Lesson Planning: Activating Core and Curricular Competencies With Tamara Sengotta and Jill Della Vedova tsengotta@sd43.bc.ca

Rubrics vs. Learning Maps deficit Standard goal Shelly Moore Slide

3. Start from access, build on challenge: Planning Pyramid MOST FEW Even more goals More goals Goals Shelly Moore Slide

Class: Science Lesson Objective:  STWBAT ask questions, make simple predictions, manipulate materials safely, compare and predict through discussion.  Lesson: ALL MOST FEW Materials Needed Role of the CEA Connecting Activity: 2 min. planning discussion Ask relevant questions and share their ideas Listen to others and incorporate a good idea into their own. Form a plan where all voices are incorporated 5 pieces of paper 5 roles of tape  Assist student A and B in expressing their ideas (front load during silent reading) Processing Activity: Building structure 8 min.  Manipulate the objects safely and offer thoughts on how to proceed. Make a prediction.    Notice what is working and offer solutions to ideas that are not working. Pause, listen and rally the team to accomplish an idea that takes into account all ideas and voices based on predictions.  Same as above  Ensure all students are given opportunity to share ideas and get a chance to work with materials. Observe and make notes. Transforming/ Personalizing Activity: Debrief Notice what their team did well as well as the good ideas of others  express understanding of how their role impacted the outcome and if their predictions were correct Understanding that predictions lead to creative problem solving; that many voices in discussion expands ideas Journal paper Pencils  Assist student A and C in writing their reflection. Practice share with A and B

Social Responsibility Communication Creative Thinking Critical Thinking Connect and engage with others Acquire, interpret, and present information Collaborate to plan, carry out, and review Explain/recount and reflect Generating ideas Developing ideas Novelty and value Analyze and critique Question and investigate Develop and design Relationships and cultural context Personal value and choices Personal strengths and abilities Self-determination Self-regulation Well-being Contributing to community and caring for the environment Solving problems in peaceful ways Valuing diversity Building relationships Marna Personal Awareness and Responsibility Positive Personal and Cultural Identity Social Responsibility

How might we Notice, Name, and Nurture? Curricular Competencies Observations/Anecdotal Evidence Ask questions about familiar objects and events Make simple predictions about familiar objects and events Safely manipulate materials to test ideas and predictions Compare observations with predictions through discussion Curricular Competencies Ask questions about familiar objects and events  I want you to notice the question and your response to it Make simple predictions about familiar objects and events Here’s what your task is, in your own head think about what you think is going to happen, how do you know? Hypothesis is the big word for this, think about your life experiences, prior knowledge, not just out of thin air Safely manipulate materials to test ideas and predictions Please consider appropriate use of…what does that look like? We should and we shouldn’ts Compare observations with predictions through discussion What did we think would happen, what did we see/hear/smell/notice how could you collect that information to share with someone that isn’t in the room? Michelle

Form Groups Decide who will play the role of: Teacher(s) Students

Collaborative Team Building Activity Stand around your table DO NOT TOUCH THE MATERIALS Be mindful of everyone sharing their idea(s) all voices being heard Being flexible Take 2 minutes and discuss how you plan to build the tallest structure using only tape and paper – come up with your plan.

Build! You have 8 minutes to build the tallest structure your group can. Be safe Consider all ideas and predictions Ensure all voices are being heard

Gallery Walk Visit other structures and notice the strategies they used

Group De-brief In your group, please discuss the following: What went well in your build? What did you see at other tables that might have helped you? If you could do it again, what might you do the same/differently? Does your final structure reflect your prediction? Why/why not?

Talk or write it out In examining the Core Competencies, what strengths and stretches did you notice in yourself while doing this activity? And/or How did today help inform your practice moving forward?

Class: Science Lesson Objective:  STWBAT ask questions, make simple predictions, manipulate materials safely, compare and predict through discussion.  STWBAT understand Lesson: ALL MOST FEW Materials Needed Role of the CEA Connecting Activity Ask relevant questions and share their ideas Listen to others and incorporate a good idea into their own. Form a plan where all voices are incorporated 5 pieces of paper 5 roles of tape  Assist student A and B in expressing their ideas (front load during silent reading) Processing Activity  Manipulate the objects safely and offer thoughts on how to proceed. Make a prediction.    Notice what is working and offer solutions to ideas that are not working. Pause, listen and rally the team to accomplish an idea that takes into account all ideas and voices based on predictions.  Same as above  Ensure all students are given opportunity to share ideas and get a chance to work with materials. Observe and make notes. Transforming/ Personalizing Activity Notice what their team did well as well as the good ideas of others  express understanding of how their role impacted the outcome and if their predictions were correct Understanding that predictions lead to creative problem solving; that many voices in discussion expands ideas Journal paper Pencils  Assist student A and C in writing their reflection. Practice share with A and B

Shelly Moore Slide

Shelly Moore Slide