a model unit for grade 5: aboriginal innovations · a model unit for grade 5: aboriginal...

A Model Unit for Grade 5: Aboriginal InnovationsFirst Peoples, Simple Machines

Jennifer Katz

Tools for InsTrUcTIon And reAdInG AssessMenT

TtD_Gr5_Model.indd 1 10/1/13 1:27 PM

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© 2013 by Jennifer Katz

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Contents

Plan for School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Theme: Aboriginal Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Planner: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Suggested Materials for the Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Plan for Integrating Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Assessment Rubric for Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Inquiry Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project #1 (Group) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project #2 (Individual) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23



4 Grade 5: Aboriginal Innovations

© Portage & Main Press, 2013, A Model Unit for Grade 5: Aboriginal Innovations, ISBN: 978-1-55379-407-3

Gra

de 5

Scho

ol Y

ear

Sept

embe

r to

Dec

embe

rTe

rm/U

nit O

neJa

nuar

y to

Mar

chTe

rm/U

nit T

wo

Apr

il to

Jun

eTe

rm/U

nit T

hree

ThEM

ES C

hO

SEn

TO

In

TEG

RATE

DIS

CIPL

InES

Abo

rigin

al In

nova

tion

Surv

ivin

g Se

ttlem

ent

Syst

ems

Chan

ge

RATI

On

ALE

An

D

COn

nEC

TIO

nS

Firs

t peo

ples

use

d si

mpl

e m

achi

nes

(e.g

., tra

vois

) to

adap

t to

hars

h cl

imat

es a

nd

terr

ain.

Sha

pes

and

prob

abili

ty (e

.g.,

dete

rmin

e th

e lik

elih

ood

that

this

mac

hine

ca

n lif

t ___

) fit w

ell w

ith s

impl

e m

achi

nes,

as

doe

s m

ovem

ent i

n PE

(sin

ce m

achi

nes

are

used

to m

ove

thin

gs, a

nd s

ome

parts

of

our

bod

ies

are

sim

ple

mac

hine

s).

This

uni

t exp

lore

s co

ntac

t bet

wee

n Eu

rope

ans

and

Abo

rigin

al p

eopl

es, a

nd

how

Abo

rigin

al g

roup

s ta

ught

Eur

opea

n se

ttler

s to

sur

vive

the

wea

ther

and

terr

ain

in C

anad

a. T

here

are

pat

tern

s to

wea

ther

sy

stem

s, a

nd s

urvi

val d

urin

g th

is e

ra

requ

ired

awar

enes

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saf

ety

and

fitne

ss

man

agem

ent f

or s

ettle

rs.

Syste

ms

– w

heth

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rgan

sys

tem

s in

the

body

or g

over

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s –

chan

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mic

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cal c

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ke

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the

body

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so h

ave

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have

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ts th

at a

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epen

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can

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ore

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ange

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as w

ell,

fitne

ss a

nd li

festy

le p

lay

a ro

le in

m

aint

aini

ng a

hea

lthy

body

.

SOCI

AL

STU

DIE

SFi

rst P

eopl

esEa

rly E

urop

ean

Colo

niza

tion/

Fur

Trad

eBr

itish

Col

ony

to C

onfe

dera

tion

Skill

s, K

now

ledg

e, V

alue

s –

App

licat

ions

all

year

SCIE

nCE

Sim

ple

Mac

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eath

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dy/P

rope

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s of

, an

d Ch

ange

s in

, Sub

stan

ces

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now

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alue

s –

App

licat

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all

year

MAT

hEM

ATIC

S

Prob

abili

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hape

and

Spa

ce (2

D, 3

D,

tran

sfor

mat

ions

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ttern

s an

d Re

latio

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psSt

atis

tics/

Dat

a A

naly

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Mea

sure

men

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Num

ber c

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pts

and

num

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pera

tions

all

year

PhYS

ICA

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CATI

On

Mov

emen

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fety

/Fitn

ess

Man

agem

ent

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Man

agem

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Hea

lthy

Lifes

tyle

Pers

onal

and

soc

ial m

anag

emen

t all

year

LAn

GU

AG

E A

RTS

ACT

IvIT

IES

Inte

grat

ed a

ll ye

ar

FIn

E A

RTS

ACT

IvIT

IES

Inte

grat

ed a

ll ye

ar

Plan

for

Scho

ol Y

ear



Grade 5: Aboriginal Innovations 5


Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools:

1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii) a full set of activities drawing on the concept of multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.

2. A Reading Assessment Program Guide, also in two parts: (i) the guide with templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for assessment throughout the school year.

In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units for a full academic year. I also included an overview of “how-to” procedures. In this book, I include a working plan for the school year (see chart, opposite page). The plan integrates major themes from Manitoba’s curricula into manageable units of study that correspond to three terms in one school year.

In this model unit for the first term in grade 5, teachers will find planners that outline the essential understandings, essential questions, and final project(s) for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.

Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means students can provide supporting detail. Explain, assess, and analyze require students to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, place a value on the analysis. For young children, this might simply mean explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students may tell us how their families’ cultures have aspects that the students like and enjoy because they are their favourite ___. These same students may tell us aspects that make them feel ___. These students are meeting the criterion for “Evaluates how his or her family’s culture influences who he or she is.”

The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on page 17, are chosen to inspire diverse students and accommodate their individual learning styles. The MI activity cards that flesh out the topics for such centre-based activities follow the list on page 23.

As implied by the title, A Model Unit for Grade 5, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second and third terms.

TtD: pp. 74–85



6 Grade 5: Aboriginal Innovations


Throughout this model unit, you will see the acronym TtD with page numbers from Teaching to Diversity. Refer to these pages to find fuller explanations, descriptions, or examples of strategies and procedures.



Grade 5: Aboriginal Innovations 23


Activity Cards for MI Work Centres

Transforming Tools

Spinning Probability

Songs of Contact

Machines of Music

Machines Personified

Early hunters

Artistic Expression

3-D Maps

Aboriginal Stories

Dioramas

I Am a Chief

Reflections

Giving Thanks

Showing Support

Exploitation or harmony?

Sacred Geometry

Respect for the Land

Tools and nature




BOD

ILy KIN

ESTHETIC

Dioram

as

Create a dioram

a that shows a pre-C

ontact settlement of the

Aboriginal culture you are studying. W

hat did the terrain look like? W

hat kind of homes did the people live in?

Show w

hat the men, w

omen, and children w

ere doing during a typical day.




ExISTENTIA

LSacred G

eometry

Aboriginal cultures often view

ed certain shapes as having special or spiritual m

eaning. The circle and the Inukshuk are exam

ples of shapes that have special m

eanings.

Research sacred shapes in the A

boriginal culture you are studying. W

hich shapes were special? W

hy?

Create a piece of art show

ing the sacred shapes, and explain the beliefs attached to the shapes.



a model unit for grade 5: aboriginal innovations · a model unit for grade 5: aboriginal...

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