A Model Unit for Grade 9: Life: Canada, the World, the ... · A Model Unit for Grade 9: Life:...

A Model Unit for Grade 9: Life: Canada, the World, the Universe?

Diversity and Pluralism in Canada, Democracy and Governance in Canada, Reproduction, Exploring the Universe

Jennifer Katz

TooLs for InsTrUCTIon And reAdInG AssessMenT

TtD_Gr9_Model.indd 1 10/1/13 1:37 PM

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Contents

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

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

Theme: Life: Canada, the World, the Universe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

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

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

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

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

Assessment Rubric for Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Inquiry Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Project 1 (Group) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Project 2 (Individual): Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Project 2 (Individual): Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25



4 Grade 9: Life: Canada, the World, the Universe?

© Portage & Main Press, 2013, A Model Unit for Grade 9: Life: Canada, the World, the Universe?, ISBN: 978-1-55379-419-6

Plan

for

Scho

ol Y

ear

Gra

de 9

Sc

hool

Yea

rSe

ptem

ber

to J

anua

ry

Sem

este

r/U

nit O

neFe

brua

ry to

Jun

e Se

mes

ter/

Uni

t Tw

o

ThEM

ES C

hO

SEn

TO

In

TEG

RATE

DIS

CIPL

InES

Life

: Can

ada,

the

Wor

ld, t

he U

nive

rse?

From

Tin

y A

tom

s to

Glo

bal R

elat

ions

RATI

On

ALE

An

D

COn

nEC

TIO

nS

Ther

e ar

e tw

o ac

adem

ic c

ontro

vers

ies

that

can

be

expl

ored

he

re to

eng

age

stude

nts

in c

ritic

al a

naly

sis

– th

e ro

le o

f go

vern

men

t in

repr

oduc

tion

(abo

rtion

, ste

m c

ells,

and

so

on),

and

the

sear

ch fo

r lif

e on

oth

er p

lane

ts. In

the

first,

yo

u ca

n ex

plor

e th

e en

viro

nmen

tal n

eeds

of o

rgan

ism

s fo

r re

prod

uctiv

e he

alth

, the

rol

e of

div

ersi

ty in

rep

rodu

ctio

n, a

nd

hum

an r

ight

s re

late

d to

rep

rodu

ctiv

e fre

edom

. In

the

seco

nd,

you

can

disc

uss

the

char

acte

ristic

s of

spa

ce, v

ario

us c

ultu

res’

be

liefs

abo

ut s

pace

, Can

ada’

s ro

le in

spa

ce e

xplo

ratio

n, a

nd

the

poss

ibili

ty o

f life

in s

pace

(giv

en r

epro

duct

ive

need

s of

liv

ing

orga

nism

s).

In a

ll sc

ienc

e an

d so

cial

sci

ence

, thi

ngs

are

cate

goriz

ed, a

nd th

en

both

bro

ken

dow

n to

thei

r sm

alle

st pa

rts a

nd e

xplo

red

in th

eir

conn

ectio

n to

the

larg

er w

hole

. Can

ada

is e

xplo

red

as a

cou

ntry

w

ith s

peci

fic c

ultu

ral g

roup

s, a

nd th

en a

s pa

rt of

a la

rger

glo

bal

wor

ld. M

atte

r is

expl

ored

as

bein

g m

ade

up o

f ele

men

ts, a

nd th

en

as p

art o

f lar

ger m

olec

ules

and

com

poun

ds. E

lect

ricity

pla

ys a

role

in

bot

h –

Can

ada’

s re

latio

ns w

ithin

(e.g

., w

ith F

irst N

atio

ns a

nd

reso

urce

righ

ts) a

nd w

ith o

ther

cou

ntrie

s (g

loba

l tra

de).

Elec

trici

ty is

af

fect

ed b

y th

e el

emen

ts of

mat

ter,

as w

ell.

Inq

UIR

Y q

UES

TIO

nIs

Can

ada

truly

the

land

of t

he fr

ee?

How

do

we

study

the

smal

lest

elem

ents

and

the

larg

est i

deas

?

SOCI

AL

STU

DIE

SD

iver

sity

and

Plu

ralis

m in

Can

ada,

D

emoc

racy

and

Gov

erna

nce

in C

anad

aCa

nada

in th

e G

loba

l Con

text

, Ca

nada

: Opp

ortu

nitie

s an

d Ch

alle

nges

SCIE

nCE

Repr

oduc

tion,

Ex

plor

ing

the

Uni

vers

eA

tom

s an

d El

emen

ts,`

n

atur

e of

Ele

ctric

ity

MAT

hEM

ATIC

SPa

ttern

s an

d Re

latio

ns, n

umbe

r,

Prob

abili

ty a

nd S

tatis

tics

Circ

ular

Geo

met

ry, S

hape

and

Spa

ce, n

umbe

r

SAFE

TY P

ERSO

nA

L,

PERS

On

AL

An

D S

OCI

AL

MA

nA

GEM

EnT

Mov

emen

t, Fi

tnes

s M

anag

emen

t, H

ealth

y Lif

esty

le



Grade 9: Life: Canada, the World, the Universe? 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 two semesters in one school year.

In this model unit for the first semester in grade 9, 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 a student 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, they 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 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 18, 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 25.

As implied by the title, A Model Unit for Grade 9, 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 semester.

TtD: pp. 74–85



6 Grade 9: Life: Canada, the World, the Universe?


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 9: Life: Canada, the World, the Universe? 25


Activity Cards for MI Work Centres

Mathematical Power

Resource Economics

Musical Reproduction

Songs of the Oppressed

Legal Protection

Communicating in numbers and Words

Visual Reproductions

Canada in Art

Physical Reproduction

Kinesthetic Expression

My Family Genetic Tree

Geography and Me

Culture and the Stars

Government and the People

Aliens?

Environmental Influence

Environmental Rights and Responsibilities

Predicting Evolution




INTR

APE

RSO

NA

LM

y Fa

mily

Gen

etic

Tre

e

Cre

ate

a ge

neti

c tr

ee f

or t

hree

tra

its

wit

hin

your

fam

ily (

e.g.

, hai

r co

lour

). H

ow h

ave

thes

e tr

aits

bee

n pa

ssed

dow

n? W

hat

dive

rsit

y ha

s re

sult

ed?

Is

the

re a

ny e

vide

nce

of m

utat

ion

or a

dapt

atio

n?

Cam

pbel

l 74

yea

rs

SCO

TTIS

H

Robe

rt 46

yea

rsC

harle

s 38

yea

rsLin

da

42 y

ears

Cla

ra

22 y

ears

kath

leen

20

yea

rsA

lexi

s 8

year

sC

harlo

tte

6 ye

ars

Mat

thew

4

year

sO

wen

6

year

sSa

m

16 y

ears

Bria

n 18

yea

rsA

man

da

15 y

ears

Edw

ard

66 y

ears

IRIS

H

Ruth

72

yea

rs

IRIS

H

Meg

45

yea

rsEv

a 38

yea

rsPa

trick

40

yea

rsD

iane

41

yea

rsD

erek

44

yea

rsA

shle

y 40

yea

rs

Sara

h 68

yea

rs

ENG

LISH

Mal

eC

ystic

Fib

rosi

s

Fem

ale

Hea

lthy

carr

ier o

f cys

tic fi

bros

is g

ene




INTE

RPER

SON

AL

Cultu

re a

nd th

e St

ars

Exp

lore

one

cul

ture

’s b

elie

fs a

nd p

ract

ices

reg

ardi

ng a

stro

nom

y an

d sp

ace

expl

orat

ion.

How

was

and

is a

stro

nom

y us

ed in

dai

ly li

fe?

In s

piri

tual

life

?

Wri

te, d

raw

, or

sing

you

r th

ough

t ab

out

this

top

ic.



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