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Lesson Plan: Goldilocks and The Three Bears
Lesson Plan: Goldilocks and The Three Bears
Content
Strand
2.4
Digital
Technologies,
Processes
and
Production:
Students
are
to
follow,
describe
and
represent
a
sequence
of
steps
and
decisions
(algorithms)
needed
to
solve
simple
problems.
General
Capabilities:
Numeracy:
Students
are
demonstrating
numeracy
abilities
as
they
are
using
language
of
position
and
movement.
Literacy:
Students
are
to
use
literacy
skills
to
report
on
the
process.
Critical
and
Creative
Thinking:
Students
will
need
to
think
broadly
about
the
given
solution
or
problem.
Specific
Learning
Time
Teaching/
Learning
Strategies
Organisation
Resources
Outcomes
for
the
Req.
Lesson
BEGINNING:
10min
Whole
1.
The
Read
Goldilocks
and
the
Students
should
be
group/
c
lass
Goldilocks
and
Three
Bears
story
able
to
identify
discussion
the
Three
Twist
the
story,
Little
bear
relative
positions
of
on
t
he
Bears
fairy
tale
was
so
upset
about
his
key
features.
carpet.
2.
A
copy
of
the
porridge
being
eaten
by
map
Goldilocks
that
he
ran
away,
3.
Whiteboard
Daddy
bear
has
to
go
and
marker
to
rescue
him
in
the
shortest
model
an
amounts
of
steps
possible
example.
Show
students
the
map
that
Daddy
Bear
has
to
go
through
to
rescue
baby
bear.
Remind
students
that
they
have
to
write
down
the
steps
that
they
take
to
get
Daddy
Bear
to
Baby
Bear.
Remind
students
of
mathematical
language
of
position
and
movement
under,
over,
behind,
right,
left.
Set
up
students
into
groups
and
establish
learning
goals
and
behaviour
expectations.
MIDDLE:
20
GROUPS
will
have:
Students
can
1. Map
Students
should
be
mins
work
on
the
2. Teddy
A
map,
a
baby
bear
and
able
to
give
and
carpet
o
r
a
t
Bears
larger
bear
acting
as
Daddy
receive
directions,
work
3. Pencil
bear.
show
positions
and
stations/des
4. Rubber
They
will
need
a
math
pathways
on
simple
ks.
5. Unifix
workbook
to
write
and
grid
maps.
blocks
establish
the
steps.
6.
Math
The
idea
is
to
see
which
workbo
group
can
get
Daddy
Bear
to
ok
Baby
bear
in
the
shortest
amount
of
steps.
For
Higher
Order
Thinking
students
will
be
given
unifix
CONCLUSION:
Students
should
be
able
to
follow
other
groups
directions.
Students
can
justify
their
way
of
saving
Baby
Bear.
15
mins
Group
rotation
and
classroom
discussion.