Inquiry Unit Planning Template

Unit Name:
Topic: Subject: Time Frame:

Teacher Name: Grade:

OVERVIEW
Big Idea(s):
•
•
•
Rationale: Why are you teaching this unit? What purpose does it serve?
•

Inquiry Statement:
Students will understand <Conceptual understanding> through an inquiry into <Real world context in which it is explored>
•

Unit inquiry questions:

Factual Question: What…?
•

Conceptual Question: How…?

•
Debatable Question: Should…?
•

Summative Assessment - GRASPS: what is your final, summative assessment for the unit’s inquiry question?
•
 OBJECTIVES
Content/Learning Objectives:
Students will be able to…
•
•
•
•

BC Core Competencies: (highlight at least one of these skills you are going to be explicitly teaching for students to NOTES
succeed in the summative assessment.)
Ø Communication
o Communicating
o Collaborating
Ø Thinking
o Creative Thinking
o Critical and Reflective Thinking
Ø Personal and Social
o Personal Awareness and Responsibility
o Positive Personal and Cultural Identity
o Social Awareness and Responsibility
Connections to First Peoples Principles of Learning NOTES
First Peoples Principles of Learning (select/highlight at least one that is explicitly referenced or practiced in this
unit)
• Learning ultimately supports the well-being of self, the family, the community, the land, the spirits, and the
ancestors
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on
reciprocal relationships, and a sense of place)
• Learning involves recognizing the consequences of one’s actions,
• Learning involves generational roles and responsibilities
• Learning recognizes the role of indigenous knowledge
• Learning is embedded in memory, history, and story
• Learning involves patience and time
• Learning requires exploration of one’s identity
• Learning Involves recognizing that some knowledge is sacred and only shared with permission and/or in
certain situations
 FORMATIVE ASSESSMENT
Essay Concept map Oral Questioning Your Plan/Notes:
Graph Matrix Observation
Short answers Flowchart Interview
Mind map Illustration Conference
Diagram Cartoon Process
Table Self-assessment description
True/False Giving/accepting Checklist
Peer review constructive Thinking aloud
feedback Journal sharing

DIFFERENTIATIONS
•
•
•
•

LINKS/RESOURCES
•
•
•
•

SUPPLIES
•
•
•
•

END OF UNIT REFLECTION

What went well? What would you do differently?