KSAs

3, 8, 11

Subject/Gra
de Level

Social, Grade 1

Unit

Taking Part in a Community

Date
Time
Duratio
n
Teache
r

Nov. 6, 2014
30 min
Mr. Anderson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Students will demonstrate an understanding and appreciation of how identity and selfesteem are enhanced by their sense of belonging in their world and how active members
in a community contribute to the well-being, growth and vitality of their groups and
communities.

Specific
Learning
Outcomes:

appreciate how their actions might affect other people and how the actions of
others might affect them

demonstrate a willingness to resolve issues and/or problems peacefully

assume responsibility for their individual choices and actions

LEARNING OBJECTIVES

Students will:
1. Describe how their actions can affect the environment
2. Demonstrate ways to resolve pollution issues
3. Appreciate maintaining a clean and healthy environment

ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:

Progress on worksheet (LO 1,2)

Participation in discussion (LO 1,3)
How can we maintain a safe and clean environment? (LO 1,2,3)
Keys to Caring for the Environment Worksheet (LO 1,2)

LEARNING RESOURCES CONSULTED

Unit book
Youtube: https://www.youtube.com/watch?
v=bn8R_XqjjI0

MATERIALS AND EQUIPMENT

Keys to Caring for the Environment
worksheet

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Make copies of Keys to Caring for the Environment

Introduction
Has everyone seen our new poster that I posted?
Who can tell me what we talked about last class? 3 keys. Good
citizenship.
What does it mean to be a good citizen?
What is a citizen?
Do we remember what environment means?
Today we are going to talk about taking care of the
environment. I have an activity that will check off one box on
our checklist to becoming a good citizen. If we want to check
that box off we are going to need to be quiet and work hard to
get it finished.

Time

5 min

Advance
Organizer/Agenda
Transition to Body

Learning Activity
#1

I have a quick 3 min video to watch about taking care of

the environment.
Worksheet about Caring for Environment
Before we get too far into the lesson, lets choose someone for
a good citizenship act. (Use random picker for someone to
give experience)
Put a sticky note up for 1 act of good citizenship.
Body
Video
Explain that the video is about keeping the earth clean
and taking care of our environment.

Teacher Notes:
Assessments/
Differentiation

Making sure students are paying attention. Stopping at certain

times and asking engaging questions.

Learning Activity
#2

Keys to Caring for the Environment Worksheet

Please put your name at the top of the worksheet
There are two empty boxes. What do you think we are
going to put in them? (Draw two ways of caring for the
environment)
After you draw your two ways, write a short sentence
underneath the picture to describe what is happening
in your picture.
When you are done your picture and sentence, you
may color your picture.
Take a look at the checklist, this will check off the first
box
Observing students work, helping any if needed as I walk
around, this sheet will be put in their Social duotang for
evidence of learning.

Teacher Notes:
Assessments/
Differentiation

Time
3 min

15-20
min

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Closure
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities
Reflections from
the lesson

Time

We want to keep the environment??? CLEAN!

Worksheets

3 min

Thank you for your beautiful worksheets and good citizenship.

Next class we are going to read a short book about taking
care of the planet and make a poster to go up by the Hand
poster.
Work on remembrance day art
Good:
Activating Background Knowledge- I felt that as I asked quality questions
about what we learned last time in class it set up the environment for my
lesson quite nicely. They were able to rethink about what was discussed
and it made my next questions a lot more affective. The students seemed
ready to answer harder questions because their mind was focused.
Better Instructions- I tried today to give very detailed instructions and
show an example so they would know exactly what was expected of them.
I did a pretty good job except I left out the last step, where to put their

work once they were finished! Im getting better but it has definitely been
a learning curve.
Active- the lesson was semi-active. I got the students out of their desk.
They were able to watch a video which is nice for them to listen to
something other than Mrs. Nielson or myself talk all day. And their
worksheet required creativity and some fun work. I think all in all the
students enjoyed it.
Work on:
More interactive- The activity was good but it just seemed to take so much
time. That meant a lot of time sitting still and cutting/coloring a paper. I
dont know if it is the kinesiology major in me but it is painful sometimes
to see students sit in the desk for so long. I am looking to find a quick
brain-break activity for them in case we end up having another prolonged
sitting moment.
Not helping students with every little thing. Let them do their own work.- I
found myself helping each student multiple times with things that they
knew or if I let them work it out they could definitely come to the solution.
I may be handicapping the students by not teaching them correct thinking
strategies and problem solving skills by just answering it for them.
Watch word choice.- I usually have good grammar but Bob caught a few
slip ups in my lesson. I said that they were working really good when it
should be really well. I think that is going to be a lifelong adjustment for
me because I do speak very colloquially instead of talking down to
students. It is possible to not talk down to students and be grammatically
correct. Something to work on.

Insert any related student materials, assessment tools, etc. for this lesson. Ensure
the next lesson plan starts on a new page.

KSAs

3, 6, 7

Subject/Gra
de Level

PE, Grade K,1,2

Unit

Games

Date
Time
Duratio
n
Teache
r

Nov. 6, 2014
30 min
Mr. Anderson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Students will acquire skills through a variety of developmentally appropriate movement

activities; dance, games, types of gymnastics, individual activities and activities in an
alternative environment; e.g., aquatics and outdoor pursuits
Specific
demonstrate body and space awareness when performing space
Learning
awareness games
Outcomes:
demonstrate an understanding of basic rules and fair play
LEARNING OBJECTIVES
Students
1.
2.
3.

will:
Participate in activity
Demonstrate structure and fair play
Demonstrate understanding of personal space and awareness

ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:

Participation (LO 1,2,3)

Who is/is not participating (LO 1,2,3)
Running, throwing, tagging (LO 1,2,3)

LEARNING RESOURCES CONSULTED

Physical Education Online

MATERIALS AND EQUIPMENT

Nerf balls

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Get balls from Mrs. Lieshman

Introduction
Why does everyone look so sleepy today? Must be Thursday.
We are going to play some new versions of tag today.
Everyone knows how to play tag correct?
I expect that we are going to be safe and that no one is going
to try and hurt someone else. You know what to do when I
blow the whistle.
We are going to do our warm ups
Stretch after
Play some Stuck in Mud tag
Then Nerfball Tag or Dodgeball Tag
Get running!
Body
Warm ups and Stretches
Run 5 laps
Make circle
Stretch
o Arms
o Legs
o Groin

Teacher Notes:
Assessments/
Differentiation

Observe group to make sure all are stretching

Learning Activity
#2

Stuck in Mud Tag

Rules:

Time

3 min

Time

5 min

10 min

When tagged you stand with legs spread apart

Non-tagger must go through your legs to free
you
Change taggers after 5 min
Give taggers 10 sec to choose new taggers
o
o

Teacher Notes:
Assessments/
Differentiation

Observe students participating and no one is hiding/not

running.

Learning Activity
#3

Nerf Ball Tag

Tag but you must tag with soft dodgeball
If you are tagged you will follow same rules as Stuck in
Mud tag to be freed
If you hit someone in the head you will give them the
ball and they will be a tagger

Teacher Notes:
Assessments/
Differentiation

Observe participation and safety.

Closure

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

10 min

Time

Participation and enjoyment

Thanks everyone for participating. Can I get all of the balls
back in the bag and line up at the door.

Sponge
Activity/Activities

Nerfball tag until end

Reflections from
the lesson

I taught the first part but was taken out for evaluation with Bob Miller. I
have been using a whistle in class now. One blow means to be quiet and
freeze. Two blows means to run to me and sit down. They seem to respond
very well to that and it makes it much easier for time management and to
give good instructions.
Positioning myself to be able to see all of the students is quite difficult for
these grades because I feel that I am constantly doing damage control
with the students that usually come with tears running down their face.
While I am walking to these students or talking with them, its hard to be
aware of everything that is happening on the other side of the gym. I did,
however, find a way to quickly deal with these students that are
reoccurring criers. I pretend to be a crazy doctor and amputate everything
that is hurt and they usually end up laughing and get right back to
playing.

Insert any related student materials, assessment tools, etc. for this lesson. Ensure
the next lesson plan starts on a new page.

KSAs

Date
Time
Duratio
n
Teache
r

Subject/Gra
de Level
Unit

30 min
Mr. Anderson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

LEARNING OBJECTIVES
Students will:
4.

ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

PROCEDURE
Prior to lesson
Introduction

Time

Body

Time

Closure

Time

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From

Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from
the lesson

Insert any related student materials, assessment tools, etc. for this lesson. Ensure
the next lesson plan starts on a new page.