Professional Documents
Culture Documents
Mini Unit Final Copy - Callie L
Mini Unit Final Copy - Callie L
Section A
November 9th, 2015
Mini Unit
Curriculum & Instruction: 1-23
Evaluation: 24-44
Psychology: 45-48
Technology: 49-50
3501 - Curriculum & Instruction
1) Lesson Overview (explain overarching inquiry question) &
Rationale (1-2 pages) (10%)
What are your overarching question/outcome(s)?
1. Identify each of the senses, and explain how we use our senses in
interpreting the world.
- Are the students able to correctly identify and express how when
use our senses to interact with the world?
2. Describe ways to take care of our sensory organs, in particular, our
eyes and ears
- Do the students recognize that the eye is the sensory organ for
sight and how to protect it?
3. Recognize the limitations of our senses, and identify situations where
our senses can mislead us e.g. optical illusions.
- Can students identify and describe situations where the eyes
sense of sight can be limited or effected?
Why did you choose to approach the lessons in the way you did?
First lesson I want to do an overarching assessment on the students
understanding on the five senses. I will start with a story that talks about the
five senses to open up class discussion to formatively assess students prior
knowledge. During discussion I will label a body on the board with the five
senses as the students call them out. This allows for interactive visual
learning instead of just audible learning. Actively writing as they say the
words help students solidify the spelling of the word in their mind as well as
giving me the chance to model proper spelling.
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
make an easier association between their sense, the sense of sight and
optical illusions. I will ask the students what they remember from the
previous lesson giving the students the opportunity to think about the topic
alone before being assisted by the teacher to strengthen their own thinking
and learning process. I will show several examples of optical illusions so
students understand the variety of them. Then I will turn off the lights and
ask the students if that affected their ability to see at all. This question will
get the students thinking about effects that could be placed on our sense of
sight. I will ask the students what they would do if it is too dark. (Turn on a
light) then ask what do we do if its too bright for us? (Put on sunglasses) this
touches on the specific learning outcome 4 and 7, realize sights limitations
and safety precautions. Next I would lead into differences with our senses
such as blindness and color blindness. Asking the students again what they
already know will help guide me in giving my lesson. I will show the students
a color blind test on the smart board to give them a firsthand experience of
understanding. Again finishing my lesson I would have the students work in
their work booklets to help establish a sense of routine.
To close of each class the students will perform a body break where I
ask them to stand up and get their wiggle and giggles out then I will ask
them a series of questions and they have to point to the answer on their own
body. What body part helps us see? What body part helps us hear? What
sense do we use when we use our nose? A couple interactive questions just
to get them moving, almost like Simon says. My intention with this activity is
to give the students the chance to formatively demonstrate their
understanding of the topic as well as gives the students the chance to
stretch their bodies and their minds.
Callie Lycar
Section A
November 9th, 2015
I would hope that my students will learn what their five senses are and
how they use their senses to interact with the rest of the world. They will be
able to stand up and identify which body part is associated with which sense.
I will focus first on the sense of sight so I hope that the students learn the
basic parts of the eyeball and be able to identify them. Also they would learn
how optical illusions can trick them and how some individuals senses to not
work the same as others (blindness or colorblindness). Students will also
understand how to take care of their sense of sight such as wearing
sunglasses and to not looking directly into bright lights.
Callie Lycar
Section A
November 9th, 2015
Body Breaks:
I will ask the students to stand up
beside their chairs at the end of the
lessons and ask them to stretch
their wiggles and giggles out.
Through a Simon says style game I
will ask the students to point to
their own body part that is related
to their senses.
As the students point to their body
part I will formatively assess if the
students are pointing to the
appropriate area.
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
senses unit
4) Lesson Plans x3
Grade/Subject:
Unit:
Topic:
1/Science
Senses
General
Learning
Outcomes:
Length of
Lesson:
25 min.
Students will:
I-9: Use the senses to make general and specific
observations, and communicate observations
orally and by producing captioned pictures.
I-I0:
Specific
Learning
Outcomes:
Learning
Objectives:
Materials
Needed:
Preparation:
Callie Lycar
Section A
November 9th, 2015
Procedure
Introduction (10
Mins.)
https://www.youtube.com/watch?
v=_QUBJ69443I
2: Introduce new work booklets: My 5
Senses
3: Introduce and have students work on the
first 2 pages of their work booklets
Transition: Give Students time to color
Assessments
a) Did students listen to
instruction?
b) Did students assembly
quick and quietly
while respecting
others space?
c) Do students actively
participate during
discussion?
Observational:
a) Are students properly
identifying the right
senses with the right
body part?
b)
Resources:
Curriculum Lab website:
http://www.uleth.ca/education/resources/curriculum-laboratory/greatsites/digital- resources/lesson-plan-database#
Youtube:
https://www.youtube.com/watch?v=_QUBJ69443I
Smart Notebook File:
The 5 senses
Callie Lycar
Section A
November 9th, 2015
Lesson Reflections:
What went well:
Grade/Subject:
Unit:
Topic:
1/Science
Senses
Sight
General
Learning
Outcomes:
Length of
Lesson:
25 min.
Learning
Objectives:
Students will:
I-9: Use the senses to make general and specific
observations, and communicate observations
orally and by producing captioned pictures.
I-I0: Describe the role of the human senses and the
senses of other living things, in enabling
perception and action.
1: Identify each of the senses, and explain how we use our
senses in interpreting the world.
2: Identify ways that our senses contribute to our safety and
quality of life
7: Describe ways to take care of our sensory organs, in
particular, our eyes and ears
Students will: illustrate the characteristics of their sense of
sight and identify parts of the eye
Materials
Needed:
Specific
Learning
Outcomes:
Callie Lycar
Section A
November 9th, 2015
Preparation:
Callie Lycar
Section A
November 9th, 2015
Procedure
Closure (2 Mins)
Introduction (10
Mins.)
Assessments
a) Did students listen to
instruction?
b) Did students assembly
quick and quietly
while respecting
others space?
c) Do students actively
participate during
discussion?
Observational:
a) Are students
properly identifying
Callie Lycar
Section A
November 9th, 2015
them point (towards their own body) to the
body part that they use to see, hear, smell,
taste, and touch. Give Students time to
Resources:
Smart Note Book File:
The Eye
Curriculum Lab website:
http://www.uleth.ca/education/resources/curriculum-laboratory/greatsites/digital- resources/lesson-plan-database#
Youtube:
https://www.youtube.com/watch?v=9Rf0f2-6c4I
Lesson Reflections:
What went well:
Grade/Subject:
Unit:
Topic:
1/Science
Senses
General
Learning
Outcomes:
Length of
Lesson:
25 min.
Students will:
I-9: Use the senses to make general and specific
observations, and communicate observations
orally and by producing captioned pictures.
I-I0: Describe the role of the human senses and the
senses of other living things, in enabling
Callie Lycar
Section A
November 9th, 2015
perception and action.
Specific
Learning
Outcomes:
Learning
Objectives:
Materials
Needed:
Preparation:
Callie Lycar
Section A
November 9th, 2015
red/green colour blindness and most colour blind people suffer
from this. Although known as red/green colour blindness this
does not mean sufferers mix up red and green, it means they
mix up all colours which have some red or green as part of the
whole colour. For example, a red/green colour blind person will
confuse a blue and a purple because they cant see the red
element of the colour purple. See the example of pink, purple
and blue pen cases below to understand this effect.
Procedure
Introduction (10
Mins.)
Assessments
a) Did students recall
any facts from
yesterday?
b) Do students actively
participate during
discussion?
Learning Activities:
1: Smart Board Activity: Optical illusions.
Have several examples of optical illusions on
the smart board to go through with the
students.
Callie Lycar
Section A
November 9th, 2015
Turn the lights off in the classroom and ask
the students how that effects the ability to
see the board
Transition: Ask students if they know what
it means to be color blind?
2: Show an example of an illusion/ test that
checks colorblindness.
3: Have students complete sight pages in
the 5 senses work booklets.
Closure (2 Mins)
in their work
booklets?
Observational:
b) Are students
properly identifying
the right senses with
the right body part?
Resources:
Curriculum Lab website:
http://www.uleth.ca/education/resources/curriculum-laboratory/greatsites/digital- resources/lesson-plan-database#
Smart Note Book File:
Optical illusions
Lesson Reflections:
What went well:
Callie Lycar
Section A
November 9th, 2015
Rationale: C&I A
Scaffolding Lesson Plans
Lesson 1: Introduction to the 5 senses
Description
Lesson
Overview:
Connections to Overarching
Questions/Sub-Questions:
Lesson Outcome:
1: Identify each of the senses,
and explain how we use our
senses in interpreting the world.
Students will: Identify all 5
senses and recognize how our
senses help us interpret the
world
Instructio
nal
Processes
Lesson Description:
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
Rationale: C&I A
Scaffolding Lesson Plans
Lesson 2: Sight
Description
Connections to Overarching
Callie Lycar
Section A
November 9th, 2015
Questions/Sub-Questions:
Lesson
Overview:
Lesson Outcome:
Lesson Description:
I will start with a story related to
the sense of sight
Students will complete an open
discussion with me about their
knowledge of the sense of sight.
We will discuss the proper ways
to protect ones eyes
Students will fill out a diagram
of the eye with teachers help on
the Smart Board
Students will complete the
Shade Game on the Smart Board
with teachers assistance
Students will then complete the
sight pages in their work
booklets
Instructio
nal
Callie Lycar
Section A
November 9th, 2015
Processes
Callie Lycar
Section A
November 9th, 2015
Rationale: C&I A
Scaffolding Lesson Plans
Lesson 3:
Description
Lesson
Overview:
Connections to Overarching
Questions/Sub-Questions:
Lesson Outcome:
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
overarching question.
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
Handout below:
Show
What
You
Know
The Five Senses
Name:
_____________
Callie Lycar
Section A
November 9th, 2015
Rubric
3
Excellent!
Senses
Taste
Hearing
Touch
Smell
Sight
2
Great Job!
- 5 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture
- 5 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 5 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 5 pictures
- Favorite picture is
circled
- Explain why you
chose that picture
- 5 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 3 or 4 pictures
- Favorite picture is
circled
- One sentence about
the sense
- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture
- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture
- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture
- 2 or less pictures
- Favorite picture is not
circled
- Did not explain why
you chose that picture
Instructions:
For each page/ sense please:
-
1
More Time/Support!
Callie Lycar
Section A
November 9th, 2015
Taste
*Cut and paste 5 pictures related to the
sense
*Circle your favorite picture
*Tell me how your picture relates to the
sense
___________________
___________________
___________________
Callie Lycar
Section A
November 9th, 2015
Hearing
*Cut and paste 5 pictures related to the
sense
*Circle your favorite picture
*Tell me how your picture relates to the
sense
___________________
___________________
___________________
Callie Lycar
Section A
November 9th, 2015
Touch
*Cut and paste 5 pictures related to the
sense
*Circle your favorite picture
*Tell me how your picture relates to the sense
___________________
___________________
___________________
Callie Lycar
Section A
November 9th, 2015
Sight
*Cut and paste 5 pictures related to the
sense
*Circle your favorite picture
*Tell me how your picture relates to the
sense
___________________
___________________
___________________
Callie Lycar
Section A
November 9th, 2015
Smell
*Cut and paste 5 pictures related to the sense
*Circle your favorite picture
*Tell me how your picture relates to the sense
___________________
___________________
___________________
Rationale: Assessment A
Scaffolding Lesson Plans
Callie Lycar
Section A
November 9th, 2015
Lesson
Overvie
w:
Description
What core
assessment
concepts inform
your design
choice?
Lesson
Outcome:
1: Identify each of
the senses, and
explain how we
use our senses in
interpreting the
world.
Students will:
Identify all 5
senses and
recognize how our
senses help us
interpret the world
Primary step in
knowledge towards the
5 senses
Be able to assess prior
knowledge and
establish where we
need to progress
Build foundational
knowledge to help
students complete their
summative task
Lesson
Description:
Introduction to the
5 senses through
the use of picture
books, songs,
class discussions
and student work
booklets
I want to be
able to access
students prior
knowledge
through
questions,
discussions, and
feedback know
what stage of
understanding
the students are
coming from
Class discussion
will be
important to
formatively
assess where
students
learning begins
to judge the end
progress
I will hold off of
summative
assessments at
this point as I
would not be
able to perform
a valid or
reliable
assessment of
the students
understanding
Callie Lycar
Section A
November 9th, 2015
Instructi
onal
Processe
s
What formative
assessment techniques will
you be using? What
information will you be
collecting? How will you
use that information?
Description of
what teacher is
doing:
Asking questions
while at the front
the classroom and
listening to
students answers,
Writing down
students correct
answers as they
present them so
students can
visually see their
answer on the
board
Using technology I
will label a
diagram on the
body with the 5
senses as the
students and I
discuss them
Prior knowledge
is extremely
important be
have a ground
base for the
students
summative
assessment
piece.
For the first
lesson getting
to ask the
students
questions and
having them
participate in
class discussion
help instill an
open and
sharing
classroom
environment
Lessons key
assessments
concept is
formative
feedback from
the students
and I have them
present this
feedback to me
in a variety of
ways; class
discussion,
personal work in
work booklets,
and physically
showing me
their
Callie Lycar
Section A
November 9th, 2015
After students
work in their 5
senses booklet I
will ask them to
stand up and
complete a body
break activity with
me. I will ask the
students to point
to their own body
parts that are
associated with
the 5 senses
Description of
what students
are doing:
Listening to a
story and then
answering
questions during a
class discussion
understanding
through a body
break activity.
This lesson sets
a very good
foundation for
where the
students are at
with their
understanding
Callie Lycar
Section A
November 9th, 2015
Sequence of key
questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Callie Lycar
Section A
November 9th, 2015
Lesson
Overvie
w:
Description
What core
assessment
concepts inform
your design choice?
Lesson Outcome:
1: Identify each of
the senses, and
explain how we use
our senses in
interpreting the
world.
2: Identify ways that
our senses
contribute to our
safety and quality of
life
The
Students will:
illustrate the
characteristics of
their sense of sight
and identify parts of
the eye
Lesson
Description:
I will start with a
story related to the
sense of sight
Class discussion
to understand
prior knowledge
provides me with
more formative
assessments
Through class
discussion I can
learn what
information was
easily attainable
for students and
what needs to be
covered again
Using the Smart
Board activity to
label a diagram
of the eye I am
able to take
students learning
one step further.
This activity
through class
discussion can be
formatively
assessed by the
teacher to gain
feedback and
understanding of
students current
learning level
Callie Lycar
Section A
November 9th, 2015
Students will
complete an open
discussion with me
about their
knowledge of the
sense of sight. We
will discuss the
proper ways to
protect ones eyes
Students will
become more
familiar with the
sense of sight an all
the components of
the eye so they are
able to complete the
sight section for
their final
summative piece
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
information?
Reading a picture
story to start class
Asking students with
full teacher status to
label parts of the
eye they know
Explain the parts of
Prior knowledge
is extremely
important be
have a ground
base for the
students
summative
assessment
piece.
Scaffolding off of
previous lesson
in order to
Callie Lycar
Section A
November 9th, 2015
Description of
what students are
doing:
Listening to the
story
Actively
participating in class
discussion of the
sense of sight
Participating in the
Shade Game
Continue working in
their sight section of
their work booklets
Sequence of key
questions:
Can students
illustrate the
characteristics of
their sense of sight
continue the
learning process
Lessons key
assessments
concept is
formative
feedback from
the students and
I have them
present this
feedback to me
in a variety of
ways; class
discussion,
personal work in
work booklets,
and physically
showing me their
understanding
through a body
break activity.
This lesson sets a
very good
foundation for
where the
students are at
with their
understanding
Callie Lycar
Section A
November 9th, 2015
Evidence of
Lesson
Components
(opening, closing,
content, timeline)
Callie Lycar
Section A
November 9th, 2015
Lesson
Overvie
w:
Description
What core
assessment
concepts inform
your design
choice?
Lesson Outcome:
1: Identify each of
the senses, and
explain how we use
our senses in
interpreting the
world.
Scaffolds off of
lessons 1&2 building
off of knowledge of
the 5 senses and
more specific sight
Students will have a
basic understanding
of the eye and sense
of sight, this lesson
will go into ways that
our senses can be
tricked. I thought it
would be important to
do this lesson right
after students learnt
about the eye to help
solidify understanding
or correct
misunderstandings
Students will be able
to complete sight
section in their
summative
assessment piece
Through class
discussion I can
learn what
information was
easily attainable
for students and
what needs to
be covered
again
Formative
assessment on
current
understanding
level
Using the Smart
Board activity I
can show
students several
examples of
optical illusions
and how our
sense of sight
can be tricked
so I know
students have
all received first
hand
experiences
Callie Lycar
Section A
November 9th, 2015
and sound.
4: Recognize the
limitations of our
senses, and identify
situations where our
senses can mislead
us e.g. optical
illusions.
7: Describe ways to
take care of our
sensory organs, in
particular, our eyes
and ears
Students will:
illustrate the
characteristics of
their sense of sight
to identify parts of
the eye as well as
analyze situations
where their sense of
sight may be limited
Lesson
Description:
I will start with
ready an interactive
book on optical
illusions
Students will return
to their seats and
participate I a class
discussion on prior
knowledge and the
current topic
As a class we will
look over several
examples of optical
illusions
Callie Lycar
Section A
November 9th, 2015
As a class we will
talk about other
situations where our
sense of sight might
differ
Students will
complete interactive
(ISpy) activities at
their desks
Students will
complete Optical
illusion pages in
their work booklets
Students will finish
working for the day
and complete a
body break activity
where they get to
identify which body
parts of theirs are
relate to which
sense
Instructi
onal
Processe
s
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 information?
My formative
assessments up
until know will
be focused on
students
understanding
of their overall 5
senses and
more particular
the eye
I will continue
individual focus
on each sense
Callie Lycar
Section A
November 9th, 2015
illusions,
colorblindness, and
blindness
Facilitating students
working on activities
(ISpy) and in their
work booklets
Facilitate body break
activity where
Students get to
identify which body
parts of theirs are
relate to which
sense
Description of
what students are
doing:
Listening to story
Participating in class
discussion
Actively working
Participating in body
break
Sequence of key
questions:
throughout the
unit with an
overarching
body break
activity at the
end to remind
students that all
the five sense
work together
Callie Lycar
Section A
November 9th, 2015
Evidence of
Lesson
Components
(opening, closing,
content, timeline)
(Dark/Optical
illusions)
- Do any of you know
what an optical
illusion is?
- What are some other
situations where
someones sight can
be limited?
(Blind/Colorblind)
- Opening: Students
had to build off of
knowledge from the
previous lesson
- Body: Students got to
learn more about one
sense in particular
and gain a deeper
understanding of the
workings of an eye
and situations where
ones sense can be
misleading or limited
- Conclusion: students
are able to solidify
their learning with
hands-on activities
and in their work
booklets
Timeline: Students gain a
deeper understanding of
the sense of sight and
the eye as well as
situations that limit or
effect ones sight this will
help them correctly
complete their
summative assessment
piece
Callie Lycar
Section A
November 9th, 2015
Lesson
Overvie
w:
Description
Lesson Outcome:
Callie Lycar
Section A
November 9th, 2015
Metacognition: Scaffolding;
gaining an understanding of
students prior knowledge in order
7: Describe ways to take care to connect understood material
of our sensory organs, in
with new, more detailed material.
particular, our eyes and ears
Working with previous lesson on
the sense of sight this lesson
Students will: illustrate the
details certain aspects of the
characteristics of their sense
of sight to identify parts of the sense of sight. Teaching for
Transfer; using activities I Spy,
eye as well as analyze
illusion examples students can
situations where their sense
connect classroom lessons to
of sight may be limited
outside school images. Low-road
transfer of understanding between
the sense of sight, the parts of an
eye, and situations where sight is
Lesson Description:
effected
I will start with ready an
interactive book on optical
illusions
Students will return to their
seats and participate I a class
discussion on prior knowledge
and the current topic
As a class we will look over
several examples of optical
illusions
As a class we will talk about
other situations where our
sense of sight might differ
Students will complete
interactive (ISpy) activities at
their desks
Students will complete Optical
Callie Lycar
Section A
November 9th, 2015
Description of what
teacher is doing:
Multi-strategy Learning:
Throughout each lesson I have the
students participate in a variety of
Directing the picture book
learning strategies; listening,
Facilitating class discussion on reading, writing, group discussion,
cutting and pasting their own work
prior and current
and body breaks. I realize that not
understandings
each student is going to learn from
Teaching students about
class discussions so I have
optical illusions,
included several ways to interpret
colorblindness, and blindness the lesson.
Facilitating students working
Routines: Students will get use to
on activities (ISpy) and in
routines of class discussion to
their work booklets
open up a topic as well as working
Facilitate body break activity
where Students get to identify
which body parts of theirs are
relate to which sense
Description of what
students are doing:
Listening to story
Participating in class
discussion
Actively working
Participating in body break
Callie Lycar
Section A
November 9th, 2015
Sequence of key
questions:
-
Evidence of Lesson
Components (opening,
closing, content, timeline)
-
Callie Lycar
Section A
November 9th, 2015
Callie Lycar
Section A
November 9th, 2015
Lesson
Overview:
Lesson Outcome:
Lesson Description:
Callie Lycar
Section A
November 9th, 2015
organs?
-
Evidence of Lesson
Components (opening,
closing, content, timeline)