Grove of Alders: a Portrait of a Langley Community

Grove of Alders: A Portrait of a Langley Community

A Grade One Social Studies Curriculum Plan

By Sheryl Hagen

Connectedness, Community, and a Sense of Place 2

Table of Contents

Stage 1: Desired Learning Standards

Thematic Statement 3 Desired Learning Standards 4 Balancing Intended Learning Outcomes 6

Stage 2: Evidence of Student Learning Assessment Strategies Chart 7 Assessing for Understanding 8 Evidence of Student Learning 10

Stage 3: Learning Plan Weekly Timeline 12 Learning Timeline 13 Curriculum Resources 42

Appendices: Appendix A: Learning Experience Plans 46 Appendix B; Handouts, Student Samples, and Assessment* 85 Appendix C: Unit Reflection 86

*Due to the size, Appendix B is in a separate document.

Thematic Statement

We shape the local environment, and the local environment shapes who we are and how we live. * Students in grade one are just beginning to understand that where they live (the community) influences how they live. In the primary years, we are establishing caring attitudes about our classroom community, as well as the community in which we live. What children learn now about creating healthy communities will help to establish the foundation for critical thinking and lifelong learning. We are establishing a positive orientation towards school; therefore, it is important to teach children to think beyond the immediate goals. It is intended that students will think of themselves as historians, writers, artists, community builders, and caretakers of the environment. Over the course of three weeks, students will respond to inquiry questions that are intended to foster connectedness, community, and a sense of place. Students will explore community from the perspectives of both settlers and First Peoples; begin to recognize that relationships are reciprocal; and appreciate that the past is connected to the present.

The unit is inspired by the First Peoples Principle that learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). The core competencies that will be supported in this unit are Communication through acquiring, interpreting, and presenting ideas, and Positive Personal and Cultural Identity through relationships and cultural contexts. The core competencies will be supported by the Big Ideas that people and the local environment have a reciprocal relationship, communities respect the interconnectedness of the local environment in order to be healthy, and memory and story connect us to our community. Throughout the unit, students will begin to realize the importance of the local environment to the culture and the people of the area. One important facet of understanding the local community is to truly appreciate that the Sto:lo people have lived in the area for millennia. Students will understand why we acknowledge the traditional unceded territory of the Kwantlen, Katzie, Matsqui, and Semiahmoo people at assemblies and gatherings. We will come to an understanding of connectedness by asking questions such as: How does the place in which I live affect who I am? What is my impact on the place in which I live? In what ways can I learn about the local community and the environment in which we exist? How can I use stories, memories, and photographs to understand my community’s past and present? How can I use stories to make connections to a sense of place? These essential questions will help us make new connections with our community and environment.

The unit will begin on Hundreds Day as we brainstorm 100 Things That We Love about Langley. We will continue to build our understanding of the past through the use of story, from both the settler and Aboriginal perspectives. We will inquire what it might have been like to be a pioneer, and learn about some local pioneers. We will take advantage of story and discussion time, and learn about local plants and animals of the Fraser River. Students will take home a list of interview questions for an adult in their lives; students will be encouraged to interview multiple generations in order to get a different perspective on our connection to the past. We will study pictures of the community from the past and the present, make inferences, and reinforce sequencing skills. For the summative assessment task, we will build on the knowledge that we have gained, and utilize higher order thinking skills in order to compose a poem that reflects our connection to place, as well as devise a rubric for self-assessment. Students will be building skills and understandings that they can transfer to other academic areas and areas of their lives.

Desired Learning Intentions Core Competencies/Transferable Knowledge and Skills The Core Competencies that will be supported throughout this unit are: Communication – Acquire, Interpret, and Present* Positive Personal and Cultural Identity – Relationships and Cultural Contexts* The Core Competencies will be supported throughout the unit by encouraging students to acquire, interpret, and present ideas regarding relationships that positively contribute to the community, while being respectful of cultural contexts. Throughout the unit, students will reflect on their learning and make their own inquiries as they learn foundational skills in the area of Social Studies that they can transfer and use in other areas of the curriculum. Student Friendly: I can make connections with the place in which I live. I can write an acrostic poem about my community. Students will achieve the Core Competencies of Communication (acquire, interpret, and present*) and Positive Personal and Cultural Identity (relationships and cultural contexts*) through a logical progression from lower order to higher order thinking skills. Students will begin to understand that there are different ways of knowing, as they learn Social Studies skills such as cause and consequence, inquiry processes, effective questions, sequencing, and the significance of events. Students will develop their higher-order thinking skills as they synthesize the knowledge and skills they have acquired in order to compose an acrostic poem, artwork, and self-assessment rubric that evokes their sense of connectedness, community, and sense of place. Students will self-assess the Core Competencies by: Core Competency Assessment (AS) Frequency and Times I can make connections Teacher will evaluate (FOR) at the beginning. Students will evaluate with the place in which I their connection (AS) in the middle through discussion. Students will live. evaluate their connections (AS) at the end using a rubric.

I can write an acrostic poem Students will self-evaluate (AS) at the end of the unit in the summative about my community. task project when students complete a rubric after writing one acrostic poem. Big Ideas The Big Ideas that are supported in this unit are: We shape the local environment, and the local environment shapes who we are and how we live. * Healthy communities recognize and respect the interconnectedness of the people, the animals, and the land in order to care about the local environment. Memory and story connect us to a sense of place: to the past, to the present, and to our community. (FPPL) First Peoples Principles of Learning The guiding values expressed in this unit by the First Peoples Principles of Learning are: Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning recognizes the role of Indigenous knowledge. Learning is embedded in memory, history, and story. *Denotes a direct quotation from the BC Curriculum 5

Desired Learning Intentions Continued

Meaning Acquisition of Learning Standards Enduring Understandings Essential Curriculum Content: Students will understand Questions Competencies Students will know how that… Students will keep Students will be able to… considering… to… EU1: EQ1: -Recognize causes and K1: Recognize that There is a reciprocal How does the place consequences of when the pioneers relationship between the in which I live affect events, decisions, or came, the Indigenous local environment and the who I am? developments in their people had lived here people who live here. lives (cause and for thousands of years. EQ2: What is my consequence)* Student Friendly: impact on the place I can understand that my in which I live? community is part of who I am, and I am part of my community.

EU2: EQ3: -Use Social Studies K2: Healthy communities are In what ways can I inquiry processes and Make sense of the interconnected, and consist learn about the local skills to ask questions; different sources of of diverse people who care community and the gather, interpret, and information and for the community and for environment in analyze ideas; and different ways of the environment. which we exist? communicate findings knowing. and decisions* Student Friendly: I can care about my -Ask questions, make environment and my inferences, and draw community. conclusions about the content and features of different types of sources*

EU3: EQ4: How can I use -Explain the K3: Teaching through the use stories, memories, significance of personal Recognize that maps of stories, memories, and and photographs to or local events, objects, are used to represent images helps the different understand my people, or places* real places. generations in my community’s past community to connect to a and present? -sequence objects, sense of place. images, or events, and distinguish between Student Friendly: EQ5: How can I use what has changed and K4: I can use memories, stories to make what has stayed the Express the significance photographs, and stories to connections to a same* of some of the pioneers help me connect with my sense of place? in the Aldergrove and community. Langley area.

*Indicates a reference to the BC Curriculum 6

Balancing Intended Learning Outcomes

Students will be able… To Know how To Value… To Do… To Create… To Reason… to… K1: V1: D1: Compare C1: R1: Discuss the Acknowledge To value the old and new Create a visual different ways that when the history and pictures of timeline for and reasons pioneers came, heritage of the locations in your important why the the Indigenous Sto:lo people. community and community community has people had discuss how events using grown, and lived here for things have photographs or continues to thousands of changed over drawings.* grow. years. time.* K2: V2: D2: Sequence C2: R2: Consider Appreciate the To value the objects, images, Create an oral, some different pioneer or events, and written, or significant sources of heritage of the distinguish visual places in the information and region. between what presentation to region. different ways has changed and communicate of knowing. what has stayed Social Studies the same.* inquiry processes K3: V3: D3: Interview C3: R3:Characterize Recognize that To value elders in the Create an some maps are used connectedness, family and acrostic poem similarities and to represent community, and compare to explain the differences real places. a sense of changes in your significance of between Fraser place. parents’ and personal or Valley families. grandparents’ local events, time. objects, people, or places. K4: V4: D4: Explore R4: Express the To value Social different Appraise how significance of Studies inquiry perspectives on healthy some of the processes. people, places, communities pioneers in the issues, or events care for the Aldergrove and in their lives local Langley area. (perspective).* environment.

Assessing Strategies Chart Work Checklists Conferences Anecdotal Learning Standard Samples and or Notes Rubrics Discussions K1: Acknowledge that when the pioneers came, FOR/OF FOR/AS/OF FOR/AS FOR the Indigenous people had lived here for thousands of years. K2: Appreciate the different sources of FOR/OF FOR/AS/OF FOR/AS FOR information and different ways of knowing. K3: Recognize that maps are used to represent FOR/AS FOR FOR/AS FOR real places.

K4: Express the significance of some of the FOR/OF FOR/AS/OF FOR/AS FOR pioneers in the Aldergrove and Langley area. V1:To value the history and heritage of the Sto:lo FOR FOR FOR/AS FOR people. V2: To value the pioneer heritage of the region. FOR FOR FOR

V3: To value connectedness and a sense of place. FOR FOR FOR/AS FOR

V4: To Value Social Studies inquiry processes. FOR/OF FOR/AS/OF FOR/AS FOR

D1: Compare old and new pictures of locations in FOR FOR FOR/AS FOR your community and discuss how things have changed over time.* D2: Sequence objects, images, or events, and FOR FOR/AS FOR distinguish between what has changed and what has stayed the same.* D3: Interview elders in the family and compare FOR FOR/AS FOR changes in your parents’ and grandparents’ time. D4: Explore different perspectives on people, FOR/OF FOR/AS/OF FOR/AS FOR places, issues, or events in their lives (perspective).* R1: Discuss the different ways and reasons why the FOR FOR/AS/OF FOR/AS FOR community has grown, and continues to grow. R2: Consider the significant places in the region. FOR FOR FOR/AS FOR

R3: Characterize some similarities and differences FOR/OF FOR/AS/OF FOR/AS FOR between Fraser Valley families. R4: Appraise how healthy communities care for the FOR FOR FOR/AS FOR local environment. C1:Create a visual timeline for important FOR/OF FOR/AS/OF FOR/AS FOR community events using photographs or drawings.* C2: Create an oral, written, or visual presentation FOR/OF FOR/AS/OF FOR/AS FOR to communicate Social Studies inquiry processes. C3:Create an acrostic poem to explain the FOR/OF FOR/AS/OF FOR FOR significance of personal or local events, objects, people, or places.

Assessing for Understanding

Formative Assessment (FOR/AS) Learning Strategies

Anecdotal Notes – Anecdotal Notes are observations about students’ work, interactions, behaviours, and perceived level of understanding that the teacher records, often on post-it notes or another form that is easy for jot notation. Teachers can observe patterns, and use the information to adjust instruction, and therefore improve learning outcomes. As a further measure of assessment, teachers may have a checklist of names that they want to observe in a day (i.e. 6-8 students), so that anecdotal notes are recorded on every child. According to Learn Alberta, anecdotal notes provide cumulative information regarding student learning, and inform future instruction.

Checklists – Checklists are an effective yet simple formative assessment tool for informing future instruction. They can be completed by either the teacher (FOR learning) or the students (AS learning), and help keep both teacher and students on track. Students can use them to keep track of expectations and assess their own work. Checklists can be designed many different ways, and they can be either a way of tracking discussions, or they can have multiple components. The teacher can use a checklist to easily record specific skills, questions/answers, participation, check-in discussions/conferences, and completed anecdotal notes.

Discussion/Conferences – The discussion/conference is an informal meeting between individual students and the teacher in which students can discuss expectations and their understanding of assignments. Discussions facilitate student learning, and provide anecdotal feedback for the teacher. Teachers can provide specific feedback, and reinforce what the student does well. Targeted feedback also allows the student the opportunity to self-correct. Discussions and conferences help each student to realize that the teacher cares about his/her success in the classroom.

Student Self-Assessment – Increasingly, students are being encouraged to do a formative assessment on their own work in order to deepen their learning. Students can use checklists, follow rubrics, ask for peer or teacher feedback, and examine their own work samples in order improve their work.

Student Work Samples – The teacher will assess student work samples based on the grade level and the time of year, which will allow teachers and students to assess student learning. Students will be able to both make timely corrections and see areas of strength. Student work samples provide information regarding future instruction, and possible topics for discussions/conferences. 9

Summative Assessment (OF) Learning Strategies

Checklists – Checklists can also be a simple yet effective summative assessment tool. Teachers can utilize checklists similar to a rubric in order to verify that certain assessment criteria have been met. Checklists can be designed many different ways, and have many components to assess student learning.

Rubric - A rubric provides the structure for a consistent and fair way of assessing completed student work because the teacher shares (or creates) the success criteria with the students at the start of a project. Students should be able to self-assess along the way their level of achievement, based on how they fit the criteria.

Student Work (culminating performance task) – The teacher will evaluate the culminating performance task/project based on the success criteria (rubric) provided to students at the start of the task. The culminating performance task is ideally a “rich task” that involves higher order thinking skills, is engaging for students, and allows each student some choice, both for interest and differentiated instruction.

Evidence of Student Learning

Core Learning Standards OF Learning FOR and AS Learning Competencies Culminating Assessment Performance Tasks Strategies (Formative) (Summative) Students will show that Students will show they are on their way to that they have acquiring Stage 1 achieved Stage 1 Learning Intentions by Learning Intentions evidence of… by evidence of… Communication K1: Acknowledge that when the pioneers came, Rubric / Anecdotal Rubric / Anecdotal the Indigenous people had lived here for Notes/ Student Notes / Work Samples (Acquire, Interpret, and thousands of years. Work Samples / Checklist Present) K4: Express the significance of some of the Rubric / Anecdotal Rubric / Anecdotal pioneers in the Aldergrove and Langley area. Notes/ Student Notes/ Work Samples Work Samples / Checklist D1: Compare old and new pictures of locations N/A Work Samples / in your community and discuss how things have Checklist / changed over time. * Discussion / Anecdotal Notes D2: Sequence objects, images, or events, and N/A Work Samples / distinguish between what has changed and what Discussion / has stayed the same.* Anecdotal Notes D3: Interview elders in the family and compare N/A Work Samples / changes in your parents’ and grandparents’ Discussion / time. Anecdotal Notes D4: Explore different perspectives on people, Rubric / Anecdotal Rubric / Anecdotal places, issues, or events in their lives Notes/ Student Notes (perspective).* Work Samples V4: To Value Social Studies inquiry processes. Rubric / Anecdotal Rubric / Anecdotal Notes/ Student Notes / Checklist / Work Samples Discussion C1: Create a visual timeline for important Rubric / Work Rubric / Anecdotal community events using photographs or Samples Notes / Work Samples drawings.* / Checklist C2: Create an oral, written, or visual Rubric / Anecdotal Rubric / Anecdotal presentation to communicate Social Studies Notes/ Student Notes / Work Samples inquiry processes Work Samples / Checklist C3:Create an acrostic poem to explain the Rubric / Anecdotal Rubric / Anecdotal significance of personal or local events, objects, Notes/ Student Notes/ Work Samples people, or places. Work Samples / Checklist R1: Discuss the different ways and reasons why Rubric / Anecdotal Rubric / Anecdotal the community has grown, and continues to Notes/ Student Notes/ Work Samples grow Work Samples / Checklist R3: Characterize some similarities and Rubric / Anecdotal Rubric / Anecdotal differences between Fraser Valley families. Notes/ Student Notes/ Work Samples Work Samples / Checklist Positive K2: Appreciate the different sources of Rubric / Anecdotal Rubric / Anecdotal Personal and information and different ways of knowing. Notes/ Student Notes/ Work Samples Cultural Work Samples / Checklist 11

Identity K3: Recognize that maps are used to N/A Checklist / Discussion / (Relationships represent real places. and Cultural Anecdotal Notes / Contexts) Work Samples R2: Consider the significant places in the N/A Checklist / region. Discussion / Anecdotal Notes / Work Samples R4: Appraise how healthy communities care for N/A Checklist / the local environment. Discussion / Anecdotal Notes / Work Samples V1:To value the history and heritage of the N/A Checklist / Sto:lo people. Discussion / Anecdotal Notes / Work Samples V2: To value the pioneer heritage of the region. N/A Work Samples / Checklist/ Anecdotal Notes V3: To Value connectedness and a sense of N/A Checklist / place. Discussion / Anecdotal Notes / Work Samples

12 Weekly Timeline Week Monday Tuesday Wednesday Thursday Friday 1 January 22 January 23 January 24 January 25 January 26 Phase-In Begins LEPS Presentation 2 January 29 January 30 January 31 February 1 February 2

3 February 5 February 6 February 7 February 8 February 9 Early Dismissal 1:15 *Family Day Art and Send One Hundreds Day Homework Community 4 February 12 February 13 February 14 February 15 February 16 NO SCHOOL 100s Day- 1 100 Things I Valentine’s Day Lunar New Year Family Day Love about Langley 5 February 19 February 20 February 21 February 22 gym 1:25-1:55 February 23 Tentative last day for Light NO SCHOOL and Sound Science Unit Professional Day 6 February 26 February 27 February 28 March 1 gym 1:25-1:55 March 2 Parkside Half Day 3 Sto:lo Helen’s Story, 4 Pioneers, Philip Jackman, 5 6 2 Read: I am Canada The Fraser/Sto:lo River and Parks Inquiry: What Sto:lo oral story The Mouse, Animals and plants of the would it be like to be a the Douglas Fir, and the River pioneer? Experiential Great Fire 7 March 5 gym 12:50-1:25 March 6 March 7 March 8 gym 1:25-1:55 March 9 7 8 Interview Discussion 9 Pictures of old and new 10 Inspiration Day: Revisit 11 Writing Day- Interview Discussion Day Conclusion if needed Langley and Aldergrove the 100 Things from Hundreds Connectedness, Community, and a Sense of Place Pictures of old and new Sequencing Timeline Day, Introduce Acrostic Poems, and Create the Rubric Langley and Aldergrove Sequencing Timeline

8 March 12 gym 12:50-1:25 March 13 March 14 March 15 March 16 12 Make it Beautiful Day 13 Finish, Reflect, and Early Dismissal 1:30 Early Dismissal 1:30 16 Maps-Follow a Map to Present 14 Present 15 Present Jackman Park flexible/weather

Spring Break March 17-April 2 9 April 2 April 3 April 4 April 5 gym 1:25-1:55 April 6 NO SCHOOL Easter No School 10 April 9 April 10 April 11 April 12 April 13 Field Trip to the Museum

Learning Timeline

Lesson Core EUs Learning Assessment Planning for Understanding Curriculum Resources & Standard For/As/Of Activities, experiences, and lessons that will lead to student and Materials Number, EQs achievement of the desired learning targets and success at Title, culminating assessments. & Timeframe 1 Positive EU3 D4 FOR First Peoples Principle of Learning: Learning -paper One Personal and EQ4 R2, R3 requires exploration of one’s identity. - have the students Hundred Cultural EQ5 C2 take home some Things I Identity Engage/Explore: questions a few Love • I can make connections with the place in which I days before, so that about Communi- live. The theme of the unit is Connectedness, we can get some Langley cation Community, and a Sense of Place ideas (i.e. 4-5 • Communicate to students that once the Light things) 45 and Sound unit is finished, we will talk about -the teacher will minutes our community, and we will need this compile and information! distribute the • Happy One Hundreds Day! One of the things completed list for that we are doing today in our 100 theme is the Social Studies talking about our community. We are going to unit on community try to put one hundred (!) things on our list about what we love about living here.

Explain: We will make a list that we can use to help us in our Social Studies unit.

• Each student (21) will think of four-5 things o The teacher will have a list to balance out the rest (21x4=84, 21x5=105) • Teacher will consolidate the favourite things in Word, so that they can be printed out. • The teacher may consider having students present their favourite idea if time is a problem, and take one question or comment 14

• The teacher could then send the list home for reading/sharing

Extend: • Sit in an Indigenous sharing circle • Students present at least one of their favourite things orally • Students can bring in an item that represents what is special about that place if they wish • The teacher will compile the list

Exit: • Students will be asked what a classmate’s favourite thing was (perhaps the person sitting to his/her left or right) • Consider beginning the sharing this way, i.e. the student says what he/she liked about what the previous student said

Evaluate: • FOR Anecdotal notes • Checklist The teacher will use anecdotal notes (on post-it notes) and a checklist in order to make sure that all students: • Participated (go through the list-jot note favourite place) • Understand what a favourite place is • Record any unique observations • Look at avenues of possible interest

Adaptations: In order to account for short days and Spring Break, this class will take place on Hundreds Day, February 15th. Some students may need help from a peer or from the teacher in order to present. The teacher will send home a notice so 15 that parents/adults can help with the scribing if necessary, and help students decide what to share.

Extensions: • Students can draw their list and label it with captions

2 Positive EU2 R4 FOR FPPL: Learning is embedded in memory, history, -Book I am Canada I am Personal and EQ 3 V3 and story. by Heather Canada Cultural K2 Patterson Identity EU3 Engage/Explore: -related pictures of 20 EQ5 o I can understand that community means many actual Northern minutes things. Lights in case o Boys and girls, we are going to be starting a student interest Social Studies unit about community. takes the lesson in o To activate prior knowledge, ask students about another direction the activity that we did on Hundreds Day about (just finished Light our community… and Sound unit) o Community can mean many different things. [Brainstorm ideas such as family, classroom community, school, Aldergrove, Langley, BC, Canada etc.] Communities can be small or large, depending on what you are considering.

Explain: Read the book I am Canada by Heather Patterson. Ask the students if they notice anything about the illustrations o Explain to students that the book has thirteen illustrators (!) o It is like a community of illustrators o Discussion: What makes a community?

Extend: Point out the Northern Lights on the cover to students, encourage students to tie them into their recent Light and Sound unit.

Exit: o Thumbs Up, Thumbs Down if they understand/beginning to understand the idea of community o Be intentional in questioning/following up with those students who seem uncertain 17

Evaluate: o Anecdotal notes The teacher will make anecdotal notes regarding the students’ understanding of community, and any areas of potential interest for the students.

Adaptations: This lesson will be short because it takes place on a Monday that is a half day early dismissal. o Note: The book does not have any stated authentic First Peoples connections, so it is not likely that any of the illustrations are authentic First Peoples text.

Extensions: o Students will be asked write a journal entry (at least two sentences and a picture) about community in Canada. Sample topic: Home to me is… o When it is time to discuss the Langley pioneers, tie in the Jon Klassen illustration for “I have space” to the motivations of pioneers and other migrants. There is potential for interesting discussion about the Indigenous people who were living here.

3 Positive EU1 K1, K2 FOR Engage/Explore: **teacher to find Sto:lo, Personal EQ1 R2 Inquiry Question: out if it is Helen’s and Cultural V1, V2, • “Have you ever wondered what it means when respectful to have Story, Identity EU3 V3 Mr. Bonnar says, ‘We would like to acknowledge students make a EQ4 that Parkside exists on the ancestral, unceded kinesthetic 18

The Communi- EQ5 territory of the Kwantlen, Katzie, Matsqui, and connection to the Fraser/ cation Semiahmoo Peoples’?” meanings of the Sto:lo Explain: Halq’emeylem River The Sto:lo people were living here for thousands of names years before the Europeans arrived. -copy of Helen’s 45 • Concept of “time immemorial” Surprise by Nancy minutes • The Sto:lo people (People of the River) are from Hildebrand and the Coast Salish people, from the Fraser Canyon Mike Starr from the to the mouth of the Fraser River Fort Langley • Importance of the river (medicine, not polluting National Park the river) • Sto:lo values and beliefs as taught by their ancestors: respect, trust, honesty, integrity, and humility (from the Sto:lo Tribal Council) • Halq’emeylem from Salishan language family • Sto:lo is the name of the river and the people o What do you think that means about the connection of people and the place in which they live? • Kwantlen means “tireless runners” • Katzie describes the action of a foot stepping on moss • Matsqui means easy portage or easy travelling • Semiahmoo means half moon • The importance of the Fraser River/Sto:lo to the land, to the Sto:lo people, to the community Extend: The teacher will read Helen’s Surprise by Nancy Hildebrand and Mike Starr from the Fort Langley National Park. • Discussion of how our community has changed • Journal write options: o how our community has changed o connection with Helen o connection with another element

Exit: 19

The exit will be individual to each student; it will be an oral explanation about an element of the lesson that ideally is different from what the student wrote about in his/her journal entry.

Evaluate: The evaluation of today’s lesson will be anecdotal notes and student work samples. Students will be asked to have appropriate capital letters, and punctuation at the end of the sentence.

Adaptations: Some students may need scribing, or more detailed pictures for their journal writes.

Extensions: If time permits, students may write more in their journals: • The importance of the Fraser in the area, to the Sto:lo people, to the community of Langley

4 Communi- EU1 K1, K3, FOR FPPL: -materials to make Pioneers, cation EQ1 K4 butter Learning is holistic, reflexive, reflective, Parks, and EQ2 V2, V4 -jars experiential, and relational (focused on Philip Positive R1 -cream connectedness, on reciprocal relationships, and a Jackman: Personal EU3 D4 -tape (lid) sense of place). What and Cultural EQ4 -basket or wooden would it Identity box to hold items be like to Engage/Explore: -cardboard box for be a The students will come to Carpet. The teacher will comparison pioneer? have the materials in a basket. The teacher will -cup and ball toy, Inquiry have an empty box to juxtapose next to the basket. doll • Spark discussion of pioneers in -string (radius of 45 Langley/Aldergrove with a question about the Douglas Fir, Cat’s minutes park that is next to the school: Who was Philip Cradle) Jackman? -pine cones and baskets 20

• Can you imagine a time when Fraser Highway (Yale Road) was a muddy track? Trails and mud, -Jackman was a before gravel. local pioneer who • Aldergrove was almost all forest, and there were came to Canada as more cougar, bear, and deer than people (can a Royal Engineer show a map) (sapper) as a young Explain: man In our classroom today, we are going to inquire -had to sail around what it might have been like to be a pioneer. South America to • Discuss inquiry, pioneer, homestead… get here • What might it have been like to be a pioneer? -built roads, What would we do? wharves, worked on • What would we have? How would we get what the CPR as well we need? What would we need? -Aldergrove • How would we play? Learn? homestead • Would we have parks? -272 St. named after him Extend: -exit ticket cloze • Students will have the opportunity to churn sheet butter in a jar • Modified charades as a class -interview o Cutting down a tree by hand questions to send o Use string to model the circumference of home a tree -question asking • Stations: students what they o Collecting eggs (fir cones) wonder or imagine o Toys—doll, ball and cup toy (optional) for an o Differences in toys extension o Churning butter -pioneer times, before pioneer Exit: times? Or even in Exit Ticket: the twentieth century I think that being a pioneer would be ______because ______.

If time is short because of student interest in the lesson, the exit can be oral. Some students may need adaptations such as scribing or the option to sketch an answer.

Evaluate: The teacher will use anecdotal notes and the exit ticket in order to inform future instruction.

Adaptations: This class is designed to be experiential and inquiry-based. Some students may need support in order to be respectful with the materials.

If time is short because of student interest in the lesson, the exit can be oral. Some students may need adaptations such as scribing or the option to sketch an answer.

Extensions: Send home the interview questions that will spark a discussion between students and their caregivers. The object is for students to learn what life was like for a previous generation or generations.

A longer version of the exit ticket will be available for students who wish to write more. Students may choose a journal entry: What would my pioneer life look like?

5 Positive EU1 K2 FOR Engage/Explore: -copy of the The Sto:lo Oral Personal EQ1 R4 Have students gather at the carpet for the oral Mouse, the Douglas Story: The and Cultural EQ2 V1, V3 story The Mouse, the Douglas Fir, and the Great Fir, and the Great Mouse, Identity Forest Fire Forest Fire adapted the EU2 • If possible, it would be a more authentic from a well-known Douglas EQ3 experience if the teacher can tell the story orally local legend by Fir, and Heidi Bohan 22 the Great • If the teacher reads the story, there is -class set of Fire opportunity for discussion regarding culture Douglas Fir cones and storytelling and other fir cones 15-20 Explain: minutes The teacher can tell the story from memory, and then read the adapted version • If possible, it would be a more authentic experience if the teacher can tell the story orally • If the teacher reads the story, there is opportunity for discussion regarding culture and storytelling • Douglas Fir trees could be 1000 years old when the Europeans came to BC o 80-90 metres tall (a soccer field) o trunks so big it would take 7-8 adults holding hands to circle it o *have the class informally measure the circumference by forming circles and holding hands, then have students hold a length of string that is the circumference of the circle—see how long it is Extend: Students will be at Carpet, and the teacher will show the class a basket of fir cones. Ideally, the teacher will have enough cones for every student, or for pairs of students. • The teacher will juxtapose a Douglas fir cone with a different cone, and ask students to compare and contrast. • Classroom discussion about our connection to place, the environment, and Indigenous ways of knowing

Exit: The class will re-tell the story orally.

Evaluate: The teacher will take anecdotal notes, especially regarding the lesson’s exit, and retelling the story orally. The teacher may choose to ask certain students to contribute. Adaptations: This is a short lesson due to the Thursday gym schedule. Students will be at Carpet, and will have the opportunity to hold and explore Douglas Fir cones.

Extensions: We can discuss the value of oral story telling, and how we can teach culture and values through stories. Students can discuss the knowledge in traditional stories. We can also discuss what local First Nations culture may have valued based on what we learned in this story.

6 Positive EU1 K2 FOR/AS Engage/Explore: -WITIK chart or Animals Personal EQ1 R4 The students will be at Carpet. Boys and girls, we chart paper for and Plants and Cultural EQ2 V1, V3 have spent a few days this week learning about the brainstorming of the Identity Sto:lo people and the pioneers who built our post-it notes for River EU2 community. recording ideas EQ3 • From the mountains to the sea, we all live here. -class set of Coast 45 To quote the book: “Together we are one family Salish booklets with minutes on Mother Earth.” prominent animals • Inquiry Question: Who or what helps make up and the cedar tree, our community? How are we connected? photocopied such The teacher will either do a WITIK (What I Think I that students can Know) chart or will record brainstorming on chart use their felts to paper. colour the pictures Explain: (the teacher will The teacher will read We Live Here, and the relevant add to it) sections of We Are a Community. -books in the From • The teacher will follow students’ lead, and let the Mountains to them have wonderings about the readings the Sea series We 24

• Class discussion Live Here and We • The teacher will make sure that students know Are a Community that there are no orcas in the Fraser; orcas, by Brenda Boreham however, sometimes eat salmon, and are part of and Terri Mack the connection to place (mountains to the sea) Extend: -the Sto:lo people The class will read the sentences in the booklet are Coast Salish, together. Students will decide for themselves the but they are people following: of the river, not of Orca: Family and Friends the Salish Sea, so An important person to me is: the teacher may Salmon: Strength and Determination switch out the orca I can be strong and determined when: for a different Cedar: Tree of Life animal Something that is special to me: Eagle: Showing Respect I show respect by: Bear: Caring for Others I can take care of:

Exit: As students turn in their work, each student will orally tell the teacher with which animal he/she has the greatest connection.

Evaluate: The teacher will use anecdotal notes, student work samples, discussion, and a checklist for organization. Students will be asked to orally reflect upon their learning when they make connections to animals.

Adaptations: The booklets will be photocopied single-sided so that students may use their felts to colour the pictures (students enjoy this). We will discuss parts of We Are a Community that are relevant to our 25

Langley community. The booklet from Ms. McLeod, the ASW for Parkside, has an orca in it. The teacher will have to discuss with students that orcas sometimes eat salmon, which helps to demonstrate the connection to the land.

Students who do not finish their work will have the opportunity to complete it during Morning Work the next day.

Extensions: Students will be encouraged to write more details in their descriptions of orca, salmon, cedar, eagle, and bear. There will be space at the end for students to draw an animal that is special or has significance for them. The Cowichan Valley School District has made resources publicly available from First Nations artists such as Maynard Johnny and Stuart Pagaduan. The teacher will copy some images of other animals, and students can choose to add to their booklets additional animals with whom they have a connection. 7 Communi- EU2 D2, D3, FOR/AS Student-Friendly: -collected Interview cation EQ3 D4 I can model whole-body listening. interviews with Sharing V4 Engage/Explore: parent/grandparent EU3 C2 The students will bring their “Interviews with Your /special adult that 30-40 EQ4 R1, R3 Adult” to the carpet. students took home minutes EQ5 • Boys and girls, we are going to start sharing the previous week some interesting things that we found out when -teacher may want we interviewed one (or more) of the adults in to photocopy them our lives. in order to scaffold Explain: student learning The teacher will model how respectful sharing and listening looks and sounds -students will be • Class, first we are going to practice what whole encouraged to body listening looks like, while I share my bring in old photos of the local 26

interview. I am the practice round, so that you community (not can be perfect for the second person! mandatory) that The teacher will record common themes or items of have a brief interest on chart paper. explanation on a Extend: post-it note Students will be challenged to sit and listen regarding the place attentively, patiently, and respectfully as each or event (local is person speaks. Students will also be encouraged to great, BC is okay) make comments or ask questions at appropriate -chart paper intervals. Extension Question: What did you learn that surprised you? Exit: Because the interview sharing may spill over to a second day, after each person shares, the student to the right or left will make a personal connection to something that the original student said or did. Evaluate: The teacher will take anecdotal notes in order to inform future instruction. The teacher will note discussions resulting from asking, “What did you learn that surprised you?” The teacher will also evaluate each student’s written work.

Adaptations: Students previously took the assignment home for “homework.” Students were given the option of doing all the writing, sharing the writing, drawing pictures with captions, or having an adult help scribe. In the letter home, students were also asked to star* their favourite answer to share with the class.

The teacher may consider photocopying students’ papers in advance, in order to help the students who have difficulty communicating in a group setting. Students who do not want to share may 27

give the teacher permission to share on their behalf, in the hopes that they will participate in the discussion.

Extensions: Students will be asked to sit in an Indigenous sharing circle. We may consider using a Talking Stick in order to help facilitate turn-taking, and whole-body listening.

8 Communi- EU3 K1, K2, FOR/AS Engage/Explore: -photographs from interview cation EQ4 K4 If necessary, the students will gather on the carpet various sources Sharing EQ5 V4 to finish sharing the interviews. The interviews will • Langley Wrap-Up Positive C1 serve as a natural lead-in to the idea of sequencing Centennial Personal R1, R3 old and new photos of the Langley community. Museum And and Cultural D1, D4 • The teacher should already know if any photos • Newspapers Identity or copies of photos came in to discuss • Langley Old and Explain: Historical new Inquiry Question: Society Langley in • How Has Langley Changed? • Personal Photos • Ask students to analyze in their heads the photos ways the community has changed -students will be 45 • For example, the area of 264 and Fraser encouraged to minutes Hwy used to be called Shortreed’s Corners bring in old photos • There was a homestead where McDonald’s is of the local now (the Shortreed Homestead) community (not • Why do you think the community has grown? mandatory) that • Is your community similar to another? have a brief The teacher will have some historical pictures and explanation on a some newer pictures of Langley. post-it note Extend: regarding the place The students will be asked to sequence pictures in or event (local is a logical way, looking for clues and context. The great, BC is okay) teacher may show multiple pictures, but limit the -teacher can have a number of pictures for the students to sequence. power point, or • If time permits, the class can print out the photos o Deepen the discussion about changes 28

o Begin the timeline -class set of paper Extension Question: strips for the What did you learn that surprised you? photos to be glued onto Exit: -sample timeline The exit will be scaffolded today. The teacher can created by the begin with asking for hands teacher • Tell me something that you learned today…. -file folders to hold And then add the photos • About animals, about homesteads, etc. as prompts Evaluate: The teacher will use anecdotal notes and a checklist to make sure that each student has been heard from during the unit. The teacher will note discussions resulting from asking, “What did you learn that surprised you?” The teacher will try to hear from different students over the course of the unit. Adaptations: The teacher may consider having a power point for ease of viewing, but students need to manipulate photos as well in order to make a connection to learning. For sequencing, the teacher may want to put six pictures on a page to cut and sort. Extensions: Students will be encouraged to use their imaginations in this lesson, in order to have a better idea of what the area used to look like.

Time permitting, the class will begin sequencing. 9 Communica EU3 K1, K2, FOR Engage/Explore: -class set of Turning -tion EQ4 K4 The students will be gathered at the Carpet. The photographs to be the EQ5 V4 teacher will have the students pantomime: sequenced (with Pictures Positive C1 • Drive their wagons down a muddy trail captions) into a Personal R1, R3 • Hike through the forest -class set of paper Timeline D1, D4 • Chop down trees to clear the land for a farm strips for the 29

and Cultural • Inquiry Question: photos to be glued 45 Identity o What happens when we clear the forest? onto minutes • Build a house -file folders to hold • pick apples in the orchard the photos (may • write in their “magic notebooks” pretending that glue the picture in they have a slate and chalk in a one-room the folder) schoolhouse -sample timeline Explain: created by the Ask the students to explain to you why you chose teacher that order (or sequence) for them to act out -class set of Venn (charades) diagrams for • It is important to know the order in which we do extension if needed things. A logical progression is often called a sequence. For example, is it possible to pick apples before you plant the tree? Extend: Must-Do Activity: Turn the pictures into a simple timeline that shows a logical progression.

Extension Activity: Expand upon the simple timeline (logical progression) by taking the ideas that we have discussed, and applying them to a Venn diagram comparing pioneer life/previous generations with modern life.

Exit: The students will explain/justify the order in which they have placed their pictures.

Evaluate: The teacher will use anecdotal notes, discussion, and student work samples to see who understands logical progression and sequencing.

Adaptations: 30

Students will be challenged to add details to their pictures by having descriptions and labels of their interpretations of the pictures.

Extensions: The extension/early finisher activity will be a Venn diagram comparing pioneer life with modern life by expanding upon the simple sequencing and discussion. Students could sort the ideas that we have discussed, and apply them to a Venn diagram. In order to make the concept more accessible, the teacher could frame it as comparing a pioneer child with a modern child.

If a written Venn is too difficult, the teacher may decide to ask students to begin by drawing and labeling simple pictures to show one element of each, and then draw and label a common element in the middle.* The Venn may be cut due to time.

10 Positive EU2 K2 FOR Engage/Explore: Inspiration Personal EQ3 R2, R4 Day: and Cultural V1, V2, Flexible class because of P.E. from 1:25 to 1:55. Revisit the Identity EU3 V3 100 Things EQ4 Students will be gathered at Carpet. from EQ5 • Ask students to reflect upon 100 Things I Love Hundreds about Langley from Hundreds Day Day Explain:

• Students may want to use ideas from 100 *Flexible Things I Love about Langley from Hundreds Day timing in their acrostic poems because P.E. is at If we created a simple acrostic poem for Groundhog 1:25. The Day, students will be familiar with the concept. teacher • Revisit the Groundhog Day acrostic poems will • Remind students of the structure organize Social 31

Studies • Explain that we will all have a say in the rubric, around and students will be judging their own work P.E. and • Explain what the teacher is looking for gym time. Extend: 25 • Write a short acrostic poem together as a class minutes as an example and a guideline before P.E. • We will brainstorm the criteria and compose the guidelines for the rubric (for the students’ rubric and the teacher’s rubric)

Exit: The teacher will ask students for a private Thumbs Up/Thumbs Down if they understand how to create their best work.

Evaluate: The teacher will use anecdotal notes and a checklist. The checklist will help the teacher keep track of whose thumb was up or down.

Adaptations: This class is designed to be flexible, and allow students to be ready to create the summative task assignment (acrostic poem). The following week has a Monday (often challenging for many students), two early dismissal days, and a Friday before Spring Break; therefore, it is a challenge to make all instruction time count, while accommodating the schedule.

The class has P.E. from 1:25-1:55, so the teacher may choose to organize the class to have brainstorming after P.E. class. Extensions: • Students may make jot notes if they have a topic in mind 32

11 Communica EU1 K1, K4 FOR Student Friendly: - some “starter” Writing -tion EQ1 V4 I can make connections with the place in which I poems available for Day- EQ2 C3 live. students who Connectedness R1, R3 I can write an acrostic poem. struggle with , Community, and a Sense of EU3 D4 written output (i.e. Place EQ5 Engage/Explore: pages with H.O.M.E,

Students will be gathered at the Carpet. The P.L.A.Y., P.A.R.K., 45 teacher will revisit the unit’s theme Connectedness, F.O.R.T., minutes Community, and a Sense of Place. L.A.N.G.L.E.Y., It is writing day! S.T.O.L.O., • Boys and girls, or should I say writers, and since F.R.A.S.E.R. etc.) for this is Social Studies, historians…it is an students who exciting day today! We get to work on creating struggle with and composing our poems today that show how written output or we feel about our community! transferring ideas -blank paper Inquiry Question: available for • How can I make connections with the place in students who which I live? choose freestyle • BRIEF Discussion- I will pick three people to share what community means to them. • Community can mean different things to different people.

Explain: The teacher will use the students’ responses to the Inquiry Question to transition into writing • I can make connections with the place in which I live. • What makes you proud? Display a short acrostic poem on a different topic as a guideline.

Extend: We write! After we write, we add details! • If, by chance, you end up finishing early, you need to know that our lesson today is all about 33

community. That means, if you finish, you need to check with me because I will have certain options available. • Remember, too, that your absolute first job is to make sure that your work is the very best that you can do, full of details. We will work until we are proud!

Exit: The teacher will circulate the room, and students will summarize their poems for the teacher. The teacher hopes that students will be able to express their feelings in a meaningful way.

Evaluate: The acrostic poem is the summative task assignment for the unit. It is designed to use higher order thinking skills to compose/create a poem that is age and grade appropriate. The students will still have artwork to create, so today’s lesson is still formative. The teacher will use anecdotal notes, discussion with students, and student work samples in order to see where students might still need help.

The teacher will use a rubric, anecdotal notes, discussion with students, and student work samples in order to evaluate the poems when they are turned in.

Students will self-evaluate and self-assess their work at some point during the week.

Adaptations: The teacher will have some “starter” poems available for students who struggle with written 34

output (i.e. pages with L.A.N.G.L.E.Y., S.T.O.L.O., P.A.R.K., R.I.V.E.R., F.R.A.S.E.R., etc.).

Some students’ written output will determine how long their acrostic poem could reasonably be. A few students may need help scribing their thoughts; other students may need to not be too ambitious.

As well, many of us may choose to all have the same starter word. Flexibility and adaptability are key.

If SEA support is available, the teacher may be able to form groups. Otherwise, some form of peer scaffolding may be needed.

Extensions: Students may design their own page from their own imaginations, without using starter pages from the teacher. Students may also choose to write a reflective statement, story, poem, or additional artwork about their community in addition to the acrostic poem.

Students may choose to draw themselves in their favourite place in the community. 12 Communica EU1 K1, K4 FOR Engage/Explore: -artwork is Beautifica- -tion EQ1 V4 Today is Beautification Day! designed to tion Day EQ2 C3 • Today, my fantastic group of writers and artists, complement the R1, R3 we are going to work on presenting our poems acrostic poem in 40-45 EU3 D4 in a special way. We want people to know how the theme of “Me in minutes EQ5 hard we have worked on them. my Community” Explain: TBD The teacher can briefly share her thoughts about -class set of title community- being connected to others and being page templates connected to place. photocopied onto heavier paper 35

• For some people, community is about being connected to the land. Today we are going to write our acrostic poems about our connection to the community. The best thing about acrostic poems is that you get helper letters Extend: • Design the artwork around “Me in my Community” to go with the acrostic poem • Artwork is TBD, but possibilities include paper dolls or a “Flat Stanley” type of paper representation of the student • Thoughtful cover page (maybe their “Flat Stanley” in the community) • Students may also work on writing the poems if they are not finished, or need more details

Exit: Students will give oral explanations to the teacher about their representations of “Me in my Community.”

Evaluate: The teacher will continue to use anecdotal notes in order to inform instruction. Students have some time left to finish their work.

Adaptations: This lesson is scheduled to fall on a Monday, which is traditionally a difficult transition day in this teaching context. Students will have the option of working on their art first, even if they are not finished writing. Extensions: Students may choose to draw themselves in their favourite place in the community, and then explain it.

13 Communica EU1 K1, K2, AS/OF Engage/Explore: -poetry papers Finish Up, -tion EQ1 K4 Finish Up, Reflect, and Present: -poster board for Reflect, EQ2 V4 • Today, my group of artists, writers, historians, early finishers and Positive C2, C3 we are going to finish up our work on our -supplies for early Present Personal EU2 R1, R3 poems and our art. finishers, such as and Cultural EQ3 D4 Explain: extra pictures to Identity Explain to students that the goal is to have 20 cut minutes at the end to start presenting our poems -timer to the class. • I will help you present it if you need or want my support. Everyone will be very supportive, and use their best audience manners. Extend: • The class will work for the pre-arranged amount of time, with the goal of beginning presentations with 20 minutes remaining. • Students will use full body listening, in order to be respectful to the speaker • If time permits, we will have time for relevant questions and comments that allow for making connections with others and with their work. • The students will be responsible for being on self-timers so that we stay on track

Exit: As students turn in their work, they will colour in the reflection rubric.

The teacher may consider having students orally reflect on their presentations.

Evaluate: The acrostic poem is the summative task in the Social Studies Unit on Connectedness, Community, and a Sense of Place. The acrostic poem is the summative task assignment for the unit. It is designed to use higher order thinking skills to 37

compose/create a poem that is age and grade appropriate.

The teacher will use a rubric, anecdotal notes, and student work samples in order to evaluate the poems when they are turned in.

Students will self-evaluate and self-assess their work today (AS) with a rubric.

Adaptations: Some students will need support to finish their work. The teacher will use individual consideration regarding what is considered “complete” for each student. Some students express themselves well artistically, and for others it is a challenge. The teacher will ask students to challenge themselves, and step out of their comfort zones.

It would be ideal to have the students sit in an Indigenous Learning Circle for the presentations, but due to the shape of the carpet, it is better to have the student who is presenting stand on the edge near the bookshelf, and have the other students face him/her.

Extensions: • Teacher will decide in context if students would benefit from finishing the Venn diagram (extension activity from prior lesson) • Students who may finish early can practice together, or create a poster • Students may choose to draw themselves in their favourite place in the community, and then explain it. 14 Communica EU3 V4 FOR Engage/Explore: -timer Present -tion EQ5 C2, C3 38

D4 Boys and girls, we get to continue presenting 15-20 today! minutes • I cannot wait for you to share your work with Early your classmates. Students will use their best Dismissal audience manners. Everyone, please at 1:30 demonstrate full body listening. Explain: Depending on the context, we may present off of the carpet today due to the amount of time it takes to change shoes, being mindful of the 1:30 early dismissal. • Flexible venue for presenting, due to time constraints. The teacher will see if anyone is on the stairs in the hallway.

Extend: • Students will use full body listening, in order to be respectful to the speaker • If time permits, we will have time for relevant questions and comments that allow for making connections with others and with their work. • The students will be responsible for being on self-timers so that we stay on track

Exit: The teacher will initiate a brief discussion of possible connections that students made with presenters, their writing, and their art.

The teacher may consider having students orally reflect on their presentations.

Evaluate: The teacher will use anecdotal notes and a checklist to make sure that all students have the opportunity to participate. The evaluation of the presentations 39

is formative because students are always working on improving their oral communication skills.

Adaptations: Students may choose to have teacher support for their presentations (i.e. the teacher reads the poem, and the student shows his/her art).

Extensions: Students may ask the teacher to photocopy their work, so that they can present it at home before it is added to their portfolios.

15 Communica EU3 V4 FOR Engage/Explore: -timer Present -tion EQ5 C2, C3 Boys and girls, we get to continue presenting D4 today! 15-20 • I cannot wait for you to share your work with minutes your classmates. Students will use their best Early audience manners. Everyone, please Dismissal demonstrate full body listening. at 1:30 Explain: Depending on the context, we may present off of the carpet today due to the amount of time it takes to change shoes, being mindful of the 1:30 early dismissal. • Flexible venue for presenting, due to time constraints. The teacher will see if anyone is on the stairs in the hallway.

• The students will be responsible for being on self-timers so that we stay on track

Exit: The teacher will initiate a brief discussion of possible connections that students made with presenters, their writing, and their art.

The teacher may consider having students orally reflect on their presentations.

Evaluate: The teacher will use anecdotal notes and a checklist to make sure that all students have the opportunity to participate. The evaluation of the presentations is formative because students are always working on improving their oral communication skills.

Adaptations: Students may choose to have teacher support for their presentations (i.e. the teacher reads the poem, and the student shows his/her art).

Extensions: Students may ask the teacher to photocopy their work, so that they can present it at home before it is added to their portfolios.

If we finish early, students may choose to draw themselves in their favourite place in the community. 16 Positive EU2 K2, K3 FOR/AS Engage/Explore: -class set of Maps Personal EQ3 R2, R4 • Possibility that this could be a Buddies Day clipboard with and Cultural V3 Students will be gathered at the carpet in order to paper and pencils Flexible Identity EU3 discuss simple mapping. -map roughly timing EQ4 • Boys and girls, we are going to use our Social sketched for the that will Studies skills today in order to help us get to a 41 depend on destination [flexible depending on the context]. students to add the We are going to describe to someone HOW we details weather would get to PE class. How do you think you would describe how to get to the gym? o Would you say, “Just go there?” No, you would have to explain HOW o For example, you might have to tell a person how many steps to take, turn left, look for landmarks etc. Explain: Today’s class will depend upon the weather and whether or not we have Buddies, so there will be different possibilities. Students will either brainstorm directions to get to a destination within the school, or brainstorm directions to get to Jackman Park for a nature walk, and have playtime outside on the intermediate playground.

Extend: Students, with the help of the teacher, will estimate: • Logical sequence of steps • direction and the number of steps to get to either the gymnasium, or to Jackman Park (i.e. line up facing the door, walk straight out the door, take three steps, turn left/right, look for landmarks etc.) Exit: If the class goes to a destination within the school, we will evaluate how well we did at navigating through our directions, what we did well, and how we could improve.

If we go to Jackman Park, upon our arrival at the park we will evaluate how well we did at navigating through our directions, what we did well, and how we could improve. 42

Evaluate: The teacher will take anecdotal notes regarding participation, and look at student work to check understanding. Ask students to reflect on how well we did navigating mapping.

Adaptations: A blank page can either be an invitation or a turn- off for students, depending on the student. The teacher can have a sketch of either the school or the class depending on which route we take. The students would be free to add more details, or record their own directions.

This class is scheduled to fall on the Friday before Spring Break, so allowances will be made for students’ ability to concentrate. Students’ abilities to self-regulate on this day will also be a factor in what we do for maps.

Extensions: Students will be encouraged to write down directions and instructions such as number of steps, make predictions/estimates, and look for landmarks.

Students will not be judged whether they are right or wrong in their estimations.

Curriculum Resources

Resources Purpose “Langley Centennial Museum.” Township of The Langley Centennial Museum, Township Langley. Accessed December 2017. of Langley is the source for the pioneer https://collections.museum.tol.ca/Langley photos and information about Philip CentennialMuseum/Portal.aspx?lang=en- Jackman. US&p_AAAF=PHOTO Bohan, Heidi adapted by. “The Mouse, the Story: The Mouse, the Douglas Fir, and the Douglas Fir, and the Great Forest Fire.” Great Forest Fire adapted from a well- known local legend by Heidi Bohan. The Accessed December 2017. oral story was used to illustrate Indigenous https://www.wnps.org/education/resource knowledge and the culture of the Sto:lo s/documents/K-5_Q&E/2nd_grade/2- people. 2b.pdf “Douglas Fir Cone.” Search Douglas Fir Douglas Fir cone image. Cone images on Flickr. Accessed December 2017. John, Jory. The Bad Seed. New York: Harper This book was used to help build Collins, 2017. community in the classroom. The main character, the “bad seed,” wants to change his ways. Patterson, Heather. I am Canada. Toronto: For use in the beginning of the unit to North Winds Press, a Division of Scholastic illustrate how community is made of many Canada, 2017. facets. Example: The book has 13 Canadian illustrators, which is like a community of illustrators. Government of Canada: Indigenous and Ideas for Indigenous games and learning Northern Affairs. “The Learning Circle.” circles. Accessed December 2017. http://www.aadnc- aandc.gc.ca/eng/1316530132377/131653 0184659#un3 “Philip Jackman.” Royal Engineers. Information about Aldergrove pioneer Accessed December 2017. Philip Jackman. http://www.royalengineers.ca/Jackman.ht ml “Local First Nations.” Metro Vancouver. This site has the meanings for the Accessed December 2017. Halq’emeylem words Kwantlen, Katzie, http://www.metrovancouver.org/services/f Matsqui, and Semiahmoo. irst-nation- relations/AboriginalPublications/ProfileOfFi rstNations.pdf Hildebrand, Nancy and Mike Starr. Helen’s This story will be used to illustrate the life Surprise. Parks Canada, Fort Langley of a Metis girl at Fort Langley during the National Historic Site of Canada, 2005. fur trade. It is not clear if this is an authentic First Peoples text. Boreham, Brenda and Terri Mack. From the These Coast Salish books are from Strong Mountains to the Sea: We Are a Nations, and they will be used to illustrate 44

Community. Nanaimo: Strong Nations, our connection to place, environment, and 2015. community. Boreham, Brenda and Terri Mack. From the These Coast Salish books are from Strong Mountains to the Sea: We Live Here. Nations, and they will be used to illustrate Nanaimo: Strong Nations, 2015. our connection to place, environment, and community. “Douglas Fir.” Douglas Fir Trees, National This Washington State site was the source Park Service. Accessed December 2017. of a sketch of a Douglas Fir Cone, and https://www.nps.gov/parkhistory/online_b information about the thick bark that ooks/mora/notes/vol6-3e.htm protects the “king of the forest” from forest fires. “Sto:lo. People of the River.” Sto:lo Tribal The Sto:lo Tribal Council website is a Council. Accessed December source of some historic photos of local 2017.http://stolotribalcouncil.ca First Nations. “Douglas Fir Trees.” Douglas Firs and Information about old-growth Douglas Fir European pioneers. Accessed December trees at the time when Europeans came to 2017. BC. http://www.cbc.ca/news/canada/british- columbia/how-the-douglas-fir-tree- made-vancouver-1.3968058 “Langley Pioneers.” Langley Heritage The Langley Heritage Society was a source Society. Accessed December 2017. of information about Langley pioneers. http://www.langleyheritage.ca/2017/05/2 5/sound-heritage/ “Coast Salish printable artwork.” School Downloadable PDF images of animals from District 79. Accessed December 2017. Coast Salish artists in the Cowichan Valley. http://abed.sd79.bc.ca/curriculum- resourcess/printable-resources/ Daniel, Danielle. Sometimes I Feel Like a This authentic First Peoples text is Fox. Toronto: Groundwood Books, 2015. dedicated to the thousands of Metis and Aboriginal children who grew up never knowing their totem (clan) animal. The book is used to help children understand connection between people and animals in First Nations culture. The book also helps students to recognize the importance of self-regulation. Croza, Laurel. I Know Here. Toronto: The text bookends the unit; it was used to Groundwood Books, 2013. help teach students to recognize and relate what they know about their community as they created a glimpse into their own world. Explore the Animals. Vancouver: Native This informative series of Coast Salish Northwest, 2015. colouring books are authentic First Peoples texts, featuring the artwork of Coast Salish artists who have lived here since time immemorial. The pictures of the animals have corresponding text which relates to the oral history of the Salish people. I used select pages from the series to illustrate 45

the animals of the Sto:lo River (Fraser River) region. Learn from the Animals of the Salish Sea. This informative series of Coast Salish Vancouver: Native Northwest, 2015. colouring books are authentic First Peoples texts, featuring the artwork of Coast Salish artists who have lived here since time immemorial. The pictures of the animals have corresponding text which relates to the oral history of the Salish people. I used select pages from the series to illustrate the animals of the Sto:lo River (Fraser River) region. Teacher Collected Resources Word Webs and graphic organizers were free printable downloads from Teachers Pay Teachers. The 100 Things I Love about Langley was created by Sheryl Hagen McKie. The scrapbook paper for the extension in the summative assignment was from the paper collection of Sheryl Hagen McKie.

Appendix A Learning Experience Plans Following pages…

One Hundred Things I Love About Langley/Aldergrove Date: Feb. 13, 2018 Learning Experience Number: 1 Length of Learning Experience: 45 min. Curriculum Area: Social Studies Grade One Curriculum Plan: Grove of Alders Core Competencies ◻ Communication Acquire, interpret, and present information ◻ Positive Personal and Cultural Identity Relationships and cultural contexts Understand – Big Idea: Big Ideas: We shape the local environment, and the local environment shapes who we are and how we live. * Memory and story connect us to a sense of place: to the past, to the present, and to our community. Enduring Understanding: Teaching through the use of stories, memories, and images helps the different generations in my community to connect to a sense of place. Essential Questions: How can I use stories, memories, and photographs to understand my community’s past and present? How can I use stories to make connections to a sense of place? First Peoples Principle of Learning: Learning requires exploration of one’s identity. Know/Do/Value - Learning Standards (Curricular Competencies and Content) Explain the significance of personal or local events, objects, people, or places. • Explore different perspectives on people, places, issues, or events in their lives (perspective). * • Consider some significant places in the region. • Characterize some similarities and differences between Fraser Valley families • Create an oral presentation to communicate Social Studies inquiry processes. Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can identify what I like about my community. Flexible Learning Context: First Peoples Principle of Learning: Learning requires exploration of one’s identity. Adaptations for Personalized Learning: In order to account for short days and Spring Break, this class will take place on Hundreds Day, February 13th. Some students may need help from a peer or from the teacher in order to present. The teacher will send home a notice so that parents/adults can help with the scribing if necessary, and help students decide what to share. If in the event that not enough students return their lists, we will have a brainstorming session, and students will get class time to think of five things to contribute. Materials and Technologies/Resources/Pre Class Preparation: • Poster paper for the highlights, laptop for the teacher to compile a list • 21 “homework” sheet with space to answer: Five Things I Love About Langley/Aldergrove. The sheet was sent home the previous week, so that we can get some ideas (i.e. 4-5 things) • the teacher will compile and distribute the completed list for the Social Studies unit on community 48

Engage/Explore: [2 minutes] Establish Meaning and Purpose Notes or Modifications: 1. Students will be gathered at Carpet to share. • Previously, students 2. Share the “I can” statement with the class. took home a sheet with I can identify what I like about my community. instructions to 3. Communicate the purpose of the lesson. brainstorm five things Happy One Hundreds Day! One of the things that we are doing today in our they love about Langley 100 theme is talking about our community. We are going to try to put one to share with the class. hundred (!) things on our list about what we love about living here. The • If not enough students theme of our Social Studies Unit is connectedness, community, and a sense bring their lists to class, of place. We are going to have so much fun in Social Studies. I thought that the lesson will need to Hundreds Day was a great day to make a list about 100 special things in our be modified. community. Explain: [5 minutes] Communicate new information/competencies/skills Notes or Modifications: 1. Discuss the word community. • Teacher will consolidate Community. Community is a word that can mean different things to different the favourite things in people. For example, our classroom is a learning community. A school is a Word, so that they can community of students who come together to learn. What else can be a be printed out. community? [i.e. neighbourhood, Aldergrove, Sparks group, groups of families etc.]

2. Discuss the connection between community and the Social Studies • The teacher may homework. consider having students Do you remember your Social Studies homework? The paper that I sent home, in present their favourite which I asked you to write down your five favourite things about Langley and idea if time is a problem, Aldergrove? There was a reason for that! If you did not do it, do not worry! The and take one question purpose was to get you thinking about the community in which you live. We can be or comment thinking about it right now. • The teacher could then 3. Review of the “homework” that students were asked to write. send the list home for Each student (21) will think of 4-5 things reading/sharing a. The teacher will have a list to balance out the rest (21x4=84, • The teacher may 21x5=105) consider putting the 4. In the interests of time, each student will have the opportunity to students on a self- share their favourite thing from their lists. monitoring timer in 5. The teacher may consider putting the students on a self-monitoring order for everyone to timer in order for everyone to get a turn. get a turn. Extend: [25 minutes] Guided or independent practice using new learning Notes or Modifications: 1. Ideally, students will sit in an Indigenous sharing circle, but because • Have a brain break part the carpet is a rectangle, it may not be practical to sit in a circle. way through Students present one of their favourite things orally. The teacher will compile the list. Extensions: Students can draw their lists and label them with captions. Exit/Evaluate: [5 minutes] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: Students will be asked to act out (pantomime) their favourite thing. Evaluate: The teacher will use anecdotal notes and a checklist for formative instruction in order to make sure that all students: • Participated and understand what a favourite place is • Record any unique observations. The teacher will also look at avenues of possible interest that come up in discussion. 49

Notes and Reflection: Gratitude and Future Hope • I wish that I had sent home the sheets sooner, or asked for an earlier return date because I did not have them all back yet (that took a couple of weeks) • We brainstormed on poster paper • Students really enjoyed hearing about First Nations in the area (such as why principal says traditional unceded territory of the Kwantlen, Katzie, Matsqui, and Semiahmoo peoples) • Students were less excited about the 100 things • Will have to reconsider the interview with the elder and subsequent sharing in light of student interest in this topic • Students liked realizing that things/activities that they do are a part of the community • Next time, I would make use of anchor charts (would often forget in coming lessons how many thousands of years that Indigenous people had lived in the valley)

I Know Here Date: Thursday, February 22, 2018 Learning Experience Number: 2 Length of Learning Experience: 52 min. Curriculum Area: Social Studies Grade 1 Curriculum Plan: Grove of Alders Core Competencies ◻ Communication Acquire, interpret, and present information ◻ Positive Personal and Cultural Identity Relationships and cultural contexts Understand – Big Idea: FPPL: Learning requires exploration of one’s identity. Big Idea: We shape the local environment, and the local environment shape who we are and how we live. * Teaching through the use of stories, memories, and images helps the different generations in my community to connect to a sense of place. Essential Questions: How can I use stories, memories, and photographs to understand my community’s past and present? How can I use stories to make connections to a sense of place?

Know/Do/Value - Learning Standards (Curricular Competencies and Content) • Explore different perspectives on people, places, issues, or events in their lives (perspective) • Consider some significant places in the region • Characterize some similarities and differences between Fraser Valley families • Create an oral, written, or visual presentation to communicate Social Studies inquiry processes Objective: The objective of the lesson is to help students make a connection to a sense of place. The teacher will begin by reading the story I Know Here, in order to help the students make a connection to their own version of “here.”

Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can make connections with my community. Flexible Learning Context: FPPL: Learning requires exploration of one’s identity. Learning will be personalized because students will be able to make a personal contribution and connection to the lesson when they describe the local places, festivals, or celebrations that they love in their community. Originally, we were going to create a class list of 100 Things That We Love about Langley/Aldergrove. As of the day before the lesson, only two students had returned their lists. The teacher will still make the list, but we will not be able to create it before the class, in order to discuss it. In order to make the class meaningful in the event that not enough students return the “Five Things I Love about Langley/Aldergrove” sheets, we will brainstorm in class so that students will still have the opportunity to contribute their personal connections to the community in which they live. Materials and Technologies/Resources/Pre Class Preparation: • Book I Know Here by Laurel Croza and Matt James • “homework” sheet sent home a week in advance (each student contributes 5 things that he/she loves about Langley/Aldergrove) to activate prior knowledge • class set of journals 51

Engage/Explore: [5 minutes] Establish Meaning and Purpose Notes or Modifications: 1. Discuss the word community. Community. Community is a word that can mean different things to different The class will likely need to be people. For example, our classroom is a learning community. A school is a modified because on the day community of students who come together to learn. What else can be a before Hundreds Day, only 2/21 community? [i.e. neighbourhood, Aldergrove, Sparks group, groups of students had returned their families etc.] “favourite things” list. 2. Discuss the connection between community and the Social Studies homework. Do you remember your Social Studies homework? The paper that I sent home, in which I asked you to write down your five favourite things about Langley and Aldergrove? There was a reason for that! If you did not do it, do not worry! The purpose was to get you thinking about the community in which you live. We can be thinking about it right now.

Explain: [12 minutes] Communicate new information/competencies/skills Notes or Modifications: 1. We are going to read a story. We are going to read a story. It is called I Know Here by Laurel Croza. While I am reading, I want you to think about the story. When we are done, we are going to think about what “here” means. 2. Read the story. [5-6 minutes with brief picture walk]. 3. Question: Where was here, or home, for Laurel? Where was here, or home, for Laurel? 4. Where is “here” for you? Where is “here” for you? [take a few hands] If you don’t get to share right now, don’t worry. You will get to tell me in your journal, and we may do a Gallery Walk after, if you want to, and share your work with other students. Extend: [30 minutes] Guided or independent practice using new learning Notes or Modifications: 1. Remember the line in the book: “And I know what I will do.” Adaptations: Some students may What did she do? She drew her road. Her road was her community. She drew need help to decide what to write it so that she could keep it forever. about. 2. Get a picture in your mind’s eye. Think about what you want to remember when you are a grown-up. What do you always want to remember? Get a picture in your mind’s eye. Think about what you want to remember when you are a grown-up. What do you always want to remember? What do you know? Do you want to remember your street? Your classroom? Sparks? Your bedroom? 3. When you have that picture in your mind, we are going to write in our journals. We are all going to start with: This is what I know. Here. Then you can write about what you always want to remember. It needs to be at least two sentences and a picture. I would love it if you did more than three sentences! Extensions: • Students will be challenged to write more than one sentence. • Students will be asked to contribute a word or a small drawing to a poster paper that will tie in with community (part of the exit) 52

Exit/Evaluate: [5 minutes] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: Upon turning in their journals, students will be asked to contribute a word or a small drawing to a poster paper that will tie in with community. Evaluate: Student work samples and anecdotal notes (FOR). The teacher will try to ask as many students as possible asked if after reading the book, they chose to write about something different, something they never thought about when they created their lists. The teacher will use a checklist in the exit, and jot note students’ answers to the exit question. Notes and Reflection: Gratitude and Future Hopes • Students liked the story a lot • Some students had a hard time transferring the concept of “here” from the story to “here” as school or the Aldergrove community o Some understood this concept • This lesson could serve as excellent formative assessment in order to determine how students view community • Some students were following the lead of another student (really strong ELL student) who always wanted to remember her missing cat • We did an idea brainstorm—in future I might call this an “idea storm” • Many students struggled to write about what they know—will have to figure out how to frame this in a way that is accessible to different learners • Post-reflection reflection: If I were to use this lesson again, I should think about having students use post-it notes as part of the brainstorm process, in order to make it less intimidating o Can save their post-its in a journal (wish I had utilized a journal)

The Mouse, the Douglas Fir, and the Great Fire Date: February 27, 2018

Learning Experience Number: 3 Length of Learning Experience: 40 min. Curriculum Area: Social Studies Grade 1 Curriculum Plan: Grove of Alders Core Competencies ◻ Positive Personal and Cultural Identity Relationships and cultural contexts ◻ Social Responsibility Valuing diversity Understand – Big Idea: Big Ideas: We shape the local environment, and the local environment shapes us. Memory and story connect us to a sense of place: to the past, to the present, and to our community. Know/Do/Value – Learning Standards (Curricular Competencies and Content)? FPPL: Learning is embedded in memory, history, and story. • Appreciate the different sources of information and different ways of knowing • Appraise how healthy communities care for the local environment • To value the history and heritage of the Sto:lo people • To value connectedness and a sense of place Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can value traditional stories. Flexible Learning Context: FPPL: Learning is embedded in memory, history, and story. Flexibility is embedded in this week’s schedule. It is Diversity Week at school, and we are going to take advantage of opportunities to learn about the different aspects of the local community. Materials and Technologies/Resources/Pre Class Preparation: • Signed up for time at Library for Diversity Week display • Copy of The Mouse, the Douglas Fir, and the Great Fire o Copy I have is retold by Heidi Bohan • Class set of Douglas Fir cones • Different cones for compare/contrast Engage/Explore: [20 minutes] Establish Meaning and Purpose Notes or Modifications: 1. Explain to students that we are going to the Library to view four different cultural aspects of the local community. The librarian has set up the • Review behaviour expectations: quiet, respectful, open mind displays for Diversity Week: 2. Students line up in the classroom. Walk quietly to the Library Aboriginal, Vietnamese, South 3. After instructions from the librarian, students respectfully explore Asian the displays. 54

Explain: [7 minutes] Communicate new information/competencies/skills Notes or Modifications: 1. Tie in the story to the Aboriginal display. *If there is not sufficient time to Boys and girls, we are going to look at a different aspect of First Nations return to the classroom before culture. In the library, we saw some examples of Metis culture. Next we are Music, then the teacher may look at an aspect of local Sto:lo culture. perform the story and cone lesson 2. Pass out a Douglas fir cone to each student in a common area of the school. 3. Boys and girls, one of the reasons that we are doing this activity is to Students will have to be quiet in help students appreciate traditional stories, and help students recognize a type of local tree. order to not disturb others. 4. Allow students time to explore the cone. • What do you notice about the cone? • Does it look like a cone you would see decorated for Christmas? How does it look different? Extend: [8 minutes] Guided or independent practice using new learning Notes or Modifications: 1. Teacher gives some context about Douglas Fir if the context is appropriate, • Boys and girls, there is a Sto:lo traditional story about this students can make a circle, hold cone. Sto:lo is the name of both the river (Fraser River) and hands, and try to see if they can the people who lived near the river. get an idea of how thick the trunk • Who remembers how long the Sto:lo people have lived in of a tree would be. this area? • When European settlers came to this area a long time ago, Douglas Fir trees could be 1000 years old. • Think about how long a soccer field is, and how long it takes to run from goal post to goal post. That is how tall the trees were. • The trunk was so big that it would take 7-8 adults holding hands to make a circle around it. 2. Teacher tells the story of The Mouse, the Douglas Fir, and the Great Fire. Extensions: • Students draw a Douglas Fir cone in their journals o Greater challenge if it is from memory Exit/Evaluate: [5 minutes] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: • Students are lined up for the transition to Music • Teacher has a Douglas Fir cone and a different cone • Individual students/elbow partners tell the teacher the difference between the cones • How can they tell what tree is a Douglas Fir? Evaluate: Anecdotal notes. Notes and Reflection: Gratitude and Future Hopes • In order to accommodate STEM and a special library presentation, I was flexible in the order in which I did my lessons • Ended up making this lesson 3 • This lesson made use of the time we had available this morning • We did not have time to draw fir cones in our journals. If I were to do this unit again, I would make sure that we had time for drawing later in the day in order to integrate Art and Math (Fibonacci sequence). I would also like to integrate Science into Socials by “dissecting” cones to see how they are constructed, and then return the remnants to the natural environment, completing the educational circle. I would also use special Social Studies journals 55

accommodated different kinds of paper. Why is it that you sometimes have better ideas after the fact? • I wish that we had 1. Had enough time to go outside and collect our own cones, and 2. Had classroom behaviours under good-enough control to take all the students outside • The students absolutely loved handling the cones. It would be nice to have tables and flexible seating so that we could collaborate more while standing. • I had to show the cones after due to time constraints, and students not lining up to leave the library on time (one student really struggling with personal issues) • At a later time I want to take the students outside to look at Douglas Fir trees; sometimes we have to take advantage of the time available (and special presentations J) • Also fortunate to have the special display in the library involving four distinct cultures in the Aldergrove area to help us to value diversity • Students enjoyed sampling foods, and having their names written in Arabic

Pioneer Community Experience Date: February 28, 2018

Learning Experience Number: 4 Length of Learning Experience: 42 min. Curriculum Area: Social Studies Grade 1 Curriculum Plan: Grove of Alders Core Competencies ◻ Communication Acquire, interpret, and present information ◻ Positive Personal and Cultural Identity Relationships and cultural contexts Understand – Big Idea: Big Ideas: We shape the local environment, and the local environment shapes who we are and how we live. Memory and story connect us to a sense of place: to the past, to the present, and to our community. Essential Questions: How can I use stories, memories, and photographs to understand my community’s past and present? How does the place in which I live affect who I am? How can I use stories, memories, and photographs to understand my community’s past and present? FPPL: Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Know/Do/Value - Learning Standards (Curricular Competencies and Content)? • Acknowledge that when the pioneers came, the Indigenous people had lived here for thousands of years • Express the significance of some of the pioneers in the Aldergrove and Langley area • Compare old and new in your community and discuss how things have changed over time • Value the pioneer heritage of the region • Value connectedness, community, and a sense of place • Value Social Studies inquiry processes • Discuss the different ways and reasons why the community has grown, and continues to grow • Explore different perspectives on people, places, issues, or events in their lives (perspective) Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can make butter in my classroom community. Flexible Learning Context: Learning will be personalized because students will be able to have some hands-on experience in what it might be like to have been a pioneer in the Aldergrove region of Langley. Children will think about and discuss how different our lives are from the settlers who came to this area. We will relate how we get food to how pioneers in the area would have gotten their food. Students will feel successful; students will feel a sense of community and place. FPPL: Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Materials and Technologies/Resources/Pre Class Preparation: • Materials to make butter (2 jars, 1l whipping cream, tape for the lid) • Saltines and a knife • Basket or wooden box to hold items • 22 copies of the Mason jar blank page • poem page with the butter chant • Over the lunch break, divide the container of cream equally between two equal-sized jars 57

o Room-temperature milk will become butter faster than cold milk

Engage/Explore: [5 minutes] Establish Meaning and Purpose Notes or Modifications: 1. Activate prior knowledge of how we get the things that we need to live. How does your adult get your lunch? Do you have a garden? Do you go to Safeway or Save-On? People in our community have different needs, but one need we all have in common is we all need food. 2. Show a picture of Fraser Highway in the last century as a sleigh trail. This is what our region used to look like, long before we were born. What would we do if our roads looked like this? How would you get food to eat? Would you be able to go to Safeway or Save-On to buy bread? 3. We have talked about our classroom, our school, our sports etc. as different kinds of community. Aldergrove, where some of you do Tae Kwon Do, or swim, is a smaller community within a larger community, kind of like our classroom is a smaller community within our school community. Explain: [5 minutes] Communicate new information/competencies/skills Notes or Modifications: 1. There are reminders in our community of people who lived here in the past. • Students who There are some founding families in Aldergrove. The Shortreeds and the cannot handle Jackmans are two well-known families. Has anyone heard those names before? materials in a [Shortreed Elementary, Jackman Park] respectful way will There are some founding families in Aldergrove. The Shortreeds and the Jackmans are two not be allowed to well-known families. Has anyone heard those names before? [Shortreed Elementary, participate. Jackman Park] I want you to picture in your mind’s eye where McDonald’s is in Aldergrove. It is at a busy intersection [discuss intersection], 264th and Fraser Hwy. Can you imagine it Communicate that looking like this? [show forest picture] That corner used to be the Shortreed homestead. it is a “one strike Would anyone like to guess what a homestead is? The Jackman homestead was I think and you are out” closer to 272nd street. The other name of 272nd street is Jackman Road. [hopefully students policy. will remember that the park next to the school is named Jackman Park] 2. Describe how the Township of Langley has decided to honour some of these pioneers by naming things after them, so that people in the community will always remember the work that they did to settle the area. The Township of Langley has decided to honour some of these pioneers by naming things after them, so that people in the community will always remember the work that they did to settle the area. 3. Pioneers did not have the things that we take for granted: grocery stores, parks, toy stores, water parks, Go Bananas, Tae Kwon Do etc. What might it have been like to be a pioneer? What would we do? What would we have? How would we get what we need to survive? What would we need? How would we play? Learn? Would we have parks? 4. As a classroom community, we are going to work together to make butter. I have put room temperature cream in jars. We are going to work together, taking turns shaking the butter jar, going around a circle. We are doing this because I would like you to experience what it is like to need a community to help make something. 5. Divide students into two circle groups. Have two jars half-full of whipping cream. Teacher the students how to shake the jar. Practice shaking a pretend jar. Teach the students the chant: Shake, shake, shake the cream. Listen to it sputter. Shake, shake, shake the cream. Shake it till it’s butter. Students take turns chanting, shaking at the same time, and then passing it around the circle. 58

Extend: [30 minutes] Guided or independent practice using new learning Notes or Modifications: 1. Once the cream appears to be butter, bring in the jars. Students may write or 2. Explain to students that I will spread the butter on crackers for anyone who draw or both. wants to try it. 3. While students wait, they will write/draw about the experience on the mason jar papers. 4. They can write about any aspect of it: • i.e. fun with friends, making a liquid into a solid, wanting to try it, pretending to be a pioneer 5. As students write/draw, distribute the crackers. Exit/Evaluate: [2 minutes] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: Thumbs up/Thumbs Down questions: Who had fun as a classroom community? Who learned about making butter? Who wants to get their adult to try it? Who would rather get butter at Safeway? Who felt that they did a really good job? J

Evaluate: Anecdotal notes and student work samples (FOR). Thumbs up/down can indicate student self-reflection (AS) if students really think about the questions. Notes and Reflection: Gratitude and Future Hopes • This was one of the best lessons that I think I have ever taught: o the mechanics of it were good (i.e. the hook and closure) o students were engaged o we built community o we had a shared experience o we had a connection to our food o we had a differentiated activity that challenged students to record what was special to them o everyone could be successful o we could imagine how much work it would be to be a pioneer, and not be able to buy butter at Safeway • many students were surprised at how heavy the jar felt • Budget enough time the day or two before the lesson to make sure that you can find crackers in a big package, as opposed to having to open individual 4-packs (ugh!) at the end—that was a major time suck—also consider having one adult volunteer to help you butter crackers • The “worksheet” was great to help keep students busy while I buttered crackers • I would definitely do this again, especially if I had time to integrate Science into it for states of matter

The Sounds of My Community Date: March 1, 2018

Learning Experience Number: 5 Length of Learning Experience: 50 min. Curriculum Area: Integrated Social Studies Grade 1 Curriculum Plan: Grove of Alders Core Competencies ◻ Positive Personal and Cultural Identity Relationships and cultural contexts Personal strengths and abilities ◻ Communication Acquire, Interpret, Present ◻ Personal Awareness and Responsibilities Self-regulation Well-being ◻ Social Responsibility Building relationships Contributing to the community and caring for the environment Understand – Big Idea: Social Studies: We shape the local environment, and the local environment shapes who we are and how we live. Healthy communities recognize and respect the interconnectedness of the people, the animals, and the land in order to care about the local environment. Essential Question: In what ways can I learn about the local community and the environment in which we exist? How can I use stories to make connections to a sense of place? Science: Light and sound can be produced and their properties can be changed. Physical Education: Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living. FPPL: Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Know/Do/Value - Learning Standards (Curricular Competencies and Content)? Social Studies: o Appreciate the different sources of information and different ways of knowing o Value the history and heritage of the Sto:lo people o Value the pioneer heritage of the region o Value connectedness, community, and a sense of place o Value Social Studies inquiry processes o Explore different perspectives on people, places, issues, or events in their lives (perspective) o Discuss different ways and reasons why the community has grown, and continues to grow o Appraise how healthy communities care for the environment Physical Education: o Value practices that promote mental well-being o Value practices that make you feel good about yourself o Participating in physical activity Science: o Categorize the natural and artificial sources of sound 60 o Recognize that the properties of sound depend on their source, and on the objects with which they interact o Value curiosity and a sense of wonder about the world Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can listen to the sounds of my community. I can go for a nature walk. Flexible Learning Context: This is primarily a Social Studies lesson which also integrates outcomes from Science and PE because all three curriculum areas work together (sound, self-regulation, and community). We will listen to the sounds of our community, discuss tree life in our community, and how self- regulation helps us to enjoy school. Students will be able to walk at their own pace, and participate in the discussion about community and the local environment. Materials and Technologies/Resources/Pre Class Preparation: • We have packed up for the end of the day • Teacher has a clipboard, paper to record the sounds, and a pencil • Teacher has a camera to document the experience • Nature walk sheet for the return to the classroom Engage/Explore: [2 min.] Establish Meaning and Purpose Notes or 1. We are going to combine Social Studies, Science, and PE, and take our class outside Modifications: today! We are going to go for a nature walk in our local environment.

Explain: [5 min.] Communicate new information/competencies/skills Notes or 1. Explain to students that we will be walking Modifications: We are going to be still, and listen to what sounds we can hear in our local community. We will discuss what we heard. Then, we will look at trees in order to find a Douglas fir. How will we know it’s a Douglas fir? 2. Explain to students the expectation for behaviour and conduct 3. It is a nature walk, a sound walk, and making connections with the plants and animals in our local community 4. Line the students up and transition to outside 61

Extend: [40 min.] Guided or independent practice using new learning Notes or 1. We are going to stand in a circle, preferably around a tree, and be silent, listening for Modifications: different sounds Differentiated o Try this activity a few times Instruction: Today’s 2. Can try variations, such as the teacher records sounds, see if it matches what the lesson will be students hear naturally o Or make a list together differentiated 3. Have students pantomime what it might have been like to try to cut down a massive tree before chainsaws were invented because each 4. Touch the bark of trees, see the thickness student will be able 5. Discuss how big the ancient trees were to participate at his Currently, the second-largest Douglas fir tree in Canada has a circumference of 12 metres, or her own level. and a diameter of 4 metres. Try to imagine how big that is by having students make a circle Some students may that has a rough diameter of four metres. Imagine what that would have been like. At this need more support time of year, it is harder to tell which tree is a Bigleaf maple because there are no leaves. in order to Can you tell a cedar and a Douglas fir? successfully self- 6. Return to class and categorize the the things we saw, heard, touched, and smelled on regulate, which is a the Nature Walk sheet primary goal of the Extensions: Journal Write lesson. • I know Jackman Park, What I know about trees and cones • Relate the cone to the 3D cone shape Exit/Evaluate: [3 min.] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: have students retell the story of The Mouse, the Douglas Fir, and the Great Fire to connect the lessons about our local community and environment (past and present), and book-end the lessons. Evaluate: Anecdotal Notes and student work samples Notes and Reflection: Gratitude and Future Hopes • We had a hard time getting out the door for this lesson. The students who need outdoor experiences the most were the hardest to line up. They ended up losing time and staying inside for an extra 15-20 minutes. I took the three of them separately for a condensed lesson as the other students made a transition to playing on the intermediate playground after we did our listening exercise, and explored the Douglas Fir trees. • K. brought me a cone from a coastal pine, and inquired as to what it was. I am going to use it as an artifact for my Outcome Reflective Statements. I saved it. • Was a good lesson • What we heard: o Children playing o Machine working o car o Siren o Dog barking o Wind whispering o Giggling • Students seemed to enjoy integrating the sound portion of our Science unit into Social Studies • Students loved touching the tree, and using their bodies to measure out a huge Douglas Fir, such as the pioneers would have seen and First Nations would have seen pre-colonization • I think it was a successful lesson that integrated curriculum subjects as well as core competencies 62

• Students stayed in the authorized area • When I took the 3 out after, I had to hold M’s hand • Lastly, PE outside

I am Canada Date: March 1, 2018

Learning Experience Number: 6 Length of Learning Experience: 28 minutes Curriculum Area: Social Studies Grade One Curriculum Plan: A Grove of Alders Core Competencies ◻ Positive Personal and Cultural Identity Relationships and cultural contexts ◻ Communication Acquire, Interpret, Present ◻ Social Responsibility Valuing diversity Understand – Big Idea: Big Ideas: We shape the local environment, and the local environment shapes who we are and how we live. * Healthy communities recognize and respect the interconnectedness of the people, the animals, and the land in order to care about the environment. Memory and story connect us to a sense of place: to the past, to the present, and to our community. Enduring Understandings: Healthy communities are interconnected, and consist of diverse people who care for the community and care for the environment. Teaching through the use of stories, memories, and images helps the different generations in my community connect to a sense of place. Essential Questions: In what ways can I learn about the local community and the environment in which we exist? How can I use stories to make connections to a sense of place? FPPL: Learning is embedded in memory, history, and story. Know/Do/Value – Learning Standards (Curricular Competencies and Content) • Appraise how healthy communities care for the local environment • To value connectedness, community, and a sense of place • Understand that there are different sources of information and different ways of knowing • Value Social Studies inquiry processes Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can understand that some communities are big and some are small. Flexible Learning Context: FPPL: Learning is embedded in memory, history, and story. Adaptations: This lesson will be short because it takes place on Friday before we connect with our Big Buddies, so by necessity it is short. It takes into account time available and students’ ability to focus in the short period before Buddies and home time. We will use the opportunity to connect our school culture to the greater culture of Canada using a graphic organizer. o Note: The book does not have any stated authentic First Peoples connections, so it is not likely that any of the illustrations are authentic First Peoples text. Materials and Technologies/Resources/Pre Class Preparation: • Book I am Canada by Heather Patterson • 22 graphic organizers 64

Engage/Explore: [3 minutes] Establish Meaning and Purpose Notes or Modifications: 1. I can understand that community means many things. In two previous lessons, we have Communities can be small or large, depending on what you are discussed different types of considering. We have discussed that community can mean many community with which they are different things. Students have said family, classroom community, familiar. school, Aldergrove, Langley, BC, Canada etc.] Explain: [7 minutes] Communicate new information/competencies/skills Notes or Modifications:

1. Read the short book I am Canada by Heather Patterson. Ask the students: “What can you notice in the illustrations?” Accept all answers. Explain to students that the book has thirteen illustrators (!) It is like a community of illustrators. Extend: [15 minutes] Guided or independent practice using new learning Notes or Modifications: 1. Discussion: How are we Canada? What do we like to do here? Teacher will help to foster the What do we like to do here at Parkside? For example, what do we connection to our school culture like to do at recess? If we like skipping, that is part of our through the book. community! Do you feel different in our classroom than you do on the playground in a community park? Brainstorm. Accept all Differentiated Instruction: answers. Today’s lesson will be 2. Write “I am Parkside” in the centre of a graphic organizer. What differentiated because students are some of our favourite things about school? The things that we will be able to both write and do at school are a part of our school culture. We can think about draw their ideas in the word web, culture as being the activities or actions that make people know although they will be heavily we are Parkside. Connect some of the things we like to do here at encouraged to try to do both. Parkside to “I am Canada.” Ideas could include: skipping, popcorn Students will be able to use their day, hot lunch, Spirit Day, Movie Night, playground, kindness etc. own ideas in the web, or make use Extensions: of their classmates’ ideas if they • Point out the Northern Lights on the cover to students, are stuck. Students will be encourage students to tie them into their recent Light and Sound encouraged to challenge unit. themselves to work on areas that o When it is time to discuss the Langley pioneers, tie in the Jon are less-developed, such as Klassen illustration for “I have space” to the motivations of drawing if they are reluctant pioneers and other migrants. There is potential for interesting drawers, or writing if they are discussion about the Indigenous people who were living here. reluctant writers. J Exit/Evaluate: [3 minutes] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: o Thumbs Up, Thumbs Down if they understand/beginning to understand the idea of community o Be intentional in questioning/following up with those students who seem uncertain Evaluate: o Anecdotal notes The teacher will make anecdotal notes regarding the students’ understanding of community, and any areas of potential interest for the students. Notes and Reflection: Gratitude and Future Hopes • For something so simple, this turned out to be a great lesson. It changed from my unit plan out of necessity • I added “Valuing Diversity” as a core competency from Social Responsibility because of the diversity of illustrations in the book 65

• Students enjoyed the book. I think that teaching through the use of story, rather than just doing a graphic organizer on its own, helps engage student interest and understanding. • The word web relating to Parkside was great—students got the concept • I would have liked to do this lesson again in order to get different answers, and encourage answers such as Popcorn Day • Were behaviour issues from the major players (still working this out) • This is another example of a lesson that I could do utilizing post-it notes prior to using a graphic organizer • Lessons that we do like this help us to get closer to a sense of belonging (Circle of Courage)

Animals of the River Date: Monday, March 5, 2018

Learning Experience Number: 7 Length of Learning Experience: 40 min. Curriculum Area: Social Studies Grade 1 Curriculum Plan: Grove of Alders Core Competencies ◻ Communication Acquire, interpret, and present information ◻ Positive Personal and Cultural Identity Relationships and cultural contexts ◻ Social Responsibility Contributing to the community and caring for the environment Understand – Big Idea: Big Idea: We shape the local environment, and the local environment shapes who we are and how we live. Healthy communities recognize and respect the interconnectedness of the people, the animals, and the land in order to care about the local environment. Essential Question: How does the place in which I live affect who I am? What is my impact on the place in which I live? In what ways can I learn about the local community and the environment in which we exist? FPPL: Learning is embedded in memory, history, and story. Know/Do/Value - Learning Standards (Curricular Competencies and Content)? • Acknowledge that when the pioneers came here, the Indigenous people had already lived here for thousands of years • Appreciate the different sources of information and the different ways of knowing • Consider some significant places in the region • Value the history and heritage of the Sto:lo people • Value connectedness, community, and a sense of place • Appraise how healthy communities care for the local environment • Explore Social Studies inquiry processes Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can learn from the animals of the river. Flexible Learning Context: Due to the schedule and the classroom context, two lessons will be condensed into one lesson. It is a Monday at Parkside, which is traditionally a day that many students have difficulty transitioning back to school after the weekend; as a result, we will be easing into the week. Students will be able to listen to descriptions of many of the local animals of the Fraser/Sto:lo River, and learn about how many Coast Salish people traditionally view the animals from authentic First Peoples texts. The teacher will decide based on the classroom context in the afternoon if students will be able to write/draw about one animal that they really like and/or learned something new about today. FPPL: Learning is embedded in memory, history, and story. Materials and Technologies/Resources/Pre Class Preparation: • 22 previously prepared personalized Animals of the River books (one teacher copy) created from two colouring books from a local Coast Salish First Nations publisher Native Explore: Explore the Animals and Learn from the Animals • pencil crayons or felts • 24 photocopied sheets for “One animal that I really like is a ______because….” 67

Engage/Explore: [time] Establish Meaning and Purpose Notes or Modifications: 1. Ask students for the name of the river that runs through Fort Langley. Here in Aldergrove we are connected to the river through the streams. Sto:lo from the Fraser Canyon to the 2. The Fraser is named after a European explorer named Simon mouth of the Fraser River. Fraser, but we have talked before about how the Sto:lo people have been here for about 12000 years before Simon Fraser explored it. The Sto:lo people have a different name for it. The river is also called Sto:lo because for the First Nations people, the people and the river share the same name. They cannot be separated from the river. 3. Show students a First Nations map of BC and discuss where our area is located. The Sto:lo people (People of the River) are Coast Salish people, speaking the Halq’emeylem language. Explain: [time] Communicate new information/competencies/skills Notes or Modifications: 1. Explain that First Nations’ ancestors lived in harmony with the river • Concept of “time and the wildlife. A healthy river is important to the community. immemorial” may be too First Nations’ ancestors lived in harmony with the river and the wildlife. They abstract for grade one were taught to respect the river, and did not pollute it. They were taught that they could not even spit in it because it provided life. I had a teacher last year, who was Sto:lo, who called the river “good medicine” because it was so important to her people. • Sto:lo values and beliefs as taught by their ancestors: respect, trust, honesty, integrity, and humility 2. Animals also lived in harmony with the river. Animals also lived in harmony with the river. Each animal was honoured for its gifts and for its special qualities. I am going to read to you from the book; then we will be able to discuss the local animals. 68

Extend: [time] Guided or independent practice using new learning Notes or Modifications: 1. Read through the personalized Animal Book, starting with the Sun spirit because the sun is the source of all life on earth. 2. Sun Spirit, Bears, Beaver (so important to Fort Langley), Butterfly, Deer, Dragonfly, Eagle, Frog, Hummingbird, Rabbit, Raven (where have we seen Raven before?), Salmon, and Wolf. The salmon, especially, are a very important part of the river. They feed the people, and they feed other animals, such as bears and orcas. I did not put the orca in the book because there are no orcas in the river. 3. As we work through the book, I want you to think about which animal interests you the most because in the next lesson, I am going to ask you to choose one that we will write about. It can be your favourite wild animal, or a surprising wild animal, or an animal about which you learned something new. As we work through the book, I want you to think about which animal interests you the most because in the next lesson, I am going to ask you to choose one that we will write about. It can be your favourite wild animal, or a surprising wild animal, or an animal about which you learned something new. Extensions: • “One animal that I really like is a ______because….” • The teacher will copy the corresponding Indigenous animal picture for the students to colour separately. The two pictures can be put together on large construction paper for a display. Exit/Evaluate: [time] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: What animals have you seen in your community? Evaluate: Anecdotal notes for formative (FOR) assessment. In part two, the teacher can look at student work samples.

Notes and Reflection: Gratitude and Future Hopes • Students enjoy hearing Indigenous perspectives on the local environment • I have talked a couple of times about the Sto:lo people living here for at least 10000 years, and my students never remember! • Students enjoyed the opportunity to read and colour the pages. It will be a good extension activity for early finishers in the future • It was a Parkside Monday, so it was definitely necessary to ease into the week • We did not get to a written portion of the lesson, so I will not be condensing two things into one. I think that I will change the written portion to incorporate the fantastic book Sometimes I Feel Like a Fox by Danielle Daniel. There will be a Part Two, and it will be writing and drawing to accompany Sometimes I Feel Like a ______because ….

Animals of the River Date: Monday, March 5, 2018

• 24 photocopied sheets for “One animal that I really like is a ______because….”

Engage/Explore: [time] Establish Meaning and Purpose Notes or Modifications: 4. Ask students for the name of the river that runs through Fort Langley. Here in Aldergrove we are connected to the river through the streams. Sto:lo from the Fraser Canyon to the 5. The Fraser is named after a European explorer named Simon mouth of the Fraser River. Fraser, but we have talked before about how the Sto:lo people have been here for about 12000 years before Simon Fraser explored it. The Sto:lo people have a different name for it. The river is also called Sto:lo because for the First Nations people, the people and the river share the same name. They cannot be separated from the river. 6. Show students a First Nations map of BC and discuss where our area is located. The Sto:lo people (People of the River) are Coast Salish people, speaking the Halq’emeylem language. Explain: [time] Communicate new information/competencies/skills Notes or Modifications: 3. Explain that First Nations’ ancestors lived in harmony with the river • Concept of “time and the wildlife. A healthy river is important to the community. immemorial” may be too First Nations’ ancestors lived in harmony with the river and the wildlife. They abstract for grade one were taught to respect the river, and did not pollute it. They were taught that they could not even spit in it because it provided life. I had a teacher last year, who was Sto:lo, who called the river “good medicine” because it was so important to her people. • Sto:lo values and beliefs as taught by their ancestors: respect, trust, honesty, integrity, and humility 4. Animals also lived in harmony with the river. Animals also lived in harmony with the river. Each animal was honoured for its gifts and for its special qualities. I am going to read to you from the book; then we will be able to discuss the local animals. 71

Extend: [time] Guided or independent practice using new learning Notes or Modifications: 4. Read through the personalized Animal Book, starting with the Sun spirit because the sun is the source of all life on earth. 5. Sun Spirit, Bears, Beaver (so important to Fort Langley), Butterfly, Deer, Dragonfly, Eagle, Frog, Hummingbird, Rabbit, Raven (where have we seen Raven before?), Salmon, and Wolf. The salmon, especially, are a very important part of the river. They feed the people, and they feed other animals, such as bears and orcas. I did not put the orca in the book because there are no orcas in the river. 6. As we work through the book, I want you to think about which animal interests you the most because in the next lesson, I am going to ask you to choose one that we will write about. It can be your favourite wild animal, or a surprising wild animal, or an animal about which you learned something new. As we work through the book, I want you to think about which animal interests you the most because in the next lesson, I am going to ask you to choose one that we will write about. It can be your favourite wild animal, or a surprising wild animal, or an animal about which you learned something new. Extensions: • “One animal that I really like is a ______because….” • The teacher will copy the corresponding Indigenous animal picture for the students to colour separately. The two pictures can be put together on large construction paper for a display. Exit/Evaluate: [time] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: What animals have you seen in your community? Evaluate: Anecdotal notes for formative (FOR) assessment. In part two, the teacher can look at student work samples.

Animals of the River Part 2: Sometimes I Feel Like… Date: Monday, March 12, 2018

Learning Experience Number: 8 Length of Learning Experience: 42 min. Curriculum Area: Social Studies Grade 1 Curriculum Plan: Grove of Alders Core Competencies ◻ Communication Acquire, interpret, and present information ◻ Positive Personal and Cultural Identity Relationships and cultural contexts ◻ Social Responsibility Valuing diversity Understand – Big Idea: Big Ideas: We shape the local environment, and the local environment shapes who we are and how we live. * Healthy communities recognize and respect the interconnectedness of the people, the animals, and the land in order to care about the local environment. Essential Questions: In what ways can I learn about the community and environment in which I exist? How can I use stories to make connections to a sense of place? How can I understand how people, animals, and the environment are all connected? FPPL: Memory and story connect us to a sense of place: to the past, to the present, and to our community. Know/Do/Value – Learning Standards (Curricular Competencies and Content) • Appreciate the different sources of information and different ways of knowing • Value connectedness, community, and a sense of place • Acknowledge that when the pioneers came, the Indigenous people had lived here for thousands of years • Explore different perspectives on people, places, issues, or events in their lives • Create an oral, written, or visual presentation to communicate Social Studies inquiry processes • Appraise how healthy communities care for the local environment (cycle of life) Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can understand that people, animals, and the environment are connected. Flexible Learning Context: This lesson is “part two” of a lesson about animals of the river. Even though the author of the book is Anishinaabe, not Sto:lo, there are valuable connections to be made to our understanding of community, of place, and the interconnectedness of people, animals, and the environment. Learning will be personalized because students will be encouraged to make connections to a Canadian animal. Students will be encouraged to explore the Indigenous perspective on the interconnectedness of people, animals, and the land (local environment). Students will be free to choose which animal they sometimes feel like, and will be encouraged to explain why. Students will be encouraged to identify with the positive characteristics of various Canadian animals. Daniel dedicates her book to the thousands of Metis and Aboriginal children who grew up never knowing their totem (Anishinaabe for clan) animal. Materials and Technologies/Resources/Pre Class Preparation: • Book Sometimes I Feel Like a Fox by Danielle Daniel • 22 photocopied sheets with drawing bubble and primary interlines 73

Engage/Explore: [2 min.] Establish Meaning and Purpose Notes or Modifications: 1. Students will gather at the carpet after gym and a quick drink. 2. The teacher will engage the students by comparing herself to an animal, and relating the why behind the connection. Sometimes I feel like a…. I [The teacher will make a statement, and then tell why she feels that way.] Explain: [10 min.] Communicate new information/competencies/skills Notes or Modifications: 1. Communicate that we are still going to be talking about community. • Communicate to students that Ask students for an example of small and large communities (i.e. our different First Nations groups classroom/school, Langley/Aldergrove). We are all part of a really big have both similarities and community called Canada. differences, and that the

2. Discuss that there are different Aboriginal communities in Canada. Anishinaabe are not from BC The book that I am going to read today is written by a woman with

Anishinaabe heritage. The Anishinaabe people are from Eastern Canada, • Differentiated instruction: Ontario and Quebec area. The book that I am going to read today will talk Students should be able to about our connectedness with animals. complete this assignment, 3. Read the book. with personal consideration 4. Discuss what the different animals are said to represent in for the amount of written Anishinaabe culture: output expected. Some • Bear brave students may need scribing. • Deer loving • Beaver determined • Butterfly vulnerable • Moose strong • Owl wise • Rabbit creative • Turtle patient • Wolf loyal • Porcupine curious • Raven truthful • Fox clever 5. Similarities/Differences Is this similar to what we have read about Sto:lo/Salish culture? Is it similar to or different from what you think? 74

Extend: [25 min.] Guided or independent practice using new learning Notes or Modifications: 1. Today we are going to think about how we sometimes feel. Do you always feel the same? 2. Emphasize that we are all readers and writers. Boys and girls, in my classroom, we are all excellent readers and writers. I am so impressed by how much you “read” in pictures and in words. You all see things that sometimes I do not see in the pictures. 3. What do good writers do? [take hands] Good writers think about what they write before they write it. 4. Topic: Sometimes I feel like a ______because You can write about how you usually feel, or you can write about how you feel right now. If you want, you can be more than one thing. We are all different. Sometimes you might feel like a bear, and sometimes you might feel like a beaver. I care about why you feel that way, and what do you do that shows it? For example, you could say, “Sometimes I feel like a [bumble bee] because I am always helping others. 5. Writing time! Pass out the papers to students, one at a time, to the quietest first. Remind students to put their names on their papers. Extensions: 1. Add more details to writing and drawing. Add memories, stories, or connections to place. 2. Read and colour in the Animal Books that were created from authentic First Peoples texts. Exit/Evaluate: [5 min.] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: As they turn in their papers, students name another animal that they did not choose to write about. Evaluate: Anecdotal Notes and student work samples (FOR).

Notes and Reflection: Gratitude and Future Hopes • As the Social Studies unit continues, I see opportunities to make it more meaningful. I have found new books to explore, such as I Know Here and Sometimes I Feel Like a Fox. I am also realizing that I want to emphasize the connection between people, animals, and the environment (cycle of life), as well as diversity of opinion as well as culture. • Next time I teach this book to primary students, I will do a better job of explaining what some big words mean, such as determined or vulnerable. We talked about wise, clever, and brave. • The students did an amazing job of identifying with different animals, and recognizing that the animal can change, much like the Zones of Regulation can change. The students also did a great job of choosing an animal to describe through writing and drawing. • In the future, I would like to expand upon this assignment.

Change in the Community: Helen’s Surprise Date: Wednesday, March 14, 2018

Learning Experience Number: 9 Length of Learning Experience: 41 min. Curriculum Area: Social Studies Grade One Curriculum Plan: Grove of Alders Core Competencies ◻ Communication Acquire, interpret, and present information ◻ Positive Personal and Cultural Identity Relationships and cultural contexts ◻ Social Responsibility Valuing diversity Understand – Big Idea: Big Ideas: We shape the local environment, and the local environment shapes who we are and how we live. * Healthy communities recognize and respect the interconnectedness of the people, the animals, and the land in order to care about the local environment. Memory and story connect us to a sense of place: to the past, to the present, and to our community. Essential Questions: In what ways can I learn about the local community and the environment in which we exist? How can I use stories to make connections to a sense of place? FPPL: Learning is embedded in memory, history, and story. Know/Do/Value - Learning Standards (Curricular Competencies and Content)? • Acknowledge that when the pioneers came here, the Indigenous people had lived here for thousands of years • Value connectedness, community, and a sense of place • Appreciate the different sources of information and different ways of knowing • Value the history and heritage of the Sto:lo people • Value the pioneer heritage of the region • Explore Social Studies inquiry processes • Compare old pictures, paintings, and images of scenes in your community, and discuss how things have changed over time Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can understand that family life in Langley has changed over time. Flexible Learning Context: The learning will be personalized because students will have the option to organize their comparisons and contrasts through drawing, writing, or drawing and writing as we learn how to use a Venn diagram. Materials and Technologies/Resources/Pre Class Preparation: • Helen’s Surprise by Nancy Hildebrand/Mike Starr from the Fort Langley National Historic Site • Artist sketches of life in the 19th century that accompany Helen’s Surprise • 22 sheets with Venn diagrams (drawing side and a writing side) • document camera 76

Engage/Explore: [5 min.] Establish Meaning and Purpose Notes or Modifications: 1. Begin with the expectation for quiet, hand raising, and staying seated unless students have permission to get up from carpet. 2. We are going to talk about a girl named Helen. She was not a real person. She comes from someone’s imagination. I am going to read to you a story about a little girl named Helen. She did not have a bedroom. She did not go to school. Helen was created to help teach students what life was like in Langley in 1827, when the Hudson’s Bay Company built the fort in Fort Langley. That was 191 years ago! Helen’s father was European, and sailed to Canada as a part of the fur trade. Her mother was from the Kwantlen First Nation. 3. Connect Helen to the Sto:lo people. We have talked before about the Sto:lo people, how long they have lived in the area, and why Mr. Bonnar acknowledges the Kwantlen, Katzie, Matsqui, and Semiahmoo peoples whose ancestors, like Helen and her mother’s family, have lived here for thousands of years. 4. Briefly discuss what life would have been like for Helen. Boys and girls, who here has ever been camping? Can you imagine what it would be like to be “camping” all the time, with a canoe to paddle, and the river for your highway? And what if you got food from the river and from the forest? Explain: [15] Communicate new information/competencies/skills Notes or Modifications: 1. Communicate to students that you will show the pictures under the Possible points: document camera when we return to our desks because you know • Helen didn’t go to school that they will be hard to see. • Helen had no electricity 2. Read Helen’s Surprise to the class. • Used the river for transportation 3. Compare the drawings in the story to what Langley looks like today, (boats) and discuss how things have changed over time. • No grocery stores Boys and girls, can you imagine having to work, instead of going to school? • Children worked Can you imagine having to wait until the summer to pick berries, if you • Fur trade wanted something sweet to eat? You had to get all of your food from nature? Living in a home that only had one room? One room for cooking and sleeping? [like camping all the time] What would it be like if, after supper, your adult taught you how to read? But you did not have any story books to read? If you wanted to travel the area, you would need a boat for the river? 4. Helen’s story What has changed, and what has stayed the same? 77

Extend: [20] Guided or independent practice using new learning Notes or Modifications: 1. Remind students of the expectations for quiet during this exercise. Differentiated instruction: The Distribute sheets to quiet students at the carpet, dismissing Venn diagram has two sides, so students to their desks. students can draw, write, or draw 2. Have students put their names on the top. and write what is similar and 3. Show students the pictures under the document camera because different between Helen’s life and they were probably hard to see at the carpet. their lives. 4. Remind students not to begin yet because we have never done a Venn diagram before, so we are going to do it together. 5. Venn diagram with two sides for drawing and writing the ideas May have to scribe for Mason and If you draw, you still need to label the picture so that the audience knows Madeleine. May have to check on what the picture is about. I would like you to try your best to write first, and the progress for Liam, Kayd, and then we can draw after too. Rena. 6. Explain to students that a Venn is a way of organizing ideas about Extension possibilities: things that are the same and different. • Social Studies animal books [Show on a blank piece of paper how the circles meet in the middle.] The • Write a story about what your life things that you can say just about Helen go on the Helen side. The things might be like 191 years ago that you say just about you go on the right hand side. The things that are • Helen’s Life and My Life side-by- true for both of you go in the area in the middle that is shared by both sides. side drawings See how the circles meet in the middle? Exit/Evaluate: [1 min.] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: Class vote. Raise your hands if you would like to go back in time and see what the Fort was like when Helen was a little girl. Evaluate: Anecdotal notes and student work samples. Notes and Reflection: Gratitude and Future Hopes • The students were not especially engaged in the story. In retrospect, it was too slow, and not much happened. It may have been better on the document camera, while students coloured. • The middle part of the lesson in which L. asked about trading went WAY better. Students were engaged in hearing about trading. We talked about the Halqemeylem word for welcome, and how I would be using it in the morning. • Students wanted to go to Fort Langley, which influenced their disappointment. In retrospect, it may have not been an ideal story to read at carpet. I was going for oral tradition; document camera and colouring may have been better. • They did well with the Venn diagram. I wish that L. W. had shared his fishing idea out loud, instead of when it was over. It was brilliant!

Creating Community: The Bad Seed Date: Wednesday, April 4, 2018

Learning Experience Number: 10 Length of Learning Experience: 45 min. Curriculum Area: Social Studies Grade One Curriculum Plan: Grove of Alders Core Competencies ◻ Communication Acquire, interpret, and present information ◻ Positive Personal and Cultural Identity Relationships and cultural contexts ◻ Social Responsibility Valuing diversity Understand – Big Idea: Big Ideas: We shape the local environment, and the local environment shapes who we are and how we live. Healthy communities recognize and respect the interconnectedness of the people, the animals, and the land in order to care about the local environment. Memory and story connect us to a sense of place: to the past, to the present, and to our community. FPPL: learning is embedded in memory, history, and story. Learning recognizes the role of Indigenous knowledge. Essential Questions: How can I use stories to make connections to a sense of place? How does the place in which I live affect who I am? What is my impact on the place in which I live? In what ways can I learn about the local community and the environment in which we exist? Know/Do/Value - Learning Standards (Curricular Competencies and Content) • Value connectedness, community, and a sense of place • Value Social Studies inquiry processes • Explore different perspectives on people, places, issues, or events in their lives (perspective) • Create an oral, written, or visual presentation to communicate Social Studies inquiry processes • Appraise how healthy communities care for the environment Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can have a growth mindset and make a positive contribution to our community. Flexible Learning Context: It is the first day back to school for students following spring break, so students in this community will need reminders on how to be successful members of our learning community. Learning will be flexible and personalized because students will have another opportunity to learn how to use a web graphic organizer. Students will be able to write or draw their interpretation of How to Be a Good Seed in our Community. Students will then be encouraged to draw on the back side of the paper the journey of the seed in the story from “bad” to “good,” or alternatively the different kinds of seeds that make up our community. Objective: The objective of the lesson is to encourage students to think about ways to make a positive contribution to our learning community through having a growth mindset. Students will be returning to school after spring break, and many will need a “soft start” to the short week. Students will enjoy the story of a “bad” seed turning his life around; we will brainstorm ways to have a growth mindset. Students will then be able to draw the different kinds of seeds in our community. The goal is not to make everyone in the community the same; rather, the goal is to encourage students to have a growth mindset, and make positive contributions to our classroom community. Materials and Technologies/Resources/Pre Class Preparation: • 22 copies of the web graphic organizer • Book The Bad Seed by Jory John 79

• Jar of seeds

Engage/Explore: [3 min.] Establish Meaning and Purpose Notes or Modifications: 1. Tell students a silly story. [show a jar of seeds] These are my seeds. They’re really bad! How bad? They lie about pointless stuff. They cut in line for Gym. They never listen. They don’t wash their hands. Or their feet. But, what happens when they realize that they don’t want to be bad anymore? Can they change? Will we let them change? Explain: [15 min.] Communicate new information/competencies/skills Notes or Modifications: 1. Show the students the book, The Bad Seed. 2. Read the inside cover. 3. Do a brief picture walk. 4. End the picture walk with the bad seed sitting by himself on the bench, looking grumpy. Ask students: Does he look happy sitting there, all by himself? What are the rest of the seeds in the community doing? 5. Is anyone “bad” all the time? Discuss briefly. 6. Read the book. Extend: [25 min.] Guided or independent practice using new learning Notes or Modifications: 1. We are going to discuss: How to be a good seed in our Differentiated Instruction: community. Students will be able to both draw 2. Show students the graphic organizer. Explain that we are going to and write. Writers will be do a web about ways we can be a “good” seed. encouraged to draw, and drawers Explain the student-friendly: I can have a growth mindset and make a will be encouraged to write. positive contribution to our community. 3. You can write, draw, or write and draw today. J 4. When we are finished the web, students will be encouraged to draw the different seeds in the community on the back of the paper. Extensions: Students can make drawings of the seed community that include more detail or are labelled. Students may take advantage of the Writing Centre in order to add sentences. Students may also work on their Social Studies animal books. Exit/Evaluate: [2 min.] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: Student vote: Is it better in our classroom when we find ways to have fun and be happy while we are learning? Name two ways that we can try to make our class better. Evaluate: Anecdotal notes and student work samples (FOR). Student vote (AS) learning. Notes and Reflection: Gratitude and Future Hopes • This book was a last-minute addition to the unit. I felt that we needed to be successful, and this story would help us to get there. One of the things I felt that we struggled with before spring break was creating community in the classroom. This was the first day in a short week after a long break, and I felt that it was important to set a positive tone for the last two weeks of practicum. • Most students had heard this book in Library, but they were excited anyway. • Enjoyed the story and the hook. 80

• Students struggled a bit with understanding what to do with the word web at first (spring break cob webs). We did it together, and it was fine. o Most of them got it o Some of them connected it to the web we did in the Light unit • It was good to get more basic Social Studies processes in this unit. We were not ready for abstract concepts such as time lines yet. Time lines may be more appropriate in term three for grade one. • I learned a lot in this unit about what first graders are ready for. I had a time line and basic mapping in my unit plan, but we were NOT ready for those skills. We were still building community with me, and the Indigenous content was really of interest to them. It was wonderful to see. I really noticed that after the early lesson on the book I Know Here, students were not as familiar with the concept of community as I thought. As well, in order to work on helping all my students to feel like they belonged, it was necessary to do a book about how to develop a growth mindset as a member of a community.

I Know Here: Full Circle Date: Friday, April 6, 2018

Learning Experience Number: 11 Length of Learning Experience: 50 min. Curriculum Area: Social Studies Grade One Curriculum Plan: Grove of Alders Core Competencies ◻ Communication Acquire, interpret, and present information ◻ Positive Personal and Cultural Identity Relationships and cultural contexts ◻ Social Responsibility Valuing diversity Understand – Big Idea: Big Ideas: We shape the local environment, and the local environment shapes who we are and how we live. Healthy communities recognize and respect the interconnectedness of the people, the animals, and the land in order to care about the local environment. Memory and story connect us to a sense of place: to the past, to the present, and to our community. FPPL: learning is embedded in memory, history, and story. Learning recognizes the role of Indigenous knowledge. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Essential Questions: How can I use stories to make connections to a sense of place? How does the place in which I live affect who I am? What is my impact on the place in which I live? Know/Do/Value - Learning Standards (Curricular Competencies and Content) • Value connectedness, community, and a sense of place • Value Social Studies inquiry processes • Explore different perspectives on people, places, issues, or events in their lives (perspective) • Create an oral, written, or visual presentation to communicate Social Studies inquiry processes • Appraise how healthy communities care for the environment • Create a written and illustrated piece to explain the significance of personal or local events, objects, people, or places. Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I can understand that my home is here in my community. Flexible Learning Context: Learning will be flexible and personalized because students will have a second opportunity to write and draw about the place that they know: Here. Students will have the opportunity to draw and write about what is special to them about the place that they call home. Each student’s work will be personalized to what he/she knows about home, the local community, and our connections to place. The lesson will, in many ways, complete the circle that connects us to the beginning of the unit in which we read the book I Know Here, and wrote a journal entry. Objective: This is the summative task for our Social Studies unit on Connectedness, Community, and a Sense of Place. Materials and Technologies/Resources/Pre Class Preparation: • 22 copies of the I Know Here sheet • 22 copies of graphic organizer to help students with their thoughts (optional) • Book I Know Here by Laurel Croza (optional) • Scrapbook sheets for drawing “here” (extension) 82

Engage/Explore: [5 min.] Establish Meaning and Purpose Notes or Modifications: 1. Show the students the book. Who remembers this • Can re-read I Know Here if it book? feels necessary. I thought about how I could talk about this book, and show students what I know about Parkside. I know here. I have a favourite tree in the park near my school. It is old, and it has a big split in it. Someone has filled it with concrete to keep the children out of it. I look at that tree, and I imagine that I am an adventurer, exploring the trunk and the bark, hiding in the wet trunk, playing all day until my mother calls me home. Explain: [10 min.] Communicate new information/competencies/skills Notes or Modifications: 1. Explain to students that our Social Studies unit is drawing to a close. 2. Remind students of the time that we read I Know Here, and the Differentiated instruction: journal write that we did. Students will be able to add more In order to help students connect prior knowledge, read Tyler’s entry. Tyler’s details to their area of strength, entry was focused on his local community, and his family and friends. such as writing or drawing. Some 3. If student interest seems high, read the book. students may need scribing, or 4. Read students what I wrote about what I know [located on the help with a web to organize their bottom of the LEP]. 5. Brainstorm ideas for what students know. Option to write them on ideas. the board, or have students create a web at their desks. • For example, I know Parkside, I know Langley, I know Aldergrove etc. Extend: [30 min.] Guided or independent practice using new learning Notes or Modifications: 1. Share assessment criteria with students: Some students (i.e. M., M., C., and • Use at least five colours R.) may not be as prolific. • 3-5 sentences • Begins with: I Know Here 2. Details, details, details…what do you know? How can you share it? Show students the writing sheet, and the sheets that they can draw and colour as an extension. 3. I would like you to write at least three to five sentences, telling me why you know what you know. I want to encourage you to put details in your writing. When I told you my story, I wanted you boys and girls to imagine that you were on my front steps, looking at my house. I would love it if you could make me think about your neighbourhood that way. What makes it special to you? What would I find? Where do you go? 4. What do good writers do? Take students’ ideas for what good writers do. Exit/Evaluate: [5 min.] Reflecting on/consolidating new learning. Assessing new learning (For, As, Of) Exit: Students will be asked to work on their Social Studies Animals of the River books. Students will be asked to describe which animal is either their favourite or the one most like them.

Evaluate: This is the summative assignment for our Social Studies unit; assessment OF learning will be in the form of student work samples and a checklist (writing, details, and pictures drawn). The teacher will continue to take anecdotal notes for both formative and summative assessment purposes. Students will be asked on an exit slip to self-assess their learning about whether they did their best work (AS). Notes and Reflection: Gratitude and Future Hopes • I had a large block of time today, so I chose to read the book again. Students were excited to hear the story again. I tried to encourage students to think about place instead of pets this time. I changed my mind about the summative assignment because we did not have much 83

practice in writing an acrostic poem after Valentine’s Day; as well, students had difficulty relating to concepts regarding their favourite places in the community. • If I were to do this assignment again, I would make it a little smaller, and relate it better to school. Students were free to write about what they wanted in the community; while choice is good, it may have been too open-ended. Most students were able to come up with an idea. • Students enjoyed my story about what I know. I told them that they did not have to write as much as I did. • Almost all students managed to do the extension activity. M. refused because he drew on the original sheet, and that meant he was finished. Most students were excited to choose the Eric Carle paper; some had very specific reasons for choosing the paper. The fancy paper was a nice change for them. • I had hoped for more details in students’ writing. Again, maybe if I had used a post-it note brain storming session, I would have gotten more details. • Students enjoyed colouring their Animals of the River books as an extension activity. • There were not huge gaps in students’ understanding of the assignment, which was good. Some students demonstrated more understanding than others.

I KNOW HERE

I know here. Here is home. My house is red, and the windows have black trim. In my dreams it looks like a farm house, but it is not. I keep a box at the front door because my cat likes to sleep in it. It is just a cardboard box, from Costco, that I have standing tall. My cat’s name is Mr. Pettipaws, but no one calls him that. He thinks his name is Cat. My husband, Mr. McKie, said that he would not stand out on the sidewalk, calling “Mr. Pettipaws” while shaking a bag of treats. He started calling the cat Cat. Sometimes in the summer the cat takes a long time to come home at night, and that’s why we have to call him to come home. We joke that he must be at a birthday party. Sometimes, he is gone for so long that we have to go to bed. So, I keep a box for him to snuggle up in. He likes to watch the world go by, safe in his box.

I know here. I know the flowers in my yard. I know how the grass smells in the spring after I cut it. It smells earthy and wet and fresh. I like to go outside and take a big breath, as big of a breath as I have ever taken. I like to watch as my cat dances in the grass, chasing bugs like he is a great hunter. He snuggles into the grass and waits for a bug to come by, oblivious to the mound of black fur that is lying in wait. When my dog and I come back from a walk, the dog is eager to give the cat a kiss. The cat tolerates Mike’s kisses because they are family. Mike thinks he is a person, and the cat thinks that he is a dog. Mike likes to sleep on the couch or on my bed, and will often sit in my lap even though he weighs one hundred pounds.

We live across the street from a high school. Just past the high school are the rodeo grounds, where they hold the Cloverdale Rodeo every year. When the rodeo and country fair are on, when we stand on our sundeck, we can see the tall rides and hear the screams of the people on them. We can hear the concerts, and the announcers talking about the rodeo competition.

I know here. I know where to collect the best Douglas Fir cones. There is a cluster of trees at the corner up the street. Sometimes, spiders and beetles hide in the cones, seeking shelter from the rain and snow; the bugs are like the mouse the took shelter from the great fire in the cones, high up in the tree, protected by the thick bark. I can collect as many as I need.

Appendix B Handouts, Student Samples, and Assessment

Appendix C Unit Reflection

Student Learning

I think that the unit was effective in achieving the learning outcomes that I set out for it. My students were most engaged in the lessons regarding local pioneers and the lessons involving Indigenous perspectives; student engagement may have been high because of the emphasis on experiential learning in those lessons. I think that students were able to access concepts at their own individual level, in such a way that learning was personalized for each student. In addition to making connections to the place in which they lived, I hoped that my students would grow as a learning community as we engaged in common experiences. Making butter from cream was one of my most favourite lessons ever, and my students learned how to work together as a community to create a product that they could share. It was a bonding experience that many of us will never forget. I was pleased with how interested students were in Indigenous perspectives, such as when I read Sometimes I Feel Like a Fox, and then asked students to think about what animal they felt like. Most students did not hesitate in deciding which animal suited their personality the best. The next time I use this book in primary, though, I will be increasingly aware of the need to explain what words like courage mean. I always have to remember that younger students do not have the same life experience or vocabulary that older students have.

Unit Adjustments

If a unit plan has a nemesis, it is time. I did not have enough time to do everything that I wanted to do. As a student, I had been told that when time is crunched, Science and Social Studies are the first things to go, and I had to cut some lessons. I also adjusted the unit plan according to student interest. One thing that really surprised me was that my students were not as engaged as I hoped they would be in our first lesson on Hundreds Day. They did “homework” with the help of their adults in which they wrote and added pictures of their favourite things; the homework process seemed to make the lesson complete for them, and they were less eager to share in class. As a topic, I had to adjust my focus in order to capture their learning. Another reason why I changed my mind about some of the lessons was that I found inspiring books that I did not know about when I read my unit plan. My SA introduced me to the book I Know Here, and I was given a copy of Sometimes I Feel Like a Fox at a pro-d event. I was grateful for the opportunity to broaden my knowledge of authentic Canadian and First Peoples texts respectively. Both books quickly became student favourites, and helped students to understand the interconnectedness of people, animals, and place. I also ended up changing my mind about the summative assignment. We were not able to practice writing enough acrostic poems in order for each student to be able to write independently. I chose instead to bring the unit full circle, and revisit an early writing assignment. I have since learned that the initial journal assignment regarding students’ knowledge of “here” was an excellent way to ascertain how much students knew about their local community. As a result, I also learned that we needed to look at aspects of our school community in greater detail; I added a graphic organizer to help students think about the role of the school in their lives.

My Learnings

I learned that I needed to incorporate concrete Social Studies processes in my unit. Originally, I had planned to utilize timelines and more sequencing of photographs, but I quickly realized that for my group of students, we needed more concrete applications of knowledge before we introduced abstract concepts such as timelines and sequencing pictures. I had an “a-ha” moment when I realized that a concrete, pictorial, and abstract progression could apply to Social Studies as well as Math. They were very good at recognizing what was “old-fashioned” and, if time had permitted, I would have done timelines at the end. My students needed to experiment with Venn diagrams and other graphic organizers before we discussed abstract concepts. As I started to teach this unit, I quickly learned that I needed to be flexible as I discovered other resources that I had not considered when I wrote the unit plan. The book I Know Here became a pivotal point for me. As soon as I read it, I knew that I had to use it. The book was so significant for me that it helped to change my direction for a summative assignment. Student interest took me firmly in the direction of Indigenous perspective. My students were amazed to learn that the Sto:lo people had lived in the region for 10000 years or more. In the future, I would like to do more to explore how long that actually is, perhaps using math manipulatives such as ten rods. However, time is an abstract concept, and older students may have an easier time understanding the relationship to ten rods. They did not love the story Helen’s Surprise; I think that part of the reason they did not respond to it favourably was because we were not going to the HBC Fort in Fort Langley. Once they found out that we were not going there, interest in the story waned. In the future, I would only use it if we had a trip planned to the Fort itself.

Future Directions

When I teach this unit again, I would like to take the class outside more often. I would like to expand upon our discussion about plants and animals to include more trees than the Douglas Fir tree. I would incorporate even more inquiry regarding our local environment, and have students explore cedar trees, the coastal pine, and the hemlock. A week after the unit ended, we went to the Langley Centennial Museum for an interactive presentation about Fraser Valley families that included inquiry and Indigenous knowledge. In the future, I would like to take my class to the HBC Fort as well as to the Centennial Museum. Ideally, I would “bookend” the unit with formal field trips to these valuable institutions. I would like to start building a resource list of contacts and speakers who could come in and share with the class. I would also like to have more hands-on projects, such as knitting, weaving, or sewing in order to have more experiential learning. I would also frame the summative assignment in terms of asking students to tell their own story, in addition to saying “I know here.” For the summative lesson, I wrote my own version of what I know, which I think helped students to understand what I was looking for in terms of connections. It is very important to explain concepts from multiple angles. I would also absolutely use this unit for older students because they would be able to access the idea of community at increasingly deeper levels.