Professional Documents
Culture Documents
Overarch
ing
Questio
n
Our grade 3 class has been asked to build a bridge across the Oldman River,
and give a sales pitch presentation on the best structure all-around. What
needs to be taken into consideration to build a successful bridge structure?
Basic background knowledge of what bridges do, and locations students have
seen them in.
Learner
Considerat Acknowledging diverse learners through visual representations, auditory
instructions, charts, music videos, and hands-on activities.
ions
Gender balanced groups, and finding the best fit when putting students into
assigned groups; making sure students will be able to focus and work well
together without constantly being distracted by friends.
In groups of four, students will design, build, and present a model of a bridge
Performance to their classmates, giving a sales pitch as towhat makes their bridge the one
Task
to choose for the City of Lethbridges newest project. They will be limited to the
Overview materials provided for the construction of their bridges, and use the
information gathered through material testing, classroom research, structure
trials, and group discussions to develop their bridge. Their knowledge of Math
and Language Arts will help with aspects of their presentation.
Learner Outcomes
General
Specific
Outcomes
Outcomes
identify materials
and how they are
used
Assessment Criteria
Links to
Students provide evidence
Overarchin
of their learning as they
g
Question/sub
-questions
o Students will
Actively participate in
study and
identify
discussion as teacher
various types
introduces
of bridges
prompt/introduction
o Discuss with
to bridge structures
and building
group what
the differences
are, materials
Discuss with group
used, and the
members while filling
uniqueness of
out the Bridge
each bridge
Picture Questions
type
Demonstrate positive
attitudes for the study
of science and for the
application of science
in responsible ways.
Investigate a practical
problem, and develop
a possible solution.
work independentlyo
or with others to
carry out the
identified
o
procedures
engage in all parts
of the task and
support the efforts
of others
o
Students will be
working in
groups
Contribution and
participation
from each
member is
enforced
Teamwork and
effort put into
building a bridge
with group
identify the purpose o Take note of
of the object to be
characteristics
constructed: What is
of different
to be developed?
building
What is it for?
materials
o Sales pitch
presentation
with group to
present a
structure that
will be built
across the
Oldman River
creating and solving o
problems in context
that involve
multiplication
relating
o
multiplication to
repeated addition
Calculating the
total cost for
materials
required to
build the bridge
Referring to
material price
list (prices in
multiples of 3)
o
o
Investigate a practical
problem, and develop
a possible solution.
attend to
capitalization and
punctuation,
Identify the
intended purpose
and use of
structures that was
built, and explain
how
knowing the
intended purpose
and use helps
guide decisions
regarding materials
and design
Each group of
students will
present their
sales pitch to
the class in the
form of a
Powerpoint
presentation
o Write-up will
be in
presentation
and handed in
with their
notes
o Bridge
Picture
Questions
handout
Explain
o
considerations
they have made,
reason behind
the materials
o
they chose, and
how the design
came to be
Initial planning
for design of
structure with
group, rationale
behind their
decisions
Sharing with
classmates- the
groups finished
product after
completing
extensive
research
Present their
Powerpoint
presentation
Provide teacher with
cue cards and research
notes
Strong presentation
skills and effective
organization of sales
pitch and research
Evaluations from peers
will be taken into
consideration when
grading
Presentation Component:
Presentations will be done as a group and last around 7-10mins
It will be expected to have photos along with your presentation to help us see the process.
Use can use powerpoint if you decide to with your group, otherwise use printed pictures on
display posters.
There is a written component expected for the presentation. This may be included into a
powerpoint or on paper also displayed.
why you chose the design and materials, in relation to the use and purpose,
what the cost is of your completed bridge along with showing how you calculated it,
how your structure changed after trials, and how you decided what those changes
would be,
Criteria/Leve
l
IC
Excellent
Proficient
Adequate
Limited
Incomplet
e
Develops an
innovative
design which
would result
in a
supportive
structure for a
1lb weight.
Develops a
practical design,
which would result
in a supportive
structure for a 1lb
weight.
Develops a
viable design
which may
result in a
supportive
structure for a
1lb weight.
Develops an
unworkable design
which is unlikely
to result in a
supportive structure
for a 1lb weight.
Clear
evidence in
testing and
modifications
made with the
use of
research
Clear evidence of
testing and
modifications.
Some evidence
of testing and
modifications.
Lacks evidence of
testing and
modifications.
Appropriate
materials were
selected and
provides
thoughtful
rationale for the
materials chosen
Appropriate
materials were
selected and
provides a
simplistic
rationale for the
materials
chosen
Appropriate
materials were
selected and
provides no rationale
for the materials
chosen
Group marks:
Design/
Construction
Testing and
modifications
Individual Marks:
MaterialsSelection and
Rationale
Appropriate
materials
were selected
and provides
insightful
rationale for
the materials
chosen
regarding
intended use
regarding intended
use and purpose of
bridge.
Insufficient
information
provided.
Calculating
CostsMultiplication/
Addition
PresentationWritten/Oral
and purpose
of bridge.
regarding intended
use and purpose
of bridge.
regarding
intended use
and purpose of
bridge.
Develops an
efficient
strategy to
calculate
costs and
produce
correct
solutions.
Develops a
practical strategy
to calculate costs
however solutions
contain minor
errors.
Develops a
workable
strategy to
calculate costs
leading to
solutions with
substantial
errors.
Develops an
unworkable strategy
to calculate costs.
Skillfully
organizes
and shares
ideas
Effectively
organizes and
shares ideas.
Oral:Adjusts
volume and tone
to engage the
audience.
Simplistically
organizes and
shares ideas.
Ineffectively
organizes and
shares ideas.
Oral:Adjusts
volume and
tone to partially
engage the
audience.
Oral:Little attention
to adjusting volume
and tone;minimal
audience
engagement.
Written:Partially
correct use of
grammar,
spelling, and
punctuation.
Written:Undeveloped
grammar, spelling,
and punctuation.
Oral: Adjusts
volume and
tone to
captivate the
audience.
Written:
Accurate use
of grammar,
spelling, and
punctuation.
Written:Sufficiently
correct use of
grammar, spelling,
and punctuation.
Assessment Criteria
Level
Criteria
20
19
18
17
Excellent
Proficient
Adequate
Limited *
Insufficient /
Blank *
ED 3502 Components
Connecti
ons to
Learning
Theories
Planning
demonstrat
es a
skillful
approach
to enacting
child
developme
nt, learning
theories &
motivation.
Planning
demonstrat
es a
systemati
c approach
to enacting
child
developme
nt, learning
theories &
motivation.
Planning
demonstrat
es a
simplistic
approach
to enacting
child
developme
nt, learning
theories &
motivation.
Planning
demonstrat
es a
haphazar
d approach
to enacting
child
developme
nt, learning
theories &
motivation.
Attentio
n to
Overview
of planning
Overview
of planning
Overview
of planning
Overview
of planning
No score is
awarded
because
there is
insufficient
evidence
of student
performanc
e based on
the
requiremen
ts of the
assessmen
t task.
Classroo
m
Structur
e and
Climate
decisions
demonstrat
es a
purposefu
l focus on
establishin
g and
maintainin
g an
effective
classroom
structure
and
climate.
decisions
demonstrat
es a focus
on
establishin
g and
maintainin
g an
effective
classroom
structure
and
climate.
decisions
demonstrat
es an
appropria
te focus on
establishin
g and
maintaining
an effective
classroom
structure
and
climate.
decisions
demonstrat
es limited
focus on
establishin
g and
maintainin
g an
effective
classroom
structure
and
climate.
product will give students the opportunity to grow a deeper understanding for what they have
learned through this project.
We feel this is engaging to the students to dive deeper into science since they are not given
one way of completing the task, but rather they will need to discover for themselves how they will
complete the task through their curiosity of the materials around them and experiencing how the
material will work together. Since the students will be actively involved in exploring bridge building, it
will then keep them engaged and interested to find out the intended information on their own, rather
than having a teacher force feed them with what we think they should know.
Furthermore, our math component allows students to use a real-life skill of finding out the cost
of something, and how keeping a budget would be beneficial to their group in the sales pitch
presentation. The program of studies for math states When mathematical ideas are connected to
each other or to real-world phenomena, students begin to view mathematics as useful, relevant and
integrated. By attaching this meaning to their learning, the subject then becomes more applicable to
their lives, which leads to the students constructing meaning for themselves.This is said to be even
more important for FMNI cultures, that math should be contextualized, because students will have a
greater possibility of creating connections to learning.
Some of the key questions that we are exploring within our overarching question include:
What is the purpose of the bridge? How will that affect the materials chosen and design
used?
What are some characteristics of a specific material (ie. paper, wood, metal)? And when
would that material be useful when building a structure? Why are these observations
important to consider when building bridges?
How will we determine how much money we need to build our bridge?
Why would we use multiplication instead of addition alone in calculating cost for our bridge
project?
We are assuming the students have each had some exposure to building with supplied
materials, and looking at structures to determine what makes them work. If the students took Grade
2 in Alberta, they should have built a boat using similar processes as what we are asking of them,
such as, testing and modifying their structure, evaluating how good the product is at performing its
intended purpose, and reflecting on what they have learned through the process with possible
changes they would make the next time. We also assume that students have seen and used bridges
in their personal lives, and can relay that knowledge into their presentations. We are also assuming
that students will have a working knowledge of some basic multiplication (up to 2 x 10) and addition
(1, 2, and 3 digit numbers), as well as a method for determining when to use each one on its own
and in combination with the other. For Language Arts, we assume that they have taken part in a
written process before, and have been shown how to use grammar, punctuation, and capital letters,
which they will incorporate into their written section of the presentation.
We chose our overarching question because it would allow us to explore many aspects within
the unit from the program of studies, while still pertaining to the question. We felt it was broad and
open-ended enough that many possibilities could fit under it, while being specific to the unit we were
focusing on, in this case building a bridge.
By the end of our unit, we would cover the following general and specific learner outcomes:
Science:
32. Identify patterns and order in objects and events studied; and, with guidance, record
observations, using pictures, words and charts; and make predictions and generalizations, based on
observations.
identify materials and how they are used
work independently or with others to carry out the identified procedures
3-3.
3-4. Demonstrate positive attitudes for the study of science and for the application of science in
responsible ways.
3-7. Construct structures, using a variety of materials and designs, and compare the effectiveness of
the various materials and designs for their intended purposes.
Using a variety of materials and techniques, design, construct and test structures that are
intended to: support objects span gaps
Select appropriate materials for use in construction tasks, and explain the choice of materials.
Students should demonstrate familiarity with a variety of materials, such as papers, woods,
plastics, clay and metals
Identify the intended purpose and use of structures to be built, and explain how knowing the
intended purpose and use helps guide decisions regarding materials and design
Apply skills of listening, speaking and cooperative decision making in working with other
students on a construction project.
Compare and evaluate the strength and stability of different models or objects constructed.
Language Arts:
4.2 Attend to conventions
4.3 Present and Share
Math:
group of learners. We have supplied both oral and written instructions for each activity, hands-on
activities to allow for movement within the lesson, and a performance task that allows for students
creativity to come through at multiple levels of building skills. Some students who excel at building
may do so to make a more complex bridge structure, whereas others may make a simpler version
that will still accomplish the goals of the project. The students will have opportunities to do research
using a variety of formats as well. Although this is not shown as part of our three lessons, we
discussed allowing for internet searches, library visits, and perhaps a member from the community
to come discuss important elements of building structures.
Since our lessons all build to a performance task, we have included formative assessments
along the way to support student learning prior to the end of the unit. These assessments include
observations of what the students are discussing with each other regarding the lessons and the
teacher making anecdotal notes, having discussions one on one with the students as they work to
check for understanding and building their knowledge, checking students work at the end of the
class, and doing exit slips regarding what they know and what they still have questions about. These
formative assessments allow the teacher to keep a finger on the pulse of learning. If the teacher
finds a student struggling, then additional support may be supplied. This variety of formative
assessment gives students many opportunities to show what they know.
Our summative piece of a sales pitch presentations allows students to show what they know
in multiple ways. They have a written component, where they are encouraged to include drawings
and diagrams. They will be speaking to the class about what they have done and what they have
learned through the process, which may allow the childs true voice to be heard. They will include
their math calculations as well.
We have included the following resources:
A YouTube Video with a song explaining the 3x multiplication equations. This would be used
by the teacher to use a catchy song to help students remember the 3x table.
https://www.youtube.com/watch?v=aU4pyiB-kq0
An online math game to test their knowledge on the 3x multiplications. Students could play
this game to test and reinforce their knowledge. Teacher could assess what students know
and if they need further instruction.
http://www.sheppardsoftware.com/mathgames/multiple/multiple_frenzy.htm
The internet: A teacher and student resource to find more information about bridges.
PBS: Picking out the best bridge type and placing it where it best belongs
http://www.pbs.org/wgbh/nova/tech/build-bridge-p4.html
Book:
Monsters Under Bridges by Rachel Roellke
Explores bridges around the world, and the types of monsters living under them
http://www.jolbyandfriends.com/work/project/monsters-under-bridges-childrens-book/
Lesson 1 (60mins)
Identify patterns and order in objects studied; and, with guidance, record observations, using pictures
and words and make predictions and generalizations, based on observations
Demonstrate positive attitudes for the study of science and for the application of science in responsible
ways.
[...] Compare the effectiveness of the various materials and designs for their intended purposes
Content:
Introduction
(how will you
engage students?
Connections to
previous
learning?)
Time
estimation
13 minutes
Transition:
2 mins
Activity 1
(add more if
needed)
Time est:
18 minutes
Transition
consideratio
ns
2 min
Activity 2
Time Est:
23 mins
weight.
Inform them that each student
will individually record their
observations regarding
characteristics (key words:
strong, weak) and results of the
test (did it hold the weight?)
using words and/or diagrams in
their own notebooks.
Ask students to answer: why are
these observations important to
consider when building bridges?
In addition to the verbal
instruction, the teacher will
provide a handout with the same
information so that students
may refer to it along the way.
How will
you know if
students
learned what
you hoped?
Connect
ions to next
lesson
Assessment: Formative assessment. Completed exit slips will be used to answer any
questions students have, and see if students are learning the desired outcomes.
-The teacher will observe (see activities section above)
Truss Bridge
Truss bridge pier [Photograph]. (2000). Retrieved November 2, 2015. from http://www.ghostdepot.com/rg/mainline/marshall
%20route/grandjct.htm
Beam Bridge
Pelletier, Andrea. Beam bridge [Photograph]. Retrieved November 2, 2015, from https://sites.google.com/a/isd477.org/mrsbloom/bridges-unit/beam-bridge
Arch Bridge
Concrete arch bridge [Photograph]. (2011) Retrieved November 2, 2015, from http://cambriahistory.org/?p=659
Suspension Bridge
2. What is unique about the beam bridge? What do you think its purpose is?
3. What is unique about the arch bridge? What do you think its purpose is?
4. What is unique about the suspension bridge? What do you think its purpose is?
Materials
30cm long metal rods (1/2in diameter)
30cm long popsicle sticks
8x11.5 piece of printer paper
2 wooden cylindrical blocks (approx. 5 tall, 2 diameter)
paper clip
Hot Wheels-sized toy car
rulers
Steps
1. As a group, stand up the 2 cylinder blocks 20cm apart, using your ruler to measure
2. Place 1 of the following materials across the tops of the cylinders-popsicle stick, metal rod, or
paper
3. Place 1 paper clip in the middle of the material expanse. Record what you see and answer
the following questions:
-Can the material support the weight?
-In what situations would this material be useful to build with?
-What limitiations could you see if you were to use this material?
4. Do the same now with the toy car as weight. Record results.
4. Continue testing the other 2 materials provided, and follow the same procedure to test weight
support, and answer and record questions and observations.
Think Ahead...
Think ahead and consider what makes a bridge strong, and how it will span the full 50cm distance
while supporting weight. Discuss with your group and make notes regarding what you discussed.
Introduction (how
will you engage
students?
Connections to
previous learning?)
Time estimation
5 mins
Transition
considerations
https://www.youtube.com/watch?
v=aU4pyiB-kq0
Activity 1
(add more if needed)
Time est:
15mins
Transition
considerations
Activity 2
Time Est:
30 mins
Conclusion
http://www.sheppardsoftware.com/
mathgames/multiple/multiple_frenzy.htm
Assessment:
Mark each groups budget and make sure they demonstrate their understanding by showing all of their work
(part of the final performance task).
Pricelist
Labour: add $30.00 per person working on the project
One ball of yarn: add $20.00
50 popsicle sticks: $3.00 per popsicle stick
20 10cm Skewers: $3.00 per skewer
One package of plasticine: add $40.00
One 20cm x 20cm piece of cardboard: add $20.00
One piece of bristol board: add $10.00 to the total cost if you use the full piece
White glue: if you use glue, add $20.00 to the total cost
Tape: if you use tape, add $10.00 to the total cost
Students will listen, speak, read, write, view and represent to manage ideas and information
Attend to conventions
Science:
organize and share ideas and information on topics to engage familiar audiences
Science:
Identify the intended purpose and use of structures that was built, and explain how
knowing the intended purpose and use helps guide decisions regarding materials
and design
Compare and evaluate the strength and stability of different models or objects constructed
Completed their bridge structure and tested it using the 1lb weight provided at the beginning of the
unit.
researched a bridge structure type with their group using books available in the classroom, and online
resources which were provided in the lesson (that lesson is not one of the three lessons)
created a presentation plan using powerpoint, cue cards, or write ups to aid their presentation. The
presentation should address the following things:
o
Why did they choose the materials they used. What did they consider?
The students will fill out a checklist before class and bring it to the teacher before they present. In the
checklist, they will assess the research process, using pre-established criteria. The checklist will include the
following points.
Completed Structure
Presetup and other considerations: The students will sit at their group tables to observe the presentations
which will take place at the front of the class. Before this lesson, students who wish to use the smartboard for
their presentation will email their powerpoints or other presentation forms to the teacher. The teacher will turn
these presentations on before class and make sure that everything works. Everything should be ready to go
at the beginning of class. The teacher will bring in two small desks into the class ahead of time and place
them 20cm apart for the students to present their bridge on.
Each group of four will have a 7-10 minutes to present their project to the class.
Content:
Introduction
3min
Activity 1
Time est:
52min
Transition
considerations
Conclusion
How will you know
if students learned what
you hoped?
Connections to
next lesson
5min
Assessment: Rubric
Extension and extra time activity: This activity may take more than one class to complete. This depends on
whether the students will stay within the 7-10min time frame, and on the questions, which their peers will ask.
If we run out of time, the remaining groups will present in the next class.
Presentation has facts about your bridge building methods, which include development and a
brief history
Presentation includes a group rationale. Why did you choose the structure type and the
reason for the materials used?
Post-Presentation Checklist
Please go through the list and mark off everything you have.
http://displays.tpet.co.uk/?resource=125#/ViewResource/id125
REFLECTIONS/RATIONALES
In each of your modules (C&I, Assessment, Ed Psy, Technology) you have been asked to use your mini unit
plan to demonstrate how your learning in each of the areas have informed your planning to engage students
in meaningful learning through your mini-unit plan.
Each instructor will have discussed with you how they wish to have their rationale included in your project.
Use the information below, but if your instructor has modified the information, please use that as your
primary source. Add/change as needed.
C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
Alainas Reflection:
www.alainawittkeps1.weebly.com
Group members: Rudi and Sally
We chose our overarching question to allow us the potential for cross-curricular
involvement. Within our overarching question and performance task, we are able to cover a
significant amount of general and specific learner outcomes from the program of studies in
Science, Math, and Language Arts, and engage the students to take personal interest in our
subject, with built in flexibility within each process to give students space to adapt the lesson to
their own learning needs.
We chose to start our unit off by letting students explore bridge structures from around the
world, through photographs, which included some styles that the students may have seen in their
own lives previously. They could draw on previous knowledge of bridges to start to think more
deeply and critically regarding why bridges have different designs from one another and what their
purpose is, and how those two things relate to each other. These questions are open-ended
enough to give students opportunity for many possible answers. This would also allow students to
ponder why bridges are important to their personal lives, which creates more investment in the
activity. Since the activity is done in groups, the students have the ability to construct meaning
through social interactions with their peers. These are considerations they would need to take into
account when building a bridge, and therefore applies to our overarching question as well.
We decided we would be able to incorporate a math lesson within our unit, and tie it to our
bridge building considerations by calculating the budget of our projects. Calculating a budget is a
useful tool for everyday life, and giving it a context within our unit makes it more engaging for our
students to work on. Although we would want each student in the group to work on the calculations
individually, they may still work together to find a method of calculations that would work. This
allows students that are stronger in math to help guide the students who struggle in math.
Conversely, if a student is more advanced in math, they may choose a different method of
calculating the total cost through more advanced methods, such as using higher multiplication
numbers. This allows students to work at a level they feel comfortable and challenged at, which
keeps them engaged to seek the answers in their own way.
Our final lesson is to have each group present the bridge structures to the class as a sales
pitch, which is the performance task for our unit. I thought it would be more fun if we gave a sales
pitch to our peers rather than just presenting information. It could give students the ability to
include many considerations they took into account when building the bridge for a potential
employer. This, then, ties back to the main overarching question, and also covers many outcomes
from the program of studies. Here, there would be opportunity for students to be creative, and
could choose the style of presentation they wanted to do, between power point presentations and
posters, or a combination.
Throughout the lessons we hoped to keep in mind a learner-centred approach, where
students would have some choice in what they wanted to get out of the project, and create multiple
ways of finding out the information they needed to complete the task. Students would be able to
explore and discover for themselves what works best in a task such as this. They could take it
further as well to include other considerations beyond what is being asked of them if they
personally found interest in it. For example, a student may be interested in ecological
considerations, and could tie that into their presentation. This could open up discussion for the rest
of the class to consider this aspect as well, and give the students room to steer the direction of
their learning.
ASSESSMENT RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Assessment
Lesson
Overvi
ew:
Lesson
Outcome:
Lesson
Descriptio
n:
Instructi
onal
Processe
s
Description
of what
teacher is
doing:
Teacher will
be
observing
and
listening in
on group
discussions,
and talking
to students
one-on-one.
Teacher will
make a few
anecdotal
notes on
what the
students
know and
Description of
Rationale: Assessment
Description
of what
teacher is
doing:
Teacher is
observing
for evidence
of learning
and
understandi
ng, having a
group
discussion,
and looking
over the
math
calculations
Description of
what students
are doing:
Students are
participating
in think, pair,
share activity,
working on
their
calculations,
and handing
in the product
of calculations
for formative
feedback
Sequence of
key
questions:
1)Why do we
need a
budget?
2) How will
we
determine
how much
money we
need?
3) Why
would we
use
multiplicatio
n instead of
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Rationale: Assessment
Lesson
Overvi
ew:
Lesson
Outcome:
Lesson
Descriptio
n:
Instructi
onal
Processe
s
Description
of what
teacher is
doing: The
teacher will
be watching
the
presentation
s and giving
the students
marks
based on
the rubric.
They will
also be
collecting
peer
assessment
s to
consider
while
marking.
They will
What formative
How does your use of
assessment techniques
formative assessment
will you be using? What
reflect key assessment
information will you be
concepts?
collecting? How will
you
use
that this summative Our summative assessment used
We
will
be using
task for formative assessment, so as formative feedback allows
students may improve on
students to continue to grow and
upcoming presentations in front learn, which is the entire point of
of their classmates. We will also why students are in school. The
involve peer feedback to assist Black et al. (2004) article outlines
with this process further. The
the importance that giving
teacher will be collecting the 2 comments outweighs giving
stars and a wish sheets from the marks, so our summative
class after each presentation,
assessments can be used to assist
which the teacher will later pass our teaching when we supply the
on to the presenting group.
formative feedback along with our
During this time, the teacher will grade.
be watching the performance
tasks to mark on the rubric where
they think the group has
accomplished. The teacher will
later go over the group and
individual marks so that the
students may learn how to
improve their current knowledge
on this topic, as well as learn
important skills to use in the
Description of
what students
are doing: The
students
watching the
presentations
will be
noticing what
they liked
about the
presentation
and what they
thought could
be improved
on. The
students will
give this
feedback
through 2
stars and a
wish sheet.
They will also
be
experiencing
alternate ways
to build a
bridge and
Sequence of
key
questions:
Information
about their
specific
bridge
structure:
Why is it used
(what is its
purpose)?
o
Why
they chose
the structure
type
o
Why did
they choose
the materials
they used.
What did
they
consider?
o
How
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Black, P., Harrison, C., Lee, C., Marshall, B., and William, D. (2004) Working inside the Black
Box. Phi Delta Kappan Vol. 86 #1 p. 8-21.
Davies, A. (2011) Making Classroom Assessment Work (3rd ed.) Courtney, BC.:
connect2learning.
Shepard, L. (Oct., 2000). The Role of Assessment in a Learning Culture. Educational Researcher,
Vol. 29, No. 7 pp. 4-14
ED TECH RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology
perspective. Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and
skills you have gained in 3508 in the broad areas of technology in education. Make sure that in
each facet of your lesson description, you are explicitly clear about how technology is being used in
this lesson. To guide your response give thought to the following.
1.
How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am
using? Ensure that you fully defend each salient point you wish to bring
out.
Rationale: Ed Technology
Lesson
Overvi
ew:
Lesson Outcome:
Investigate a practical
problem, and develop a
possible solution.
relating multiplication to
repeated addition
Lesson Description:
Students will first look at the chart
http://www.sheppardsoftware.com/m
athgames/multiple/multiple_frenzy.ht
m
The competition between peers will
engage and enhance students desire
for learning the multiples of 3
The teacher will be able to assess the
effectiveness of the lesson (and if
more review is needed), through
students demonstrating their
knowledge and understanding the 3x
multiplication table by playing the
game
Evidence of Lesson
Components (Refer to lesson
plan #2 in Assessment
rationale)
EDUCATIONAL PSYCHOLOGY
Mini Unit Plan Defense for Educational Psychology
Value: 20 10 marks
How to Submit
From your website mini unit defense plan, you will need to complete this section for EdPsych
and submit your url into Moodle.
For this assignment, you now need to view your lesson plans from the Ed Psych perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills
you have gained in 3502 in the broad areas of child development, learning theories, motivation
and classroom structure and climate. To guide your response give thought to the following.
1. What learning theory concepts are evident/incorporated in this plan? Why?
2. Did I consider the development of a child within the lesson? How?
3. Does my lesson have consideration for motivation of a wide range of learners? Explain.
4. Have I considered classroom structure and climate and potential variables that may
derail the lesson? Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.
Lesson
Overview
:
Description
Lesson 1 Grade 3 Science
Connections to Learning
Theories & Demonstration of
Attention to a Classroom
Structure and Climate
Lesson Outcome:
Students will be able to identify
differences between bridge
structure designs, and the
purpose for their differences.
Students will also be able to
apply knowledge regarding
effectiveness of different
building materials into what
would help for the structures
We will be implementing
Vygotskys ideas of teaching,
as students will work in
groups, and discuss
questions with their groups
and with the class.
There will be no room for
disrespecting classmates
opinions, because the
students will be speculating
and discussing before getting
information from the teacher.
The teacher will observe to
guide discussions and make
sure that students are
staying on topic.
Evidence of Lesson
Components (opening, closing,
content, timeline)
Introduction-2 activitiesconclusion