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Grade 3 : Social Topic A: My Community in the Past Present and Future

Instructional Design: Raymonde Roulston, Gisele Doucet and Grace Lobel

Stage 1 - Desired Results

Some documents available in French

Established Goals:
-changes in my community have taken place in the past, are taking place today, and may occur in the future
-people in the community contribute to change

ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

Enduring Understandings:
-Changes in my community have taken place over time.

Essential Questions:
How has our community changed?
Why has our community changed?
What are the advantages and disadvantages of change in our community?
Why do communities change?
What can I do to contribute to the future I want in my community?
How would I like my community to be in the future?
Should our community try to change or stay the same?

Students will know and be able to:
-identify the changes(shelter, food, clothing, transportation, communication, education, land use and or inhabitants  that have taken place in their community of Morinville over time.
-understand the meaning of past, present of future.
-give reasons for change.
-identify positive and negative changes.
-realize that they can contribute to change.

Stage 2 - Assessment Evidence

Performance Task(s)
Using Hyperstudio, students will create a multi-media to demonstrate their understanding of past, present and future within their community.

Different individuals are interested in moving to Morinville and they want to know about Morinville's past, present and future. The students will promote their town to seniors, adults, teenagers and young children. Parents and the students who are not presenting will represent the audience. Students must identify and describe the changes (shelter, clothing, food, inhabitants, communication, transportation, education, land use)  that have taken place in their community of Morinville over time. They choose the ones that will be most important for their audience. They give reasons for changes and identify positive and negative of those changes.

More challenging: talk about how these might change in the future and why.  

Other Evidence (Quizzes, test, etc)
Peer evaluation,quizzes, tests, teacher observation, etc.

Self Assessment
Completion checklist

Stage 3 - Learning Plan

Teaching and Learning Activities
In class before we start in the lab:
Lesson 1: What is a community? Students will have a clear understanding that a community is a place where we live, play, and work.
Lesson 2: What is past, present, and future? Relate to real life (past: before/baby, present: now/today grade 3, future: after today/adult)   
Provide background information through the use of literature (Collection series - Carving New Frontiers)
Lesson 3: What is change?  Use of student pictures at different ages to show how we change.
Lesson 4: Positive/good change and negative/bad change. Brainstorm the changes in the community and use a T-chart to categorize positive and negative change.  
Lesson 5: Explore each category (shelter, clothing, food, inhabitants, communication, transportation, education, land use) of change through brainstorming and in text. Students will summarize their learning through Frayer models.
Lesson 6: Using planning sheets, students choose change categories and write their sentences with examples included. In the present...., in the past..., and (change: shelter) has changed for the better/worse) because...
Lesson 7: Have students choose or have teachers assign audience and talk about the rubric and expectations for work. Have students research about the services and goods in the community and what makes it attractive to their audience.

Period 1 in lab: Students see a sample of a Hyperstudio presentation with do's and don'ts. Then they explore drawing backgrounds on a practice card. They save their work when they like their background.
Period 2 in lab: Students explore how to add cards and create buttons. They learn how to add text boxes and images.   
Period 4: Time to work on content of text boxes.
Period 5 to 7: Keep working on content. Once content is finished, work on finding images. Some students will be able to add sound and they will be taught individually or small groups by teacher or other students.

More challenging:
For students with higher abilities.
Variation in content.
Answer "Should our community change or stay the way it is?" (buildings, people, local schools, traffic patterns) Why?

More basic:
For students with learning difficulties.
Variation in length and difficulty level.
Students will make a presentation on their family and what happened in the past, present and future.

Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)


Click to download Rubric

Student Exemplars

The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.  NB - You will need Hyperstudio installed on your computer to view.

 Last Modified: 15 August,2005