UBD Planning Framework (Understanding by Design)

Integrating the Curriculum with Literacy, Numeracy and Competencies

Part 1: Logistics
Title (lesson, sequence of lessons, mini-unit, unit): Instructional Designers:
Flossing into Confederation! Savannah West
Minette Tomas
Kaely McMurtry
Problem/Issue/Theme: Driving Question/Inquiry Question:
Gamification (Fortnite) How did people and their stories shape our country?
Subject Area(s): Grade(s):
Social Studies
English Language Arts 7 (can be adapted to any grade)
(Literacy and Numeracy)
Math
Health (Digital Literacy)
Physical Education
Art
Curriculum Topics/Strands: Duration:​ ​(days, class periods or weeks)
Social Studies
DIMENSIONS OF THINKING 4-6 weeks
Historical Thinking
Geographical Thinking Depending on how long students get through the activities/problems.
Critical & Creative Thinking
decision making and problem-solving
English: ​creative writing, poetry, managing ideas and information,
presenting, sharing, respecting others, working in groups
Math: ​Numeracy
Health: ​problem-solving, giving & receiving constructive feedback,
conflict resolution, goal-setting, collaboration
Physical Education: ​Dance (locomotor and non-locomotor skills)
Introduction/Conclusion: Evidence of Learning​ (product or performance?)
Introduction:​ PBL entry event - students will participate in multiple Final Project
pre-assessment activities to determine prior knowledge of curricular Journals
content. Teacher comes to class dressed as a character from a Trading Cards
trending game based on student interest, as to hook the less engaged Posters
students. The students will partake in other activities such as creating Performance Tasks
a rap or other song for their final project, collaborating on a class I Peer Review
already know, I wonder about, and I learned (KWL) chart, hanging a Self-Reflections
blank timeline around the classroom to provide space to show visuals Storyboard/comic strips
of events leading up to confederation, matching vocabulary and/or Songs
visuals to events pre-confederation, and pairing up after hearing Jigsaw Activities
about expectations for the final project. Think, Pair, Share
Mini informal presentations
Conclusion:​ The unit wraps up when students complete their tic tac Poems
toe projects (essay, role play, making a game, other) or write the final “Fur”stagram posts
exam. Students are to create some sort of game to contribute to a Role play
“Classroom Arcade” or a “Family Game Night” and do two other
choices as outlined in the tic tac toe assignment guidelines. Daily,
students will be given time to construct their projects.Every day,
teacher will pose a Game Card to the students. The game card will
provide a variety of challenges and outline requirements for each
squad’s game. Students will present and share their projects on the
day of the “Classroom Arcade” or “Family Game Night” ​showcase of
learning​.
Integration Model: Key Vocabulary:
National identity
Webbed Model Identity
Citizenship
Loyalists
Refugees
Migration
Confederation
Intercultural
Mercantilism
Economy
Settlement
Imperialism
Government
Fur Trade
Competition
Diversity
Society
Relationship
Co-existence
Assimilation
Colony
Demographics
Great deportation
Immigration
National Policy
Treaty of Paris (Royal Proclamation)
Urbanisation
Rationale: ​How does this project fit into your subject curriculum? Why have you chosen this set of learning outcomes? How does your plan take into account
the interests, abilities and diversities of students? At what time of year would you complete this work and why? How will you build in “student voice and
choice” into this work? What model of integration is used for this integrated unit?

In today's classrooms, one of the largest challenges is creating a space where students forget about their distractions (video games/social media/peer
judgement) and feel safe to take risks and learn at their own paces. By bringing their distractions into the classroom, teachers can use student interests to
their advantage in hooking students into understanding curricular content. The final assignment for this unit requires students to culminate a project
through a student interest, while integrating outcomes from a variety of curricula. The end product fits well into the theme of gamification, because it

Template created by: Brent Galloway and Julia Rheaume at Red Deer College (2014)
Adapted from: McTighe, J. & Wiggins, G. (2004). ​Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.
 UBD Planning Framework (Understanding by Design)
Integrating the Curriculum with Literacy, Numeracy and Competencies

provides student engagement and offers a student centered learning environment, where students enjoy mastering the outcomes outlined in this unit. In
addition to the requirements for the final project, students are provided choice to create a product based on their unique interest, abilities, and diversities.
Students will create a game and complete two other negotiables from their "tic-tac-toe" menu (written work, portfolio/case file, website, display (trifold),
poster (digital or paper), slide show, series of blog posts, or they may consult with the teacher via student choice). Daily, students will be given time to build
their projects at a reasonable pace. Collaboratively, students will design their game through the use of daily Game Cards that teachers will provide. Each
card is designed to align with curricular outcomes from a variety of disciplines. After teacher has taught all outlined lesson plans, students will be provided
with class time to work on their projects, this time will come four days prior to the arcade, and will provide students with a practice day. The primary focus
of individual lessons are based on the grade 7 Social Studies learning outcomes, which focus on the events leading up to Confederation. The lessons should
further students’ understanding and provide them with experiences to learn about pre-confederation Canada. The aim of the final culminating project is for
students to meet the outcomes of this unit and to spark students’ interest by incorporating gamification in the classroom (click here for an overview of
gamification). There are many benefits to gamification in the classroom, but one of the most important benefits to providing students with this unique
experience is they are more engaged in the classroom.
​
This project can be offered at any time during the school year based on teacher discretion, but for project purposes, we have constructed this unit to fit well
from late February to early March. Factors that affect the amount of time required to complete the project include: student readiness, tempo, amount of
work to be done, schedule and so on. However, it would be best to complete this project just before starting post-confederation as a way to bridge the two.

The model of integration used for this unit is the Webbed Model. The theme of the unit is gamification which is supposed to motivate students to learn and
see the connections between the subject areas. Even though these were not explicitly mentioned in each lesson, students should recognize that they are
meeting multiple learning outcomes from a variety of subjects. Each of the outcomes and learning activities is carefully chosen to coincide with the final
culminating project.
Resources: ​What resources will be helpful in preparing this plan? (websites, videos, materials, community resources, guest speakers, books, etc.)

OFFICIAL DOCUMENTS
Alberta Government. Alberta Education. (2005). ​Social studies kindergarten to grade 12. R ​ etrieved from
https://education.alberta.ca/media/160200/program-of-study-grade-7.pdf
Alberta Government. Alberta Education. (2000). ​English language arts. ​Retrieved from ​https://education.alberta.ca/media/160402/ela-pos-k-9.pdf
​ etrieved from ​https://education.alberta.ca/media/482118/jhart.pdf
Alberta Government. Alberta Education. (1984). ​Art. R
Alberta Government. Alberta Education. (2016). ​Mathematics kindergarten to grade 9. R ​ etrieved from
https://education.alberta.ca/media/3115252/2016_k_to_9_math_pos.pdf
Alberta Government. Alberta Education. (2002). ​Health and life skills kindergarten to grade 9. ​Retrieved from
https://education.alberta.ca/media/160196/health.pdf
Alberta Government. Alberta Education. (2000). ​Physical education. R ​ etrieved from ​https://education.alberta.ca/media/160191/phys2000.pdf
WEBSITES & VIDEOS
https://www.thecanadianencyclopedia.ca/en/article/confederation
https://www.youtube.com/watch?v=gMYo07DESRs
https://www.youtube.com/watch?v=JGoVlgcT6tM
Instagram.com
https://www.symbaloo.com/shared/AAAAA6V7XrMAA41_WVbj9g==
https://www.storyboardthat.com/
Build a Board Game Resource
https://vimeo.com/104410563
http://www.funtrivia.com/playquiz/quiz18417915172f0.html
http://www.learnalberta.ca/content/sscanic/html/towardconfederationimagescollection.html
https://www.shiftelearning.com/blog/why-gamification-elearning

MATERIALS
KWL Charts
Assignment/Tasks Rubrics (see lessons)
Chromebooks/Laptops
Self-Reflection Template (see lessons)
Peer-Review/Feedback (see lessons)
Writing Utensils
Paper Materials
Journals
Posters
Game Cards
Graphic Organizers
Museum Artifacts
Emoji Checklist
Tic Tac Toe Choice Menu (see lessons)
Planning Template
Symbaloo

Part 2: Desired Results

Learning Outcomes: ​State the specific learner outcomes from the program of studies. You may choose to integrate different subjects/learning outcomes for
this project. If so, look for learning outcomes that link to your topic/question/problem.
Language Arts - Poetry Mathematics
General Outcome 1 ​Students will listen, speak, read, write, view and Integers
represent to explore thoughts, ideas, feelings and experiences. Decimals
General Outcome 2​ Students will listen, speak, read, write, view and Sequencing
represent to comprehend and respond personally and critically to oral, print Basic Numeracy Skills
and other media texts.
General Outcome 3​ Students will listen, speak, read, write, view and
represent to manage ideas and information.
General Outcome 4​ Students will listen, speak, read, write, view and
represent to enhance the clarity and artistry of communication.
General Outcome 5​ Students will listen, speak, read, write, view and
represent to respect, support and collaborate with others.
Physical Education - Activity Social Studies - Toward Confederation
GENERAL OUTCOME A:​ Students will acquire skills through a variety of 7.1.1 appreciate the influence of diverse Aboriginal, French and British
developmentally appropriate movement activities; dance, games, types of peoples on events leading to Confederation (C, I, TCC)
gymnastics, individual activities and activities in an alternative environment; 7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)
e.g., aquatics and outdoor pursuits 7.1.3 compare and contrast diverse social and economic structures within
the societies of Aboriginal, French and British peoples in pre-Confederation
Basic Skills—Locomotor; e.g., walking, running, hopping, jumping, leaping, Canada
rolling, skipping, galloping, climbing, sliding, propulsion through water 7.1.4 assess, critically, the economic competition related to the control of
the North American fur trade

Template created by: Brent Galloway and Julia Rheaume at Red Deer College (2014)
Adapted from: McTighe, J. & Wiggins, G. (2004). ​Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.
 UBD Planning Framework (Understanding by Design)
Integrating the Curriculum with Literacy, Numeracy and Competencies
- A7–2 demonstrate locomotor skills by using elements of body and
space awareness, effort and relationships to improve personal
performance
Basic Skills—Nonlocomotor; e.g., turning, twisting, swinging, balancing,
bending, landing, stretching, curling, hanging
- A7–4 demonstrate nonlocomotor skills by using elements of body
and space awareness, effort and relationships, to improve personal
performance
Application of Basic Skills in Dance
- A7–8 refine and present a variety of dance sequences; e.g., folk,
square, social and novelty, alone and with others
- A7–9 choreograph and perform dance sequences, using the
elements of movement and basic dance steps and patterns
Enduring Understandings:
What are the big ideas that you want students to understand?
Lesson 1: Students will be able to demonstrate the pre understanding of the
topics.
Lesson 2: Student will be able to communicate and appreciate others ideas.
Student will be able to collaborate effectively with other
Lesson 3: Student will be able to compare and contrast diverse groups and
there way of life.
Lesson 4: Student will be able to present clearly and effectively their work to
others.
Lesson 5: Shared model. Student will be able to research effectively.
Student will be able to communicate and appreciate others ideas.
Student will be able to collaborate effectively with other.
Lesson 6: Student will be able to view other perspectives.
Student will be able to review conflicts in history
Lesson 7: Student will be able to review conflicts in history
Student will be able to compare and contrast
Student will be able to collaborate and listen to others ideas (communicate
effectively)
Lesson 8: Student will be able to research effectively
Student will be able to work as a team.
Student will be able to appreciate co- existent among others.
Lesson 9/10:​ Student will be able to give constructive feedback.
Student will be able to present effectively
Lesson 11: Student will be able to review conflicts in history
Student will be able to collaborate, problem solve, present information with
other and to others.
Student will be able to use creative thinking
Student will be able to synthesis information
Lesson 12: Student will be able to present present and communicate
effectively to others.
Student will be able to be reflective practitioner.
Knowledge:
What knowledge will students acquire as a result of this plan?
Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details,
important events or people, sequence and timelines, etc.
Students will know…
Various vocabulary.
Events and people that contribute to confederation.
Template created by: Brent Galloway and Julia Rheaume at Red Deer College (2014)
Adapted from: McTighe, J. & Wiggins, G. (2004). ​Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.
7.1.5 assess, critically, the political competition between the French and the
British in attempting to control North America
7.1.6 assess, critically, how political, economic and military events
contributed to the foundations of Canada
Complimentary Courses
Health - Wellness Choices
W–7.11 identify characteristics of resiliency; e.g., skills, positive
self-esteem, social bonding
Relationship Choices
R–7.4 analyze and practice constructive feedback; e.g., giving and receiving
R–7.5 examine the characteristics of healthy relationships, and develop
strategies to build and enhance them; e.g., peer, opposite sex
R–7.7 evaluate and personalize the effectiveness of various styles of conflict
resolution; e.g., win/win, win/lose, lose/lose
R–7.8 analyze the potential effects of belonging to a group, team, gang
R–7.9 develop group goal-setting skills; e.g., collaboration
Life Learning Choices
L–7.4 revise short-term and long-term goals and priorities based on
knowledge of interests, aptitudes and skills; e.g., personal, social, leisure,
family, community
Art
experiment with techniques and media within complete
compositions of two and three dimensions.
experiment with techniques and media within complete
compositions of two and three dimensions.
Essential Questions:
In addition to your driving question, what other provocative questions will
foster inquiry and understanding of the content?
What is Confederation?
What are the major turning events that occurred during pre-confederation
Canada?
What is identity?
What is the Canadian identity?
Who were the people that co-existed amongst each other in
pre-confederation?
Who were the settlers?
What advantages/disadvantages did the fur trade have on the British,
French, and Indigenous people?
What is immigration? What is migration?
What kind of relationships did the British, French, and Indigenous people
have?
What social and economic structures were present during
pre-confederation?
What kinds of conflicts did the British, French, and Indigenous people have?
How did the Europeans try to control North America?
Skills:
What should students be able to do as a result of this plan?
Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret),
communication skills (listening, speaking, writing), study skills (note taking),
interpersonal, group skills, research, inquiry, investigation skills, etc.
Students will be able to…
 UBD Planning Framework (Understanding by Design)
Integrating the Curriculum with Literacy, Numeracy and Competencies

Students will be able to demonstrate the following skills:

Contributors of Canada (student choice)
- John A. Macdonald compare and contrast, infer, analyze, interpreting, collaboration, listening
- Sir George-Étienne Cartier, speaking, presenting, viewing, note taking, teamwork, interpersonal skills,
- George Brown research, investigation, group skills, conflict resolution, role-playing, inquiry,
- Leonard Tilley, creativity, critical thinking, analyzing, evaluating, creating, revising,
- Amor De Cosmos developing
- William Lyon Mackenzie
- Louis-Joseph Papineau By engaging in the different activities, tasks, and assignments during the
- Louis-Hippolyte LaFontaine lessons as well as through the completion of their final project and during
- Sir ​Allan Napier MacNab the arcade carnival showcase of learning.
- Robert Baldwin
- Ludger Duvernay
- Sir Francis Bond Head
- Sir Wilfrid Laurier
- Samuel de Champlain
- Louis Riel
- William McDougall

Figures of speech (multiple perspectives)

French, British, Indigenous People

7 Year War , War of 1812, Fur Trade, Quebec Act, Royal Proclamation of
1763, Great Migration of 1815–1850

Geographical thinking, Current events

Literacy/Numeracy Competencies Through Learning

How will you integrate literacy and numeracy into your plan? What competencies will you integrate into your plan?

Literacy: Collaboration
Regularly, students will experience literacy through experiencing stories and Leadership
reflecting on their learning experiences in journaling and communicating Technology
with teacher and peers. Literacy components are included in the lessons Creativity
such communication, creating a song, poems, mini informal presentations, Inclusion
vocabularies, current events, writing, reading, and research. Digital Literacy
Communication
Numeracy: Literacy & Numeracy
Students will be given opportunities to practice numeracy through small Innovation
activities which will also help them prepare for their final project. Students Global and cultural understanding
will be using numbers to build their game such as population, geography, Critical Thinking
statistics, ratios, locations, maps, visualizations, distance, board games, and Problem Solving
estimations. Numeracy is also incorporated in some of the lessons such as Social Responsibility and Cultural Awareness
when talking about historical events, timelines, current events, and Career skills
population. Life Skills

Part 3: Assessment Evidence

Performance Task:
What authentic, relevant culminating activity will allow students to show what they`ve learned during the unit? In the space below, describe the scenario or
situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Include all
elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan.
G - Goal G- ​students will be able to think critically about the decisions made pre-confederation. Students will build an understanding of
What should students multiple perspectives and how cultural diversity shaped Canada by completing this project as well as participating in the
accomplish by completing activities and completion of assignments from the lessons.
this task?
R – Role R-​ students will take on the role of (researcher, game designer, museum expert, tour guide, writer)
What role (perspective)
will students be taking? A- ​younger grades and grade 7 class
A – Audience
S- ​students will be provided the challenge of explaining how Canada came to be based on their explored interest or the game
Who is the relevant
that they are creating. Students will use the knowledge learned during class to base their decisions in creating their game.
audience?
Students start from scratch and try to remake Canada which is essentially the basis of their game and keeping in mind what
S – Situation they have learned about pre-confederation Canada. Students will use the knowledge and skills that they learned to build theri
The context or challenge game.
provided to the student
P – Product, Performance P- ​students will create a game that demonstrates their understanding of what they just learned in the unit. The students will
What will the student be given a tic tac toe sheet to help them with creating their grame. A requirement is that they are to create a game in addition
create? to the required components and do two more options from the tic tac toe sheet (written work, portfolio/case file, website,
trifold, poster (can be digital/paper), slide show, series of blog posts, or some other student choice). Students will need to
S – Success criteria
present and share their project in the Carnival Arcade showcase of learning. During each lesson, students will be given time to
What do they need to
slowly build this project through the use of daily game cards that the teachers will provide. Each card is designed to help and
include/do/show?
prompt students in creating their game. The aim of the final culminating project is for students to meet the outcomes of this
unit and to spark students’ interest by gamifying the whole unit.

S- ​students will need to include a visual (the game itself, poster, picture, diorama, model, video preview, or other). The
students will also need to present their game in some way (e.g. class speech, essay, short story, or other) explaining their
game and how it resembles the trials, tribulations, and preceding confederation. Students will also need to provide the
following items which is a culmination of their work from the individual lessons prior to the showcase of learning.
❏ Portfolio of their work completed throughout the unit (culmination of all their tasks and assignments)
❏ Tic tac toe (make a row or do more if they want or choose 3-4 out of the 9 options)
❏ The final product (whatever they chose to do)
Other Evidence:
How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work
samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes. Include the criteria that supports these
ideas. How will you pre-assess learning before teaching this unit?

Template created by: Brent Galloway and Julia Rheaume at Red Deer College (2014)
Adapted from: McTighe, J. & Wiggins, G. (2004). ​Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.
 UBD Planning Framework (Understanding by Design)
Integrating the Curriculum with Literacy, Numeracy and Competencies

To pre-assess students, teachers will ask students to fill out a KWL chart of what they have learned from last year. Teachers will then collect the charts and
look at what the students have learned by looking at the grade 6 and 7 Social Studies programs of study. Look at the big rocks from previous unit and from
last year’s Social Studies program of studies. The teachers will then base their unit from the information given to them by students.
Formative Assessments: (see individual lessons)
❏ Journals
❏ Trading Cards
❏ Posters
❏ Performance tasks
❏ Peer Review
❏ Self-Reflections
❏ Storyboard/comic strips
❏ Songs
❏ Jigsaw Activities
❏ Think, Pair, Share
❏ Mini informal presentations
❏ Poems
❏ Instagram posts
❏ Role play
Summative Assessment: (see rubric)
❏ Final Project
❏ Performance task

Part 4: Learning Plan

Understanding by Design What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the
assessment tasks in Part 3? What will the sequence of instruction be for this unit?
Introduction How will you engage students and generate interest at the beginning of the unit? What is your “big question” that will
“hook students” to want to inquire? How will you design an ‘anticipatory set’ that will provide relevancy and interest for
students?

Students will choose their duo and then the teacher will combine duos into squads of four. Student mission is to rebuild
after Canada’s population has been wiped out from a fluke storm. Squads must prepare country demographics before
rebuilding their small home base and expanding West. (Teacher combines student game interest objective with course
content. Here we combine Canada as unexplored by settlers and provide students the stories that shaped Canada)

Conclusion How will you design a culminating project that will synthesize what students have learned in this unit? Is this culminating
project performance or product based? How does this project demonstrate authentic assessment and critical thinking
(Think Bloom’s Critical higher level thinking skills)?

In each lesson, students will be given a task indicated on a game card that they will work on to help guide them with their
final culminating project. The game cards are designed to align with the outcomes from different subjects and has
elements that the students will learn from the lessons. For example, students will write poems, create an anthem, invent a
physical aspect for their game, sketch a map, plan social and economic structures of the game and so on. The task is a
culminating project performance as they will have to present their product on the day of the Arcade Carnival showcase.
This project demonstrates authentic assessment and critical thinking as students create their own game by applying what
they learn from the unit. The students are also going to be constantly revising, giving and receiving feedback from their
peers during each lesson which should help them analyze and evaluate their progress. The students are given a lot of
freedom in creating their own game but are still provided with guidance by the teachers.
Lesson Learning Outcome Instructional Strategy Learning Activity Assessment Resources / Materials
(Day (Curriculum) (What the teacher does) (What the student does) (FOR/OF/AS) (media, technology, audio,
#) visual, internet,
community, equipment,
software, etc.)

1 English Language Arts:
2.2 Respond to text:
experience oral, print
and other media texts
from a variety of
cultural traditions and
genres, such as journals,
nature programs, short
stories, poetry, letters,
CDROM programs,
mysteries, historical
fiction, drawings and
prints
Sav
2 SS: 7.1.2
ELA:​ General Outcome
1,2,3,5
Health: R–7.5,
7.7,7.8,7.9
PE: (game card)
pre-assessment, entry Vocabulary match PRE-ASSESSMENT/AS Map, internet, entry event
event, answering Make a song materials, classroom
questions, going over final Kwl Charts as set-up, costumes,
assignment Pre-Assessment charts technology, writing
utensils
Physical Education Dance
Unit - incorporate Fortnite
dance moves in the
classroom
Facilitating, provide Game card FORMATIVE Game cards, articles,
sources, prompting Summarizing & chromebooks, writing
questions, answering synthesizing utensils
questions Reading articles https://www.symbaloo.co
Informal sharing m/shared/AAAAA6V7XrMA
Mini conversations A41_WVbj9g==
Talking circle

GUEST SPEAKER Monitor student Demonstrate viewing and FORMATIVE Writing utensils
(HISTORIAN - summary engagement, facilitator, listening skills, asking
of pre-confederation) answering questions questions, note-taking
3 Social Studies 7.1.3 Mini Discussion, lecture, Compare & Contrast, FORMATIVE Graphic organizers,
ELA: manage group activity facilitation, graphic organizers, digital Chromebooks, writing
information & ideas, demonstration, supply poster, pair and share utensils, poster paper,
respect others cards (economic situation), game card
Digital Literacy answering questions
Math: numeracy
Template created by: Brent Galloway and Julia Rheaume at Red Deer College (2014)
Adapted from: McTighe, J. & Wiggins, G. (2004). ​Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.
 UBD Planning Framework (Understanding by Design)
Integrating the Curriculum with Literacy, Numeracy and Competencies

Health: R–7.5
(characteristics of
healthy relationships)
R–7.9 (collaboration)
R–7.8 (belonging to a
team)
PE: game card
Minette
4 Continue Lesson 3 mini discussion, prompting Game card, compare & FORMATIVE Game card, graphic
Social Studies 7.1.3 questions, facilitation, contrast, graphic organizers, Chromebooks
ELA: manage game card, answering organizers, pair and share
information & ideas, questions
respect others
Digital Literacy
Math: numeracy
Health: R–7.5
(characteristics of
healthy relationships)
R–7.9 (collaboration)
R–7.8 (belonging to a
team)
PE: game card
Minette
GUEST SPEAKER Monitor student Game card, demonstrate FORMATIVE Writing utensils
(ELDER/Brian St. engagement, facilitator viewing and listening skills,
Germain)​ - ​share their asking questions, dance
own perspective on moves, note-taking
events leading up to
Confederation
5 SS: 7.1.4 Mini Discussion, lecture, Game card, demonstrate FOR/AS https://www.youtube.com
ELA: 1.2 (clarify and group activity facilitation, viewing and listening skills, /watch?v=JGoVlgcT6tM​,
extend), 2.1 (use demonstration, game card, summarizing, poem Chromebooks, writing
strategies & cues), 3.4 museum artifact, provide writing, KWL chart, emoji utensils, KWL chart, emoji
(share and review), 4.3 archive resources, checklist, instagram post checklist, instagram,
(present and share), 5.1 answering questions (hashtags), archives, museum artifact,
(respect others & game card
strengthen community)
Math: numeracy
PE: game card
Health: R-7.8, R-7.5
Sav
6 Sav Exploring contributions
made by individuals before
confederation, answering
questions
7 SS: 7.1.5 , 7.1.2, mini discussion, prompting Stand up, hand up FORMATIVE Game card, articles,
LA​: General outcome 2 questions, facilitation, Conflict resolution Chromebooks, writing
General outcome 3 game card, answering role-play, game card, utensils
General outcome 4 (4.3 questions reading articles, venn https://www.symbaloo.co
Present and Share) diagrams, mini m/shared/AAAAA6V7XrMA
Health W7.7, W7.8, conversations A41_WVbj9g==
R7.1
GUEST SPEAKER Monitor student Game card, demonstrate FORMATIVE Game card, writing utensils
(MAYOR) engagement, facilitator, viewing and listening skills,
leadership/conflict answering questions asking questions,
resolution note-taking
8 SS: 7.1.5 , 7.1.2 Pose real-life questions, Game card, research, FOR/AS Game card, writing
LA​: General outcome 2 provide instructions about creative writing utensils, Chromebook,
(2.2) roles, facilitator, (simile/metaphor), peer peer-evaluation sheets
General outcome 3 answering questions evaluation https://www.symbaloo.co
(3.1,3.2,3.3) m/shared/AAAAA6V7XrMA
Health W7.7, W7.8, A41_WVbj9g==
R7.1
9 SS: 7.1.5 , 7.1.2 mini discussion, prompting Game card, presentation, FOR/AS Game card, writing
LA​: General outcome 2 questions, facilitation, note-taking, debriefing, utensils, peer-feedback
(2.2) Respond to Text game card, assess student peer feedback form, Chromebook
General outcome 3 presentations​, answering https://www.symbaloo.co
(3.1,3.2,3.3) Plan and questions m/shared/AAAAA6V7XrMA
Focus, Select and A41_WVbj9g==
Process, Organize and
record.
General outcome 4.3
Present & share
Health W7.7, W7.8,
R7.1
10 Social Studies: 7.1.6 Mini discussion, Game card, mini informal FORMATIVE https://www.storyboardth
ELA: Gen. Outcome 4 - prompting, facilitator, presentation, jigsaw, at.com/​, Chromebook,
4.3 Present & Share giving instructions, storyboard/comic strip exemplar,
Math: Numeracy answering questions making, making a song, storyboard/comic strip
PE: Mini dance summarizing materials, game card
Health: R–7.4
(constructive feedback)
R–7.8 (belonging to a
group)
R–7.7 (conflict
resolution)
Minette

Template created by: Brent Galloway and Julia Rheaume at Red Deer College (2014)
Adapted from: McTighe, J. & Wiggins, G. (2004). ​Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.
 UBD Planning Framework (Understanding by Design)
Integrating the Curriculum with Literacy, Numeracy and Competencies

10 Lesson 10 part 2 Mini discussion, Jigsaw, continue working FORMATIVE Peer-feedback form,
prompting, facilitator, on assignment, projector, Chromebooks,
giving instructions, presentations, writing utensils, logistics
answering questions peer-feedback
11 Sav Students will draw a 2 Game card, drawing,
dimensional illustration of
what their end product
will look like
12-15 COLLABORATIVE WORK Facilitator, answering Planning, working with FOR/AS Chromebooks, planning
questions, providing others, project work, template, project materials
feedback, assisting practice https://www.symbaloo.co
students m/shared/AAAAA6V7XrMA
A41_WVbj9g==
16 Field trip to maker Students will be bringing Game card, demonstrate FORMATIVE Signed field-trip forms,
space (RDC) community their planned games to life viewing and listening skills, writing utensils, planning
involvement using community asking questions, materials for projects,
resources note-taking, recording, game card
planning
17 GUEST SPEAKER - Monitor student Demonstrate viewing and FORMATIVE Writing utensils
(VIDEO GAME engagement, facilitator, listening skills, asking
CREATOR) hand out planning questions, note-taking
template for final project
18 Minette Facilitator, supervising Arcade/Carnival, Student-led Organize a place
students presentations, showcase of Assessment of Learning (classroom/Library/commo
their learning n area/gym any open area)
that students can present
their projects.

Part 5: Reflection – Differentiation

How did you address diverse learner needs in your unit design? How will you differentiate your instruction (by student readiness, learning profile, interest,
content)? (Consider the following: learning styles, groupings, culture/diversity, FNMI perspectives, multiple intelligences, inclusion, special needs
accommodation, material modifications, etc.).

The following factors were considered when the lesson plans were created to address diverse learner needs:
● Auditory
● Visual
● Kinesthetic
● Technology
● Multiple Perspectives when incorporating resources
● learning styles
● Groupings
● culture/diversity
● FNMI perspectives
● multiple intelligences
● Inclusion
● special needs accommodation
● material modifications
Part 5: Reflection - Relevancy
How does your integrated unit reflect an understanding of “Curriculum Re-design”? How have you purposefully integrated literacy and numeracy into your
unit? How have you addressed the cross-curricular competencies through your unit (collaboration and leadership, creative and innovation, critical thinking
and problem solving, communication, digital literacy, global and cultural understanding, career and life skills) What structures would you need to have in
place in order to teach this integrated unit in today’s classrooms?

Throughout our lesson there are various outcomes from social studies, language arts, math, health, physical education. Literacy is integrated through
various reading, writing, communicating and comprehension skills in each lesson. According to Alberta education’s ​Literacy​ document, “[l]iteracy is the
ability, confidence and willingness to engage with language* to acquire, construct and communicate meaning in all aspects of daily living” An example of
this is in lesson 7, 8 and 9 where students are using real life literacy skill in conflict resolution through, collaboration, problem solving, communication, and
career and life skills.

Numeracy is used throughout our unit through calendar design and journal writing. Numeracy is used Quantitatively by using numbers in real life situations,
and recognizing patterns. Numeracy is also used Spatially by measuring time through a calendar and day to day/week to week planning. It is also used in
determining location throughout Canada and thinking geographically. Every day students will be developing to their Social Studies 7 final project: board
game which develops both quantitative and spatial thinking skills. The competences faced by students in numeracy is through game cards which implicates
creative and innovative thinking skills. In this unit, students create a “fur”stagram project

The structure chosen for this unit is the Webbed Model. This model is effective for teaching in everyday classrooms because of it’s student centered, real,
rich, and relevant. Students will be provided the opportunity to explore the driving question: How did people and their stories shape our country? Through
the concept of gamification.
Part 6: References (Alphabetical Reference List using APA format)
References

Alberta Education. (2015). ​Literacy definition, components and elements of the progressions ​https://education.alberta.ca/media/3069630/definitio

ns-components-and-elements-lit-num.pdf

​ etrieved from ​https://education.alberta.ca/media/482118/jhart.pdf

Alberta Government. Alberta Education. (1984). ​Art. R

Alberta Government. Alberta Education. (2000). ​English language arts. ​Retrieved from ​https://education.alberta.ca/media/160402/ela-pos-k-9.pdf

Alberta Government. Alberta Education. (2000). ​Physical education. ​Retrieved from ​https://education.alberta.ca/media/160191/phys2000.pdf

​ etrieved from
Alberta Government. Alberta Education. (2002). ​Health and life skills kindergarten to grade 9. R

https://education.alberta.ca/media/160196/health.pdf

Alberta Government. Alberta Education. (2003). ​Toward confederation images collection. ​Retrieved from

Template created by: Brent Galloway and Julia Rheaume at Red Deer College (2014)
Adapted from: McTighe, J. & Wiggins, G. (2004). ​Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.
 UBD Planning Framework (Understanding by Design)
Integrating the Curriculum with Literacy, Numeracy and Competencies

http://www.learnalberta.ca/content/sscanic/html/towardconfederationimagescollection.html

​ etrieved from
Alberta Government. Alberta Education. (2005). ​Social studies kindergarten to grade 12. R

https://education.alberta.ca/media/160200/program-of-study-grade-7.pdf

​ etrieved from
Alberta Government. Alberta Education. (2016). ​Mathematics kindergarten to grade 9. R

https://education.alberta.ca/media/3115252/2016_k_to_9_math_pos.pdf

Curriculum Services Canada. (2013, October 17). Beaver pelt trade [Video file]. Retrieved from ​https://www.youtube.com/watch?v=JGoVlgcT6tM

​ etrieved from ​http://www.funtrivia.com/playquiz/quiz18417915172f0.html

FunTrivia. (n.d.). ​Road to Canadian confederation. R

Gamelearn. (2015). What is g-learning or game-learning? [Video file]. Retrieved from ​https://vimeo.com/104410563

Instructables. (2018). ​Build your own board game. ​Retrieved from ​https://www.instructables.com/id/Build-your-Own-Board-Game/

McMurtry, K. (2019). ​Grade 7 social studies. ​Retrieved from ​https://www.symbaloo.com/shared/AAAAA6V7XrMAA41_WVbj9g==

​ etrieved from h
StoryboardThat. (2019). ​Digital storytelling. R ​ ttps://www.storyboardthat.com/

Teach Social Studies. (2016, September 18). Mercantilism explained [Video file]. Retrieved from ​https://www.youtube.com/watch?v=gMYo07DESRs

Waite, P.B. (2018). ​Confederation. ​Retrieved from ​https://www.thecanadianencyclopedia.ca/en/article/confederation

dddd

Template created by: Brent Galloway and Julia Rheaume at Red Deer College (2014)
Adapted from: McTighe, J. & Wiggins, G. (2004). ​Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.