The use of technology within the classroom is a fundamental learning tool to access information and resources to support learning and is present through our unit plan.   Alberta Education states within the Learning and Technology Policy Framework that technology is “integral in creating student-centered, personalized and authentic learning environments” (Alberta Education, 2013, p. 14).

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Our unit plan utilizes technology for research through accessing current resources including digital media, websites, and videos on YouTube to enhance student learning.  Students tap into real-world information and make meaningful connections to the world beyond school to experts in their community and beyond regarding current environmental and political issues.  This situates students in the best spot to develop deep understandings, to think critically and solve 21st-century problems.   Students will use search engines to investigate, collaborate, and elaborate on each topic and deepen understanding, and given freedom to choose sites and media sources that best inform their study and research goals.  The Showcase for the unit will allow students to have multiple technologies and medium options to represent their knowledge building from their interdisciplinary learning. 

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Technologies used in the classroom for this unit are as follows:

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Active Board

Chromebooks

White Board

Internet Access/WIFI

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Throughout the unit plan, there are opportunities to share student work on social media platforms. This is only encouraged with a prior learning opportunity and discussion around cyber safety and appropriate professional posting. 

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ELL: for English Language Learners or students with literacy learning challenges written assignments can be completed as multimodel assignments such as: short video, posters, diagrams, or speech to text software can be used.

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ELL: Some assignments can be completed (if translated for assessment) in the students home language and presented as such. 

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Group Work: in group activities, students will be welcome to choose roles and activities that are comfortable for them. Possibilities are endless in group work for differentiation and should be communicated in a welcoming safe space way. 

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IPP: all IPP students will be taught to their specific needs in a safe and welcoming environment. 

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Students with cognitive, physical and/or behavioural challenges  will be taught through inclusion using modified assignments and carefully selected roles within group tasks. 

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Bonus work will be established and prepared for accelerated/gifted learners who require further academic challenges. 

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This unit design will easily infold students with more serious  cognitive challenges, strive students (students with special needs), who require modified assignments and/or additional time to complete tasks. 

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All inclusion tactics should be approached in a subtle and non-judgemental way that allows all students to feel comfortable and valued int he learning environment. 

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The goal of this unit is to also create a safe space for all learners to be true to themselves , kind and respectful to others, and are encouraged to speak freely. 

Ways of Knowing have been woven into each day and each lesson as and intention throughout our design lesson plan. 

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Our goal is to include Indigenous Ways of Knowing as a standard in Alberta classrooms moving forward. 

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The ways of knowing we have included are evident and can easily be incorporated in the unit plan when taught by other professionals. 

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The Medicine Wheel is a traditional Indigenous Way of Knowing that represents the alignment and continuous interaction of the physical, emotional, mental and spiritual realities. The circle shape represents the interconnectivity of all aspects of one's being, including the connection with the natural world. As with teaching, everything is connected. Using the Medicine Wheel as a framework to shift our learning lens to a holistic view of our students, enables us to transmit knowledge through a balanced emphases on all aspects of the student: mental, physical, spiritual and emotional. 

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Any teacher undertaking to teach Indigenous Ways of KNowing in a classroom setting is encouraged to approach members of the Indigenous community for guidance, resources and mentorship. It is important to teach authentically and respectfully.  Elders and/or knowledge keepers are invaluable resources who will help teachers create authentic learning experiences for all participants.