Unit Title:
Ancient China – Inquiry Based
Name:
Cathy Andre
Number of Lessons: 13
Subject(s): Social Studies
Time: (in weeks)
Grade(s):
10
6/7
Class Description:
This grade 6/7 class is located in a middle class neighbourhood in Surrey. There are two students with Autism-Spectrum Disorder, and there
are six ELL learners. There are twenty-seven students in the classroom. Approximately half the students’ parents (at least one parent) come
into the school for parent-teacher conferences, and participate as parent drivers on fieldtrips.
Essential Questions:
What are some cultural practices and traditions which emerged during this early period that continue to have a major influence on societies
today? How was the evolution of this society shaped by adaptation to local geographic and environmental conditions? As this society
emerged how did new systems of power, authority, economy, and government develop?
Rationale:
The rationale for this unit is that within it is the possibility of covering most, if not all, of the Big Ideas in the new social studies curriculum
for grade six and seven. Also because the students have studied a Western ancient civilization (Ancient Greece), learning about a different
Eastern ancient culture will balance students’ views on the world today. In addition, the community of the school has a large Asian
population; therefore, learning about the significance of Ancient China may increase an inclusive feeling for the students. This is a projectbased learning approach where mini-lessons will build knowledge, and students will be given class time to work on projects.
Overview:
Students will learn about most aspects of Ancient China (i.e. government, technology, geography, traditions, religion, economy, and society)
through an inquiry approach. This unit will use standard lessons to provide scaffolding before students begin their inquiry, and will be
followed with mini-lessons, part way through the unit, which will provide information useful to the students and their inquiry. The minilessons will be planned for every other social studies block, and will be no longer than twenty minutes. More mini-lessons may be added
depending on where students are at. Students will spend most of their social studies blocks (once they begin working on their inquiry)
working on their inquiry, and will have weekly meetings with the teacher to check on their progress.
Prescribed Learning Outcomes:
Social Studies:
Students will know and understand the following concepts and content: human responses to particular challenges and opportunities of
climates, landforms and natural resources; the science, philosophy, and technology of past civilizations and cultures; interactions between
people in Ancient China through conflict, trade, and migration; social, political, and economic organizations of Ancient China; and rules,
laws, and systems of government.
Students will:
Credit: Thomson Rivers University EDUC321 Document1
Page 1 of 2
 Use Social Studies inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions).
 Determine what is significant in an account, narrative, map, or text.
 Assess and compare the significance of people, places, events, and/or developments over time and place.
 Corroborate inferences about the content and origins of multiple sources.
 Determine the long-and short-term causes and the intended and unintended consequences of an event, decision, or development.
 Explain different perspectives on a past event/issue.
Language Arts:
Students will know and understand the following concepts and content: a variety of text genres including informational, personal, narrative,
and imaginative; reading and metacognitive strategies before, during, and after reading to improve understanding and thinking; the writing
process to enhance communication; a variety of communication forms including oral, written, visual, and digital.
Students will:
 Apply a variety of reading and critical thinking strategies to increase comprehension and construct meaning.
 Consider multiple perspectives, voices, values, beliefs, and bias in texts.
 Compare ideas and information in a variety of texts and genres to increase understanding and promote inquiry.
 Think critically about the accuracy, reliability, and relevance of information.
 Support thinking using relevant evidence, personal connections, and background knowledge.
Prerequisite Concepts and Skills:
Students will need to be able to assess sources for credibility, have strategies for researching a topic, and have some presentation format
knowledge. Students will need to access background knowledge from Ancient Greek unit when having to compare and contrast in relation
to it. Students will need to know how to use maps/get information from a map. Students will need to know how Venn Diagrams, exit slips,
and gallery walks work.
Cross-Curricular Connections:
English and Language Arts, Art (Cut-Paper Art), Math (decimal system, abacus, tangrams, hexagon), Physical Education and Health (T’ai Ch’i)
Rationale for Assessment: This unit is focusing on formative assessment for most of the learning objectives because through research it has
been shown that formative assessment promotes engagement and learning. Students will be formatively assessed in a variety of ways
including through: observations of students as they are performing, written summaries, group work and collaboration, making comparisons,
narrative writing, physical movement, reflections, and on presentation skills. Listed below are the forms of formative assessment (some
may also be assessed summatively) students will receive and the reasons why they will receive these forms of assessment:
 Observe students for participation: observations are important as they show students as they are performing and it allows the
teacher to assess students and give them credit for their knowledge in a way that creates less anxiety than a test.
 Give feedback to written summaries and their project, and offer opportunities for resubmission: offering feedback shows students
what they know and did well on which improves their confidence, but also shows them that there are areas for improvement.
Through the feedback, the teacher will give students suggestions for how to improve their work making the process of learning more
Credit: Thomson Rivers University EDUC321 Document1
Page 2 of 2






important than the product. The process of learning and challenging yourself to learn more is made possible with the opportunity of
resubmission. Resubmission removes some of the anxiety around failure and encourages students to challenge themselves.
Use self and group assessment, as well as student-teacher conferences to gage where students are at on their inquiry projects:
this form of assessment was chosen as it creates accountable students. It has been shown that students who are a part of their
learning and assessment, and who are accountable for their work, are more interested in their learning and in producing a higher
standard of work.
Venn Diagram: this assignment will assess prior knowledge from a previous social studies unit which allows students to show what
they know. This will build confidence as students can showcase their expertise, and it also shows the teacher what the students are
bringing with them in term of background knowledge. This is important so that the teacher can modify lessons to better suit the
needs of the students.
Students will write a short narrative about the life of a farmer: this assessment is to acknowledge that writing for information may
not be every students’ strength, and perhaps writing a narrative is a better way for some students to show what they have learned.
Therefore, writing a narrative sees that the multiple intelligences in the classroom are addressed and students who would do better
with a narrative writing format are given an opportunity to show what they know. This is important for motivating students to want
to produce their best work because it shows them they will have an opportunity to showcase their strengths.
Participation in T’ai Ch’I: the purpose of this assessment is also to tap into multiple intelligences in the classroom, and see if those
students who learn in a body-kinesthetic way can have an opportunity to succeed. This is important for students’ confidence and
self-efficacy as they can show their strengths.
Exit slips: this will assess students on what they got out of the lesson that day. As much as it shows the teacher what students are
learning it is also an evaluation of teaching to allow the teacher to improve. Following the assessment of exit slips the teacher should
discuss with the students where the teacher and the students can improve. This models being able to accept and use feedback for
improvement to the students.
Students will be assessed based on the criteria/rubric the class has come up with for the project: including students in the
assessment, just as they were when they did self and group assessment, is important for students becoming accountable for their
work. This assessment promotes students having a clear understanding of criteria and fairness in assessment.
Credit: Thomson Rivers University EDUC321 Document1
Page 3 of 2
Social
Studies
•Analyze key figures
in the Shang, Zhou,
Qin, and Han
dynasties.
•Look at Ancient
Chinese inventions
such as the abacus.
Math
Physical
Education
and Health
Ancient
China
English
and
Language
Arts
Art
Credit: Thomson Rivers University EDUC321 Document1
•Participate in T'ai
Ch'i.
•Write a narrative on
the farmers' role in
Ancient China.
Sources for Information:
 The library
 Databases for kids
 Encyclopedia’s for kids
 Websites
 Books
 Videos
 Text book
•Cut-Paper Art
Page 4 of 2
Evaluation of Resources:
Resource
Validity
Age Appropriate
“Outlooks 7: Ancient Worlds” – text book
Text book – no
ads, valid, and
user friendly
“China,” Funk & Wagnalls New World
Encyclopedia:
http://search.ebscohost.com/login.aspx?direct
=true&db=funk&AN=CH122500&site=srck5-live
China – Research Guide:
http://www.worldbookonline.com/student/res
earchguide?mt=cs&id=ar111400
“Ancient China,” Monkeyshines
on Ancient Cultures:
http://web.b.ebscohost.com/srck5/detail?vid=
2&sid=1b3df41d-b7e2-4e31-9fede7e287c0e40e%40sessionmgr111&hid=106&b
data=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=m
ih&AN=8802432
“How to do Research” World Book Student:
http://www.worldbookonline.com/student/ho
wtoresearch
"Silk Road," Richard L. Davis - World Book
Student:
http://www.worldbookonline.com/student/arti
cle?id=ar510590#cite
“The Silk Road: Connecting the ancient world
through trade” - Shannon Harris Castelo – TEDEd Original Lesson’s Video:
http://ed.ted.com/lessons/the-silk-roadhistory-s-first-world-wide-web-shannon-harriscastelo
http://www.historyforkids.org/learn/china/
Encyclopedia – no
ads, valid, and
user friendly
Grade 7 social studies
text book being used for
grade 6/7 social studies
unit
Kid Search powered by
EBSCO Host – a database
for elementary school
students
World Book for Students
in elementary school
Credit: Thomson Rivers University EDUC321 Document1
World Book – no
ads, valid, and
user friendly
Article on the
database Kid
Search by EBSCO
– no ads, valid,
and user friendly
Year
Accessibility
Interest
1-5
3
Class set in the classroom
2014
All students can log on with
the Surrey School District
password - online
3
2015
All students can log on with
the Surrey School District
password - online
All students can log on with
the Surrey School District
password - online
3
All students can log on with
the Surrey School District
password - online
All students can log on with
the Surrey School District
password - online
3
Kid Search powered by
EBSCO Host – a database
for elementary school
students
2001
3
World Book – no
ads, valid, and
user friendly
World Book – no
ads, valid, and
user friendly
World Book for Students
in elementary school
2015
World Book for Students
in elementary school
2015
TED Video by
Shannon Harris
Castelo an
educator – no
ads, valid, and
user friendly
Children’s
website that ends
in .org – has ads
(can be ad free if
users pay a fee),
valid, and user
Made to use by educators
for educators in the
classroom
2014
Class set of iPads and
Macbooks available – making
this video accessible
5
History site made for kids
to use
2012 –
present
Class set of iPads and
Macbooks available – making
this website accessible
4
3
Page 5 of 2
friendly
Children’s
website that ends
in .org and is
published - some
ads, valid, and
user friendly
Ancient Civilizations for Kids:
Google website –
https://sites.google.com/site/1ancientcivilizatio minimal ads,
nsforkids/ancient-china
valid, and user
friendly
Videos:
History website
http://history.howstuffworks.com/7250-china- with lots of
innovation-in-ancient-china-video.htm
videos by
Discovery Atlas
on historical
topics – minimal
ads, valid, and
user friendly
“Great Ancient Chinese Projects You Can Build
Published book –
Yourself,” Lance Kramer – book
no ads, valid, and
user friendly
Ancient China for Kids:
http://www.china.mrdonn.org/
Chinese Art:
http://www.britannica.com/EBchecked/topic/7
19288/Chinese-art
Chinese Art at the Met Museum:
http://www.metmuseum.org/toah/hi/te_index
.asp?i=9
Cut-Paper:
http://www.incredibleart.org/lessons/high/Nic
ole-cutportrait.htm
Credit: Thomson Rivers University EDUC321 Document1
Encyclopedia –
some ads (relate
to website), valid,
and user friendly
Museum website
– no ads, valid,
and user friendly
Art lessons
website that ends
in .org – very few
ads, valid, and
user friendly
History site made for kids
and teachers to use
1997 –
present
Class set of iPads and
Macbooks available – making
this website accessible
4
History site made for kids
to use
2012 –
present
Class set of iPads and
Macbooks available – making
this website accessible
4
Grade 7-10 level
1998 –
present
Class set of iPads and
Macbooks available – making
this website accessible
4
For teacher use – book will be
in the classroom available for
students to look at (along with
several others not listed here)
Class set of iPads and
Macbooks available – making
this website accessible
5
Class set of iPads and
Macbooks available – making
this website accessible
For teacher use
3
Made to be used in a
elementary or high school
classroom
Grade 7-10 level
2013
Grade 7-10 level
2000 –
present
Art lesson for elementary
school students
1994 present
3
3
Page 6 of 2
Evaluation of Activites:
Activity
Lesson 1: Mystery Skype with a classroom in China
Lesson 2: Role-playing and twenty-one questions
Lesson 3: Jigsaw Activity on the four dynasties
Lesson 7: Venn Diagram
Lesson 8: Think, pair, share followed by writing a narrative
Lesson 9: T’ai Ch’i
Lesson 10 & 11: Exit slips
Lesson 12: Cut-Paper art
Description
Creating a connection for the students with China.
Demonstrating to students a form of presenting their projects. Also
showing students that learning can happen in many forms, inclusing drama
and not just reserved to reading and listening.
Four tables with a member from each dynasty group at each table.
Students share information with each other, discuss, and take notes to
bring back and discuss with their original dynasty group.
Students will compare and contrast similarities and differences there were
between the ways that Ancient Greece’s society was structured and
Ancient China (overall).
Students will write a short narrative about the life of a farmer based on
what they learned in this lesson.
Integrating physical education and health into a social studies unit, and
using experiential learning to better understand Ancient Chinese culture.
Reflecting on what was learned, and what questions there are going
forward.
An activity for students to participate in an Ancient Chinese art form.
Overview of Lessons:
Lesson # and Title
(time in minutes)
Lesson 1&2:
Introduction
PLO’s in lesson
SWBAT:
Make connections to
Ancient China through a
virtual tour/Skype in the
Classroom
Make connections
between a character in
Ancient China and
aspects of Ancient China
Make connections
between questioning
and learning
Lesson Activities
and Duration
Hook: Virtual tour of China/Great Wall
of China or Mystery Skype in the
Classroom (a classroom in China)
Teacher role-plays a significant character
in Ancient Chinese history to model to
students how they can learn about a
civilization through a character from
that period.
Adaptations
Materials
(Specific to The Lesson)
Virtual Tour
Skype
Assessment
Strategies/Criteria
Observe students for
participation – use a class
list as a check list
Webcam
(assessment for learning)
Modeling 5-10min with a 20 question
games to figure out who I am.
Introduce inquiry project and create
criteria
Discuss with students how they will be
assessed this unit, i.e. through
Credit: Thomson Rivers University EDUC321 Document1
Page 7 of 2
Lesson 3:
Government:
Emperors
SWBAT:
Recall and explain the
significance of the Shang
Dynasty (1766-1122
BCE), the Zhou Dynasty
(1122-256 BCE), Qin
Dynasty (221-206 BCE),
Han (202 BCE-220 CE)
Analyze the importance
of
emperors/government
members in specific
dynasties
Explain what the
“Mandate of Heaven” is
Lesson 4:
How to carry out
Research?
SWBAT:
Find/identify
relevant/valid resources
Take notes on
information found
(paraphrase)
Create a reference
list/bibliography
observations, feedback, exit slips, etc.
Mini-lesson:
Do an overview of four dynasties and
give each group a fact sheet (prepared
by the teacher).
Dynasty fact sheets will include
important figures from dynasties (with
one or two sentences about each figure)
One fact sheet for each dynasty
Students in dynasty groups will read and
discuss their dynasty
*once students have read through,
discussed, and made notes on fact
sheets, they may access multimedia
links (provided by teacher) to learn more
Some students will
partner up for expert
role
*Consider who would
benefit from this –
rather than
expert/non-expert,
maybe two nonexperts sharing the
role
Outlooks 7: Ancient Worlds
– text book
Observe students for
participation – use a class
list as a check list
Give feedback to each
groups’ summaries
(assessment for and of
learning)
Jigsaw Activity:
Four tables with a member from each
dynasty group at each table. Students
share information with each other,
discuss, and take notes to bring back
and discuss with their original dynasty
group.
*teacher will make note taking hand-out
(table format – a box for each dynasty)
Each group will write a summary about
each dynasty to be handed in
Students in pairs choose dynasty that
they will find figure from, then hand
them back the dynasty fact sheet
As a class brainstorm:
Where/how to find information? Is it a
valid resource? (Give students some
books, websites, etc.)
Instagrok tutorial and library
tutorial (Ancient China
books/resources)
* This will come after
research lesson when
students know who they are
researching
Observe students for
participation – use a class
list as a check list
(assessment for learning)
How to take notes on information
found? (read through, pull out key
points, and summarize)
How to cite/reference information?
(Reference list examples, and get
Credit: Thomson Rivers University EDUC321 Document1
Page 8 of 2
students to keep a resource list as they
research)
Lesson 5:
Geography/
Environment:
Isolation from the
World and
Pollution
SWBAT:
Describe what the
Middle Kingdom is and
what it means to the
Ancient Chinese
Explain how natural
barriers affected Ancient
China
Locate on a map the:
Gobi Desert, Himalayas,
Takla Makan Desert, the
Great Wall, Huang River,
Yangtze River, and the
Pacific Ocean
Lesson 6:
Economy/Trade:
Silk Road
SWBAT:
*Students will use their dynasty fact
sheet to practice research/note taking
skills
Start inquiry projects – students must
have Ancient Chinese figure selected by
this time
Outlooks 7: Ancient Worlds
– text book
Teacher power point about geography
and environment
Talk to students about including
information from mini-lessons in their
inquiry projects, so they should take
notes.
Students will summarize (in
paragraph form) and
explain how environmental
factors influenced the
development of Chinese
civilization, and which
one(s) were most significant
in this way?
(in-class assignment to be
assessed for and of
learning)
Students will write a reflection about the
influence of environmental factors on
their particular dynasty/figure
*Students will have time to work on
their projects
Checking in with students on their
inquiry project progress
Explain what the Silk
Road is and analyze what
its significance was
Show students map of the Silk Road with
the routes
Show how Ancient China
was a self-sufficient
society
Have the class watch TED video: “The
Silk Road: Connecting the ancient world
through trade” - Shannon Harris Castelo
Name some important
figures in Ancient
Chinese economy/trade
Mention farmer’s role: What factors
allowed trade to develop? Farmer’s role,
geography, etc. (discussion – turn, talk
and share)
Outlooks 7: Ancient Worlds
– text book
Video:
http://ed.ted.com/lessons/t
he-silk-road-history-s-firstworld-wide-web-shannonharris-castelo
Use self and group
assessment to gage where
students are at on their
inquiry projects
(assessment as and for
learning)
Checking progress through
student-teacher
conferences
(assessment for learning)
Discuss Video
Lesson 7:
SWBAT:
*Students will have time to work on
their projects
Work in pairs to make Venn Diagrams to
Credit: Thomson Rivers University EDUC321 Document1
Outlooks 7: Ancient Worlds
Venn Diagram will be
Page 9 of 2
Society
Explain the social
structure of Ancient
China (soldiers and
servants, merchants,
peasants, civil servants,
and the emperor)
Make connections with
preciously learned about
structures of ancient
societies
Lesson 8&9:
Traditions/Culture
Name some important
figures in Ancient
Chinese society
SWBAT:
Analyze the farmer’s role
in Ancient Chinese
culture
Analyze the three
different systems of
beliefs/philosophies:
Confucianism, Taoism,
and Buddhism
Name important figures
behind philosophies/in
Ancient Chinese culture
Explain the Chinese’s
belief that they could
only survive if they lived
in harmony with nature
(“yin” and “yang”)
Perform/participate in
T’ai Ch’i
compare and contrast similarities and
differences there were between the
ways that Ancient Greece’s society was
structured and Ancient China (overall)
*Accessing previous knowledge
– text book
(assessment for learning)
Observe students for
participation – use a class
list as a check list
Ensure role of farmer is introduced
(where is the farmer in the structure of
Ancient China’s society?)
(assessment for and of
learning)
*Students will have time to work on
their projects
Let students know: we are drawing on
prior knowledge about the famer’s role
in the structure of Ancient Chinese
society, geography, and in trade (link to
Silk Road lesson)
Students will think, pair, share with their
partner and then we will share ideas as a
class on the role of farmers
Peer-assessment (checklist: where is
your partner at with their research?)
*give students a heads up on sharing
their research so far on philosophers
*Students will have time to work on
their projects
handed in and receive
feedback
Outlooks 7: Ancient Worlds
– text book
“Great Ancient Chinese
Projects You Can Build
Yourself” – Lance Kramer
Observe students for
participation – use a class
list as a check list
Students will write a short
narrative about the life of a
farmer based on what they
learned in this lesson.
(assessment for and of
learning)
Peer-assessment on project
progress
(assessment as learning)
Participation in T’ai Ch’I
Checking in with students on their
inquiry project progress
(assessment for learning)
Introduce through power point the
three philosophies of Ancient China and
the “yin” and “yang” (students working
on the philosophers of these beliefs are
welcome to share what they have
learned so far)
*give students a heads up on sharing
Credit: Thomson Rivers University EDUC321 Document1
Page 10 of 2
their research so far on
technology/inventions next class
*Students will have time to work on
their projects
Lesson 10:
Technology/
Inventions
Lesson 11:
Art
SWBAT:
Explain what the
following
technologies/inventions
are and their importance
to Ancient China and the
present day:
Acupuncture, paper,
gunpowder, compass,
umbrella, kite, playing
cards, paper money, the
first seismograph, cast
iron, mechanical clocks,
and guns
Name some important
inventors in Ancient
China
SWBAT:
Recall that the Chinese
made beautiful objects
from bronze, jade, silk,
and porcelain and how
this artistic methods and
styles are still relevant
today
Lesson 12:
Inquiry
Presentations
Name some important
figures in the Ancient
Chinese art world
SWBAT:
Present their research in
T’ai Ch’I in PE class
(P.E. integration – go outside same day
or next day)
Mini-lesson to introduce the many
technologies/inventions of Ancient
China and their importance today
(students doing their projects on these
topics may share what they know so far)
Outlooks 7: Ancient Worlds
– text book
Chinese Abacus’s
“Great Ancient Chinese
Projects You Can Build
Yourself” – Lance Kramer
Look at: decimal system, abacus, paper
(make paper using
newspaper/construction paper)
*Students will have time to work on
their projects
Outlooks 7: Ancient Worlds
– text book
Students will be shown a slide show on
Chinese art forms, methods, and styles
Chinese Art at the Met
Museum:
http://www.metmuseum.or
g/toah/hi/te_index.asp?i=9
Let students know we will be exploring
an art form following the presentations
Most of class time reserved for final
touches on project
Credit: Thomson Rivers University EDUC321 Document1
Students will write an exit
slip mentioning their top
three
technologies/inventions
and why they picked them
(assessment for learning)
Final check in with students on their
inquiry project progress
Students’ finished product should have
an oral and written component: Role
Play/Portrait accompanied by a written
Observe students for
participation – use a class
list as a check list
Using “Puppet Pals”
app
Observe students for
participation – use a class
list as a check list
Exit slip mentioning
students’ favorite Chinese
art forms and why
Chinese Art:
http://www.britannica.com/
EBchecked/topic/719288/Ch
inese-art
(assessment for and of
learning)
N/A
Students will be assessed
based on the criteria/rubric
the class has come up with
Page 11 of 2
(over several social
studies blocks)
a thoughtful way
Create criteria/rubric
that will then be used to
assess them on
Answer the question:
“How did _____
influence/how was ____
adapted by aspects of
Ancient China?”
Listen to their
classmates presentations
with the purpose of
learning
Lesson 13:
Art Assignment:
Complete Chinese CutPaper Art assignment
aspect such as; newspaper article,
poster board, narrative, power point.
for the project
Students will also complete
a self-assessment of
themselves as a member of
their project’s group
Students decide format for presentation
and as a class we create criteria for the
oral and written aspect.
Set groups: survey at the beginning (Ask
students: “Who would you work well
with?)
Students will receive
formative feedback with a
chance for resubmission if
project does not meet
expectations
Project should answer question: “How
did _____ influence/how was ____
adapted by aspects of Ancient China?”
(assessment for, as, and of
learning)
Class must, after watching all
presentations, decide which character
was most influential/adapted by aspects
in Ancient China. – Exit slip
Break from presentations – prep for art
lesson (nature walk and sketch nature
scene)
Students will create a Cut-Paper Art
(basic cut outs of a single image and
must show symmetry (must be an image
from nature/the environment))
Large sheet of black
construction paper
Exacto knives
Criteria/Rubric will be
shared with students prior
to started art project, and
students will be assessed
based on criteria
Rulers
Students will also receive
formative feedback with a
chance for re-submission
(assessment for and of
learning)
Reflections/Revisions (if necessary, continue on separate sheet):
Credit: Thomson Rivers University EDUC321 Document1
Page 12 of 2
Unit Plan Template
The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific
subject areas and modified as students gain experience in each practicum. The attached sample template should be used as a
basic outline. The space required for each heading in the template will vary and should be adjusted as needed. The template is
available
on
the
TRU-Bachelor
of
Education
–
Practica
website
in
electronic
form
at
http://www.tru.ca/hse/programs/bed/practica/plans.html It is important that all areas required in the template are
completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills and/or
understandings.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should learn in each curricular
subject by describing what students should be able to do. These statements are the prescribed learning outcomes of the
curricula of British Columbia. Your unit plan should state the prescribed learning outcomes to be taught and assessed in the
unit and on which the objectives in the specific lessons are based. Assign each learning outcome a number to be used in the
“Overview of Lessons”. Where you are using Core Competencies and Draft Curriculum, please adjust as needed.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you need to
involve other people in the planning, such as the librarian? Are there materials to be gathered and websites to check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning outcomes from
other subjects are specifically assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or enrich
student understanding? Do you have more than one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of representation;
Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that a student’s readiness
level, interests, and preferred mode of learning are recognized. Teachers can differentiate instruction in four ways: content,
process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will you
accommodate them? Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What are the
adaptations and modifications needed for students with Individual Education Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the technology
required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed lesson plan. If
using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand the size of the boxes as
needed. First record the lesson number, title and length of the lesson in minutes, then list, by number, the Prescribed Learning
Outcomes that are specifically addressed in the lesson. Briefly outline the major “Instructional Objectives (SWBAT…), Teaching
Strategies (a few words), Lesson Activities (sufficient detail to enable another teacher to teach the unit), Assessment Strategies
(include the strategy - the “How” and the “What” you will be assessing), and Materials” needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make as work
progresses. At the end of the unit reflect and record successes and any modifications you might make when you teach the unit
again.
Document1
Page 13 of 13