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Group 3 (Audrey, Camoran, Jacob, Quentin)

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Group 3 (Audrey, Camoran, Jacob, Quentin)

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Task Title: Let's Go Shopping!

Subject Areas: Counting change/money

Real-World Context: Going shopping is a thing they will eventually do on their own/ a part of everyday life for adults

Learning Objectives: Learning how to accurately count change

Materials Needed: Play money, fake foods/fruits/ other things fort the store

Task Steps:

1. Start with an explanation of how money/change works

Give them the play money and allow them to go shopping

Before shopping, teacher will hold up a coin and the students will yell out what its value is to help them remember

Assessment: Students will complete a worksheet signifying what coins match what values

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Task Title:

Subject Areas: Math (4th grade multiplication)

Real-World Context: relating multiplication to another subject, specifically counting and spending money.

Learning Objectives: students will create a multiplication problem about spending money in real world situations.

Materials Needed:

Task Steps:

Assessment:

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Each group is tasked with designing an authentic, real-world task that elementary students could complete during a lesson. The task should:

1. Be contextualized in a real-world situation.

2. Align with one or more academic subjects (e.g., math, science, social studies). See https://www.in.gov/doe/students/indiana-academic-standards/

Guiding Questions for Brainstorming:

1. What real-world task could elementary students complete that would help them learn key concepts in your subject area?

2. How can you incorporate physical materials, community involvement, and practical skills into the task?

3. What will the students produce or achieve by completing this task? (outcome)

Encourage Creativity: Groups can think outside the box and consider interdisciplinary tasks integrating multiple subjects.

Designing the Authentic Task:

Design Framework:
Each group will create a detailed plan for their authentic task, including:

1. Task Title: A creative and engaging title for the task.

2. Subject Areas: Specify which subjects the task will integrate (e.g., math and science, social studies and language arts).

3. Real-World Context: Describe the real-world situation or problem the task is based on (e.g., growing a school garden, creating a class cookbook, organizing a charity drive).

4. Learning Objectives: List the key skills or concepts students will learn through the task.

5. Materials Needed: Provide a list of materials and resources needed to complete the task.

6. Task Steps: Outline the steps your students will take to complete the task, including any collaboration or group work.

7. Assessment: Describe how students will demonstrate their learning (e.g., a final product, presentation, or reflection).

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Prioritized Standards for English/Language Arts, Mathematics, Science, and Social Studies

Pursuant to IC 20-31-3-1(c-d), the Indiana Department of Education's (IDOE's) Office of Student Pathways and Opportunities partnered with Inspire Success to conduct a research study that defined essential postsecondary skills necessary to promote future success in employment, enrollment, or enlistment leading to service. The Office of Teaching and Learning used this study to inform a subsequent standards prioritization process as required by IC 20-31-3-1(c-d). Through this process, the Office of Teaching and Learning convened stakeholder committees and facilitated an extended public comment period to collect feedback related to standards prioritization and vertical articulation. Prioritized standards for each content area include those designated as essential for mastery by the end of each grade level or course. The prioritized standards that follow were adopted by the State Board of Education (SBOE) on June 7, 2023. Review the Spring 2023 Standards Implementation memo for more details regarding instructional and assessment timelines.

Additional Indiana Academic Standards

Pursuant to IC 20-31-3, IDOE revises the following standards at least once every six years. The review period integrates educator committee feedback with a public comment period. Upon formal adoption by the SBOE, the updated standards are to be implemented by Indiana schools and assessed by Indiana's state assessments, as appropriate. Please review the Revision and Implementation Guidance for Indiana Academic Standards for more details. Each set of standards listed below is accompanied by its respective adoption year.

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Pursuant to IC 20-31-3-1(c-d), the Indiana Department of Education's (IDOE's) Office of Student Pathways and Opportunities partnered with Inspire Success to conduct a research study that defined essential postsecondary skills necessary to promote future success in employment, enrollment, or enlistment leading to service.

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Task Title: Money Money Money!!

Standard: 2.NS.1 Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. (E)

Subject Areas: Math

Real-World Context: Students need to learn how to organize and count their money.

Learning Objectives: Students will be able to correctly identify different cash values.

Materials Needed: real or fake money, thinking cap!

Task Steps: Give out fake money, identify how much each bill is worth, sort bills into piles, count up how much money you have

Assessment: Students need to add up to $25 with $1, $5, and a mix of $1, $5, and $10

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Reflect on the Activity:

1. How does this activity connect to the principles of Situated Cognition?

2. If you were a student in this lesson, how do you think it would change your understanding of the topic?

3. How does the lesson incorporate real tools, spaces, or social interactions that professionals might use?

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Task Title: Make Your Tune

Subject Areas: English/Music

Real-World Context: learning how to write a poem

Materials Needed: paper, pen/pencil, an electronic device to look up rhyming words,

Task Steps: (with some background in playing the recorder)

step 1: write a poem (can be whatever reignites with you) (4-6 lines),

step 2: break down syllables with music notes (assign a note to a syllable)

step 3: they should now be able to play those on a recorder

Assessment: attempt to preform this in front of their class