Our New Unit: “It’s All in the Design”

Hello Everyone,

Students have already begun thinking about our first unit! Here are some details about how a unit works.

  • We have five units during the year, along with an independent project.
  • Units are trans-disciplinary and conceptual in nature, meaning all subjects are connected to one another through a key concept area. Concept areas are taken from universal themes, identified as key organizers of learning and life by researchers throughout the world.
  • Units have a title and a unit focus statement. We post the unit focus on the board so we can refer to it and think about how our activities are related to proving or elaborating upon the statement.
  • At the beginning of the unit, we go over the areas of inquiry and subjects that will be discussed so students understand how subjects will all be integrated and connected.
  • Questions are encouraged about the unit, and we post these on our Wonderings Board.
  • Unit work involves both learning activities and projects designed to show our knowledge. The unit is also ended with checking in questions to ensure everyone understood the content presented. 
  • We use our black journals to record our thinking and written tasks from the unit, so all of our thoughts can be found in one place. The blue binder holds all subject handouts except for math. The red binder holds math handouts.

Here are details about our first unit of the year:

Title:  It’s All in the Design

Concept: STRUCTURE

Unit Focus Statement:  
The structure of something is designed to serve the needs of the user.

Areas of Inquiry:

  • Where we find structure (buildings, organizations, hierarchies, body systems, etc.)
  • Anatomy and function (looking at the eye, skeleton, animal skeletons and how they are designed to serve the animal along with other adaptations)
  • Using shape and form in art (elements and principles/sculpture)
  • Where French is spoken in the world and why
  • Effective structure in architecture (geometry, shapes, measurement, etc.)
  • How science knowledge is related to structure and design choices (matter, chemistry, energy, forces)
  • Effective writing structure (parts of speech, sentence structure, paragraphing)
  • Community structures (history of BC and resource-based communities)

Some more information about MATH:

As we look at the concept of STRUCTURE, we will ask deeper questions about the structure of mathematics. For example: What are the different kinds of numbers? Why is math organized the way it is? How does looking for patterns help us better understand multiplication and division? 

We do not have one textbook to work out of in math. Instead, students will be completing activities from multiple sources. Some of our deeper thinking around numeracy, patterns, and how the brain understands math will come from the work of Jo Boaler at Stanford University. We will explore a variety of math games such as Prime Climb, Math Fluxx, and Sumoku, which will allow us to have fun and employ critical thinking strategies while using math from math curricular content and competencies.

Students will be receiving a list of mini projects and tasks to complete independently or in small groups. The list will have a due date; however, it is meant to provide lots of choice (as activities do not have to be completed in order), and students can work at their own pace within the larger deadline.

Today, I sent home a sample of Jo Boaler’s work we are doing. Please understand this kind of math may not have one right answer! Students are encouraged to think about the math they are doing and explore grade-level concepts with an added layer of depth and complexity. While all students are doing the same tasks, the activities are high-ceiling and low-floor — meaning students at grade level can do them, and those who are working above grade level can extend their thinking.

After the unit ends, we will do a math project! More information to come on that soon! 

Looking forward to the great thinking students will do during this unit!

Ms. D