a model unit for grade 11: interactions - portage & main · pdf filea model unit for grade...

A Model Unit for Grade 11: Interactions

History of Canada, Chemistry

Jennifer Katz

Tools for InsTrUcTIon And reAdInG AssessMenT

TtD_Gr11_Model.indd 1 9/26/13 1:30 PM

Sample Pages www.portageandmainpress.com

© 2013 by Jennifer Katz

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Portage & Main Press gratefully acknowledges the financial support of the Province of Manitoba through the Department of Culture, Heritage, Tourism & Sport and the Manitoba Book Publishing Tax Credit, and the Government of Canada through the Canada Book Fund (CBF) for our publishing activities.

Print format ISBN: 978-1-55379-425-7PDF format ISBN: 978-1-55379-426-4

Printed and bound in Canada by Prolific GroupCover and interior design by Relish New Brand Experience Inc.Special thanks to Colleen Toews for helping with the science and mathematics in this unit.

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Contents

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

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

Theme: Interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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

Suggested Materials for the Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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

Plan for Integrating History and Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

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

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

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

Assessment Rubric for History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Assessment Rubric for Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Inquiry Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Project: Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Project: Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24



4 Grade 11: Interactions

© Portage & Main Press, 2013, A Model Unit for Grade 11: Interactions, ISBN: 978-1-55379-425-7

Plan

for

Scho

ol Y

ear

Gra

de 1

1

Scho

ol Y

ear

Sept

embe

r to

Jan

uary

Se

mes

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Uni

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Febr

uary

to J

une

Sem

este

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nit T

wo

THEM

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InES

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and

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ach

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ays

– pr

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ell-b

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, an

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histo

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the

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with

in C

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Can

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and

the

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ld, i

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ate

how

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can

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n m

icro

an

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to c

hem

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and

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th

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arch

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Grade 11: Interactions 5


Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For grade 11, this series offers two tools:

1. A Model Unit: The instructional manual for one integrated thematic unit of the school year plan.

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

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

In this model unit for the first semester in grade 11, teachers will find planners that outline the essential understandings, essential questions, and final project(s) for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.

Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means they can provide supporting detail. Explain, assess, and analyze require a student to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, they place a value on the analysis. In young children, this might be simply explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students who tells us how their families’ cultures have aspects they like and enjoy because it’s their favourite ___ and aspects they don’t because it makes them feel ___ are meeting the criterion for “Evaluates how their family’s culture influences who he or she is.”

The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on page 21, are chosen to inspire diverse students and accommodate their individual learning styles.

As implied by the title, A Model Unit for Grade 11, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second semester.

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

TtD: pp. 74–85



Grade 11: Interactions 21


Intrapersonal Centre • What does equality mean to you? • WWII and me: The outcomes of the UN declaration

of human rights on life today • Canada and the world: What is my role in the life of others

around the world? • From the perspective of an air particle, describe how you are

being protected by Canadian and global initiatives

Existential Centre • Propose strategies for healing the relationships

between the three founding nations • World War I is often referred to as “the great war,”

and World War II is often explained as having been necessary to fight “the axis of evil” and end the Holocaust. In total, they resulted in between 65 and 100 million deaths. In the wake of WWII, the U.N. was formed, and the declaration of human rights written. So, were the wars “great” or “necessary”? Do the ends justify the means?

• Write, draw, sing an answer to: “Is chemistry important to understanding our world?”

Bodily Kinesthetic Centre • Role play: Elijah Harper and the Meech Lake Accord • Role play: Settlers in winter – how FNMI peoples

helped • Role play: The movement of particles in each state of matter • Use objects or items (e.g., toothpicks, marshmallows) to

explain stoichiometry

Musical-Rhythmic Centre • Music of the three founding nations • Rap song: Interactions • Musical equilibrium: Compose an instrumental

representing unequal equilibrium • Write a song to explain how stoichiometry is used in the world

around you and why it is important

Visual-Spatial Centre • Create a visual symbol of equality amongst the

three founding nations • Video creation: The Holocaust • Take pictures of items/phenomena around you to explain

the gas laws • Create a collage to explain the different types of reactions

Intrapersonal Centre • Compare and contrast Aboriginal government

structures and European: How might these have affected relations?

• Propose methods of alleviating child poverty amongst FNMI people in Canada

• Evolution of FNMI cultures: What can we learn? • Create a lesson for your peers to model limiting reagents

Verbal-Linguistic Centre • Debate: Is Canada a racist society? • Poetry: Changing roles of women in WWII;

interactions before and during the war years • Write a RAFT to other states of matter discussing the behaviour

of their particles in different circumstances

naturalist Centre • FNMI relations with the natural world • Impacts of WWI and WWII on the environment

(e.g., mustard gas, atomic bomb) • Go for a walk outside, and create a journal or photojournal of the

carbon forms around you; compare their bonding characteristics

Logical-Mathematical Centre • Looking at the statistics in your centre, explain why

FNMI youth are central to Canada’s economic future • How do equality/equilibrium in number, and majority/

minority rights intersect? • How is reaction stoichiometry related to mathematical equilibrium?

Brainstorming Activity Ideas for MI Centres



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