| A | B | C | D | E | F | G | H | I | J | |
|---|---|---|---|---|---|---|---|---|---|---|
1 | Science | Math | Language | Learning goals: Science: We are learning to... - identify various types of systems (1.3) - identify the purpose of various systems (1.3) - assess the impact of an existing system (1.2) - take different points of view to discuss impact (1.2) - identify an input and output of a system (OE 2) - identify social and environmental influences on a system (3.9) - design a device that will carry a snack from one place to another (2.4) - describe the function of each component part - evaluate the performance of the device - predict the impact of making changes to a specific system Math: We are learning to... - make connections between math and everyday contexts (SEL) - apply modelling to represent and analyse (C4) - make predictions - provide insight into real-life situations Language: We are learning to... - identify a purpose (W1.1) - generate ideas (W1.2) - gather information (W1.4) - research supporting details (W1.3) - read and summarize relevant informational texts (R1.4) - write an owner's manual to accompany the design challenge (W1.1) - orally present the component parts of the design (O2.3) Learning Skills and Work Habits: We are intentionally focsing on... - Self Regulation: set individual goals and monitoring - Organization: identify, gather, evaluate and use information, technology, and resources to complete tasks. | ||||||
2 | Assessments*/Date * assessment for learrning (afl) * assessment as learning (aal) * assessment of learning (aol) | Systems are designed to accomplish tasks. (OE 1,2,3) | All systems include an input and an output. (OE 2,3) | Systems are designed to optimize human and natural resources. (OE 1,3) | Apply modelling to represent, analyse, make predictions, and provide insight into real-life situations (C 4) | Write for an intended purpose and audience (W OE 1) | Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques (ML OE 3) | Demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea (1.4) | Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (OE 3) | |
3 | Concept page: pre (Afl) | |||||||||
4 | Deconstructing various systems (Aol) | |||||||||
5 | Readings Summary (Afl, Aal) | |||||||||
6 | Reflection chart analysis (Afl/Aal) | |||||||||
7 | Graphic organizer summary (Aol) | |||||||||
8 | Quiz (Afl) | |||||||||
9 | ||||||||||
10 | Concept page: during (Afl) | |||||||||
11 | Analysis & predictions summary (Aol) | |||||||||
12 | Feedback sessions: (Afl, Aal) | |||||||||
13 | ||||||||||
14 | User Manual (Aol) | |||||||||
15 | Design presentation (Aol) | |||||||||
16 | Concept page: post (Aol) | |||||||||
17 | ||||||||||
18 | Reflection (Aal) | |||||||||
19 | ||||||||||
20 | Observations: | |||||||||
21 | ||||||||||
22 | ||||||||||
23 | Conversations: | |||||||||
24 | ||||||||||
25 | ||||||||||
26 | Notes re: Learning skills and work habits | |||||||||
27 | Significant Strengths: | |||||||||
28 | Significant Areas for Improvement: | |||||||||
29 | Reminders: | |||||||||
30 | ||||||||||