Mini Unit Assignment: Table of

Contents
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Mini Unit Plan Template

Student Performance Task Description
Assessment Criteria
Lesson Plans
o Lesson plan 1
o Lesson plan 2
Photo resources
Fairness test handout
o Lesson plan 3
Worksheet #1
Lesson Plan Rationale
o Curriculum & Instruction
o Assessment
o Educational Psychology
o Communications Technology

Mini Unit Plan

Kelsey Bahler
Teacher
Grade 3 Science
Subject
Topic/Focu
Testing Materials and Designs
s

Overarching
Question

How do materials shapes, stability, and properties make them

more or less suitable for a building task?
1) What is a fair test003F
2) What shapes of structures are the strongest?
3) What shapes of structures are the weakest?
4) What properties of materials make them strong or weak?

Learner
Consideratio
ns

A few low level readers and writers

A few students that are unmotivated/get off-task easily if not
engaged

Performance
Task
Overview

Students will be demonstrating their knowledge of a fair test by

creating a fair test for the given scenario and defining variables
that change and stay the same. They will then be applying the
plan they created in part 2. Part 1 and part 2 could be done in one
class or two depending on the length of the period and time
needed.

Learner Outcomes
General
Outcomes

Specific Outcomes

3-8

3-8-1

Links to
Overarching
Question/subquestions

Assessment
Criteria
Students provide evidence of
their learning as they

The GLO directly

relates to the
overarching question.
Both require students
to not only have an
understanding of
different materials
and designs, but also
understand that
different materials
and designs have
different purposes

This question will be

evaluated throughout
the unit as a whole- it
cannot be met through
only the first 3 lessons
because students will
have very minimal
knowledge of a variety
of materials and designs
to apply

SLO 1 also relates to

the overarching
question by requiring
students to take the
understanding that
materials and
designs have
different purposes,

The overarching
question will be
addressed from the
angle of safety in the
introduction of the topic
in lesson 1. This will be
done through the
creation of safety rules
and discussion about
materials/designs and

strengths, &
weaknesses and that
materials or designs
used for their wrong
purpose/incorrectly
can be unsafe

3-8-2

3-8-4

3-8-5

Sub-questions 2, 3, &
4 each address SLO 2
by requiring students
to understand
different designs
have strengths and
weaknesses and
compare them, as
well as, what makes
them strong or weak.

Sub-question 1
addresses SLO 4 by
asking students to
understand the
concept of a fair test
so that it can be
applied to testing
different materials

safety. Through class

discussion students will
gain an introductory
understanding of safety.
This question will also be
assessed throughout, as
it will be built upon as
more materials and
designs are learned.
This concept will be first
addressed in the
comparison of different
shapes strengths and
weaknesses and further
built upon throughout.
This will be assessed
through observation of
participation and
understanding during
the activity, as well as,
completion of the task
handout
The next two questions
will be assessed firstly
through the comparison
of shapes and then the
creation of their own fair
test. They will be
summatively assessed
using the rubric provided
to evaluate the
understanding of a fair
test and the subsequent
creation and application
of a fair test.

SLO 5 is also
addressed by subquestion 1 in the
same way, but in
order to test different
designs

Student Performance Task

Description
Below you will find my performance task that will be used to summatively
assess the concept of a fair test.
Part 1: Students will begin by creating a fair test to help Justin. There is a word
search on the back of the handout as a sponge activity only- it will not be for
marks.
Part 2: Students will use the test they designed for Justin to actually test two
different boxes that will be provided. Using the handout students will also be
going through the steps of scientific method while demonstrating knowledge of

a fair test. Through the application of the fair test they created, students may
be able to see whether or not their test works or is fair. This is why the question
Do you still think the test you created was a fair test? is asked again at the
end of the performance task.
Depending on time, part 1 and part 2 have been designed to be completed
either within the same class, or can be done in two separate periods depending
on how long students need. Part 2 can be pushed to a subsequent class to allow
enough time for students to complete part 1 as its completion is necessary to
complete part 2. Students are expected to work alone, but are allowed to ask
for the teachers help. The teacher can ask key questions to prompt students
without giving away the answers
Because the concept of a fair test is foundational for testing materials and
designs throughout the topic, more time may need to be allotted to fully
understand this concept before moving on.

PART 1:
1. Justin picked one material, and made 2 boxes, each from a
different design.
He wanted to test them to see which was stronger, but
couldn't think of a test. Create a test for Justin to use to
determine which box is stronger and can hold more mass.
Make sure it is a fair test.
a. What could Justin do to test how strong each box is?
Justin could test both designs by placing a small amount of weight on each box, and
put a little more
weight on at a time until one of the designs breaks. This is a fair test because
only one thing changes
and everything else stays the same. It is also fair because we can measure which
one is stronger by
using the same amount of weight.
same, measurable)

b.

(1 thing changes, everything else stays the

Things to Keep the Same

The amount of weight

Material the boxes are made from

Things That Are Different

The box design

Copyright Resource Development Services, Edmonton

Public Schools, 1998.
Pennission to copy TASKS granted to individual
users only.

Testing

127

Mini-Unit Assignment

PART 2:
1. Using the fair test you created for Justin, test the 2 different boxes
you were given. BEFORE you begin- write a hypothesis. Remember
a hypothesis is what you think will happen.
a) Hypothesis:

b) Observations: Draw what you saw happen in the box below

c) Conclusion: What actually happened? Which box was stronger?

d) Do you still think the test you created was a fair test? Why or why
not?

* I can explain what makes up a fair test

Mini-Unit Assignment

* I can use a fair test to compare materials and designs using a

hypothesis, observations,
and conclusion
* I can create a fair test using safe and useful materials

Assessment Criteria
4

Insufficie
nt / Blank
Limited *
*

Level
Criteria

Excellent

Proficien
t

Adequat
e

Scientific
Knowledge
(x2)
(I can explain
what makes up
a fair test)

Answers show
a clear and
accurate
understanding
of scientific
principles
underlying a
fair test. 1
thing
changed, all
else stayed
the same in
both
explanations
and test
created

Explanations
indicate a
reasonable
understanding
of scientific
principles
underlying a
fair test.
Understands
concept, but
was unable to
apply when
creating a fair
test

Explanations
indicate
limited
understanding
of scientific
principles
underlying a
fair test.
Concepts were
minimally
demonstrated
and unclear in
either
explanation or
creation of a
fair test

Explanations
do not
illustrate any
understanding
of scientific
principles
underlying a
fair test.
Explanations
and creation of
a fair test
were both
unclear and/or
inaccurate

Clear
understanding
of hypothesis,
observations,
and conclusion
demonstrated

Somewhat
clear or vague
understanding
of hypothesis
and/or
observations
and/or
conclusion

Unclear
understanding
of hypothesis,
observations,
and conclusion

Appropriate
materials were
selected and
used correctly
and safely for
the purpose of
the test

Appropriate
materials were
selected but
used
incorrectly
and/or
unsafely for
the purpose of
the test

Inappropriate
materials were
selected and
were not used
effectively for
the test

Plan
(I can use a
fair test to
compare
materials and
designs using a
hypothesis,
observations,
and
conclusion)

Materials
(I can create a
fair test using
safe and useful
materials)

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

Notes:
/14

Mini-Unit Assignment

*When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the

student improve.

Lesson Plans
Lesson Plan 1
Grade/Subject: 3 Unit: C- testing materials and designs
minutes

Lesson Duration: 2x 30

Topic: Introduction to Unit.

Beginning with the end in mind: today we will create a class building
company and come up with company rules
General Learner Expectations:
3-8 Evaluate the suitability of different materials and designs for
their use in a building task.
Specific Learner Expectations:
3-8-1 Recognize that functional structures must be sufficiently
strong and stable and that unstable or weak structures are often
unsafe to use.
LEARNING OBJECTIVES
(2-3, clear, and measurable)

Students will:

Formative & Summative

ASSESSMENTS (How will you
know they met learning
objectives?)

(Observations, Key Questions,

Products/Performances)

Engage in a democratic vote on a

company name for the unit.

Observe participation

Demonstrate the rules when

participating in an activity

Question and answer

Develop a greater sense of curiosity

into the testing of materials and
designs.

Observe students
natural curiosity of the
subject and clarify
uncertainties.

LEARNING RESOURCES CONSULTED

Resource #1: Miss Wilkies Blog: http://misswilkie.wikispaces.com/Grade+3+Science
Resource #2: Topic C: Testing Materials and Designs Edmonton Public Schools

Mini-Unit Assignment

MATERIALS/ EQUIPMENT/ SET UP

SMART Notes for Topic C: Testing Materials and Designs

Lesson 1
Hard hats or hats they bring from home that are their safety
hats
Paper for student vote
Camera
Name tags
PROCEDURE
Introduction (3-5 min.):
Attention Grabber: Today we are going to be starting a new topic in science. Do your parents
have a job? What do they do? Today you are going to be getting a job!

Beginning with the end in mind: Today we will create a class

building company and come up with company rules
Introduce unit using smart notes: In this unit we will be
testing a variety of materials and designs to see the strengths
and weaknesses and which material and design would be best
suited for certain jobs. (3-5 minutes)
Expectations for Learning and Behaviour: respect, quiet listening
Transition to Body: The people that test materials are called engineers
Body (22-32min.):

What is the teacher doing?

What is an engineer? (5-7

minutes) (Have student say the definition in
their own words)

What are the

students doing?

Learning Activity #1:

An engineer is the person who decides

what materials and designs should be
used when building a structure in order
to make it safe, strong, stable, and
inexpensive.
Starting today you are all going to be
engineers
As engineers in science class, we will
have to test materials and designs to
make sure we know what the best
materials and designs when we are
Mini-Unit Assignment

Thinking and answering

the question: what is an
engineer?
Understanding they are
all going to be engineers
Listening to what we will
be doing throughout the
unit

building structures in order to make

them safe, strong, stable, and
inexpensive.
Specific Learner Considerations: none for verbal Q&A
Transition to Activity #2: Being an engineer is a full-time job. But

who do we work for?

Learning Activity #2:

Name our company. (10-15

minutes)
Take suggestions from students and
write them on the SMART slides.
After all suggestions are made, let
students write the one down that they
like the best and place it in the hardhat.
Tally the votes. The name with the most
votes wins!
Specific Learner Considerations: a few low level writers- give enough
time to write and remind them to write neatly or we wont be able to
read their vote

Transition to Activity 3: okay so we have a company name- now

we need our company rules
Learning Activity #3:

Company rules. (7-10

minutes)
Have students come up with their
company rules-but make sure these ones
end up on there
Respect each other, self, and the
environment around you. Prompt
question: What is something you think
we might need to remember when
working with others?
Practice safety: Wear hard hats at all
times. (If you are not wearing a hard hat,
you cannot participate in the activities)
prompt question: why might we need
hard hats?
Handle materials and tools with care and
safety. Prompt: How do we hold scissors
when walking?
Mini-Unit Assignment

Brainstorming names for

their company and
sharing it with the class
Writing down their vote
for the company name
Watching as we draw
the votes out of a hat
and tally them up

Coming up with
company rules and
sharing them
Answering prompt
questions

 Put all materials back where they belong

Formative & Summative Assessments: participation in discussion
Specific Learner Considerations: none
Transition to Closure: Who can remember one of the company rules?

Closure ( 20 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning:

Review rules of the company.

Hand out hardhats. (10 minutes)

o Have each row of students come up and get their hard
hats and a name tag to put on them.
Picture time!! (10 minutes)
o Have the students wear their hard hats and a pair of
safety glasses.
o Take their pictures!
*Note: I have chosen to do the handout of hats and pictures
just before recess and after the closure because I feel it would
be hard to regain attention and have an effective
consolidation of learning after letting them go for pictures. I
feel it is more effective to do this and then let them go right
out for recess to get rid of the energy outside.
Feedback From Students: are you excited to start this company?
Feedback To Students: good listening/enthusiasm today?
Transition To Next Lesson: Next class we are going to be learning about what makes a fair test
engineers can use to test materials.

Lesson Plan 2
Grade/Subject: 3 Unit: C. Testing Materials and Designs
minutes

Lesson Duration: 2 x 30

Topic: What is a Fair Test?

Beginning with the end in mind: We will be learning what makes a
test fair
General Learner Expectations:
3-8 Evaluate the suitability of different materials and designs for
their use in a building task.
Mini-Unit Assignment

Specific Learner Expectations:

3-8-1 Recognize that functional structures must be sufficiently
strong and stable and that unstable or weak structures are often
unsafe to use.
LEARNING OBJECTIVES
(2-3, clear, and measurable)

Students will:

Formative & Summative

ASSESSMENTS (How will you
know they met learning
objectives?)

(Observations, Key Questions,

Products/Performances)

Engage in an activity that brings

about curiosity of a fair test and
discuss the outcomes in a group.

Observe students natural

curiosity of the subject
and clarify uncertainties.

Demonstrate the components of a fair

test.

Check for understanding

of the components for a
fair test through
discussion, handout and
creation of poster

LEARNING RESOURCES CONSULTED

Resource #1:
Resource #2:
Resource #3:
Resource #4:
job-roles.html
Resource #5:

Topic C: Testing Materials and Designs Edmonton Public Schools

http://misswilkie.wikispaces.com/Grade+3+Science
http://www.toolsforeducators.com/wordsearch/
http://downunderteacher.blogspot.ca/2012/01/freebie-science-variables-andhttps://www.teacherspayteachers.com/Product/Cows-Moo-Softly-Signs-239860

MATERIALS/ EQUIPMENT/ SET UP

SMART Notes for Topic C: Testing Materials and Designs

Lesson 2
Hard hats
Pencil crayons, felt markers, crayons
Pencils (3 different sizes)
Chart paper with materials
Fairness test hand out
Word search
Mini-Unit Assignment

 CMS poster for board

PROCEDURE
Introduction (3-5 min.):
Attention Grabber:
Assessment of Prior Knowledge: assessment of prior knowledge will be done after the activity
with the question: was that a fair test? Why was it fait/unfair? What is a fair test?

What is a fair test? Introduce todays activities using Smart notes.

(3-5 minutes)
Expectations for Learning and Behaviour: respectful listening, participation in discussion
Transition to Body: We are going to work in small groups to discuss what a fair test
Body (35-45min.):

What is the teacher doing?

Learning Activity #1:

: What is a fair test? (25-30

What are the

students doing?

minutes)
Hand out pencils to all students and
have them get a sheet of paper out.
Show the students the list of materials
on the slide. Explain that when the clock
is set, they will have only two minutes to
write down as many items from the list
as they can. Tell them that it is okay if
they dont get them all, and that most of
them wont get them all written down.
(remember to prep students getting a
dull pencil beforehand and choose wisely
so they are not upset)
Start the timer and watch the students
as they write the list down.
When the timer goes off, pencils down.
Explain that they will now work in groups
to answer a few questions about the
activity. Read the questions to the
students so they have an idea of what
they will be discussing.
Divide groups. Make sure that the
students take their sheets with them.
They will need to decide someone in
their group to report the results to me
after. Give each group a question sheet.
Allow ten minutes for group discussion
(or less depending on how well they are
Mini-Unit Assignment

Students are writing

down as many items as
they can down on the
back of their question
sheet from the list on
the smartboard; some
with sharp, dull, or no
pencil lead.

Students will work in

small groups to discuss
and answer questions
about the activity (see
attached question
sheet)

Answering why the test

was fair/unfair

working)
As a class, go over the results and write
them in on the slides.
Fill in the slides that ask how fair/unfair
the test was.
.

Listening to what a fair

test actually is

Formative & Summative Assessments: group work. Q&A about what is a

fair test? What do they think a fair test is vs what it is scientifically
Specific Learner Considerations: none known
Transition to Activity #2:

Decide what makes a fair

test. Go through slides on what a fair test is
and the components in it. (5 mins)
Learning Activity #2:

For example, let's imagine that we want to

measure which is the fastest toy car to coast down
a sloping ramp. If we gently release the first car,
but give the second car a push start, did we do a
fair test of which car was fastest? No! We gave the
second car an unfair advantage by pushing it to
start. That's not a fair test! The only thing that
should change between the two tests is the car;
we should start them down the ramp in exactly
the same way.
CMS: change, materials, stays the same (see
attached image)

Learning acronym to
remember what makes a
fair test
Raising hand to help
retell what the 3 things
of fair test are
Working on word search
individually or in small
groups of their choice

Transition to Activity 3:As a class, lets make a chart so we can

remember what makes a fair test for when we are testing
materials

Fill out a chart paper to keep

in the class with the components of a fair test
(5-10 mins)
Learning Activity #3:

sponge-- word search

Specific Learner Considerations: low readers and writers will need extra
time- this is not expected to be finished or marked so that is okay
Transition to Closure: Who can remind me what CMS stands for?

Closure ( 5 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning: Review CMS (change 1 thing, measure,

stays the same) and rules of the company. Have another student who
did not answer, re-explain it again in their own words. This way all
students have heard the answer in two different ways
Transition To Next Lesson: Tomorrow we are going to start testing out designs to see what
shapes are strongest

Mini-Unit Assignment

Fairness Test Handout:

Fairness Test
How many items did you copy?
Mini-Unit Assignment

Name:______________
Date:______________

Did you feel this activity was fair?

What made this activity fair or unfair?

Lesson Plan 3
Grade/Subject: 3 Science
Duration: 2x 30 minutes

Unit: C Testing Materials and Designs

Lesson

Topic: Arches and Squares

Beginning with the end in mind: We will learn different shapes used
in construction and the strengths and weaknesses of them.
General Learner Expectations:
Mini-Unit Assignment

 3-8 Evaluate the suitability of different materials and designs for

their use in a building task.
Specific Learner Expectations:
3-8-2 Compare and evaluate the strength and stability of different
models or objects constructed.
3-8-4 Apply procedures to test the strength of construction
materials, in particular, different stocks of papers, plastic or wood.
3-8-5 Apply procedures to test different designs.
LEARNING OBJECTIVES
(2-3, clear, and measurable)

Students will:

Formative & Summative

ASSESSMENTS (How will
you know they met learning
objectives?)

(Observations, Key Questions,

Products/Performances)

Compare an arch shape to a square

shape in order to see similarities and
differences in the strengths and
weaknesses of the design.

Observation of activity and

completion of activity
worksheet 1: formative

Predict what shape is the strongest

Worksheet 1: formative

Discover the arch shape is a strong

shape and is used in many construction
projects, such as bridges.

Review quiz to follow

next class on what
makes an arch
stronger than a
square: summative

LEARNING RESOURCES CONSULTED

Resource #1: Topic C: Testing Materials and Designs Edmonton Public Schools
Resource #2: http://misswilkie.wikispaces.com/Grade+3+Science

MATERIALS/ EQUIPMENT/ SET UP

SMART Notes for Topic C: Testing Materials and Designs

Lesson 3
Hard hats
Index cards
Plasticine
Worksheet #1
Mini-Unit Assignment

 Container to hold mass

Blocks or other objects that will be used as masses
PROCEDURE
Introduction (3-5 min.):
Attention Grabber: Who can tell me what makes a fair test?
Assessment of Prior Knowledge:

Review: What is a fair test? (3-5 minutes)

Go over the chart made during the previous lesson of the
components of a fair test.
Expectations for Learning and Behaviour: individual work.
Transition to Body: Today we are getting our first work assignment in the mail
Body (45 min.):

What is the teacher doing?

Learning Activity #1:

Activity: Arches and Squares

(25-30 minutes)
Using SMART Notes, begin lesson with
the Lesson 3 slide.
Youve got mail! Reveal the task to
students hidden in the envelope. Explain
that they have been asked to help the
contractor that is faced with some
options for a building design. They will
have to test the different designs that
the contractor might use in order to
make construction the safest and most
effective.
Explain what hypothesis means: an
educated guess about what will happen
and why. Usually I thinkbecause.
Go through the materials with the
students and make sure they are all
present and available for the activity.
Go through the procedure with the
students and answer any questions.
This is an INDIVIDUAL activity. Hand out
the worksheet #1 to each student. Do
this activity as a walk through so they
get their bearings of what is expected of
Mini-Unit Assignment

What are the

students doing?
Discovering we have
gotten a job task in the
mail for our company.
Listening to me read the
letter about our job

Listening to what a
hypothesis means

Listening to the
procedure they will be
executing
Individually completing
the worksheet following
proper scientific
method. Hypothesis,
procedure, observations,
conclusion.

Everyone is cleaning up

them.
Have the students fill in the hypothesis
on the worksheet.
Hand out remaining materials. Begin the
procedure.
CLEAN-UP (5-7 minutes)

Discovering why the

arch was stronger in
their activity
Learning new
terminology.

Formative & Summative Assessments: formative worksheet

Specific Learner Considerations: a few students will lose focus on
completing the worksheet and will need to be prompted
Transition to Activity #2: Back to your desks in 5..4..3..2..1. Thank you
for cleaning up.

Learning Activity #2:

Which shape is stronger?

(10-12 minutes)
Go through SMART slides about the
strengths of arches and why.
Formative & Summative Assessments: formative discussion.
Transition to Closure: I have a tricky question about testing the
shapeswas this test fair? Remember CMS.

Closure ( 5-15 min.): * Connect your closure with learning objectives*

Review why this test was fair and then

if time permits explore the classroom or playground for arch
shapes. (sponge)
Consolidation/Assessment of Learning:

Transition To Next Lesson: Next class we will be getting a new work assignment in the mail

Worksheet #1:
Name:______________
Mini-Unit Assignment

Date:______________
ARCHES AND SQUARES LAB
My testable question: Will a square shape support more mass than an arch
shape?
My hypothesis:
(I think the shape that will support the most mass is because)
__________________________________________________________
________________________________________________
Write or draw materials used:
______________
________________
_______________
______________

________________

_______________

The thing I will change is: _________________________________

The things I will keep the same are: __________________________
__________________________________________________________
________________________________________________
Procedure (for a fair test):
1. Make shape out of cards (Square shape or Arch shape)
2. Put plasticine on either side of the shape to stop it from moving on the
desk
3. Place the container on top of the shape
4. Place the masses, one at a time, into the container until the shape can no
longer hold the mass.
5. Record you observations on the worksheet.
6. Change the shape.
7. Repeat steps 2 to 5.

Observations:
Mini-Unit Assignment

Diagram:

__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________
Conclusion: (What I learned)
__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________

Lesson Plan Rationale

Mini-Unit Assignment

1) Lesson Overview & Rationale

The overarching question I am using for the grade 3 science topic Testing Materials
and Designs is: How do materials, shapes, stability, and properties make them more
or less suitable for a building task? This question addresses the GLO of the topic: 38: evaluate the suitability of different materials and designs for their use in a
building task. Throughout the topic students will be learning what a fair test is and
how to conduct a fair test to test the strengths and weaknesses of different
materials and designs. The sub-questions address the specific outcomes of the unit
in more detail; 1. What is a fair test? 2. What shapes of structures are the strongest?
3. What shapes of structures are the weakest? 4. What properties of materials make
them strong or weak? These questions require students to not only know what a
fair test is, but also use them to determine if a shape or design is strong or weak
and describe why it is strong or weak. For the first three lessons, we will be focusing
primarily on what a fair test is and how to use one, and will then go into greater
detail about why the shapes are stronger or weaker in the next few lessons.
Students will be learning these outcomes by engaging in hands-on activities to
explore and investigate materials and designs as engineers. They will develop a
positive attitude about science through fun activities in the form of job
assignments received as mail for their class company. As a class they will develop
company rules to develop an understanding of safety. Through their job
assignments they will test and compare properties of materials such as paper, clay,
cardboard, styrofoam, and other available materials. Students will also test
different shapes and designs to find out what makes a structure strong and stable.
Throughout the unit, students consider that different tasks require different
materials and designs and that different materials and designs are better suited for
Mini-Unit Assignment

certain tasks. By the end of the unit, students should be able to answer each subquestion, as well as, the overarching question. I chose to approach my lessons this
way to create authentic lessons with a real world application and examples.
Students will explore this unit as an engineering company and look at real-world
examples of bridges and other structures. This approach also attends to the grade
3 science skills and attitudes GLOs outlining the importance of exploration and
investigation, as well as, demonstrating a positive attitude and curiosity about
science.

2) Teaching Strategies & Classroom Climate Rationale

Whole Class Strategies
- Direct instruction

Class discussion

Whole class media presentations

Movement activities

Mini-Unit Assignment

Direct instruction is used for a short

period of time in each of the lessons as
an organizational method to give
students direction on the tasks and
expectations of the class, as well as,
deliver information to the whole class
about the topic
Whole class discussion is often used
after or during direct instruction to
assess students learning and engage
students in inquiry (science GLO)
Students engage in class votes in many
cases as a way for them to take control
of their own learning and feel a sense of
control
A media presentation (SMART notebook)
is used in conjunction with direct
instruction to appeal to visual learners in
the class and as a way to make
instruction more interesting and
appealing to all.
Each science lesson consists of two 30
minutes time slots back-to-back. It is
necessary to take a brain break in the
middle to allow students to get out some
energy and take a quick work break.
Taking this short break will allow
students to work more effectively

afterwards.
Small Group Strategies
- Small group learning

Individual-level Strategies
- Individual writing

Individual guided

There are many opportunities for small

group learning within science. Much of
the learning is done through hands-on
activities and exploration. Groups are
sometimes assigned for a specific task,
but students also have the opportunity
to choose to work in small or groups or
individually on their assignments,
however, each student has to complete
their own work to hand in themselves
rather than as a group
Individual writing is used in addition to
the hands-on group learning as a way for
students to develop their own ideas and
solidify knowledge by writing it down.
This is also a way for the teacher to
assess individual learning.
In the testing materials and designs unit
there are many opportunities to create
and perform tests. Students will be
learning how to use scientific method to
conduct tests, as well as, understand the
concept of a fair test. Students will be
taken through the procedure or repeat a
demonstrated procedure to perform
tests.

3) Teaching Resources Rationale

Resource
SMART Notes

Worksheet #1

Where they were found

Rationale
http://misswilkie.wikispaces.com/Gra SMART notebook presentations were
used within each lesson to appeal to
de+3+Science
visual learners, as well as, a resource
to help make instruction more
interesting for all students
Topic C: Testing Materials and
Worksheet 1 is a lab used to lead
students through the scientific method.
Designs Edmonton Public Schools
This resource is used for 3 main
purposes: 1. As a guide for students to
help them through the procedure
2. As a way to solidify knowledge by
having students write down what they
were doing and help form ideas
3. As a source of formative assessment

Mini-Unit Assignment

Sponge activity
word searches
Fair test image

Fair test image

2
Assessment
Performance
task part 1

to see if the students are understanding

the concepts
http://www.toolsforeducators.com/w This website allowed me to create
word searches using my own words
ordsearch/
relating to the topic being learned for
sponge activities.
http://downunderteacher.blogspot.ca Fair test image 1 and 2 were both used
to break down the things that make up
/2012/01/freebie-science-variablesa fair test, to help students remember
and-job-roles.html
them, and as a resource for students to
refer to when working as these images
will be hung on the company bulletin
board along with the companys safety
rules.
https://www.teacherspayteachers.com
/Product/Cows-Moo-Softly-Signs239860
Topic C: Testing Materials and
Part 1 of the performance task was
used as summative assessment
Designs Edmonton Public Schools
requiring the students to create a fair
test on paper. Requiring students to
create a fair test will allow the teacher
to assess if they understand the
concept well enough to include all
aspects of a fair test learned.

Mini-Unit Assignment

For this aspect of the assignment, you now need to view your lesson plans from an
assessment perspective. Review each lesson plan analyzing the consideration given
to knowledge and skills you have gained in 3504 with respect to the use and design
of formative assessment strategies, assessment information use, and scaffolding
toward summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected
from them to guide your sequence of lessons.
-

Ensure that you fully defend each salient point you wish to bring out.

Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 1: Introduction to Unit
Description
Lesson
Overvie
w:

How does your lesson

scaffold to your
performance task?
Lesson
The purpose of this
Outcome:
lesson is to develop a
3-8: evaluate the
sense of curiosity and
suitability of
excitement for science
different materials and the upcoming unit.
and designs for
Students will be
their use in a
introduced to the
building task
importance of safety
3-8-1: recognize
when using materials
that functional
and will be expected to
structures must
demonstrate that
be sufficiently
knowledge by making
strong and stable safe decisions
and that unstable throughout the next
or weak
lessons. Students will
structures are
also be able to relate
often unsafe to
safety to structure
use
stability.
Lesson
Description:
Introduction to
building unit.
Today we will be
establishing a
company,
creating a name
for it, and
company safety
rules. A poster will
be made for the

Mini-Unit Assignment

What core assessment

concepts inform your
design choice?
- Assessing prior
knowledge
- Authenticity
- Beginning with
the end in mind.
This is actually a
class initiative in
my PS1 class, as
well as, a tool for
myself. Students
are taught to
begin with the
end in mind and
we write it as a
statement on the
board for each
class.

company bulletin
board of company
rules.

Instructi
onal
Processe
s

Description of
what teacher is
doing:
The teacher is
introducing new
concepts and
terms, as well as,
leading
discussions and
brainstorming
company
names/rules.
The teacher will
then be
facilitating the
helpers to hand
out hats and will
finally take a
picture of the new
company
engineers.

Description of
what students
are doing:

Mini-Unit Assignment

What formative
assessment techniques
will you be using?
What information will
you be collecting? How
will you use that
information?
- Question and
answer to assess
prior knowledge
of engineering
going into the
unit
- Observation:
observing
participation and
mood/excitement
level towards new
project

Students are answering

prompting questions,
listening to what they
will be doing
throughout the unit,
brainstorming names
for their company,
coming up with safety
rules, voting, and

How does your use of

formative assessment
reflect key assessment
concepts?

The first form of

assessment for
learning required
when beginning
a new topic is
the assessment
of prior
knowledge. This
will be done
through key
questions and
class discussion.
The lessons are
also scaffolded to
learn about fair
assessment from
a variety of
different angles
and through
different learning
activities

receiving name
tag/taking picture

Sequence of key -What do you think an

questions:
engineer is?
-What do we need to
remember when
working with others?
-why do you think
engineers need safety
hats?
-how do we hold
scissors?
-where should the
materials go when you
are finished with them?
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Intro: discussion
to assess prior
knowledge of
topic
Body: key
questions
Closure: key
questions to
review safety
rules

Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 2: What is a Fair Test?
Description

Mini-Unit Assignment

How does your

lesson scaffold to
your performance
task?

What core assessment

concepts inform your
design choice?

Lesson
Overvie
w:

Lesson
Outcome:
3-8: evaluate the
suitability of
different materials
and designs for
their use in a
building task
3-8-1: recognize
that functional
structures must
be sufficiently
strong and stable
and that unstable
or weak
structures are
often unsafe to
use
Lesson
Description:
What is a fair
test? Students will
discover what a
fair test is through
an activity and
learn what makes
a fair test.
Another poster
will be made for
the company
bulletin board
about fair testing
rules.

Instructi
onal
Processe
s

Description of
what teacher is
doing:
The teacher is
having the hand
out helper give
materials to each
student. The
Mini-Unit Assignment

Students previously
established an
engineering
company. They will
now learn the
aspects of fair testing
that they will
remember to use
when testing all
materials throughout
the following lessons.
Students will create a
fair test rules chart to
refer to when using
this knowledge in the
following lessons.

What formative
assessment
techniques will you
be using? What
information will you
be collecting? How
will you use that
information?
I will be formatively
assessing student
participation and
group work skills,
such as cooperation
and leadership.
Based on these
observations

Collecting multiple
forms of evidence.
The concept of a
fair test is assessed
through activities,
handouts,
observations, and
the performance
task for knowledge,
creation, and
application
Multiple forms of
assessment for the
same topic address
the issue of
reliability
Beginning with the
end in mind

How does your use of

formative assessment
reflect key assessment
concepts?

All of the
assessment done
during the first
three lessons will
be formative. I will
be collecting
evidence of
understanding

teacher will then

explain the
activity and time
the students.
When the timer
goes off, the
teacher will ask
the students
whether or not
that was a fair
test. The teacher
ill then go over
the results and
explain why this
was not a fair
test, as well as,
the components
of a fair test.

employees of the
week will be chosen.
I will also be
collecting a fair test
handout from the
students and
formatively assessing
for completion only.

Description of
what students
are doing:

Students are writing

down materials
words off of the
smartboard as
quickly as they can
with the pencil they
have been given.
Some may be
frustrated that there
is not sharp.
Students will then
work in small groups
to discuss the
fairness of the
activity, following by
a class discussion of
what a fair test is.

Sequence of key -how many engineers

questions:
copied more than 12
items?
-more than 7?
- 6 or less?
-what made that
activity fair/unfair?
-so what makes a fair
test?
Mini-Unit Assignment

through different
forms of formative
assessment:
questioning,
observations, and
discussion.
At the beginning of
each class the
students are told
what we will be
learning which
helps them be
informed of where
we are going and
what is expected so
that they are more
in control of their
learning.

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Intro: key
questions
Body:
observation
and small
group
discussion
Closure: whole
class
discussion

Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 3: Arches and Squares
Description

Lesson
Overvie
w:

How does your

What core assessment
lesson scaffold to
concepts inform your
your performance
design choice?
task?
Lesson
Students previously
- Differentiated
Outcome:
learned about what
instruction:
3-8: evaluate the
engineers do, as well
students are able
suitability of
as, what makes a fair
to write or draw
different materials test. They will be
their answers to
and designs for
using this knowledge
many of the
their use in a
to test arches and
questions for those
building task
squares as
low level writers,
3-8-2: compare
engineers. They will
many of the tasks
and evaluate the
also be applying their
are also hands-on
strength and
knowledge of what
in an effort to
stability of
makes a fair test to
engage students
different models
conduct a fair test of
and keep them onor objects
the different shapes.
task
constructed
By doing this, they
- Beginning with the
3-8-4: apply
are building on their
end in mind
procedures to test foundational
the strength of
knowledge of
construction
engineering and fair
materials, in
testing to apply them
particular,
into an actual
different stocks of engineering test of
papers, plastic or
materials/shapes.
wood
3-8-5: apply
procedures to test
different designs

Mini-Unit Assignment

Lesson
Description:
Students will
receive their first
piece of mail
describing their
job for the day.
They will learn
how to form a
hypothesis and do
this when testing
different shapes
to determine their
strength.
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
Throughout this
what teacher is
lesson I will be
doing:
formatively assessing
The teacher is
participation through
reading the mail
observation. I will
aloud to the class also be using the
and giving them
handout they
their first job
complete for
assignment. She
formative
is also explaining
assessment. I will be
the basics of the
looking for complete
scientific method
work, an
(hypothesis,
understanding of
materials,
what a hypothesis is,
procedure,
an understanding of
observations) and a fair test- I will be
walking them
looking to see that
through it while
they know only 1
testing arches and thing should be
squares.
changed at a time
and using key
questions to prompt

Mini-Unit Assignment

How does your use of

formative assessment
reflect key assessment
concepts?

The formative
assessment done
throughout these
lessons is also done
in different formats
on the students
side. Students that
are better or more
engaged in
different areas are
all given an
opportunity to
shine. Those that
enjoy writing,
drawing, and
performing
activities and tasks
are each given an
opportunity, as well
as, an opportunity
for leadership
within activities.

Description of
what students
are doing:

and determine their

understanding. I will
be looking to see if
they understand that
an arch is stronger,
but will be focusing
more on the concept
of a fair test. The
concept of arches
and squares will be
further explained in
the next lesson.
Students are
receiving their first
piece of mail and
listening to the
teacher read it. They
are also building a
square and an arch
out of cue cards to
test their strength

Sequence of key -Do you remember

questions:
what makes a fair
test?
-what do you think
will happen?
-will a square shape
be stronger than an
arch?
Will a square hold
more mass than an
arch?
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Mini-Unit Assignment

Intro: review
using key
questions
Body:
formatively
assess handout
completed for
understanding
of a fair test
Closure:
discussion/key
questions

The concept of
validity was also
attended to
throughout the
lessons. The
assessments
created within
arches and squares
lesson were
created to test only
the concepts
learned (what is a
fair test and briefly
strength of shapes)
and not rely on
other skills and
knowledge such as
reading and writing
skills. The option to
write or draw is
given in many
places, as well as,
sentence starters
in some case and
many opportunities
to show and tell
knowledge in
hands-on activities
assessed through
observation

For this aspect of the assignment, you now need to view your lesson plans from the Ed
Psych perspective. Review a CHOSEN LESSON plan analyzing the consideration given to
knowledge and skills you have gained in 3502 in the broad areas of child development,
learning theories, motivation and classroom structure and climate. To guide your response
give thought to the following.
4. What learning theory concepts are evident/incorporated in this plan? Why?
5. Did I consider the development of a child within the lesson? How?
6. Does my lesson have consideration for motivation of a wide range of learners?
Explain.
7. Have I considered classroom structure and climate and potential variables that may
derail the lesson? Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans

Lesson
Overview
:

Description

Connections to Learning
Theories & Demonstration of
Attention to a Classroom
Structure and Climate

Lesson Outcome:

- This lesson, in conjunction with

the first two, has demonstrated
scaffolding of learning. The
lesson outcomes listed will be
worked on throughout most of
the unit and are just being
introduced in these first 3
lessons. In lessons 1 and 2
students learned about what
engineers do, as well as, what
makes a fair test. They will be
using this knowledge to test
arches and squares as
engineers. They will also be
applying their knowledge of
what makes a fair test to
conduct a fair test of the
different shapes. By doing this,
they are building on their
foundational knowledge of
engineering and fair testing to
apply them into an actual test of
materials/shapes.
- To create a positive learning
environment, setting the tone in
the first class is important.
During the introduction I will
explain that this is going to be a
fun, explorative way to do
science through a company in
which they are in charge and

3-8: evaluate the suitability of

different materials and designs
for their use in a building task
3-8-2: compare and evaluate the
strength and stability of different
models or objects constructed
3-8-4: apply procedures to test
the strength of construction
materials, in particular, different
stocks of papers, plastic or wood
3-8-5: apply procedures to test
different designs
Objectives: students will
- Compare an arch shape to
a square shape in order to
see similarities and
differences in the
strengths and weaknesses
of the design
- Predict what shape is the
strongest
- Discover the arch shape is
a strong shape and is used
in many construction
projects, such as bridges.

Lesson Description:

Introduction to building unit.

Mini-Unit Assignment

Today we will be establishing a

company, creating a name for it,
and company safety rules. A
poster will be made for the
company bulletin board of
company rules.

Instructio
nal
Processe
s

Description of what teacher is

doing:

control of their learning.

Students are able to work
individually, as well as, in small
groups and are often given a
choice for how they would like to
work as long as they each hand
in their own piece of work. This
gives the students a sense of
ownership and choice over their
learning, creating a more
positive classroom climate
-

Motivation: The concept of

this unit was built to
engage students in handson activities and motivate
them to explore and build
knowledge of materials
and designs. The curious
and fun nature of the
assignments and activities
being done are an attempt
to spark intrinsic
motivation, as well as,
show authentic examples
of materials and designs.

This lesson demonstrates

many aspects of Vygotskys
theory of social
constructivism. Development
through interaction is a key
aspect of testing materials
and designs. These lessons
attempt to allow for as much
time as possible spent
learning through interaction
and activity of actually
conducting tests on many
different materials and
designs. Students work
together and with the
teacher to build their own
knowledge of the concepts

Vygotskys zone of
proximal development is
also considered within
these lessons. The teacher
uses key questions and
prompts to assess prior
knowledge and build

The teacher is introducing new

concepts and terms, as well as,
leading discussions and
brainstorming company
names/rules.
The teacher will then be
facilitating the helpers to hand
out hats and will finally take a
picture of the new company
engineers.

Description of what students

are doing:

Students are answering

prompting questions, listening to
what they will be doing
throughout the unit,
brainstorming names for their
company, coming up with safety
rules, voting, and receiving
name tag/taking picture

Sequence of key questions:

-What do you think an engineer

is?
-What do we need to remember
when working with others?
-why do you think engineers
need safety hats?
Mini-Unit Assignment

-how do we hold scissors?

-where should the materials go
when you are finished with
them?

students understandings
based on their current
knowledge.

Evidence of Lesson
Components (opening, closing,
content, timeline)
- Intro: discussion to assess
-

prior knowledge of topic

Body: key questions
Closure: key questions to
review safety rules

Works Cited
Woolfolk, A., Winne, P., & Perry, N. (2015). Educational Psychology (6th ed.,) Pearson
Canada.
For this aspect of the assignment, you now need to view your lesson plans from the Ed
Technology perspective. Review a CHOSEN LESSON plan analyzing the consideration
given to knowledge and skills you have gained in 3508 in the broad areas of technology in
education. Make sure that in each facet of your lesson description, you are explicitly clear
about how technology is being used in this lesson. To guide your response give thought to
the following.
1. How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and
engagement?
3. Have I considered any problems or limitations with the technology I am using?
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Communications Technology A

Scaffolding Lesson Plans

Lesson (at least one): Lesson two: What is a fair test?
Description:

Lesson
Overvie
w:

Lesson Outcome:
3-8: evaluate the suitability of
different materials and designs for
their use in a building task
3-8-1: recognize that functional

Mini-Unit Assignment

Describe how
communication technology
used in the lesson/s, will
promote student
engagement toward the
identified learner
outcome(s). This should
provide a strong rationale
for using technology.
The use of smart notebook
lessons gives a great graphic
for visual learners, as well as,
satisfying auditory learners
through class discussion and

structures must be sufficiently strong

and stable and that unstable or weak
structures are often unsafe to use

Instructi
onal
Processe
s

instruction. The smart

notebook lesson gives me the
ability to add and save notes
that we fill out as a class which
Lesson Description:
is not possible when writing
What is a fair test? Students will
notes on the white board. It
discover what a fair test is through a
also gives me the ability to
hands-on activity. Another poster will
create pre-made tables and
be made for the company bulletin
charts that save time during
board about fair testing rules. Smart
class and holds the attention of
notebook will be used to introduce the
students by reducing wait time.
topic and facilitate the activity
I can also screen shade the
tables and reveal them at the
right time and use a timer on
the screen for students to see
for this specific lesson.
Describe any potential
downsides to using this
technology.
Description of what teacher is
There is always the possibility
doing:
of having technical difficulties
The teacher is having the hand out
when incorporating technology.
helper give materials to each student. In addition, when using
The teacher will then explain the
interactive smart notebook
activity and use the timer on the
activities, while a few kids may
smartboard to time the students.
be interacting and engaged,
When the timer goes off, the teacher
those that are not involved at
will ask the students whether or not
the time will not be as engaged.
that was a fair test. The teacher will
then go over the results and explain
why this was not a fair test, as well
as, the components of a fair test using
smart notebook.
Description of what students are
doing:
Students are writing down materials
words off of the smartboard as quickly
as they can with the pencil they have
been given. Some may be frustrated
that their pencil is not sharp.
Students will then work in small
groups to discuss the fairness of the
activity, following by a class
discussion of what a fair test is.

Sequence of key questions:

-how many engineers copied more
than 12 items?
Mini-Unit Assignment

-more than 7?
- 6 or less?
-what made that activity fair/unfair?
-what do you think makes a fair test?
Evidence of Lesson Components
(opening, closing, content,
timeline)
-

Intro: key questions

Body: observation and small
group discussion
Closure: whole class discussion

Mini-Unit Assignment