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Science Culminating Task Lesson Plan: Curriculum Connections
Science Culminating Task Lesson Plan: Curriculum Connections
Science Culminating Task Lesson Plan: Curriculum Connections
Subject: Science Strand: Understanding Structures and Mechanisms: Materials, Objects, and Everyday Structures
Lesson Plan Description (one/two paragraphs with general details about what you will do and how you will do it)
Students will design, build and test a model of a piece of playground equipment that allows for movement.
CURRICULUM CONNECTIONS
Big Ideas/Fundamental Concepts
Materials have specific properties
2. investigate structures that are built for a specific purpose to see how their design and materials suit the
purpose;
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
2.4 use technological problem-solving skills (see page 16), and knowledge acquired from previous
investigations, to design, build, and test a structure for a specific purpose.
2.5 use appropriate science and technology vocabulary, including experiment, explore, purpose, rigid, flexible,
solid, and smooth, in oral and written communication.
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences
and for a variety of purposes.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)
Content: Students who require additional instruction prior to the CT will join the learning centre teacher for
the minds-on portion for a more focused prior learning activation. Vocabulary can be translated into other
languages to assist ELL. Aboriginal students may benefit from additional encouragement to feel a part of the
classroom community; Aboriginal content (such as traditional structures like wigwams) can be added as
options for content and product.
Process: Students with particular needs may work independently they will be allowed to choose how to
complete the task, including working in the learning centre. Students will also have the option of additional
time to support (particularly useful for ELL students).
Product: Students will have a choice of how to construct the model (selecting from various materials). In
addition, students will be able to use alternative methods to presenting their model (e.g. private teacher
conference, etc). See content for Aboriginal ideas.
Environment: environmental changes to meet any physical needs, including changes in seating/desk types
(ex. Standing desk). Students with sensor needs can work in the sensory section of the classroom (quiet
corner).
Learning Skills/Work Habits (responsibility, organization, independent work, collaboration, initiative, self-regulation):
Brief description of learning skills specific to this task:
Students will be working in pairs on this project. This will require appropriately sharing ideas, being respectful of different perspectives and
developing a shared approach to moving forward.
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of
student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson
plan where appropriate.
Checklist
Rubric
Success Criteria Posted/Projected on Whiteboard
Whiteboard
Word wall
Project Materials:
o Pipe cleaners;
o Toothpicks;
o Popsicle sticks;
o Tape;
o Scissors;
o Cardboard;
o Clay;
o Marshmallows; and
o Others as requested by students (and available in classroom)
Learning Environment (grouping; transitions; physical set up; location (e.g. classroom, gym, library)
Materials will be placed on the shelf in classroom.
Hands-on, students will be able to move to other tables to work with partners. Reconvene as whole group to
briefly transition to peer assessment (group discussions), and then back to partners for developing models.
Groups will be allowed to get materials one at a time (at first afterwards, students can access materials as
needed).
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: __120_-__130_ (Indicate time breakdown of instructional elements)
20min
You have 20 minutes to do your Students working in pairs to brainstorm and
drawing. You should make sure you sketch a model piece of playground equipment.
are thinking about what materials you
will use for what parts. Will you use Students considering their design and possible
hard materials to make the base or materials.
support supports? Will you use
flexible piece to make the moving
sections? [Teach may use Thumbs
up/down to gain understanding before
proceeding].
10-15min
[Once students are finished their design, teacher
refocuses students attention.]
You have all worked really hard on Students complete checklist.
coming up with some great ideas.
At your tables share with another
group your work. You will take turns
using the checklist to provide
feedback. [Teacher hands out
checklist].
I will collect the checklists at the end
of your discussion. Students reflect on design, and revise.
[Teacher moves around listening to
discussions and asking questions
related to success criteria to help
students clarify thinking].
[Teacher collects checklists]
40-60min
Now that you have discussed your
draft, you can make revisions and
begin to construct your model using
the supplies on the counter. Im going
to choose groups to select their
materials first. After all groups have
gone up, we may come back to Students collect materials and develop model.
exchange or get additional materials.
Remember, our classroom safety
rules, that only 4 people may get
supplies at one time, so get your
materials and return to your table
quickly.
Remember our success criteria.
[teacher reviews again]
[Teacher selects groups to get materials.] Students cleaning up.