Culminating Mini-Unit: People, Environment and Global Communities

Maraiaah Keeping, Kate Berry, Ellie Grigas

University of Ottawa

PED 3141

John M. Richardson

November 6th, 2023

 Table of Contents
Statement of intent 2
Unit outline 3
Subject throughlines 3
Strand understanding goals 3
Generative topic 4
Rationale for the generative topic 4
Summative performance of understanding 5
Performances of understanding 5
UP #1: Nature Walk 5
UP #2: School Communities Survey 8
UP #3: Diorama/Poster Board of Chosen Community 10
Reference list 12
Group reflection 13
Appendix 15
Appendix A: Summative Task Handout 15
Appendix B: Summative Task Checklists 16
Appendix C: UP#1 Checklist 17
Appendix D: UP#2 Handout 18
Appendix E: UP#2 Checklist 19
Appendix F: UP#3 Rubric 20
Appendix G: UP#3 Brainstorming Worksheet 21

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Statement of intent
The Ontario social studies curriculum (grade 2) outlines learning surrounding various
societal concepts that are significant and relevant to students’ daily lives (culture, tradition,
global societies and physical characteristics of international environments, sustainability,
environmental impact, etc. ) (Ontario Ministry of Education, 2023), while also capturing crucial
pieces to know and learn in order to become caring, and active members of their communities,
and society.

The intention within the understanding goals, and activities to demonstrate their learning
and understanding is to provide a range of dynamic, diverse, and equitable learning opportunities
in order to facilitate their learning in meaningful, and relevant ways (Cooper, 2012). The
intention was to represent the five guiding imperatives from Damien Cooper’s Redefining Fair
(2012) through providing curriculum that, as mentioned above, is meaningful and significant for
children, and responsive to their interests and needs, while also having providing assessment that
allows for meaningful, and effective data to be collected surrounding children’s learning,
assessment that is appropriately “graded” according to one’s judgment and regularity in
performance, and assessment that is honest, truthful, and open for students (Cooper, 2012). This
concept of transparency in the context of learning and evaluation is also echoed in The Ontario
Ministry of Education’s Growing Success (2010). Furthermore, the intention for this mini unit is
to reflect the assessment practices, and learning skills outlined in Growing Success (Ontario
Ministry of Education, 2010) through the mini unit’s diverse learning opportunities, and methods
of evaluation and assessment (Teacher, peer, and self). The 6 learning skills and work habits
outlined in Growing Success (Responsibility, organization, independent work, collaboration,
initiative, and self-regulation) (Ontario Ministry of Education, 2010) can be exercised through
the themes of creativity, team work, connection, making meaning, caring, and active
participation that are present within our mini unit’s performances of understanding, and learning
experiences.

The goal of the performances of understanding within the mini unit are to further
contextualize the larger concepts within the chosen strand in the curriculum in ways that are
relevant to children’s current, and daily lives outside of school (Hardie, 2019). Students are to
connect to one another, and their communities and environment, while also connecting to the
world at large as they complete the unit (Hardie, 2019) within the context of the strand’s learning
goals in order to make meaning of their learning, and for children to understand why they are
learning what they are learning, and how they can expand upon their thinking. Children are to
connect, discuss, discover, and contribute throughout the mini unit’s learning experiences.
Assessment and evaluation of this strand and subject has proven to be somewhat challenging, as
the concepts can be very large (culture, community, tradition), yet also specific, and also at times
require immense respect and sensitivity, and the goal is to provide evaluation and assessment
surrounding children’s participation and meaningful engagement rather than evaluating solely

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 products, or knowledge retained, which would be made clear to students so as to ensure
transparency (Ontario Ministry of Education, 2010), and to encourage students’ participation,
and motivation to learn.
Unit outline
Teachers names: Kate Berry, Ellie Grigas,
Maraiaah Keeping
Subject throughlines
Strand understanding goals
Grade, subject and strand: Grade 2, Social Studies, B. People and
Environments: Global Communities
Throughline #1 question: What do different traditions and celebrations look
like?
Throughline #1 statement: Students will understand that traditions and
celebrations can look different and are unique to each community, or geographic
location.
Throughline #2 question: What do different communities look like around the
world?
Throughline #2 statement: Students will understand that communities around the
world have various differences and similarities, including people and their needs,
location, climate and physical features.
Throughline #3 question: How can we make decisions that help our community
and our environment?
Throughline #3 statement: Students will understand that there are various
actions and choices we can make to help our community and the environment.
They will understand that certain actions can have positive or negative impacts on
the environment and community.
Question #1: How are communities around the world similar and different from
one another?
Statement #1: Students will understand that communities can be diverse in all
aspects, and that our community might look different and similar from other
communities around the world, and within Canada.
Question #2: Looking at physical features and climate, what do different
communities look like around the world? How does this affect the way of living
and the needs of the people within different communities?
Statement #2: Students will understand that different environments have different
features, and that we can use our knowledge of environmental qualities to make
guesses on the way people live in these communities.
Question #3: Looking at different environmental features and events, how can we
create healthy and positive relationships with the planet? What could happen if we
do not have or use practices that help the planet?
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Generative topic
Rationale for the generative topic
Centrality - How does the topic
capture a topic central to students’ students’ lives, and through this unit, students will gain a deeper understanding of
lives?
Engagement - Why are students
likely to engage with this topic?
Accessibility - How does the
generative topic and its essential
question lead to a unit that is
easily accessible to all students?
Connections - What are the
connections between this topic and communities around the world, and the environment, and the impact we have on
other learning in the course?
Statement #3: Students will understand that we can use our knowledge of
environmental features to change how we interact with, and care for our
environments. If we do not choose actions that help the planet, it can have
negative results and further contribute to environmental harm and climate change.
Characteristics and features of local and global communities, and our impact on
the planet and the environment.
Community, culture, and the environment are all inherently central aspects of
the community and cultures that make up their community, as well as those
around the world. Students are in the center of their own respective cultures,
communities, and environments. Students are out in the world, observing the
environment, their community, and likely being exposed to global events on a
regular basis, and through further providing meaning and a deeper understanding
of what makes up communities, culture, and aspects of environmental activism
and sustainability can help students better understand and participate within their
communities, while also providing foundational information for supporting
students to become caring, tolerant, sensitive, and knowledgeable global citizens.
This topic involves directly looking at, researching, and connecting with the world
around them in order to learn. Students would be engaged in experiential learning
to some extent in order to learn about the world around them, which allows for
deeper student engagement. Due to the relevance, and centrality mentioned before,
this creates a foundation for the meaning, or “incentive” related to their
engagement with the topic. Students would be learning about the world that they
live in; their world. Students may reach out, and actively participate in learning
through connecting with their peers, their community, the environment, and the
world in order to support their understanding of the topic. This topic also may
inspire students in numerous ways (to think critically, come up with ideas, express
themselves and their culture, or to engage with the community), and spark even
further engagement and participation after completing the unit.
The idea of community, culture, and the environment are very broad, and
incorporate various components and thinking pieces which allows for a wide
range of meaningful participation and expression of learning. The topic is
accessible to all students as it allows for students to use their own lived
experiences and strengths to be expressed through the concept at large, and
through the range of learning experiences related to the topic.
This topic involves the exploration and observation of the student’s communities,
it. These pieces all intertwined the course’s larger throughlines, as all throughlines
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 exist within the context of community, culture, and the environment. The
throughlines can be examined through the lens of the environment, community,
and culture, which are present and connected to the course overall. As a whole, all
pieces within the topic are interconnected with one another, as well as the subject
overall.

Summative performance of understanding

Community Café
In this summative performance, parents/caregivers and family will be invited into the classroom for a community café.
Students will have the opportunity to share what they have learned and created throughout the unit in a similar setup to
a cake walk or science fair. Students will create a display with the product created in UP #3. During the performance,
students will be able to discuss what they discovered about their communities, compare their own community to those
of their peers, and explain their findings to parents/caregivers, educators, and each other.

With this activity, we hope to provide students with a low-stress, fun and familiar environment. Before the café,
students will have time in class to participate in a Think, Pair, Share activity to further familiarize themselves with the
material they will be sharing with their family. Furthermore, Grade 2 students will likely be more willing to discuss
with people they are familiar with, like parents, caregivers, family members, and classmates. Also, the configuration of
this performance is more attainable than a traditional presentation in front of the class.

There will be a peer assessment component to this performance. Students will complete a peer assessment during/after
the Think, Pair, Share activity. During the Think, Pair, Share activity and the community café, the educator will
observe student discussions and complete the evaluation checklist based on these performances. The educator can
consider peer assessments to examine what students have learned and how they have grown throughout the unit.

Sequence and time Performances of understanding Ongoing assessment

Essential question for this performance of understanding: Who does the assessment?
UP #1: Nature Walk - Teacher
What connections and responsibilities do I have towards the - Peers
environment? How can we make choices that support a value - Self
for sustainability and care for the environment? - Other

Description of performance of understanding: They look for evidence of

which strand learning goal?
Students will be taken on a guided nature walk at a nearby
forest. The goal of the walk is to further connect them to Goal/question # 3
Time: 45 minutes
their environment and the natural parts of their community in

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 order to build a caring relationship with it, and foster a sense What is the assessment tool?
of responsibility to care for it.
To which category does it
Prior to the walk, a discussion should be had with the belong?
children about: - Conversation
● Doing no harm to the forest, or its inhabitants - Observation
● Leavings things as they were - Product (Though there is a
● Being mindful that we are visitors to the forest product involved, the product
● Caring, and demonstrating respect for the space itself will not be evaluated,
rather the participation and
On the walk, students may be asked to: thinking demonstrated, the
● Create a list of physical features they encounter in the product is for the students and
forest their community!)
● A list of animals encountered
● A list of plants found/a checklist with various plants What are the success
that they can check off as found in the forest criteria?
● A list of non-natural features/things that may not Lists from students would be
“belong” in the forest encountered (Signs? Garbage? collected by the teacher, and
Man-made structures? Etc.) And how did they get conversations would be
there? Categorize observed for relevant and
Students may also document their list or findings through meaningful conversation using
photos or videos. a simple checklist (See
appendix C) as well as
The follow up to this learning experience would be to tracking general participation.
contextualize their experience in observations, relating it
back to global citizenship, environmental responsibility, and Final poster would also be
sustainability. observed by the teacher (if
each child contributes
In small groups, students may discuss their lists, experiences, meaningfully to the poster, and
20 minutes findings, and takeaways. if they reflected an
understanding of the
After small group discussions, children may be prompted to importance of our
come together to discuss as a larger group what was actions/sustainability
25 minutes discussed in their smaller groups. The teacher should give an regarding the environment.
overview/contextualize children’s experiences and
observations to the direct impact that our actions have on the How does differentiation
environment, and may prompt further discussion among occur?
children such as: ● Students will have
multiple opportunities
to express their
● What would happen to the things found on our lists thinking, either through
(animals, plants, other natural features, etc.) if we did discussion or physical
not care for the environment? documentation.
● What are things that we can do to help keep spaces ● The final product/step
like the forest we visited healthy and thriving? for this experience also
● What would happen if we did not make any efforts to allows for teacher

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 help protect the environment? guidance and one on
● What are things that you, or your family currently one discussion for
does, or can do easily to help the environment? (This students who may need
can mean helping to reduce waste, water use, fossil further support in
fuels, etc.) expressing their
thoughts, or ideas.
Final Product option ● Assessment is mainly
looking at meaningful
Students can collectively create a poster to be displayed in participation rather
the classroom or the school with things that they can do on a than formally graded
60 minutes daily basis to help combat environmental decline/to help projects
protect the environment. ● Observation is also a
means of assessment or
Watch the beginning (around 1 min) for context for project evaluation, which
the project allows for a more
https://www.tvokids.com/school-age/tvok-news-big-picture/ holistic approach.
videos/tvok-news-kids-can-change-world
Assessment is:
This video may also be shown to the students for inspiration! - For learning
- As learning
● Each student will be asked to provide at least one - Of learning
UP#1 time: 2.5 hours idea towards the poster, but the poster will be worked
(~3.5 lesson periods) on collectively in small groups, and with one on one
teacher guidance
Running total: 2.5 ● Students can contribute artwork, or even photos or
hours other documentation from their forest walk.
● Each student’s photo will be displayed alongside
their sustainability practice contributed to the poster.

Specific expectations covered by this understanding

performances
B1. Application: Variation in Global Communities
B1.3 demonstrate an understanding of the importance of
sustainability in people’s interrelationship with their natural
environment and of some of the consequences of sustainable
and/or non-sustainable actions (e.g., if people in dry regions
do not use their water carefully, they may run out; if people
do not use sustainable farming techniques, they may exhaust
the fertility of the soil; responsible use of resources helps
ensure that they will be available for future generations;
overhunting or overfishing can cause a decline in certain
species of wildlife important to the survival of groups of
people)

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 Essential question for this performance of understanding: Who does the assessment?
UP #2: School - Teacher
Communities What communities are represented in our classroom and - Peers
Survey school community? What do these communities look like? - Self
- Other
Description of performance of understanding:
They look for evidence of
Time: 15 minutes
Read-aloud: Suki’s Kimono by Chieri Uegaki which strand learning goal?

Following read-aloud and class discussion about different Goal/question #1

30 minutes
local and global communities, and cultures, students will
complete UP#2 handout (see appendix D). Their survey will What is the assessment tool?
be used to culminate what communities and cultures are Students will be assessed using
represented throughout the school population. a checklist to determine their
relative understanding. The
As a class, students will create a survey to determine what checklist (see appendix E) will
25 minutes
communities and cultures are represented in the classroom be used throughout the UP and
and school. Using the completed UP#2 handout and active during the guided discussion.
discussion, the educator will help the class create a survey
for this performance. Students will be encourage to create To which category does it
prompts like: belong?
● What is your families background? - Conversation
● What languages are spoken in your home? - Observation
● What holidays do you celebrate at home? - Product
● Have you ever lived in other cities outside of
Ottawa? What are the success
● Have you ever lived in other countries outside of criteria?
Canada? After completing this UP,
● What is your favourite thing about where you live? students will participate in a
peer or educator-guided
From the Teacher’s Guide to Tech 2023, the class will use discussion to demonstrate
15 minutes
Google Forms to create and share their surveys with the what they discovered and
other classes. The educator can help students distribute their learned from the survey, class
surveys to other classrooms by sharing the link with other discussions and visual aid.
educators and school staff. Students could visit other
classrooms or use morning announcements to explain to Students should be able to
other students what and why they are surveying. meaningfully respond to
prompts like:
As a class, using the data collected from the survey, students ● What cultures do we
30 minutes
will explore the major communities and cultures in the see in our school
school population. Students will be encouraged to engage in: community?
● Where the communities/countries are located ● What cultures are
● Physical features of the communities represented in your
○ Climate home and community?
○ Bodies of water ● Can you show me
○ Native animals and plant where any of the

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 ○ Landmarks communities you
● Other facts/features of the community researched are on a
map?
With their findings, students will create a visual aid to ● Were there any
1 hour 30 minutes demonstrate what communities and cultures are represented memorable findings
(~2 learning periods) in their school. This could be done through numerous from our survey?
representations, such as: ● What was the coolest
● Word cloud thing you found out
● Bar graph about a community?
● Pictograph ● What was your
● Drawing favourite thing that you
● Marking on a map (various scales such as local, learned from this
national, international) activity?
● How are other
The visual product will not be marked for understanding in communities similar to
this UP. Instead, students will participate in discussion with yours?
their educator to demonstrate their learning. The purpose of ● How are other
the visual product is to help students organize and better communities different
understand their findings. from yours?

Results from this UP can be used be educator to determine How does differentiation
what instruction is required before continuing with UP #3. occur?
If necessary, educators can use
UP#2 time: 3 hours interactive scaffolding to place
25 minutes (~4.5 students in groups that will
learning periods) allow all participants to learn
and excel in the activity. For
Running total: 6 example, in this activity, an
hours educator may consider pairing
a student with strong
communication skills with a
student with less developed
communication to foster an
environment that is beneficial
to both.
Additionally, the visual aid
portion is open-ended to allow
students to employ their
creativity and create a project
that best utilizes their skills.
Finally, students will have the
opportunity to discuss their
findings with peers in a
low-stress and low-pressure
environment. If necessary,
students can participate in a

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 one-on-one guided discussion
with the educator to fulfill
success criteria.

Assessment is:
- For learning
- As learning
- Of learning

Specific expectations covered by this understanding

performances
B1. Application: Variations in Global Communities
B1.1 compare selected communities from around the world,
including their own community, in terms of the lifestyles of
people in those communities and some ways in which the
people meet their needs

B3. Understanding Context: Physical Features and

Communities
B3.1 demonstrate an understanding that there are a variety of
countries, continents, physical features, and bodies of water
around the world and that their locations can be represented
in different ways (e.g., using globes; print, digital, and/or
interactive maps; mapping programs; electronic images)

B3.5 demonstrate the ability to extract information on the

location and climate of a region from photographs and print,
digital, and/or interactive maps

B3.8 describe similarities and differences between their

community and a community in a different region in the
world

Essential question for this performance of understanding: Who does the assessment?
UP #3: - Teacher
Diorama/Poster How can I better understand and demonstrate what - Peers
Board of Chosen communities around the world look like? - Self
Community - Other
Description of performance of understanding:
They look for evidence of
Students will work in groups of 2-4 and pick a community of which strand learning goal?
Time: 45 minutes
their choosing. This can include a local community within
their neighborhoods or it can be a community found Goal/Question #2
anywhere around the world.
What is the assessment tool?
Once the students have a community in mind they have a Students will be assessed

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 choice between making a diorama or a poster board to based on a set rubric (see
showcase and explain their community. appendix F) that they will
receive when starting the
Students will start by researching their community, project. They will be assessed
1 hour 30 minutes brainstorming ideas, and visiting or talking to someone from on their research and thinking,
(~2 learning periods) their community if possible. They will be provided with a knowledge and understanding,
worksheet (see Appendix G) to help them brainstorm and their organization and visuals,
research their community. and their overall team working
skills.
Students will then create a diorama or poster board
1 hour 30 minutes representing what they discovered. Students will include
(~2 learning periods) features that explain their communities and how they are To which category does it
related, including: belong?
- Conversation
● Physical Features (Ex.- location, climate, - Observation
environment, mountain ranges, bodies of water) - Product
● Way of life, needs, culture, traditions, celebrations,
adaptation What are the success
criteria?
The success criteria is that the
UP#3 time: 4 hours students diorama/poster board
(~5 learning periods) contains the features
mentioned. It should be
Running total: 10 organized, have accurate
hours information about the
community of their choice,
and their information should
be clear and easy to
understand.

How does differentiation

occur?
Students will be able to choose
the community of their choice.
Although there are mandatory
features to include in their
work, they can choose how to
showcase these features and
which ones to focus on. This
gives the students a chance to
be creative, and make their
own choices. The students will
also have the choice between
creating a diorama or a poster
board. As well as deciding
how they will split up the work

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 fairly as a group.

Assessment is:
- For learning
- As learning
- Of learning

Specific expectations covered by this understanding

performances
B1. Application: Variation in Global Communities
B1.2 describe some of the ways in which two or more
distinct communities have adapted to their location, climate,
and physical features

B2. Inquiry: Natural Environments and Ways of Life

B2.2 gather and organize information and data about some
communities’ locations, climate, and physical features, and
the ways of life of people in these communities, including at
least one contemporary First Nation, Métis, or Inuit
community

B3. Understanding Context: Physical Features and

Communities
B3.7 describe selected communities around the world,
including at least one contemporary First Nation, Métis, or
Inuit community, with reference to their major physical
features, wildlife, and some aspects of their culture (e.g.,
physical features such as mountains, lakes, rivers; native
animals; cultural practices related to food, clothing,
recreation, the arts; structures such as houses)

Reference list

Cooper, D. (2012). Redefining fair: How to plan, assess, and grade for excellence in mixed-ability classrooms.
Hawker Brownlow.

Gonzalez, J. (2023). The Teacher’s Guide to Tech 2023. Cult of Pedagogy. Retrieved from:
https://cultofpedagogy.teachable.com/p/teachersguidetotech2023

Hardie, E. (2019). The Relevant Classroom: 6 Steps to Foster Real-World Learning. Alexandria, VA, USA: ASCD

12
Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools.
https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

Ontario Ministry of Education. (2023). Curriculum and Resources: Expectations by strand. Retrieved from:
https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-sshg/grades/g2-ss/strands

TvoKids. (n.d.). Tvok news - Kids can change the world [Video]. Retrieved from:
https://www.tvokids.com/school-age/tvok-news-big-picture/videos/tvok-news-kids-can-change-world

Group reflection
This is our second time working together as a group for a large project, and the more we

have the opportunity to work with one another, the more we learn about each other’s working

and learning styles, and overall personalities. We have learnt even more about each other’s

strengths, which has allowed us to effectively delegate tasks, and in overall efficiency when

completing work. We have grown even more comfortable working together, and have a healthy

working dynamic; we actively share ideas, thoughts, and constructive feedback to one another.

We trust one another when it comes to making decisions surrounding the work, or in claiming

tasks surrounding the completion of the project. We also hold space for one another in sharing

our feelings surrounding school work and the project, and offer support, or words of

encouragement whenever necessary. As mentioned in the previous reflection for this course, we

all have similar working styles and personalities to begin with, which has made working together

very natural for us, and also allowed for a fairly quick understanding of one another and how we

all work. For this project, we found it particularly helpful to work in when looking over the

curriculum’s specific expectations. Through having multiple people looking at the same text, we

13
were able to better collectively understand the curriculum expectations, and summarize the

curriculum into the subject throughlines.

14
Appendix

Appendix A: Summative Task Handout

Community Café

Grab your coffee cups! Our Grade 2 class will be hosting a community café to share
what we have learned in our communities unit. You will be able to invite your parents
or caregivers into our classroom to show and share all the great work you have done!

You will create a display using the diorama or poster created in our last lesson. You
will be able to use this as a guide during your discussion. With your visitors and
classmates, you can discuss:
● The work you have done and created during this unit.
● The diorama or poster that you created.
● The physical features of your selected community.
● The needs, ways of life and/or culture of your selected community.
● What you learned about your community.
● What you learned about your classmates' community.
● What you learned about your school community.
● Any fun facts you discovered during this unit.

Before we hold our community café, we will have Think, Pair, Share time in class to
get used to what you will be talking about with your visitor. You will complete a peer
assessment after your discussion with a classmate. This will help show your learning
and your growth throughout the activity.

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Appendix B: Summative Task Checklists

Needs Meeting Exceeding

Educator Checklist improvement expectation expectation

Did all students in the group show

active participation during the
Community Cafe?

Is the students display organized and

represents the community of their
choosing?

Did students use a clear voice and

explain their findings to the audience
in an effective manner?

Did students share and compare their

community with other groups in the
class?

Did students complete their peer

assessment?

Peer Reflection

During our pair and share, I really liked…

Next time try to…

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Appendix C: UP#1 Checklist

Mini Unit 3141 UP #1 Evaluation tool Yes No

Did the student participate in the nature walk?

Did the student record their findings/observations or lists using at

least one method?

Did the student participate in meaningful conversation within the

classroom, or on the nature walk?

Did the student contribute at least one idea to the everyday

sustainability poster?

Did the student demonstrate active participation throughout the

learning experience?

Did the student demonstrate an understanding of the importance of

caring for the environment and making sustainable choices, and
the implications that avoiding these choices has on the
environment and our community?

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Appendix D: UP#2 Handout

Our School Communities Survey

Name: _____________________________ Date: ___________________
To learn what communities are represented in our school, we will be
creating a survey, using Google Forms, to share with other classes. We
will use this handout to help guide us when we make our survey.

List, write or draw what you know about your own community:

List, write or draw what you know about your school community:

What questions can you ask to learn about the communities of other students?

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Appendix E: UP#2 Checklist

Needs Meeting Exceeding

Expectation improvement expectation expectation

Student meaningfully completed

UP#2 handout.

Student suggested appropriate

questions in UP#2 handout.

Student contributed to class

discussion when creating survey.

Student demonstrates understanding

of various features of a community.

Student can identify how

communities are similar.

Student can identify how

communities are different.

Student can identify a country or

region on a map.

Student can discuss physical

features of a country or region.

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Appendix F: UP#3 Rubric

UP #2: Level 1 Level 2 Level 3 Level 4

Diorama/Poster
Board of Chosen
Community
Rubric

Organization and Students are not Students are Students are well Students are very
Visuals organized and don't somewhat organized and have organized and use
have any relevant organized and have some relevant and many relevant and
and accurate visuals few relevant and accurate visuals to accurate visuals to
to help explain their accurate visuals to help explain their help explain their
findings. help explain their findings. findings.
findings.

Knowledge and Students demonstrate Students Students demonstrate Students

Understanding little knowledge or demonstrate some a good understanding demonstrate a strong
understanding of knowledge and of their chosen understanding of
their chosen understanding of community and their chosen
community and don't their chosen include most of the community and
provide any of the community and mandatory features. include all of the
mandatory features. provide some of the mandatory features.
mandatory features.

Research and Students have Students have Students have Students have
Thinking demonstrated little to demonstrated some demonstrated good demonstrated strong
no efforts to research efforts to research efforts to research efforts to research
and discover and discover and discover and discover
meaningful meaningful meaningful meaningful
information about information about information about information about
their community and their community their community and their community and
do not make any and make some make many show their thinking
appropriate appropriate appropriate through making a lot
connections between connections connections between of appropriate
environmental between environmental connections between
characteristics and environmental characteristics and environmental
the way people live characteristics and the way people live characteristics and
in their community. the way people live in their community. the way people live
in their community. in their community.

Teamwork Skills Students have a hard Students show some Students show a Students work very
time working in a effort to work in a good amount of well in a team
team dynamic. team dynamic. effort to work in a dynamic.
team dynamic.

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Appendix G: UP#3 Brainstorming Worksheet

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