In our Social Studies class, we have been exploring the flipped classroom approach as different groups have chosen a unit within the curriculum, and presented it to the class. This was done through the creation and presentation of a unit plan. This was a very enlightening assignment, as it allowed us as teacher candidates, to create a Social Studies unit plan, but also see the routes other groups had taken when creating theirs.
Our group chose to explore Grade 3 Social Studies - Heritage and Identity - Communities in Canada, 1780-1850. Initially, this was nerve racking for me as I did not have an extensive background in History. Despite the nervousness, we challenged the unit, head on, and ended up creating a piece we were quite proud of. To give you a bit of background regarding our presentation, here is the breakdown of each of the six units within our whole unit plan:
Lesson 1 - Past vs. Present (describe some of the similarities and differences in various aspects of everyday life of selected groups living in Canada between 1780 and 1850)
Lesson 2 - Roles and Duties (compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day)
Lesson 3 - Canadian Identity - Then and Now (identify some key components of the Canadian identity, and describe some of the ways in which communities that were in Canada around the early 1800s have had an impact on Canadian identity)
Lesson 4 - Field Trip (if school and location allows, a field trip to a museum village or pioneer village is an excellent way for students to gain knowledge and experience life in the past - if not, a virtual field trip at Pickering Museum can suffice)
Lesson 5 & 6 - Culminating Task (use the Social Studies inquiry process to investigate some of the major challenges that different groups and communities faced in Canada from around 1780-1850, and key measures taken to address these challenges)
With only 15 minutes to present this to the class, outlining what would take place within each lesson, there was little room for intricate detail and multiple activities. One activity that we incorporated into our presentation was from Lesson 1 - Past vs. Present, where we had our peers (acting as students) place various events and images onto a timeline. This was meant to challenge their prior knowledge, and to allow them to visualize how different events and inventions are today, compared to the past. Below is a picture of our completed timeline.
Our group chose to explore Grade 3 Social Studies - Heritage and Identity - Communities in Canada, 1780-1850. Initially, this was nerve racking for me as I did not have an extensive background in History. Despite the nervousness, we challenged the unit, head on, and ended up creating a piece we were quite proud of. To give you a bit of background regarding our presentation, here is the breakdown of each of the six units within our whole unit plan:
Lesson 1 - Past vs. Present (describe some of the similarities and differences in various aspects of everyday life of selected groups living in Canada between 1780 and 1850)
Lesson 2 - Roles and Duties (compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day)
Lesson 3 - Canadian Identity - Then and Now (identify some key components of the Canadian identity, and describe some of the ways in which communities that were in Canada around the early 1800s have had an impact on Canadian identity)
Lesson 4 - Field Trip (if school and location allows, a field trip to a museum village or pioneer village is an excellent way for students to gain knowledge and experience life in the past - if not, a virtual field trip at Pickering Museum can suffice)
Lesson 5 & 6 - Culminating Task (use the Social Studies inquiry process to investigate some of the major challenges that different groups and communities faced in Canada from around 1780-1850, and key measures taken to address these challenges)
With only 15 minutes to present this to the class, outlining what would take place within each lesson, there was little room for intricate detail and multiple activities. One activity that we incorporated into our presentation was from Lesson 1 - Past vs. Present, where we had our peers (acting as students) place various events and images onto a timeline. This was meant to challenge their prior knowledge, and to allow them to visualize how different events and inventions are today, compared to the past. Below is a picture of our completed timeline.
Overall, this was an eye-opening and useful assignment as it taught me three things:
1) Creation of a Unit Plan - since we are learning about the creation of lesson plans, it was beneficial to create a unit plan to see how all of your lessons are interconnected
2) Acquiring Information on Grade 3 Social Studies - since I have not taught, nor remember, the grade 3 Social Studies curriculum, it was nice to brush up on my knowledge and acquire new information about Heritage and Community - this will also become super helpful in our upcoming placement!
3) Effectiveness of a 'Flipped Classroom' - learning from our peers was a great experience as it allowed us see their individual approach to a unit plan. This was awesome to see, as it brought about new ideas and alternative ways to address learning
Overall, this assignment served it's purpose - it prepared us for the task of unit planning, and engaged us in the Social Studies curriculum. If you have anything to add to this post, or have any questions or comments, feel free to leave a note!
1) Creation of a Unit Plan - since we are learning about the creation of lesson plans, it was beneficial to create a unit plan to see how all of your lessons are interconnected
2) Acquiring Information on Grade 3 Social Studies - since I have not taught, nor remember, the grade 3 Social Studies curriculum, it was nice to brush up on my knowledge and acquire new information about Heritage and Community - this will also become super helpful in our upcoming placement!
3) Effectiveness of a 'Flipped Classroom' - learning from our peers was a great experience as it allowed us see their individual approach to a unit plan. This was awesome to see, as it brought about new ideas and alternative ways to address learning
Overall, this assignment served it's purpose - it prepared us for the task of unit planning, and engaged us in the Social Studies curriculum. If you have anything to add to this post, or have any questions or comments, feel free to leave a note!