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Assignment: Science & Technology Unit Exploring the Great Outdoors EDEC 262: Media and Technology in Classroom

m Professor: Dr. Mindy Carter Submitted by: Ye Bin Kim, Catherine Hughes, Siryne Ouaggag & Weiqin (Wilkey) Rong Date submitted: February 21, 2014

Unit Overview and Rationale During the twentieth century, science and technology has played an increasingly important role in the lives of all Canadians. These two disciplines underpin much of what we take for granted, including clean water, the places in which we live and work, and the ways in which we communicate with others. The impact of science and technology on our lives will only continue to grow. Consequently, scientific and technological literacy for all has become the overarching objective of science and technology education throughout the world. The primary goal of science is to understand both the natural and man-made worlds. Science refers to the processes used by humans to obtain knowledge about nature and the ensuing knowledge obtained through these processes. Science is a dynamic and creative endeavor with a long and interesting history. Many societies have contributed to the development of scientific knowledge and understanding of scientific phenomena. Scientists continuously assess and judge the validity of scientific knowledge claims by testing laws and theories, and modifying them in light of compelling new evidence or a re-conceptualization of existing evidence. Technology involves the development and use of materials, tools, and processes for solving human problems and satisfying human needs and desires. The products of technology help humans accomplish tasks that would otherwise be very difficult or impossible to carry out. Although technology provides many benefits, there are also many costs and risks associated with its use. Science often uses and requires tools and processes developed by technology, and conversely, technology often employs principles, laws, theories, and processes developed by science. The complementary relationship between these two disciplines makes provides the rationale for their co-existence in curriculum policy documents. The skills and knowledge that students will develop, as well as the attitudes that they need to acquire in order to use their knowledge and skills responsibly are identified in the following three overarching goals of scientific literacy and technological competency:

1. 2. 3.

To relate science and technology to society and the environment; To develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving To understand the basic concepts of science and technology

Cycle 1 students Although Science and technology are not part of the required timetable in Elementary Cycle One, it is important to introduce Cycle One students to this subject area so that they will be prepared for the Science and Technology program in Elementary Cycle Two. The scientific and technological competencies and essential knowledge are developed in other subject areas, especially through the broad areas of learning, which involve various topics and themes that can be considered from a scientific or technological perspective. By exploring simple problems related to their immediate environment, students learn how to: ask questions observe describe manipulate devise construct propose explanations or solutions. They also become familiar with the safe use of basic instruments or tools. When describing or explaining phenomena they have observed, students gradually master certain aspects of the terminology associated with science and technology.

Young children have an inherent curiosity about the natural world. The topic of Exploring the natural world capitalizes on that curiosity by introducing the study of living things, including humans. The focus at this level is on investigating the basic needs and characteristics of living things, observing their similarities and differences, and developing an understanding of their general characteristics. Students will discover that all living things have some similar needs, and also very distinct needs. Students will recognize that humans have a special responsibility for maintaining a healthy environment, so that they and other living things can continue to have their needs met by the natural environment. Students will learn why all living things are important and why they should be treated with care and respect These critical teachings are developing a students stewardship toward the environment. During discussions of human physical characteristics including gender differences, care should be taken to ensure that positive discussions takes place. Cycle 1 students are in fact those young students with a natural tendency to ask questions and an increasing ability to solve problems. They benefit from having numerous opportunities to be outside exploring their schoolyard and surrounding natural areas, engaged in activities that can nourish their curiosity and help them develop a caring and respectful attitude towards all living things. Care must be taken to ensure that all students, including students with special needs, have comparable opportunities to explore the natural world. The study of plants and animals in Cycle 1 presents minimal hazards for young students. However, it is important that they be able to identify and engage in safe practices that ensure their personal safety and the safety of others. An understanding of these general safe practices may include for example knowing why it is important to wash their hands before and after handling animals, and why they should never put any part of a plant in their mouths unless otherwise directed by the teacher. When teaching this unit, curricular connections can be made with other Cycle 1 Science and technology topics, namely Understanding Earth and Space Systems: Daily and Seasonal Changes. Students investigating the effect of seasonal changes on living things are consolidating their opinion on the importance of living things in our environment.

Professional Teaching Competencies Professional competencies Competency 1: To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. Competency 1 is targeted in this unit as the teacher must understand the subject area to be taught, so as to be able to promote the creation of meaningful links by the students. In other words, teachers should be aware of the scientific knowledge and procedures that must be provided to students for a thorough understanding of the concepts. Teachers should also use the scientific terminology identified in the QEP. These terms include temperature, measuring tools such as a thermometer, plant growth, animal adaptation as well as consumption of living things and food chain. Competency 2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. Competency 2 is targeted in this unit as the teacher must use appropriate language when speaking to and teaching students. Teachers should be aware of grammatical errors when writing or explaining activities intended for students. In addition, teachers should feel comfortable speaking accurately about scientific knowledge. In brief, oral and written material should reflect a precise and clear understanding of the knowledge to be taught.

Competency 3: To develop teaching/learning situations that are appropriate to the students concerned & the subject content with a view to developing the competencies in the programs of study. Competency 3 is targeted in this unit as the teacher must develop appropriate and creative lessons which involve a certain level of complexity. This will help students to grow and develop their competencies. The lessons should follow the QEP requirements such as exploring the world of science and technology by becoming familiar with scientific language, tools, and ways of reasoning. Competency 6: To plan, organize and supervise a class in such a way as to promote students learning and social development. Competency 6 is targeted in this unit as the teacher must first access students prior knowledge and builds on this in the introduction of new concepts. The teacher must also exercise sound classroom management skills especially if students are actively engaged in activities where they are manipulating various objects including tools. Prior to any experiential learning activity, teachers must provide their students with clear concise safety rules that students must observe. When these rules are followed, students must be positively reinforced by their teacher, and quick disciplinary actions must be taken when they are not. Safety is an essential component of any science and technology program. Competency 7: To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. Competency 7 is targeted in this unit as the teacher must provide support, extra help, and guided participation to students with disabilities. Teachers can guide the students during the activity and give them extra time to complete their activities. For instance, when students are unable to make an effective use of material provided, teachers should give them alternative tools to work with (i.e. i-Pad, computer, etc). Competency 8: To integrate information and communication technologies Competency 8 is targeted in this unit as the teacher must integrate information and communication technologies (ICT) into their classroom in order to engage and motivate students. Teachers should make effective use of ICT and to help students understand the use of technology; therefore, they will be able to use it in an appropriate and professional way. Educators should understand that ICT is supposed to support the lesson, not be the whole lesson. ICT should only be integrated if needed. The use of computers, the internet, smart board technologies should be seamlessly integrated in lesson plans. The use of technology should not however replace outdoor exploration involving the manipulation various tools and the observation of living things in their natural environment. Competency 10: To cooperate with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study, taking into account the students concerned. Competency 10 is targeted in this unit as the teacher must collectively work collegially with other teachers, always engaging in professional conduct. Teachers should support each other and collaborate by offering constructive criticism as a means for improving their work.

DATE: February 21, 2014 TIME OF DAY: Immediately after lunch DURATION: 40 minutes CYCLE: Cycle 1 / Grade: 1 TEACHER: Catherine Hughes

TOPIC: Animal adaptations to their environment

OBJECTIVES

1. 2. 3. 4. 5.

Develop awareness of different animal behaviours; Identify various types of animals according to a simple classification system; To identify a variety of animals by name and picture To identify a variety of animals by sight or by sound To observe and describe various animals and the environment in which they live.

MELS COMPETENCIES

*Cross-curricular: 1. To adopt effective work methods 2. To cooperate with others To interact with other students with an open mind in various contexts *Subject: Science and Technology 1. To explore the world of science and technology

To become familiar with scientific and technological ways of


reasoning and doing things
PROFESSIONAL COMPETENCIES

1. To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. 2. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. 3. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 6. To plan, organize and supervise a class in such a way as to promote students learning and social development.

MATERIALS

1. 2. 3. 4.

Pictures and sound recordings of different animals Chart paper posted around the classroom Clip-boards,paper and pencils for students to record their observations Printed-out worksheets (See Appendix 1)

TIME

LESSON *Prior to this lesson the teacher has already introduced the concept of farm animals, domestic animals and wild animals. The students have a basic understanding of the simple animal classification systems. Introduction (ENGAGE)

7-10 minutes

1. Begin by asking students what is their favourite animal 2. Ask students if they can identify something that people and animals have in common. They might respond: animals eat and humans eat, animals breathe and humans breathe 3. The teacher will eventually summarize students responses : An animal is a living organism that breathes, eats, moves and makes babies. There are thousands of different kinds of animals that live everywhere on earth. Animals communicate by sending messages to each other. They do this to frighten off strangers, warn of danger, tell others where to find food, or to attract a partner. Each animal has its own way of passing on messages by sounds, smells, or displays. Some have body patterns and colors that warn off or attract other animals. Others move their bodies or faces in a particular way. 4. Show the class various images of animals (e.g. whale, zebra, minnow, Golden Retriever dog, lion, dolphin, giraffe, crocodile, beaver, moose,) 5. Ask the students to find a partner and to sit at their desk with one of the images. 6. Give students 2-5 minutes to observe the different images, and to discuss with their what sound this animal makes, where does it live, what does it eat? 7. A few students are then given the opportunity to present their animal to the rest of the class. Development (EXPLORE) 8. Ask students to look around the classroom and see the posters of various types of animals. Each group must place their picture on the category they believe their animal belongs to. Whether it be a marine animal, farm animal, domestic animal, a wild animal 9. The teacher then goes around the class and discusses the various characteristics that are specific to this category of animals, writing these characteristics using simple language on chart paper. 10. The teacher then explains that sometimes scientists make lists of what they observe. Give each student a clipboard, pencil and blank piece of white paper. 11. Take students on a short walk through the schoolyard and ask students to listen for animal sounds. Students will then list the sounds they hear. 12. Back in the classroom, have each student share one or more animal sounds he or she heard. 13. Have students listen to other animal sounds of pre-recorded animal audios (available on the internet) and ask them to identify the animal by its sound.

25 minutes

TIME

LESSON 14. Ask the students to explain in their words how they are behaving like a scientist. Guide them to conclude that they are observing, recording, and sharing their knowledge just like scientists do every day. 15. New vocabulary to be introduced during this activity: Hypothesis. The teacher will explain what a hypothesis is, a possible answer to a question, (Students will be asked to state a hypothesis later in the activity) .

10 minutes

Closure (CREATE) (Still on the outdoor exploration) 14. Hand out the worksheet and explain to the students that they should check each animal box with an "X" if they see an animal like the one on their list. Draw other animals they see in the blank boxes or on the back of their worksheet. Once returned to the classroom, have the students fill in their answers to the questions at the bottom of the page.

EVALUATION CRITERIA

Cross curricular: 1. To adopt effective work methods - Understanding of the task to be performed - Completion of the task 2. To cooperate with others - Appropriate attitudes and behaviours Subject-Area: 1. To explore the world of science and technology - Use of language appropriate to the description of phenomena or objects in his/her immediate environment Assessment: Use a rubric (See Appendix 2) to assess the students understanding of the various animal classification systems. This exercise is done with a worksheet and out of classroom observation activity (See Appendix 1).

ESSENTIAL KNOWLEDGE

Science and Technology Teachings related to competency 1(To explore the world of science and technology) Environment and the wildlife that surrounds us Systems and interaction Techniques and instrumentation

Strategies Exploration strategies Observation strategies Note-taking strategies Questioning strategies

APPENDIX 1

Name:_______________________

Date:_________________________

How many different kinds of animals can I find in my surroundings?

Hypothesis: I think I will find ________ different kinds of animals.

dog

cat

horse

beetle

fly

ant

worm

butterfly

bird

Results and Conclusions: How many different kinds of animals did you find? _________

Were you correct in your prediction (Was it more, less, or the same as you thought)?___________

What did you learn? ______________________________

APPENDIX 2
Title

Grading Rubric: Animal adaptations to their environment Excellent Completed the exercise entirely Could associate the various classifications with the animals environment Participated in the outdoor activity Observations are of high quality, neatly completed, and reflect effort Showed a clear understanding of scientific concepts including hypothesis

10

Satisfactory Completed the exercise entirely Minimal mistakes in the worksheet Observations are of good quality, completed, and reflect effort Showed an understanding of scientific concepts Had a weak understanding of the concept of hypothesis

Needs improvement Did not complete the exercise entirely Did not actively participate in the outdoor activity Observations are not clear or complete Showed a limited understanding of scientific concepts

LESSON PLAN

DATE: February 21, 2014 TIME OF DAY: Morning DURATION:. 40 minutes CYCLE: Cycle 1 / Grade: 1 TEACHER: Catherine Hughes

TOPIC: Plant growth (basic needs of plants)

OBJECTIVES

1. Identify basic parts of the plant 2. Identify stories where plants are present 3. Observe plant growth 4. Identify ways of taking care of plants 5. Identify the function of a seed. 6. List reasons why people plant seeds. 7. Plant seeds and observe growth 8. Graph the growth of their seeds over several days. 9. Write about an experience planting seeds.

MELS COMPETENCIES

*Cross-curricular: 1. To adopt effective work methods 2. To cooperate with others


To interact with an open mind in various contexts

*Subject: Science and Technology 1. To explore the world of science and technology
To become familiar with scientific and technological ways of reasoning and doing things

2. To learn to use simple tools and procedures 3. Use of language appropriate to the description of phenomena or objects in his/her immediate environment

PROFESSIONAL COMPETENCIES

4. To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. 5. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. 6. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 6. To plan, organize and supervise a class in such a way as to promote students learning and social development. 7. To adapt his or her teaching to the needs and characteristics of

students with learning disabilities, social maladjustments or handicaps.


MATERIALS

5. Large paper "leaf " for brainstorming words 6. Observation notebooks 7. Seeds (beans which are usually easy to grow) 8. Potting soil 9. Styrofoam cups 10. Water 11. Newspaper ( o cover workstation) 12. Spoons (for scooping soil) 13. Large screen TV or projector (optional, to enable class to review seedling development) 14. Printed-out worksheets (See Appendix 1) A parent or a volunteer (optional)

TIME

LESSON *Prior to this lesson the teacher has introduced various types of plants in books, the class has also watched a Youtube video on the steps in growing a seed. http://www.youtube.com/watch?v=Sk9HthjGWl8 Introduction (ENGAGE)

7-10 minutes

16. Spread newspaper on workstation. 17. Set up for one group at a time to plant their seeds. 3. Watch Youtube video on how to plant a seed (for every group) Development (EXPLORE) 18. Divide class into small groups of two or three. One group will go with parent volunteer to plant their seeds. The remainder of the class stays with the teacher describing what a the needs of plant - water, soil, and light; what a plant needs to eat, drink, how the soil conditions should be, how much water is needed Rotate the groups. 19. At the end of that period every group should have gone to grow their seed. 20. Ask a few students to explain what they have done. (not every student, just to get the ideas flowing) 21. Have students write about their experiences with planting seeds. Optional: The
students could illustrate a picture of the process they followed when planting their seeds.

20 minutes

22. The students are expected to use the new vocabulary learned in this activity:

TIME

LESSON Moist, energy, stem, roots when writing in their notebooks.

10 minutes

Closure (CREATE) 23. Hand out worksheet and ask students to draw pictures of the roots the stem and the fruit that can be found, 24. Remind students that they should keep their notebooks handy as they will have to write the progress of their plant growth in the coming days in their notebook. The plant observations will be done every 3 days.

EVALUATION CRITERIA

Cross curricular: 2. To adopt effective work methods - Understanding of the task to be performed - Completion of the task 2. To cooperate with others - Appropriate attitudes and behaviours Subject-Area: 2. To explore the world of science and technology - Use of language appropriate to the description of phenomena or objects in his/her immediate environment Assessment: Use a rubric (Consult appendix 2) to assess the students understanding in the various animal classes. This exercise is done with a worksheet and out of classroom observatory activity (Consult appendix 1).

ESSENTIAL KNOWLEDGE

Science and Technology Learnings related to competency 1(To explore the world of science and technology) Environment and nature that we live in Systems and interaction Strategies Exploration strategies Observation strategies Recording strategies

APPENDIX 1 Name:_______________________ Date:_________________________

1. Draw a picture of a seed

2. Draw a picture of roots

3. Draw a picture of a stem

4. Draw a picture of a leaf

5. Draw a picture of flowers and a fruit

6. Draw a picture of a whole plant

APPENDIX 2
Title

Grading Rubric: Plant growth (needs of a plant) Excellent Completed the exercise entirely Could plant seed without any reminders on the procedures Participated in the activity High quality observations , neatly completed, and reflects effort Showed a clear understanding of the basic needs of plants

10

Satisfactory Completed the exercise entirely Could plant seeds with minimal procedural reminders Mediocre quality work, not always neat and sometimes incomplete Showed an general understanding of the basic needs of plants

Needs improvement Did not complete the exercise Did not participate in the planting of the seed Showed a limited understanding of the basic needs of plants (needs help or work needs to be re explained) Observations are weak and limited in breadth

References Catherine used: http://www1.mels.gouv.qc.ca/sections/programmeFormation/primaire/index_en.asp http://www.google.ca/search?q=plant+growing&client=safari&rls=en&tbm=isch&tbo=u&source=uni v&sa=X&ei=RKQHU6GYNumkyQHNjICACg&ved=0CCgQsAQ&biw=1401&bih=532 http://www.youtube.com/watch?v=Sk9HthjGWl8

LESSON PLAN

DATE: February 21, 2014 TIME OF DAY: In the afternoon DURATION: Approx. 1 hour 30 minutes COOPERATING TEACHERS: 4

SUBJECT AREA: Science and Technology CYCLE: Cycle 1 / Grade: 1 TEACHER: Weiqin(Wilkey) Rong (McGill ID: 260556527)

TOPIC: NEEDS AND CHRACTERISTICS OF LIVING THINGS

Broad areas of learning

Health and Well-being: ensure that the students aware of his/her basic needs i.e. physical needs, need for self-fulfillment; focus on active lifestyle and safe behaviour, i.e. ensure that the students are able to distinguish and explore the living things in nature in a safe manner Environmental Awareness and Consumer Rights and Responsibilities: sensitivity to the natural and human environment, understanding of certain characteristics and phenomena of his/her environment, i.e. living things Media Literacy: understanding the way the media portray reality, i.e. get information from the video and be able to explain the needs and characteristics of living things and to better perform in the group project; understanding how videos can be used as a medium to record and present the phenomena Citizenship and community life: ensure that students are able to involve in actions in a spirit of cooperation and solidarity and develop a spirit of openness to the world.

CrossTo use information curricular Competencies To observe the phenomenon from the surroundings; to gather information from the slides, video and nature; to answer the questions with the information gathered To solve problems To analyze the components of a situational problem; to adopt a possible approach and to evaluate the procedure used To exercise critical judgment to form an opinion or express a judgment based on observation(distinguish between living things and non-living things); be able to compare the opinions with others(during the group project and the communication with the instructor and cooperating teachers) To use creativity To use imagination to convey and understand the new concepts; to preserve in exploring and try out new ideas
2. Methodological

1. Intellectual

To use information and communications technology properly

To make a video on the investigation on one living thing in the park, with the assistance and guidance of the teacher; to watch a video to comprehend the key terms and voice opinions.
3. Personal and Social

To cooperate with others To exchange point of views with peers in terms of a group; to use teamwork effectively; be able to carry out a task with peers
4. Communication-related

Essential Knowledges

To communicate appropriately To select one or more appropriate modes of communication; be able to use the appropriate scientific symbols/vocabulary to answer questions or to convey ideas Basic concepts of living things: be able to distinguish between living things and non-living things, the needs and the characteristics of living things, the existence of living things in the nature, identification of the living things in the nature Comprehend the Vocabularies related to living things: growth, environment, plants, animals, energies, etc Introduction of observation skills and investigating strategies To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. To plan, organize and supervise a class in such a way as to promote students learning and social development. To cooperate with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study, taking into account the students concerned. To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps.

PROFESSIONAL COMPETENCIES

To integrate information and communication technologies


Assessments

Assessment 1: Group investigation on living things - video. In a group of 5, with the guidance and assistance of the cooperating teachers, make a video to introduce one living thing in the park. Each students in the group will have chance to speak at least one sentence regarding to what the living thing that his/her group is introduced, why it is alive, and what its needs and characteristics are. The cooperating teachers are responsible for making and editing the videos. The videos are not graded. (Specific details see teaching strategies below) Assessment 2: Group investigation on living things - worksheet. In a group of 5, with the guidance and assistance of the cooperating teachers, students will finish a worksheet on one living thing in the park. Components of the worksheets include a picture of the living thing which they investigate on, its physical characteristics(fill in the blanks), and other information(fill in the blanks). See the sample worksheet in attachment 1 and its specific teaching strategies below) After-class(take-home) assessment: write a 50-word journal at home, on what they have

discovered and they have learned in the park. (have to be submitted but not be graded) Evaluation criteria: To use information
Learning Environment

To solve problems To exercise critical judgment To adopt effective work methods To use information and communications technologies (ICT) To cooperate with others To communicate appropriately

Classroom: 20 student desks and chairs, put 5 desks together for one group, 4 groups altogether(two in the front and two in the back); the teacher is expected to stand in the middle of the classroom talking and doing activities with students. The classroom is expected to be connected with the internet and have a projector(in front of classroom), a laptop/computer for teacher, black/white board(in front of classroom), chalks/markers. Park: sunny day(no rains and the ground is not slippery), mild weather, located next to school(takes less than 5 minutes to walk), with the following living things: bees, dogs, apples, sunflowers, etc.

MATERIALS

In the classroom 1. Teachers laptop/computer connected to the Internet 2. White/black board 3. Chalks/Markers 4. Two speakers 5. Powerpoint slides provided by teacher ahead of class

In the park 1. 4 video cameras 2. Worksheets(See attachment) 3. Colour pencils/pens to write 4. Papers 5. A first-aid knit

Contents and Teaching Strategies of the Lesson TIME LESSON

(In classroom) ENGAGE + EXPLAIN: Start with an informal conversation with students. Example Questions: How do you know if something is alive, What do living things need?. As students have formed 15 the basic idea of needs and characteristics of living things, write down the key terms, Minutes i.e. living and non-living things, plants, animals, grow, energy, environment, etc, on the board Watch a 5-minute video on Youtube about needs of living things to digest new information received during the engaging discussion, which gives students a general idea about the identification of living things and non-living things, what kind of sources

TIME

LESSON the living things need, and how energies stay in living things, etc. Answer students questions whilst the video is playing. URL: http://www.youtube.com/watch?v=6ByE3OO3SlY Introduce to students that the class will be learning and the activities that the students will be doing. Divide the whole class into four groups of five and make sure that each group has a cooperating teacher. After have reviewed the safety rules, walk to the park located next to school.

EXPLAIN + EXPLORE(IN THE PARK): Explain to the students why they are walking to the park. Start up with another informal conversation with students. Example questions: What do you see in the park?, Can 20 you find something is alive and something that has no life?, How can they be Minutes alive? With the help of four cooperating teachers, let the students walk around the park, with the questions asked, and give them opportunities to observe the characteristics of living and non-living things in the park. The cooperating teachers should stay with group and assist the students if it is necessary. After 15 minutes, gather together the whole class and let students give feedbacks to teachers on what they have found and explored in the park, and the teacher oughts to be expected to hear the correct answers to the questions asked during the beginning of class.

EVALUATE + EXPLORE: GROUP INVESTIGATION IN THE PARK Ask the students to stay with their original group, and the cooperating teachers tell students that they will be working on a group project including a group worksheet and a 50 video introducing one of the living things in the park. Each cooperating teacher is Minutes expected to go through the safety rules before the group investigation activities and to make the video for the group. Four things should be taken consideration by both cooperating teacher and the instructor: 1) Give assistance to the students with disabilities and make sure that they are cared and be able to work with group members; 2) Encourage the students with shy personalities to participate in the group investigation project and give them opportunities to communicate with the rest people of the group; 3) Subjective judgment on students performance has to be forbidden and create an comfortable and fair environment whilst helping students on their group project; 4) Distribute the appropriate task to individual students with the consideration of each of their personalities and learning abilities. Every student will have chance to speak at least one or two sentences to introduce one of the characteristics of the living thing which the group will be investigated on and be able to finish the worksheet provided by instructor with the guidance of his/her group cooperating teacher. The (main) instructor is expected to check around among different groups and see whether any specific group or cooperating teacher needs help. The worksheets will be collected by teacher at the end of this activity, and the cooperating teachers will spend time editing the video after class, submitting them to teacher/instructor in advance of next class. The teacher will show the videos to all of the students participating in this project once they are available to play. The group video will not be graded. The sample living things that the students will be investigated on: bees, sunflowers,

TIME apples, dogs, etc.

LESSON

The components of the video: 1) What is the living thing that you will be introduced? 2) What does it look like? 3) What are its physical characteristics? 4) Why is it alive? Work sheets collected by teacher will be graded after class. Sample worksheet(see attachment 1). Rubric(see attachment 2) Work sheet source: http://www.mrcollinson.ca/1%20science/living%20things/1_science_living_things_char acteristics_recording.pdf Purpose of integrating this Video + Worksheet Project in class: to improve students self and team work skills; to practice their speech skills, writing skills, and organizational abilities on dealing with a complicated situation; to encourage students to use media(i.e. make a video) to portray/record the investigation process and help them to lay a solid foundation on understanding the needs and characteristics of the living things; to call up the students to stay with the nature and enrich their experiences to the current unit which they are learning.

EXTEND: Gather the students once again together once they finish up the videos and worksheets. 5 Collect the worksheets, and ask a few students to answer the question, what have you Minutes learned today? Then, teacher is expected to sum up the activity that they have done and point out what kind of investigating process they have used during the group project. Ask the students to write a 50-word journal at home, on what they have discovered and they have learned in the park.

Attachment 1: Sample Worksheets Group 1: Bee Group Members: Date:

Group 2: Sunflower Group Members:

Date:

Group 3: Group members:

Date:

Group 4: Group members:

Date:

Source: http://www.mrcollinson.ca/1%20science/living%20things/1_science_living_things_character istics_recording.pdf

LESSON PLAN

DATE: February 21, 2014 TIME OF DAY: In the morning DURATION: Approx. 30 minutes

SUBJECT AREA: Science and Technology CYCLE: Cycle 1 / Grade: 1 TEACHER: Weiqin(Wilkey) Rong (McGill ID: 260556527)

TOPIC: Energy in Our Lives

Broad areas of learning

Health and Well-being: ensure that the students aware of his/her basic needs closely related to energy, i.e. physical needs, need for self-fulfillment; focus on active lifestyle and safe behaviour, i.e. ensure that the students are able to explore the existence and importance of energy in daily life and understand how energy is correlated to human beings. Environmental Awareness and Consumer Rights and Responsibilities: awareness of the interdependence between the environment and human activities with the use of energy, habits and attitudes that favour the protection, conservation and improvement of environment, i.e. giving students a general idea on how to reduce, reuse and recycle energy around us. Media Literacy: understanding the way the media portray reality, i.e. get information from the video and be able to explain how it correlates to the energy in our lives; extension on students imagination on human beings, nature and energy Citizenship and community life: ensure that students are able to involve in actions in a spirit of cooperation and solidarity and develop a spirit of openness to the world.

CrossTo use information curricular Competencies To observe the phenomenon from the surroundings; to gather information from the slides and video; to answer the questions with the information gathered To solve problems To analyze the components of a situational problem; to formulate possible solutions by using the examples given To exercise critical judgment to form an opinion or express a judgment based on observation; be able to compare the opinions with others To use creativity To use imagination to convey and understand the new concepts; to preserve in exploring and try out new ideas
6. Methodological

5. Intellectual

To use information and communications technology properly To finish an online quiz with an i-Pad within a group by using an Apple Application Quiz Maker
7. Personal and Social

To cooperate with others To exchange point of views with peers in terms of a group; to use teamwork effectively; be able to carry out a task with peers

8. Communication-related

Essential Knowledges

To communicate appropriately To select one or more appropriate modes of communication; be able to use the appropriate scientific symbols/vocabulary to answer questions or to convey ideas Basic concepts of energy: sources of energy, identification of different forms of energy, transformation of energies in our daily lives, the existence and importance of energy Vocabularies related to energy: electricity, growth, food, gasoline, wind, sun, heat, sound, etc Awareness to save the energy and protect the environment; ways to reuse/reduce/recycle the energy To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. To plan, organize and supervise a class in such a way as to promote students learning and social development. To develop teaching/learning situations that are appropriate to the students concerned & the subject content with a view to developing the competencies in the programs of study. To integrate information and communication technologies To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. In-class Assessment 1: An i-Pad Quiz-maker Online Quiz for students, in-class group competition: the group wins if it finishes the quiz first but also gets all the questions correct. (Details see Timeline)

PROFESSIONAL COMPETENCIES

Assessments

Introduction to Quiz-Maker: https://itunes.apple.com/us/app/quiz-operator-quizmaker-examination/id604693793?mt=8 Attachment: Questions on the quiz on Quiz-Maker(T/F) 1. Energy makes things happen T/F 2. Energy cannot make things move T/F 3. Human get energy from food T/F 4. Animals need get energy from rocks. T/F 5. Sources of energy never runs out. T/F 6. You are using energy right now. T/F 7. The sun provides energy with light. T/F 8. Life would be the same without electricity. T/F 9. Hamburgers are a source of energy. T/F 10. All toys need batteries. T/F Answer: 1. T, 2. F, 3. T, 4. F, 5. F, 6. T, 7. T, 8. F, 9. T, 10. F Assessment 2: In a group of 5, create a piece of art regarding to the topic energy in our lives.

Teacher gives each group a topic: Using energy at your home, energy used in school, energy in the nature. Each group is expected to submit its work to the teacher within a week and able to make a presentation in a class in the following week. Both the piece of art and their presentation will be marked by teacher as one assessment of this unit. After the presentation, a group-skills self-evaluation form will be given to students to fill out. (See attachment 1) After-class(take-home) assessment: write a 50-word journal based on the video watched at the end of class conveying the idea to save energy.

Evaluation Criteria: To use information


Learning Environment

To solve problems To exercise critical judgement To adopt effective work methods To use information and communications technologies (ICT) To construct his/her identity To cooperate with others To communicate appropriately

Classroom: 20 student desks and chairs, put 5 desks together for one group, 4 groups altogether(two in the front and two in the back); the teacher is expected to stand in the middle of the classroom talking and doing activities with students. The classroom is expected to be connected with the internet and have a projector, a laptop/computer for teacher, black/white board, chalks/markers.
Teachers computer/laptop connected to Internet A projector 4 i-Pads for students and 1 i-Pad for teacher (Set-up the Quiz-Maker ahead of class, see the instruction steps below) Chalks/markers White/black board Two speakers Water/colour brush/pens 4-poster like papers Powerpoint slides prepared by teacher (With pictures inside)

MATERIALS

TIME

LESSON

ENGAGE: Start with an informal conversation with students. Example Questions: How often do you do sports?, What do you use when you run?; What will happen if I turn the lights on?, What comes into your body when you eat lunch? Then emphasize the key 3 word energy whilst responding to students questions. minutes Introduce to students that the class will be learning about energy in our lives. Write the energy in our lives down on the white/blackboard; Powerpoint slides: show pictures

related to energy and different forms of energy around our lives. 7 minutes

EXPLAIN: Continue the conversation by asking students what do you get energy from?, where can we find energy?, how does the light gets energy?, what if this world is without energy? then teacher makes a spider diagram on the board with energy in our lives in the centre and students brainstorming ideas and responses to the teachers questions/suggestions surrounding it. EVALUATE: Group Competition: In-class quiz within a group of five students, answering 10 questions regarding to the topic energy in our lives Method: Open the Quiz-Maker and create a set of quiz: TITLE: ENERGY IN OUR LIVES, 10 QUESTIONS(below), TYPE: TRUE/FALSE, NO TIME LIMIT, INSERT PICTURES TO THE RESPECTIVE QUESTIONS, FEEDBACK TO MONITOR. Prepare five i-Pads ahead of class, divide the students into four groups of five, and distribute the i-Pads to groups in advance of class. The teacher has to make sure: 1) teachers i-Pad is connected to the other four; 2) Everyone is in a group and has access to the i-Pad and the quiz. Spend one minute in class explaining the situation and the task to students. The teacher walks around among the students whilst they are finishing the tasks and giving proper instructions/help once it is needed. After the activity, the teacher rewards the group who wins the competition a field trip to botanical garden during weekend. Check back on teachers i-Pad with FEEDBACK TO MONITOR and spend less than 3 minutes explaining the answers to the questions if it is necessary. Purpose of integrating this i-Pad Project in class: to improve students self and group study skills; to improve students reading skills; to help students lay a solid foundation on the energy topic; pictures provided by teachers under each questions help students better understand the knowledge of energy and enrich their experiences to the topic.

10 minutes

7 minutes

3 minutes

EXPLORE: Ask the students to stay in their own groups and give each group a topic to create a piece of art about energy in our lives. The teacher spends 1 minute explaining the assignment and another minute on distributing the topics to different groups(five people per group). Topics: 1) Draw a picture of something using energy at your home; 2) Energy in school; 3) Energy inside our bodies; 4)Energy in the nature. During the following 5 minutes, teacher should walk around and check whether the group can consult its work distribution to each members itself and be able to brainstorm and work on the assignment. If not, teacher should give proper instructions and help to whom in need. Students are expected to finish their work in a week and able to share with the rest of the other groups. Teacher gives both individual and the group a mark based on their creativities, problem solving abilities, and team-working abilities. After 7 minutes, students are expected to stop working on their group project and follow the teachers

instruction to watch a video. EXTEND: Watch a video at the end of the class and give students a primary idea on how energy in our lives is used and why we have to save energy. Students are expected to write a 50word journal based on this video. URT: http://www.youtube.com/watch?v=ZOxO10XT8c0

Attachment 1 Group-work Evaluation Form

Checking My Group Skills I share my ideas with my group. I listened when others were speaking. I took turns and shared materials. I help my group to finish our work. Next time, I will ____________________________________________
Source(BLM 1. UW.8): http://orgs.educ.queensu.ca/curr/EnergyInL.pdf

Reference Youtube User: tennesseejed93, Video: SchoolHouse Rock - Energy blues, retrieved from http://www.youtube.com/watch?v=ZOxO10XT8c0 Thames Valley District School Board, 2001, Energy in our Lives: Energy and Control, Self-Evaluation Form: Checking my group skills (BLM 1. UW.8), retrieved from http://orgs.educ.queensu.ca/curr/EnergyInL.pdf

Mike Collinson, Energy in our lives, guiding questions, retrieved from http://www.mrcollinson.ca/1%20science/energy/1_science_energy_complete.htm

LESSON PLAN

DATE: February 21, 2014 TIME OF DAY: Afternoon DURATION: Approx. 30 minutes CYCLE: Cycle 1 TEACHER: Ye Bin Kim

Broad Areas of Learning: Environmental Awareness and Consumer Rights & Responsibilities TOPIC: The Life Cycle of Butterflies From this lesson, students are able to
OBJECTIVES

1. Learn the different stages that a butterfly evolves in 2. Cooperate with peers by having a conversation 3. Learn how to use correct terminology about butterfly development 4. Demonstrate a profound understanding of the developmental stages of a butterfly

MELS COMPETENCIES

*Cross-curricular: 1. To adopt effective work methods 2. To use information and communications technologies (ICT) 3. To cooperate with others To interact with an open mind in various contexts *Subject: Science and Technology 1. To explore the world of science and technology


PROFESSIONAL COMPETENCIES

To become familiar with scientific and technological ways of reasoning and doing things To become familiar with certain aspects of the languages used in sciences and technology

7. To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. 8. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. 9. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 6. To plan, organize and supervise a class in such a way as to promote students learning and social development. 8. To integrate information and communications technologies (ict) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes.

MATERIALS

1. Microphones (as interview props); (*hand-made microphones with boxes or real microphones/toys) 2. A computer with internet access to read the online childrens book, See How They Grow: Butterfly by DK Publishing. (Link: http://www.wegivebooks.org/books/see-how-they-grow-butterfly) *in order to read this book via Internet, sign up first 3. Printed-out the Life Cycle of Butterflies worksheets (SEE APPENDIX 1) 4. APPENDIX 2 (Fun Fact Segment) printed-out for the teacher

TIME

LESSON Preparation 1. The teacher needs to sign up for the website in order to have an access to the online books from the website called We Give Books 2. Set-up a computer and a projector

7 minutes

Introduction (ENGAGE)
1. Go to http://www.wegivebooks.org/books/see-how-they-grow-butterfly 2. Read the online book called See How They Grow: Butterfly to students. (*This book explains the developmental stages of the butterfly and has pictures) 3. Show each picture of the developmental stages of the butterfly and click each page to zoom 4. Read slowly and give students some time to observe each picture 5. For 2 minutes, have a class discussion on the developmental stages of the butterfly. Allow students to point out the stages they recognize in the book 6. Give a mini lecture in order to explain each stage by writing out the stages in an order on a word document (e.g. egg / larva / pupa / butterfly)

20 minutes

Development (EXPLORE)
1. Create interview groups. Students walk around the classroom and role play one interviews and one is the interviewee. (*They should ask questions such as What are the four stages of development for a caterpillar?, How long does this cycle last?, or What is a caterpillar? What is a butterfly?) 2. Interviewers are holding microphones as interview props and interviewees are answering questions, and they switch roles 3. Observe students whether they are participating in the interview activity and evaluate them by using an observational grading rubric (SEE APPENDIX 3) 4. After 5-8 minutes, hand out worksheets (SEE APPENDIX 1) where students can draw and color the developmental stages of a butterfly

Closure (SHARE)

5 minutes

1. Ask students to volunteer to show their pictures that they have drawn and to briefly explain each stage 2. Tell students that there are about 20,000 species of butterflies in the world and introduce one of them, monarch butterflies, by presenting new fun facts on APPENDIX 2 3. Ask students if they know any other interesting facts about butterflies

EVALUATION CRITERIA

Cross curricular: 3. To adopt effective work methods - Understanding of the task to be performed - Completion of the task 2. To cooperate with others - Appropriate attitudes and behaviours Subject-Area: 3. To explore the world of science and technology - Use of language appropriate to the description of phenomena or objects in his/her immediate environment Assessment: Use a rubric (SEE APPENDIX 3) to evaluate whether the students understood the 4 developmental stages of the butterfly in the drawing exercise (SEE APPENDIX 1). Use an observational grading rubric to evaluate the students participation in the interview activity (SEE APPENDIX 3)

ESSENTIAL KNOWLEDGE

Science and Technology Learnings related to competency 1(To explore the world of science and technology) Living things (Transformations of living things) Strategies Exploration strategies
Communication Strategies

APPENDIX 1

The Life Cycle of Butterflies


Date:_______________________ Name:________________________ Draw a picture that represents each of the stages in a butterflys life cycle. You can use pencil crayons to color your pictures! Remember, a butterfly goes through a step-like transformation.

Stage 1: Egg

Stage 2: Caterpillar/Larva

Stage 3: Pupa

Stage 4: Butterfly/Adult

APPENDIX 2

Fun Fact Segment!

DID YOU KNOW


MONARCHS MIGRATE 2000-3000 MILES TO THE FOREST OF MEXICO MONARCHAS HAVE AN INSTINCT WHICH LEADS THEM IN A CERTAIN DIRECTION MONARCH PARENTS DIE SOON AFTER THEY LAY THEIR EGGS MONARCHS TAKE A 28 MILE TRIP WHICH IS THE SAME AS A HUMAN WALKING AROUND THE WORLD 11 TIMES

APPENDIX 3

Title

Grading Rubric: The Life Cycle of Butterflies


Excellent Completed the exercise in entirety Drawings were associated with the correct stages Very high quality, neatly completed, and reflects effort Showed a clear understanding of the material

10

Satisfactory Completed the exercise in entirely Minimal mistakes in the drawing of the stages Good quality work Showed an understanding of the material

Needs improvement Did not complete the exercise in entirety Several mistakes in the drawing of the stages Showed a partial understanding of the material (needs help or work needs to be re-checked)

Title

Observation Grading Rubric: Participation in the Interview Activity

10

Excellent Always offered questions or answers in respectful ways Always listened and responded to peers

Satisfactory

Usually offered questions or answers Usually listened and responded to peers

Needs improvement Never offered questions/ answers or offered them in inappropriate ways Unable to engage in the interview activity Never listened to others

LESSON PLAN

DATE: February 21, 2014 TIME OF DAY: In the morning DURATION: Approx. 30 minutes CYCLE: Cycle 1 / Grade: 1 TEACHER: Ye Bin Kim

Broad Areas of Learning: Environmental Awareness and Consumer Rights & Responsibilities TOPIC: Weather Conditions

OBJECTIVES

1. To become familiar with weather/climate system 2. To be aware of different features and sounds of weather conditions 3. To promote a sense of belonging

MELS COMPETENCIES

*Cross-curricular: 1. To adopt effective work methods 2. To use information and communications technologies (ICT) To use information and communications technologies to carry out a task 3. To cooperate with others To interact with an open mind in various contexts *Subject: Science and Technology 1. To explore the world of science and technology

PROFESSIONAL COMPETENCIES

To become familiar with scientific and technological ways of reasoning and doing things

10. To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. 11. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. 12. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 6. To plan, organize and supervise a class in such a way as to promote students learning and social development.

8.

To integrate information and communications technologies (ict) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes.

MATERIALS

15. A computer with internet access 16. A projector 17. A thermometer 18. Coloring tools (pencil crayons, crayons, etc) 19. Printed-out worksheets (SEE APPENDIX 1)

TIME

LESSON *Prior to this class, the teacher has already explained and given examples/pictures of various weather conditions.

7 minutes

Introduction (ENGAGE)
25. Start the class by asking students about todays weather 26. Bring the class to a window and use a thermometer to measure the current temperature of the classroom and show them to the class 27. Point the exact number on the thermometer and tell students to read the number by saying Celcius. (e.g. 20 degrees Celcius) 28. Give students 1-2 minutes to observe outside 29. Ask them what they see outside and tell them to describe the weather conditions of the day (e.g. the shapes of clouds, the sun, rain, wind, snow) 30. Tell students to find a partner and have a seat 31. Provide 3 minutes for students to discuss todays weather and their favourite weather with a partner 32. As a class, give students time to share with the class their favourite weather and why

15 minutes

Development (EXPLORE)
1. Ask students a question: What is the weather like in France? Does anyone know? 2. Tell students that it is possible to find out current weather conditions in other countries 3. Go to http://www.timeanddate.com/weather/ and use a projector to show the website 4. First, click Montreal to show students the current weather and temperature of their neighbourhoods 5. Then, if there are immigrants, ask them to tell the names of their countries or ask students who have recently gone to trips to other places and find out the temperature and weather conditions in those particular countries 6. Browse the website with the class for 5 minutes, and especially look for cities

that have significantly high or low temps, heavy rain/snow, or strong winds 7. Go to http://www.audiomicro.com/free-sound-effects/free-nature-and-weather 8. Click the tabs that make different sounds of nature: strong wind, thunder, rain, or walking on snow (*the teacher can download these sound effects from the website too and be ready to use them without internet access) 9. Briefly explain the different types of weather conditions while browsing the website and how we can describe them (e.g. windy, snowy, rainy, sunny, hot, cold, cloudy, etc)

10 minutes

Closure (CREATE)
1. Hand-out worksheets (SEE APPENDIX 1) 2. Provide 10 minutes for students to draw a picture of one weather condition (e.g. something that they have learned from todays lesson or their favorite weather) and write two things about their picture (e.g. reasons why they like particular weather or new things learned from todays lesson, etc) 3. After students have completed the assignment, see whether they have paid attention to todays lesson and engaged in activities. (e.g. did students use specific terms when they are describing weather? cold, snowy, winds)

EVALUATION CRITERIA

Cross curricular: 4. To adopt effective work methods - Understanding of the task to be performed - Completion of the task 2. To cooperate with others - Appropriate attitudes and behaviours Subject-Area: 4. To explore the world of science and technology - Use of language appropriate to the description of phenomena or objects in his/her immediate environment Assessment: Use a rubric (SEE APPENDIX 2) to assess whether the students understood at least one of many weather conditions in the drawing exercise (SEE APPENDIX 1).

ESSENTIAL KNOWLEDGE

Science and Technology Learnings related to competency 1(To explore the world of science and technology) Earth and Space: Temperature (measuring instruments and seasons) Systems and interaction

Techniques and instrumentation Strategies


Exploration strategies

APPENDIX 1

Weather around Us
Date:_______________________ Name:________________________ Draw and color a picture of one weather condition. For example, you can draw your favorite weather or a weather condition that you learned today. Then, write two things about your picture and describe it. For example, you can write reasons why you like sunny days.

APPENDIX 2

Title

Grading Rubric: Weather Around Us


Excellent Completed the exercise in entirety Drawings are associated with the correct weather conditions Used at least 2 words that are associated with the correct weather conditions Very high quality, neatly completed, and reflects effort Showed a clear understanding of the material

10

Satisfactory Completed the exercise in entirely Minimal mistakes in the drawing of the weather conditions Used at least 1 word that is associated with the correct weather conditions Good quality work Showed an understanding of the material

Needs improvement Did not complete the exercise in entirety Used no words to describe the weather conditions Showed a partial understanding of the material (needs help or work needs to be re-checked)

LESSON

DATE: February 21, 2014

CYCLE: Cycle 1 / Grade: 1

PLAN

TIME OF DAY: 11 am DURATION: 40-45 minutes TOPIC: Recycling

TEACHER: Siryne Ouaggag Title: How to be green?

Objectives

At the end of the lesson, children should be able to recognize recyclable items as well as be able to separate those items into basic categories such as plastic, paper and nonrecyclable items. What will indicate their understandings of the topic are the activities that they will perform as a group. Intellectual To exercise critical judgement: Students should judge if their answers corresponds to what they learned. To use creativity: Be creative about the ways they could remember the information taught and ways to transmit this knowledge to peers who did not understand it well. Methodological To adopt effective work methods: Students should develop effective ways to work and communicate with others. Personal and Social To cooperate with others: Students should participate during the activity by helping others Communication To communicate appropriately: Use appropriate and respectful language when communicating with peers. Environmental awareness: Students have to be aware of todays planet conditions Consumer responsibilities: Students should know how to act responsibly to preserve the planet

Crosscurricular Competencies

Broad Areas of Learning

Professional Competencies

13. To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. 14. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. 15. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 6. To plan, organize and supervise a class in such a way as to promote students learning and social development. 7. To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. 8. To integrate information and communication technologies.

Materials and technology

Projector/Smart board

Internet (You Tube) Paper Scissors Glue Worksheet (provided by the teacher)

TIME 10 minutes

LESSON

Warm-up activity
Clear the floor of the classroom Place the garbage bin, paper recycle bin and plastic recycle bin in the middle of the classroom Around the bins, put about 30 items that are either recyclable or not (plastic bottle, pizza box, tissue paper, ) Ask the students one by one to go pick an item and put it in the bin of their choice without any help from the students or teacher.

15 to 20 minutes

Introduction
Explain briefly to students why are we recycling and the impacts that it could have on our planet. Show a homemade video about recycling that explains how to sort the different recyclable and non-recyclable items. This video will also explain what is recycling and why is it important. Ask them questions about the video Go briefly over some items that were put in the bins earlier and ask students if these items belong to the bin that they were put in or not Briefly explaining them what goes where

5 to 7 minutes

Assignment
5 minutes

Explanation

Place students in groups of four and give them a big paper that will be divided into three categories (3 types of bin) Each member will need to have a pair of scissors and a glue with them Each member will be given a paper with images of items on it Each paper will be in a different color (i.e. each student will be assigned a color) Students will have to place the right image in the right category

Closure
At the end of the activity, ask students the following questions: Did you like the activity? What was fun about the activity? What was difficult about the activity? Positively reinforce the students by telling them that they did a great job in working

TIME

LESSON together effectively and that it is normal that they found the activity difficult (if the case). However, if they were overly excited and did not meet the expectations, the teacher should negatively reinforce them by saying that he/she was not happy about their attitude.

Assessment

While the activity is taking place, the teacher will grade students on their participation as well as their communication skills. They will also be graded on their listening and understanding when the teacher will collect the posters and see if the student placed the images in the corresponding category.

Essential Knowledge

Students should know the difference between plastic, metal, glass and paper. Students should also be a little aware about the concept of pollution.

This is a sample of papers that will be distributed to students. This one will be given to only one member of each team. The other members will each receive a different set of image with a different color. Blue Blue Blue

Blue

Blue

Blue

Blue

Student formative assessment checklist (assessment for learning) Student name and color S1:blue S2:blue S3:blue S4:blue S5:blue S6:yellow S7:yellow S8:yellow S9:yellow S10:yellow S11:green Participation Communication Listening and skills understanding

S12:green S13:green S14:green S15:green S16:red S17:red S18:red S19:red S20:red

Legend S=satisfactory U=unsatisfactory

Participation: S= The student participated actively in the activity by bringing new ideas to the table and by helping his/her peers. U= The student was not interested in performing the activity and was not encouraging others to do so. Communication: S= The student communicated with other in an effective and respectful manner. The student is taking into consideration others opinion and is not trying to control the activity. U= The student is not taking others opinion into consideration and is communicating inappropriately by screaming or insulting his/her peers. Listening and Understanding: S= The student shows a clear understanding of the activity by performing the task appropriately and by explaining what to do to a peer who is struggling. U= The student does not show a clear understanding of the activity. The task was poorly performed and the student would not listen to his/her peers when given advices.

Student name and color S1:blue S2:blue S3:blue

How many pictures were placed in the corresponding category (out of 7)

S4:blue Assessment of S5:blue S6:yellow S7:yellow S8:yellow S9:yellow S10:yellow S11:green S12:green S13:green S14:green S15:green S16:red S17:red S18:red S19:red S20:red learning

A point will be retrieved for each mistake.

LESSON PLAN

DATE: February 24, 2014 TIME OF DAY: 11 am DURATION: 30-40 minutes

CYCLE: Cycle 1 / Grade: 1 TEACHER: Siryne Ouaggag Title: Who eats who?

TOPIC: Food Chain

Objectives

At the end of the lesson, children should be able to understand the following terms: Herbivores Carnivores Omnivores Food chain/food web

From that, they should be also able to recognize which living thing belongs to what category and should be able to construct a simple food chain and a food web. What will indicate their understandings of the topic are the activities that they will perform in group. Crosscurricular Competencies Intellectual To exercise critical judgement: Students should judge if their answers corresponds to what they learned. To use creativity: Students should be creative about the way they will organize themselves in order to complete the activity To use information: Students should be able to use the information that is useful for this specific assignment Methodological To adopt effective work methods: Students should develop effective ways to work and communicate with others. Personal and Social To cooperate with others: Students should participate during the activity by helping others Communication To communicate appropriately: Use appropriate and respectful language when communicating with peers. Environmental awareness: Students should be aware of the interactions between living things Consumer responsibilities: Students should be aware of the importance of all living things. If one of the later goes extinct, all the natural system will be disturbed.

Broad Areas of Learning

Professional Competencies

1. To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. 2. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. 3. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 6. To plan, organize and supervise a class in such a way as to promote students learning and social development. 7. To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. 8. To integrate information and communication technologies.

Materials and technology

Projector/Smart board Internet (You Tube) Animal and plant masks

TIME 10 minutes

LESSON

Warm-up activity
Introduce students to the concept of energy Ask them what humans need to have energy Ask them what humans eat to stay healthy Link the previous talk to animals and explain that they also need energy to survive

10 minutes

Introduction
Show students an educative video that talks about the food chain and its relatable subjects: http://www.turtlediary.com/grade-2-games/sciencegames/food-chain.html Ask them questions about the video to make sure they understood. If they have difficulty answering the questions, the video will be replayed a maximum of 3 times.

5 to 7 minutes Introduce Assignment Students will be placed in groups of four Each student will receive an mask of an animal or a plant Each group must create the correct food chain by placing themselves in the right order i.e. plant insect mouse owl) 5 minutes

Closure
At the end of the activity, ask students the following questions: Did you like the activity? What was fun about the activity? What was difficult about the activity? Positively reinforce the students by telling them that they did a great job in working together effectively and that it is normal that they found the activity difficult (if the case). However, if they were overly excited and did not meet the expectations, the teacher should negatively reinforce them by saying that he/she was not happy about their attitude.

Assessment

While the activity is taking place; students will be graded on their participation, organization and communication. Students will also be graded on their listening and understanding when the teacher will see if the food chain created meets the expectations.

Essential Knowledge

Students should have a basic knowledge of the living things in the nature and their behaviours.

Assessment for learning:


Legend

S=satisfactory U=unsatisfactory

Participation: S= The student participated actively in the activity by bringing new ideas to the table and by helping his/her peers. U= The student was not interested in performing the activity and was not encouraging others to do so. Communication: S= The student communicated with other in an effective and respectful manner. The student is taking into consideration others opinion and is not trying to control the activity. U= The student is not taking others opinion into consideration and is communicating inappropriately by screaming or insulting his/her peers. Listening and Understanding: S= The student shows a clear understanding of the activity by performing the task appropriately and by explaining what to do to a peer who is struggling. U= The student does not show a clear understanding of the activity. The task was poorly performed and the student would not listen to his/her peers when given advices.

Assessment of Learning:
4/4: Students worked effectively together and their food chain contains no mistake. 2/4: Students did not communicate well and there were at least two mistakes in their food chain. 0/4: Students did not follow the rules and were not able to create a food chain. Those are the references for the images used in the Recycling lesson plan made by Siryne Ouaggag: Efim Lukichev. n.d. Tin can. Illustration. Retrieved from http://www.123rf.com/photo_11356289_tincans--vector.html OCAL. 2007. Banana Peel. Image. Retrieved from http://www.clker.com/clipart-9752.html OCAL. 2010. Box. Image. Retrieved from http://www.clker.com/clipart-open-box-boite-ouverte.html n.d. Image. Retrieved from http://www.picstopin.com/344/recycling-clip-art-1-%E2%80%93-bestblog/http:%7C%7Cbestclipartblog*com%7Cclipart-pics%7Crecycling-clip-art-1*gif/ n.d. Picture. Retrieved from http://blogs.ubc.ca/rbscnew/2012/08/20/unpacking-the-douglas-coupland-fondsno-food-allowed-or-cleaning-up-the-cheese/ n.d. Plastic bottle. Image. Retrieved from http://www.fotosearch.com/clip-art/plastic-bottle.html n.d. Toilet Paper. Picture. Retrieved from http://www.freepik.com/free-photo/toilet-paper-roll_573136.htm This is the link to the website used in the Food chain lesson plan by Siryne Ouaggag: http://www.turtlediary.com/kids-videos/food-chain.html

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