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Date: Thursday, April 5th, 2018 Learning Opportunity: Community Walk #1

*Frames of Learning (Highlight frames for which you are preparing)


*Conceptual Understandings: Conceptual understandings are statements of essential ideas that accompany each of the overall
expectations. Conceptual understandings include concepts, skills, attitudes, and habits of mind.
- We are responsible for our own choices and decisions.
- Everyone wants to be calm, focused, and alert.
- We each need different strategies, environments, and support to be calm, focused, and alert.
- We can learn how to adapt our behaviour to suit a variety of social circumstance, including the customs of different
groups of people.
- We use different tools to measure different things.
- The attribute we are measuring determines the tool we will use and therefore the unit of measurement.
*Overall Expectations (OE): Knowledge and skills described, in general terms, in each frame. Educators focus on the overall
expectations when co-constructing learning with the children.

2. Demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other endeavours.
16. Measure, using non-standard units of the same size, and compare objects, materials, and spaces in terms of their length,
mass, capacity, area, and temperature, and explore ways of measuring the passage of time, through inquiry an play-based
learning.
SRWB – Self Regulation and PSI − Problem
BC − Belonging and Contributing DLMB − Demonstrating
Well Being Solving and
Literacy and
Mathematics Behaviours Innovating
*Noticing and Naming Learning : Making Learning Visible
Learning Goals: Enable children to think about and to begin to Success Criteria: Enable children to know when and what they are learning.
direct their own learning. Support the knowledge and skills Accomplishments along the way.
described in the overall expectations and conceptual
understandings. I can stand with my partner during the walk.
I will be responsible during our walk. I can make good choices and decisions during the walk.
I will compare the different number of walks using
the data collected. I can demonstrate self-control and adapt my behaviour to the walk
throughout the community.

I can compare the different number of walks using the data we


collected.

Ways in Which Children Might Demonstrate Their Learning:


Specific Expectations: describe in greater detail Children are not required to demonstrate their learning in all three ways.
the knowledge and skills related to overall expectations. SAY DO REPRESENT

2.1 – demonstrate self-reliance and a sense of Say: “I remembered to bring my gloves!”; “I think we are going to take ___
responsibility (e.g., make choices and decisions on steps!”; “I know I should walk with my partner.
their own; take care of personal belonging; know
when to seek assistance; know how to get materials Do: Before we go outside we will review the expectations of what is to
they need) happen when we go on the walk, this will be student lead. Students will
demonstrate self-regulation and self-control during the walk. Students will
make sure they are making good choices that will result in a successful walk.
2.4 – demonstrate self-control and adapt behaviour
Students will also be thinking about the different outcomes that can possibly
to different contexts within the school environment. occur when we measure how far we have walked.

16.1 – select an attribute to measure, determine an

Lakehead University, Orillia October 2017


Date: Thursday, April 5th, 2018 Learning Opportunity: Community Walk #1

appropriate non-standard unit of measure, and Represent: Students will walk hand in hand with their partners during the
measure and compare two or more objects. walk. Students will demonstrate self-control and choose good choices.
The Educators’ Intentional Interactions :
How educators engage with children’s learning- students; strategies; materials; environment – based on observations
RESPOND CHALLENGE EXTEND

Respond: The educator shares with the children where the walk will be beginning and ending. The educator writes down
possible estimations on how long the walk will be on the board. The educator will decide who is partnered together with
prior knowledge on who works well together and who doesn’t. “How many steps do you think it will take to get to our
destination and back?”

Challenge: “What are some things we need to bring on our walk?”; “What are the way we are supposed to behaviour on our
walk?”; “How many steps did it take to get to our destination today?”

Extended: The educator will then compare the results from the predictions to the results. “Who was the closest?”; “Who was
the furthest?” This will eventually be compared to the rest of the walks we take this term.
Teacher Questions/Prompts:
“For todays, walk we will be going to the __. On our way there we will be using pedometers to measure how many steps it
will take to get there and back.”
“Before we begin, what are some predictions of how many steps it will take to get there?”
“How should we act on our walk?”
“Who should we always be with during our walk?”
“Are we making good or bad choices?”
“Whose estimation was the closest to the actual number of steps?”
Assessment Documentation
The documentation for this lesson will be conducted through photographs on the i-Pad. There will also be a poster in the class
with the number of steps each walk takes.
Materials required:
Pedometers
i-Pod
White board markers/ White board
Poster that tracks each walk
Markers
Possible learning next steps for learning:
This lesson will continue to occur during all of our walks no matter what we will be discussing that current walk. At the end of
the walk, each distance will be compared with one another and will be placed in order from farthest to closest.

MINDS ON
Script how you plan to engage the students with this opportunity (if required)

Minds On:
- For the minds on portion of the lesson we will be reviewing the expectations that are for the walk.
- We will also be discussing what we will be seeing on the walk.
- I will also explain to the students that we will be using a pedometer to track our steps.
- I will also explain that these steps will be compared at the end of the month with the other steps.
- Students will then be able to give predictions of how many steps they think the first walk will be.
- We will write these predictions on the board.
- I will then organized the students in partners and we will begin our walk.
Action:
- The action portion of the walk with be the walk itself.
- During the walk, some students will have the pedometer clipped to them.
- At the end of the walk, the students will hand in the pedometer.
Consolidation:
- For the consolidation portion of the lesson, we will compare the number of steps during the walk with the predictions.

Lakehead University, Orillia October 2017


Date: Thursday, April 5th, 2018 Learning Opportunity: Community Walk #1

- I will then add the number of steps to our tracker on the community walk side of the classroom for everyone to see.

Lakehead University, Orillia October 2017