Units may be planned in a variety of ways; there is no one right method or design. The following unit planning guide and sheet are not prescriptive. They offer some suggestions to teachers so that they may plan for the maximum benefits for their students. In any case, all planning should include learning objectives, a variety of instructional strategies, a variety of evaluation strategies, and the Adaptive Dimension.
| Unit Planning Guide | Model Units | Planning Sheet |
1. Determine the sequence of the concepts that are to be developed.
2. Examine the Foundational Objectives along with the learning objectives for that particular grade and the Foundational Objectives for the Common Essential Learnings.
3. Determine the prerequisite skills required.
4. Identify the print and non-print resources to meet the needs of the students. Consider community resources and available electronic ones as well.
5. Develop activities that are appropriate for the objectives and the grade level.
6. Consider a variety of instructional strategies and methods for the activities. Select those that are most appropriate in meeting the objectives and in meeting the learning styles and needs of the students.
7. Determine the organizational structures that support the instructional methods and activities to be used.
8. Consider how the activity might be linked to other areas of study. Modify the activity to strengthen the connections.
9. Analyze how the Common Essential Learnings can be developed within the activities of each lesson.
10. Consider the other initiatives of Gender Equity and Indian and Métis Perspectives.
11. Adapt for individual differences whether it be curriculum topics and materials, instruction, or the environment (Adaptive Dimension).
12. Select student evaluation strategies. See the section in this guide and Student Evaluation: A Teacher Handbook (1991). Just as a variety of activities should be chosen to accomplish the objectives, a variety of evaluation strategies should be employed so that all aspects of learning can be assessed.
| Model Units | Unit Planning Guide | Planning Sheet |
Included in the following pages are four model, or sample, units that can be used or adapted for teaching several objectives of the Middle Level Mathematics courses. Each unit is somewhat different from the others reflecting the differences that are possible in designing units. The units provided and the suggestions made are intended to help teachers in their planning.
Although the sample units are specified for particular grades, many of the ideas or suggestions can be adapted for other grades. The first unit, "Fractions in Action", emphasizes the use of manipulatives to teach particular fraction concepts in a split grade (Grades 6 and 7) classroom. The activities are in two columns and indicate some of the differences and similarities between the grades. The other three units illustrate integration of objectives from various strands as well as connections between mathematics and the real world. The Grade 7 unit, "M.C. Escher: The Poet of the Impossible" suggests ways of integrating mathematics with art, making particular reference to the art of M.C. Escher. It provides a number of instructional strategies and some evaluation techniques. Also included are suggestions for adaptations and a list of resources for additional information. Another approach is used in the "Sports" unit which provides a variety of activities that connect sports to several different objectives in the Grade 8 curriculum. Each series of activities indicate the objectives covered and provide ideas for variations and extensions. The last unit, "A Look at Leisure Activities", is designed as a data management unit that integrates objectives from that strand with those from other strands in Grade 9. It starts with teacher notes regarding each lesson and then provides activity pages that can be duplicated and distributed to students.
| Planning Sheet | Model Units | Unit Planning Guide |
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Foundational Objectives |
Specific Learning Objective Verbs |
CELs |
Instructional Strategy and/or Method |
Resources Human
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Assessment Technique |
Adaptations |
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Direct Instruction Structured Overview Explicit Teaching Mastery Lecture Drill and Practice Compare and Contrast Didactic Questions Demonstrations Guides for Reading, Listening, Viewing |
Independent Learning Essays Computer Assisted Instruction Reports Learning Activity Package Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centres |
Interactive Instruction Debates Role Playing Panels Brainstorming Peer Practice Discussion Laboratory Groups Cooperative Learning Groups Problem Solving Circle of Knowledge Tutorial Groups Interviewing |
Methods of Organization Assessment Stations Individual Assessments Group Assessments Contracts Peer and Self-Assessments Portfolios |
Quizzes and Tests Oral Assessment Items Performance Assessment Items Extended Open Responses Items Short Answer Items Matching Items Multiple Choice Items True/False Items |
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Experiential Learning Field Trips Conducting Experiments Simulations Games Focused Imaging Field Observations Role Playing Synectics Model Building Surveys |
Indirect Instruction Problem Solving Case Studies Inquiry Reading for Meaning Reflective Discussion Concept Formation Concept Mapping Concept Attainment Close Procedure |
Common Essential Learnings Communication Critical and Creative Thinking Independent Learning Numeracy Technological Literacy Personal and Social Values and skills |
Methods of Data Recording Antidotal Records Observations Checklists Rating Scales |
Other initiatives Resource-based Learning Indian & Metis Perspectives Gender Equity Practical and Applied Emphasis |
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Ongoing Student Activities Written Assignments Presentations Performance Assessments Homework |