Haley

Lesson Social Studies: First day of Teacher:

Reynolds
Title/Focus Centres Date:
Jan 29th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (SS)3.1: Communities in the World
Learning 2. (SS)3.2: Global Citizenship
Outcomes:
3. (SS)Dimensions of Thinking

Specific 1. 3.1.3 - examine the geographic characteristics that shape

Learning communities in other parts of the world by exploring and
reflecting upon the following questions for inquiry
Outcomes: 2. 3.2.2 - explore the concept of global citizenship by reflecting
upon the following questions for inquiry
3. 3.S.4 - demonstrate skills of decision making and problem
solving
4. 3.S.5 - demonstrate skills of cooperation, conflict resolution
and consensus building

LEARNING OBJECTIVES

1. By the end of the lesson, students will have completed at least two to three of
the centres.
MATERIALS & EQUIPMENT
● Alberta Social Studies Program of Studies
● Pictures for Canada and India
● Laminated Sheets
● Venn Diagrams
● Mind Maps
● Letter
PREPARATION & LOGISTICAL CONSIDERATION
● Have all supplies ready to be put on the desk
ASSESSMENTS
Observations: Are the students understanding the mind map concept?
Do students understand what a letter is, do they need more
instruction?
How are students doing at the centres?
Are the groups working together well or do they need to be
switched up?
 What are the students getting easily?
What are the students struggling with?

Essential Questions​: ● What do Canada and India have in common

what are their differences?
● Why is this important?
Products/Performances: ● SS Program of Studies

PROCEDURE
Introduction Time
Attention Grabber: ● Demonstrate a double mind
Mind Map map 5-10
Letter ● Show what a letter is min
● Show Pictures of it
Transition to Body ● Transition from explanations
to everyone finding their
2
groups
min
● Or tell everyone to go and
find their group at the tables
Body Time
Circulate centres ● Help students with Centres
20
● Focus on centres that have students
min
that require more support

Change centers
10
● Students change centres
mins
Maybe bring back to
reexplain, or change ● Students come back to carpet 10
centres again ● Or change Centres mins
Clean up
2
● Have students clean up
mins
● Put away everything
Go to get snack
2
● Clean up and get ready for snack
mins
Assessment ● Formative
● How are the students doing at the
centres?
 ● Are they understanding what they
have to do, or do they need more
support?
● Are students completing their centres
or leaving things mostly blank before
leaving them?
● What are students excelling at?
● What are they struggling with?
Adaptations ● Students who need more support are
pulled together into a specific group
and support (scribe, read aloud,
discuss, break apart)
● Bringing students back to discuss
what they may not understand
● Keeping in mind harder centres, or
groups that may need more support
● Take a centre and differentiate
(example letter centre, students who
have trouble reading and writing can
focus on a couple sentences) Or have
someone read it to them, and have
someone scribe what they want to say
back

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson scaffolds learning as it models to the students the importance of
comparison, and for them to be able to compare another country to their own. It gives
students chances to see the differences and similarities in various countries, and that
differences are normal rather than ‘weird’ or meant to make us uncomfortable. It will
work to hit on Global Citizenship, making the students more aware of the world around
them.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Some aspects of Canada
● Some Aspects of India
● How to communicate effectively and respectively
● In what ways is this lesson connected to the next lesson?
In the next lesson will continue with centres.

Questions
● Are the students engaged in the lesson?
● Do the students understand what they are supposed to be doing at each
centre?
● Will the students need another lesson to go over things again?
● Will they need to be pulled back?
● Have I explained enough?
● What are the students having no troubles with?
● What are they having difficulties with?

Haley
Lesson Teacher:
Literacy: Building Brothers Reynolds
Title/Focus Date:
Jan 31st 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#1ELA)Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
Outcomes: experiences
2. (#2ELA) Students will listen, speak, read, write, view and
represent to comprehend and respond personally and
critically to oral, print and other media texts.

Specific 1. 1.1 Discover and Explore

Learning 2. 1.2 Clarify and Extend
Outcomes: 3. 2.1 Use Strategies and Cues
4. 2.2 Respond to Texts
 LEARNING OBJECTIVES

1. By the end of the lesson students will be able to identify where the brothers
may have missed a step in their design process.
2. The students will discuss and predict a solution for how the brothers could
have tweaked their design process.
3. The students will identify the design thinking process throughout the story.
MATERIALS & EQUIPMENT
● Language Arts Program of Studies
● Powerpoint
● Book: Building Brothers Big Plans by Jonathan and Drew Scott
PREPARATION & LOGISTICAL CONSIDERATION

ASSESSMENTS
Observations:
How are the students listening?
Are the students able to identify the design thinking process
in the story?
Are the students discussing the story together, or apart?
Who is paying attention, who seems disengaged?

Essential Questions​: ● Why is it important have measurements

before we build our structure?
Products/Performances: ● Language Arts Program of Studies

PROCEDURE
Introduction Time
Attention Grabber: ● Look at the poster and talk
Let’s think about design about it 5
thinking ● Go through all the various min
processes
Transition to Body ● Transition from the poster to
talking about building
brothers 2
● As we are reading, keep in min
mind the design thinking
process
Body Time
Read the book ● Read the book 10
● Put it up on the smartboard min
 ● Write on piece of paper what mistake
they may have made in their Design
Thinking Process

Reflect on the book after ● Go through the book, see where the
10
stages of the Design Think process is
mins
● Reflect on what mistake they made
Why is measurement so
important? 10
● Demonstrations, discussion
mins
Clean up
2
● Have students clean up
mins
● Put away everything
Go to get snack
2
● Clean up and get ready for snack
mins
Assessment ● Formative
● How are the students engaging with
the book?
● Are the students recognizing there is
a problem, and are they able to
identify it?
● Are students able to identify the
design thinking process?
● Are the students listening as we are
reading the book?
Adaptations

● If students do not know what to write

they are able to draw a picture to
represent what they think the Brothers
may have missed in their process

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson scaffolds learning as it demonstrates to the students how important
measurement is when they are designing their bridge. By going through the story and
showing an example of how the brothers forgot to measure and ended up making a tiny
house instead of one that could fit their both their dogs. Students are then able to
visualize why it must be important to measure, and how it can help us in creating a
bridge that we can use and trust.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● How to read the pictures
● The Design Thinking Process

● In what ways is this lesson connected to the next lesson?

In the next lesson we will continue with articles that relate to bridges, and their
building process.

Questions
● Are the students engaged in the lesson?
● Do the students understand what they are supposed to be doing at each
centre?
● Will the students need another lesson to go over things again?
● Will they need to be pulled back?
● Have I explained enough?
● What are the students having no troubles with?
● What are they having difficulties with?