Lesson Plans For Reals

Lesson Title: Wiite A Lettei to City Council Lesson 1: Emily
ueneial 0bjectives:
Language Aits 6.1 Biscovei anu Exploie: Stuuents will listen, speak, ieau, wiite, view anu iepiesent to
exploie thoughts, iueas, feelings anu expeiiences
Specific 0bjectives:
!"#$%&'(&) Stuuents will begin to conceptualize the piocess of auvocating foi a pioject that piomotes
community well being. Stuuents will also uemonstiate lettei-wiiting skills.
+,-%%)
6.1.1: Reau, wiite iepiesent anu talk to exploie anu explain connections between piioi knowleuge anu
new infoimation in oial, piint anu othei meuia texts.
6.1.1: Engage in exploiatoiy communication to shaie peisonal iesponses anu uevelop own
inteipietations.
./"(0/(&)
Stuuents will be able to use piopei capitalization, punctuation anu sentence stiuctuie in theii wiitten
woik.
12-'(& -")
Stuuents will watch Youtube viueo: www.youtube.comwatch.v=q4kZQS-sZSN Cut off at 1:S6
32&4566&667&"8)
Question: Bow many of you have evei been to a skate paik oi heaiu of a skate paik.
3/28-9-:/8#2; .&/2"-"()
Time Paiticipation (teachei) Paiticipation (stuuent)
1S mins

1S mins

Su mins

Intiouuction to skate paik unit:
uiscussion about skate paiks anu
pievious knowleuge on this topic

Shoit ieview on lettei wiiting skills
anu foimal lettei composition

Teachei is available foi assistance
Stuuents will cieate a list of things they know
about skate paiks anu questions they have
about skate paiks

Stuuents will take note of piopei foimat anu
copy the foimat into theii jouinals.

Stuuents wiite letteis inuiviuually, but have the
option of asking both peeis anu teachei foi
assistance.
3#684566&667&"8)
Stuuents will hanu in theii letteis anu be giaueu on the use of piopei capitalization, punctuation anu
sentence stiuctuie. Stuuents will also ieceive a maik baseu on theii effoit to consiuei uiffeient
peispectives, benefits anu challenges of builuing a skate paik.
<2/"6-8-#")
Explain to the stuuents that ovei the next few weeks we will be leaining the ins anu outs of builuing a
skate paik. Stuuents will be askeu to hanu in any questions they came up with uuiing oui intiouuctoiy
uiscussion so that next class we can covei some of them. These questions will be useu foi oui final
jeopaiuy game. Tomoiiow will be the fiist of foui uays of oui pioblem posing stations wheie we will look
at vaiious mateiials anu come up with questions, themes, solutions anu uiffeient peispectives.
3#66-=%& >#'-?-9/8-#"6)
ELL stuuents may iequiie a visual uictionaiy oi vocabulaiy list that incluues woius such as city council,
pioposal, skateboaiu, social impact, community, wellbeing etc. Stuuents will also be given the oppoitunity
to wiite theii lettei on the computei.
@&6&/29A B#""&98-#"6)
0sing viueo clips can invite gieatei engagement in the classioom anu ignite inteiest in stuuents. By using
this as a tiiggei we can ieach moie chiluien anu tiiggei leaineis' inteiests.
Rost, N. (2uu6). !"#"$%&'#( *&+,"#& -.&'/%&'.#0 Retiieveu fiom:
http:www.longmanhomeusa.comcontentWoiluview_Notivation.puf

Lesson Title: 0nueistanuing Skate Paiks Thiough the
Neuia
Lesson # 2 Lauia
ueneial 0bjectives:
Social Stuuies 6.1: Citizens Paiticipating in Becision Naking
Language Aits 6.1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
Language Arts 6.2: Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
!"#$%&'(&) Stuuents will be awaie of how meuia anu cuiient events influence theii peisonal
peispectives.
+,-%%)
Social Stuuies
6.S.1. Bevelop skills of ciitical thinking anu cieative thinking:
Re-evaluate peisonal opinions to bioauen unueistanuing of a topic oi an issue.
Ciitically evaluate iueas, infoimation anu positions.
6.S.9 Bevelop skills of meuia liteiacy:
Betect bias piesent in the meuia
Examine anu assess uiveise peispectives iegaiuing an issue piesenteu in the meuia
./"(0/(&)
Language Aits 6.1: Use talk, notes, personal writing and representing, together with texts and the ideas of
others, to clarify and shape understanding.
6.2.1 Use text features, such as charts, graphs and dictionaries, to enhance understanding of ideas and
information
Intiouuction (biiuge)
Foi the next 4 classes we will be examining vaiious mateiials that will help us cieate an unueistanuing of
skate paiks. The foui topics we will exploie aie Neuia, Bemogiaphics (who uses skate paiks), Auveitising,
anu Pios anu Cons. Touay we will be focusing on skate paiks in the meuia.
Pie-Assessment:
Begin a class uiscussion with the following questions: What aie uiffeient types of meuia. Bow can meuia
infoim us. What aie some skills we must have when using meuia to help us leain.
Paiticipatoiy Leaining:
In this lesson, stuuents will view foui viueos (YouTube) anu ieau one shoit newspapei aiticle. Stuuents
will be iequiieu to take notes anu use theii meuia viewing skills to help them answei the following
questions pioviueu on a woiksheet:
Bow weie skate paiks poitiayeu in the meuia you vieweu. uive thiee examples.
Name two peispectives that weie not uepicteu in the meuia I pioviueu to you.
Which meuia piece was youi favoiite anu why. (uive at least two ieasons)

1S Ninutes

Begin class with the Biiuge
statement anu a uiscussion using
the pie-assessment questions.
This uiscussion with leau into an
infoimal lesson on skills foi
viewing meuia. Stuuents will use
these skills when viewing to help
them answei the questions on theii
Stuuents will paiticipate in a class uiscussion
anu lesson on ciitical viewing skills.

Su Ninutes

1S Ninutes

1S Ninutes
woiksheet.
Pioviue stuuents with the
woiksheet (contains questions
outlineu in pie-assessment), the
news aiticle anu the links to the
YouTube viueos. uive them Su
minutes to view.
Nove aiounu anu pioviue leauing
questions, supplementaiy
infoimation, oi helpful hints in
oiuei to ensuie they aie heauing in
the iight uiiection.
Leau a class uiscussion that
auuiesses the woiksheet questions
in a whole gioup.
uive stuuents time to complete
theii woiksheets.
Stuuents will woik inuepenuently oi in
paitneis to view the meuia pieces. They will
take notes in a style of theii choice (jot notes,
minu map, venn uiagiam, t-chait). Stuuents
will use the questions on theii woik sheet to
guiue theii viewing.

Stuuents will paiticipate in a class uiscussion
by shaiing theii finuings.

Stuuents will complete theii woiksheet anu
hanu it in.
Post-Assessment:
Stuuents will hanu in theii completeu inuiviuual minu maps. Stuuents will answei the question: "What is
the name of the categoiy we exploieu touay when it comes to the S big themes of builuing skate paiks."
Tiansition:
Tomoiiow we will look at chaits anu giaphs to help focus youi attention on some othei impoitant factois
of builuing a skate paik.
Possible Nouifications:
ELL: Stuuents who aie English Language Leaineis can be paitneieu with a classmate to help them ieau
the newspapei aiticle.
Research Connections:
Moore, D. C. (2013). Bringing the world to school: Integrating news and media literacy
in elementary classrooms. Journal of Media Literacy Education, 5(1), 326-336.

This article outlines a 4-step approach to using media in the elementary classroom. I focused this
lesson plan around step one, which is a commitment to the use of inquiry to guide lesson development.
The article outlines that connecting with students popular culture, [in this case YouTube] has been
shown to facilitate students understanding about themselves and others (Moore, 2013).

"As |stuuentsj paiticipate in conveisations - offeiing infoimation, consiueiing othei points of view,
seaiching foi auuitional infoimation to suppoit opinions, anu listening to alteinative viewpoints -
stuuents leain social skills as well as content aiea infoimation."
Tompkins, u., Biight, R., Pollaiu, N., & Winsoi, P. (2u11). 1%#(+%(" %$&23 4.#&"#& %#, 5"%67'#( *&$%&"('"2 .
(Sth eu., pp. S71). To: Peaison.

Skate Paik YouTube viueos

http:www.weau.comhomeheaulinesEau-Claiie-YNCA-to-close-skate-paik-
peimanently-24244uS91.html

http:www.ibiattleboio.comsectionstown-planuppei-living-memoiial-paik-
possible-skatepaik-site-bctv-film

http:www.youtube.comwatch.v=mf-NmgKiSjA

http:vimeo.com26248681

Calgary officials start
wheels rolling on new
skateboard parks 28

BY KATIE SCHNEIDER ,CALGARY SUN
FIRST POSTED: SUNDAY, APRIL 14, 2013 05:37 PM MDT | UPDATED: MONDAY,
APRIL 15, 2013 06:48 AM MDT

Shane Moseley whips around a bowl during Go Skateboarding Day at Shaw
Millennium Park in Calgary on Thursday, June 21, 2012. The city is looking
to build as many as 50 new skateboard parks over the next decade. LYLE
ASPINALL/CALGARY SUN

The wheels are in motion to build 50 new skateboard parks in the city over the
next decade.
A request for proposal has been issued for an engineering or architectural firm to
build the skate parks of various sizes that city council approved in 2011.
City bureaucrats, in consultation with the Calgary Association of Skateboarding
Enthusiasts (CASE), prepared the 10-year plan to address the lack of publicly
accessible parks with a proposed budget of $11 million.
The request for proposal has budgeted costs for planning, design, development,
and construction at $2 million in 2013 and $2 million in 2014.
Site selection is slated for the end of July.
Ald. Shane Keating, vice-chair of the community and protective services
committee, is pleased the ball is rolling on the plan.
I think its one of those recreation facilities that is not for everyone but there are
sufficient numbers out there that are willing to use them and the city should have
the wide range of recreation facilities for everybody, he said.
He is in favour of appointing non-profit groups to be in charge of maintaining and
operating skateboard parks.
My biggest concern was I didnt want the city building them and then having to
end up operating and maintaining at a later time, he said.
They should put the money in leverage it with a non-profit organization like one
of the skate park organizations.
Find an organization out there that is willing to manage it, because I would hate
for them to build them and they are left out there and the city has to operate,
maintain and do everything with it.
He noted the McKenzie Towne residents association is willing to look after a
skate park as one example that could be emulated elsewhere.
They currently have one on leased land near the McKenzie Towne Park and
Ride.
katie.schneider@sunmedia.ca

Lesson Title: Who 0ses Skate Paiks. Lesson # S Lauia
ueneial 0bjectives:
!"#$%&'(&) Stuuents will ciitique multiple uocuments anu cieate analogies between them in oiuei to
uevelop an oveiall theme anu conclusion.
+,-%%)
Social Stuuies
6.S.4 Bemonstiate skills of uecision making anu pioblem solving:
Piopose anu apply new iueas, stiategies anu options, suppoiteu with facts anu ieasons, to contiibute to
uecision-making anu pioblem solving.
6.S.7 Apply the Reseaich Piocess
0se giaphs, tables, chaits anu venn uiagiams to inteipiet infoimation
./"(0/(&)
Language Aits 6.1.2: Use talk, notes, personal writing and representing, together with texts and the ideas of
others, to clarify and shape understanding
Touay we will be examining aitifacts anu uocuments to expanu oui unueistanuing of skate paiks.
Pie-Assessment:
Who uses skate paiks. Who 27.+8, use skate paiks.
Stuuents will exploie theii unueistanuing of why communities auvocate foi skate paiks anu who uses
them foi enteitainment anu exeicise. Stuuents will conuuct suiveys in theii class anu cieate a giaph to
iepiesent theii finuings.

1u Nin

2u Nin

S Nin

Su Nin

Begin a class uiscussion using the pie-
assessment questions.
Teach a lesson on giaphical iepiesentation
anu how to inteipiet giaphs. Teach stuuents
the foimat foi gatheiing uata anu how to
tiansfei it into a giaph. 0se the giaphs
attacheu to this lesson plan to supplement
youi lesson on giaphs anu chaits.
Assign stuuents one of the following suivey
questions:
1) Bave you heaiu of a skate paik.
2) Bave you been to a skate paik.
S) Woulu you say you aie a beginnei,
inteimeuiate, oi auvanceu skate boaiuei.
4) Bo you own any of the following:
skateboaiuiolleiblauesscooteilongboaiu.
Instiuct stuuents to ask eveiy single one of
theii classmates theii question anu iecoiu
Stuuents will paiticipate in the
uiscussion anu listen uuiing the
lesson instiuction.

Stuuents will move about the ioom
asking theii assigneu question. They

2u Nin
uata.
uive stuuents time to complete theii giaph oi
chait, explain it to a class mate, anu hanu it in
foi maiking. (0ption foi homewoik)
will iecoiu theii uata anu cieate a
giaph oi chait to hanu in foi maiking.
Post-Assessment:
Stuuents will hanu in theii completeu chaits oi giaphs. Stuuents will be able to answei the question:
Who uses skate paiks.
Tiansition:
Tomoiiow we will be looking at uiffeient ways to auveitise skate paiks.
Stuuents who suffei fiom anxiety oi sevei shyness may paitnei up with someone anu iecoiu the
answeis to the suivey questions while theii paitnei uoes the talking. Each stuuent will use the same
uata but must complete theii giaphchait inuiviuually.
Reseaich Connections:
Bewey, }. (19S8). 9:;"$'"#6" %#, 9,+6%&'.#0 NY, Simon anu Schustei
Bewey explains that euucatois shoulu focus on the quality of expeiience foi stuuents, specifically the
quality of inteiaction anu the continuity of expeiience. I aimeu to incoipoiate both elements in this
lesson. Fiist, I engage the stuuents by having them complete theii own suiveys iathei than simply
uictating to them what a suivey entails. Seconu, I incoipoiate a continuity of expeiience because they
leain how to conuuct suiveys, ieau the uata, tianslate the uata into a giaphic iepiesentation, anu
explain it to theii peeis. These skills will auu to theii knowleuge about ieauing chaits anu uata.
Tompkins, u., Biight, R., Pollaiu, N., & Winsoi, P. (2u11). 1%#(+%(" %$&23 4.#&"#& %#, 5"%67'#( *&$%&"('"2
. (Sth eu., pp. S71). To: Peaison.

Lesson Title: Auveitising Lesson # 4 Lauia
ueneial 0bjectives:
!"#$%&'(&) Stuuents will synthesize infoimation fiom the mateiials at this station to unueistanu anu
oveiall theme.
+,-%%)
Social Stuuies
Consiuei multiple peispectives when uealing with issues, uecision-making anu pioblem solving.
Collaboiate with otheis to uevise stiategies foi uealing with pioblems anu issues.
./"(0/(&)
uive each stuuent ten uollais woith of fake money anu tell them they will have a chance to buy theii
choice of thiee uiffeient items. Each item is woith ten uollais anu they must choose only one item.
Pioceeu selling item A by explaining all it's featuies, hanuing out biochuies, anu acting veiy enthusiastic.
Sell item B as if you believe in it's value, but it is not youi favoiite piouuct. Anu sell item C by saying it's
name anu explaining that the last time you useu it, it bioke anu you wisheu you hau nevei bought it. Then
ask stuuent to puichase theii choice of one of the thiee items. This will leau into a uiscussion on
auveitising.
Pie-Assessment:
Boes anyone know wheie uoes the money foi skate paiks come fiom.

2S Nin

1S Ninutes

Su Ninutes
Begin a class with the Biiuge-in
activity. Then ask the pie-
assessment question, which will
leau into a lesson on auveitising,
specifically foi funuiaiseis.
Show stuuents the vaiious flyeis
have them biainstoim a minu map
incluuing similaiities, uiffeiences,
themes, anu cieative aspects of the
flyeis. Encouiage them to inquiie
anu ask questions.
Pioviue stuuents with instiuctional
hanu out foi how to cieate theii
own flyei. (Nust have: name, at
least two colois, title, at least one
pictuie, anu a shoit uesciiption.
Stuuents will also be giaueu on
cieativity anu effoit.).
Stuuents will make choices baseu on the
selling featuies of each item anu "puichase"
one item. This will help them unueistanu how
auveitising contiibutes to making money.
Stuuents will woik togethei as a class to
biainstoim the uiffeiences, similaiities,
cieative aspects, anu themes of the flyeis
piesenteu to them.

Stuuents will woik inuiviuually to cieate theii
own flyei. They may pick any funuiaisei they
want (e.g. cai wash, bake sale, conceit, etc).
Stuuents will hanu in theii flyei at the enu of
class, anu if it is not finisheu they will complete
it foi homewoik.
uive stuuents time to cieate theii
own flyei foi a funuiaisei to iaise
money foi a skate paik.
Post-Assessment:
Stuuents will hanu in theii completeu inuiviuual minu maps. Stuuents will answei the question: "Wheie
uoes some of the money to builu a skate paik come fiom."
Tiansition:
Tomoiiow we will be talking about the pios anu cons of builuing a skate paik in a community.
A mouification that will be helpful foi stuuents with Autism is to uemonstiate what the stuuent is
supposeu to uo both veibally anu visually. Foi example, complete a simplifieu flyei with them one on one
that incoipoiates all the iequiiements listeu on the assignment hanu out. Explicitly explain how you
incoipoiate each iequiiement, especially the cieative aspect.
Reseaich Connections:
Tompkins, G., Bright, R., Pollard, M., & Winsor, P. (2011). Language arts: Content and Teaching
Strategies . (5th ed., pp. 454-455). To: Pearson.

Chaptei 11 in this textbook explains how to uevelop inquiiy-baseu units. Theie aie ten uiffeient
components that Tompkins et al (2u11) suggest to incoipoiate when uesigning an inquiiy baseu unit,
howevei in this paiticulai lesson I focuseu solely on planning oial anu visually iepiesenting activities
ielateu to the theme. Specifically, stuuents aie iepiesenting theii unueistanuing anu knowleuge of
funuiaising by cieating theii own flyeis.

Lesson Title: Pios anu Cons Lesson # S Lauia
ueneial 0bjectives:
!"#$%&'(&) Stuuents will synthesize infoimation fiom the mateiials at this station to unueistanu anu
oveiall theme.
+,-%%)
Social Stuuies
Consiuei multiple peispectives when uealing with issues, uecision-making anu pioblem solving.
./"(0/(&)
Sepaiate stuuents into two gioups anu give each gioup the following instiuctions:
uioup A - The top thiee ieasons why oui community shoulu builu skate paiks aie: it will lowei iates of
ciiminal activity, it will impiove the health of chiluien thiough exeicise, anu it will showcase aitistic
talent of oui citizens. When you get back to the classioom, finu a peei in the othei gioup anu convince
them we shoulu builu a skate paik by talking about the thiee ieasons above. Bo youi best to convince
youi paitnei that you aie iight; even if you uon't agiee with the position you have been assigneu.
uioup B - The top thiee ieasons why oui community shoulu N0T builu skate paiks aie: it incieases
ciiminal activity, it piomotes gang membeiship, anu it is physically uangeious. When you get back to the
classioom, finu a peei in the othei gioup anu convince them we shoulu not builu a skate paik by talking
about the thiee ieasons above. Bo youi best to convince youi paitnei that you aie iight; even if you uon't
agiee with the position you have been assigneu.
Pie-Assessment:
What aie the pios anu cons of builuing a skate paik.

2S Ninutes

Su Ninutes

Leau stuuents thiough the biiuge in
activity. Cut stuuents off if it
becomes too chaotic, howevei some
chaos is iecommenueu to help them
leain uemociatic uebating anu
listening skills.
Aftei the biiuge in activity, pioviue
stuuents with two uocuments: one
on the pios of builuing skate paiks,
anu one on the cons of builuing
skate paiks. uive stuuents a choice
Stuuents will actively tiy to convince theii
peeis that a skate paik eithei shoulu be built oi
shoulu not be built baseu on the position they
have been assigneu.

Stuuents will woik inuiviuually oi in small
gioups (2-S) to ieau the aiticles anu fill out
inuiviuual T chaits compaiing the pios anu
cons. Each stuuent will fill out his oi hei own T
chait as a foimative assessment. Each stuuent
is expecteu to wiite uown at least 6 pios anu 6

to ieau thiough the uocuments in
gioups oi inuiviuually anu fill out a
T chait to hanu in at the enu of
class. Nove aiounu uuiing this time
to ask guiuing questions anu help
stuuents finu themes in the aiticles.
cons.
Post-Assessment:
Stuuents will hanu in theii completeu inuiviuual minu maps. Stuuents will answei the question: "What
aie the pio's anu con's of builuing skate boaiu paiks."
Tiansition:
Tomoiiow we will be uiscussion city council anu how it ielateu to community piojects.
Nouify foi stuuents who have a leaining uisability by only iequiiing them to wiite uown 4 pios anu 4
cons iathei than 6 foi each categoiy.
Samanci, O. (2009, December). Democracy education in elementary schools. Social Studies, 101(1),
30-33. Retrieved April 4, 2014, from EbscoHost.

Samanci (2010) explains that children are part of a social system, school, where they experience many
aspects of democratic life: friendship, tolerance, love, respect, participation, leadership, democratic
attitudes, and assistance. This lesson aimed to teach skills of taking multiple perspectives, which are
needed to be a democratic citizen.


C&(/8-D& 56:&986 #? +,/8& 3/2,6
Cost to Builu
Accoiuing to Subuiban Rails, a skate paik can iange in cost fiom $8,uuu to $2S,uuu
pei 1,uuu squaie feet. This means that some skate paiks can cost hunuieus of
thousanus of uollais to builu, anu in some cases, laigei facilities iun into the
millions. Naintenance fees also hike the cost up. Accoiuing to The }oplin ulobe,
these costs aie ueflecteu to citizens of the skate paik's city thiough taxes.

Ciime
Investigations by The Couiiei Nail anu Ny Subuiban Life have shown that skate
paiks aie a haven foi ciime. This incluues the selling anu use of uiugs, gang activity,
vanualism anu theft of equipment. Lighting anu secuiity is sometimes insufficient at
skate paiks, which makes the paiks moie conuucive foi this ciiminal activity.

Young Riueis
Skateis foi Public Skate Paiks cautions that inexpeiienceu iiueis aie sometimes put
in haim's way. Skate paiks can be uominateu by oluei iiueis, cieating an
unsatisfactoiy oi uangeious enviionment foi young skateis just staiting the spoit.
Nany oluei, skilleu skateis want to piactice tiicks anu jumps without having to wait
foi youngei skateis. As a iesult, youngei skateis may get pusheu out of the way oi
be placeu in uangei when an oluei skatei enteis the paik.

Injuiy
While Sk8paiks Inteinational says a skate paik will ieuuce the chance of a skating
injuiy, theie aie still iisks involveu. At a skate paik, skateis can be encouiageu oi
peisuaueu to tiy tiicks anu jumps they aie not ieauy foi. This incieases the chance
of seiious injuiy. Auuitionally, some iiueis fail to use the piopei equipment oi
pauuing. Supeivision is non-existent at some paiks, opening the uooi to uangeious
behavioi. Accoiuing the Sk8paiks Inteinational, a stuuy by the 0.S. Consumei
Piouuct Safety Commission claims that 27,762 injuiies occui foi eveiy 6.2 million
skateis.

Ciowus
Accoiuing to Skateis foi Public Skate Paiks, ciowueu paiks leau to skateis seaiching
foi othei venues. While skateis enjoy socializing with otheis, at some point skate
paiks become oveiciowueu, which limits the enjoyability of the activity. When too
many skateis aie piesent at a skate paik, skateis may be tuineu away, be foiceu to
wait foi long peiious of time oi be iestiicteu to a small aiea in the paik.

Taken fiom http:www.ehow.cominfo_8S481S6_cons-skate-paik.html on Naich
2S, 2u14.

5 BENEFITS OF A SUCCESSFUL
SKATEPARK
1. COMMUNITY GATHERING PLACES HELP BUILD SOCIAL SKILLS
As our world becomes lncreaslngly overwhelmed by Lelevlslon, vldeo games and lnLerneL
browslng - klds are spendlng a loL less Llme on face-Lo-face lnLeracLlon wlLh Lhelr peers. Pow are
klds expecLed Lo grow and develop Lhe skllls Lhey wlll need ln Lhe real world lf Lhey spend all day
slLLlng ln fronL of a screen? !"#$#%"#&'()&&*+",%*&"-+"(.
such as a skaLeparks are greaL places for klds Lo lnLeracL wlLh one anoLher and bulld vlLal soclal
and lnLerpersonal skllls.
When a skaLepark ls bullL, a communlLy develops around lL. lor klds who are sLruggllng Lo
ldenLlfy wlLh Leam sporLs, Lhls communlLy glves Lhem a valuable sense of belonglng. When Lhey
show up Lo Lhe park, race, gender and age are all Lhrown ouL Lhe wlndow - all LhaL maLLers ls
LhaL Lhey have a good aLLlLude and a passlon for skaLlng.
ln a recenL sLudy by Lhe !ournal of AdolescenL 8esearch, ur. Craham L. 8radley explalns LhaL
skaLe parks are poslLlve places, whlch +"0&'*$#+ 0%,%0 *+.1&".%2%3%(4 $") .&0%$3 .5%33..
We also waLched and observed klds acqulrlng soclal skllls, learnlng Lo cooperaLe, Lo Lake Lurns,
Lo Lake some responslblllLy for Lhelr sporLlng arena. 1hey have prlde ln lL and Lhey look afLer lL.
We Lhlnk young boys aL Lhe skaLepark are learnlng Lhe beglnnlngs of some clvlc parLlclpaLlon,
some responslblllLy, and some %",&3,+-+"( %" (6+%* 0&--'"%(4."
!"#$%&' Iootool of AJolesceot keseotcb - 5kote lotks os o cootext fot AJolesceot uevelopmeot
Ctobom l. 8toJley, Motcb 2010, vol. 25, 2. pp. 288-J2J.
2. SKATEBOARDING HAS POSITIVE EFFECTS ON MENTAL HEALTH
SkaLeboardlng ls a unlque acLlvlLy because lL comblnes exLreme physlcal exerLlon wlLh preclse
muscle coordlnaLlon and balance. 1he complexlLy of performlng Lrlcks on a skaLeboard lmproves
braln funcLlon aL a fundamenLal level and sLlmulaLes new cell growLh ln Lhe braln.
ln 2006, an elemenLary school ln 8oulder, Colorado began lncorporaLlng skaLeboardlng lnLo Lhe
physlcal educaLlon currlculum - calllng Lhe program SkaLe ass". 1he program's dlrecLor, Lrlc
klassen, wanLed Lo brlng ln acLlvlLles LhaL are alLernaLlve, non-compeLlLlve and lndlvldual. MosL
klds ln schools feel lnLlmldaLed when lL comes Lo compeLlLlon."
klassen says Lhe blggesL beneflL mlghL be someLhlng klds don'L reallze Lhey're learnlng. Whlle
skaLeboardlng helps wlLh eye-fooL coordlnaLlon and balance, he says lL also lmproves
performance ln Lhe classroom.
"When Lhey're lnvolved ln an acLlvlLy LhaL lnvolves balance -- boLh hemlspheres of Lhe braln are
equally sLlmulaLed," klassen says. Pe polnLs ouL LhaL researchers have shown LhaL Lhe body also
produces a hormone LhaL makes sLudenLs -&*+ *+0+1(%,+ (& 3+$*"%"# 7&* (6+ *+.( &7 (6+ .06&&3
)$4.
!"#$%&' 9News - locol scbool becomes fltst lo ootloo to teocb skotebootJloq J/6/2006
ln hls new book, 5potk. 1be kevolotloooty 5cleoce of xetclse ooJ tbe 8tolo, !ohn !. 8aLey, a
professor of psychlaLry aL Parvard Medlcal School, also makes a very convlnclng case LhaL 5%).
86& *+#'3$*34 +9+*0%.+ 1+*7&*- 2+((+* %" .06&&3 $") $*+ $23+ (& 3+$*" -&*+ +77+0(%,+34 Lhan
Lhelr peers who do noL conslsLenLly exerclse.
3. SKATEBOARDING PROMOTES HEALTHY AND ACTIVE LIFESTYLES
Arguably Lhe mosL lmporLanL reason for parLlclpaLlng ln acLlon sporLs ls Lhe facL LhaL lL keeps you
healLhy and physlcally flL. llndlng an acLlvlLy LhaL geLs klds off Lhe couch and keeps Lhem ln
shape ls vlLal for Lhe youLh of Lhls naLlon, especlally ln Lhls Llme of a naLlonal healLh crlsls.
- 1he uS Surgeon Ceneral has offlclally declared LhaL obeslLy ls an epldemlc. CbeslLy ls Lhe
mosL presslng healLh problem Amerlca ls faclng, cosLlng Lhe healLh care sysLem an
esLlmaLed $90 bllllon per year.
- 1hree of every flve Amerlcans are overwelghL, one of every flve ls obese. - A recenL sLudy
ln Lhe Iootool of tbe Ametlcoo MeJlcol Assoclotloo predlcLs LhaL a chlld born ln 2000
has a one-ln-Lhree chance of developlng dlabeLes.
- Some 30 percenL of u.S. schoolchlldren are overwelghL - slx Llmes more Lhan ln 1980-
and anoLher 30 are on Lhe cusp.
- CverwelghL adolescenLs have a 70 percenL chance of becomlng overwelghL adulLs. 1hls
lncreases Lo 80 percenL lf one or boLh parenLs are overwelghL or obese. -Cnly 6 of u.S.
hlgh schools offer a dally physlcal educaLlon class. - klds are spendlng an average of
3.3 hours a day ln fronL of some sorL of a screen - Lelevlslon, compuLer, or handheld
devlce.
4. SKATEPARKS REDUCE CRIMINAL BEHAVIOR
unforLunaLely, skaLeparks are ofLen percelved as negaLlve envlronmenLs LhaL aLLracL
dellnquenLs and llllclL behavlor. Mlslnformed communlLy members con[ure up lmages of grafflLl,
smoklng, flghLlng and lnapproprlaLe language when Lhey Lalk abouL skaLeparks. More ofLen Lhan
noL Lhough, Lhese problems are Lhe resulL of a few bad seeds - noL Lhe ma[orlLy of skaLepark
users who are Lhere Lo exerclse and progress Lhelr skllls. 1hese problems are also Lhe sympLoms
of adolescenL behavlor ln general and are unfalrly assoclaLed wlLh skaLeparks as Lhe maln cause.
A lack of adequaLe skaLeparks ls one of Lhe easlesL ways Lo Lurn klds onLo crlmlnals. WlLh
noLhlng Lo do and nowhere Lo go, klds wlll usually flnd less poslLlve ways Lo occupy Lhelr Llme. A
Lown ln Lngland released some profound flndlngs afLer openlng Lhelr skaLepark ln 2006.
u8llllLLu SkaLe ark ls helplng Lo reduce youLh crlme, lL has been revealed. C SLeve Wllson,
of Lhe urlffleld nelghbourhood ollclng 1eam, sald: "lrom my experlence, l am aware LhaL Lhe
skaLe park ls regularly used by numerous young people from urlffleld and Lhe surroundlng areas,
&77+*%"# $ ,$3'$23+ )%,+*.%&" 7*&- $"(%: .&0%$3 2+6$,%&*."
1he offlcer sald ln a leLLer Lo SkaLe ark organlzers, whlch was read aL a meeLlng of Lhe urlffleld
1own Councll pollcy and flnance commlLLee: "Slnce Lhe skaLe park opened Lhere has been a
"&(%0+$23+ )*&1 %" 0$33. (& 4&'(6. 0$'.%"# $""&4$"0+ $") *+3$(+) -$((+*.. l would fully supporL
Lhls faclllLy belng
made lnLo an all weaLher, all year round resource."
ln SepLember of 2008, Spohn 8anch Leamed up wlLh world-renowned professlonal skaLeboarder
aul - 8od" 8odrlguez Lo creaLe a Lruly amazlng concreLe skaLepark for Lhe youLh of
WllmlngLon, CA a communlLy ranked as one of Lhe mosL dangerous communlLles ln Lhe uS.
knowlng Lhe skaLepark could serve as a valuable recreaLlonal space for Lhe easlly-dlsLracLed
youLh of WllmlngLon, Spohn 8anch presenLed Lhe ClLy of Los Angeles wlLh a $100,000 granL Lo
ensure Lhe pro[ecL would come Lo frulLlon. Slnce lLs openlng, Lhe park has averaged 230-300
skaLers a day, has become a drop-off locaLlon for seven nelghborhood schools, and has helped
reduce vlolenL crlme ln Lhe area by 90.

5. SKATEPARKS ATTRACT TOURISM
A professlonally-deslgned and well- malnLalned skaLepark can brlng new llfe lnLo your
communlLy. When you Lake Lhe Llme and efforL Lo creaLe a unlque faclllLy, Lhe economlc
rewards can be felL almosL lmmedlaLely. Word Lravels fasL ln Lhe skaLeboardlng world and wlLh a
new showplece Lo offer, skaLeboarders and Lhelr famllles wlll flock Lo your communlLy and
spend Lhelr vacaLlon dollars.
1o emphaslze how much lmpacL our skaLepark has had slnce lLs openlng, l would llke Lo noLe
LhaL one of Lhe mosL frequenL quesLlons aL our Colorado Welcome CenLer ls now, Pow do you
geL Lo Lhe skaLepark?" 1he volunLeers aL Lhe welcome cenLer have requesLed LhaL slgns be
placed LhroughouL Lown Lo gulde ouL-of-Lowners Lo Lhe park.
1here have been, as l am Lold, numerous skaLers from across Amerlca LhaL have come here
speclflcally for Lhe purpose of Lrylng ouL our new faclllLy. l've heard reporLs from local
enLhuslasLs LhaL fellow rlders from as far away as Malne, vermonL, llorlda, WashlngLon, Cregon,
1exas, Callfornla, and lndlana have been here Lo skaLe. lor a clLy wlLh a populaLlon of 10,000 we
are lmpressed wlLh Lhe resulLs. 1ony Pawk even sLopped for a rlde wlLh hls group a couple of
weeks ago. Word Lravels fasL when a world class skaLepark ls consLrucLed."
Moyot Iosepb A. keotJo - 1tlolJoJ, colotoJo
1he lmmedlaLe response Lo our park was overwhelmlng. 8oLh Lhe youLh of our Lown, and
vlslLors allke bombarded our new park each and every day. 1hls was a 6'#+ +0&"&-%0 2&&.( 7&*
&'* (&8", and conLlnues Lo be as Lhls conLesL has puL Carbondale and our skaLe park on Lhe
map. never underesLlmaLe Lhe draw LhaL a skaLepark wlll have on your Lown.
Cur Lown has been very pleased wlLh Lhe economlc lmpacL LhaL Lhe new skaLepark has broughL
Lo Carbondale. WlLh many vlslLors sLaylng here over Lhe Summer monLhs [usL Lo skaLe our park,
wlLh large conLesLs belng held here and Lhe free adverLlsemenLs LhaL skaLers pass on Lo each
oLher abouL Carbondale; &'* .5$(+1$*5 6$. 2++" +90+1(%&"$3 7&* (&8" 2'.%"+..."
cotbooJole kecteotloo & 5kotepotk cootJlootot cbtls wooJs- cotbooJole, colotoJo

1aken from :
hLLp://www.porLagewl.com/pdf/1he208eneflLs20of20ubllc20SkaLeparks.pdf on March
24, 2014.

Lesson Title: City Council Repiesentatives Bay 6: Emily
E&"&2/% F=G&98-D&6)
Social Stuuies: 6.1 Stuuents will uemonstiate an unueistanuing anu appieciation of the uynamic
ielationship between goveinments anu citizens as they engage in the uemociatic piocess.
!"#$%&'(&)
Social Stuuies 6.1.1 Recognize how inuiviuuals anu goveinments inteiact anu biing about change within
theii local anu national communities: value citizens' paiticipation in a uemociatic society
Social Stuuies 6.1.4. Analyze the stiuctuie anu functions of local goveinments in Albeita by exploiing anu
ieflecting upon the following questions anu issues: What aie the iesponsibilities of local goveinments.
+,-%%)
English S.1 Stuuents will use note-taking oi iepiesenting to assist with unueistanuing iueas anu
infoimation, anu focusing topics foi investigation
English S.S use outlines, thought webs anu summaiies to show the ielationships among iueas anu
infoimation anu to claiify meaning
./"(0/(&)
Stuuents will summaiize the infoimation uiscusseu using technical anu geneial vocabulaiy anu piopei
giammai stiuctuie.
H"82#'098-#" I=2-'(&J
Who uiu you wiite youi letteis to. Bave you heaiu of this peison befoie.
32&4566&667&"8)
Ask the stuuents who they think they woulu appioach to piopose a skate paik being built in theii
community. Why uiu we wiite oui letteis to a city council iepiesentative. What uoes that peison uo.
(Stuuents will have some piioi knowleuge to goveinment stiuctuie befoie this lesson)
3/28-9-:/8#2; .&/2"-"()
1u mins

1u mins

Su mins

Biscussion on what city council is

Banu out flow chait

As a class we will categoiize each
business unit within each
uepaitment

Stuuents will be expecteu to take notes
summaiizing the infoimation given
Stuuents will be askeu to inteipiet the flow
chait anu will biainstoim what specific
iepiesentatives woulu belong unuei each
uepaitment
Stuuents will woik as a team to categoiize each
business unit within a uepaitment. As a class
we will cieate a laige flow chait on the
whiteboaiuwall
3#684566&667&"8)
Stuuents will ueciue which iepiesentative is most appiopiiate foi theii skate paik lettei anu as a class we
will vote on who we shoulu auuiess oui letteis to.
<2/"6-8-#")
Stuuents will be askeu to complete theii new letteis foi homewoik. They must incluue infoimation that
they have gatheieu thioughout the pioblem-posing stations anu pievious lessons. These letteis will be
uue in 2 uays.
3#66-=%& >#'-?-9/8-#"6)
visual cues foi each of the uepaitments of city council will be cieateu anu uisplayeu foi the class. This will
be helpful to any ELL stuuent oi stuuent that stiuggles with vocabulaiy.

@&6&/29A B#""&98-#"6)
Theie is a soliu scientific base that concluues that using giaphic oiganizeis in the classioom can impiove
stuuents' peifoimance in ieauing, wiiting, anu thinking anu content aiea leaining. They have also been
useu veiy successfully with those stuuents that have leaining uisabilities. uiaphic oiganizeis have the
potential to minimize cuiiiculai baiiieis foi all stuuents in a classioom anu aie theiefoie will aiu in the
success of youi stuuents.

Baiton-Aiwoou, S. N. & Little, N. A. (2u1S). 0sing uiaphic 0iganizeis to Access the ueneial Cuiiiculum at
the Seconuaiy Level. <#&"$/"#&'.# '# *67..8 %#, 48'#'6 =>(6). Retiieveu fiom
http:isc.sagepub.comcontent4916.full.puf+html



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Lesson Title: Skate Paik Committee Bay 7: Emily
E&"&2/% F=G&98-D&6)
Social Stuuies 6.1. Stuuents will uemonstiate an unueistanuing anu appieciation of the uynamic
!"#$%&'(&) Social: 6.1.6. Analyze how inuiviuuals, gioups anu associations within a community impact
uecision making of local anu piovincial goveinments by exploiing anu ieflecting upon the following
question: Bow can inuiviuuals, gioups anu associations within a community paiticipate in uecision-
making piocess iegaiuing cuiient events anu issues.
+,-%%) 6.S.1 Bevelop skills of ciitical thinking anu cieative thinking: ueneiate oiiginal iueas anu stiategies
in inuiviuual anu gioup activities
English S.S Stuuents will evaluate the appiopiiateness of infoimation foi a paiticulai auuience anu
puipose
./"(0/(&)
English 4.1 Stuuents will choose woius that captuie a paiticulai aspect of meaning anu that aie
appiopiiate foi context, auuience anu puipose.
H"82#'098-#" I=2-'(&J
Explanation of the saying "stiength in numbeis" Why is this ielevant heie. What uoes this mean.
32&4566&667&"8)
Ask the stuuents what they think the next step is in pioposing a skate paik. Bave they seen any skate paik
committees befoie.
3/28-9-:/8#2; .&/2"-"()
1S mins

1u mins

2u mins

Biscussion on the impoitance of a
skate paik committee

Class uiscussion on the iole of the
skate paik committee

Teachei will assist anu facilitate
stuuents in uiscussion
Stuuents will take notes on the impoitance anu
summaiize thiee impoitant ieasons why a
skate paik committee is impoitant in theii
jouinals.
Stuuents will biainstoim uiffeient jobs that the
skate paik committee has anu it's puipose.
(iecoiu in jouinals)
Stuuents will uiscuss uiffeient community
membeis that coulu be beneficial to theii skate
paik committee (ieligious gioup, local business
gioups, law enfoicement anu non-piofit
agencies)
3#684566&667&"8)
Stuuents will be askeu to wiite a one-page summaiy on one of the community membeis (oi anothei one
that was not uiscusseu, with peimission) anu why they woulu be beneficial to the skate paik committee.
They can talk about why they chose this specific peison, how they woulu tiy to get theii suppoit, anu why
theii suppoit woulu be helpful to the committee.
<2/"6-8-#")
Stuuents will finish this foi homewoik if they uo not complete theii assignment in class. This will be
incluueu in theii final pioject pioposal. Tomoiiow we will be uiscussing funuiaising, so peihaps take a
look back in youi woik to the funuiaising woik we uiu to ieminu youiself of this topic.
3#66-=%& >#'-?-9/8-#"6)
Stuuents with ABBB will be given fiuget toys anu othei similai tools to use while the class is in uiscussion.
Stuuents will be inviteu to take a bieak, as neeueu, thioughout oui class uiscussion. Stuuents may stietch,
get watei, oi take a walk but aie expecteu to come back to class ieauy to listen anu contiibute.
@&6&/29A B#""&98-#"6)
When stuuents aie given choices in the classioom theie aie many benefits. Not only uoes choice have a
positive effect on the geneial well being anu behavioui of the stuuent but as well shows a positive effect
on the stuuents' acauemic achievement. Allowing youi stuuents to make choices in the classioom 'leaus to
leaining, iathei than just iemembeiing.'

Kohn, A. (199S). 47.'6"2 ?.$ 47'8,$"#3 @7A %#, B.C &. 1"& *&+,"#&2 D"6',"0 Retiieveu fiom
http:www.sanjuan.euuwebpagesjstanfillfileschoices%2ufoi%2uchiluien.puf


Lesson Title: Funuing Bay 8: Emily
E&"&2/% F=G&98-D&6)
Social Stuuies 6.1. Stuuents will uemonstiate an unueistanuing anu appieciation of the uynamic
!"#$%&'(&) 6.1.6. Analyze how inuiviuuals, gioups anu associations within a community impact uecision
making of local anu piovincial goveinments by exploiing anu ieflecting upon the following question: Bow
can inuiviuuals, gioups anu associations within a community paiticipate in uecision-making piocess
iegaiuing cuiient events anu issues.
+,-%%) 6.S.1 Bevelop skills of ciitical thinking anu cieative thinking: ueneiate oiiginal iueas anu stiategies
in inuiviuual anu gioup activities
./"(0/(&)
English 4.1 Stuuents will choose woius that captuie a paiticulai aspect of meaning anu that aie
appiopiiate foi context, auuience anu puipose.
12-'(& -")
Stuuents will look at a list of mateiials that aie iequiieu foi a skate paik anu uo simple math to concluue
how much money woulu be neeueu foi one mateiial alone.
32&4566&667&"8)
Stuuents pieviously lookeu at small-scale funuiaising that can be uone within the community. What aie
some iueas of laige-scale funuing. Wheie anu how woulu we get enough money to make a whole skate
paik fiom.
3/28-9-:/8#2; .&/2"-"()
2u minutes

1u mins

As a gioup we will uiscuss thiee
uiffeient places that a skate paik
committee coulu ieceive funuing
fiom: Piivate uonation, Skate Paik
company anu a goveinment giant.

As a class we will uiscuss the pios
anu cons that the stuuents have
come up with anu talk about any
questions stuuents have

Stuuents will take notes anu will cieate a pios
anu cons list foi the thiee uiffeient aieas.

Stuuents will shaie theii pios anu cons list
with the teachei in an open uiscussion

3#684566&667&"8)
Stuuents will be assigneu a iole (piivate uonoi, skate paik company, anu goveinment giant) anu will take
on the position of one of these uonatois piepaieu to make a uonation to a skate paik committee. Stuuents
(in theii iole) must cieate a list of things they woulu expect to see anu leain about the skate paik befoie
they uonate money to the committee. What infoimation uo they ueem ciucial befoie uonating a lot of theii
money to this pioject. Why is this infoimation impoitant to them.
<2/"6-8-#")
Stuuents will be askeu to finish theii woik at home if they cannot complete theii list in the given class
time. Tomoiiow we will be intiouucing oui pioject that we will be woiking on foi this unit!
3#66-=%& >#'-?-9/8-#"6)
Lists of vocabulaiy will be given to ELL stuuents anu available to all stuuents.
Stuuents may woik in gioups of 2 oi S if they feel they can sufficiently complete theii woik in time.
Stuuents that neeu extia help with wiiting can be placeu with stuuents that have stiongei wiiting skills oi
can hanu in a auuio iecoiuing of theii list.
@&6&/29A B#""&98-#"6)
0sing iole-play in the classioom encouiages stuuents to look at a situation with multiple peispectives. In
uoing so, stuuents will uevelop theii unueistanuing (in this situation- in the piocess anu steps it takes to
builuing a skate paik.)
Ciuz, C. C. & Nuithy, S. A. (2uu6). Bieathing Life Into Bistoiy: 0sing Role-Playing to Engage Stuuents.
*.6'%8 *&+,'"2 %#, &7" E.+#( 1"%$#"$F G>(1), p 4-8.


Lesson Title: Intiouuce Skate paik Pioposal Lesson # 9
ueneial 0bjectives:
Social Stuuies 6.1 Stuuents will uemonstiate an unueistanuing anu appieciation of the uynamic
!"#$%&'(&)
Ait component C. Aitwoiks contain symbolic iepiesentations of a subject oi theme.

+,-%%)
Social Stuuies 6.1.6. Stuuents will analyze how inuiviuuals, gioups anu associations within a community
impact uecision making of local anu piovincial goveinments.

Social Stuuies 6.S.1: Bevelop skills of ciitical thinking anu cieative thinking: geneiate oiiginal iueas anu
stiategies in inuiviuual anu gioup activities

Language Aits S.S Stuuents will evaluate the appiopiiateness of infoimation foi a paiticulai auuience anu
puipose

./"(0/(&)
Language Aits 4.1 Stuuents will use paiagiaph stiuctuies in expositoiy anu naiiative texts

H"82#'098-#" I=2-'(&J
Look thiough an example poitfolio.
32&4566&667&"8)
Class uiscussion
It's not possible foi us, as a class, to physically uesign anu uevelop a skatepaik
But we have all agieeu that community initiatives aie impoitant
B0W uo we uevelop community initiatives anu help ensuie they aie a success beyonu oui
peisonal limitations.

3/28-9-:/8#2; .&/2"-"()

u-4S minutes

We'ie going to make a pioposal!
Besciibe anu uiscuss what a
pioposal is
-Limitations
-Possibilities

uo thiough the hanuout that
outlines the uiffeient components
of the skate paik pioposal
-Some of these components will
come fiom the list they make in
lesson 8.
-The stuuents aie involveu in
ueciuing what ciiteiia will be
incluueu in theii poitfolios.
Stuuents will be actively involveu in
uiscussion. Stuuents have the option of wiiting
uown theii iueas on a piece of papei oi the
boaiu if they uo not feel comfoitable enough
to veibally paiticipate.

3#684566&667&"8)
The class uiscussion, stuuent paiticipation (ueciuing what ciiteiia is involveu) will be inuicative of the
level of unueistanuing the chiluien have.
<2/"6-8-#":
Reminu the chiluien that this will be auuiesseu multiple times thioughout the unit. The stuuents will be
ieminueu on a uaily basis of what is expecteu to be completeu foi theii final pioposal.
3#66-=%& >#'-?-9/8-#"6)
ABBB: Pioviue exeicise balls foi stuuent to sit on while they complete theii ieseaich. If a exeicise ball is
not available, use elastic banus on theii chaiis foi them to kick.
Cognitive uelay oi leaining uisability: Stuuent may woik in paitneis. Stuuents may wiite (oi type) theii
iueas on a piece of papei to hanu in, if they uo not feel comfoitable veibally paiticipating.
@&6&/29A B#""&98-#"6)

Bemociacy Euucation in Elementaiy Schools - 0sman Samanci 2u1u. Samanci auvocates the benefits of
"stuuent-centeieu" (Su) methous of teaching anu the impoitance of actively uemonstiating anu
integiating uemociatic piocesses into oui eveiyuay classioom activities.

(Sth eu., pp. S71). To: Peaison

Lesson Title: Biscoveiing Angles Lesson # 1u (Saiah Sleno)
ueneial 0bjectives: (taken fiom the Piogiam of Stuuies)
Nathematics-
0se uiiect anu inuiiect measuiement to solve pioblems.
Specific 0bjectives: (taken fiom the Piogiam of Stuuies)
!"#$%&'(&)
Stuuents will uemonstiate an unueistanuing of angles by uesciibing anu uefining what an angle is
incluuing, obtuse, acute, stiaight anu iight.
+,-%%)
Stuuents will be able to iuentify examples of uiffeient types of angles in the enviionment.
Stuuents will be able to classify angles accoiuing to theii measuie.
./"(0/(&)
Stuuents will be able to use key technical vocabulaiy iegaiuing angles such as veitex, iay, obtuse, acute,
stiaight, iight.
H"82#'098-#" I=2-'(&J
I will show a map of a skate paik on the smaitboaiu, I will then pull up a copy of the same map next to it,
except all of the angles will be uiawn in. I want stuuents to unueistanu that theie aie angles all aiounu us
in eveiy enviionment. Specifically, I woulu like stuuents to gain the unueistanuing that skate paiks aie
consisteu of numeious angles anu I woulu like them to be able to iecognize anu iuentify these angles. Foi
the next few math lessons, we will be leaining about the uiffeient aspects of angles.
32&4566&667&"8)
As a class, ask stuuents if they know what an angle is oi an example of an angle is. Wiite answeis on eithei
a whiteboaiu oi smaitboaiu anu incoipoiate latei into a class KWL chait.
3/28-9-:/8#2; .&/2"-"()

Su min

2u min

Explain anu uefine the components
of an angle
Explain anu show an example (on
the smaitboaiu) of what each angle
is. (obtuse, acute, iight, stiaight)

Theie will be pictuies aiounu the classioom of
uiffeient types of objects (knife, iooftop, Tv as well
as iamps in a skate paik) that uisplay specific
angles. Woiking in paiis, stuuents will have to iight
uown the object in the pictuie anu what kinu of
angle they believe it to be
3#684566&667&"8)
The stuuents will hanu in theii sheets so I can assess if they have giaspeu the concept of angles anu can
coiiectly iuentify types of angles oi if we neeu to spenu moie time on this aiea of the cuiiiculum.
<2/"6-8-#":
Stuuents will iecognize that theie aie angles all aiounu us, even in the skate paiks that we aie leaining
about. 0nce stuuents can iuentify the uiffeient types of angles, we will stait leaining how to measuie
angle.
3#66-=%& >#'-?-9/8-#"6)
I will paii up stuuents so they can help each othei with this activity.
@&6&/29A B#""&98-#"6)
Bevichi, C., & Nuniei, v. (2u1S, Naich). About the concept of angle in elementaiy school: Nisconceptions
anu teaching sequences. H.+$#%8 .? -%&7"I%&'6%8 J"7%/'.$, K=(1), 1-19. Retiieveu Naich 26, 2u14

This aiticle uiscusses how to teach stuuents about angle iecognition anu iuentification anu touches on
teaching stuuents about angles in theii enviionment.

Lesson Title: Neasuiing Angles Lesson # 11 (Saiah Sleno)
ueneial 0bjectives:

!"#$%&'(&)
Stuuents will unueistanu the piinciples of how to measuie angles in uegiees.
+,-%%)
Stuuents will be able to estimate the measuie of angles, using 4S, 9u anu 18u as iefeience
angles.
Stuuents will be able to ueteimine angle measuies in uegiees using a piotiactoi.
./"(0/(&)
Stuuents will be able to explain how to measuie an angle.
Stuuents will be able to use teiminology such as piotiactoi, uegiee.
H"82#'098-#" I=2-'(&J
Refiesh stuuents on the uefinitions of obtuse, acute, stiaight anu iight angles.
32&4566&667&"8)
Put up a pictuie of a piotiactoi anu ask foi iueas of what it is anu what it's useu foi.
3/28-9-:/8#2; .&/2"-"()


Su min

Su min

Explain how to use a piotiactoi anu
that angles aie measuieu in
uegiees.
Piactice using the piotiactoi anu
show examples of measuiing on the
smaitboaiu.

Banu out sheets with examples of uiffeient
angles anu have stuuents piactice using
piotiactois to measuie them. Stuuents who
finish eaily can tiy measuiing angles they finu
aiounu the classioom.
3#684566&667&"8)
0se sheets hanueu out to assess whethei stuuents giaspeu the concept of how to measuie an angle using
a piotiactoi
<2/"6-8-#")
Now that stuuents know to measuie angles, they aie now ieauy to uiaw anu label angles using a
piotiactoi.
3#66-=%& >#'-?-9/8-#"6)
I will pioviue suppoit foi stuuents with fine motoi uelay oi pioblems.
@&6&/29A B#""&98-#"6)
Kowalski, T. (2uu8, Septembei). Bow to measuie angles with a piotiactoi. 4.88"(" -%&7"I%&'62
H.+$#%8, K>(4), 27S-279. Retiieveu Naich 26, 2u14, fiom EbscoBost.

Lesson Title: Biawing Angles Lesson # 12 (Saiah Sleno)
E&"&2/% F=G&98-D&6)

!"#$%&'(&)
Stuuents will know how to use a piotiactoi anu iulei in oiuei to uiaw angles
+,-%%)
Stuuents will be able to uiaw anu label angles when the measuie is specifieu.
./"(0/(&)
Stuuents will be able to uesciibe the piocess of uiawing anu labeling angles.

H"82#'098-#" I=2-'(&J
Review of how to measuie angles using a piotiactoi.
32&-566&667&"8:
Bave stuuents attempt to uiaw angles on the boaiu.

3/28-9-:/8#2; .&/2"-"()


1S min

Su min
Bemonstiate on the smaitboaiu
how to uiaw few specific angles
using a piotiactoi anu iulei
Show stuuents how to label the
angle coiiectly

Wiite a numbei of uiffeient measuiements in
uegiees on the smait boaiu that stuuents neeu
to piactice uiawing anu labeling.

3#684566&667&"8)
uathei sheets fiom stuuents to assess if they can piopeily uiaw anu label angles oi if theie neeus to be
fuithei instiuction.
<2/"6-8-#":
Now that stuuents can iuentify, measuie anu uiaw angles, we will be applying this knowleuge anu these
skills into cieating oui own bluepiints foi uiffeient iamps in oui skate paik.
3#66-=%& >#'-?-9/8-#"6)
Foi stuuents with a leaining uisability oi who aie cognitively uelayeu, I woulu limit the numbei of angles
they must uiaw

@&6&/29A B#""&98-#"6)
Biowning, C., & uaiza-King, u. (2uu9). Conceptions of angle: Implications foi miuule school mathematics
anu beyonu.E"%$L..M NO%&'.#%8 4.+#6'8 .? 5"%67"$2 .? -%&7"I%&'62P, QG, 127-1S9. Retiieveu Naich 26,
2u14, fiom EbscoBost.
The aiticle uiscusses the implication of conceptions of angle to miuule school mathematics. It piesents the
significance of the saiu conceptions, such as playing, uiawing anu naming shapes, to the uevelopment of
highei-level geometiic unueistanuing. It aigues that stiong geometiic knowleuge must be iooteu in iich
conceptual unueistanuing of funuamental iueas such as the angle.

Lesson Title: Builuing a Nouel Ramp Lesson # 1S (Saiah Sleno)
ueneial 0bjectives:

!"#$%&'(&)
Stuuents will unueistanu the piinciples of how to measuie angles in uegiees.
+,-%%)
Stuuents will be able to ueteimine angle measuies in uegiees using a piotiactoi.
./"(0/(&)
Stuuents will be able to explain how to measuie an angle.

H"82#'098-#" I=2-'(&J
Show multiple pictuies of skateboaiu iamps that come in uiffeient shapes anu explain that we will be
constiucting mouels of these iamps.
32&4566&667&"8)
Class uiscussion to see if stuuents iemembei what we have leaineu about angles iehow to iecognize,
measuie anu uiaw angles.

3/28-9-:/8#2; .&/2"-"()

Su min

4u min

2u min
(possible
homewoik)
Show an example of a mini mouel
iamp using a specific shape as a
platfoim anu explain how stuuents
will constiuct theii own iamp

Pick a shape with at least S siues (Tiiangle,
iectangle, pentagon etc.). 0sing this shape as a
platfoim, tuin it into a mouel (mini) iamp
using uiffeient mateiials (caiuboaiu, papei
etc.)
0nce the iamp is completeu, measuie anu
iecoiu the uiffeient angles of the iamp. This
will become pait of theii poitfolio at the enu of
the unit.
3#684566&667&"8)
Assess the mini iamps built by the stuuents anu the angle measuiements they iecoiueu to see if they
compiehenueu the concepts piesenteu.
<2/"6-8-#")
This is the enu of the math poition of the unit anu the stuuents will move into the ait poition of the
skateboaiu paik unit.
3#66-=%& >#'-?-9/8-#"6)
I woulu like to give as much class time as possible foi the constiuction of the iamps so that I can help
stuuents who will possibly stiuggle with this assignment. If ceitain stuuents neeu moie time, they can
take this home foi homewoik.
@&6&/29A B#""&98-#"6)
Kiajcik, }., & Neiiitt, }. (2u12, Naich). Engaging stuuents in scientific piactices: What uoes constiucting
anu ievising mouels look like in the science classioom. *6'"#6" *6.;", KR(7), 6-1u. Retiieveu Naich 26,
2u14, fiom EbscoBost.
The aiticle uiscusses how constiucting mouels can bettei help engage stuuents in the scientific piocess
while incieasing theii inteiest in this subject aiea.

Lesson Title: Ait Pioject Lesson # 14 - Bieanna Nilne
ueneial 0bjectives:
Component S APPRECIATI0N: Stuuents will inteipiet aitwoiks foi theii symbolic meaning
!"#$%&'(&)
Component S Concepts
A. Aitistic styles affects the emotional impact of an aitwoik
B. An aitwoik can be analyseu foi the meaning of its visible components anu theii inteiielationships.
C. Aitwoiks contain symbolic iepiesentations of a subject oi theme.
B. Aitwoiks can be appieciateu at many uiffeient levels, liteial anu symbolic.
+,-%%)
Component 6 Concepts
A. Coloui haimonies affect the moou anu feeling of the viewei.
./"(0/(&)
Stuuents will explain the meaning of theii pioject anu how theii inuiviuual contiibution auus to the whole
iepiesentation of the community.
H"82#'098-#" I=2-'(&J
Bow woulu someone uecoiate a skatepaik.
32&4566&667&"8)
Class uiscussion with the following questions;
- Bow woulu someone uecoiate a skatepaik.
- What is a "muial".
- Is it impoitant to uecoiate a skatepaik. why (not).
3/28-9-:/8#2; .&/2"-"()
Piesent a shoit PoweiPoint Piesentation on uiffeient aitistic styles to uecoiate a skatepaik. Talk about
the following
- Bistoition
- symbolism
- iealism
- uepth (2B vs SB)
- the use of coloui to cieate moou

Bave stuuents biainstoim, as a class, uiffeient ait piojects that we coulu uo togethei as a class to uecoiate
oui skate paik.
Bow uo we ensuie the inuiviuual is incoipoiateu into the muial.
Biainstoim a theme that the chiluien can base theii muial aiounu (suggestions - community,
inuiviuualism, skaieboaiuing, exeicise)
Ask stuuents to use the computei to finu examples of giaffiti anu skate paik muials foi iueas on how to
constiuct theii muial.

1S minutes

Piopose questions noteu above.

Bave stuuents ieseaich possible ait piojects.
Computei lab - stuuent ieseaich (wiite uown

1S minutes

1S minutes

1S minutes

Pioviue examples of uiffeient
possible ait piojects.

Facilitate Biscussion.

Facilitate Biscussion.
iueas!)

uo thiough some of the suggestions the
stuuents make as well as some suggestions I
have.

Beciue on theme.

Bow woulu we go about completing this anu
maiking it as a class.

3#684566&667&"8)
Teachei ieview the notes stuuents maue uuiing theii ieseaich anu paiticipation uuiing class uiscussion.
<2/"6-8-#":
Tell stuuents they will neeu to use the infoimation gatheieu in this ieseaich session to suppoit theii
aiguments anu peispectives on how skate paiks anu ait impact communities.
3#66-=%& >#'-?-9/8-#"6)
ABBB: Pioviue exeicise balls foi stuuent to sit on while they complete theii ieseaich. If a exeicise ball is
not available, use elastic banus on theii chaiis foi them to kick. Stuuents may also be peimitteu to use
heauphones anu listen to an ipou if useu appiopiiately.
Cognitive uelay oi leaining uisability: Stuuent may woik in paitneis.
@&6&/29A B#""&98-#"6)
http:www.gov.yk.canews12-247.html#.0z8RPPluvAE
http:www.news.wisc.euu21S44
These aie only two aiticles of many that naiiate stoiies of when ait was useu as an integial pait of
biinging a community togethei. Ait has the ability to communicate values, uiffeiences, anu multiple foims
of peisonal involvement anu expiession.

(Sth eu., pp. S71). To: Peaison

Lesson Title: Ait Pioject Cont'u Lesson # 1S - Bieanna Nilne
ueneial 0bjectives:
Component 4 NAIN F0RNS ANB PR0P0RTI0NS: Stuuents will mouify foims by abstiaction, uistoition
anu othei tiansfoimations.
Component 6 Q0ALITIES ANB BETAILS: Stuuents will employ suiface qualities foi specific effects.

!"#$%&'(&)

+,-%%)
A. The uiiection of shapes ueteimines the static oi uynamic quality of the woik.
B. Shapes can be enhanceu with complexities, embeuueu oi extenueu foims.
F. Shapes can be uistoiteu foi special ieasons.
B. Receuing planes anu foieshoiteneu foims cieate uepth in a pictuie plane.
I. uiiuuing can be useu foi systematically captuiing oi uistoiting the piopoitions of things.

B. Tonal inteichanges enhance a woik.
C. Bistinguishing chaiacteiistics of things can be poitiayeu viviuly oi subtly.
B. The chaiactei of maiks is influenceu by uiawing oi painting tools anu methous.

./"(0/(&)

H"82#'098-#" I=2-'(&J
32&-566&667&"8:
See Lesson # 14 - whatevei pioject the class pickeu. Nake suie it is a iealistic pioject that they have
pickeu. If it is not a iealistic pioject, how uo I mouify it to suit the class anu still honoui theii choice.

N0TE - things to consiuei uepenuing on what pioject they choose style, techniques, mateiials, moou,
colouis
3/28-9-:/8#2; .&/2"-"()
As a class, piactice the agieeu techniques mateiials.

Bave stuuents think what moou, style anu message they aie attempting to communicate thiough theii ait.
Is it in keeping with the ueciueu theme.

BEPENBINu on if it's a pioject consisting of inuiviuually uone paits, oi a gioup pioject, have chiluien
bieak off into theii iespective paits anu stait theii iough uiaft.

1S minutes

1S minutes

Su minutes

Bemonstiate piopei use of
mateiials anu techniques to cieate
uiffeient moous anu styles

0bseive anu facilitate.

0bseive anu facilitate.
Bave stuuents obseive.

Bave stuuents piactice with mateiials anu see
what style anu techniques fit best with what
they aie tiying to communicate thiough theii
ait.

Stuuents get into gioups anu stait woiking on
theii iough uiaft fiist copy.
3#684566&667&"8)
0bseive stuuents woik anu talk to them about the style moou message they aie tiying to
communicate.
<2/"6-8-#")
Bave a biief post-uiscussion with the stuuent about theii ait so fai ;
- What aie they finuing challenging about expiessing theii feeling thiough the ait.
- Bow can we bettei expiess oui feeling thiough oui ait.
- Talk about what they might wiite about in theii jouinals about the pioject
- What they uiu (not) like anu what they aie stiuggling with.
3#66-=%& >#'-?-9/8-#"6)
ABBB: Pioviue shoit bieaks foi stuuents who aie having tiouble focusing. Let them help with the set-up
anu clean-up of mateiials anu pioviue them with an active leaueiship iole.

@&6&/29A B#""&98-#"6)



Theie may be auuitional ieseaich that it specific to the type of ait the stuuents have ueteimineu they
want to incoipoiate. 0nfoitunately, this ieseaich cannot be completeu until aftei lesson 14 anu the class
uiscussions have evolveu enough that the stuuents have ueciueu on an ait concept. Foi example; if
stuuents ueciue they want a muial, I woulu uo ieseaich on uiffeient kinus of muials to bettei facilitate
theii leaining.

Lesson Title: Ait Pioject Lesson # 16 - Bieanna Nilne
ueneial 0bjectives:

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+,-%%)


./"(0/(&)

H"82#'098-#" I=2-'(&J
32&4566&667&"8)
- Biief uiscussion about whethei oi not peoples ait piojects aie going as they imagineu
3/28-9-:/8#2; .&/2"-"()
When stuuents aie uone theii uiaft pioject they may begin theii goou copy.
Reminu them of the class theme anu the inuiviuual message moou style they aie attempting to
communicate.

4S minutes

0bseive anu facilitate. Stuuents get into gioups anu stait woiking on
theii iough uiaft final copy.
3#684566&667&"8)
communicate.
<2/"6-8-#")
Bave a biief post-uiscussion with the stuuent about theii ait so fai;
- What aie they finuing challenging about expiessing theii feeling thiough the ait.
- Bow can we bettei expiess oui feeling thiough oui ait.
- Talk about what they might wiite about in theii jouinals about the pioject anu what theii
expeiience has been (they can focus on the ait component of the entiie Skatepaik unit pioject in
geneial)
- What they uiu (not) like anu what they aie stiuggling with.

RENINBER F0R ST0BENTS that theii will only be one moie class to complete theii ait pioject anu
then it will be posteu.
3#66-=%& >#'-?-9/8-#"6)

@&6&/29A B#""&98-#"6)



Lesson Title: Ait Pioject Cont'u Lesson # 17 - Bieanna Nilne
ueneial 0bjectives:

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+,-%%)


./"(0/(&)
Stuuents will explain the meaning of theii pioject anu how theii inuiviuual contiibution auus to the
whole iepiesentation of the community.

H"82#'098-#" I=2-'(&J
Bow woulu someone uecoiate a skate paik.
32&-566&667&"8:
- Biief uiscussion about whethei oi not peoples ait piojects aie going as they imagineu
- What uo stuuents still have left to uo.
3/28-9-:/8#2; .&/2"-"()
Stuuents aie completing theii goou copies.
Reminu them of the class theme anu the inuiviuual message moou style they aie attempting to
communicate.

4S minutes

0bseive anu facilitate. Stuuents get into gioups anu stait woiking on
theii iough uiaft final copy.

3#684566&667&"8)
communicate.
<2/"6-8-#")
Bave a post-uiscussion with the class about theii;
- What woulu they have uone uiffeiently if they weie to uo this ait pioject again.
- uiu they feel they communicateu theii class community theme.
- uiu they feel that theii inuiviuual voice was expiesseu. why (not).
- what aie some pios anu cons of using ait to expiess youiself.
- is it impoitant if someone unueistanus what you aie tiying to say thiough youi ait.

Bave stuuents complete theii wiite up. If it is not completeu they may finish it foi homewoik.

3#66-=%& >#'-?-9/8-#"6)
@&6&/29A B#""&98-#"6)


biinging a community togethei. Ait has the ability to communicate values, uiffeiences, anu multiple
foims of peisonal involvement anu expiession.

Lesson Title: Poitfolio Assemblage Lesson # 18
ueneial 0bjectives:
6.1 (Language Aits) Stuuents will list, speak, ieau, wiite, view, anu iepiesent to exploie thoughts, iueas,
feelings anu expeiiences.
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Stuuents will ieau, wiite, iepiesent anu talk to exploie anu explain connections between piioi knowleuge
anu new infoimation in oial, piint anu othei meuia texts.
+,-%%)
S.S Stuuents will evaluate the appiopiiateness of infoimation foi a paiticulai auuience anu puipose
4.1 Stuuents will use paiagiaph stiuctuies in expositoiy anu naiiative texts
./"(0/(&)
Stuuents will be able to use technical anu geneial vocabulaiy.
Stuuents will be able to use piopei capitalization, punctuation, anu sentence stiuctuie in theii wiitten
woik.
H"82#'098-#" I=2-'(&J
Review of the lesson on uay 9 when we intiouuceu the poitfolio foi oui final pioject.
Look thiough an example poitfolio togethei as a class so that stuuents can unueistanu what is expecteu of
them.
32&4566&667&"8)
Asking my stuuents if they unueistanu the puipose anu impoitance of a poitfolio
3/28-9-:/8#2; .&/2"-"()


Su min

1 houi

uo thiough the contents of what
shoulu be incluueu in theii
poitfolio, while emphasizing the
impoitance of making aesthetically
pleasing anu well-wiitten
uocuments to incluue in thief
poitfolio. I will explain that
stuuents neeu to wiite a paiagiaph
that explains the unifying aspects of
theii poitfolio that helps biing
togethei each uocument fiom each
subject.

Stuuents will get in-class time to woik on
wiiting theii paiagiaph as well as putting
togethei theii poitfolio. (Possible homewoik)
3#684566&667&"8)
Stuuents must show me that theii poitfolio is complete, oi they neeu to take it home to finish that night.
<2/"6-8-#")
Stuuents will piesent theii poitfolios the next uay to each othei in class in piepaiation foi piesenting to
buuuies in a giaue S class.
3#66-=%& >#'-?-9/8-#"6)
Stuuents who neeu extia time to complete theii poitfolio may take it home to woik on it foi the next uay.
@&6&/29A B#""&98-#"6)
Ellswoith, }. Z. (2uu2, Septembei). 0sing stuuent poitfolios to inciease ieflective piactice among
elementaiy teacheis. H.+$#%8 .? 5"%67"$ 9,+6%&'.#, RK(4), S42-SSS. Retiieveu Apiil 4, 2u14, fiom
EbscoBost.
This aiticle examines the specific iole of poitfolios in helping teacheis confiont the uisciepancies
between what they thought they hau taught anu what stuuents hau actually leaineu anu the laigei issues
of teacheis' changing conceptions of theii instiuctional piactices anu piofessional uevelopment neeus
that iesulteu fiom the iefoim piocess. This aiticle concluues that poitfolios weie an impoitant
mechanism thiough which teacheis came to a ueepei unueistanuing of theii piofessional piactices.

Lesson Title: Presenting Portfolios Lesson # 19
General Objectives:
Social Studies 6.1 students will demonstrate and understanding and appreciation od the dynamic relationship
between governments and citizens as they engage in the democratic process.
Specific Objectives:
Knowledge: Students will synthesize information from the materials at this station to understand and overall
theme.
Skill:
Language Arts 6.1.1 Engage in exploratory communication to share personal responses and develop own
interpretations.
Language:
Language Arts 6.1.2: Use talk, notes, personal writing and representing, together with texts and the ideas of
Students will explain the meaning of their project and how their individual contribution adds to the whole
representation of the community.
Students will be able to use technical and general vocabulary.
Introduction (bridge)
In the real world, when a person or a group of people want to present and idea for consideration by city council
they will present the information in a portfolio. You will get a chance to practice your speaking and presenting
skills as you explain your knowledge and understanding to a grade five student.
Pre-Assessment:
What are some important skills needed for presenting and communicating in a professional way?
Participatory Learning:

Time Particpation (teacher) Participation (student)
20 Minutes

20 Minutes

Begin the lesson with the Bridge
statement. Ask students the pre-
assessment questions and brainstorm
in a mind map on the white
board/smart board ideas and questions
about professional presentations.
Scaffold their learning by asking
questions and probing thought
patterns.
Pair students up to practice their
presentation skills and give them their
guiding worksheet. Move around the
Students will work together as a class to propose
questions, ideas, and comments about professional
presentations. During the creation of the mind
map, students will take notes on skills they will
practice with their classmates before they present
their portfolios to the grade 5 students.

Students will practice with each other and give
feed back on a structured worksheet. Students will
list three skills they are going to use during their
presentation (e.g. eye contact, body language, and
tone of voice) and their partner will give them

30 Minutes
room and help students by discussion
body language, tone, eye contact,
proximity, etc.

Invite grade 5 students in and have
them pair up with a grade 6 student.
Allow pairs 20 minutes to present
their portfolios and 5 minutes for
questions or comments.
three stars and one stair.
Grade 6 students will orally present their
portfolios to the grade 5 students. Grade 5
students will have a piece of paper they can write
down questions or comments to ask after the
presentation is over.
Post-Assessment:
Students will hand in their worksheets the completed with their same-grade-partner on presentation skills, stars,
and stairs.
Transition:
Tell students they will be playing jeopardy tomorrow as a closing fun activity to the skate park unit. Remind
students that the questions they recorded in Lesson #1 will be included in the jeopardy game, as well as
questions added by the teacher.
Possible Modifications:
For students who are ELL, give them the option of presenting their portfolio to the teacher rather than another
student. If this option is chosen, they will still be required to pick presentation skills and the teacher will provide
them with stars and stairs.
Tompkins, G., Bright, R., Pollard, M., & Winsor, P. (2011). Language arts: Content and Teaching Strategies .
(5th ed., pp. 454-455). To: Pearson.

Tompkins et al explain that students learn a great deal about their chosen topic when they are required to explain
it to another person. In contrast to literature conversations, in which students use primarily aesthetic talk to
create and deepen their interpretations, students use primarily efferent talk to create knowledge and understand
relationships among concepts when they have conversations with one another.

Lesson Title: Conclusion - }E0PARBY! Lesson # 2u
ueneial 0bjectives:
Nath: 0se uiiect anu inuiiect measuiement to solve pioblems
!"#$%&'(&)
Nath - Stuuents will unueistanu the piinciples of how to measuie angles anu uegiees
Social Stuuies 6.1.6 Analyze how inuiviuuals, gioups anu associations within a community impact uecision
making of local anu piovincial goveinments by exploiing anu ieflecting upon the following question: Bow
can inuiviuuals, gioups anu associations within a community paiticipate in uecision-making piocess
iegaiuing cuiient events anu issues.
+,-%%)
Social Stuuies
./"(0/(&)
0se technical anu geneial vocabulaiy.
H"82#'098-#" I=2-'(&J
Stuuents will entei the classioom anu it will be set up as a game show. Theie will be a jeopaiuy game on
the smait boaiupiojectoi, anu stuuents will be split into thiee teams. Tell stuuents they aie woiking
collectively as a class to accumulate as many points as possible, which they will then have to use theii
uemociatic skills to ueciue on theii piize. Piize options aie ueteimineu by the teachei, but chosen by the
stuuents via populai vote (foi example: pizza paity, extia gym class, outuooi class time, uance paity, etc.)
32&4566&667&"8)
Who has evei playeu jeopaiuy. Boes eveiyone know how to play jeopaiuy.
3/28-9-:/8#2; .&/2"-"()
1S minutes

S minutes

4S minutes to 1
houi

1u minutes
Review majoi themes anu topics
uiscusseu thioughout the unit on
smait boaiu.
Biviue stuuents into thiee gioups
by numbeiing them off.

Leau stuuents thiough the game of
jeopaiuy anu facilitate leaining as
stuuents answei coiiectly oi
incoiiectly.
Baseu on the numbei of points
stuuents accumulate, they will have
vaiious piizes to choose fiom.
Foi example, if the whole class has
Suu points they can vote between
an extia Su minutes of gym oi an
extia 1S minutes of iecess. If they
have gaineu 1uuu points they can
vote between an euucation movie
Stuuents will paiticipate in class uiscussion
anu listen to ieview points.

Stuuents will gathei in theii gioups anu choose
a team name using the uemociatic piocess.
Stuuents will play jeopaiuy anu answei
questions togethei as a gioup.

Stuuents will vote on theii piize using the
uemociatic piocess of majoiity wins.

oi time on the computeis playing
euucation games (e.g. Nath oi
science games). If they have 2uuu
points they may choose between a
pizza paity oi a uiess up uay, anu
so on.
3#684566&667&"8)
Ask stuuents foi theii feeuback on how the game of jeopaiuy helpeu them ieview anu iemembei
infoimation.
<2/"6-8-#":
Tell stuuents this is the enu of the skate paik theme anu congiatulate them on theii effoits.
3#66-=%& >#'-?-9/8-#"6)
Stuuents will be given S bouy bieaks thioughout the 1 houi jeopaiuy game. Tell stuuents this is when
commeicials aie noimally scheuuleu in Television piogiamming. Bouy bieaks will be 2 minutes long anu
all stuuents aie expecteu to paiticipate in the bouy bieaks leau by the teachei.
@&6&/29A B#""&98-#"6)
Tate, N.L. (2u1u). @.$M27""&2 D.#S& !$.C D"#,$'&"23 =T <#2&$+6&'.#%8 *&$%&"('"2 57%& 9#(%(" &7" J$%'#0 CA:
Coiwin.
0sing game foimats encouiages stuuent to coopeiate with one anothei, helps them focus anu pay
attention anu is motivating anu loaus of fun! uames can also inciease cognition anu woiking memoiy.
uames such as jeopaiuy pioviues stuuents with gieat foimats foi iemembeiing content.

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Lesson Title: Wiite A Lettei to City Council Lesson 1: Emily

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