Charter Developed Lessons

Title :  The Scientific Method in the Barnyard 

Synopsis:    I wanted to students to gain hands on experience learning about the steps of the Scientific Method in an authentic way. Besides our ongoing Mealworm project, we did three Science experiments outside in the barnyard.  Our first experiment involved testing various natural materials to see if they would float or sink. Before each test, students completed a prediction.  Students concluded that light materials will float and heavy materials will sink.  Our second experiment involved documenting the movements and behavior of animals over the course of two afternoons. We wondered if the warm weather had an affect on animals behavior. Students recorded their data as words or pictures. Some things that students noticed was that the ducks were very active. They were splashing, quacking, eating, swimming, and diving. The steers, goats, and sheep weren't as active, but they were eating.  On our cooler day outside, students noticed the animals weren't moving around as much and the steers were resting in the straw.  Students were able to extend that to themselves and recognize that we aren't as active during the cold either. Our last experiment involved us looking for signs of spring.  Students were shocked how many signs of spring they recorded. Some of our findings included: buds on trees coniferous & deciduous trees, melting snow, the ducks began laying eggs again, the hatching of our chicks, and the re-growth of perennials. Our class concluded that spring is well on its way!   In all our experiments students recorded a question, prediction, gathered data, and a conclusion. 

Charter Goals: 

1).  Students will recognize and understand agricultural literacy. 

2).Students will demonstrate problem solving through adaptability, resilience, and critical thinking

3). Students will understand the value of goals & outcome

4). Students will achieve academic success while displaying leadership

Charter Methods:

• Experiential Learning

• Independent Student Research

•  Tiered Lesson Planning (building upon previous lessons)

•  Sensory, graphic & interactive scaffold learning

• Teacher-centered instruction (blend of student and teacher centered)

•  Hybrid style of learning 

• STEM

Charter Outcomes:

• I can identify animals in our farmyard. 

• I can describe characteristics and features of animals in our farmyard

• I can understand the difference between domesticated and wild animals

• I can understand the life cycle ie. reproductive system of animals in our farmyard 

• I can identify animals in our farmyard roles in society 

 Alberta Program of Studies:

Language Arts

• Listen to and follow two-step instructions. 

• Use tier 3 words in discussions. 

• Compare actual outcomes to predictions made. 

• Record factual information in various ways. 

Science 

• Observe seasonal changes in local environments over time. 

• Document signs of seasonal change over time. 

• Share personal experiences related to seasons. 

• Discuss how changes in the appearance of environments, plants, and animals are related to the seasons. 

• Represent an environment in different seasons to show environmental changes. 

• Investigate animal behavior throughout the seasons, including migration and hibernation. 

• Share personal experiences related to sudden changes in environments. 

• Describe various environments, drawing from information gathered using the senses.  

• Follow instructions with two or three steps given in different forms.  

• Follow instructions during investigations.  

• Ask a question sparked by curiosity. 

• Predict the answer to a question. 

• Describe steps of an investigation. 

• Demonstrate safety and respect during investigations.

• Make observations using various senses. 

• Record observations as data.

• Reflect on recorded data to make conclusions. 

Materials:

• Paper

• Pencils, erasers

• Clipboard

• Visual Journals 

Assessments:

• Teacher observations 

Teacher Reflections:   As I planned and prepared for this new unit in the Alberta Program of Studies, I was a little apprehensive if students would understand the steps and process of the Scientific Method. As most students are beginning to read in Grade 1,  I thought some of the the words, language, and terminology may be dauting to them. Boy was I wrong! Teaching students that anyone can follow and do the Scientific  Method made them eager to want to take on the role of a scientist and a researcher to do  investigations.   I am so impressed with students  critical thinking, creativity, and ability to solve problems at this age. With my Science background, I am eager to plan more experiments next year and incorporate them in my other units of study. 

Title : Creepy Crawly Friends  & Journal Writing

Synopsis:  We began learning about the Scientific Method in Science and informational writing in Language Arts.  I wanted students to have an opportunity to take on the role of a scientist/researcher by gathering data using their five senses and writing about it every day.  Each day, students were asked to record the date, observation #, lifecycle stage, draw a detailed diagram, and record what they observed.   Students would add more to their drawings and observations as they learned more about the lifecycle stages, and body parts of the mealworm. 

Charter Goals: 

1).  Students will recognize and understand agricultural literacy. 

2).Students will demonstrate problem solving through adaptability, resilience, and critical thinking

3). Students will understand the value of goals & outcome

4). Students will achieve academic success while displaying leadership

Charter Methods:

• Experiential Learning

• Independent Student Research

•  Tiered Lesson Planning (building upon previous lessons)

•  Sensory, graphic & interactive scaffold learning

• Teacher-centered instruction (blend of student and teacher centered)

•  Hybrid style of learning 

• STEM

Charter Outcomes:

• I can describe the basic needs of animals

 Alberta Program of Studies:

Language Arts

• Examine ways that information can be organized and shared to support learning. 

• Use tier 3 words in discussions. 

• Listen to a variety of fictional and informational texts that are read aloud. 

• Respond to texts that have been read aloud.

• Understand words and phrases from texts that have been read aloud.

• Create written messages in a variety of forms to represent ideas or information. 

• Record factual information in various ways. 

• Ask questions to identify research topics. 

Math

• Recognize cycles encountered in daily routines and nature. 

• Describe change and constancy in repeating patterns and cycles. 

Science 

• Describe personal experiences related to how humans take care of plants and animals.  

• Follow instructions during investigations.  

• Ask a question sparked by curiosity. 

• Predict the answer to a question. 

• Describe steps of an investigation. 

• Demonstrate safety and respect during investigations. 

• Make observations using various senses. 

• Record observations as data.

• Reflect on recorded data to make conclusions. 

Materials:

• Mealworms

• Sauce container

• Apples or potatoes (mealworm food)

• Quick oats 

• Journal 

• Pencils & erasers 

Assessments:

• Teacher observations and  rubric 

Teacher Reflections: I was very reluctant to do this project with students as I was not sure how engaged students would be. I was so pleasantly surprised how interested students were to have their own mealworms and document the growth each day. If I were to do this project again I would do it over the winter months so that once the weather was nice we could spend as much time outside as possible. 

Title : Winter Wonderland & Hibernation Diorama 

Synopsis: To wrap up our Science unit regarding winter and hibernation, students had to complete a three part project.  First, students had to chose an animal that hibernates in the winter. Then they had to do some research regarding that animal. Students had to find what family they belong to, their diet, what they are covered with, and an interesting fact.  Grade 1's were asked to do a labeled drawing of their animal hibernating in their den or burrow as well. The second part of the project was definitely students favorite part! Using recyclable materials, students made a diorama of their animal hibernating in the winter time. This project was assembled using various recyclable materials.  Lastly, students got to present their project in front of their classmates and answer some questions regarding their animal and how they constructed their project. 

Charter Goals: 

2).Students will demonstrate problem solving through adaptability, resilience, and critical thinking

3). Students will understand the value of goals & outcomes

4). Students will achieve academic success while displaying leadership

Charter Methods:

• Experiential Learning

• Independent Student Research

•  Tiered Lesson Planning (building upon previous lessons)

•  Sensory, graphic & interactive scaffold learning

• Teacher-centered instruction (blend of student and teacher centered)

•  Hybrid style of learning 

• STEM

Charter Outcomes:

• I can understand the difference between domesticated and wild animals 

• I can describe the basic needs of animals

 Alberta Program of Studies:

Language Arts:

• Examine ways that information can be organized and shared to support learning. 

• Share experiences, ideas, and information with appropriate volume, tone, and pace.

• Adjust speaking volume, tone, and pace for a variety of situations.

• Present stories, songs, poems, or dramatizations individually or as part of a group.

• Ask questions to clarify information during discussions.

• Respond orally to questions during discussions.

• Contribute to discussions as a listener and speaker.

• Listen to and follow two-step instructions.

Math:

• Recognize cycles encountered in daily routines and nature.

• Describe cycles of time encountered in daily routines and nature.

• Describe observable changes that indicate a cycle of time.

Science: 

The four seasons in Alberta are 

• summer 

• autumn or fall 

• winter 

• spring 

• Hibernation allows animals to survive the winter with little or no food, usually by sleeping for long periods of time.

Many animals hibernate in winter, such as

• black bears and grizzly bears

• groundhogs

• some types of squirrels

• Seasonal or sudden changes can affect the behaviour of animals. 

• Investigate animal behaviour throughout the seasons, including migration and hibernation. 

•  Discuss how changes in the appearance of environments, plants, and animals are related to the seasons. 

• Represent an environment in different seasons to show environmental changes. 

• Seasonal changes appear in plants and animals, 

Materials

• Small cardboard boxes, toilet paper rolls, & paper towel rolls

• Liquid glue & glue sticks

• Cotton balls

• White paint

• Paper print outs of animals, trees, mountains, etc 

Assessments 

• Teacher created rubric

Teacher Reflection: 

This was the first time doing this project with students and I really enjoyed seeing them complete the three parts of this project. I would like to do another research project with students to get them more exposure using a chrome book.  The hands-on component of the second part of the project was my favorite watching students use their creativity to create a diorama. This project could be adapted for another season or for older grades.   One thing I would change would the types of animals students can do their projects on.  I will definitely be doing this project with students next year! 

Title: Humble Herd Decision Making 

Synopsis:   In Social Studies, Grade 1's were learning about decisions and why they are important. We discussed some types of decisions students make  every single day.    As a class, we had a conversation that sometimes groups of people have to make decisions together like farmers.  I displayed a variety of agriculture pictures  and we discussed the possible decisions that the farmer had to make based on picture clues and cues. 

After our discussion, the Grade 1's were broken into five groups of four and had to decide (hypothetically) what animal should be added to our Humble Herd.  Each group was asked to come to a consensus. After the group agreed on an animal, they were asked to draw a picture of the animal and the enclosure it would require. Some animals groups chose were pigs, a dog, & horses!  Once students were done their drawings, groups were asked to share their thoughts and reasons with the whole class.  We ended the lesson by reviewing and discussing the idea that working together and sharing ideas helps make better decisions. 

Charter Goals:

1.  Students will recognize and understand agricultural literacy 

2. Students will demonstrate problem solving through adaptability, resilience, and critical thinking

3. Students will understand the value of goals and outcomes

4. Students will achieve academic success while displaying leadership

Charter Methods:

• Experiential Learning

• Tiered Lesson Plans

•  Sensory, graphic & interactive scaffold learning

• Teacher-centered instruction (blend of student and teacher centered)

Agriculture Outcomes:

• I can describe characteristics of rural communities 

• I can identify how agriculture meets basic human needs

• I can identify how agriculture impacts local, regional, and global economies and communities

Alberta Program of Studies :

• In what ways do people cooperate in order to live together peacefully? 

 • How do groups make decisions? 

• In what ways do people help one another at home, at school and in groups to ensure the vitality of their community? 

• How do our actions and decisions contribute to the well-being of groups and communities? 

Materials :

• Timer

• Paper 

• Pencil

• Markers, wax crayons, pencil crayons

• Google images  of famers or agriculture 

Assessments:

• Teacher observations  

• Student work

Title: Garden Leadership 

Synopsis: Our Grade 6 Garden Managers helped the Grade 1's harvest the pumpkins that they planted in the Spring!  Students learnt about the lifecycle of the pumpkins  and needs of plants Students played I Spy in the garden and identified various types of vegetables and plants. 

Charter Methods:

• Experiential Learning 

• Tier Lesson Planning

• Hybrid Style of Learning 

Charter Goals: 

• Students will recognize and understand Agriculture Literacy

• Students will achieve academic success while displaying leadership

Alberta Program of Studies:

Plants are living things that can grow and make their own food.  

Basic needs of plants and animals include 

• food 

• water 

• air 

• shelter 

Discuss how humans depend on plants and animals to meet their basic needs. 

Ways that plants and animals, or their parts, help meet the needs of humans include providing 

• air for breathing 

• food 

• clothing 

• shelter 

• medicine 

• connection (social/emotional)