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Individual Shield 1
Developed By
Learning Outcomes
SLO 1.1.1 value self and others as unique individuals in relation to their world:
• SLO 1.1.1.2 appreciate multiple points of view, languages, cultures and experiences
within their groups and communities (C, CC)
SLO 1.1.2 value the groups and communities to which they belong:
• SLO 1.1.2.1 demonstrates a willingness to share and cooperate with others (C, PADM)
SLO 1.1.3 examine how they belong and are connected to their world by exploring
and reflecting upon the following questions for inquiry:
• SLO 1.1.3.1 What different types of communities or groups do you belong to? (CC)
• SLO 1.1.3.3 In what ways do we belong to more than one group or community at the
same time? (CC, I)
Essential Questions
What provocative questions will foster inquiry into the content? (open-ended questions
that stimulate thought and inquiry linked to the content of the enduring understanding)
What is community? (OO)
Why are communities important to be a part of? (How does belonging to a community
make you feel?)
How do we show people what communities we are a part of? (symbols, displays)
Knowledge: Skills
What knowledge will students acquire as a What skills will students acquire as a
result of this unit? This content knowledge result of this unit? List the skills and/or
may come from the indicators, or might also behaviours that students will be able to
address prerequisite knowledge that exhibit as a result of their work in this
students will need for this unit. unit. These will come from the indicators.
Students will know what a community is and Students will be able to understand how
how to recognize different communities, how belonging in a community makes them
to identify and interpret symbols, what feel, how to cooperate and share with
symbols represent Alberta and Canada. peers, how to recognize symbols that
represent important things.
RATIONALE
We chose to focus the lessons around the creation of the shield as a way to show students
individual connections to communities around them. These lessons also act as a way for
students to scaffold their understanding of what it means to be apart of communities, and
reflect/respond/engage with peers point of views, too.
Our linked lessons are based around key quotes from the Social Studies Program of Studies for
Grade 1. The POS explains Grade 1 as “an introduction to active and responsible citizenship
and introduces the concept of community. The concept of historical thinking is applied to the
study of community. Grade 1 students will be given opportunities to further develop self-esteem
by examining their own identity in relationship to groups and communities. Learning about the
well-being, growth and vitality of the diverse groups to which they belong will help to build the
foundations of active and responsible citizenship.”
Lesson one begins with the read aloud integrates literacy into the classroom, and introduces
students to the term ‘community’ through a story. Bringing literature into the classroom allows
students to become familiar with texts, and having pre-reading and post-reading activities
engages students to think about how the text relates to their own lives. Having read-alouds in
class also aligns with PEN Principle #11: Find the Story Behind the Fact, by giving students a
story to associate with new information and terminology.
Yarn Exercise: Using an activity to engage students, get them on their feet, and to actively
engage students in the subject matter. By inviting students to think about their own interests,
they begin to make the connections between their own lives and the communities they are a
part of. The yarn activity also integrates novelty into the lesson, and ideally acts as a visual
mnemonic for students to remember the activity in lesson three.
Having formative assessments throughout lessons where, as a teacher, you are actively
observing students and assessing who participates and how well the students seem to be
understanding the material. Having the ‘Think, Pair, Share’ activity streamlines the process by
giving students the opportunity to think about their response, get a different opinion from a peer,
and then share with the class.
Lesson 2 begins to scaffold towards the performance task by introducing students first to
symbols and how these are associated with different themes/places. Then students are
introduced to existing symbolizations of community through the Canadian and Alberta shield.
Then as a collective, create a class shield so students have an idea of how to make connections
between a community they are a part of and what symbols might represent that. Vygotsky
theorizes about this through his concept of the Zone of Proximal Development in which a
teacher provides supportive steps to a student in order for them to eventually succeed
independently.
The third lesson introduces students to the final performance task of creating their own
individual shield. Some key factors in deciding this as our performance task was that we were
able to find existing lesson plans that incorporated shields in Grade 1 classrooms. By using
other resources, and comparing our plans, we were able to create a reliable and fair
performance task and assessment, because we could cross-reference with proven reliable
assessments. As beginning teachers, it’s important that we can connect with resources like
LearnAlberta and the UofL Curriculum Laboratory to reference existing teacher resources.
This lesson also incorporates formative assessments throughout work time, using techniques
like “Fist of 5” to gauge student progress on their projects. This comes from Embedding
Formative Assessment by Dylan William, which outlines how formative assessment can give
both students and teachers an idea of where they’re at and where help or more time might be
needed.
LESSON ONE : Introducing Community and the Communities we Belong To
Specific 1. • SLO 1.1.1.1 appreciate how belonging to groups and communities
Learning enriches an individual’s identity (I)
Outcome(s)
2. • SLO 1.1.1.2 appreciate multiple points of view, languages, cultures
and experiences within their groups and communities (C, CC)
6. SLO 1.S.5.2 work and play in harmony with others to create a safe
and caring environment
○ Student 1 will hold the ball of yarn and After the first
say “My name is __ and I like to ___. lesson, record
Who else likes to ___? ” Students who your
like that activity will raise their hand observations in
○ Student 1 will hold on to one end of the order to
yarn and toss it to one person who formatively
shares your interest/activity. assess their
○ Person who receives the ball interests, and be
continues. Repeat until everyone has able to provide
connected. ideas for
○ Invite one student to gently tug on their students who
piece of yarn in their hand - other are stuck in
people can feel that. We are all part of lesson 2.
different communities/have different
interests but we’re all interconnected in
one community.
○ After collecting the yarn, ask the
students to take a seat.
Overall comments:
Specific SLO 1.1.1 value self and others as unique individuals in relation to
Learning their world:
Outcome(s)
• SLO 1.1.1.1 appreciate how belonging to groups and communities
enriches an individual’s identity (I)
SLO 1.1.2 value the groups and communities to which they belong:
SLO 1.1.3 examine how they belong and are connected to their
world by exploring and reflecting upon the following questions for
inquiry:
-
LESSON THREE: Creating Individual Shields
Specific
Learning
Outcome(s) SLO 1.1.3 examine how they belong and are connected to their
world by exploring and reflecting upon the following questions for
inquiry:
Learning Students will decide how they want to visualize their shield (painting,
Objective(s) sculpture with play-do, drawing)
Students will create their own shield that represents a community (or
communities) that they are a part of
Tech to PowerPoint slide of symbols, Resources Project craft supplies (play-do, markers, pencil
etc. crayons, construction paper, glue, paint,
Do to Bring scissors), samples of symbols and what
they mean, yarn, template for shield.
Reliable:
Fair:
Billy
Bobby
Sample Symbols to be shown in class (from activity and samples in lesson 2):
represents family
represents school
represents sports
Performance Assessment Task: Individual Shield
Now that we have made one as a class, it is time to make your own shield! This
shield will represent different communities you are a part of, as well as your
interests.
(Processes)
SLO 1.1.3.1,
1.1.3.2, 1.S.8
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention
to help the student improve.