Stations (labeled as fine motor skill station) with different activities of varying degree of difficulty 

Students who struggle, teacher can go in and teach them skills to help them adapt and complete the task 

Students choose a station where to start depending on their level of comfort and then move along the stations to one where they feel challenged 

Students will reflect on how they felt in the beginning vs how they felt after, how did they get themselves out of the pit, etc 

Formative assessment through teacher observation, teacher can help identify students that need extra support 

Create a challenge that the students will be very into and have there be a time constraint.  There must be some silly or abnormal rules designed specifically to make completing this challenge more difficult (inhibit the smooth process of completing the challenge).  

 

Look for: students who follow the rules and encourage/remind others to do the same.  Students who are more focused on getting the job done and ignoring the rules will need reminders that they must complete the challenge within the parameters of the challenge – otherwise they are not successful. Watch to see if this realisation effects their adherence to the rules/approach to the challenge as they continue.  

Formative Assessment:
Checklist: (Look for/Ask for) 
What are the expectations in this scenario?
What does codes of behaviour:
Look like?
Sound like?
Feel like?
(Have a big piece of chart paper in the classrooms with the shape of a Y) - chart)

o   Some scenarios will be positive, some negative and students need to figure it out for themselves.

Learning Engagement:
Scenarios: (Each classroom is a different scenario set up)
Each scenario would have different questions for the students in that particular classroom.

1.       Working in a group at school: 
 #1: You are working in a group, and one member wanders away. What do you do?
#2: You or one of your group members gets into an argument, what do you do?

2.     Cafeteria/Hallways:

#1: There is a lot of food left on the table when you are leaving. What do you do?
#2: How do you behave in a cafeteria? Walk? Run?

3.     Field Trip:

#1: You are away from home for the first time. What happens if you feel: ___________?
#2: How does your teacher feel, when you are not following directions on the field trip? 

4.     In their community: ex: the mall, grocery store, etc.: 

#1: What should your voice/speaking volume be when out in public? (mall, grocery store, etc.)
#2: What if you need to get by a stranger? What do you do? Do you push past them? Hit them? Scream at them? Say excuse me? Tap them lightly and gesture politely that you need to get by?

 

 

 

 

Self-Reflection & Assessment 

 

What helped you achieve your goal or move forward in the game?  What skills did you use? 

 

What was surprising to you? 

 

What did you learn about your teammates? 

 

If you were to do it again, how could you work more effectively and efficiently? 

 

Looking for: 

-listening to others 

-using the strengths of team 

-adapting 

-working cooperatively towards a common goal 

- At each station/ scenario students will brainstorm what course of action they would take and why they would choose that action to solve the particular problem. 

- Students will do a self- reflection about their own choices they make to solve problems. 

- After students watch and discuss the video they will set individual goals for how they can improve their social skills. 

 

Social Skills: 

Accepting Responsibility: Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility. 

Formative Assessment/Learning Engagement: 

§  Class Jobs: 

o   Brainstorming jobs together as a class (Start of the year) 

o   Responsibilities 

§  Mentoring for the next week:

o   Students write a job description of their particular class job, and share it with the next week’s pick. 

o   Students then write what is something they accomplished that week and one change they would make “I was really happy when I helped this student…” 

o   Class Jobs (Ideas: 

§  Mediator/Problem Solver 

§  Bathroom monitor 

§  Time Manager: Scheduling 

§  Line up monitor 

§  Caboose: End of the line 

§  Librarian/Book Ninja 

§  Class Organization 

§  Distributor (passing out/collecting) 

§  Super side kick (teacher’s assistant) 

§  Line Leader 

§  Sub (fill in when someone is sick in that job) 

§  Captain Power: Electricity: Lights, AC, Computers, etc. 

§  Reminder: Reminds students to bring water bottles home 

§  Twitter Board (Gr4) 

Students examine images guided by open-ended questions (could modify this by holding a gallery walk and having students rotate independently to post their response and comment on another students response) 

Students adopt different roles and engage in think, pair, share with different groups 

At the end bring it all together to compare our learning 

Reflection & Assessment 

- Teacher or students could bring in an interesting object from home. In groups, students will work on asking thick and thin questions about that object. 

- Students could extend the activity by researching the questions they had about the object. 

- Teachers will observe and give feedback to students on the depth of their questioning. 

Research Skills: 

Collecting Data:Gathering information from a variety of first- and second-hand sources such as maps, surveys, direct observation, books, films, people, museums and ICT. 

Recording Data: Describing and recording observations by drawing, note taking, making charts, tallying, writing statements. 

Formative Assessment: 

§  Checklist: 

1.       Do students have a question? Yes/No 

2.     Have students collected data through direct observation? Yes/No 

3.     Have students clearly recorded sufficient data to answer their question? Yes/No 

Learning Engagement: 

§  Prior Knowledge of Data: Think-pair-share: What does data mean? 

§  All together: brainstorm all the different ways that a person could collect data 

§  Teacher says: “We are going to go for a walk in the neighbourhood. Create a survey question on what you could answer by collecting data.” 

§  Students work in pairs or groups of three to create a question, then walk around the neighbourhood and collect data. 

-Using their senses to interpret a memory; questioning strategies and reflection

-Record details and create a plan for their artwork in their sketchbook and be able to explain findings when prompted

-Organizing and presenting their findings through artwork/symbols and oral explanation

-Comparing their artwork with peers to deepen understanding 

- The teacher will model to the students how to improve their own comprehension when listening or reading a story.