0ts Generate ideas =se te&ts from listening, reading and vie"ing e&periences as models for producing o"n oral, print and other media te&ts

Structure te0ts =se structures encountered in te&ts to organi+e and present ideas in o"n oral, print and other media te&ts =se o"n e&perience as a starting point and source of information for fictional oral, print and other media te&ts

6 ll outcomes ta4en 1rom

l/erta Education7 $ro,rams o1 Studies 8&99:;3<<=>

Pre-Assessment
!he teacher "ill begin this unit by talking about the concept of "eather!he teacher "ill ask students "hat types of "eather they have noticed, and collect the ans"ers on a large piece of paper that "e "ill post in the classroom- 1e "ill begin a 1ord "all "ith images, and "ords and descriptions in the classroom language and other languages represented in the classroom-

4ngoing Assessment
For formative assessment, the teacher "ill be monitoring ho" students approach group "ork, conduct research, vocali+e understanding, integrate classroom language and home language, and utili+e different types of te&t!he teacher "ill take pictures of students "orking in the classroom as a visual record, as "ell as referring to the Boice !hread take-home activities the students completed at home online as a record of their gro"ing understanding-

Post-Assessment/ 'ist summative tasks and evaluation strategies

For summative assessment, the teacher "ill be taking in finished products, as "ell as doing discussions one-on-one "ith students to assess their learning- For the summative project, the teacher and students "ill devise a rubric together that "ill encompass the creative aspects of the graphic novel project, as "ell as certain structures of storytelling#ome of the other summative tasks "ill include the creation of line graphs and pie charts, a "eather depiction cartoon, a storytelling e&ercise, #urvey 7onkey task, and an email "riting e&ercise- For all of these, a comprehensive and transparent rubric "ill be designed by students in conjunction "ith teacher-

Bocabulary/ 'ist key "ords and strategies for

vocabulary development

7ulti-#ensory :esources/ 'ist books, multi-media, field e&periences and

staff resources

limate, environment, "eather, precipitation, drought, forecast, average, change, temperature, air pressure, glaciers, hemisphere, cultural, priority, orbit, ,reenhouse effect, ,reenhouse gases, global "arming, fossil fuels, natural resources, economic, social, rene"able resources, nonrene"able resources, responsibility, energy consumption, carbon footprint, initiate, consider

1ith the help of the students, teacher "ill devise a 1ord 1all "hich contains images and associated "ords in languages represented in classroom- #ample sentences using those "ords "ill be provided in classroom language, second official language )French* and a language native to Alberta )Blackfoot*lass "ill also begin building bulletin board "here they "ill collect resources that connect to unit theme or "eekly themes- #tudents "ill be encouraged to bring in artifacts to present to the class independently or "ith a partner- #tudents "ill also be given opportunity to revie" vocabulary at home in home language )"hich they can record on Boice thread*, and "ill be given the opportunity to present their learning to the class in the classroom language!here "ill be dual language books and other online resources available at the 'anguage entre, a station established at the beginning of the school year that functions as a language resource for students to e&plore independently or in groups-

!he belo" resources "ill be available for student use/ BrainP4P $ducators C Free !ips, !ools, > :esources for $ducators DBideo fileE)2F(?*- :etrieved from http/%%"""-brainpop-com%educators%community% Global Warming and Climate Change: Weather Patterns, Past, Present and Future )2FF9*- :etrieved from http/%%climatechange-"s%"eather% ,overnment of Alberta )2F(?*- Walking Together- :etrieved from http/%%"""-learnalberta-ca%content%as"t%G%home Heal the Bay )2F(F*- !he 7ajestic Plastic Bag - A 7ockumentary DBideo fileE:etrieved from http/%%"""-youtube-com%"atch2vH,'gh;h2ePI" Heer, 7- )2F(?*- Science: A Discovery in Comics- JI, Je" Iork/ Jantier, Beall, 7inoustchine Publishing 0nc0 3' - 0nternational hildrenKs 3igital 'ibrary DBideo fileE- )n-d-*- :etrieved from http/%%en-childrenslibrary-org% 'amb, A- -, > =nlimitedallison, 3- )2F(2*- Gra hic in!uiry- #anta Barbara, alif/ 'ibraries

"#AA $ducation %esources: $lementary Science %esources Collection - )2F(?*:etrieved from http/%%"""-education-noaa-gov%#pecialL!opics%$lementaryL#cienceL:esources-ph p 4mniglot - the online encyclopedia of "riting systems and languages DBideo fileE)n-d-*- :etrieved from http/%%"""-omniglot-com% 4rr, !- )2F(F*- Su er Cool Science $& eriments- Ann Arbor, 7ich/ PubSevere Weather Pre aredness- )2F(F*- :etrieved from http/%%"""-"&dude-com%onlineguide-html #pilsbury, '- )2FF6*- Changing Climate: 'iving (ith the Weather:aintree$arthJo" )iPad app*- JA#A application $arth as Art )iPad app*- JA#A application 1aterMuest- Alberta $ducation activities/ hicago, 0ll/ herry 'ake

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Alberta $ducation/ 1ater

onservation for kids/

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%ther resources: !he teacher "ill also invite a member from the First Jations, 7Ntis, or 0nuit community to help students understand a different perspective on relationship "ith the land- !his member of the community "ill be contacted through a First Jations, 7Ntis, and 0nuit resource teacherAs "ell, the teacher "ill invite parents to come in and discuss topics "hen they feel comfortable- #tudents "ill be encouraged to use all their language skills to interact "ith parents-

'earning Activities/ 0dentify a seMuence of lessons to address content objectives in a manner that meets the learning needs of your
students-

#pecific 'earner 4utcomes

!he Alberta $ducation curriculum objectives are noted above under desired outcomes!here are many opportunities for cross-curricular connections- #ome of our activities include collecting data, organi+ing that data into a visual format, and reflecting on findings as a means of increasing student engagement in learning- !his connects many of the aspects of the math curriculum "ith the $nglish language arts

'earning Activities
?ee4 &: 1hat "eather do "e see2 Ho" "ould "e describe it2 ) lass discussion, collective notes posted in classroom* 1ord 1all Bulletin board- tracking algary<s "eather

Accommodations for 'earners

PAccommodations in terms of 'AP and translanguaging are listed ne&t to lesson plans under 1eek 6A the "eek "e investigated in depth- 7any of those accommodations can be applied to the lesson plans from previous "eeks

-students "ill begin tracking "eather for 5-day period in region of their choice- !hey "ill record temperature in their 1eather Oournals =pdate bulletin board -Je"s )sho" > tell*-students can bring in artifacts to sho" class- Artifacts can be in different languages, but students should attempt to present in classroom language 'anguage entre

-3ifferent "eather phenomenon -3escribe and measure precipitation- build a "eather station )barometer, etc* $ffect of sun<s energy on temperature- compare

curriculum, and the social studies or science curriculum, depending on "hat data the students are looking for- !his unit also blends $nglish 'anguage Arts and the Art curriculum to create original te&ts in "hich the students demonstrate their learning using different mediums and representations#tudents "ill also be asked to vie" media literacy and critically reflect on its bias and conte&t in society- !hey "ill be asked to utili+e personal e&perience and prior kno"ledge to investigate these te&ts and relate it to their o"n lives- !his unit "ill also focus on environmental responsibility as a global concept, and the many "ays in "hich it manifests itself in different culturesP#pecific outcomes for 1eek 6 lessons belo"

hemispheres $arth Jo" app 'anguage entre

-1eather forecasting- "rite a brief script for a "eather forecast in 8 different climates ?ee4 3: - onstruct a line graph-use temperatures from previous "eek 3iscuss "eather patterns%climate-prediction activity 'ab activity-describe "eather Boice !hread Ho" do "e depict this "eather2 !oondoo-com Ho" does "eather affect culture and clothing2 -reflection ?ee4 -: Ho" do other cultures interact "ith the environment2 First Jations guest speaker -land-based learning Ho" does anada<s geography shape its culture2

-Junavut- 0nuit culture 0nvestigate/ Ho" has the geography in a region shaped the culture2 -group research activity, discuss results as class 1hat relationship do "e have "ith the natural environment no"2 -in the city%in the country storytelling Bideo lips/ 'iving "ith nature -a look into the lives of people from different cultures "ho have different

relationship "ith the land ?ee4 5: 1hat are natural resources2 -class brainstorm 1hat natural resources does researched region2 anada have2 Iour

ase #tudy/ 4il and gas in Alberta -ho" has this industry helped shape Alberta<s identity2 -"hat other places in the "orld drill oil as a natural resource2 1hat natural resources do "e import from other countries2 1hy2 'ab Activity/ At home, "hat food you buy and "here it comes from- use home language )Boice !hread* !ake up lab activity -traditional food and culture -As a class, discuss importance of food and culture -"hat are some traditional anadian foods2 )

Jatural resources help shape culture- but "hat about the environment2 -discuss ho" "e use these resources )coal, natural gas, timber* ?ee4 ': $ffects of human activity on climate Q changing climate $arth Jo" app 4bserving our "orld slide sho"/ http/%%"""-epa-gov%climatechange%kids%kids%impact%inde

&-html-students "ill "atch slide sho" and identify ne" concepts- they "ill reflect on ne" ideas and ho" these may impact their lives !he 7ajestic Plastic Bag/ A mockumentary )Ioutube-com* -human pollution and climate change #urvey 7onkey/ design a survey to look at the affects "e have on the environment -=se results from #urvey 7onkey to build bar graphs, for display in school ?ee4 :: #ay & ?hat can we do to +rotect the environment? ?ee4 : #ay & -appreciate the variety and abundance of natural resources in anada )$:, 'PP* -appreciate the influence of the natural environment on the gro"th and development of anada )'PP* -Ho" are natural resources used, e&changed and conserved in anada2 )$:, 'PP* - =se appropriate ;+rovincial scale;renewa/le resources @+ie chart http/%%"""-centreforenergy-com%Facts#tats%7aps anada %AB-$nergy7ap-asp For all articles used students have access to the article prior to the class !eacher has hi-lighted key "ords that all students need to translate and define- 1ords "ill be added to the "ord "all7ultilingual dictionaries > picture dictionaries available in the classroom- Ho"ever, e&pecting students to look up every "ord is unrealistic and a ineffective use of timeAll students are taught strategies to define "ords/ conte&t clues, picture clues, look for cognates and peer support- ) elic > #elt+er, 2F(?* students "ill compile information into a pie chart- 0nformation is complied in either home language and presenting in classroom language students can label diagram in their home language and classroom language "ork in groups that support

$a+er and $encil Bormat =se a story arc reate a script =se home and classroom language Allo"s for students to develop hand"riting skills in both home and classroom languages Appropriate representations of script through imagery 0dentity te&t

Summative +roAect Project "ill be a short graphic novel on an environmental issue in the region of the "orld they have previously

"oontastic Bormat An e&cellent resource for $B's to "ork "ithin an established Rstory arc< format Allo"s for voice-overs #tudents create a script of their online comic

prior kno"ledge and e&periences to make sense of ne" ideas and information -=se te&t features, such as maps, diagrams, special fonts and graphics, that highlight important concepts to enhance understanding of ideas and information Summative $roAect - =se structures encountered in te&ts to organi+e and present ideas in o"n oral, print and other media te&ts - =se o"n e&perience as a starting point and source of information for fictional oral, print and other media te&ts -=se te&ts from listening, reading and vie"ing e&periences as models for producing o"n oral, print and other

researched- #tudents "ill be asked to use their e&periences and learning in the unit on climate and culture to shape their story #tudents "ill be asked to consider the follo"ing Muestions in the creation of their graphic novel/ -1hat kind of climate does your region have2 -Ho" does the climate affect resources and the economy2 -1hat kind of environmental issues are present in your region2 -Ho" are these issues vie"ed2 -As an individual in that country, ho" might these environmental issues affect your daily life2

)before or after* =se of home language is encouraged during the process Also translation form home language into classroom language for presentation to the class Access to visuals and also ability to dra" on to the page0dentity te&t

=se the "ebsites in groups and consult ,oogle translate, picture dictionaries as neededFor additional help students can access SA"esome !alksterS a program that reads online te&t aloudhttp/%%"""-a"esomelibrary-org% A"esomeL!alkingL'ibrary-htmlGloadversion 2 #caffold difficult content "ith continuous use of the 1ord 1all $ngage families on classroom content "ith monthly ne"sletter of class activities For ,oogle searches use the home language version of ,oogle "hen necessary #mniglot is a great resource for students to use for research http/%%"""-omniglot-com%

#ay 3 )ommunity intiative; use )limate chan,e we/site to e0+lore ways o1 reducin, our im+act @student re1lection o1 school actions http/%%"""-epa-gov%climatechange%kids%solutions%actions %inde&-html !a/ ctivity: "a4e home 2uestion7 methods o1 reducin, ener,y consum+tion in home; (oice "hread

#tudents can discuss in class language "hen possible, and "rite do"n ideas in home language, substituting "ords in language "here possible =sing voice thread students can record in

media te&ts #ay 3 -:ecogni+e that human actions can affect climate -demonstrate care and concern for the environment through their choices and actions ), , 'PP* - =se appropriate prior kno"ledge and e&periences to make sense of ne" ideas and information -:ead, "rite, represent and talk to e&plore personal understandings of ne" ideas and information - =se o"n e&periences as a basis for e&ploring and e&pressing opinions and understanding #ay -3escribe "ays that personal e&periences and prior kno"ledge contribute to #ay 5 ;Email to a student; advice 1or reducin, ener,y consum+tionCcar/on 1oot+rints ;letter 1ormat #ay "a4e u+ (oice thread in class ;$lacemat activity; di11erent actions you can im+lement at home7 use home lan,ua,e7 drawin,

home languages, use images or "rite in either home or classroom language

revie" salutations for letter in different languages1rite an email in classroom language - home language =se translanguaging skills to translate emails

#tudents can "rite reflection in home language, inserting classroom language "hen possible #tudents can "rite in classroom language, using home language for difficult "ords Allo"s for reflection on routines and habits in home country

understanding ne" ideas and information -demonstrate care and concern for the environment through their choices and actions ), , 'PP* #ay 5 - 0dentify and use the structural elements of te&ts, such as letters, brochures, glossaries and encyclopedias, to access and comprehend ideas and information -0dentify and discuss similarities and difference among a variety of forms of oral, print and other #ay ' - Ho" are natural resources used, e&changed and conserved in anada2 )$:, 'PP* -appreciate ho" the land sustains communities and the diverse "ays

#ay '

Student re1lection; how do di11erent countries tac4le issue o1 sustaina/ility? How is it +rioriti.ed? -#ummative project presentations

that people have of living "ith the land ), , 'PP*

Ada#ted fro! +al onridge S hool,s #lanning !odel by A-S- tea!: .i! Lasher, .aren /artin, Sha%n Pal!er, Caren Pedron 0 1obbie S h!idt'