UNIT OVERVIEW

By: Misha Gibson, Jace Meyer, Spencer Werden and Brianne

Hurd
Subject Area(s):Science, Math,
Topic/Theme: City Planning: Should Victoria
Language Arts and Social Studies Time Per Lesson: 45 - 60 minutes
rebuild or repair the Johnson Street Bridge?
through Drama
Lessons Per Week: 5 (one for each
Grade: 6 Dates (# weeks): 1 week
subject)
PLOs Covered:
Science:
Key Opening Questions:
• Processes of Science: apply solutions to a technical problem
What different points of view might be held by community
Math: members surrounding a complex decision?
• Should Victoria replace the Johnston street Bridge, or repair
Language Arts: the existing bridge?
• C2 Write a variety of effective informational writing for a range
of purposes and audiences that communicates ideas to inform
or persuade, featuring
o clearly developed ideas by using focused and useful
supporting details, analysis, and explanations Quick Rationale:
o sentence fluency through clear, well-constructed sentences
that demonstrate a variety of lengths and patterns, with an Students recognize the level of complexity city planning
increasingly fluid style requires in order to maintain a positive atmosphere amongst
o effective word choice through the use of new vocabulary, all of the citizens
words selected for their specificity, and powerful adverbs Students understand the effects of city planning form a
and verbs plethora of perspectives
• A1 Use speaking and listening to interact with others for the
purposes of
o discussing and analyzing ideas and opinions
o discussing concerns and resolving problems
Social Studies: Educational Focus:
• E2 Describe factors that affect settlement patterns and Building and developing infrastructures have different
population distribution in selected areas positive and negative effects on community members.
Drama:
•
 Drama
Topic/ Learning Statements Lesson
No. Resources Assessment Strategies
Concept (Lesson Objectives) Activities/Strategies
Used:
− Spaghetti
− masking tape

Determine human needs − toothpicks

• Students build bridges
involved in the situation − elastics on a budget
Identify the task, and − paint sticks • They are in role as city
observe the key planners, engineers and
attributes involved − cardboard construction workers
Plan creatively a possible − string and have an hour to
set of solutions build their bridge
− popsicle sticks • Teacher is in role as an
Determine the available experienced city
− hot glue gun
Science: materials or equipment, planner
1 and select a course of − hot glue sticks
Bridge • Group discussion about
Building action the process and what Checklist In Role
− large sheets of
on a Draw a series of possible drafting/drawing the mayor will need to
Budget solutions for building paper know before making
his/her own
Build a prototype or − pre-made classroom experiences
model “money” • On a small piece of
Test and evaluate the − timer paper students will
model according to the write down aspects of
criteria − attention getting the designs that were
device most successful and
Evaluate the results and
redo if necessary − classroom stapler explain why

− poster paper with

Bridge criteria listed.

2 Math • Students are put into checklist

− Lined paper
Doing research and data role and different
 analysis

Choosing data to support members of community

your opinion
• Students create graphs
− Graph paper based on their own
Creating a graph that Teacher in
− Ruler point of view and the
illustrates your data role
information given
− Pencils Students in
Presenting information to • Students present that role
a body of peers − pens information to each
other and to the
Analyzing how graphs can teacher in role as the
create misconceptions mayor

Drama
Topic/ Learning Statements Lesson
No. Resources Assessment Strategies
Concept (Lesson Objectives) Activities/Strategies
Used
3 Verbally share reasons − Computers • Students will participate Decision
why and why not the − Dictionaries in Decision Alley, each Alley
Language bridge should be rebuilt − Thesauruses being in role as the
Arts: and repaired − Attention Getting Mayor Writing in
Writing a Device • Write a persuasive Self Role
Speech in Write a piece of speech in role as the Assessment
Role as persuasive writing that mayor In-Role
the Mayor has a clear opinion • Students will read their
speech in small groups Teacher in
Demonstrate powerful Role
word choice using both
strong verbs and adverbs

Anticipate audience
questions

Support opinions in
persuasive writing
through supporting
details
 Share opinions and
concerns verbally

Drama
Topic/ Learning Statements Lesson
No. Resources Assessment Strategies
Concept (Lesson Objectives) Activities/Strategies
Used
4 Explore the different Peer
Social Explore pre-conceived − Map of the greater Writing on
municipalities in Victoria in Assessment
Studies: notions/assumptions Victoria area that the wall
small groups using writing
Multiple about different districts highlights the
on the wall Gallery-walk
municipal within Victoria thirteen
viewpoints municipalities (one Gallery walk – each In roll.
Discover factual
on The per pair) student gets to read about
information regarding
Blue the other municipalities
certain aspects of the − Large sheets of
Bridge
districts in Victoria paper (1 per pair)
debate Students will participate in
Identify settlement − Coloured markers a district-discovery
&
patterns in Victoria exercise. They will ge
Current − District cards each
Make inferences given roles within the
settlement with the name of one
regarding the affects of community
patterns of the thirteen
construction on the
 and
Johnson Street Bridge on districts in Victoria
population
different municipalities Students individually fill
distributio − Cloth bag
n in our Present and discuss out a CRD worksheet sheet
city findings − Character baggies based upon their role while
(small zip-lock bag searching a website.
Re-construct containing 2-3 pieces
fact/inference Writing on of folded paper; one Back in small groups
the wall based on new paper in each bag is students will revise their
information designated as council ‘writing on the wall’ based
member and the on what they learned.
other 1-2 are
designated as Compare and Contrast the
community member) before and after writings
on the wall
− Use of Computer
Room
− CRD Website:
http://www.crd.bc.ca/
about/members.htm
− Municipal Work-sheet
− Pencils and Pens

5 Drama: Identify the attitude and − Ballot box Students will mingle in role Observation Hot Seating
Communit belief of the character − Ballot forms for each as a member of the
y Town he/she is in role as student community. They will Ballot forms
Hall choose a job and a taken in
Meeting Demonstrate appropriate municipality to be in role
audience skills as

Present and discuss Students will participate in

opinions on the Blue hot seating as their
Bridge Project characters. The members
of the community will ask
them questions regarding
their position on the blue
bridge project.
Students will vote while in
role on the issue.