MNO Mini Unit Assignment:
Table of Contents
Assignment Description
Assignment Components
Lesson Plans
Lesson Plan Rationale
o Assessment
o Educational Psychology
o Communications Technology
Mini-Unit Assignment
Assignm
ent
Overview
MNO Mini Unit Plan
Assignment
In this assignment you will develop a mini unit plan comprised of an
overview and rational, a performance task and rubric, three
consecutive lessons and associated rationales, and a final reflective
blog. Elements of this assignment will be graded by instructors in
your C&I, Assessment, Psychology and Education Technology modules
(see chart below to see which elements will be assessed by which
module instructor).
The three lesson plans should be carefully linked to scaffold learning.
Moreover, they should demonstrate knowledge about the
development of lesson objectives to attend to curricular outcomes,
differentiated instruction, and the establishment of a productive
learning environment. They should also attend to learning theory,
and assessment theory. One of your three lessons should incorporate
the use of technology.
The rationale for instructional decisions should incorporate concepts
learned in PSI across each module in order to demonstrate the
strategic (rather than intuitive) nature of pedagogical decisionmaking.
This assignment is due by Oct. 27.
Your mini-unit must focus on Grade 1-6 curriculum outcomes from the
Alberta Program of Studies.
This template must be posted to your ePortfolio by the due date.
Check with each module instructor regarding specific expectations for
submission.
Mini-Unit Assignment
Assignment Components
2.
3.
4.
An overview of curriculum outcomes, inquiry
questions, and assessment features.
Include three lesson plans as specified by
your C&I instructor
A series of summary pages for the lesson
plan sequences that tie lesson plan features
to course expectations. See assignment
template for more information.
A performance task and accompanying
rubric. Your performance task must be linked
to your three lessons. This performance
task must be completely developed,
including handout with instructions for
students, resources students will require and
a rubric and checklist.
Mini-Unit Assignment
Module
Assessme
nt
C&I
Assessme
nt, Ed
Tech,
Psycholog
y
Assessme
nt
Lesson Plans
Lesson 1
Title/Focus
Personal Health: The Effects of Print Media
Date
November 2, 2015
Grade
Seven
Subject
Health
Unit
Personal Health
Time
56 minutes
Duration
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes
Specific
Learning
Outcomes
Students will make responsible and informed choices to maintain health and to promote
safety for self and others.
SLO 7.2: examine personal grooming/cleanliness, and evaluate the impact of
grooming/cosmetic advertisements on personal grooming habits/choices.
SLO 7.4: analyzethemessagesandapproachesusedbythemediatopromotecertainbody
imagesandlifestylechoices.
SLO 7.5: relate the factors that influence individual food choices to nutritional needs of
adolescents; e.g., finances, media, peer pressure, hunger, body image, and activity.
LEARNING OBJECTIVES
Students will:
1. Identify ways that print media influences their eating, active, and cosmetic habits.
Observations
Key Questions
Products and
Performances
ASSESSMENTS
Student focus on task at-hand
Insightful discussion on the effects of print media
What aspects of our personal health does print media have an influence on?
How does print media affect our body image and sense of self-worth?
Participation in group and class discussions (participation checklist)
Completion of individual magazine collages
LEARNING RESOURCES CONSULTED
Health and Life Skills K-9 Alberta Health
Curriculum
Prior to Lesson
Mini-Unit Assignment
MATERIALS AND EQUIPMENT
Magazines (at least 26, encourage students to
bring their own from home)
Coloured paper (26)
Scissors
Glue sticks
PROCEDURE
Review magazines to make sure they do not have inappropriate content
Material set-up (magazines, glue sticks, scissors, paper are easily
accessible and spread out)
Clear work space (desks are cleared off)
Introduction
Time
Attention Grabber
Assessment of Prior
Knowledge
Transition to Body
Learning Activity #1
Now that we have learned some of the important standards to
follow when trying to stay healthy, we will turn our attention to
body image.
Does anyone know what body image means?
What does media mean? What are some types of media?
Do you think other people can influence our health choices?
Who can influence us? What about the media? Have you ever been
influenced by magazines to buy something or want to eat
something?
Today we are going to look specifically at how print media affects
the health choices we make. Who can give me an example of a
magazine they read?
*Only call on two students for each question.
Body
Get into groups of four or five and talk about some of the
advertisements you have seen in magazines. How did they make
you feel? What did they influence you to do? Be prepared to share
ideas with the class.
*Call on one person from each group to share.
7 min
Time
15 min
Teacher Notes:
Learning Activity #2
Our task for today is to create a collage of images that we find in
magazines that affect how we feel about our bodies and our health
habits. Try to find pictures that both positively and negatively
influence you. Try to fill the whole page.
This activity will be assessed by completion.
Try to use only one magazine at a time so everyone has a chance
to cut out pictures. Be mindful of your peers workspace. It is okay
to talk to your peers about what you find and the ideas you have
about this topic.
*Circulate the room and make sure students are on task. Ask them
questions about what they are finding.
25 min
Teacher Notes:
Clean-Up
Consolidation of
Learning
Feedback
Closure
*Students are responsible for their own workspace.
I want each student to find one extra thing to help put away that is
not in your own workspace.
What were some of the images that you found?
Did you find that the images you were selecting mostly positively
or negatively influenced your health habits and body image?
What was your favourite part of this activity?
*Call on two students for each question.
Mini-Unit Assignment
Time
9 min
Lesson 2
Title/Focus
Personal Health: More External Influences
Date
November 4, 2015
Grade
Seven
Subject
Health
Unit
Personal Health
Time
56 minutes
Duration
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes
Specific
Learning
Outcomes
Students will make responsible and informed choices to maintain health and to promote
safety for self and others.
SLO 7.2: examine personal grooming/cleanliness, and evaluate the impact of
grooming/cosmetic advertisements on personal grooming habits/choices.
SLO 7.4: analyzethemessagesandapproachesusedbythemediatopromotecertainbody
imagesandlifestylechoices.
SLO 7.5: relate the factors that influence individual food choices to nutritional needs of
adolescents; e.g., finances, media, peer pressure, hunger, body image, and activity.
LEARNING OBJECTIVES
Students will:
2. Discuss ways that video, online media, and other external factors influence eating, active, and
cosmetic habits.
ASSESSMENTS
Observations
Student focus on task at-hand
Insightful discussion on the effects external influences on personal health
Key Questions
What/who are some other sources of influence on our personal health? Are
they positive or negative?
How do these things affect our body image and sense of self-worth?
Products and
Participation in group and class discussions (participation checklist)
Performances
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Health and Life Skills K-9 Alberta Health
Videos:
Curriculum
Pantene: [Link]
v=II81x5hJKs4
Labels (Coca-Cola ad about preconceptions):
Gucci:
[Link] [Link]
Old Spice:
[Link]
Thinsations:
[Link]
Whiteboard markers
PROCEDURE
Prior to Lesson
Load commercial advertisements on YouTube (make sure the ads on top
of the video are cleared and that the website is free of inappropriate
content)
Form five groups of five-six students
Draw the skeleton of a mind-map on the whiteboard
Mini-Unit Assignment
Attention Grabber
Assessment of Prior
Knowledge
Transition to Body
Learning Activity #1:
Commercial Viewing
Introduction
We see commercials everyday on TV. They are a major part of our
lives and can influence us in many ways. This is our topic today.
But first, who remembers what we talked about last class?
What were some of the other types of media we discussed?
I know a lot of you have really great ideas and opinions about this
topic. So today, we will have a discussion activity after we watch a
few commercial ads that we might have seen on TV.
Body
After each video:
By a show of hands, who thought
The video positively influenced your health choices and
body image?
The video negatively influenced your health choices and
body image?
They have seen an ad like this before?
Time
5 min
Time
15 min
Teacher Notes:
Learning Activity #2:
Discussion and MindMap
I have drawn the beginnings of a mind-map on the whiteboard. As
a class, we are going to fill it in with ideas about what we have
learned today. Prompt questions:
How did these commercials make you feel?
What did you notice about the actors in the commercials?
Did you notice any gender stereotypes? Racial? Cultural?
What was a common theme in these commercials?
Who else influences your health and body image?
*Call on about ten-fifteen different students to brainstorm ideas.
*Fill in the mind-map while students give ideas.
15 min
Teacher Notes:
Learning Activity #3:
Project Work
Clean-Up
Consolidation of
Learning
Feedback
Next class we will be beginning a group project. Your task will be
to create your own commercial or poster advertisement about how
external factors (such as the media, parents, peers, school, etc.)
influence your health and body image. I have already placed you
into groups of five (or six). Each group will receive an iPad or
poster board to create their advertisements. You will have fortyfive minutes. Thats not a lot of time is it?
So today I will give you about twenty minutes to get into your
groups and brainstorm some ideas about how to complete this
project. Use your time wisely!
Closure
*None.
What was one thing that you learned about the media in todays
lesson? About body image? About healthy choices?
Would anyone like a copy of the mind-map on the board?
*If so, take photos and either print them or email to students.
Mini-Unit Assignment
18 min
Time
3 min
Lesson 3
Title/Focus
Communicating Understanding
Date
November 6, 2015
Grade
Seven
Subject
Health
Unit
Personal Health
Time
56 minutes
Duration
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes
Specific
Learning
Outcomes
Students will make responsible and informed choices to maintain health and to promote
safety for self and others.
SLO 7.2: examine personal grooming/cleanliness, and evaluate the impact of
grooming/cosmetic advertisements on personal grooming habits/choices.
SLO 7.4: analyzethemessagesandapproachesusedbythemediatopromotecertainbody
imagesandlifestylechoices.
SLO 7.5: relate the factors that influence individual food choices to nutritional needs of
adolescents; e.g., finances, media, peer pressure, hunger, body image, and activity.
LEARNING OBJECTIVES
Students will:
3. Create a commercial to demonstrate their understanding of the external factors that influence their
personal health choices and body image (on the assumption students are already familiar with
video editing).
Observations
Key Questions
ASSESSMENTS
Student focus on task at-hand
Groups are using their time wisely and to their advantage
How can you work effectively as a group to accomplish the task?
Can you brainstorm creative ways to demonstrate your understanding?
Effective group work and time management
Completion of group commercials on body image and personal health
Peer assessment
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Health and Life Skills K-9 Alberta Health
iPads (5)
Curriculum
Poster board (5), markers
External workspace (i.e. another classroom, the
gym, outside, etc.)
Peer assessment sheets (26)
PROCEDURE
Prior to Lesson
Organize a workspace for students to film or create their posters
Make sure iPads are charged and iMovie is available to use
Products and
Performances
Attention Grabber
Expectations for
Learning and
Behaviour
Introduction
Today is the day you create your own advertisements!
Can anyone tell me what your task is for the day?
By a show of hands, how many groups have a solid idea for their
project? Does anyone have a storyboard, script, or sketch?
Did anyone bring in props for today? We all understand that we
Mini-Unit Assignment
Time
5 min
Transition to Body
Learning Activity #1:
Commercial Creation
must respect each others belongings and be safe, correct?
What are some important things to keep in mind when handling
the iPads?
What are some of the important things you need to include in your
video/poster?
1. A product that you are advertising
2. A way that this product positively influences personal
health choices and/or body image
Body
*While students are working on their project, make sure that each
group is on task and is using their time efficiently. Ensure all
students are acting respectfully and remain in designated working
areas. Emphasize that all content must be appropriate. Give
students time warnings at 10 minutes, 30 minutes, and 40 minutes.
Time
Teacher Notes:
Observations about
student participation
and use of time.
45 min
Clean-Up
Compliments
Feedback
Closure
Make sure all of the iPads are put away properly. Clean up all
other materials.
Give each of your group member one compliment on their work
today.
Please fill out your peer assessment sheets before you leave.
By show of hands, who liked this project?
Mini-Unit Assignment
Time
7 min
Influences on Personal Health and Body Image:
Creative Advertisements Handout
Welcome to the advertisement world! An advertisement agency has asked you and your team of
designers to create a print- or video-based advertisement for a product of your choosing. It will be
displayed on a billboard outside of a football stadium or aired on live TV for audiences at home.
Since this advertisement will be public, the advertisement agency has politely required that your
ad reflect the following restrictions:
1. No provocative (in other words, offensive or provoking) themes, characters, or products.
2. No use of profanity (including swearing).
3. No evidence of serious physical, emotional, or psychological violence.
4. No representation of otherwise inappropriate material.
Failure to comply will result in an incomplete for this project. Please do not disappoint your
agency, as they are relying on your design for the success of their business.
You have complete and total creative rights for this project, although it is required that your team
develops one of two products:
A. A video commercial created using the iMovie software on the iPads.
B. A poster using the materials provided (poster board and markers).
To receive full credit for this project, please ensure you are meeting points 1-4 in the following
criteria:
6. Introduction of a product that you are advertising
7. Implication of a way that this product positively influences personal health choices and/or
body image
8. All group members must participate (scripting, acting, filming, editing, writing, drawing,
etc.)
9. At least two group members must be actors in the commercial; at least one group member
must be a presenter for the poster advertisement
10. If you are making a commercial, try to make sure the video is at least 20 seconds long and
does not exceed one minute (this is flexible, however)
Please see rubric for grading information.
We are looking forward to viewing your advertisements! Good luck with your creations!
Mini-Unit Assignment
Influences on Personal Health and Body Image:
Creative Advertisements Rubric
This project
meets the listed
criteria.
Demonstrates
a(n)
__________
application to
the real world.
Communicates
information in
a(n)
__________
way.
__________
project
organization and
layout.
__________
evidence of
effective group
work.
4
Excellent
Meets all 4
mandatory
points.
3
Proficient
Meets 3
mandatory
points.
2
Adequate
Meets 2
mandatory
points.
1
Limited*
Meets 1
mandatory
point.
Insightful
Logical
Simplistic
Poor
Engaging
Interesting
Predictable
Ineffective
Purposeful
Logical
Simplistic
Disorganized
Excellent
Good
Adequate
Poor
Score:
Insufficient*
Does not meet
any listed
criteria.
No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.
/20
*Please note that if you do not meet at least two of the mandatory criteria points listed on your
assignment handout, you will be asked to reattempt and complete this assignment before our next
health class on your own time.
Teacher Comments:
Mini-Unit Assignment
Influences on Personal Health and Body Image:
Creative Advertisements Peer-Assessment Sheet
_____________________________: __________________________________________
Group Member #1 Name
Task Completed by Group Member
_____________________________: __________________________________________
Group Member #1 Name
Task Completed by Group Member
_____________________________: __________________________________________
Group Member #1 Name
Task Completed by Group Member
_____________________________: __________________________________________
Group Member #1 Name
Task Completed by Group Member
What score do you think your group deserves on this project (with reference to the rubric)?
/20
Influences on Personal Health and Body Image:
Creative Advertisements Peer-Assessment Sheet
_____________________________: __________________________________________
Group Member #1 Name
Task Completed by Group Member
_____________________________: __________________________________________
Group Member #1 Name
Task Completed by Group Member
_____________________________: __________________________________________
Group Member #1 Name
Mini-Unit Assignment
Task Completed by Group Member
_____________________________: __________________________________________
Group Member #1 Name
Task Completed by Group Member
What score do you think your group deserves on this project (with reference to the rubric)?
/20
Lesson Plan Rationale
On the pages that follow you will be required to complete a series of lesson plan
summaries and reflections. For each lesson, regardless of the module you are completing
the reflection for, your summary description of the lesson will be the same (do not tailor
these summaries for each module, simply cut and paste them.
Follow the module specific instructions for each rationale required.
Mini-Unit Assignment
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 1:
Description
Lesson
Overvie
w:
Instructi
onal
Processe
s
How does your lesson
scaffold to your
performance task?
Lesson
- The students are
Outcomes:
working towards the
SLO 7.2
construction of their own
SLO 7.4
influential piece of
SLO 7.5
media
(commercial/poster)
Lesson
- Students choosing to
Description:
make a poster for their
Students will
final project will get
explore the
effects of print some ideas from the
print media
media by
participating in - Group discussions will
prepare the students for
group
group work will facilitate
discussions
the brainstorming of
and creating
ideas
print media
advertisement - Students will see the
application of health and
collages.
body image concepts to
the real world (its all
around us!)
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
Description of
- Assessment of prior
what teacher
knowledge during the
is doing:
introduction using
Mini-Unit Assignment
What core assessment
concepts inform your
design choice?
Blooms
Beginning with the low
levels:
- Comprehension:
discussions of given
topics
- Application: searching
through magazines to
see how this applies to
the real world
Fairness: Valid/Reliable
- Student tasks are
clearly laid out and
described
- Consistent for everyone
- Aligns with SLOs
All of the assessment
techniques are used for
learning in this lesson.
How does your use of
formative assessment
reflect key assessment
concepts?
New Paradigm
- Ensure student
understanding of the task
Description of
what students
are doing:
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline):
question and answer
style whole-class
discussion
- Assessment of effective
group discussion
through observation and
participation with
students
- Sharing ideas
discussed in group
conversations
- Assessment of
application of knowledge
through the completion
of collages
- What aspects of our
personal health does
print media have an
influence on?
- How does print media
affect our body image
and sense of self-worth?
- Opening: assessment
of prior knowledge
- Content: construction
of print media collages
- Closing: consolidation
of learning discussion
questions
at hand (so everyone has
a fair opportunity to
learn)
- Formative assessment
of prior knowledge: to
ensure all students are
learning at a similar rate
- Use of timely feedback:
immediate responses to
questions; positive
reinforcement for
participation during
discussions (i.e. nice
thinking, good ideas)
- Prompting students to
think critically and
independently
- Use of a wide range of
learning techniques:
discussing (speaking),
reading (visual), creating
(kinesthetic)
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 2:
Description
Lesson
Overvie
w:
Lesson
Outcomes:
SLO 7.2
SLO 7.4
SLO 7.5
Mini-Unit Assignment
How does your lesson
scaffold to your
performance task?
- The students are
working towards the
construction of their own
influential piece of
media
What core assessment
concepts inform your
design choice?
Blooms
Continuing to expand:
- Comprehension,
application
- Analysis: criticize and
Lesson
Description:
Students are
familiarizing
themselves
with the
influences that
people have
on their health
through
discussions
and video
viewing.
Instructi
onal
Processe
s
Description of
what teacher
is doing:
Description of
what students
are doing:
Sequence of
key questions:
Mini-Unit Assignment
(commercial/poster)
- Students choosing to
make a commercial for
their final project will get
some ideas from the
video advertisements
- Whole class discussion
will encourage
brainstorming of ideas
for the final project
- Group project work
time
- Students will see the
application of health and
body image concepts to
the real world (its all
around us!)
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
- Assessment of prior
knowledge (what
happened last class:
Q&A)
- Observation of student
engagement with videos
(question and answer)
- Making note of student
participation during
class discussion
- Engagement with
videos
- Answering question
prompts
- Participation in wholeclass discussion and
mind-map creation
- What/who are some
other sources of
influence on our
personal health? Are
they positive or
negative?
- How do these things
affect our body image
and sense of self-worth?
question the effects of
external influences on
health
- Evaluate: assess the
effectiveness of using the
media to improve health
Fairness: Valid/Reliable
- Student tasks are
clearly laid out and
described
- Consistent for everyone
- Aligns with SLOs
All of the assessment
techniques are used for
learning in this lesson.
How does your use of
formative assessment
reflect key assessment
concepts?
New Paradigm
- Ensure student
understanding of the task
at hand (so everyone has
a fair opportunity to
learn)
- Formative assessment
of prior knowledge: to
ensure all students are
learning at a similar rate
- Use of timely feedback:
immediate responses to
questions; positive
reinforcement for
participation during
discussions (i.e. nice
thinking, good ideas)
- Prompting students to
think critically and
independently
- Use of a wide range of
learning techniques:
listening (auditory),
viewing (visual),
discussing (speaking)
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
- Opening: assessment
of prior knowledge
- Content: participation
in discussion
- Closing: consolidation
of learning: Q&A
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 3:
Description
Lesson
Overvie
w:
Lesson
Outcomes:
SLO 7.2
SLO 7.4
SLO 7.5
Lesson
Description:
Students have
work time to
accomplish
their
performance
task.
Instructi
onal
Processe
s
Mini-Unit Assignment
How does your lesson
scaffold to your
performance task?
- Establishment of
student behavior and
learner expectations
- Brief review of rubric
- At this point, students
should be at the peak of
their learning and should
be able to complete the
performance task
(advertisement creation)
- If students are not
prepared, make
necessary lesson
adjustments
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
What core assessment
concepts inform your
design choice?
Blooms
Continuing to expand:
- Create: the designing of
a unique product
advertisement
Fairness: Valid/Reliable
- Student tasks are
clearly laid out and
described
- Consistent for everyone
- Aligns with SLOs
Some assessment
techniques in this lesson
are used for learning.
Most of the assessment
of learning takes place in
this lesson.
How does your use of
formative assessment
reflect key assessment
concepts?
Description of
what teacher
is doing:
Description of
what students
are doing:
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Mini-Unit Assignment
- While students are
working on their project,
make sure that each
group is on task and is
using their time
efficiently (observation)
- Ensure all students are
acting respectfully and
remain in designated
working areas
- Emphasize that all
video content must be
appropriate
- Give students time
warnings at 10 minutes,
30 minutes, and 40
minutes
- Remaining of task
- Exhibiting effective
group work and time
management
- Asking appropriate
questions for
clarification
- Meeting learning
expectations for
behaviour
- How can you work
effectively as a group to
accomplish the task?
- Can you brainstorm
creative ways to
demonstrate your
understanding?
- Opening: assessment
of understanding of
student behavior and
learning expectations
(Q&A)
- Content: observation of
group work
- Closing: project
feedback
New Paradigm
- Ensure student
understanding of the task
at hand (so everyone has
a fair opportunity to
learn)
- Formative assessment
of prior knowledge: to
ensure all students are
learning at a similar rate
- Use of timely feedback:
immediate responses to
questions; positive
reinforcement for
participation during
discussions (i.e. nice
thinking, good ideas)
- Prompting students to
think critically and
independently
- Use of a wide range of
learning techniques:
creating (kinesthetic)
Principles of Fair
Assessment
- Valid/reliable method of
assessment
- Collecting information
via teacher observation
and peer assessment
- Judging student work
based on a predetermined rubric
- Two types of tasks:
poster or commercial
(differentiation)
- Communicate student
scores to students and
parents
For this aspect of the assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a
CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in 3502 in the
broad areas of child development, learning theories, motivation and classroom structure and climate. To guide
your response give thought to the following.
4. What learning theory concepts are evident/incorporated in this plan? Why?
5. Did I consider the development of a child within the lesson? How?
6. Does my lesson have consideration for motivation of a wide range of learners? Explain.
7. Have I considered classroom structure and climate and potential variables that may derail the lesson?
Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Ed Psychology A
Scaffolding Lesson Plans
Lesson #1:
Description
Lesson
Overvie
w:
Lesson Outcomes:
SLO 7.2
SLO 7.4
SLO 7.5
Lesson Description:
Students will explore
the effects of print
media by participating
in group discussions
and creating print
media advertisement
collages.
Connections to Learning Theories &
Demonstration of Attention to a Classroom
Structure and Climate
Learning Theories
I have considered the development of an
adolescent during the planning of this lesson,
keeping the following theories and theorists in
find:
Vygotsky:
- Focus on language and culture: group and
class discussions about the media and how our
Western culture is reliant on it
- Learning is an active process: student
engagement and use of kinesthetic tasks
Metacognition:
- Reflecting is very effective for Jr. High
students: encourage students to draw on life
experiences in their discussion on personal
health choices, body image, and the media
Erikson:
- Developmental psychology: many Jr. High
students face crisis during their adolescence in
relation to health and body image
Maslows Hierarchy of Needs:
- Discussion of deficiency needs: food, clothing,
shelter, love, attention, respect, acceptance,
self-esteem
Classroom Structure and Climate
I think I have established a well-managed
Mini-Unit Assignment
Instructi
onal
Processe
s
Description of what
teacher is doing:
Description of what
students are doing:
Sequence of key
questions:
Evidence of Lesson
Components (opening,
closing, content,
timeline)
Mini-Unit Assignment
classroom that promotes student motivation
and learning through the following points:
- Appropriately start a lesson: I clearly laid out
the tasks for the day
- Classroom space: I have materials prepared
before student participation in activities
- Transitions: I have scheduled enough time for
clean up and have an action plan for an
efficient closure
- Maintaining attention: I am actively involving
my students in group and whole class
discussions; everyone has an equal
opportunity to speak; I will ensure proper wait
time; there are a variety of activities for
students to partake in to ensure engagement
- With such a creative hands-on task, it is
important to maintain order to ensure students
stay focused
- Circulate the room and make sure students
are on task. Ask them questions about what
they are finding. taken directly from my
lesson plan
- Encourage student engagement by using
positive comments: excellent work, thats
interesting! etc.
- Maintaining focus in a well-functioning
environment
- Making connections between personal life
and learning outcomes
- Contributing meaningful ideas to discussions
- Engaging in relevant conversations to the
task at-hand
- Exhibiting appropriate behavior (respecting
others and the learning environment)
What aspects of our personal health does print
media have an influence on?
How does print media affect our body image
and sense of self-worth?
- Opening: assessment of prior knowledge,
transition into body of lesson through
discussion
- Content: small group discussions,
construction of print media collages (varying
learning activities to ensure differentiation of
instruction)
- Closing: transition to clean-up, consolidation
of learning discussion questions, feedback
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3508 in the broad areas of technology in education. Make sure that in each facet of your lesson description, you
are explicitly clear about how technology is being used in this lesson. To guide your response give thought to the
following.
1. How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am using?
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Communications Technology A
Scaffolding Lesson Plans
Lesson 2&3:
Description
Lesson
Overvie
w:
Lesson Outcome:
SLO 7.2
SLO 7.4
SLO 7.5
Lesson Description:
2: Students are familiarizing
themselves with the influences
that people have on their health
through discussions and video
viewing.
3: Students have work time to
accomplish their performance
task.
Instructi
onal
Processe
s
Description
Description of what teacher is
doing:
Lesson 2:
- YouTube video set-up
- Controlling technology
Mini-Unit Assignment
Describe how communication
technology used in the lesson/s, will
promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using technology.
It is important for students to make
connections between what they are
learning and how it connects to the
real world. The use of YouTube in
lesson two to show video
advertisements will strengthen this
connection and establish a basis for
conversation. It will also hopefully
stimulate student involvement and
the production of new ideas about
how technology is an influence on
our personal health choices.
Although it is only optional, there is
an opportunity in lesson three for
students to use technology to create
their own advertisement. This helps
students to learn how technology
can be used positively to influence
personal health choices by
encouraging them to do so.
Describe any potential downsides to
using this technology.
- Possibility of internet not
functioning properly, resulting in the
inability to view YouTube videos
- Solution: encourage students
to
- Lead class discussions on
videos (Q&A)
- Monitor student behavior and
participation through observation
- Mind-map creation on the
whiteboard
Lesson 3
- Monitoring student group work
on projects
Description of what students are
doing:
Lesson 2
- Viewing videos
- Actively participating in
discussions
- Contributing ideas to mind-map
Lesson 3
- Actively participating in project
work
- Respecting technology
privileges
- Appropriate clean-up and
storing of technology devices
Sequence of key questions:
Lesson 2
- What/who are some other
sources of influence on our
personal health? Are they
positive or negative?
- How do these things affect our
body image and sense of selfworth?
Lesson 3
- How can you work effectively
as a group to accomplish the
task?
- Can you brainstorm creative
ways to demonstrate your
understanding?
Mini-Unit Assignment
describe or act out commercials
they
have seen and still use your
discussion
prompts
- Possibility of inappropriate content
(or annoying advertisements)
appearing over top of the desired
video
- Solution: pre-load videos to
avoid this
- Possibility of iPad batteries draining
from student use: save your work!
- Possibility of last-minute
unavailability of iPads, in which case
all students would be required to
make a poster
- Possibility of student misuse of
technology (not handling with care,
not remaining on task, filming
inappropriate content, etc.)
- Solution: confiscation of
iPads
- Possibility of running out of time to
edit videos and publish/upload them
- Solution: students will be
expected to
find a time to finish the
project, with
teacher assistance (find a
workspace)
Evidence of Lesson Components
(opening, closing, content,
timeline)
Lesson 2
- Opening: discussions
- Content: use of YouTube to watch
video advertisements; discussion
and mind-map
- Closing: discussion, feedback
Lesson 3
- Opening: discussions, expectations,
project performance review
- Content: project work (use of iPads)
- Closing: clean-up, feedback
Mini-Unit Assignment
