SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

(Follow the instructions throughout the template to copy and
paste your project work into the appropriate sections.)

Name of submitter: Beejal Parekh

GRADE OF MINI UNIT: ONE
TOPIC TITLE: BUILDING WITH PATTERNS

Mini Unit Plan (ASSESSMENT)

Teacher Beejal Parekh

Subject Grade One: Math
Topic/Focu Building Structures
s

How are patterns important in our everyday life?

Overarch
ing
Questio
n
Learner
Considerat
ions

Students will need to understand regular polygons such as a square,

triangle, and a circle. They will need to understand the concept of
repetition and the use of repetition to create strength in structures
Students will be asked to construct a structure using a variety of building

Performance materials which has the capabilities of holding a significant amount of

Task
weight through the demonstration of understanding pattern repetition for
Overview structural strength. Students will first draw out and give an explanation to

their structure and why they have used certain materials, shapes and their
design process. Over the course of several classes they will be asked to
build and create their structure and make modifications as necessary.

Learner Outcomes
Gener
Specific
al
Outcomes
UseOutco
patterns to 1.Demonstrate an

Links to
Overarching
Question/sub-

Assessment Criteria
Students provide evidence
of their learning as they

Where can we find

describe the
patterns in the
understanding of
world and to
repeating patterns (three classroom?
solve problems to five elements) by:
How are patterns and
structural strength
describing
related?
extending
comparing
creating

Demonstrate a
comprehensive
understanding that the
use of repeating patterns
creates structural
strength for a building

Describe the
Describe, compare and
characteristics construct 2-D shapes,
of 3
including:
-D objects and triangles
2-D shapes, and squares
analyze the
rectangles
relationships
circles.
among them

Students should be able

to identify and construct
a triangle, square,
rectangle, and a circle.
Understand that using
triangles to create
squares correlates
positively to structural
strength

What do you think is the

strongest shape?
Are there ways to use
that shape to make other
shapes?
How is this related to
structural strength and
patterns?

Describe the
Describe, compare and
characteristics construct 3-D objects,
of 3
including:
-D objects and cubes
2-D shapes, and spheres
analyze the
cones
relationships
cylinders
among them
pyramids.

How do we use the 2-D

objects to create 3-D
objects? Why are they
different?

Students will have a

comprehensive
understanding of the use
of 2-D objects to create
3-D objects and that we
use 3-D objects to build
structures in society.

Student Task Description

Students overall task will be to create a sturdy structure that is able to hold a minimum weight
of 50 grams due to the use of repetitive patterns within the structure. Students should be able
to identify and create 2-D as well as 3-D objects for building from a variety of materials. They
need to demonstrate their understanding of shapes and patterns first through a labeled
diagram and explanation for their thought process. After this stage is complete students need to
build the structure they have designed.
KNOWLEDGE STUDENTS ARE TO USE
Students will use their prior knowledge of buildings and everyday life seeing structures outside
and inside of the classroom. They will also use their understandings from previous lessons in
class from lessons 1 and 2, for understanding patterns, repetition and shapes.
WHAT STUDENTS ARE TO ACCOMPLISH
After several classes students will have completed detailed diagrams of their intended
structures with explanations for the use of specific materials as well as shapes. Students then
need to build their designed structure and have it hold a minimum weight of 50 grams.
Students will document this process through the use of an online blog which will be shared with
their parental figures.
PERFORMANCE OR PRODUCT STUDENTS ARE TO CREATE
Students final product will be a completed structure with the use of a variety of materials and
shapes.
MATERIALS TO BE USED
Students will be given paper, pens, rulers, markers, crayons, etc to first design their structure. It
needs to be possible for the student to physical build. After this students will be presented with
toothpicks, marshmallows, Popsicle sticks, pipe cleaners, construction paper, tape, glue,
cardboard, milk cartoons, scissors, etc. to physically build the structure.
TIMELINE FOR COMPLETION
This project is to be completed over the course of a week and half. More time can be allotted if
necessary.
CONDITIONS
Students structure needs to hold a minimum weight of 50 grams.
HELP ALLOWED
Students are permitted to collaborate in the design and building process with their peers,
however each student must build their own structure.

Assessment Criteria
Excellent

Proficien
t

Adequat
e

Limited

Outcome
1:
Students
understandi
ng of 2-D &
3-D objects
and their
use for
structural
strength
within the
design
process
(x2)

Student
demonstrate
s a skillful,
insightful
and
thoughtful
understandi
ng of the
use of
shapes for
strength and
effectively
understands
the
relationship
between 2-D
and 3-D
objects

Student
demonstrat
es a
systemati
c
understandi
ng of the
use of
shapes for
strength
and
generally
understand
s the
relationship
between 2D and 3-D
objects

Outcome
2:
Students
understandi
ng of the
use of
materials
for the
project
which
allows the
structure to
hold a
minimum
weight of
50 grams

Student has
skillfully
and
thoughtfull
y chosen
materials
with a
comprehen
sive rational
why, these
materials
withstand
over 50
grams of
weight

Student has
systemati
cally
chosen
materials
with a
thorough
rational
why, these
materials
withstand
50 grams of
weight

Student
demonstrat
es a
simplistic
yet
logically
understandi
ng of the
use of
shapes for
strength
and
partially
understand
the
relationship
between 2D and 3-D
objects
Student has
reasonabl
y chosen
materials
with a
basic
rational
why, these
materials
withstand
50 grams of
weight

Student
demonstrat
es an
incomplet
e and
illogical
understandi
ng of the
use of
shapes for
strength
and
connections
between 2D and 3-D
objects are
missing or
inaccurate
.
Student has
superficial
ly chosen
materials
with an
incomplet
e or
illogical
rational
why, these
materials
do not
withstand
50 grams of
weight

Insuffici
ent

No score is
awarded
due to
insufficient
evidence
of
students
performan
ce based
on the
requireme
nts of the
performan
ce task

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help
the student improve.

C&I Mini Unit plans

COPY AND PASTE YOUR LESSON PLAN MINI UNIT ASSIGNMENT FOR C&I
HERE UNDER EACH OF THE HEADINGS:
OVERVIEW OF MINI UNIT
Part A: Inquiry question
Why are patterns important?
Part B: Focusing questions
1. Rationale for the Unit
a) This is relevant to students for their understanding of shapes, patterns and the
correlation between shapes and patterns to structural strength. Students will
gain an understanding of the relationship between 2-D and 3-D objects and
how these objects can be used to build structure
b) This unit will allow students to physically build a structure and engage in the
design process with a detailed description and rational of why they are making
specific choices for their structure.
c) Key elements of math will be address through concepts of shapes, patterns
and relationships between 2-D and 3-D objects.
d) Students will engage in deeper questions about science through the design
process and understanding structural integrity for their projects.
2. Key Questions
a) More specific questions include
- Where can we find patterns inside and outside the classroom?
- What defines a pattern?
- Are there patterns in other disciplines such as language, social and art?
- What is the relationship between patterns and the structural strength for a
building?
b) Knowledge and skills that students should be familiar with are the concept of
different shapes and how 2-D shapes are used to create 3-D shapes (ie:
squares to cubes). Students also need to understand basic shapes, letters and
colors.
3. Connection to the Program of Studies
a) General Learning Outcomes
PATTERNS AND RELATIONS (patterns)
-

Use patterns to describe the world and to solve problems.

Specific Learning Outcomes
Demonstrate an understanding of repeating patterns (two four elements) by describing,
reproducing, extending and creating a pattern.
Patterns using manipulatives, diagrams, sounds and actions.
General Learning Outcomes
SPACE AND SHAPES
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them
Specific Learning Outcomes

Describe, compare and construct 3-D objects, including:

cubes
spheres
cones
cylinders
pyramids.
8.Describe, compare and construct 2-D shapes, including
triangles
squares
rectangles
circles.
9.Identify 2-D shapes as parts of 3-D objects in the environment
b) Students will be formatively assessed through observation, peer and self-assessment.
They will need to collaborate with their peers if in need of help especially for the
performance task. Summative assessment of the unit will the performance task which
is assessed on a rubric. Most students will follow this rubric especially for the design
portion. If students are unable to communicate in written form of their knowledge of
shapes, they are able to vocally inform the teacher of their understandings.
c) Resources: From the curr lab I found a bag of pattern manipulative which would be
used in the lesson leading up to the building of the structures, this way students are
able to physically construct a pattern as well as see the 3-D version of their patterns.

Part C: 3 Lesson Plans (separate pages for each)

A guide for creating lesson activities

Beejal Parekh
(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School Teachers. Belmont, CA:
Wadsworth Cengage Learning, p. 321)

Goals:

Students will be able to recognize a basic A-B-A-B-A pattern and be able to extent
the a given pattern
Main Ideas: Students will understand how patterns affect daily life and why they are significant
to society. They will be able to identify patterns outside of the classroom and know
why consistency is important to learning
Procedures:
Engage
Ask what a pattern is and why it is important. How do we identify a pattern?
Explore
As a teacher you would first demonstrate the pattern using letters as a
representation of A-B-A-B-A written on the whiteboard as the structural pattern.
Following this students will be given a worksheet to identify the structure of the
pattern based on the letter. The shapes on the worksheet will be a simply outline,
thus the next step is for students to color the shapes in the corresponding
structure for the pattern. Following this up, using hands on manipulatives students
will create their own pattern based on the given structure at first and then adding
another element to the sequence.
Explain
Students will understand the need for patterns in everyday life by recognizing
patterns around the classroom as well outside of the classroom. Scaffolding will
occur by supporting their knowledge by giving examples and asking them to
expand on it and by using a variety of techniques to demonstrate their knowledge
of patterns through vocal, written and hands on manipulatives.
Elaborate
This activity relates to the general outcome of patterns and relations in the
program of studies for grade 1 math. Students will be able to recognize patterns in
their basic repetitive form and create their own after understand the sequence.
Students understand why we need patterns and consistency in our lives.
Evaluate
Students will be given manipulatives to create as well as extend a given patterns
through formative as well as peer assessment.

Grade One: Math

Activity: Pattern Making

Goals/Key questions

(remove the italics with the required information)

Goals: The lesson will meet the expectation of the PofS through students demonstrating
patterns and how they are relevant in everyday life.
Objective (connected to PofS): Demonstrate an understanding of repeating patterns (two
four elements) by describing, reproducing, extending and creating a pattern

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Knowledge of basic shapes, letter and colours
Materials needed/preset up required/logistical considerations needed (seating
arrangement):
White board and white board markers
Manipulative for making a pattern basic shapes
Worksheet of shapes for students to colour in
Seating arrangement: pairs

Content:
What is the teacher

What are the students doing?

Introducti
on (how will
you engage
students?
Connections to
previous
learning?)

Time
estimation
Transition
considerat
ions

Activity 1
(add more if
needed)

Time est:

doing?
Include Key questions,
logistics, key concepts that
will be addressed, methods
of formative assessment
Begin by asking who knows
what a pattern is, and why
patterns are important.
Where can we find
patterns?

Engaging in the formative assessment

through discussion and sharing their
prior knowledge of patterns and where
to find them

Time: 5 minutes
Students will be sitting as a
collective group for a
discussion and remain in
this format until the end of
activity 1
Writing out an A-B pattern
on the board and asking
who can identify the
number of elements in in
the pattern. Continue by
asking a student to come
up to the board and extend
the pattern.

Students can answer the question by

raising how many fingers correspond
to the number of elements in the
pattern.
Students can continue the sound
pattern as a collective to demonstrate
their understanding

Repeat with claps and

snapping noises to
demonstrate a sound
pattern these patterns
have been predetermined
to follow the A-B sequence
Transition
considerat
ions
Activity 2

Time Est:

Time: 5 minutes
Students are asked to move
into partners
Explanation of the
manipulatives and how
students are asked to
create an A-B pattern using
the shapes with their
partner. After

*manipulatives should only be given

out after the entirely of the activity
has been explained
Students are engaged in the activity
and assisting their peers in the pattern
making using the manipulatives.

Time: 5 minutes

Conclusion
-

How will

Formatively assessing the

students patterns and if
they follow the given
structure and if they were

Continuing or creating new patterns in

partners. Using the same structure or
coming up with new structures for the
manipulatives to follow.

you know
if students
learned
what you
hoped?
Connectio
ns to next
lesson

able to extent their

knowledge of patterns to
follow a different structure

Assessment: Formative assessment through observation if the students were able to grasp the
structure of the pattern and replicate it. Also if students were able to create a new pattern
structure without further instruction would show a comprehensive understanding of patterns,
for example A A B A A B.
Accommodations/Modifications: Students who may not want to use the manipulatives may draw
or color their pattern. They could also convey a pattern orally to their partner through sounds or
saying a shape.
Extension and extra time activity: Students can create different pattern structures using two
elements. If they are able to grasp this they can use three elements, then four still extending
or creating a basic pattern.
Reflection on how the lesson went: Students need to be given the manipulatives after
instructions have been completed to avoid distractions. Reflection through how to improve the
lesson as well as further necessary modifications for students who may not use the
manipulatives well.

A guide for creating lesson activities

Beejal Parekh

(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School Teachers. Belmont, CA:
Wadsworth Cengage Learning, p. 321)

Goals:

Students will be able to understand that the repeating shape of a regular polygon
creates structures which are sturdy and strong.
Main Ideas: Students will understand how patterns affect daily life and why they are significant
building. They will be able to identify patterns outside of the classroom within a
structural building and know why consistent repetition is important in building.
Procedures:
Engage
Students will be asked what the strongest shape is and why? How does this
help to build
structures and have this shape repeating?
Explore
As a teacher you would first explain that the strongest shape is a triangle. Students
will be given toothpicks and marshmallows and asked to create a cube. After
finding that the cube is not steady because the square is not a strong enough
shape, ask students how to make the cube stronger.
Explain
Students will be explained the concept of a truss the diagonal across the vertices
of a square. This creates two triangles within the square and adds structural
strength to the object. By doing this to each square within the cube this increases
the overall strength of the figure.
Elaborate
After building a proficient cube by adding triangles students will be asked to
continue building a structure to repeat the triangular pattern at least 5 cubes high
and 5 cubes wide.
Evaluate
Students will be evaluated formatively by the sturdiness of their structure and how
well the repeating pattern is conveyed as well as the concept of a truss.
*Please remind students to be careful the sharp ends of the toothpicks and to not
consume the marshmallows.

Grade One: Math: Shapes and Space

Activity: Building Structures

Goals/Key questions

(remove the italics with the required information)

Goals: The lesson will meet the expectation of the PofS through students demonstrating an
understanding of patterns and why repetitive shapes are important when
building structures.
Objective (connected to PofS): Demonstrate an understanding of repeating patterns,
construct 3-D objects including cubes
SOL: 9. Identify 2-D shapes as part of 3 D objects in the environment

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Knowledge of a cube, triangles and the concept of a shape being 3-D. Students need to
understand the concepts of repetition, width and height
Materials needed/preset up required/logistical considerations needed (seating
arrangement):
Toothpicks
Marshmallows
Paper plates
Whiteboard and whiteboard markers
Paper and pens
Seating arrangement: Pairs

Content:

Introducti
on (how will
you engage
students?
Connections to
previous
learning?)

Transition
considerat
ions

Activity 1
(add more if
needed)

Time est:

What is the teacher

doing?
Include Key questions,
logistics, key concepts that
will be addressed, methods
of formative assessment
Begin by reminding
students of the previous
lesson of creating patterns
and further the discussion
by asking why repetitive
shapes are important for
building?
Time: 5 minutes
Students will be sitting as a
collective group for a
discussion and remain in
this format until the end of
the discussion
Asking students change
their seating arrangement
into pairs
Drawing out the basic
structure of a cube for
students to build and
engage students in a
discussion of how building
structures using a variety of

What are the students doing?

Engaging in the formative assessment

through discussion and sharing their
prior knowledge of shapes and
buildings and where to find them

Students will arrange themselves in

pairs

Students will engage by drawing a

square first and then adding to it to
make a cube. They can also
participate in the discussion of
buildings for varying strengths based
on differing shapes. Drawing from

Transition
considerat
ions

Activity 2

Time Est:

Conclusion
-

How will

shapes either adds or

depletes strength from the
building.
*Teachers need to make
note of who is engaging in
the discussion and with the
depth of their answer as a
method of formative
assessment through
observation.
Students will then be asked
to build a cube using the
marshmallows and
toothpicks
Time: 25 minutes
Students are to stay in pairs

Ask students who was

successful in building a
sturdy cube and how this
could be made stronger?
Are there shapes which
could be incorporated into
the square to add structural
strength? Following this
discussion - explaining the
concept of a truss as the
diagonal between the
vertices of a square and
how this creates two
triangles within the square
and adds structural
strength to the object. Ask
students to stabilize their
cube by adding trusses to
either some or all of the
squares within the cube.
If students have extra time
after stabilizing the cube
they can expand and build
more of their structure to
repeat the pattern of
triangles and squares whilst
maintain the stability of
their structure.
Time: 15 minutes
Formatively assessing the
students cubes and shapes
if they chose to build
further on the original cube

previous knowledge of buildings that

they are familiar with will facilitate
and further the discussion.
They will then build a cube in partners
using the toothpicks and
marshmallows.

*manipulatives should only be given

out after the entirely of the activity
has been explained - the collection of
one paper plate which has a handful
of toothpicks and marshmallows
Students can be thinking of the
differing strengths of shapes and
sharing their thoughts in a collective
class discussion. They will then
demonstrate their understanding of a
truss by adding them to the squares
within the cube and stabilizing their
structures. Sharing and comparing
their cube/structure with another
pairing to see differences and
similarities on how they continued to
build and stabilize their structure.

Students will re-explain the concept of

a truss to a different pair and compare
and contrast structures. Brainstorming
the use of their structures and sharing

you know
if students
learned
what you
hoped?
Connectio
ns to next
lesson

and if the structure is

sturdy, representative of a
repeating pattern and
assessing if they
understood the purpose of
a truss.

why they chose to build the structure

in a certain way. Students can vocally
express this or have it in written form.

Time: 10 minutes
Assessment: Formative assessment through observation if the students were able to grasp the
structure of the objects and replicate it. Also if students were able to create a new pattern
structure without further instruction would show a comprehensive understanding of patterns
especially given that it demonstrates a sturdy structure.
Accommodations/Modifications: Students who may not want to create a physical cube or object
can draw out their cube, trusses and extensions on the original cube. They need to still convey
the concept of a repetitive pattern in their diagram. Other modifications include using
manipulatives of building blocks to create the structure oppose to toothpicks and
marshmallows.
Extension and extra time activity: Students can continue to build and add to the original cube
whilst still maintaining the concept of a truss, and a repetitive pattern within the toothpicks to
further the structural strength of the build object.

A guide for creating lesson activities

Beejal Parekh
(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School Teachers. Belmont, CA:
Wadsworth Cengage Learning, p. 321)

Goals:

Students will be able to understand the design process for a structure and planning
of a project whilst making insightful choices towards their materials
Main Ideas: Students will be as engineers for the duration of the project and understand the
importance of planning and the foundations before building a physical structure.
Procedures:
Engage
Students will be asked what the strongest shape is and why? How does this help to
build structures and have this shape repeating? What materials will be useful to
use for their structure and why?
Explore
As a teacher you would first explain that students need to plan and draw out their
structure. The structure needs to have repeating patterns of shapes and each
component using a different material needs to be labelled with a brief description
of why they have chosen this material.
Explain
Students will engage in the design process and understand that the repeating
geometric pattern adds structural strength to a structure. They will also keep an
online journal/blog post about the process and how the project is going for them
personally
Elaborate
Students will later be asked to construct their structure from the given materials
Evaluate
Students will be evaluated with a summative rubric at the end of the unit for their
final project. Formatively they will also have exit slips for two stars and a wish for
their peers once they have completed the design blueprint for their structure.

*Please remind students to be careful the sharp ends of the toothpicks and to not
consume the marshmallows.

Grade One: Math/Science: Shapes and Space & Building Objects Activity: Designing Structure

Goals/Key questions

(remove the italics with the required information)

The lesson will meet the expectation of the PofS through students
demonstrating an understanding of the design process and the importance
of understanding different materials for construction.
Objective (connected to PofS): Students will analyze and evaluate the use of materials for
their structure while designing their projects and explaining their thoughts
and ideas in a concise and concrete manner.
Goals:

SOL:

Select appropriate materials such as papers, plastics, woods and design and
build objects based on the following kinds of construction tasks: construct
model buildings

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Students need to understand which materials and why and the strengths and weaknesses
behind each. They will need to draw out their structure for this lesson.
Materials needed/preset up required/logistical considerations needed (seating
arrangement):

Paper
Pens
Markers, crayons, pencil crayons
Samples of building materials for students to see and examine for their building process
- popsicle sticks, tooth picks, marshmallows, glue, tape, felt, pipe cleaners,

Content:

Introducti
on (how will
you engage
students?
Connections to
previous
learning?)

Transition
considerat
ions

Activity 1
(add more if
needed)

Time est:

What is the teacher

doing?
Include Key questions,
logistics, key concepts that
will be addressed, methods
of formative assessment
Begin by asking students
what the design process is
and what engineers do
before people build things
outside? Do they just go
start building immediately?
Explain to the students that
they are to build a structure
as their performance task,
which must use the
following materials (have
samples ready to show
them) however before
building they need to follow
through with the design
process and plan and
prepare prior to building.
Time: 15 minutes
Students will be sitting as a
collective group for a
discussion and remain in
this format until the end of
the discussion
Asking students change
their seating arrangement
into pairs
The teacher may draw out a
sample design on the board
or have it on an individual
hand out to give to specific
students who may be
struggling with ideas on
what/how to build their
structure.
Floating around the
classroom and formatively
observing the students as
to who is engaged and
understanding the design
process verse who is not.
Time: 35 minutes

What are the students doing?

Engaging in the formative assessment

through discussion and sharing their
prior knowledge of planning and
buildings and what an engineer does.
Students can ask questions about the
performance task at this point and
examine the materials before starting
the plan their design.

Students will arrange themselves in

pairs

Students will begin to design and draw

out their structure. They can return to
the sample materials and using their
senses decide how they wish to use
them in their project.

Transition
considerat
ions
Activity 2

Time Est:

Conclusion
-

How will
you know
if students
learned
what you
hoped?
Connectio
ns to next
lesson

Students are to stay in pairs

Ask students who wishes to
share their design and
structure with the rest of
the class and have students
engage in a class discussion
about the activity. This is
also a formative
assessment technique for
levels of engagement and
understanding of the
process.
Time: 15 minutes
Two stars and a wish
Explain to the students the
formative assessment
technique of two stars and
a wish. They will be using
this as a self-evaluation for
their work.

*manipulatives should only be given

out after the entirely of the activity
has been explained
Students may gather other ideas from
their peers during the sharing process
and then later modify their own design
if they have gathered new knowledge
about materials, shapes, building, etc.
They need to be engaged in the class
discussion and be respectful towards
their peers during sharing time.
Passing is an option as students are
not obligated to share their design.
Students will write two positive
attributes of their work and one wish
they desire to incorporate into their
design. If students do not wish to
complete this task in written form they
may also vocally inform the teacher of
their two stars and a wish.

Time: 10 minutes

Assessment: Formative assessment through observation if the students were able to

demonstrate an understanding of the design process and the strengths and weaknesses of
different materials. Class discussions and who is engaged/not engaged in that is another
method. Two stars and a wish is the concluding self-assessment for students. The final project
will be assessed with a summative analytical rubric however that is in future classes.
Accommodations/Modifications: Students who may be struggling with the activity may
collaborate with their peers for thoughts and ideas on the design process. They may also ask for
assistance from the teacher or if possible an EA.
Extension and extra time activity: Students can continue to expand on their design and
explanations of their choices. Following this if time allows students may blog about this in an
online journal.

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)
The mini unit explores the concept of patterns in a grade 1 classroom and
the importance of patterns for structural strength thus drawing in on real
life connections and focuses. Students will eventually play as engineers
engaging in the design process for the final performance task. Students
have been given the guideline to create patterns, build marshmallow
structures and finally plan and then build a structure using their prior
knowledge however rigid fixations on the project are not present as
students may explore their own learning and understandings of the
subject matter. Prior to ED 3501 I personally considered myself to falling
to the ideology of an academic scholar focus on the end result and
performance of the task at hand. Whilst the mini unit performance task
asks the students to play as engineers thus playing the roles of pseudo
adults, it also considers the differing needs of students have bases more
into a learner center by having the flexibility for students to explore their
own learning. I have learned from 3501 that planning and preparing are
completely different things, especially in the classroom. I have learned
about the importance of differentiation in the classroom and incorporating
that into the lesson plan for students to have choices during the process
rather than having 30 different projects to mark on their own personal
criteria. The establishment of a positive learning environment allows
students to take safe risks about their projects and share ideas and
thoughts about their own knowledge and learning. Creating a safe
environment for learning is key to a constructive and positive classroom
and furthering students learning. I have learned from 3501 the
importance of being flexible within the lesson plan because things will
never follow the plan exactly. Having each individual student is far from a
set-back or a detriment to your lesson, but rather an opportunity for
further learning and growth from both the teacher and the student as
each student brings something original and creative to the project which
contributes to the entire learning process for the collective group. Overall I
have gathered that teaching is a process which is consistently evolving
and you as the teacher of the classroom also learn from each and every
student.

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

Scaffolding Lesson Plans

Lesson 1:
Description

Lesson
Overvi
ew:

How does your lesson

scaffold to your
performance task?

The first lesson in the mini

unit will conceptualize basic
patterns for students.
Students will
understand how Because this is the
foundation for the structural
patterns affect
daily life and why object that the students will
build they need to
they are
understand through
significant to
society. They will comparing and contrasting
the different shapes and
be able to
identify patterns understand the concept of
repetition.
outside of the
classroom and

Lesson
Outcome:

Lesson
Descriptio
n:
Students
will be
able to
recognize
a basic AB-A-B-A
pattern
and be
able to

What core assessment

concepts inform your
design choice?
The core assessment
concepts that informed the
design of this lesson was for
students first build a basic
understanding of shapes and
patterns. They will be able to
identify the differing shapes
and this process will be
assess formatively through
observation and class
discussion though
participation as a gage of
what content/how much each
student is understanding.
Students will also come to
peer and self-assess as an
on-going process, learning
from their peers and their
own mistakes in the
activities.

Instructi
onal
Processe
s
Description
of what
teacher is
doing:
Explaining
the concept
of a pattern
and why
repetition is
important.
Mitigating
issues
arising from
students not
understandi
ng the
concepts
and
formatively
assessing
the learning
process

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
youmain
use method
that
The
of

How does your use of

formative assessment
reflect key assessment
concepts?

The technique of observation

formative assessment for
reflects the key assessment
lesson one is observation
concept of triangulation.
and taking notes on the
These observations tally up
students and how they are into a list of evidence for
responding to the activity.
students learning. As stated
This allows for the teacher to in Chapter 5 of Making
engage with the students
Classroom Assessment Work,
and migrate throughout the observations are essential if
classroom thus maintaining your classroom assessment
classroom management and and evaluation are to be
a positive learning
reliable and valid (p 47)
environment. Students in the Observations will centered
class discussion and sharing around students learning,
of their prior knowledge is
the products they produce
also another method of
and conversations
formative assessment. This surrounding the learning
allows for the teacher to
process.
observe previous knowledge
of the students and mitigate
any issues that may arise
prior to the activity starting.
This informative will be used
to improve the overall lesson
for future use as well as
other lessons that are
planned for this group and
students have a better
understanding of the teacher
and vice versa for the
teacher understanding their
learning process. Students

Description of
what students
are doing:
Understanding
and discussing
the concepts
of patterns.
Making basic
patterns by
extending
them or
replicating
them. Then
creating their
own
Ask what a pattern is and
Sequence of
why it is important. How do
key
we identify a pattern?
questions:
What is repetition?

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Where can we find patterns

inside and outside of the
classroom?
The opening of the lesson is
a general collective class
discussion on patterns and
where can we find them.
Students will have prior
knowledge to draw on and
their personal experiences.
Students will also be able to
reflect on their peers
knowledge thus expanding
their own. The closing of the
lesson will be each student
fulfilling the requirement of
replicating, extending and
then creating their own
pattern. This will be
assessed formatively. The
timeline for this one lesson is
a single time block in the
day however this lesson
leads into the next lesson for
building structures.

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 2:

Description

Lesson
Overvi
ew:

Instructi
onal
Processe
s

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

After the first lesson for

The concept of triangulation
students understanding
as a core assessment concept
basic
patterns
and
repetition
also plays a large part in this
Students will be
they will then use that
lesson for assessment. It
able to
allows for the continuing of
understand that knowledge in this lesson
towards
building
a
basic
observations from the
the repeating
structure
using
the
concept
teacher to student, and
shape of a
of
repetition
and
patterns
student to student for their
regular polygon
using marshmallows and
peers through formative
creates
toothpicks.
They
will
assessment. Students are
structures
which
Lesson
understand
the
physical
side
engaged in conversations
Descriptio
of building but also the
about their learning and the
n:
planning process. Students collection of products allows
Students will
will find that the original
for the triangle to be
understand how
cube will not be sturdy
complete.
patterns affect
however with the addition of
daily life and why
the truss they are able to
they are
make it more structurally
significant
sound. This allows students
building. They will
to see improvements to their
be able to identify
projects and that making
patterns outside
mistakes is a method of
of the classroom
learning and growth for
within a structural
them. They are then able to
building and know
use this knowledge when
why consistent
building
the final
What formative
How does your use of

Lesson
Outcome:

assessment techniques
will you be using? What
information will you be
collecting? How will
you use that

formative assessment
reflect key assessment
concepts?

Formative assessment
Description of
what teacher is techniques will be
doing: Drawing observation by the teacher

Observation, conversations
and collection of products are
the three points within the
and
floating
through
the
triangulation process as
out the basic
classroom to engage with
explained in Making
structure of a
each
student
or
each
pair.
Classroom Assessment Work.
cube for students
Observation
and
note
taking
Collected observations act as
to build and
of
students
involvement
and
evidence towards a students
engage students
levels
of
engagement
allows
learning and can be later
in a discussion of
for the collected evidence to shared with their parental
how building
figures outside of the
structures using a be reliable and valid.
Students
will
share
their
classroom.
variety of shapes
ideas
and
projects
with
their
either adds or
depletes strength peers as a method of
from the building. formative assessment as
*Teachers need to well as motivation to better
make note of who their own project and
is engaging in the understand the concepts
further.
discussion and
with the depth of
their answer as a
method of
formative
assessment
through
observation.
Students will then

Description of
what students
are doing:

Students will
engage by
drawing a square
first and then
adding to it to
make a cube.
They can also
participate in the
discussion of
buildings for
varying strengths
based on differing
shapes. Drawing
from previous
knowledge of
buildings that
they are familiar
with will facilitate
and further the
discussion.
They will then
build a cube in

Sequence of
key
questions:

Students will be asked what

the strongest shape is and
why? How does this help to
build structures and have
this shape repeating?

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Opening: Class discussion on

shape strength and
repeating patterns within a
structure to create strength.
Closing: sharing of their
marshmallow structures and
what the students learned
from the lesson
Content: patterns, shapes
and repetition to create
creating
Timeline: One time block
after the previous pattern
lesson and prior to the
beginning of the

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 3:
Description

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

Lesson
Overvi
ew:

Lesson
Outcome:
Students will be
as engineers for
the duration of
the project and
understand the
importance of
planning and the
foundations
before building a
physical
structure.

This is the first lesson

Students are asked to
towards the actual
Problem Solve.
performance task. Students S trategy: students must
will be given time to plan
devise a strategy for building
and prepare for their
a structure that can
structure that they will build withstand at least 50 gram of
for the performance task.
weight
This lessons allows for
O rganize: students must
students to examine building organize the information
materials, reflect on their
given to them about patterns
learning from previous
and repetition and shapes
lessons and understand
from previous lessons as well
where they would like their as organize their design and
performance task to go and blueprint for the performance
how to achieve this.
task.
L abel: students are asked
to make detailed diagrams,
labelling and explain their
choices for shapes and
materials
V erify: students can reflect
on the original problem and
further their understanding
by collaboration with their
peers
E xpain: students are asked

Lesson
Descriptio
n:

Instructi
onal
Processe
s

Students
will be
able to
understan
d the
design
process
for a
structure
and
planning
of a
project
whilst
making
insightful

Description
of what
teacher is
doing:

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use
that
Again,
observation,

How does your use of

formative assessment
reflect key assessment
concepts?

By having students go
collection of products and
through the process of SOLVE
conversations all lead back they are able to better reflect
into the process of
in the self-assessment and
triangulation. Students will understand their own thought
also share their ideas with
process and why they have
their peers and ask for
made certain choices. Peer
feedback from them.
assessment reflects back into
Following this students will the conversation piece for
engage in an exit slip for two triangulation as well as
stars and wish about their
teacher observation. The
design as a form of selfcollection of the final product
assessment. This information is a summative assessment
will be used as evidence of but will be formatively
learning for students to
examined during the building
understand their thought
process.
process and can be shared
later with members outside
of the classroom (ie
parents/guardians)

Description of
what students
are doing:

Sequence of
key
questions:

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Engaging in the formative

assessment through
discussion and sharing their
prior knowledge of planning
and buildings and what an
engineer does.
Students can ask questions
about the performance task
at this point and examine
the materials before starting
the
plan
design.
What
thetheir
design
process is
and what engineers do
before people build things
outside? Do they just go
start building immediately?
Opening: class discussion on
engineers and the design
process and the explaining
of todays lesson for
students to be given time to
plan their project.
Closing: exit slip in the form
of two stars and wish for
students to reflect personally
on their own work
Content: examining of the
materials, shapes and
understand the relationship
between structural strength
and repeating patterns.
Timeline: this is the first
lesson of may for the
performance task. Students
will continue to work on this
in the future for 3-4 more
lessons to complete their
project.

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.

Students will use an online blog to respond to their

experiences during the process of the performance task.
They will begin after the first lesson for the design
process and further their reflections as an ongoing
rational. The use of an online blog allows for students to
reflect periodically. Technology in this section allows for
students to share their process, thoughts and ideas with
individuals outside of the classroom as well as reflect in
the latter part of the year looking back on their learning
and understandings of the subject matter.

Rationale: Ed Technology

Scaffolding Lesson Plans

Lesson #3:

Lesson
Overvi
ew:

Description: Students will engage

in the design process for their
structure and using technology to
document and then share their
experience with their parental
figures.Outcome:
Lesson
Students will be able to understand
the
design process for a structure and
planning
of a project whilst making insightful
choices towards their materials

Describe how communication

technology used in the lesson/s,
will promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale
forPotential
using downsides
Potential
Downsides:
to using this technology would be that the
entirety of the system does not work.
Work done by students could not save
properly hence it is lost. Some students
may not have access to the technology

Lesson Description:
Students will analyze and evaluate
the use of materials for their
structure while designing their
projects and explaining their
thoughts and ideas in a concise and
concrete manner.

Instructi
onal
Processe
s

Description of what teacher is

doing:

vehicles at home thus are not able to

share their work with their parental
figures.

Instructing the students to blog about

their experience today and the process
that they engaged in for designing their
project.

Description of what students are Students will be writing/typing out their

entry and responding to the activity in a
doing:

technology based fashion this will be an

ongoing process until the completion of
the project.

Sequence of key questions:

Evidence of Lesson
Components (opening,
closing, content, timeline)

What materials did you chose and why?

What shapes did you chose and why? How
is structural strength and repeating
patterns related? What buildings in real
life represent this? How did the design
process go for you? Was it positive or
negative and why? Will you share this
with someone outside of the classroom?
The opening of for the technology
component will be the introduction of the
online blog to the students and having
them explore the technology in pairs.
Closing will be the completion of their
blog post. Content and timeline will be the
ongoing process that they engage in and
then sharing it with external figures from

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.

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans
Lesson 1 title:
Description
Lesson
Overview:

Instructio
nal
Processes

Lesson Outcome:
Students will understand
how patterns affect daily
life and why they are
significant to society. They
will be able to identify
patterns outside of the
classroom and know why
consistency is important to
learning
Lesson Description:
Students will be able to
recognize a basic A-B-A-B-A
pattern and be able to
extent the a given pattern
Description of what teacher
is doing:
Instructing students and
guiding their learning of a

Connections to Learning Theories &

Demonstration of Attention to a Classroom
Structure and Climate
Students will be given different opportunities
to demonstrate their understandings of
patterns through sound, shapes, coloring, and
tactile manipulatives. Students will have been
conditions to listen during instructional
periods of time and then explore their own
understandings during work periods. Evidence
of an effective teacher will be shown through
a sense of humor, clear explanations, well
timed activities and spending time with the
students. It is importance for teachers to
provide a positive learning environment for
students to take safe risks with their learning.
Objectives needs to be clearly explained and
modified based on the students knowledge
and skills. By holding a real life connection
outside of the classroom, learning is
contextualized for students therefore holding
further value for them learning and
understanding the material. According to Erik

basic pattern structure

Description of what
students are doing:
Constructing, extending
and conceptualizing the
given patterns to then
further their learning by
creating their own pattern

Sequence of key questions:

Ask what a pattern is and
why it is important. How do
we identify a pattern?
Other key questions
include:
- Where can we find
patterns inside and
outside the classroom?
- What defines a
pattern?
- Are there patterns in
other disciplines such
as language, social

Erikson between the ages of 3-6 students are

within the Initiative Guilt stage of their
development. Students may overstep
boundaries and guidelines due to them trying
out adult roles. Since students are playing the
part of an engineer for the final performance
task and the process that leads to an end
result they are playing the adult role.
Development from prior stages of Autonomy
Shame & Doubt students have developed
acquisition tasks of walking and talking
therefore are able to communication
effectively with their peers and teacher. They
are always aware of independence hence
playing into motivation for their project. Some
students may be entering the Industry
Inferiority stage (the very beginning) and are
willing to put in effort and the willingness to
try. They seek improvement and
acknowledgement of their efforts towards a
task. Students will be positively reinforced
with their efforts and partaking in the lessons
as well as performance task

and art?
What is the
relationship between
patterns and the
structural strength for
a building?

Evidence of Lesson
Components (opening,
closing, content, timeline)
Opening to the lesson will
be an open class discussion
with the key questions and
leading to collective
involvement from the class.
The positive safe learning
environment for students
allows them to freely
express their ideas and
thoughts without
judgement or negative
criticisms from their peers.
Content will be the
activities for students to
engage and participate in.
Closing is the form of an
exit slip thus a formative
assessment tool in regards
to motivation and behavior
in the classroom. The
timeline for this project is a
several week unit.