BackwardDesignLessonPlanTemplate

CAMUS_Brittney_PED3141_A_LESSONPLANVersion2.0

LessonPlanVersion2.0
Section1:FramingtheLesson
Thislessonwouldfitintoaunitcalled:
Soils
Subject/Course:
ScienceandTechnology
Necessarytimeframeforthislesson:
Approximately60minutes
Strand:
UnderstandingEarthandSpaceSystems
Grade(s):
3

Section2:DesiredResults
TheFundamentalDisciplinaryConceptsdrivingthislesson(fromthecurriculumdocument)are:

LessonObjective(s):
[listtheskills,understandings,dispositions,accomplishmentsthatstudentswillhave
made/acquiredduringthislesson]
Bytheendofthislesson,studentswill
befamiliarwiththepropertiesofdifferentsoils
beabletorecognizedifferentsoils
understandsafetyprotocolsinthelab
thinkofhowthepropertiesofsoilsmayaffectgrowth

OntarioCurricularOverallExpectation(s)withwhichthislessonaligns:
2.Investigatethecompositionandcharacteristicsofdifferentsoils

OntarioCurricularSpecificExpectation(s)withwhichthislessonaligns:
2.1Followestablishedsafetyproceduresduringscienceandtechnology
investigations
2.3Usescientificinquiry/experimentationskills,andknowledgeandskills
acquiredfrompreviousinvestigations,todeterminewhichtype(s)ofsoilwill
sustainlife.
2.5Useappropriatescienceandtechnologyvocabulary,includingclay,sand,
loam,pebbles,earthmaterialsandsoilinoralandwrittencommunication
 2.6Useavarietyofformstocommunicatewithdifferentaudiencesandfora
varietyofpurposes
3.1Identifyanddescribethedifferenttypesofsoils

EssentialQuestions:
Whatsafetyprecautionsdowetakewhenworkingwithsoilsamples?
Whatarethepropertiesoftopsoil,sand,clay,loamandgravel?
Whatpropertiescanweusetoidentifysoilsamples?

Section3:GatheringAcceptableEvidence
WhatInformationwillyoucollectduringthislessonthatwillallowyoutomakeclaimsabouthow
yourstudentsareprogressingtowardthecurricularexpectations?

Evidencetobecollected:
listoflabrules
videorecordings
completedchart
completedsheetonpredictions
observations

Thefirstpieceofevidencethatwillbecollectedisthechartpaperlistingtherulesofscience
andtechnologyinvestigations.Thischartpaperwillbeevidenceoftheclassdiscussionthat
producedthelistofrulesandwillcorrespondwithspecificexpectation2.1.
Theotherpiecesofevidenceincludevideos,thechartthatstudentswillfillout,observations
andthepredictionssheet.
Thevideorecordingsandthechartthatstudentswillcompletewilldemonstratetheirknowledge
ofspecificexpectations2.5,2.6and3.1.Forexpectation3.1,thispieceofevidencewill
demonstratethestudent'sabilitytodescribethedifferenttypesofsoil.
Observationscanbeusedasevidenceforallofthespecificexpectationsbeingaddressed,
howevertheteacherwillspecificallylookforevidenceofthestudentsabilitytoidentifydifferent
typesofsoil(specificexpectation3.1).
Thelastpieceofevidenceisthesheetonpredictions.Duringthisportionofthelessons,
studentsbegintothinkabouttheusesofdifferenttypesofsoilsandbeginusingthescientific
method,whichwouldbeexpandedoninthenextlesson.Thiscorrespondstospecific
expectation2.3.

Section4:UniversalDesignforLearning
Toaccommodatealllearnersinmyclassroom,mylessondesignincludesthefollowing
componentsthatareinformedbymyunderstandingofUniversalDesignforLearning:

ProvidingMultipleMeansforEngagement
Fostercollaborationandcommunity:Studentsaregivenopportunitiestoexplorethe
samplesindividually,anddiscussinsmallgroupsbeforeparticipatinginaclass
discussion.
Optimizerelevance,value.andauthenticity:Byexaminingthesoilsamplesthrougha
handsonactivityandlearningaboutthepropertiesofthedifferentsoiltypesthrough
observation,studentswillbemoreengagedandthelearningexperiencewillbe
authentic.Myhopeisthatthisactivitywillbemoreeffectivethanbeingtoldthe
propertiesorreadingabouttheproperties.
ProvideMultipleMeansofRepresentation
Clarifyvocabularyandsymbols:Priortothemainactivity,theteachergoesoversome
keytermssuchastextureandpermeability,sothatstudentsareabletofillinthechart
correctly.Thechartalsohasquestionsineachsectionthathelpremindstudentofthe
vocabularyterms.
Inaddition,studentsareabletodemonstratetheirknowledgethroughcompletingthe
chartanddiscussions.Videorecordingsofstudentsdiscussingtheirobservationswillbe
usedasasecondoralternativepieceofevidence

Section5:Plan
SequenceofLearningandInstructionalActivities[includingassessmentsforlearning]
Usethetablebelowtolisttheorderedsequenceoflearning,teachingandassessmentactivities
thatwilltakeplace[adjust/editthetableasnecessarybyadding/deletingrows].Thesequence
ofactivitiesshouldalignwiththestatedobjectives,andalignwithwhatyouknowabouthow
learninghappens.

TeacherWill StudentsWill

Classdiscussionoflabrules(washhands Contributetothelistoflabrules
beforeandafterworkingwithsoil
samples)(5minutes)

Giveashortexplanationofdifferent Listenandaskquestions
 propertiesthatarelistedonthelab
writeupsheet(texture,colour,doesit
easilyformaball?,whathappenswhen
youaddwater?,howquicklydoesthe
waterabsorb?(3minutes)

Helpstudentshavingdifficulty,prompt
studentstomakefurtherobservations,record
videosofstudentsexploringanddiscussing
thesoilssamples
Explorethelabeledsoilsamples,taking
notesonthedifferentpropertiesofthe
soils,writedescriptionsofthesamples
whattheynotice(ex.sandfeelsgritty,
doesnotsticktogetherwhenwateris
added)(5minutespersoilsample=25
minutes)

Classdiscussionaboutthepropertiesofthedifferentsoilsusingstudent
observations.Teacherwillsupplementmaterialwhennecessary.Studentswillfillout
anynewinformationontheirsheetsinadifferentcolour.(10minutes)

Givestudentsunidentifiedsoilsamplesto Labeltosoilsamplesusingtheproperties
label.Observeandensurethatstudentshave thattheyhavelearntabout.Studentswill
correctlylabeledeachsample. havetoshowtheteacherbeforebeing
allowedtocompletethenexttask.(5
minutes)

Discussupcomingexperiment(plantgrowth
indifferentsoiltypes),havestudentswrite
downwhattheythinkeachsoiltypecanbe
usedfor,whichonetheypredicttheseeds
willgrowthebestinandanyquestionsthey
haveaboutsoils
Filloutsheetabouttheusesofthe
differentsoiltypes.
Makepredictionsabouttheexperiment
Filloutexitcard(510minutes)

LogisticsandMaterials

StudentGroupings:
Studentswillbegroupedinpairsof35,rotatingthroughthedifferentstations.Students
willeachhavetheirownsamplestoexplore(onedrysample,onewithwater).Students
candiscusstheirobservationswithintheirgroupswhiletheyareexploringthesamples.

MaterialsRequired:
Soilsamples(topsoil,clay.sand.loamandgravel)
Worksheetsonproperties
Exitcard

DigitalToolsandTechnologies:
Ipadtorecordvideos

RationaleforthisLessonDesignandMyRevisions
What revisions have you made to this lesson plan? Justify your design choices with reference
to what you have come to understand about students, their learning needs, and the
experiences that can enable that learning to take place.

Imademultiplerevisionstothislessonplanthatmakethelessonmorefocusedandthat
Ihopewillbetterenablelearning.Imadethelessonslightlyshortertokeepstudentsinterested
andengaged.Imadesuretoputquestionsthatwillguidethestudentswhentheyarefillingin
thechartaboutthepropertiesthattheyareobservinginthesoilsamples.
Tokeepthelessonmorefocusedonthesoilsamples,Iremovedthesectionofthe
lessonwherestudentsweighthesamples.Istillthinkthatitwouldbeinterestingforthestudents
toweighthesamplesandseethatcertaintypesofsoilaremoredensethanothers,howeverI
thinkthatitwouldbebesttosavethisforanotherlesson.ThemainreasonthatIremoved
weighingfromthislessonisthatitwillbetimeconsumingtoteachthestudentsaboutdensity,
howtousethescalesandthenhavethemweighallofthesamples,hencethelessonwill
becomelong,andthestudentsmaylosefocus.Insteadofweighingthesamples,studentswill
usetheirobservationsandbackgroundknowledgetomakeguessesabouthowthedifferent
typesofsoilcanbeused.Thestudentswillbegintothinkabouttheirupcomingexperimentand
willmakepredictionsaboutwhichsoiltheseedswillgrowthemostin.
Toaccommodatealllearnersinmyclassroom,Iputmoreofanemphasison
collaborationandcommunicationwiththeirpeersandamprovidingstudentswithmultiple
meanstoshowtheirunderstanding(discussion,videosandworksheets).