Playworks 2014 Mini Unit Template - pg.

1
Title of Unit: Inquiry Project
Grade level(s): 2/3
Subject(s): Social Studies, Science, L.A, Physical and Health Education
(HCE), Math
Developed by: Daina Duncan
Time Frame: One week - all day every day
(length of lessons)

Stage 1-Desired Results

Prescribed Learning Outcomes:(Taken from the IRPs)
Social Studies-A3-Use simple maps to interpret and present information
A4-Gather information from a variety of sources
A6-Create a presentation on a selected topic
Science-Ask questions that foster investigation and explorations
relevant to the content.
L.A-A5-Use a variety of strategies when interacting with others
including presenting ideas, information, and feelings B7- Use a variety
of strategies after reading and viewing to confirm and extend meaning.
C2- Create a variety of clear easy to follow informational writing and
representations.
HCE- C2- Describe the importance of healthy eating and regular
physical activity for a healthy lifestyle
Math-D1- Collect first hand data and organize it
Big Ideas: Why is this unit of study important? (Why is this significant to
learn?)
Social Studies- Different environmental features present people with
different challenges and opportunities.
Science- Living things and their environment are interdependent
L.A.-Stories help us learn about ourselves, our families and our
communities
Physical and Health Education (HCE)- Healthy practices can reduce
illness for individuals and the community.
Math- Information can be collected and represented in various forms
that allows us to make interpretations.
Enduring Understanding(s): (What do you want students to understand

Playworks 2014 Mini Unit Template - pg. 2

& be able to use several years from now from this unit? )
I want students to know that when they are handed food from our food
program where that food was grown in BC and how it is grown.
Students will pick their favorite food and report on it to the class. They
will be able to tell the class how their chosen food is grown and where it
is grown in BC.
Essential Question(s):(What questions might spark student
interest/engagement in the topic? Think open ended questions that link
to the content of the understandings) How and where is our food
grown? What would happen if those types of plants/trees got a serious
disease and wiped out our crops what would we do?

Stage 2-Assessment Evidence

Ongoing (Formative) Assessments:(How will you, and students know
they are on track? Think of strategies in terms of age appropriate and
the varied forms learning.)
We will have a map of BC in our classroom each week when a new food
is given to our class we will research where this food came from in BC
and how it is grown there.
Summative Assessment:(How will students demonstrate achievement
of their learning by the end of this unit? What performance
standard/rubric will you use to assess?)
Students will be given a map of BC and be able tell/show me where
specific food is grown in BC. They will also be able tell/show me how it
is grown. They will do this by filling in a map of BC and either placing
stickers on certain areas where certain types of food comes from.
Students will also be able to describe how the food was grown. Either
from a vine, tree, in the ground, etc. Students will be given a
worksheet with specific foods and they will have to tell/show me how
each particular food is grown in BC.
Key Performance Criteria: (What does accomplished look like?)
Accomplished looks like- When food is delivered to our classroom
(monthly/weekly snack provided by the govnt) the students will be able
to tell me where it comes from in BC and how it is grown. Students will
pick their favorite fruit/veggie and make a poster. They will explain
where the food they chose is grown in BC and how it is grown and
present their information to the class.

Playworks 2014 Mini Unit Template - pg. 3

Stage 3-Learning Plan: Should be Differentiated (3-5 lessons-Detailed Lesson

Plans attached to this Unit Plan)
Topic:
Lesson Objective(s) Learning Activities
Assessment(s)
Where
(Instructional Strategies & Methods
does our
Methods to Differentiate)
food
come
from?
Lesson 1

To get students to start

thinking about where
their snacks are grown
in BC

Create a KWL chart with

students and their prior
knowledge of where their
healthy snacks come from.

Students will create a

KWL chart from the
gathered information we
come up with as a group.

Lesson 2

Target the healthy snack Students will be given a map of

with the location of
BC and they are to figure out
where it is grown in BC where their healthy snack comes
from in BC

I will look at the

students map sheet and
see if they have located
the proper area with
correspondence to the
healthy snack of the day

Lesson 3

Will continue to map

where our healthy
snacks come from. Now
we will also be looking
at how our food is
grown.

Students will research using I

pads and books from the library
on how their healthy snack is
grown.

I will check their work

to see if they have the
proper area targeted as
well as how their food is
grown (plant/trees).

Lesson 4

Students will use their

prior knowledge and
experience to connect
with the map of BC

Students will use their prior

knowledge to find out if they
have been to this area in BC
before. Questionnaires will be
sent home for care givers to fill
out with regards to the students
research of a specific area.

Students will fill in their

new information on their
map to record if they
had been to this area
before.

Lesson 5

Students will begin to

learn that some healthy
foods that they eat are
not grown in BC

Students will research a healthy

snack that they havent research
before and find out the origin of
the food and how it is grown.

Students will get a map

that corresponds to their
new food with country
as to where their new
food is grown.

Playworks 2014 Mini Unit Template - pg. 4

Potential Barriers to Success/Areas to Differentiate: (Might include
engagement, organization, language ability, reading level, exceptionalities
etc. ) Students will be given large maps of BC where they can track specific
areas in BC. They will be large maps so that they can record the fruit or
veggie on the map and mark it on the map of BC.
Considerations/Adaptations/Extensions:
Students will create questions before hand to ask the farmer when we attend the field trip.
If available we can create a garden at our school.