Cross-Curricular Unit Plan
This cross-curricular unit plan is designed to teach students about Newton’s laws of motion, utilizing skills in math, science, and Applied Design, Skills, and Technologies (ADST). The unit will involve learning about the three laws of motion, experimenting with those laws, and ultimately working with the energy skate park to understand different types of energy and how it can be manipulated. Students will apply their knowledge by building ramps for a skateboarder, and their final project will involve creating rollercoasters that follow the three laws of motion. Through this unit, students will engage in active learning and develop a deep understanding of fundamental physics principles, while also gaining skills in math, science, and ADST.
Identity and Community Unit Plan
The five lesson plans included in this unit aim to explore themes of identity and community, while fostering a productive and secure learning environment for both students and educators. It is crucial to teach about these topics as they are central to the cognitive and social development of young adolescents. As students embark on a new school year, they often contemplate who they want to become within their new setting and the meaning of belonging to a group. Early adolescents’ lives revolve around peer groups and interpersonal relationships, making it imperative to address these themes.
By introducing themes that align with students’ ethical and social development, such as identity, membership, and belonging, educators engage students in not only examining themselves but also examining past societies. Encouraging students to analyze issues of identity and community is a potent way to involve them in studying world history while creating a classroom culture that supports learning. By exploring identity and community, students learn about the key principles of First Peoples, as well as the social and personal responsibility competencies within the curriculum.
This unit is significant to me because exploring identity aids students in comprehending themselves and allows them to metacognitively reflect on their decision-making within the year. As an educator, my personal goal is to assist students in understanding themselves. In particular, by sharing aspects of themselves, students can better comprehend one another, and the class can gain insight into how to communicate effectively with each other.
Identity-and-Community
Recent Comments