TCLP
My TCLP
Teaching and Learning Inquiry Cycle (Adapted from the TLCP)
CURRICULUM AREA: Social Studies GRADE: 6 Teachers: A. Richardson Date: Friday, May 19, 2017
Data/Information based on student :
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Problem or Needs as determined by data
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Curriculum Expectations (integrated curriculum, but with a focus on core subject)
SOCIAL STUDIES OVERALL EXPECTATIONS By the end of Grade 6, students will:
B1. Application: explain the importance of international cooperation in addressing global issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena (FOCUS ON: Interrelationships; Perspective)
B2. Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: Cause and Consequence)
B3. Understanding Context: describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvement (FOCUS ON: Significance; Patterns and Trends
Integrated with Social Studies Strand A, Language, and Science
Social Studies Strand A:
A2.1 formulate questions to guide investigations into different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada (e.g., the development of the reserve system from the perspective of First Nations,
A2.5 evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada
A3.6 identify key differences, including social, cultural, and/or economic differences, between two or more historical and/or contemporary communities in Canada
A3.8 identify and describe fundamental elements of Canadian identity (e.g., inclusiveness, respect for human rights, respect for diversity, multiculturalism, parliamentary democracy, constitutional monarchy, bilingualism, the recognition of three founding nations, universal health care)
Language:
Oral:
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups
1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
Reading:
1.1 read a wide variety of texts from diverse cultures, including literary texts
1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues
Writing (overall expectations):
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Media Literacy:
1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts
1.4 explain why different audiences might have different responses to media texts
Science:
1.1 analyse a local issue related to biodiversity
3.7 explain how invasive species (e.g., zebra mussel, Asian longhorned beetle, purple loosestrife) reduce biodiversity in local environments
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Success Criteria (Overall…)
Students understand and can use appropriate terms in this unit
Students demonstrate an understanding of Canadian Canadian’s access to clean water
Students can differentiate between accessibility of water to Canadian populations and make comparisons and connections to areas around the world
Students can identify how Canadian actions impact water quality around the world through current events articles and discussions
Students are aware of how their own purchases impact living conditions in the developing world, and how poverty conditions are connected to poor water quality
Students can explain the global impact (consequences) of a lack of access to clean drinking water
Students improve their investigation/research skills through inquiry tasks throughout the unit.
Students improve their ability to work in large and small groups, class discussions and independent study.
Students can develop important research questions and find answers
Students can work collaboratively in a group in multiple roles within team
Students can identify and use suitable primary and secondary sources of information for research
Students can edit their own work and be a peer editor for others
Students can read critically for understanding, resources about global issues
Students have researched at least one global issue in depth ,including possible causes, and thought critically about steps toward finding a solution
Students have effectively communicated their in depth research and analysis of a global issue to an audience using multi media
Students can represent data using bar and line graphs to communicate the findings of their research
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“Big Idea” This will be the overriding theme,question, focus for the teaching and learning inquiry. This is not a curriculum expectation.
Access to clean drinking water is important to all people
The actions of Canada and Canadians can make a difference in the world.
Canada has access to clean drinking water and we take advantage of this and waste it, yet globally many countries have minimal access to clean water.
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Learning Goal (s) (can be overall; might change throughout inquiry)
• Students will identify a major issue facing the world (clean water availability)
• Students will think more critically about the world they live in
• Students will have a better understanding of how water is accessed in both Canada and the developing world
• Students will develop a concrete example of social injustice
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DIAGNOSTIC ASSESSMENT TASK (AT THE START OF THE CYCLE)
Activate prior knowledge
Think-pair-share about how actions of Canadian impact global environment
Survey students through questionnaire on prior knowledge of global impacts, and environmental issues within Canada
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Assessment FOR Learning
- anecdotal notes
- checklists
- conversation / discussions
- Kahoots
Assessment AS Learning
- written feedback
- peer evaluations
- self-evaluation
- quizzes
- entrance / exit tickets
Assessment OF Learning
- creation of a blog as a portfolio of student work
- inquiry based research project
- case study analysis
- tests
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CULMINATING ASSESSMENT TASK (AT THE END OF THE CYCLE)
Rubric and co-constructed success criteria based on RAFT (Role, Audience, Format, Task) options for evaluation.
Students can select from a list of recommended presentation formats or can select their own with teacher approval
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Report card statement:
In social studies, STUDENT demonstrated their understanding of the importance of environmental issues on an international scale and the need for participation of other regions of the world in order to successfully addressed them. He/she has shown this, through the completion of his/her "What Does Water Mean to You?" culminating task, where he/she described the importance of water to our world. He/she is encouraged to develop a regular homework schedule in order to ensure that he consolidates his/her understanding of concepts each night.
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Culminating Task/Project -
(The overall teaching should prepare students to complete this task)
The culminating task for this unit will allow students to reflect on their learning throughout each subtask. Students will produce a visual representation of what water means to them on a global and individual scale. Students are to draw from the big ideas (e.g., Canadians use (and waste) larger amounts of water than people in some other countries) covered throughout the unit and are encourage to use different materials, as well as how the actions of Canadian people, makes a difference in the world. Students must show three ideas/things that are meaningful to them. The visual representation is an assessment of learning task that will be evaluated using a rating scale. Students will be given 40 minutes on the first day, and will then have 3 full class periods to work on completing the assignment.
Knowledge and understanding from unit block
Culminating Task for TCLP:
Assessment is modified from lesson 5 of “Water for Life” http://www.developingaglobalperspective.ca/wp-content/assets/unitplans/gr6/Water_for_Life.pdf
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Summary (DESCRIPTION) of the Inquiry Cycle
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Rationale (Why it matters to student, why it matters to community, why it matters to world, how it connects to social studies, geography, history VISION and GOALS)
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This unit inquiry cycle begins with a few diagnostic assessments. The first in completed through Kahoot, where students will pay a multiple choice game in order for me to assess prior knowledge and beliefs of the Social Studies curriculum strand B. The diagnostic will be general about Canada’s involvement and impact on a local and global scale, when it comes to the environment. Then, as part of the wrap up for our introductory lesson, students will complete a writing diagnostic to be assessed for feedback only and to give the teacher an idea of the level of writing ability. We will complete the diagnostic quiz at the end of the unit as well to compare how student knowledge has changed.
Within the unit, students will be engaged in a number of cross-curriular activities and lessons connected to reading, writing, oral communication, mathematics, sciences, and the arts (visual arts specifically). During these activities, students will be assessed formatively in a variety of ways, including anecdotal notes, feedback for writing process, formative quizzes, kahoots, peer & self-assessments, etc.
Each day, students will participate and learn through a combination of socratic and hands on activities in small and larger groups. Students will study how Canada impacts the local and global community through the study of water accessibility, usage, and water as a basic human right. We will begin by reflecting on the items they purchase, where in the world they come from, and the types of factories used to produce them. From here students will learn how poverty conditions impact water quality in the area, thereby reflecting on their influence in the world water problem. Students will also spend time reflecting on their own consumption of water in their households, and how they can improve their appreciation for access to water. This will happen through a series of inquiry based questions that the tasks will be centered around.
During the final culminating assessment. Students will focus on developing an artistic representation of “What Water Means to [Them}.” This assessment will require students to include information from the big ideas, and specific expectations covered throughout the unit. More information can be found about the culminating task at the end of this chart.
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This TCLP matters to students as it provides them not only with knowledge of the world around them, the impact Canadians make environmentally, and how Canada compares on a global scale in terms of water usage and availability, but it also develop critical thinking skills which create informed citizens. This is important to the community, as it allows students to gain in depth understanding of the importance of clean water accessibility, and to have appreciation for the water we have access to. It will help to develop citizens who do not waste water, thus contributing positively to a global community that does not take advantage of what we are privileged to have access to. The unit also allows students to make connections about various communities within Canada, such as our reserve populations. Students will think critically while connecting their learning to the sciences through experimentation, to mathematics through graphing of primary and secondary data, and to languages and arts through continued assessment opportunities. Students will apply their knowledge of these subjects to the Social Students curriculum and identify how the new knowledge they are gaining is an important and current issue. They will understand that each of these related topics are important to fully understand that basic human dignity. My goal for the social studies curriculum is to make students informed global citizens who understand the world around them and how Canada plays a part in the global struggle for access to useable water. My hope is for my students to become responsible active citizens of Canada, who are critical of information they read, and can come to conclusions while analyzing information.
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Example of Methods, Resources and tools used (Think of your “Big Idea”, curriculum expectations, text, zone of proximal development)
Teacher-directed
Teacher introduces topic of study and discusses leads brainstorming mindmap about student knowledge of Canada’s impact on the global environment.
Teacher leads all initial class instruction to provide steps, summarize articles, and scaffold learning throughout the unit.
Teacher leads oral discussions and reading activities, by prompting students to note important information in articles and research provided (primary or secondary data) at the beginning of the unit, with a release of direction as lessons progress.
Throughout the unit, critical thinking questions will be posed by the teacher, as well as the facilitation of small group discussions and whole class discussions, in addition to leading providing lessons and feedback about proper
Research sources of information, and lessons on how to cite resources used.
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Collaborative Opportunities
Students work in small groups to analyze data about water accessibility throughout the developing world, and compare it to Canada while filling in a chart.
Students work in small groups to think/pair/share their understanding of articles relating to water accessibility in different areas of Canada (example reserve communities) and to discuss their beliefs about how water access is a basic human right.
Students discuss and share and present their work to each other both in small groups and as a whole class discussion or presentation frequently throughout the unit
Students have the opportunity to receive peer feedback throughout the unit.
Students independently develop a visual representation of how they identify with water, and then share the information in a class discussion while reflecting on their learning throughout the unit.
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Hands-on
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Independent
Flipped Classroom:
Introduced Species & Biodiversity
Protecting Biodiversity: Local and Global Policies
Lesson description:
This flipped lesson connects to the big ideas of the impact of Canadian actions in around the world, as well as how this affects clean drinking water. Students will learn about these topics through Khan videos supplemented by current events news articles, and then complete an inquiry task to research how invasive species can impact water quality, and what conservation methods are promoting water quality, while also protecting biodiversity.
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Media Literacy
4.8 Subtask - Media Literacy
Media Literacy Lesson - Appendix A
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Cross Curricular
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Prof. Resources
Social Studies Curriculum:
Science Curriculum:
Math Curriculum:
Language Curriculum:
The Arts Curriculum:
Deep Space Sparkle Arts Curriculum Development blog:
Struggling Readers:
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Field Trips, Learning outside the classroom
Students will attend Ripley’s Aquarium to participate in two hands on workshops
“Field Trip Form”
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Parent/
Communication Resources
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Differentiated, Accommodated, Modified and Enriched (What tools, teaching strategies or methods will be used to ensure ALL students are engaged and are learning)
Accommodations
All students benefit from the following:
• pre-teach specific content vocabulary
• activate prior knowledge prior to reading
• explicitly teach linking words and required vocab
• promote use of graphic organizers ( i.e., mind map, spider diagram)
• rewording, repetition and/or rephrasing of information
• provide clear explicit instructions/directions
• model strategies to support comprehension (inferring, making connections, determining importance, etc.)
• scaffold the writing process
• allow students to conference in a group, with a partner, or the teacher prior to writing
• conference regularly and provide descriptive feedback to maximize confidence
• allow use of spell check, vocabulary guide, word list, thesaurus, dictionary
• chunk longer assignments and tasks into smaller more manageable parts
• chunk output tasks with feedback after each section
• monitor/support initiation/completion of task
• provide checklists for success criteria and editing
• support the daily use of an agenda for organization
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*Modifications for students with specific LD
*Modifications for students that are Gifted
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First Nations, Metis, Inuit
Specific Example: Students will work in small groups and take turns reading from pages 48 - 59 (this may be broken up into different groups over covered over multiple days) Then students will participate in small group discussion, noting the importance of water to the FNMI people.
The class will then cover the current events topic of First Nations Reserves having a Water Crisis due to poor treatment facilities on reserves. Students brainstorm and discuss human rights issues related to this topic.
From here, the class will come together for a whole class discussion on the disparity between the sacred view of water, and the lack of safe water on reserves, not only as a human rights issue, but as an example of the mistreatment of FNMI peoples over time.
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English Language Learners
- Tutorial Support - provide small group or one-to-one support for ELL students
- simplify vocabulary
- recycle new words
- highlight key ideas
-use non-verbal cues
- check often for comprehension
- provide bilingual support when available
- modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency
- use of a variety of instructional strategies (ex. use of visual cues, graphic organizers, scaffolding; previews of text, pre-teaching of vocab
- strategic use of students’ first languages;
- use of a variety of learning resources - use of assessment accommodations (ex. extra time, oral responses, visual representations, tasks requiring completion of graphic organizers instead of essay questions)
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Alternative means of Assessment
Can use a number of online tools for some of the formative assessments, such as:
Link to alternative assessment ideas: https://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis
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Blended Learning
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Learning Environment
Classroom Set-Up:
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Tasks, Lessons and Activities may not be linear and may depend student learning (Subtasks are lessons)
Pre-Assessment (Diagnostic) Relates back to the data or problem
Link to Lesson Plan:
Lesson 1: This lesson also includes a diagnostic assessment (assessment FOR learning), through the completion of a Kahoot quiz, which will provide the teacher with data about student knowledge prior to beginning the unit. The responses can be exported into an excel spread sheet to be analyzed by the teacher at the beginning of the lesson. This assessment will then be completed again at the end to assess knowledge gained. For homework, students complete a second diagnostic assessment - a writing prompt. The task is given for homework and is evaluated outside of class time in order to provide the student with feedback, as well as to determine students’ strengths and needs in order to modify or adjust instruction and potentially provide additional or alternative learning opportunities that are interest based. The homework writing prompt is used as an opportunity for oral discussion in the next day’s lesson
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Subtask #1 - Mathematics
Assessment Question:
Math Curriculum Comparison Grade 4 to 6 chart:
Continuation from Diagnostic Lesson:
Near the beginning of the unit this lesson will address issues relating to differences in water availability, use, and consumption between Canada and the developing world, specifically Central African Republic. Through a game format, students consider how they use water every day and how much they use on average. They also discuss how accessible water is in the community that they live in. They compare and contrast the information they record with facts provided about CAR. Students will learn how difficult it is to obtain safe drinking water in Central Africa, and discuss the consequences of drinking dirty water. Students will also learn how much energy and time are required in order to access water, when you don’t have the privilege when living in a country with what seems like unlimited access. At the end of the game, students reflect on their findings through an oral discussion and note the contrast between Canada’s water consumption and CAR’s by creating a graph of their choice (the one they feel best represents the data involved) using what they have learned about bar and line graphs. Students will review the criteria for best selecting a bar or line graph, prior to beginning, and will be directed to two videos to review how to complete each. Once they have completed these graphs on paper, they will also create a good copy, which will be completed in Microsoft Office.
Resources:
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Subtask #2 - Writing
Assessment Question: Where does the stuff that we use in Canada come from and what is its impact on the world?
This is an introductory lesson to develop interest in how Canadians can impact the rest of Canada in general (is not water specific, however students will read an article which links families living in poverty to poor water quality in developing regions) - https://lifewater.org/blog/water-poverty/
Link to lesson Plan
Assessment Format: Formative assessment (AAL) to assess student comprehension as well as provide feedback about writing skills. Students will submit a first draft for feedback from teacher and will then be given the opportunity to make improvements before submitting a final draft
Will use the Languages Achievement chart to provide feedback about structure, grammar, vocabulary use, etc.
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Subtask #3 - Reading
Assessment Question:
How does Canada’s water quality and usage compare to that of other countries globally?
This subtask allows students to investigate the theme of global access to water. Students will apply this knowledge to specific countries of study, and will use this to analyze and compare the difference between water usage in Canada. Students will be presented with the information they require and will then complete an inquiry activity. The lesson closes with a whole class discussion and the teacher can guide students to emphasize key elements of understanding from the articles provided.
Assessment: Assessment As Learning (AAL)- Students with read through the associated handouts and will complete the attached graphic organizers in groups. Groups will then conference with the teacher about their understanding, and will receive feedback on their graphic organizers.
Link to Resources: http://www.developingaglobalperspective.ca/wp-content/assets/lessonplans/gr6/water_in_developing_countries.pdf
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Subtask #4 - Oral Language
Assessment Question:
How is water assessed in Canada in comparison to the C.A.R? How does access to clean water relate to the idea of Human dignity / Human Rights?
This subtask continues to assess students’ understanding and knowledge of the differences in water consumption between Canadians and Central Africans; Through oral discussions and writing tasks, students will have the opportunity to consolidate their learning. Students will watch and take notes on the documentary, Jay‐Z: Water for Life, Throughout the video students will learn about the importance of water and the different ways water is used the African nations of Angola and South Africa.
Assessment For Learning (Formative Observation assessment) will take place during this lesson in order to ensure all students are meeting the learning goals.
Students will answer questions based on the documentary; answers are checked orally. The teacher facilitates discussion, observes and checks for understanding.
“Through pair, small group and whole‐class discussion, students will talk about the importance of water and different ways people use water in Central African Republic, Angola, South Africa and Canada; students will examine the consequences communities face when they lack clean water and will be able to name a Canadian humanitarian organization that assists communities with unsanitary water conditions.”
Links to:
Lesson Plan - Oral Languages - Jay Z
Lesson Plan - Oral Languages - Jay Z Questions & Answers
Jay Z Videos Parts 1 - 4
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Subtask #5 - Media Literacy
Assessment Question:
Current Events: How are the actions of Canadians affecting others?
This subtask actives students prior knowledge of Media Literacy, while continuing to develop informed citizens. Students will use the strategies learned within the Media Literacy lessons, to participate in a current events news article review. The initial review will be presented by the teacher to model what is expected, and students will work in small groups to discuss their interpretation, and talk about media influences. Over the remaining weeks in the unit, the teacher will scaffold student support, by providing current news articles to have them analyse, followed by release of support and allowing students to demonstrate research skills in order to locate recent media stories, which they will summarize and present to the class, including their opinions and ideas about the media’s portrayal of the event.
Assessment For Learning will be used in order to assess student comprehension through anecdotal notes and oral feedback. On students assigned week to present, each student will have the opportunity to submit written work for descriptive feedback prior to presenting the final product.
Links to resources:
4.8 Subtask - Media Literacy
Media Literacy Lesson - Appendix A
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Subtask #6 - Science
Assessment - reading comprehension questions (AAL), small group discussions (AFL) and science experiments
Essential Question: “Why is access to clean drinking water important to all people?”
Day 1: Students will work in small groups to learn water conditions for one of the following five countries: Bangladesh, Ethiopia, Honduras, India, or Kenya and record findings on the Global Water Crisis International Comparison Group Activity graphic organizer. They will then share what they learned with the class, and will record each other’s information for the remaining four countries on their activity charts. Students will then complete follow up reading comprehension questions for homework that can be assessed as Assessment For/As Learning.
Link to online lesson plan:
Day 2: Students complete inquiry activity - Global Water Crisis “Water Commons” Lab
(pg 9-10 of previous link)
Day 3 - Don’t drink the water! Activity: This lesson involves a science experiment to demonstrate how dirty water can be transformed into drinkable water. Students will observe the differences between clean and dirty water, and will make connections between the water they drink and that which some people in Central African Republic, Angola, and South Africa drink. This lesson encourages collaborative work, cooperative learning and class participation through building a water filtration system. In small groups, students observe, test and record results of their experiment and develop a better understanding of the process of cleaning dirty water and how the use of water filtration may be a possible solution to dirty drinking water. Assessment is done through observation of student work in groups & discussions (AFL)
Links to lesson:
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Subtask #7 - The Arts
Assessment Question:
What does water mean to you?
In the final lesson of the unit, the teacher will be preparing students for the final culminating assessment. The teacher will show students a model that was created by the teacher, using art supplies and techniques learned in the art curriculum to represent what water means to them. The teacher should point out an aspects of importance in demonstrating how the visual representation connects meaning to the unit of Canada’s impact on water and the environment worldwide. The teacher will further ask students to brainstorm anything they see in relation to ties to what has been learned throughout the unit in terms of water availability and cleanliness worldwide. After this, students will be provided with art supplies to develop their own visual representation of the meaning of water. Students should use techniques covered in art class so far, and be able to explain how the techniques and styles they use demonstrate their understanding of the material.
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Culminating Task
The culminating task is a choice assignment. Students must create a visual representation of their connection to the meaning of water. First, students will review the material they have covered in each of the subtasks. Then, students will select one or a few of the big ideas to incorporate into their visual. They must identify / select some of the main themes or topics of the course, and explain how they have represented it within their visual. Students will be assessed using a rating scale followed by a checklist. Once the teacher has described the assessment and discussed the exemplar, the teacher and students will co-construct success criteria for each level rating within the checklist. This will ensure that students are aware of the success criteria prior to beginning the assignment.
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FINAL Assessment TASK (Variety of methods,depending on what you are assessing)
Throughout the unit, students will be assessed through a variety of methods, mentioned in previous boxes. For the final task, students will create a visual representation of what they have learned which is evaluated and given feedback to address learning. This task involves cross-curricular expectations, including the arts, math, science, and languages, as well as social studies. Between Kahoot/Socratic quizzes, writing assessments, oral discussion anecdotal notes, and assessed lab work, the teacher, student, and parents will receive a wide variety of assessment data, which culminates in the final culminating project!
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