23 Chart Overview Rubric Lessons 1-3 Nov 10 15 Laurel N Section PQR

By: LAUREL NAST, Section PQR
Scaffolding Lesson Plans

Lesson 1 Overview
C&I
Description
Lesson Outcome:
Students will learn
about voter
registration and
Elections Canada,
and prepare for the
field trip during
Lesson Two.
ASSESSMENT
ED PSYCH
ED TECH
LANGUAGE IN ED
Connections to
How does your lesson
What core
Connections to learning
Describe how communication
Describe how literacy an
Overarching
scaffold to your
assessment
theories & demonstration of
technology uses in the lesson/s
ELArts (reading, writing
Questions/Sub-
performance task?
concepts inform
attention to classroom
will promote student engagement
listening, speaking, view
your design
structure and climate
toward an identified learner
and/or visually representi
Questions
choices?
outcome. This should provide a
will be used to promote
strong rationale for using
student learning using
technology
Voting, and democracy

and representation
generally, are included
in two of the Specific
Learning Outcomes
(SLOs) from Albertas
Grade 6 Social Studies
Program of Studies
that are addressed by
this lesson
(democracy, citizens
participation, how
governments and
citizens interact, etc.):
6.1.1. Students will
recognize how
individuals and
governments interact
and bring about change
within their local and
national communities:
-
Recognize and
respect the
democratic rights of
all citizens in Canada
(C, I)
Value citizens
participation in a
democratic society
(C)
6.1.2 Students will

demonstrate an
understanding of the
fundamental principles of
democracy by exploring
Lesson One takes

place six weeks prior
to an upcoming
federal election.
During this lesson,
Grade 6 Social
Studies students
review voting related
vocabulary from
previous lessons,
learn new voting
vocabulary words,
and learn about the
concept of voter
registration. They also
conduct research on
the Elections Canada
website related to
how Canadians can
register to vote.
KSA (k)
Throughout Lesson
One the teacher
reinforces what
students learned
previously about
voting. Towards the
end of Lesson One
students also learn
about the upcoming
Lesson Two field trip,
during which they will
attend at the
University of
Lethbridge campus
k) the purposes of
student assessment.
They know how to
assess the range of
learning objectives by
selecting and
developing a variety
of classroom and
large-scale
assessment
techniques and
instruments. They
know how to analyze
the results of
classroom and largescale assessment
As she designed
Lesson One, the
teacher was
informed by the
Knowledge, Skills,
and Attributes
(KSAs) listed by the
Alberta Minister of
Education, and
required for Interim
Certification as a
classroom teacher in
Alberta. She
specifically
considered KSA (k),
which states that
interim teachers
understand:
Please refer to my discussion of

Lesson Two, midway through
this chart, for my application of
Educational Psychology
concepts to my mini unit.
Please refer to Lesson 3, at

the end of this Reflective
Rationale Chart, for my
discussion of the use of
technology.
identified learner outcom
and reflecting upon the

following questions and
issues:
-
Lesson Description:
Students will:
Review vocabulary
words and learn new
ones;
Do online research to
find out how
individuals can
register to vote in
federal elections;
Prepare journal entries
related to our online
research today,
including iMovie
journal entries if
preferred;
Learn about our field
trip to the University
of Lethbridge campus,
which will occur during
our next lesson; and
Complete exit slips, to
let teacher know
about what they have
learned today and
how they are feeling
about the upcoming
field trip.
What is democracy
(i.e. justice, equity,
freedoms,
representation)? (C,
PADM)
What are the rights
and responsibilities of
citizens living in a
representative
democracy? (C,
PADM)
Vocabulary words are

vital learning how to
talk about something,
and to understand
others discussions of
it, is vital to growing
ones understanding of
the issue.
Online research into
the issue of voter
representation helps
students to
understand that voting
is a formal, regulated
process, one in which
they can participate
and learn how to
participate, with
assistance from
government (a
government website,
telephone number,
mailing address, etc.).
Journal entries help
students to
consolidate their
learning about voter
registration by
requiring them to
reproduce it in an
and interview visitors

to campus voting
information booths.
During Lessons Two
and Three the teacher
will use scaffolding
to build upon
students Lesson One
and Two experiences,
respectively. During
the Lesson Two field
trip students will
interview voting
information booth
visitors, using their
Lesson One
knowledge of voting
and voter registration
concepts and
vocabulary.
During Lesson Three
students will use the
information obtained
from their Lesson Two
field trip interviews to
prepare mind maps.
Following Lesson
Three students will
use their mind maps
as key elements in
their summative
performance task
projects. For those
projects, students will
prepare reports
featuring their mind
maps and other
aspects of voting.
In light of all of this,
the concept review,
vocabulary practice,
and online voter
registration research
that students will
conduct in Lesson
One is vital. That is
because it will build
instruments including
provincial assessment
instruments, and how
to use the results for
the ultimate benefit of
students. [Footnote:
Education Albertas
proscribed teacher
Knowledge, Skills,
and Attributes
(KSAs) found on
November 3, 2015
at:
https://education.albert
a.ca/department/policy/
standards/teachqual/.]
Understanding by
Design (UbD)
The teacher
designed this mini
unit by using the
core assessment
concept of
Understanding by
Design (UbD).
This approach to
planning,
instruction, and
assessment is
discussed by
Wiggins and
McTighe. [Footnote
inserted here, for
readers ease of
reference: Wiggins,
G.P., and McTighe, J.
(2005).
Understanding by
design (2nd ed.).
Alexandria, VA:
Association for
Supervision and
Curriculum
Development.]
Specifically, the
teacher determined
understandable form
for others to read. This
exercise also develops
students reading,
writing, and
communication skills.
Learning about the
Lesson Two field trip to
the University of
Lethbridge helps to
emotionally and
intellectually prepare
students for an
upcoming experience
in which they will see
voter registration
discussed as an issue
within their local
community, in a
dynamic and youthful
setting.
Completion of exit
slips help students to
consolidate their
learning from this
lesson, particularly in
preparation for
applying it to their
field trip volunteer
experience at voting
information booths.
students knowledge
and confidence as
they approach their
Lesson Two field trip
interviews, Lesson
Three mind mapping,
and subsequent
performance task
projects.
Without the steps
taken during Lesson
One, the students
would not be in a
position to complete
their summative
performance task
projects, weeks later.
The teachers
deliberate scaffolding
from Lessons One to
Three is designed to
maximize students
learning and success,
particularly at the
summative
assessment stage.
The teacher designed
this mini unit by using
the Understanding
by Design (UbD)
approach to
planning, instruction,
and assessment. This
approach is discussed
by Wiggins and
McTighe. [Footnote
inserted here, for
readers ease of
reference: Wiggins,
(2005).
Understanding by
design (2nd ed.).
Alexandria, VA:
Association for
Supervision and
Curriculum
Development.]
what her desired

results were for the
entire mini unit,
which was
comprised of
Lessons One, Two,
and Three. She
decided what she
wanted her students
to learn about
voting, voter
registration, and
voter behaviour, as
a part of ensuring
that she taught
material that would
support the General
Learning Outcomes
and Specific
Learning Outcomes
contained in the
Alberta Social
Studies 6 Program
of Studies.
Then from there, the
teacher worked
backwards and
decided how to
acceptably assess
students learning in
Lessons One, Two,
and Three. After
doing that, she then
decided what to
include in each of
the lessons, as well
as the end of unit,
summative
performance task.
In the case of
Lesson One,
therefore, the
teachers lesson
design was informed
by the core
assessment concept
of Understanding by
Design.
Specifically, the
teacher determined
what her desired
results were what
she wanted her
students to learn
and then, from there,
worked backwards to
decide how to
acceptably assess
students learning and
then how to plan her
mini unit lessons,
accordingly.
The following core

assessment
concepts also
informed the
teacher, as she
designed Lesson
One:
Validity
As the teacher
designed Lesson
One, she knew that
one of her goals was
to ensure that her
classroom
assessment would
be valid. She knew
that valid
assessment involves
the evidence from
multiple sources
match[ing] the
quality levels
expected in light of
the standards or
learning outcomes.
[Footnote: Davies, A.
(2012). Making
Classroom
Assessment Work.
Connections
Publishing, p. 46.]
In light of this, the
teacher ensured
that during each of
her three mini unit
lessons she
obtained formative
assessment
evidence from
several sources. She
also ensured that
she did so in ways
that would match
the quality level that
would be expected
in light of the
Alberta Social
Studies 6 Program
of Studies.
In Lesson One, the
teacher ensured
that she obtained
formative
assessment
information in
multiple and high
quality ways. The
techniques she used
are outlined in
another column in
this Lesson One
Assessment section.
Reliability
As the teacher
designed Lesson
One, she knew that
another of her goals
was to ensure that
her classroom
assessment would
be reliable. She
knew that reliable
assessment involves
the students
producing the same
kind of result at
different times.
(2012), p. 46.]
teacher ensured
that during each of
her three mini unit
lessons she
obtained formative
assessment
evidence from
also ensured that
she did so in ways
that would permit
her to check
whether students
were producing the
same kind of result
at different times.
The formative
assessment
techniques she used
are outlined in
another column in
this Lesson One
Assessment section.
Triangulation of
evidence (Davies)
As she designed all
three lessons in the
mini unit the
teacher was
informed by the key
assessment concept
of triangulation,
which she knew
increases the
reliability and
validity of
assessments.
Davies says, When
evidence is
collected by three
different sources
over time, trends
and patterns
become apparent,
and the reliability
and validity of our
classroom
assessment is
increased. This
process is called
triangulation.
(2012), p. 46.]
In light of her desire
to use triangulation
in her design of
Lessons One, Two,
and Three, the
teacher worked to
obtain evidence
from three different
sources during each
of the lessons, as
follows:
Observations of
learning, products
students create, and
conversations with
students about
learning. [Footnote:
Davies, A. (2012), p.
45.]
The observations,
products, and
conversations the
teacher used as
assessment sources
in Lesson One are
outlined in another
column in this
Lesson One
Assessment section.
Assessment of
Learning
(Summative) vs.
Assessment for
Learning (Formative)
As she designed the
mini unit lessons the
teacher also applied
the key assessment
concepts of
assessment of
learning, also known
as summative
assessment and
assessment for
as formative
assessment.
The teacher did this
because she
understood that by
using formative
assessment
techniques, in which
students learning is
assessed as they
learn but is not
assigned marks, she
would improve her
students learning.
The teacher also
knew that when it
was time for her to
administer an end of
unit assessment
task to her students
on which her
students would be
marked, i.e, a
summative
assessment task,
her students would
likely perform well.
She knew that
would be the case
because her
frequent use of
formative
assessment
techniques during
the mini unit lessons
would have
strengthened her
students learning.
The formative
assessment
techniques used by
the teacher in
Lesson One are
listed in another
column in this
Lesson One
Assessment section.
Differentiated
instruction and
assessment
The teacher also
applied the key
assessment concept
of differentiated
instruction and
assessment as she
designed the mini
unit lessons. That is,
she
understood that in
order to fairly assess
her students, she
needed to
accommodate the
fact that her
students were
different, with some
having learning
challenges not
experienced by
others.
As she designed the
three mini unit
lessons and the
summative end of
unit performance
task, the teacher
incorporated
differentiated
instruction and
assessment
techniques.
The differentiated
instruction and
assessment
techniques used by
the teacher as she
designed Lesson
One are listed in
another column of
this Lesson One
assessment section.
Reporting of student
learning
The teacher knew
that ultimately she
would need to
report her students
learning, in the form

of summative
assessment results,
on report cards. In
order to maximize
her students
chances of success
at summative
assessment tasks,
she applied the core
assessment concept
of reporting to her
design of the mini
unit lessons.
by using scaffolded
lessons and multiple
formative
assessment
techniques in her
lessons. She did
this in order to
maximize her
students learning
and their
achievement on the
end of unit,
summative
performance task
project. She knew
that this in turn
would permit her to
have summative
marks to include on
the report cards she
knew were soon due
to parents, and that
the reported marks
would be ones of
which her hard
working students
could be proud.
Curricular outcome
driven instruction
and assessment
(Gareis and Grant)
The teacher also
applied the core

assessment concept
of curriculum driven
instruction and
assessment to her
design of the mini
unit lessons. This
concept is described
by Gareis and Grant
and it involves the
idea that teachers
should prepare unit
plans and
assessment plans
based upon the
intended curriculum
and skills and
comprehension
goals for a unit or
assessment.
[Footnote: Gareis,
C.R. & Grant, L.W.
(2015). Teacher
Made Assessments:
How to connect
curriculum,
instruction, and
student learning (2nd
Ed.) New York:
Routledge.]
As she designed
lessons One, Two,
and Three, the
formative
assessment tasks
contained within
them, and the end
of mini unit
summative
performance task,
the teacher did so
carefully. She based
her planning and
design upon the
Alberta Social
Studies 6 Program
of Studies. She
knew that doing so
was in keeping with
Gareis and Grants
recommendations
for effective
teaching and
assessment.
The Gareis and
Grant approach also
aligned with the
core assessment
concept of using a
new sequence of
instruction, as
described by
Wiggins and
McTighe. [Footnote:
Wiggins, G. &
McTighe, J. (2008).
Put Understanding
First. Educational
Leadership 65, (8)
pp. 36-41.]
Student
involvement in the
assessment process
(Black et al.)
The teacher also
designed the three
lessons of the mini
unit by applying the
core assessment
concept of obtaining
feedback through
assessment, as
outlined by Black et
al. [Footnote: Black,
Harrison, Lee,
Marshall, and
William, Working
Inside the Black
Box: Assessment for
Learning in the
Classroom, Phi
Delta Kappan, Vol.
86, No 1, September
2004, p. 9 21.]
Specifically, the
teacher knew that
Black et al.
emphasized the
significance of peer
and selfassessment,
feedback through
grading, and
questioning, to
improve student
learning. In light of
this,
She designed the
three mini unit
lessons with these
core concepts in
mind.
Instructional Processes
The formative
assessment
techniques the
teacher used as she
designed Lesson
One are contained
in another column of
this Lesson One
Assessment section.
Description
What is the teacher

doing?
Facilitating multiple
activities, per the
Lesson Description
box, directly above
this one.
Using the following
techniques, in order
to facilitate learning
& differentiate:
Attention grabbing
role play by teacher
at start of class
(hook);
Think-pair-share;
Connection to Student
What formative
How does your use of
Describe any potential downsides
Engagement and
assessment techniques
formative assessment
will you be using? What
reflect key assessment
to using this technology.
information will you be
concepts?
Learning
collecting? How will you

use that information?
Re the multiple
activities, per the
Lesson Description
box, directly above
this one: By
facilitating a variety of
activities related to
voting, voter
registration, and the
upcoming field trip,
the teacher will
hopefully cause
students to
understand the
concepts of voting,
and voter registration.
Students will also
hopefully and find the
Formative assessment
techniques I will use
during Lesson One:
Observe students
participation in the
Lesson One
formative
assessment
activities, including
think-pair-share,
whole group
discussion, online
research,
journaling, thumbs
up or thumbs down
exercise response,
Please refer to the

lengthy section
directly above this
one, What core
assessment
concepts inform
your design
choices? That
section also
discusses my use of
formative
assessment in
Lesson One, at
length.
I answered both
sections together
because it flowed
Connections to Literacy
Whole group
discussion;
Repeating
vocabulary words
aloud;
Demonstrating
internet navigation
on smart board;
Partner work;
Online research;
Journaling;
Formative peer
feedback, in
journaling (spelling
& grammar check);
Fielding student
questions, in whole
group;
Using visuals
(photos of University
campus, on smart
board);
Reassuring students
about field trip;
Using exit slips;
Differentiation:
Permitting students
to journal using
iMovie, if preferred;
Differentiation:
Permitting students
to work in partners,
if preferred.
idea of voting in the

future, themselves, to
be important and
exciting. (That is the
secret agenda, here!
We are after engaged
and active citizens!)
Re using various
techniques, to
accommodate learner
needs and
differentiate:
Think-pair-share:
Stimulates student
thought while also
connecting them to a
peer. For some
students, socially
isolated, this kind of
pairing might provide
the only kind of
friendship they have
all day.
Whole group
discussion: Permits
teacher to
communicate
curriculum while also
creating a sense of
community and
security, for class
members.
Repeating vocabulary
words aloud: Physically
and mentally assists
students to learn new
words, while reducing
students potential
anxiety about taking
the risk of saying new
words aloud. Also
encourages class
cohesion, a feeling of
belonging.
Demonstrating
internet navigation on
and exit slip

completion. As I do
so I will particularly
check whether
students appear to
understand
concepts related to
voting and voter
registration.
Ask students
questions about
various issues
throughout the
class and monitor
their answers and
the questions they
pose back to me.
Review students
journal entries
related to their
online research on
the Elections
Canada website.
This will include
journal entries
made using the
iMovie software
program by
students who chose
to use that
journaling method.
Watch students
replies and
reactions when I
ask them, in whole
group and pair-andshare discussion in
preparation for our
Lesson Two field
trip, whether they
have been to the
University of
Lethbridge, and if
so, what they
experienced there.
Check students
more naturally, as I
applied what I
learned in the
Evaluation course to
what I did in Lesson
One, and in the mini
unit, generally.
smart board: Permits

teacher to
teach/reinforce
computer skills, model
for students the
accessibility and
usefulness of
computer technology,
and teach students
how to locate and
navigate the Elections
Canada website. Also
on broader level
reminds students that
they can find almost
all information they
need on the internet,
and shows them that
their elected
government provides
certain kinds of
(important)
information, online.
Partner work: Permits

students to benefit
from one anothers
knowledge and skills,
hopefully fosters
efficiency in student
work, and permits
socially isolated
students to connect to
another student, and
hopefully to the
curriculum.
Online research:
Encourages students
to view voting and
voter registration as
something they can
explore, a world unto
itself much like a good
book. Also encourages
research and computer
skills.
Journaling: Engages
students in thinking
thumbs up or
thumbs down
response, when I
ask them how they
are feeling about
the upcoming field
trip to the
University of
Lethbridge, during
Lesson Two.
Review students exit
slips, which they
will complete and
return to me at the
end of class. The
exit slips contain
the following
questions:
(1) If a university
student wants to
register to vote,
one way in which
she can do so is
to:
_________________
_________________
_________________
__.
(2) One thing that I
think will happen
during the field
trip to the
University of
Lethbridge
campus next
class is:
_________________
_________________
_________________
________.
(3) How I am feeling
about the field
trip to the
University of
Lethbridge next
class is:
_________________
_________________
__________.
(4) Question(s) I
have about
voting, the field
trip, or anything
about their online

research results, and
causes them to have
to communicate them
to others. Writing
about anything (for
example, creating this
eternally long chart
going onand on)
causes students to
have to think carefully
about it, work with it,
and understand it
better. (And on)
Formative peer
feedback, in journaling
(spelling & grammar
check): Encourages
quality writing and
peer engagement, and
permits students to
have the support of a
peer, to improve their
work before the
teacher sees it. Also,
again, permits socially
isolated students to
connect with a peer
these relationships are
vital, to permit
students to feel safe
and secure in the
classroom and broader
school community. An
in class connection can
lead to a playground
friendship. That, in
turn, can lead to a
more secure and
confident student who
is more engaged with
the curriculum.
Fielding student
questions, in whole
group: Permits teacher
to answer questions
posed by students and
clarify details of the
else from our

Social Studies
class are:
_________________
_________________.
Assessment
information I will
collect during Lesson
One:
Students
participation level
Students body
language and
apparent
demeanour during
whole group and
think-pair-share
discussions
Students answers,
comments, and
questions during
whole group
discussion
Students one on one
comments and
questions to me, as
they complete their
online research and
I quietly circulate
through the class,
assisting them
Student journal
entries related to
their online
research. This will
include journal
entries made using
the iMovie software
program by
students who chose
to use that
journaling method.
curriculum she is
teaching. At the same
time, teacher is able to
inform all students of
the information. This is
important because if
her more outgoing
students ask
questions, it is likely
their quieter
classmates had the
same questions.
Using visuals (photos
of University campus,
on smart board): This
hopefully excites
students about the
upcoming field trip to
University of
Lethbridge, next class.
It is one thing to hear
about a field trip, quite
another to see pictures
of what is to come. Id
predict that at least
30% of these students
would go home that
night and tell their
caregivers about the
field trip, based on
their having seen
those photos alone.
Visuals are powerful.
Reassuring students
about field trip: Every
student is going to feel
some anxiety, no
matter how low level,
about travelling off
school grounds to a
university campus,
particularly in order to
participate in a
volunteer activity
during which they will
interact with (question,
no less!) adults. The
teacher is wise to
explicitly reassure
Students thumbs up
or thumbs down
response, when I
ask them how they
are feeling about
the upcoming field
trip to the
University of
Lethbridge, during
Lesson Two.
Students exit slips,
which they will
complete and
return to me at the
end of class.
How I will use the

assessment
information I collect
during Lesson One:
Students
participation level: I
will use this, though
I will not rely upon
it exclusively, to
gauge students
understanding of
and interest in the
topic.
Students body
language and
apparent
demeanour during
whole group and
think-pair-share
discussions: I will
use this, though I
will not rely upon it
exclusively, to
gauge students
understanding of
and interest in the
topic.
Students answers,
students that they will

have adult support as
they participate in the
activity, and that she
will be there, as well,
to support them.
Reducing students
anxiety will hopefully
free them to look
forward to the field
trip, and participate in
it with clear thinking
and enjoyment.
Using exit slips: This
permits students to
consolidate their
knowledge by
answering some
questions immediately
after acquiring the
knowledge, in class. It
also demonstrates to
students that their
teacher cares about
what they have
learned and, in this
case, took the time to
ask them about their
feelings about the
upcoming field trip.
Exit slips show
students that their
teacher is going the
extra mile for them,
and will, as she often
requires of them, do
homework, after
class.
Differentiation:
Permitting students to
journal using iMovie, if
preferred: By offering
this option, the
teacher provides
sensitive
accommodation to
students who are more
comfortable using oral
communication, that
comments, and
questions during
whole group
discussion: I will
use these to
determine how well
some of the
students (the ones
who are willing to
speak up)
understand the
concepts I am
teaching them. I
will also use these
pieces of
information to
gauge how well I
have
communicated
concepts to the
students. If for
example I face
many questions
immediately after
explaining
something, that
likely means I did
an insufficient job
of explaining it, and
I will immediately
work to rectify the
situation.
Students one on one
comments and
questions to me, as
they complete their
online research and
I quietly circulate
through the class,
assisting them: I
will use these to
formatively assess
how well these
particular students
understand what I
have taught them
and the project on
which they are
working.
written
communication,
particularly when
relatively large
amounts of
information need to be
recorded. This
provides reassurance
to iMovie using
students that the
teacher is offering
them equal support to
that offered their
peers. It also permits
iMovie using students
to make their research
notes just as efficiently
and effectively as their
peers. (This task is
about retrieving,
consolidating, and
communicating
information, not about
report writing or
handwriting skills!)
Differentiation:
work in partners, if
preferred: By offering
this option, the
teacher
accommodates some
students wish to have
a peer help them with
a task that they might
find stressful or
intimidating. It is
possible that some of
the students might not
have conducted any
online research,
beyond what this
teacher has had them
do before. Additionally
some students might
have physical
disabilities or cognitive
challenges that might
make using a
computer mouse or a
Student journal
entries related to
their online
research. This will
include journal
entries made using
the iMovie software
program by
students who chose
to use that
journaling method: I
will review these
journal entries very
carefully in order to
determine whether
students appear to
have understood
the online research
task I assigned
them, and how to
conduct the
research. I will also
assess whether
students conducted
the research
correctly and
obtained the
required
information. I will
also take note, for
my general
information, of
students apparent
reading,
handwriting,
grammar, spelling
and punctuation
levels. I will
particularly watch
for any students to
appear to be
struggling and who
could benefit from
referrals to
dedicated, out-ofclass help, such as
a reading tutor.
Students thumbs up
computer, generally,
difficult or even
impossible. Permitting
students to work with
a partner permits all
students to accomplish
the task, here, while
hopefully reducing
anxiety in any
students who require
help.
What are the

students doing?
Learning about
voter registration,
Elections Canada,
the University of
Lethbridge, and the
upcoming field trip;
Preparing to
participate in the
field trip;
Participating in
multiple activities
listed in the Lesson
Description box,
two boxes above
this one;
Learning in
engaging, varied,
and differentiated
ways, per the What
is the Teacher
Doing? box, directly
above this one.
Teaching students
about voter
registration and
Elections Canada
engages them in
exactly the concepts
included in this section
of the Program of
Studies. Causing
students to view
themselves as active
and engaged members
of society increases
the likelihood they will
carry that view forward
into adulthood, and act
on it by voting.
Learning about the
University of
Lethbridge, the
and preparing to
participate in the field
trip: This hopefully
excites students about
trip, and causes them
to connect the
concepts of voting and
voter registration with
the real world. If
they are travelling to a
or thumbs down
response, when I
ask them how they
are feeling about
the upcoming field
trip to the
University of
Lethbridge, during
Lesson Two: I will
use this information
to check how
students are
feeling, and I will
follow up and/or
offer additional
support during the
Lesson Two field
trip to students who
gave the thumbs
down sign.
Students exit slips: I
will scrutinize the
information on the
exit slips, using it to
determine whether
students appear to
have understood
the concepts I
taught them during
the class, and how
they are feeling
about the Lesson
Two field trip.
location in the
community to
volunteer at a voting
information booth, that
makes voting, and
voters, real. Applying
students learning to
the real world always
accelerates and
strengthens their
learning.
Re, Participating in
multiple activities
Description box, two
boxes above this one:
These various
activities are designed
to connect students, in
lively and even
unpredictable ways,
with the concepts of
voting and voter
registration. By
mixing it up, the
teacher will hopefully
engage all of the
students, according to
their interests and
learning strengths,
with the concepts at
hand.
Re, Learning in
engaging, varied, and
differentiated ways,
per the What is the
Teacher Doing? box,
directly above this
one: This teacher is
using a variety of
teaching techniques
precisely because
each one of her
students is different.
By teaching in
different ways, she
increases the chances
that all of her students
will learn what she

wants to teach them.
The teacher also uses
varied teaching
techniques in order to
maintain student
interest and
engagement with the
concepts she is
teaching. She also
wants to prepare the
students to actively
and happily participate
in the Lesson Two field
trip.
Sequence of key
questions.
Teacher will check this
understanding, by
observing students,
asking them
questions, and
answering their
questions, during the
lesson:
Do students
understand:
What voter
registration is?
What Elections
Canada is?
How individuals
can register to
vote, based
upon the
information in
the Elections
Canada
website?
The new
vocabulary
words?
Do students know
what to expect
during the field trip
during Lesson Two?
The teacher designed

this mini unit by using
the Understanding
by Design (UbD)
approach to planning,
instruction, and
assessment. This
approach is discussed
by Wiggins and
McTighe. [Footnote
inserted here, for
readers ease of
reference: Wiggins,
(2005). Understanding
by design (2nd ed.).
Alexandria, VA:
Association for
Supervision and
Curriculum
Development.]
Specifically, the
teacher determined
what her desired
results were what
she wanted her
students to learn
during this mini unit
and then, from there,
worked backwards to
decide how to
acceptably assess
then how to plan her
mini unit lessons,
accordingly.
In order to effectively
teach Lesson One, the
teacher needs to know
exactly which
questions she will pose
to her students,
questions which, by
the end of the lesson,
they will each ideally
be able to answer.
Preparing the list of
key questions
contained in the box to
the immediate left of
this one, which she did
as a part of her lesson
plan, permits the
teacher to have a clear
goal in mind: By the
end of the lesson her
students should be
able to answer the
questions, if she has
done her job properly.
Student engagement
and learning is
encouraged when
teachers are
organized, focused,
and thorough.
Creating this list of
questions, and then
asking and answering
them during the
lesson, are some of
the most effective
ways in which this
teacher can ensure
that her students are
learning effectively
and engaged, during
the lesson.
Evidence of Lesson
components
(opening, closing,
content, timeline)
Opening:
Teacher presents
attention grabbing
hook: Role play by
teacher of a pretend
phone call with her
mother, about
voting.
Closing:
Teacher discussion
with whole group
about upcoming
field trip, reassuring
students, reminding
them of key
questions, fielding
any questions, then
having students
complete Exit Slips.
Opening role play

hook: The teacher
captures the students
attention, and
hopefully also their
interest in the concept
and importance of
voting.
Closing - teacher
discussion with whole
group about upcoming
field trip: The teacher
directs students
thinking to the
upcoming lesson and
hopefully causes them
to be excited about it,
while at the same time
reducing student
anxiety by reassuring
them that adults will
be present, and assist
them.
Content:
Refer to Lesson
Description and
What is the Teacher
Doing? boxes, four
and three boxes
above this one,
respectively.
By discussing the
upcoming field trip the
teacher effectively
introduces students to
the next step of their
mini unit journey,
helping them to
scaffold from this task
to the next one.
Timeline:
60 minutes total:
The big idea is for

students to leave the
lesson looking forward
to the field trip and
feeling genuinely
curious about it. That
curiousity is one of the
teachers most
effective tools for
engaging and teaching
students, in any
lesson. If students can
leave every class
feeling curious about
8 minutes: Opening
43 minutes: 3
Activities
(combined)
9 minutes: Closing
the next one, this

teacher is working
effectively.
Content various
activities, during this
lesson: These are all
designed to engage
and interest the
students, who have
varied learning
strengths,
personalities, attention
spans, and interests.
By using different
teaching methods, and
also incorporating
differentiated ways of
teaching as described
above, the teacher will
hopefully engage and
teach all of her
students the
curriculum covered by
this lesson.
Timeline 60 minutes
total for this lesson,
with 8 minutes for
opening, 9 minutes for
closing, and 43
minutes for lesson
body: The openings
and closings of lessons
are arguably more
important than their
bodies, in a sense,
because they assist
students to enter into
the world being
created by the teacher
during the lesson, and
then, after running
around in that world,
to exit it in a manner
that permits students
to consolidate what
they have learned.
This teacher wisely
takes her time with her
opening and closing,

using eight and nine
minutes for them,
respectively. That is
because she
understands that
helping students to
effectively enter and
exit the world of the
lesson increases the
chances of their being
engaged by and
absorbing what she is
teaching them.
Meanwhile, the
teacher efficiently uses
the 43 minutes of her
60 minute class that
are reserved for the
lesson body: Rather
than droning on and
on about the concepts
of voting and voter
registration, perhaps
subjecting the
students to an
interminable Power
Point assault, she
instead engages them
in an online treasure
hunt for information
on the Elections
Canada website, and
then has them pair up
with a partner to
produce a treasure
map (journal entry)
related to the hunt.
Keeping this lesson
fresh is how this
teacher will keep her
students engaged.

Less
C&I
Description
ASSESSMENT
ED PSYCH
ED TECH
LANGUAGE IN ED
Connections to
What core
Describe how literacy and
Overarching
scaffold to your
assessment
strands (reading, writin
Questions/Sub-
performance task?
concepts inform
speaking, viewing and/o
on 2 Overview
Lesson Outcome:
Students will learn
about voter
registration and
voter behaviour.
Questions
your design
choices?

and representation
Learning Outcomes
Program of Studies
this lesson
participation, how
governments and
recognize how
individuals and
-
Recognize and
respect the
(C, I)
Value citizens
participation in a
democratic society
(C)
6.1.2 Students will

demonstrate an
issues:
-
What is democracy
freedoms,
PADM)
What are the rights
During the Lesson Two

field trip discussed in
this section, students
will interview voting
information booth
visitors at the
University of
Lethbridge campus.
During Lesson Three
information they
obtained from their
Lesson Two field trip
interviews to prepare
mind maps.
Following Lesson
Three students will
use their mind maps
as key elements in
their summative
performance task
projects. For those
projects, students will
prepare reports
maps and other
aspects of voting.
the information
obtained by students
during their Lesson
Two field trip
interviews of voting
booth visitors is vital.
That is because
information to
prepare their Lesson
Three mind maps and
their subsequent
performance task
projects.
Without the steps
KSA (k)
As she designed
Lesson Two, the
teacher was
informed by the
Knowledge, Skills,
and Attributes
(KSAs) listed by the
Alberta Minister of
Education, and
Certification as a
Alberta. She
specifically
considered KSA (k),
which states that
interim teachers
understand:
k) the purposes of
student assessment.
They know how to
assess the range of
selecting and
developing a variety
of classroom and
large-scale
assessment
techniques and
instruments. They
know how to analyze
the results of
Education Albertas
proscribed teacher
Knowledge, Skills,
and Attributes
(KSAs) found on
Please refer to the handout,

which I also completed and will
upload to Moodle, in addition to
completing this chart.
Connections to learning theory
and demonstration of attention
to classroom structure and
climate are as follows:
During the Lesson Two field trip
this teacher will work to keep
students within the zone of
proximal development, by
keeping them feeling safe and
secure, while also stretching
and growing, as they interview
adult visitors to voting
information booths in a nonclassroom environment. They
will conduct these interviews
by using voting related
concepts they have learned
during previous classes.
The teacher will recognize that
per Erik Eriksons eight
stages of psychosocial
development, these 11 yearold students are at an age at
which they are dealing with the
Industry vs. Inferiority
struggle. Students wish to
learn new skills, or risk a feeling
of inferiority, failure, or
incompetence. In light of this,
teacher will work to reassure
students that she, the E.A.s,
and the parent volunteers are
there to support them, and that
simply by participating, they
are successful.
The teacher also knows that,

per the Minister of Educations
Knowledge, Skills, and
Attributes (KSAs) for
visually representing) wil
used to promote studen
learning using identifie
technology
learner outcomes.
representative
democracy? (C,
PADM)
Participating in a field
trip with classmates,
assisting at voting
information booths,
interviewing booth
visitors and recording
related notes, also
engages students with
the other two SLOs
covered by this lesson:
6.S.4. Students will
demonstrate skills of
decision making and
problem solving:
- Consider multiple
perspectives
when dealing with
issues, decision
making, and
problem solving
-
Collaborate with
others to devise
strategies to deal
with problems
and issues

cooperation, conflict
resolution and consensus
building:
-
Lesson Description:
Students will:
1. Attend at the
University of
Lethbridge
campus for a
field trip,
during which
they will assist
university
student
volunteers at
voting
information
booths.
2. Ask one
Work collaboratively
with others to
achieve a common
goal
Attending at the
university and
volunteering at voter
information booths will
help students to move
the ideas of voting and
voter registration out
of their heads and the
classroom, and into
reality.
Interviewing
information booth
visitors will help
taken during Lesson

Two, the students
would not be in a
position to complete
their summative
performance task
projects, weeks later.
The teachers
deliberate scaffolding
from Lessons One to
Three is designed to
maximize students
particularly at the
summative
assessment stage.
November 3, 2015
at:
https://education.albert
a.ca/department/policy/
standards/teachqual/.]
Understanding by
Design (UbD)
The teacher
designed this mini
unit by using the
core assessment
concept of
Understanding by
Design (UbD).
This approach to
planning,
instruction, and
assessment is
discussed by
Wiggins and
McTighe. [Footnote
inserted here, for
readers ease of
reference: Wiggins,
(2005).
Understanding by
design (2nd ed.).
Alexandria, VA:
Association for
Supervision and
Curriculum
Development.]
Specifically, the
teacher determined
what her desired
entire mini unit,
which was
comprised of
Lessons One, Two,
and Three. She
decided what she
wanted her students
to learn about
voting, voter
registration, and
teachers seeking interim

teaching certification, she must
know the following:
-
All students are able to

learn, albeit at different
rates and in different ways
(KSA 5);
Students have the need for

physical, social, cultural,
and psychological security
(KSA 7);
It is important to respect
students human dignity
(KSA 8); and
There are many approaches

to teaching and learning
(KSA 9).
In light of these KSAs, while at

the field trip location the
teacher ensures that:
Students who preferred to
use the iMovie program to
record their interview notes
were able to do so;
Students were told prior to,
and during, the field trip
that multiple adults would
be present to support them
during the field trip;
The teacher, two E.A.s, and
four parent volunteers were
present, visible, and
available to assist the
students throughout the
field trip. This included
adults helping students to
ask interview questions of
visitors to the voting
information booths, and to
record their answers; and
The adults on the field trip
had cell phones, first aid
kits, and an anaphylactic
shock pen with them, all to
assist the students to be
safe and physically and
emotionally well, all of
which the students could
see.
question of at
least three
different voting
information
booth visitors,
and note their
answers.
3. Observe the
volunteers at
the voting
information
booths and the
visitors to the
booths, with
the following
three questions
in mind:
-
Do the
universit
y
students
want to
vote?
Do the
universit
y
students
know
how to
register
to vote?
How do
the
universit
y
student
voluntee
rs help
their
fellow
universit
y
students
learn
how to
register
to vote?
students to learn
about voter behaviour
for example, why do
voters decide to vote,
or not to vote?
Observing information
booth volunteers and
visitors, with the listed
questions in mind,
helps students to
understand and
mentally work with the
idea of voting and
voter registration. This
mental work will help
students to apply
these concepts, as
they move on to the
mind mapping exercise
in Lesson Three and
the summative
performance task at
the end of the mini
unit.
voter behaviour, as
a part of ensuring
that she taught
material that would
support the General
Learning Outcomes
and Specific
Learning Outcomes
contained in the
Alberta Social
Studies 6 Program
of Studies.
teacher worked
backwards and
decided how to
acceptably assess
Lessons One, Two,
and Three. After
decided what to
include in each of
the lessons, as well
as the end of unit,
summative
performance task.
In the case of
Lesson Two,
therefore, the
teachers lesson
design was informed
by the core
assessment concept
of Understanding by
Design.
The following core

assessment
concepts also
informed the
teacher, as she
designed Lesson
Two:
The teacher knows that, as the

psychologist Abraham
Maslow explained, students
have a hierarchy of needs,
one that involves the need for
physical safety and security.
This is further reason why the
teacher will ensure that her
students are, and feel,
physically safe and secure while
on the field trip.
Per the scaffolding teaching

technique, the teacher ensures
that students learning during
each lesson or task builds on
what was learned during the
last lesson or task.
In the case of this mini unit, this
Lesson Two field trip was
preceded by deliberate
scaffolding by the teacher
during Lesson One: During
Lesson One, the teacher taught
the students concepts and
vocabulary words related to
voting, showed the students
pictures of the University of
Lethbridge campus, led the
students in a discussion about
the campus, and reassured
students that she and other
adults they knew would be with
them during their field trip
interviews.
The teacher did all of this in an
attempt to help students feel
comfortable with what was to
come during the Lesson Two
field trip to scaffold between
Lesson One and Lesson Two.
Validity
As the teacher
The teacher knows that per the

constructivist learning
designed Lesson
Two, she knew that
to ensure that her
classroom
assessment would
be valid. She knew
that valid
assessment involves
the evidence from
multiple sources
match[ing] the
quality levels
the standards or
learning outcomes.
(2012). Making
Classroom
Assessment Work.
Connections
Publishing, p. 46.]
teacher ensured
that during each of
her three mini unit
lessons she
obtained formative
assessment
evidence from
also ensured that
she did so in ways
that would match
the quality level that
would be expected
in light of the
Alberta Social
Studies 6 Program
of Studies.
In Lesson Two, the
teacher ensured
that she obtained
formative
assessment
information in
multiple and high
quality ways. The
techniques she used
theory, as developed by
thinkers such as Piaget and
Vygotsky, emphasis is played
on the active role of a learner
within her learning. It views
learners as active participants
in their learning, and views
social interaction as vital to
learners ability to construct
knowledge.
In the case of this field trip
lesson, the teacher actively
uses the constructivist theory
to help her students learn. She
does so by involving them in a
hands on, out of school
experience on a university
campus in which they are
interviewing adults who visit a
voting information booth.
This moves students outside of
their usual comfort zone,
causing them to be actively
engaged in social interaction
with booth visitors, as they
interview them. The teacher
knows that by having students
participate in this activity, they
will learn and grown more
quickly than if they had
remained within the classroom.
The teacher reserved a

significant, 2.5 hour long chunk
of time for this field trip in order
to ensure that she had enough
time for thorough and
reassuring openings and
closings for her students, to
ensure that no one felt
rushed or anxious. She also
made sure to set aside
sufficient time for the body of
the field trip lesson, which
involved students interviews of
voting information booth
visitors, on campus.
are outlined in
another column in
this Lesson Two
Assessment section.
Reliability
As the teacher
designed Lesson
Two, she knew that
was to ensure that
her classroom
assessment would
be reliable. She
knew that reliable
assessment involves
the students
producing the same
kind of result at
different times.
(2012), p. 46.]
teacher ensured
that during each of
her three mini unit
lessons she
obtained formative
assessment
evidence from
also ensured that
she did so in ways
that would permit
her to check
whether students
were producing the
same kind of result
at different times.
The formative
assessment
techniques she used
are outlined in
another column in
this Lesson Two
Assessment section.
During her support of students

at the field trip location, the
teacher worked to fade into
the background, once she saw
that her students were doing
alright and interviewing
information booth visitors
without a problem. By doing so
she helped students to remain
within their zone of proximal
development and, because of
that, continue to stretch, learn,
and grow.
The teacher also remains calm,

engaged, and friendly at all
times during the field trip. She
does this because she
understands that per the
social learning theory of
psychologist Albert
Bandura, her students will be
learning vicariously, or
observationally, as they
observe her behaviour. The
teacher therefore models for
the students that being on this
field trip and interviewing
individuals who visit the voting
information booths is an
engaging, interesting, and
acceptable thing to do.
A note re classroom
management and climate:
This field trip lesson does not
occur within the teachers
classroom. However the
teacher is still able to help
students to feel comfortable,
secure, and engaged, by using
the educational psychology,
learning theories and
techniques outlined in this
document.
Triangulation of
evidence (Davies)
As she designed all
mini unit the
teacher was
informed by the key
assessment concept
of triangulation,
which she knew
increases the
reliability and
validity of
assessments.
Davies says, When
evidence is
collected by three
different sources
over time, trends
and patterns
become apparent,
and the reliability
and validity of our
classroom
assessment is
increased. This
process is called
triangulation.
(2012), p. 46.]
in her design of
Lessons One, Two,
and Three, the
teacher worked to
obtain evidence
from three different
sources during each
of the lessons, as
follows:
Observations of
learning, products
conversations with
students about
Davies, A. (2012), p.
45.]
The observations,
products, and
conversations the
teacher used as
assessment sources
in Lesson Two are
outlined in another
column in this
Lesson Two
Assessment section.
Assessment of
Learning
(Summative) vs.
Assessment for
As she designed the
the key assessment
concepts of
assessment of
as summative
assessment and
assessment for
as formative
assessment.
because she
understood that by
using formative
assessment
assessed as they
learn but is not
assigned marks, she
would improve her
students learning.
The teacher also
knew that when it
was time for her to
unit assessment
task to her students
on which her
students would be
marked, i.e, a
summative
assessment task,
her students would
likely perform well.
She knew that
would be the case
because her
frequent use of
formative
assessment
techniques during
would have
strengthened her
students learning.
The formative
assessment
techniques used by
the teacher in
Lesson Two are
listed in another
column in this
Lesson Two
Assessment section.
Differentiated
instruction and
assessment
The teacher also
applied the key
assessment concept
of differentiated
instruction and
assessment as she
designed the mini
she
understood that in
her students, she
needed to
accommodate the
fact that her

students were
having learning
challenges not
experienced by
others.
As she designed the
three mini unit
lessons and the
summative end of
unit performance
task, the teacher
incorporated
differentiated
instruction and
assessment
techniques.
The differentiated
instruction and
assessment
techniques used by
the teacher as she
designed Lesson
Two are listed in
another column of
this Lesson Two
assessment section.
learning
The teacher knew
that ultimately she
would need to
report her students
of summative
assessment results,
on report cards. In
order to maximize
her students
chances of success
at summative
assessment tasks,
assessment concept
of reporting to her
design of the mini

unit lessons.
by using scaffolded
formative
assessment
techniques in her
lessons. She did
this in order to
maximize her
students learning
and their
achievement on the
end of unit,
summative
performance task
project. She knew
that this in turn
would permit her to
have summative
marks to include on
knew were soon due
the reported marks
would be ones of
which her hard
working students
could be proud.
Curricular outcome
driven instruction
and assessment
(Gareis and Grant)
The teacher also
applied the core
assessment concept
instruction and
assessment to her
design of the mini
unit lessons. This
by Gareis and Grant
and it involves the
idea that teachers
should prepare unit
plans and
assessment plans
based upon the
intended curriculum
and skills and
comprehension
goals for a unit or
assessment.
[Footnote: Gareis,
C.R. & Grant, L.W.
(2015). Teacher
Made Assessments:
How to connect
curriculum,
instruction, and
Ed.) New York:
Routledge.]
As she designed
lessons One, Two,
and Three, the
formative
assessment tasks
contained within
them, and the end
of mini unit
summative
performance task,
the teacher did so
her planning and
design upon the
Alberta Social
Studies 6 Program
of Studies. She
knew that doing so
was in keeping with
Gareis and Grants
recommendations
for effective
teaching and
assessment.
The Gareis and
Grant approach also
aligned with the
core assessment
concept of using a
new sequence of
instruction, as
described by
Wiggins and
McTighe. [Footnote:
Wiggins, G. &
McTighe, J. (2008).
Put Understanding
First. Educational
Leadership 65, (8)
pp. 36-41.]
Student
involvement in the
assessment process
(Black et al.)
The teacher also
designed the three
lessons of the mini
core assessment
feedback through
assessment, as
Harrison, Lee,
Marshall, and
William, Working
Inside the Black
Box: Assessment for
Learning in the
Classroom, Phi
Delta Kappan, Vol.
86, No 1, September
2004, p. 9 21.]
Specifically, the
teacher knew that
Black et al.
emphasized the
and selfassessment,
feedback through
grading, and
questioning, to
improve student
this,
She designed the
three mini unit

lessons with these
core concepts in
mind.
The formative
assessment
techniques the
teacher used as she
designed Lesson
Two are contained in
another column of
this Lesson Two
Assessment section.
Description
What is the teacher

doing?
activities, per the
Lesson Description
box, directly above
this one.
Using the following
& differentiate:
Taking students on a
field trip, working as
a team with
Educational
Assistants (E.A.s)
and parent
volunteers;
Assisting students to
volunteer at voting
information booths;
Helping students to
record notes related
to their interviews of
information booth
visitors;
What formative
Engagement and
concepts?
Learning
collecting? How will you

use that information?
Formative assessment
techniques I will use
during Lesson Two:
Re Facilitating
multiple activities, per
the Lesson
Description box,
directly above this
one: By facilitating a
variety of activities
during this field trip
related to voting, voter
registration, and voter
behaviour, the teacher
will hopefully engage
and excite students
about those ideas.
Field trips engage
students with ideas in
complex and
interactive ways,
making it more likely
that students will
retain what they have
learned and be better
able to apply it in
future class lessons,
and in life.
I will observe students

as they interact
with university
student volunteers
and voting
information booth
visitors and
interview booth
visitors. As I do so I
will observe
whether students
appear understand
the purpose of the
voting information
booth and the
significance of the
information visitors
receive there i.e.,
it tells them how to
register to vote,
and thereby helps
them to do so.
Re using various
techniques, in order to
facilitate learning &
differentiate:
I will ask students

questions as I
circulate between
them at the voting
Please refer to the

lengthy section
directly above this
one, What core
assessment
concepts inform
your design
choices? That
section also
discusses my use of
formative
assessment in
Lesson Two, at
length.
I answered both
sections together
because it flowed
applied what I
learned in the
Two and in the mini
unit, generally.
Coordinating and
supervising
students travel to
and from field trip
destination, and
their movements at
the destination;
Ensuring students
safety and security
during field trip
(coordinating adults
cell phone contact,
first aid kits, class
lists, and ability to
treat anaphylactic
shock);
Differentiation:
Permitting students
to use iMovie
software program to
record their
interview notes, if
they prefer.
Taking students on a
field trip, working as a
team with Educational
Assistants (E.A.s) and
parent volunteers:
Please see the
paragraphs directly
above this one, for a
discussion of the
usefulness of field
trips, in learning. Also,
involving EAs and
parent volunteers
helps students to feel
safe, supported, and
secure as they
trip. That security will
encourage students to
focus on their learning,
rather than on what
they might perceive to
be threats in a
strange, university
campus setting.
Assisting students to
volunteer at voting
information booths:
See the paragraph
directly above this
one, related to student
feelings of security.
Helping students to
record notes related to
their interviews of
information booth
visitors: By assisting
students with their
interview note
recording, including by
facilitating E.A. and
parent volunteers
participation in this,
the teacher permits
students to focus on
the interviewees
answers. This is
preferable to students
potentially becoming
information booths.
My questions will
relate to what
booth visitors are
telling students in
response to their
interview questions.
I will also ask
students how they
are feeling,
generally, about
the field trip so far.
I will record my
observations and
students answers
to my questions. I
will do so in the
form of an
anecdotal record
that I will create for
each student. I will
carry a pen and
clipboard with me
as I circulate
between the voting
information booths,
to permit me to
contemporaneously
record the
information.
Immediately after the
field trip I will ask
students to show
me, by holding up
one hand, how they
felt about their field
trip experience,
with one finger
representing that
they had a terrible
time and five
fingers representing
that they had an
amazing time. I will
check students
fingers and make a
mental note of any
students who held
distracted by the
stress of recording the
information.
Coordinating and
supervising students
travel to and from field
trip destination, and
their movements at
the destination: By
carefully and
thoroughly facilitating
student movement,
the teacher ensures
that the adults and
students on the field
trip are able to feel
safe, secure, and calm.
This in turn
encourages and
supports students
learning and
engagement on the
field trip.
Ensuring students
safety and security
during field trip
(coordinating adults
cell phone contact,
first aid kits, class lists,
and ability to treat
anaphylactic shock):
Please see the
paragraph directly
above this one, which
applies here.
Differentiation:
use iMovie software
program to record
their interview notes, if
they prefer: The
teachers willingness
to enable students to
use iPads and the
iMovie program to
record interview notes
permits students who
find written note
up only one or two

fingers.
After the field trip I
will review the
notes students
made related to
their interviews of
information booth
visitors. These will
include the digitally
recorded notes
some students
chose to make
using the iMovie
computer software
program, rather
than taking notes
with paper and a
pen. The questions
the students asked
of booth visitors
were as follows:
Why did you

come to the
voting
information
booth today?
Are you planning

to vote in the
upcoming federal
election?
If you are
planning to vote
in the election,
why is that?
What are your

feelings about
voting in
elections,
generally?
Assessment
information I will
Two:
Observations of
taking difficult to
efficiently and
effectively participate
in the exercise. This in
turn facilitates those
engagement.
students as they
interact with
university student
volunteers and
voting information
booth visitors and
interview booth
visitors.
Students answers to
my questions as I
circulate between
them at the voting
information booths.
What are the

students doing?
Learning about
voter registration
and voting
behaviour;
Participating in
multiple activities
Description box,
two boxes above
this one;
Learning in
engaging, varied,
and differentiated
ways, per the What
is the Teacher
above this one.
Teaching students
about voter
registration and voter
behaviour, through a
field trip, engages
them in exactly the
concepts included in
this section of the
Program of Studies.
Causing Grade 6
students to encounter
university information
booth visitors who are
active and engaged
members of society
increases the
likelihood that they will
view themselves in the
same way, as they
mature into adulthood.
It also increases the
likelihood that they will
vote when they are
adults.
Learning about the
University of
Lethbridge, the
and preparing to
trip: This hopefully
excites students about
trip, and causes them
to connect the
concepts of voting and
My observations and
students answers
to my questions, in
the form of an
anecdotal record
for each student.
Students showing me
with their fingers,
after the field trip,
how they felt about
their field trip
experience, with
one finger
representing that
they had a terrible
time and five
that they had an
amazing time.
The notes students
made related to
their interviews of
information booth
recorded notes
some students
chose to make
using the iMovie
computer software
program, rather
than making notes
with paper and a
pen.
voter registration with

the real world. If
they are travelling to a
location in the
community to
volunteer at a voting
information booth, that
makes voting, and
voters, real. Applying
students learning to
the real world always
accelerates and
strengthens their
learning.
multiple activities
These various field trip
activities are designed
to connect students, in
a real life and
challenging way, with
the concepts of voting
and voter behaviour.
By involving students
as voting information
booth volunteers, the
engage all of the
students, according to
their interests and
learning strengths,
with the concepts at
hand.
Re, Learning in
per the What is the
Teacher Doing? box,
directly above this
using a field trip to
teach her students
because field trips are
relatively infrequent,
usually exciting for
How I will use the

assessment
during Lesson Two:
Observations of
students as they
interact with
university student
volunteers and
voting information
booth visitors and
interview booth
visitors: I will use
this information to
check how
comfortable
students appear to
be during the field
trip exercise. This
will include how
comfortable they
appear to be as
they interview
booth visitors,
working with the
concepts I have
taught them.
These concepts
include for example
voting, voter
registration, and
voter behaviour.
Students answers to
my questions as I
circulate between
them at the voting
information booths:
I will use this
information to
gauge students
comfort level
during the field trip
and during their
interviews of booth
visitors. I will also
students, and
challenging.
Each one of the
students is different.
By teaching in an out
of classroom
environment, the
teacher increases the
chances that all of her
students will learn
what she wants to
teach them.
The teacher also uses
a field trip experience
in order to maintain
student interest and
engagement with the
concepts she is
teaching. She wants to
prepare the students
to actively and happily
participate in the
Lesson Three mind
map project, and the
end of unit
performance task
project that will occur
after that.
Sequence of key
questions.
understanding, by
observing students,
asking them
questions, and
answering their
lesson:
What is the role of the
voting information
booth volunteers?
What is the purpose of
the voting
facilitate this field trip
and thereby teach this
lesson, the teacher
needs to know exactly
which questions she
will pose to her
students, questions
which, by the end of
the field trip, they will
each ideally be able to
answer.
Preparing the list of
key questions
contained in the box to
use the answers to

check how
effectively students
appear to be
interviewing booth
visitors, and
whether they
understand the
answers visitors are
providing to them.
Anecdotal records
related to students
answers to my
questions, and to
my observations of
students
demeanour and
students
interactions with
booth visitors: I will
review this
information before
the students begin
their summative
performance task
projects, in order to
help myself identify
students who will
likely require
additional support
from me and peer
formative feedback
partners as they
complete the
project. I will also
use this information
as I summatively
assess students
performance task
projects. I will not
do so as a part of
determining
students marks,
but rather in order
to remind me of
students progress
throughout this
mini unit.
Students showing me
information booths?
What are the answers
of voting
information booth
visitors, to the
questions students
posed to them?
the immediate left of

this one, which she did
as a part of her lesson
plan, permits the
teacher to have a clear
goal in mind: By the
end of the field trip her
students should be
able to answer the
questions, if she has
Student engagement
and learning is
encouraged when
teachers are
organized, focused,
and thorough.
questions and then
permitting students to
answer them for
themselves as they
trip, are some of the
most effective ways in
which this teacher can
ensure that her
students are learning
effectively and are
engaged.
Evidence of Lesson
components
(opening, closing,
content, timeline)
Opening:
Students board
buses and travel to
field trip destination
Closing:
Teacher discussion
with whole group at
end of field trip,
immediately prior to
students boarding
buses for ride back
Re Opening & Content

Travel to the field trip
location, and student
participation in the
voting information
booth activity: This
teacher is using an out
of classroom
experience to
challenge and excite
her students about the
curriculum. By having
her Grade 6 students
interact with university
students both the
with their fingers,

after the field trip,
how they felt about
their field trip
experience, with
one finger
representing that
they had a terrible
time and five
that they had an
amazing time: I will
review this
information in order
to determine
whether any
students appear to
have found the field
trip difficult. If so, I
will offer those
students additional
support during
Lesson Three, and
beyond if required. I
will do this because
Lesson Three and
the summative
performance task
both build upon the
information
obtained by
students during
their Lesson Two
field trip interviews.
That means that if
students did not
enjoy the field trip
then they might not
have obtained from
their field trip
interviews the
information
required in order to
complete their
Lesson Three mind
maps and their
subsequent
summative
performance task
projects.
to school. During
closing, teacher
introduces task
students will
complete during
next lesson:
Preparation of mind
maps, using
information
gathered during
field trip.
Content:
Refer to Lesson
Description and
What is the Teacher
Doing? boxes, four
and three boxes
above this one,
respectively.
Timeline:
2.5 hours total:
1 hr., 15 minutes:
Opening (at school,
travel to field trip
destination, then
preparation for
activity, once
reached destination)
45 minutes:
Volunteering at
voter information
booths, on campus
30 minutes: Closing
(bus travel back to
school)
booth volunteers and

the booth visitors the
teacher helps the
Grade 6s to transfer
the ideas of voting,
voter registration, and
voter behaviour out of
the classroom and into
real life.
This in turn makes the
voting related
concepts more real
and useful to the
students than they
might otherwise be.
The students will then
hopefully work with
the concepts with
increased confidence,
during their Lesson
Three mind map
activity, end of unit
performance task, and
adult lives.
The students will also
hopefully, based upon
the vibrant and larger
than life memories
they will have of their
University of
Lethbridge campus
adventure, feel
motivated to become
university students,
and voters, in the
future.
Re Closing - Teacher
discussion with whole
group at end of field
trip, immediately prior
to students boarding
buses for ride back to
school: During this
discussion the teacher
introduces the mind
map project that
students will complete
during the next
The notes students

made related to
their interviews of
information booth
recorded notes
some students
chose to make
using the iMovie
computer software
program, rather
than making notes
with paper and a
pen: I will review
these notes after
the field trip and
prior to Lesson
Three. I will do so
in order to identify
any students whose
notes are
incomplete,
illegible, or missing.
I will anticipate that
such students will
require additional
support as they
enter the Lesson
Three mind
mapping project
and the subsequent
summative
performance task. I
will therefore work
to provide that
support to them as
they enter Lesson
Three.
Lesson. By doing so
she effectively
introduces students to
the next step of their
mini unit journey,
helping them to
scaffold from this task
to the next one.
Re Timeframe (2.5
hours total: The
teacher has set aside a
significant block of
time for this field trip
activity in order to
ensure that students
do not feel rushed, and
are able to most
effectively absorb
every experience,
insight, and idea they
encounter during the
activity.
There is purposeful
time padding in this
schedule the teacher
has purposely built in
more than for travel
than is required,
particularly travel at
the end of the field
trip, to ensure that
students return to
school in time for their
return home. Helping
anxious, watch
checking students
realize they will get
home in time helps
them to relax and
enjoy the field trip.

Lesson 3
C&I
Description
ASSESSMENT
ED PSYCH
ED TECH
LANGUAGE IN ED
Connections to
What core
Overarching
scaffold to your
assessment concepts
strands (reading, writin
Questions/Sub-
performance task?
inform your design
speaking, viewing and/o
choices?
Questions
Describe how literacy and
visually representing) wil
used to promote studen
Overview
Lesson Outcome:
Students will reflect
upon and
consolidate their
learning about
voting, voter
registration and
voter behaviour.
They will do so by
preparing mind
maps related to
their interviews of
voting information
both visitors during
their field trip last
class.

and representation
Learning Outcomes
Program of Studies
this lesson
participation, how
governments and
During Lesson Three

students will prepare
mind maps using the
MindMeister
computer software
program. They will
create the mind
maps using the
information they
obtained when they
interviewed voting
information booth
visitors during their
Lesson Two field trip.

recognize how
individuals and
Following Lesson
Three students will
use their mind maps
as key elements in
their summative
performance task
projects. For those
projects, students
will prepare reports
maps and other
aspects of voting.
Recognize and
respect the
(C, I)
Value citizens
participation in a
democratic society
(C)
6.1.2 Students will

demonstrate an
issues:
-
What is democracy
freedoms,
PADM)
What are the rights

representative
democracy? (C,
PADM)

students preparation
of mind maps during
Lesson Three is vital
to their subsequent
performance task
projects. The
teachers deliberate
scaffolding from
Lessons One to Three
is designed to
maximize students
particularly at the
summative
assessment stage.
Analytic vs. Holistic

Rubrics
As the teacher
designed Lesson
Three she knew that
she needed to design
an end of unit
summative
assessment task, and
she did so: She
designed a
performance task for
her students to
complete at the end
of the mini unit.
As the teacher
designed the
performance task,
which she introduced
to her students
during Lesson Three,
she decided to
design a marking
rubric, in order to
clearly show her
students how she
was going to mark
their work.
As the teacher
prepared her
marking rubric she
decided to use an
analytic rubric,
rather than a
holistic one. She did
so because analytic
rubrics contain more
information across
more categories,
making the teachers
criteria for awarding
grades both specific
and explicit.
The performance
learning using identifie
technology
learner outcomes.
Voting, and democracy and

representation generally, are
included in two of the Specific
Learning Outcomes (SLOs) from
Albertas Grade 6 Social Studies
Program of Studies that are
addressed by this lesson
participation, how governments
and citizens interact, etc.).
The SLOs are as follows:
6.1.1. Students will recognize how
individuals and governments interact
and bring about change within their
local and national communities:
-
Recognize and respect the

democratic rights of all citizens
in Canada (C, I)
Value citizens participation in a

democratic society (C)
6.1.2 Students will demonstrate an

understanding of the fundamental
principles of democracy by exploring
and reflecting upon the following
questions and issues:
-
What is democracy (i.e. justice,

equity, freedoms,
representation)? (C, PADM)
What are the rights and

responsibilities of citizens living
in a representative democracy?
(C, PADM)
As a part of learning about voting

and related concepts, in Lesson
Three students will prepare a
mind map, brainstorming and
working with a partner and using
the computer software program
MindMeister to do so.
As students do this, they will
achieve some additional Specific
Learning Outcome items for
Grade 6 Social Studies, as
follows. I have highlighted the
As a part of learning
about voting and
related concepts,
students will prepare a
mind map during this
lesson, brainstorming
and working with a
partner and using the
computer software
program MindMeister,
to do so. As students
do this, they will
achieve some
additional Specific
Learning Outcome
items for Grade 6
Social Studies:
decision making and
problem solving:
-
Consider multiple
perspectives
when dealing with
issues, decision
making, and
problem solving
Collaborate with
others to devise
strategies to deal
with problems
and issues
(Technology
related): Use
graphic
organizers, such
as mind
mapping/webbing
to present
connections
among ideas

cooperation, conflict
resolution and consensus
building:
-
Work collaboratively
with others to
achieve a common
goal
(Technology related):
task analytic rubric

created by the
teacher is submitted
by the teacher
along with this
rationale chart.
particularly salient items, which

relate to technology:
6.S.4. Students will demonstrate
skills of decision making and
problem solving:
-
Consider multiple
perspectives when dealing
with issues, decision making,
and problem solving
Collaborate with others to

devise strategies to deal with
problems and issues
(Technology related): Use

graphic organizers, such
as mind
mapping/webbingto
present connections
among ideas
KSA (k)
As she designed
Lesson Three, the
teacher was
informed by the
Knowledge, Skills,
and Attributes (KSAs)
listed by the Alberta
Minister of
Education, and
Certification as a
Alberta. She
specifically
considered KSA (k),
which states that
interim teachers
understand:
k) the purposes of
student assessment.
They know how to
assess the range of
selecting and
developing a variety of
techniques and
instruments. They
know how to analyze
the results of
Education Albertas
proscribed teacher
6.S.5. Students will demonstrate

skills of cooperation, conflict
resolution and consensus building:
-
Work collaboratively with others

to achieve a common goal
(Technology related): Record

group brainstorming,
planning and sharing of ideas
by using technology
The students Lesson Three mind

maps contain the information
students obtained when, on their
Lesson Two field trip to the
University of Lethbridge campus,
they interviewed visitors to
voting information booths. As
they spoke to the booth visitors,
they asked them questions
related to voter behaviour and
voter registration.
The mind mapping exercise is
useful to students because it
enables them to consolidate what
they learned during the field trip
and to make connections
between the ideas.
Using computer technology to
Record group
brainstorming, planning
and sharing of ideas by
using technology
Knowledge, Skills,
and Attributes (KSAs)
found on November
3, 2015 at:
https://education.alberta
.ca/department/policy/st
andards/teachqual/.]
Lesson Description:
Working with a
partner, students
will prepare mind
maps related to their
information both
visitors during their
field trip last class.
Specifically, the mind
maps will contain
information related to
the questions students
posed to booth
visitors, which were:
Why did you

come to the
voting
information
booth today?
Are you
planning to
vote in the
upcoming
federal
election?
If you are
planning to
vote in the
election, why is
that?
What are your
feelings about
voting in
elections,
generally?
During the field trip,

students were able to
engage voting aged
individuals directly, by
interviewing voting
information booth
visitors. Students
asked the booth
visitors questions that
centered on voting and
voting behaviour,
giving students an
opportunity to see that
every voter is
different. Students
also learned that
voting involves choice,
and that the choice of
whether to register to
vote is an early step
towards exercising
ones right to
participate in the
electoral process.
The teacher planned
the field trip
understanding that by
encountering voters
directly, students were
more likely to
understand the
concepts of voting,
and more easily work
with related concepts
such as voter
behaviour and
democracy, generally.
By working directly
with voting aged
individuals, students
were immersed in the
Program of Studies
proscribed curriculum.
Understanding by
Design (UbD)
The teacher
designed this mini
unit by using the
core assessment
concept of
Understanding by
Design (UbD). This
approach to
planning, instruction,
and assessment is
discussed by Wiggins
and McTighe.
[Footnote inserted
here, for readers
ease of reference:
Wiggins, G.P., and
McTighe, J. (2005).
Understanding by
design (2nd ed.).
Alexandria, VA:
Association for
Supervision and
Curriculum
Development.]
Specifically, the
teacher determined
what her desired
entire mini unit,
which was comprised
of Lessons One, Two,
and Three. She
decided what she
wanted her students
to learn about voting,
voter registration,
and voter behaviour,
create the mind maps,

specifically the MindMeister
software program, is helpful also.
That is because:
It enables students to prepare
mind maps more quickly and
efficiently than preparing them
by hand, and to correct mistakes
more easily;
It enables students to work more
efficiently with a partner, as they
can both edit the map at the
same time, if they wish;
It enables students who have
physical disabilities or challenges
to create a mind map more easily
than they might be able to create
one using pen and paper. This is
particularly the case given that
most computers have settings
specifically meant to assist
individuals with disabilities,
regardless of the software
program they are using; and
Computer mind mapping permits
students to share their mind
maps with others, quickly and
easily. This potentially includes
other students around the world,
subject of course to the mores of
digital citizenship and the
guidance and restrictions
imposed by the classroom
teacher.
Now, as she engages

students in the mind
map project, the
teacher permits
students to actively
recall, record, and
make mental
connections between
the voting related
ideas they learned
during the field trip.
This in turn will permit
students to
comfortably scaffold
from the mind map
project to their end of
mini unit performance
task projects.
All of these tasks are
tied directly to the
curriculum, building
upon one another and
reinforcing students
knowledge and
understanding of key
concepts.
as a part of ensuring
that she taught
material that would
support the General
Learning Outcomes
and Specific Learning
Outcomes contained
in the Alberta Social
Studies 6 Program of
Studies.
teacher worked
backwards and
decided how to
acceptably assess
Lessons One, Two,
and Three. After
decided what to
include in each of the
lessons, as well as
the end of unit,
summative
performance task.
In the case of Lesson
Three, therefore, the
teachers lesson
design was informed
by the core
assessment concept
of Understanding by
Design.
The following core

assessment concepts
also informed the
teacher, as she
designed Lesson
Three:
Validity
As the teacher
designed Lesson
Three, she knew that
to ensure that her

classroom
assessment would be
valid. She knew that
valid assessment
involves the
evidence from
multiple sources
match[ing] the
quality levels
the standards or
learning outcomes.
(2012). Making
Classroom
Assessment Work.
Connections
Publishing, p. 46.]
teacher ensured that
during each of her
three mini unit
lessons she obtained
formative
assessment evidence
from several sources.
She also ensured
that she did so in
ways that would
match the quality
level that would be
the Alberta Social
Studies.
In Lesson Three, the
she obtained
formative
assessment
information in
multiple and high
quality ways. The
techniques she used
are outlined in
another column in
this Lesson Three
Assessment section.
Reliability
As the teacher
designed Lesson
Three, she knew that
was to ensure that
her classroom
assessment would be
reliable. She knew
that reliable
assessment involves
the students
producing the same
kind of result at
different times.
(2012), p. 46.]
during each of her
three mini unit
lessons she obtained
formative
assessment evidence
from several sources.
She also ensured
that she did so in
ways that would
permit her to check
whether students
were producing the
same kind of result
at different times.
The formative
assessment
techniques she used
are outlined in
another column in
this Lesson Three
Assessment section.
Triangulation of
evidence (Davies)
As she designed all

mini unit the teacher
was informed by the
key assessment
concept of
triangulation, which
she knew increases
the reliability and
validity of
assessments. Davies
says, When
evidence is collected
by three different
sources over time,
trends and patterns
become apparent,
and the reliability
and validity of our
classroom
assessment is
increased. This
process is called
triangulation.
(2012), p. 46.]
in her design of
Lessons One, Two,
and Three, the
teacher worked to
obtain evidence from
three different
sources during each
of the lessons, as
follows: Observations
of learning, products
conversations with
students about
Davies, A. (2012), p.
45.]
The observations,
products, and
conversations the
teacher used as
assessment sources
in Lesson Three are

outlined in another
column in this Lesson
Three Assessment
section.
Assessment of
Learning
(Summative) vs.
Assessment for
As she designed the
the key assessment
concepts of
assessment of
as summative
assessment and
assessment for
as formative
assessment.
because she
understood that by
using formative
assessment
assessed as they
learn but is not
assigned marks, she
would improve her
students learning.
The teacher also
knew that when it
was time for her to
unit assessment task
to her students on
which her students
would be marked, i.e,
a summative
assessment task, her
students would likely
perform well. She

knew that would be
the case because her
frequent use of
formative
assessment
techniques during
would have
strengthened her
students learning.
The formative
assessment
techniques used by
the teacher in Lesson
Three are listed in
another column in
this Lesson Three
Assessment section.
Differentiated
instruction and
assessment
The teacher also
applied the key
assessment concept
of differentiated
instruction and
assessment as she
designed the mini
she
understood that in
her students, she
needed to
accommodate the
fact that her
students were
having learning
challenges not
experienced by
others.
As she designed the
three mini unit
lessons and the
summative end of
unit performance
task, the teacher
incorporated
differentiated
instruction and
assessment
techniques.
The differentiated
instruction and
assessment
techniques used by
the teacher as she
designed Lesson
Three are listed in
another column of
this Lesson Three
assessment section.
learning
The teacher knew
that ultimately she
would need to report
her students
of summative
assessment results,
on report cards. In
order to maximize
her students
chances of success
at summative
assessment tasks,
assessment concept
of reporting to her
design of the mini
unit lessons.
by using scaffolded
formative
assessment
techniques in her
lessons. She did this
in order to maximize
her students
learning and their
achievement on the
end of unit,
summative
performance task
project. She knew
that this in turn
would permit her to
have summative
marks to include on
knew were soon due
the reported marks
would be ones of
which her hard
working students
could be proud.
Curricular outcome
driven instruction
and assessment
(Gareis and Grant)
The teacher also
applied the core
assessment concept
instruction and
assessment to her
design of the mini
unit lessons. This
by Gareis and Grant
and it involves the
idea that teachers
should prepare unit
plans and
assessment plans
based upon the
intended curriculum
and skills and
comprehension goals
for a unit or
assessment.
[Footnote: Gareis,
C.R. & Grant, L.W.
(2015). Teacher
Made Assessments:
How to connect
curriculum,
instruction, and
Ed.) New York:
Routledge.]
As she designed
lessons One, Two,
and Three, the
formative
assessment tasks
contained within
them, and the end of
mini unit summative
performance task,
the teacher did so
her planning and
design upon the
Alberta Social
Studies. She knew
that doing so was in
keeping with Gareis
and Grants
recommendations for
effective teaching
and assessment.
The Gareis and Grant
approach also
aligned with the core
assessment concept
of using a new
sequence of
instruction, as
described by Wiggins
and McTighe.
[Footnote: Wiggins,
G. & McTighe, J.
(2008). Put
Understanding First.
Educational
Leadership 65, (8)
pp. 36-41.]
Student involvement
in the assessment
process (Black et al.)
The teacher also

designed the three
lessons of the mini
core assessment
feedback through
assessment, as
Harrison, Lee,
Marshall, and
William, Working
Inside the Black Box:
Assessment for
Learning in the
Classroom, Phi
Delta Kappan, Vol.
86, No 1, September
2004, p. 9 21.]
Specifically, the
teacher knew that
Black et al.
emphasized the
and self-assessment,
feedback through
grading, and
questioning, to
improve student
this, she designed
the three mini unit
lessons with these
core concepts in
mind.
The formative
assessment
techniques the
teacher used as she
designed Lesson
Three are contained
in another column of
this Lesson Three
Assessment section.
Description
What is the teacher

doing?
activities, per the
Lesson Description
box, directly above
this one.
Using the following
& differentiate:
Think-pair-share, in
introductory
discussion;
Whole group
discussion, as
introduced mind
map project;
Use of technology,
as demonstrated
mind mapping
software to students
on whiteboard, and
had them use
software to prepare
their mind maps;
Partner work, as
students prepared
mind maps with a
partner;
Answered students
questions,
throughout class as
need arose;
Performance task
Instructions
Handout and
What formative
Engagement and
concepts?
Learning
collecting? How will
you use that

information?
Re Facilitating
multiple activities, per
the Lesson
Description box,
directly above this
one: By facilitating a
variety of activities
related to voter
behaviour, the teacher
will hopefully cause
students to feel
excited and curious
about the concepts
being taught. This in
turn will cause them to
be more receptive and
engaged as learners.
Re using a variety of
techniques, in order to
facilitate learning &
differentiate:
Think-pair-share, in
introductory
discussion: This
permits students to
help one another to
recall ideas, while
connecting students to
a peer. This is
particularly helpful and
confidence building for
students who perhaps
do not have
(many/any) friends
outside of the
classroom.
Whole group
discussion, as teacher
introduced mind map
project: This permits
Formative
assessment
techniques I will
use during Lesson
Three:
I will observe and ask
questions of
students as they
work cooperatively
with a partner to
create a mind map
and I circulate
through the
classroom. I will
also review the
mind maps, as
they are in
progress.
As I circulate
through the
classroom I will ask
each partner group
at least two of the
following
questions:
What did
university
students tell
you were their
reasons for
visiting the
information
booths?
What did the

students tell
you about
whether they
were planning
to vote in the
upcoming
federal election?
What reasons
did they give for
their answers?
Please refer to the

lengthy section
directly above this
one, What core
assessment concepts
inform your design
choices? That
section also
discusses my use of
formative
assessment in
Lesson Three, at
length.
I answered both
sections together
because it flowed
applied what I
learned in the
Three and in the mini
unit, generally.
Potential downsides to the use of

this activity are as follows:
Students might become so
caught up in the challenges and
minutiae of creating a mind map
that they lose sight of the
concepts the teacher is working
to teach them;
Students might become involved
in sharing their mind maps with
others in ways that do not
respect classroom rules or
common sense rules of digital
citizenship and digital safety. By
doing so students might put their
safety and security, or those of
others, at risk; and
The ease and convenience of
digital mind mapping might deter
students from making the deep
connections between ideas that
are sometimes a feature of
creating mind maps by using a
pen and paper.
Assessment Rubric
documents provided
to students, as
teacher advised
them, as a whole
group, about their
upcoming end of
mini unit
performance task
project;
Differentiation:
Permitting some
students to use
interview notes
made using iMovie
software, as they
prepare their mind
maps.
Differentiation:
Adjusted proposed
mind map partner
groups before
students started
partner work. Did so
in order to balance
student strengths
and weaknesses.
Differentiation,
looking forward:
Advising students
they will be
permitted to obtain
formative peer
feedback on their
summative
performance tasks
(including mind
maps), should they
wish.
Differentiation,
looking forward:
Advised students
they will be
permitted to choose
one of four different
ways in with which
the teacher to
thoroughly and clearly
explain the project,
ensuring that all
students heard the
same instructions.
Students are also
permitted to clarify
their understanding by
asking questions, and
students benefit from
hearing the teachers
answers to other
students questions.
Use of technology, as
teacher demonstrated
mind mapping
software to students
on whiteboard, and
had them use software
to prepare their mind
maps: Students, as a
group, enjoy using
computers. The
teacher wisely chose
to have students use
computer technology
for their mind maps,
rather than having
them produce them by
hand, because she
understood that
computer generated
mind mapping would
be quicker and easier
for students than hand
drawn mind mapping.
This in turn increases
student engagement
and confidence, as
they can more quickly
see the results of their
work. Students also
enjoy working with a
technology
computers - with
which they are
comfortable and which
they often associate
with recreation and
If students told
you they were
planning to vote
in the election,
what reasons
did they give
you for that?
What did
students tell
you about their
feelings about
voting,
generally?
What is the
purpose of
creating this
mind map?
What did you

learn about
voting during
the field trip?
What have you

learned during
the mini-unit
that has
affected your
personal view of
voting, as a
future voter?
I will record students

answers to my
questions, my
observations of
students as they
work on their mind
maps, and my
impressions of the
mind maps in
progress, in the
form of anecdotal
records on a Class
List Anecdotal
Observations
worksheet.
I will review the
students mind
maps, many of
which will be
incomplete and
to present their
summative
performance task
project.
fun.
Partner work, as
students prepared
mind maps with a
partner: Everybody
likes to feel safe and
supported. By having
her students complete
their mind maps with a
partner, the teacher
provides them with a
cheerleader, helper,
and fixer, someone to
hopefully keep them
supported and
optimistically engaged
with the project.
Answered students
questions, throughout
class as need arose:
By answering the
students questions
the teacher permitted
them to actively
engage with the mind
mapping project,
clarifying anything that
was unclear.
Performance task
Instructions Handout
and Assessment Rubric
documents provided to
students, as teacher
advised them, as a
whole group, about
their upcoming end of
mini unit performance
task project: The
teacher used hard
copy documents to
clearly indicate to
students what would
be required of them for
their performance
task, and how she
would evaluate their
work. This permitted
students to clearly
finished in a
subsequent lesson,
after the end of
Lesson Three.
Assessment
information I will
Three:
My observations of
students work on
their mind maps,
and the status of
the maps
themselves as I
speak to students
during class. I will
record this
information in the
form of anecdotal
records;
Students answers to
my questions as I
circulate through
the classroom. I
will record this
information in the
form of anecdotal
records; and
Students (mostly
incomplete) mind
maps, which I will
review after Lesson
Three.
How I will use the

assessment
during Lesson Three:
My observations of
students work on
their mind maps,
and the status of
understand what was

expected of them, and
to feel engaged and
supported in their
learning.
Differentiation: The
teacher permitted
some students to use
interview notes made
using iMovie software,
as they prepared their
mind maps: The
teacher used this
differentiation to
ensure that students
who felt more
comfortable using
iMovie software during
their field trip
interviews continued
to be supported, as
they integrated the
resulting work product
into their mind map
projects.
Differentiation:
Adjusted proposed
mind map partner
groups before students
started partner work,
in order to balance
student strengths and
weaknesses: The
teacher did this in
order to ensure that
students would be
maximally challenged,
engaged, and
supported, as they
prepared their mind
maps.
Differentiation,
looking forward: The
teacher advised
students that they
would be permitted to
obtain formative peer
feedback on their
the maps
themselves as I
speak to students
during class. (I will
record this
information in the
form of anecdotal
records.): I will
review this
information prior
to students
commencing work
on their
summative
performance task
projects, after
Lesson Three. I
will do so in order
to gauge students
level of
understanding of
the information
they obtained from
field trip
interviewees, and
their comfort level
with both mind
mapping and the
MindMeister
software. I will also
use this
information to
assess which
students will likely
require additional
support as they
complete their
performance task
projects.
Students answers to
my questions as I
circulate through
the classroom.
(This information
will be recorded in
my anecdotal
records): I will
review this
information prior
performance tasks
projects (including
their mind maps, as
they complete them),
should they wish: By
doing this, the teacher
ensured that students
had the opportunity to
feel supported by her
and by their peer
feedback partner - as
they completed their
projects. This in turn
increased the
likelihood of students
feeling secure and
engaged with the
curriculum.
Differentiation,
looking forward:
Teacher advised
students they would
be permitted to choose
one of four different
ways in with which to
present their
summative
performance task
projects: By doing this,
the teacher increased
students comfort, as
they approached the
performance task with
differing learning
strengths and
challenges. This in
turn increased the
likelihood that as
students completed
their projects they
would absorb the
concepts being taught
and engage with the
curriculum.
to students
commencing work
on their
summative
performance task
projects, after
Lesson Three. I
will do so in order
to gauge students
level of
understanding of
the information
they obtained from
field trip
interviewees. I will
also use this
information to
assess which
require additional
support as they
complete their
performance task
projects.
Students (mostly
incomplete) mind
maps, which I will
review after
Lesson Three: I will
review this
information prior
to students
commencing work
on their
summative
performance task
projects, after
Lesson Three. I
will do so in order
to gauge students
level of
understanding of
the information
they obtained from
field trip
interviewees, and
their comfort level
with both mind
What are the

students doing?
Working with a
partner, preparing
mind maps. The
mind maps contain
information they
gathered during
their field trip
information booth
visitors.
Participating in
multiple activities
Description box,
two boxes above
this one;
Learning in
engaging, varied,
and differentiated
ways, per the What
is the Teacher
above this one.
Preparing mind maps

with a partner permits
students to
consolidate what they
have learned about
voting, voter
behaviour, during their
field trip experience.
This in turn supports
students engagement
with the concepts
included in the
Program of Studies.
multiple activities
By having students
participate in a whole
group discussion about
mind mapping, and
then having them
prepare a mind map
with a partner, the
reinforce students
understanding of what
they learned during
the field trip.
By having students
learn about the end of
unit performance task
project via a whole
group discussion, and
providing to students
supporting hard copy
instructions and rubric
handouts, the teacher
is helping students to
clearly understand
what is expected of
them for the project.
Re, Learning in
mapping and the

MindMeister
software. I will also
use this
information to
assess which
require additional
support as they
complete their
performance task
projects.
per the What is the

Teacher Doing? box,
directly above this
using mind mapping in
order to strengthen
students
understanding of
concepts, and help
them to make
connections between
ideas. She is also
permitting them to
generate a product a
digital mind map
which they can review,
feel good about, and
share with others.
The teacher also used
the mind maps project
because the mind
maps could
subsequently be used
as springboards, both
in terms of students
curriculum
understanding and
confidence, to
students entry into
their next project. That
project is their end of
unit performance task.
By using this
scaffolding
technique, the teacher
will hopefully help
students to absorb,
use, and apply their
curriculum in their day
to day lives.
Sequence of key
questions:
teach this mind
understanding, by
observing students,
asking them
questions, and
answering their
lesson:
What is the role of the
voting information
booth volunteers?
What is the purpose of
the voting
information booths?
What were the
answers of voting
information booth
visitors, to the
questions students
posed to them
during our field trip
last class?
mapping lesson, the

teacher needs to know
exactly which
questions she will pose
to her students,
questions which, by
the end of the lesson,
they will each ideally
be able to answer.
The teacher prepared
the list of key
questions contained in
the box to the
immediate left of this
one as a part of her
Lesson Two (mind map
lesson) planning. As
she did so she had a
clear goal in mind: By
the end of the lesson
her students would be
able to answer the
questions, if she had
Student engagement
and learning is
encouraged when
teachers are
organized, focused,
and thorough.
questions, and then
asking and answering
them during the mind
mapping lesson, are
some of the most
effective ways in which
this teacher can
ensure that her
students are learning
effectively and
engaged, during the
lesson.
Evidence of Lesson
components
(opening, closing,
content, timeline)
Re Opening: The
teacher reminded
students of what they
Opening:
Brief teacher
presentation re her
observations during
field trip. Then a
student Think-PairShare activity, in
which students
share with a partner
at least two things
they learned from
the voting
information booth
visitors. Finally, a
whole group
discussion in which
class members
share their partner
groups answers.
Closing:
Explained that mind
maps form
important part of
summative
performance task.
Introduced
performance task
and explained to
students what is
required, providing
Instructions
Handout and
Assessment Rubric
documents, as did
so. Answered
students questions.
Asked students to
show me a thumbs
up or thumbs down
related to how they
are feeling, in
anticipation of
performance task.
Content:
Refer to Lesson
Description and
What is the Teacher
did during last lessons

field trip, by sharing
some of her memories.
Then she had students
do the same thing, in
the supportive context
of a partner group,
before she brought
them together for a
related whole group
discussion. By
enabling students to
supportively pool their
field trip memories,
the teacher gently but
surely prepared
students for their next
task, which was to
prepare mind maps
using information they
obtained during the
field trip.
Re Closing: The
teacher transitioned
students from their
mind maps to the
introduction of their
summative
performance task,
explaining that the
performance task will
feature the mind
maps. The teacher
provided hard copy
Instructions and Rubric
handouts to students
and explained that
students will work on
their projects for 15
20 minutes during
each of their next six
Social Studies classes.
By doing all of this, the
teacher effectively
ended students mind
map work and,
building on it,
prepared them for the
task to come. She also
sensitively reviewed
Doing? boxes, four

and three boxes
above this one,
respectively.
Timeline:
60 minutes total:
8 minutes: Opening
41 minutes: 1
activity (mind map
creation)
11 minutes: Closing
students responses to
her thumbs up or
thumbs down inquiry
about how students
were feeling about the
performance task.
These lesson closing
steps helped students
to feel engaged and
supported in their
learning, which
hopefully increased
their intended effort
and commitment to
the performance task.
Re Content: The
teacher used students
mind map work to help
them consolidate what
they learned prior to
and during the field
trip. She also had
students create mind
maps in partner
groups in order to
support their learning
and increase their
likelihood of efficient
mind mapping success
Re Timeframe:
The teacher used a
significant amount of
time (8 minutes and
11 minutes,
respectively) for the
opening and closing of
this lesson. She did so
in order to invest in
the students effective
preparation via the
opening for the mind
map activity, and
preparation via the
closing for the
summative
performance task to
come.
Meanwhile, the
teacher provided
students with a
significant amount of
time, 41 minutes, in
which to complete
their mind maps. She
also reassured
students that if they
did not finish their
mind maps within that
time, they would be
provided with further
class time in which to
do so. This support
permitted students to
feel safe and assisted,
and thereby increased
their engagement with
the curriculum.
By: LAUREL NAST
In this assignment you will develop a mini unit plan comprised of an overview, a
performance task and rubric, three consecutive lessons and a reflective rational
chart. 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).
You will develop three lesson plans, with embedded formative assessments, that
should be carefully linked to scaffold learning and inform future instruction.
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. You will also be expected to
design a performance task, with accompanying rubric, as a summative
assessment tool for the mini- unit. They should also attend to learning theory,
and assessment theory. One of your three lessons should incorporate the
thoughtful and purposeful use of technology.
The reflective 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 decision-making.
Some elements of this assignment can be completed collaboratively (in groups of 2

or 3) other elements must be completed individually (see chart below). This
assignment is due (for all modules) by noon on November 9th.
Your mini-unit must focus on Grade 1-6 curriculum outcomes from the Alberta
Module
Group
Program of Studies.
Option
An overview of curriculum outcomes, overarching

Assessment
Yes
1
questions, and assessment features.
.
Completed assignments must be posted to your eportfolio. Both
C&I a link to your
completed assignment and the full copy of the file (in .doc format) must be
A sequence of three consecutive lesson plans leading to
C&I
2. uploaded
in Moodle. Check with each module instructor regarding
specific Yes
a performance task (C&I will provide template options).
expectations for submission.
Each lesson must include:
Overview, rational, overarching questions

General information about the class being
taught (e.g., grade level, duration of class)
SMART lesson objectives that are clearly linked
to GLOs and SLOs
Materials utilized in the lesson (copies should
be included with the plan)
Detailed description of lesson procedures
Lesson Plan
One Submission
including
logistical considerations (avoid vague October 15, 2015
instructions such as introduce the topic)
Lesson Plan
Peer Workshop
October 22, 2015
WellTwo
sequenced
activities including an
introduction, body, and closure
Mini Unit
Submission
November 9, 2015
Key
questions and statements to reinforce
learning (exact phrasing)
Time allocations for all activities
Differentiation
Management considerations for establishing a
positive learning environment
At least one formative assessment activity.
Each formative assessment task must be
completely developed (including instructions,
handouts, and resources as required).
3.
A reflective rationale chart for the lesson plan sequences

that tie lesson plan features to course expectations. See
assignment template for more information.
C&I,
Assessment,
Ed Tech,
Psychology
No
4.
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.
C&I
Yes
Assignment Timeline
Assignment Components
Assessment
Assessment Rubric
Level
Excellent
Proficient
Adequate
Limited
Demonstrates precise alignment of

stated purpose, outcomes, activities, and
assessment evidence (x2)
Demonstrates effective alignment of

Demonstrates feasible alignment of

Demonstrates confusing alignment of

Develops insightful learning

opportunities that enhance meaningful
engagement (x2)
Develops reasonable learning

opportunities that support meaningful
engagement (x2)
Develops simplistic learning

opportunities that partially support
meaningful engagement (x2)
Develops ineffective learning

opportunities that interfere with
meaningful engagement (x2)
Lesson plan series is skillfully designed

to promote student learning
Lesson plan series is effectively

designed to promote student learning
Lesson plan series is somewhat

appropriately designed to promote
student learning
Lesson plan series is inappropriately

designed to promote student learning
Instructional strategies have been

skillfully utilized to differentiate learning

effectively utilized to differentiate
learning

simplistically utilized to differentiate
learning
Instructional strategies have been poorly

utilized to differentiate learning
Insufficient / Blank
Criteria
Outcome 2
Use provincially mandated curriculum to inform
and direct planning and instruction (KSA C, F)
Outcome 3
Plan lessons to engage learners in
meaningful educational experiences
(KSA-I)
Outcome 4
Students will organize lessons into a
logical sequence or series (KSA-E, F)
Outcome 5
Use a variety of instructional strategies to
effectively address desired learning outcomes,
subject matter, varied learning styles, and
individual needs (KSA-E, H, I)
Outcome 7
Students will describe and analyze
components of a positive classroom,
articulating ways this learning
environment is established and
maintained
Outcome 8
Critically reflect upon pedagogy to
identify variables affecting educational
episodes and refine ones practice
Rationale demonstrates sophisticated

insights related to planning and intended
student learning
Rationale demonstrates perceptive

student learning
Rationale demonstrates superficial

student learning
Rationale demonstrates irrelevant

student learning
(x2)
(x2)
(x2)
(x2)
Reflection on planning decisions

demonstrates an insightful focus on
establishing and maintaining a positive
learning environment
(x2)

demonstrates a strategic focus on
(x2)

demonstrates a narrow focus on
(x2)

demonstrates limited focus on
(x2)
No score is awarded because

there is insufficient evidence of
student performance based on
the requirements of the
assessment task
Mini Unit Plan Overview
Teacher
Subject
Topic/Focus
Laurel Nast
Social Studies Grade 6
Voter Participation
Overarching Question: Should we vote in federal elections, and if so, how do we register to do so?
Sub-questions:
(1) Review from past lessons: (a) What is a federal election? (b) What is voting?
(2) How can individuals register to vote in federal elections?
Overarching Question
(3) Why do some individuals choose not to vote in federal elections?

(4) How can we encourage individuals to vote in federal elections?
(5) What is the difference between the right to vote in an election and the responsibility to vote?
(6) How can students apply their experiences during this mini-unit to their future voting behavior, when they become adults?
Learner Considerations
Mini unit commences six weeks prior to the Canadian federal election.
Students have already participated in lessons related to the concepts of representative democracy, elections, and voting in Canada. They have participated in two
lessons related to Canadian federal elections, in particular, and they understand that Canadian citizens aged 18 and older are eligible to vote. They also understand
that the next federal election occurs in six weeks time.
Students were previously taught how to mind map using the MindMeister software program and have shown themselves capable of using the program.
Students have access to iPads and personal computers during class time (classroom iPads and classroom laptops). Ipads and laptops both have iMovie software on
them. Each student is proficient in the use of the iPads and laptops and the iMovie software.
I have already received signed permission slips from all parents & guardians related to the second lesson field trip to the University of Lethbridge campus.
The University of Lethbridge Student Union has agreed to permit students to assist its student volunteers, as they staff voter information desks across campus.
University of Lethbridge administration has also consented to this arrangement. My principal has approved of the arrangement and I have secured two Educational
Assistants and four parent volunteers to accompany the students and me on the field trip.
Performance Task Overview
There are no students in the class with diagnosed disabilities. However five of the 30 students are weak at in expressing themselves in writing and two students
have particularly acute anxiety about speaking aloud in front of others.
The performance task will occur after completion of the three lessons in this mini unit. For the performance task, students will prepare a report on voting and voter
registration per their experiences as voting information booth volunteers. This occurred during students Lesson Two field trip to the University of Lethbridge campus. As
a part of this, students will include and discuss the mind maps they created during Lesson Three, which presented the information they gathered during their field trip
volunteer experience.
The reports will also discuss the ways in which students learning during the mini-unit has impacted their personal views on voting, and why students believe voting is
important.
Students will complete their performance task projects individually. However they will complete their mind maps with a partner. They will also have the option of
obtaining formative peer feedback as they work on their projects, should they wish. If so, the person providing feedback will be students mind map partner.
The report will take one of several forms according to students different strengths and preferences and in order to accommodate the need for differentiation. Students
will be permitted to present their report in written form, as a large poster board, as an iMovie, or as an oral presentation to either the entire class or to the teacher,
privately.
Students will be given two weeks in which to complete their performance task projects, and they will be given between 75 and 90 minutes of class time in which to work
on the projects over those two weeks, using classroom resources. The teachers hope is that by applying themselves, students should not have to work on their projects
outside of class time.
Learner Outcomes
General Outcomes
Links to Overarching Question/subquestions
Specific Outcomes
Assessment Criteria
Students provide evidence of their learning as they
Students provide evidence of their learning as they:

Students will:
Appreciate the significance of Canadians participation

in federal elections.
Throughout the mini-unit: Formative assessment tasks:

participate in think-pair-share, small group, and class
discussions regarding mini-unit experiences and
concepts being presented.
Learn about the right of Canadians to vote in the

upcoming federal election.
6.1 Students will demonstrate an

understanding of the dynamic
relationship between governments
and citizens as they engage in the
democratic process.
6.1.1. Students will recognize how individuals and

governments interact and bring about change within
their local and national communities:
Recognize and respect the democratic rights of all

citizens in Canada (C, I)
Value citizens participation in a democratic society

(C)
Observe and support the efforts of University of

Lethbridge on campus volunteers to encourage fellow
students to vote.
Examine the obstacles to individuals voting and

examine how those obstacles can be overcome.
Learn how individuals can register to vote.
6.1.2 Students will demonstrate an understanding of

the fundamental principles of democracy by exploring
and reflecting upon the following questions and issues:
democratic process.
What is democracy (i.e. justice, equity, freedoms,

representation)? (C, PADM)
What are the rights and responsibilities of citizens
During first lesson: Formative assessment tasks: share in

journal entries and also via exit slip, what they and their
partner learned online about how individuals can
register to vote
During second lesson: Formative assessment task:

Participate in the field trip to University of Lethbridge
campus. I will formatively assess students during this
task by observing them and asking them questions.
During field trip I will record my observations as
anecdotal records, one per student.
Understand that they will have the right to vote when

they are 18 years of age and older.
After the field trip, during third lesson: Formative

assessment task: prepare mind maps, using MindMeister
software, related to what students learned during the
field trip. May be done with a partner.
Appreciate the importance of exercising their right to

vote.

assessment task: Answer the mind map related
questions I will pose to them, as I circulate through the
class and create related anecdotal records.
Students will:
Understand that democracy includes the right of

Canadian adults to vote in federal elections.

Understand the difference between the right to vote in

register to vote
an election and the responsibility to vote.
living in a representative democracy? (C, PADM)
Appreciate that Canadian adults have the responsibility

to vote, if not the obligation, as contributing members of
society.


field trip. Will be done with a partner.
democratic process.
6.S.4. Students will demonstrate skills of decision

making and problem solving:
Consider multiple perspectives when dealing with

issues, decision making, and problem solving
Collaborate with others to devise strategies to

deal with problems and issues
(Technology related): Use data gathered from a

variety of electronic sources to address identified
problems
(Technology related): Use graphic organizers,

such as mind mapping/webbingto present
connections among ideas
Students will:
Prior to their Lesson Two field trip:

Conduct online research (Elections Canada website)

related to how individuals can register to vote
During their Lesson Two field trip:

Learn from university students whether they have
registered to vote and whether they intend to vote, in
the upcoming federal election.
Learn about university students reasons for choosing to

register and to vote, or not to do so.
Respect the different decisions made by the university

students regarding whether to vote.
Work cooperatively with classmates and University of

Lethbridge volunteers, to explain to university students
how to register to vote and to encourage them to do so.

register to vote

During Lesson Three:

Use graphic organizer technique of mind mapping to
present ideas about voting and voter behaviour.
Students will:
Work with fellow students to learn the concepts being

presented and prepare for field trip.
democratic process.
6.S.5. Students will demonstrate skills of cooperation,

conflict resolution and consensus building:
Work collaboratively with others to achieve a

common goal
(Technology related): Record group brainstorming,

planning and sharing of ideas by using technology
Work cooperatively with classmates and University of

Lethbridge volunteers to explain to university students
how to register to vote and encourage them to do so.
Work in small groups to brainstorm for a mind map

related to voting and voter behaviour.
Working with a partner, use the MindMeister software

program to create a mind map.


register to vote


Assessment Criteria- Laurel Nasts

Rubric for Students Summative
Performance Task
Level
Criteria
Outcome 1
Students will list at least three
things they learned about voting
during the University of
Lethbridge field trip and our mini
unit classes
Outcome 2
Students will discuss their mind
maps, specifically at least four
pieces of information voting
information booth visitors
provided to them in response to
their questions
Outcome 3
Students will share how what they
learned during the mini unit has
affected their personal view of
voting, as future voters
Outcome 4
Students will list at least one
reason why voting is important
Excellent
Proficient
Adequate
Limited *
Demonstrates clear and

insightful understanding, as
lists at least three things
learned about voting
Demonstrates a reasonable
understanding, as lists at least
three things learned about
voting, or demonstrates clear
and insightful understanding, but
lists fewer than three things
Demonstrates a simplistic
understanding of as lists three
things learned about voting, or
demonstrates a reasonable
understanding, but lists fewer
than three things
Demonstrates a poor
understanding as lists at least
three things learned about
voting, or demonstrates a
simplistic understanding, but
lists fewer than three things

assessment task.
Does not refer to mind map, or

refers to mind map and
confusingly and poorly lists at
least four pieces of information,
or refers to mind map and
simplistically lists information,
but lists fewer than four pieces

assessment task.
Unclearly or confusingly
shares how learning has affected
their personal view of voting

assessment task.
Unclearly or confusingly
explains at least one reason why
voting is important

assessment task.
Refers to mind map and

comprehensively and
insightfully lists at least four
pieces of information shared by
booth visitors
Insightfully shares how

learning has affected their
personal view of voting
Insightfully explains at least

one reason why voting is
important
Refers to mind map and clearly

lists at least four pieces of
information shared by booth
visitors, or comprehensively and
insightfully lists information, but
lists fewer than four pieces
Effectively shares how learning

has affected their personal view
of voting
Clearly explains at least one

reason why voting is important
Refers to mind map and

simplistically lists at least four
pieces of information shared by
booth visitors, or clearly lists
information, but lists fewer than
four pieces
Simplistically shares how

learning has affected their
personal view of voting
Simplistically explains at least

one reason why voting is
important
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
Insufficient / Blank *
Lesson Plans
Lesson Plan #1
Lesson Title/Focus
Title: Voter Registration
Date
Lesson Day 1 of 3
Focus: (1) Voter Registration and Elections Canada; (2) Preparation for Field Trip, Next
Class
Subject/Grade Level
Time Duration
60 minutes
Mini Unit
Voter Participation
Teacher
Laurel Nast
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Outcomes:
Specific Learning
Outcomes:
6.1 Students will demonstrate an understanding of the dynamic relationship between governments and citizens as they engage in the democratic process.
6.1.1. Students will recognize how individuals and governments interact and bring about change within their local and national communities:
Recognize and respect the democratic rights of all citizens in Canada (C, I)
Value citizens participation in a democratic society (C)
6.1.2 Students will demonstrate an understanding of the fundamental principles of democracy by exploring and reflecting upon the following questions and issues:
What is democracy (i.e. justice, equity, freedoms, representation)? (C, PADM)
What are the rights and responsibilities of citizens living in a representative democracy? (C, PADM)
6.S.4. Students will demonstrate skills of decision making and problem solving:
Consider multiple perspectives when dealing with issues, decision making, and problem solving
Collaborate with others to devise strategies to deal with problems and issues
(Technology related): Use graphic organizers, such as mind mapping/webbingto present connections among ideas
6.S.5. Students will demonstrate skills of cooperation, conflict resolution and consensus building:
Work collaboratively with others to achieve a common goal
(Technology related): Record group brainstorming, planning and sharing of ideas by using technology
LEARNING OBJECTIVES
ASSESSMENTS
Observations:
Key Questions:
I will:
Observe students as they participate in the Lesson One classroom activities, including think-pair-share, whole group discussion, online research, journaling,
thumbs up or thumbs down exercise response, and exit slip completion. I will particularly check whether students appear to understand concepts related to
voting and voter registration.
Ask students questions about various issues throughout the class and monitor their answers and the questions they pose to me.
Review students journal entries related to their online research on the Elections Canada website. This will include journal entries made using the iMovie software
program by students who chose to use that journaling method.
Watch students replies and reactions when I ask them, in whole group and pair-and-share discussion in preparation for our Lesson Two field trip, whether they
have been to the University of Lethbridge, and if so, what they experienced there.
Check students thumbs up or thumbs down response, when I ask them how they are feeling about the upcoming field trip to the University of Lethbridge,
during Lesson Two.
Review students exit slips, which they will complete and return to me at the end of class.
Do students understand:
What voter registration is?
What Elections Canada is?
How adults can register to vote, based upon the information in the Elections Canada website?
The new vocabulary words?
Do students know what to expect during our field trip during Lesson Two?
Products/Performances:
Journal entries (written or videotaped using iMovie program) regarding results of Elections Canada online research.
Exit slips regarding (a) One thing they learned today about how voters can register; (b) What they are expecting to experience during tomorrows field trip; and
(c) How they are feeling about tomorrows field trip.
LEARNING RESOURCES CONSULTED

Alberta Program of Studies Social Studies, Grade 6
MATERIALS AND EQUIPMENT

Whiteboard & whiteboard markers (for vocabulary lesson at start of class)
Teachers computer, linked to the internet
Elections Canada website
Smartboard, linked to teachers computer

Journals (30 one per student)
Class laptops, each equipped with iMovie and MindMeister software (15 laptops for our class of 30
students, who will work in pairs)
Exit slips (32 copies)
Pens, for students to use on exit slips (30+ available)
PROCEDURE
Prior to lesson
Attention Grabber
Ensure whiteboard cleaned off & empty;

Place whiteboard markers at base of whiteboard, ready to use;
Pile students journals on my desk, ready to be handed out;
Ensure laptops are charged & accessible within the classroom, ready for use by students;
Pull up a Google images search of University of Lethbridge, on my computer. Then minimize it, for use during class;
Stack exit slips on my desk;
Place 30+ pens beside the exit slips, on my desk; and
Place this lesson plan on my desk.
Introduction
Speak to students in a large group:
Time
2 min
Role play by me: Pretend I am someone talking to my dog on the evening of election day. I am tired from a long day teaching Grade
6 students, Im hungry for dinner, I want to watch my favourite TV show. In light of that, Im trying to convince myself that its okay for
me not to go to the voting station and vote, that day.
Then role that as I am thinking (aloud) these thoughts, the phone rings. It is obvious to the students, listening in, that caller is my
mother, asking me whether I have gone to vote yet. I tell her I havent, and it is obvious to the students from my end of the
conversation that my mother is not happy about that.
I use humour in this little vignette, giving my mother increasingly lame reasons why I cannot go out to vote that evening (e.g. But my
dog told me he wants to play Xbox with me! But I just put all of my clothes in the washing machine and I cant go down there in the
only thing I have left! Its my bathing suit! Ill freeze!)
It is obvious to students that, on the other end of the phone, my mother is firmly reminding me of what a federal election is and why it
is important that I go out and vote in it, that day. Her reasons are clear and logical. For example, it is important that I vote tomorrow
so that I can have influence over who will run Canada and make big decisions about what happens in our country.
As my mother gives the reasons to me, I repeat them out loud, so the students clearly hear the information (which is a repeat of what
they learned, last lesson). By the end of the phone call I tell my mother I will go out and vote that evening, and thank her for
reminding me of how important it is that I do so.
Assessment of Prior Knowledge
2 mins for partner task

Think, pair, and share: Ask each student to pair with their knee buddy and think about the skit they just saw. Ask them to talk about
these questions, based upon what they saw. Remind them that the answers to these questions are a review from our last lesson:
(1) What is a federal election?

(2) What is voting?
(3) Why is it important that Canadians vote?
2 mins for whole group

discussion
Bring students back to the large group, and engage them in a large group discussion of the answers they & their partners came up
with.
Expectations for Learning and Behaviour
Say: Explain to students that I would ask them to pay attention and bring energy and curiousity to our lesson today, as we learn more
about elections and voting.
Advance Organizer/Agenda
Say: Tell students that today we will be doing the following:
Reviewing some vocabulary words and learning new ones;
Doing online research to find out how individuals can register to vote in federal elections;
Preparing journal entries related to our online research today;
1 min
Learning about our field trip to the University of Lethbridge campus, which will occur during our next lesson; and
Completing exit slips, to let me know about what they have learned today and how they are feeling about the upcoming field trip.
Transition to Body
Explain to students that now it is time to do some vocabulary word review and learn a few new vocabulary words. Explain that they
will need to know these words in order to prepare for and participate in our field trip next class.
Body
1 min
Time
Learning Activity #1
Voter Registration Vocabulary
Say: Speak to students in a large group:
Write the following vocabulary terms on the whiteboard:

vote (a review term), right (a review term), federal election (a review term), plus new words: democracy, eligible, register to
vote, university students, campus, and Elections Canada
3 mins
Ask the students to say each word aloud with me.
Then, one by one, say each word aloud again and, after I have, tell the students what the word means, and use it in a sentence.
After I have done this, ask the students to say the word aloud with me again.
Remind students that they already know the words, vote and election. Tell them that today they will be using the terms,
democracy, eligible, register to vote, university students, and Elections Canada, extensively.
Teacher Notes: Assessments/ Differentiation
Some students are not strong readers, while others will be anxious about being asked to read aloud. Because of this, I will not ask any
student to read any of the new terms aloud. Rather, we will read them aloud together, as a group.
30 mins
Voter Registration Online Research & Journaling

Say: Thank the students for paying such good attention to the vocabulary we learned together. Tell them they did a good job in paying
attention and learning the words.
Tell the students that now we will do online research regarding how adults such as university students can register to vote.
Remind students that any Canadian over the age of 18 has the right to vote. This includes any university students over the age of 18.
Tell students once they are 18 years old they will be eligible to vote, and that in order to do so, they must register to vote.
Remind students about what it means to register to vote. Ask them to say the words, register to vote again with me.
Tell students about Elections Canada what it is, fact it creates and maintains voters list. Explain that Canadians can contact its
representatives online, via telephone, or via mail, including to ask to be registered to vote.
Using my teachers computer and the classroom smartboard, navigate to the Elections Canada website, as students watch it on the
smartboard.
Demonstrate to students how to navigate to the webpage(s) on the Elections Canada website that explain to voters how they can
register to vote.
Remind students of what voter registration means. One by one, review with the students the ways in which, according to the
website, individuals can register to vote.
Ask students to turn to their knee buddy and find out who is youngest. Explain that whomever is youngest needs to quietly get up
and retrieve a laptop from the laptop cart, then return to their partner and turn on the laptop. Give students 30 seconds to do this.
Once that is done, ask students to navigate to the Elections Canada website, which you can explain they can do by entering elections
canada into their web browser. Ask them to please specifically navigate to the page on the site that we already reviewed as a group
the page describing how individuals can register to vote.
Ask groups members to help the partner group closest to them to find the webpage, should they locate it before that partner group.
Remind students that working as a team is always helpful.
As partner groups are locating the webpage, hand out students journals to them, with a pen if the student does not have one. As you
do so, check to ensure that all partner groups have navigated to the webpage in question.
Once all partner groups have located the webpage, return to the front of the classroom and ask the students to give you their
attention, as a large group.
Ask the students to pause in their work. Explain that what you would like them to do now is to conduct research on the Elections
Canada webpage they have all found, specifically regarding how voters can register to vote.
Ask each partner group to locate at least three different ways in which voters can do so.
Tell the students you would like them to create a journal entry related to their research results, but that they only need to create one
journal entry per partner group.
Tell students they are free to present their journal entry in written form in one students journal, or in video form using the iMovie
software on their computer.
Explain that each written journal entry should not be more than one page long, double-spaced, and that each iMovie video should not
be more than three minutes long. Tell them that you would like both partners to please appear in the videos, for at least 30 seconds
each. Remind them that 30 seconds is as long as most TV commercials, to help them learn this.
Ask any student who does not make a research entry in her journal, either because she and her partner are making an entry in her
partners journal, or because they are making an iMovie journal entry, to please make a note in her journal telling me that, so that I
know where to look for her research report.
Ask the students to begin their work, explaining they have 20 minutes to finish their online research and prepare their journal entries.
As students work, quietly walk through the classroom, placing an exit slip, face down, beside each student. As you do so, check on
each groups progress and offer assistance to students as required.
At the ten minute mark, ask for class to give you its attention once more, as a whole group. Explain that they have ten minutes left
and that it is therefore time to move from the research portion of their work to the journal entry portion of their work.
Tell students it is time to begin making their written journal entry, if they choose, and that if so, they can choose one student from
their partner pair to do the writing, or alternatively each student can write one half of the entry. Ask them to please as always check
over their journal entries for spelling, punctuation, and grammar. Remind students that their journal entry should not be more than
one page, double-spaced, and ask them to please double-space it.
Tell students that alternatively they should now begin making their iMovie video, and remind them that it should not be longer than
three minutes. Remind them that you would like both partners to please appear in the video, for at least 30 seconds each.
Request that once students have completed their iMovie video if applicable, they please post it to the class Moodle website, under
the Voter Registration Video tab you have created.
Ask for all students continued attention to the smartboard for 30 seconds and then show them, using your computer and the
smartboard, where the Voter Registration Video tab is located, on the Moodle website.
Ask students to please resume their work.
Once students are five minutes away from the expiry of the 30 minutes total that are allotted for this activity: Ask for students
attention as a large group again. Tell students that now it is time to finish their work on their journal entries. Ask each partner to send
one member up to your desk with both partners journals, and to stack them neatly on your desk.
Ask those students who have made iMovies to please ensure their iMovie videos have been uploaded to the Moodle webpage, if
applicable. Ask them to also properly shut down their laptops and have one member from each partner group return the laptops to
the laptop cart, and plug in the laptops for charging.
Request that once students have finished those tasks, they please return to their seats and quietly read their library books, should
they be finished early. (See sponge activity note, below).
Once you are one minute away from the end of this activitys allotted time: Ask all students to please be at their desk, now. Ask
anyone who is finished putting away their laptop and journals to please look around and if they see anyone still working to complete
those tasks, help them to do so.
Monitor the classroom to ensure all students have done all tasks, such that we are ready to move on to the next activity. Once all
students are ready, ask those students who are quietly reading their books to please put the books away so that we can move on to
the next activity.
Some students will not feel as comfortable preparing written journal entries as they will preparing iMovie entries, which is why I am
offering the iMovie option.
10 mins
Preparation for Field Trip Next Class

Say: Thank the students for doing such a good job on our research activity, and for helping one another. Tell them that by working as
a team, we can always accomplish more than when we work alone.
Ask students whether they know anyone who attends the University of Lethbridge. If so, raise their hand.
Ask students whether anyone has ever been to the University of Lethbridge campus, reminding them what our new vocabulary word,
campus means. Ask them to raise their hand, if they have been there.
Ask students to turn to their knee partner and take 30 seconds to share with their partner anything they know about the University of
Lethbridge or any experiences they have had, there.
Ask students to bring their attention back to the whole group.
Invite anyone who wants to share to tell the class about their visit to the University of Lethbridge campus. Ask them: Where did they
go? What did they do? What where their impressions? (Explain what impressions means.) Take at least 30 seconds to listen to
students answers to these questions.
Using the teachers computer & the smartboard, show the students photos online of the University of Lethbridge campus (prior to the
commencement of class you Googled, University of Lethbridge, and selected Images, and then minimized that search, so it is ready
for you now). Show at least ten photos, and if possible show the students photos of buildings where you know they will be attending,
next class.
Explain to students that during our next lesson we will be pulling together all of our knowledge so far about federal elections and
voting and voter registration. Explain that next lesson we will attend at the University of Lethbridge campus, leaving at the start of
our class and not returning to the school until the end of the school day. Remind them that that is why I sent home permission slips
with them, three weeks ago. Thank them for bringing me their signed permission slips.
Tell the students that two Educational Assistants and four parents will join us, on our field trip. We will meet for the 12:45 PM start of
our class as usual, then board a bus and travel together the approximately 10 minutes to the Universitys campus. Then we will spend
one and a half hours at the campus, helping to encourage voters to register, and telling them how, before we drive back to our school.
Explain that on campus we will help university students who have volunteered to assist the University of Lethbridge Students Union
to encourage students to register to vote and explain to them how to do so.
Explain what volunteering is and what a student union is. Ask students to repeat those words with me.
Tell students that we will assist the university student volunteers at several voting information booths (desks) that they will have set
up around the University campus on the afternoon in question.
Explain that the Grade 6 students jobs will be to listen carefully to what the university student volunteers say to the other students
about registering to vote, to hand out information pamphlets and offer donuts to booth visitors, to ensure the information booth is
kept clean and tidy, to probably have a donut or two themselves (!), and to ask at least three questions that day.
Explain to students that their three questions assignment is an important part of their responsibility at the information booth.
Explain that I will provide to each of them, on the bus as we drive to campus, handouts with several different questions. Then, over
the course of their one and a half hours at the voting information booths, they will please ask at least three different booth visitors one
of the questions.
Reassure students that if they would like help with this task, or if they would like someone else to ask the questions while they listen
carefully and make notes on their question sheets regarding the answers, that will be fine. Reassure them that people are allowed to
work in partner groups for the three questions task and that there will also be adults available to help them, whenever they require
it. So no Grade 6 student is going to be required to speak one on one with a grown up university student, should they not want to do
that!
Also tell students that if they are not comfortable preparing written summaries of university students answers to their three
questions, I will make iPads available with the Educational Assistants at the information booths also, so that students can prepare on
the spot iMovie reports when they are at the booths, instead.
Tell them it will be as if they are newspaper and television reporters!
(Note to self: At the voting information booths on the field trip, I will give an iPad to each of the two Educational Assistants, so that
they can help the students with iMovie reports while the parent volunteers also supervise and assist. Or else the parents can shoot the
iMovies, should the EAs and parents prefer.)
Also tell the students that during their time on the University of Lethbridge campus, I will also ask them to keep the following three
key questions in mind, as they observe and talk to the university students:
Do the university students want to vote?

Do the university students know how to register to vote?
How do the university student volunteers help their fellow university students learn how to register to vote?
Explain to the students that I am asking them to keep these key questions in their minds because doing so will help them to get
ready for the field trip.
Thank the students for paying such close attention as we discussed the plan for our exciting field trip next class. Tell them I am sure
they are going to have a great time and reassure them that I am pretty sure they will likely be getting donuts, because I heard a
rumour that a little birdie named Ms Nast was going to stop at Tim Hortons for donuts on her way to school that morning!
Tell the students I am pretty sure that Ms Nast wont eat ALL of the donuts, but that I cant make any promises!
Some students will feel anxiety related to participating in a field trip to the University of Lethbridge campus. That is why I worked to
engage students in a discussion about the campus, show them some images of it online, discuss our field trip with a positive tone, and
ask students about their previous experiences there.
Regarding Lesson #2, the field trip:
Some students will feel anxiety about asking three questions of university students, at the voting information booths. In light of this I
will ensure that if students prefer, someone else can do the actual asking, while they write down the answers.
Some students will not feel comfortable providing written summaries of university students answers to the three questions, at the
voting information booths. In light of that, I will make iPads available, during the on campus class, so that students can prepare on the
spot iMovie reports instead.
Closure
Consolidation of Learning
(and formative
assessment activity):
Summary of Lesson & Exit Slips
Feedback From Students:
Time
Say: Thank the students by being responsible and mature, in listening so carefully to the information about our field trip next class.
Ask students how they are feeling about our upcoming field trip. Ask them to please give me a thumbs up sign if they are feeling
good about the trip, or a thumbs down sign if they are not feeling good about the trip.
5 mins
Look carefully and slowly around the classroom at students hands, to see how they are feeling. Take a reading on students
feelings, that way, being careful to make a mental note of any children showing a thumbs down sign.
Feedback To Students
Say: Thank the students for sharing their feelings with me, so that I can do things that will hopefully help them to feel better.
Thank students for their hard work today and tell them they all did a great job! Tell them I am excited about our field trip next class
and I know they are going to learn a lot and help out with the voting information booths. Invite them to tell their parents what they
are going to be doing, during the field trip!
4 mins
Transition To Next Lesson
Say: Ask each student to pick up the exit slip that is lying on the table beside him. Ask him to please, working by himself, quietly
write down his answer to each question on the answer slip, noting the answer on the slip itself. Tell students they will have one
minute to do this.
Explain to students that what I would ask them to do when they are finished completing their exit slips is to please quietly gather
their things and, without disturbing their neighbours, come to the front of the classroom and deposit their exit slips into the basket on
my desk, before they leave for their next class.
Before the students begin, read aloud the exit slip questions to them:
(5) If a university student wants to register to vote, one way in which she can do so is to:
_____________________________________________________.
(6) One thing that I think will happen during the field trip to the University of Lethbridge campus next class is:
___________________________________________________________.
(7) How I am feeling about the field trip to the University of Lethbridge next class is: ____________________________________________.
(8) Question(s) I have about voting, the field trip, or anything else from our Social Studies class are:
__________________________________.
Ask the students to please begin completing their exit slips. Remain quiet as they do so, remaining at the front of the classroom.
As students come to the front of the room, accept exit slips from each student with a thanks, a smile, and an Ill see you next
class.
Book reading. In a previous lesson I took the students to the school library and had each of them take out at least one book to read, on the condition that the
book(s) had to be about Canadian history from any time period.
Sponge Activity
I told students the books could be graphic novels, comic books, picture books, magazines, or chapter books the type of book did not matter, what mattered
was that the student was interested in the book, that it made her happy, just holding it!
The students keep their books on the bookshelf in my classroom and many of them have grown fond of nibbling away on them whenever they have free time in
my class. They also regularly take their books home for evening and weekend reading, which pleases me.
The online research activity, combined with the field trip next class, will hopefully imprint into students minds the idea that all Canadians over the age of 18
years old can register to vote, and that the people at Elections Canada are there to help them do so.
Reflections from the lesson
I will want to read the exit slips carefully in order to determine the level of students understanding and whether any students expressed particular anxiety
about the field trip. If so, I will take steps to be physically close and reassure those students, throughout the field trip class.
Lesson Plan #2
Lesson Title/Focus
Date
Lesson Day 2 of 3
Time Duration
2.5 (One hour combined organizational and travel

time and one and a half hours at University of
Lethbridge campus. School principal granted me
permission six weeks ago to use this amount of time
out of students schedule for this field trip.)
Focus: Field trip to University of Lethbridge campus
Subject/Grade Level
Mini Unit
Voter Participation
Teacher
Laurel Nast

General Learning
Outcomes:
Specific Learning
Outcomes:
-

-
LEARNING OBJECTIVES
Students will:
4. Attend at the University of Lethbridge campus for a field trip, during which they will assist university student volunteers at voting information booths.
5. Ask one question of at least three different voting information booth visitors, and note their answers.
6. Observe the volunteers at the voting information booths and the visitors to the booths, with the following three questions in mind:
-
Do the university students want to vote?

Do the university students know how to register to vote?
How do the university student volunteers help their fellow university students learn how to register to vote?
ASSESSMENTS
Observations:
Formative assessment: I will observe students as they interact with university student volunteers and voting information booth visitors and ask questions of
booth visitors. As I do so I will observe whether students appear understand the purpose of the voting information booth and the significance of the
information visitors receive there i.e., it tells them how to register to vote, and thereby helps them to do so.
Formative assessment: I will also ask students questions, as I circulate between them at the voting information booths.
During the field trip I will record my formative assessment observations in the form of an anecdotal record for each student. I will carry a pen and clipboard with
me as I circulate between the voting information booths, to permit me to contemporaneously record this information.
Formative assessment after the field trip: I asked students to show me, using the five fingers on their hands, how they felt about the field trip experience.
Formative assessment: I will review the notes students made related to their interviews of information booth visitors. These include the digitally recorded notes
some students chose to make using the iMovie computer software program, rather than with paper and pen.
Key Questions:
What is the role of the voting information booth volunteers?

What is the purpose of the voting information booths?
What are the answers of voting information booth visitors, to the questions students posed to them?
Questions posed by students to voting information booth visitors.
Students notes regarding answers provided by voting information booth visitors to student questions. (Notes provided either in written form or via iMovie video,
on class iPads.)

Campus map, to ensure I know where to take students, on University of Lethbridge campus

Questions handout page, one per student (40 handouts total enough for 30 students, four parent
volunteers, two E.A.s, and me, plus some spares). Hand out this paper, with one pen per student,
during bus ride to campus. Each handout contains the following four questions, which students
will pose to voting information booth visitors:
Why did you come to the voting information booth today?
Are you planning to vote in the upcoming federal election?
If you are planning to vote in the election, why is that?
What are your feelings about voting in elections, generally?
Clipboard, pen, and class list document. Class list will include space beside each students name for
me to record in handwriting, during the field trip, anecdotal observations of students
participation, performance, and understanding during her work at her voting information booth.
Class iPads (2), to use for iMovie videos re booth visitors responses to student questions
Pens (36) for students, parents, & E.A.s to use on questions handout pages
Campus maps (7) - one each for of the four parent volunteers, two E.A.s, and me. Each map is
marked with the location of four voting information booths, and has notes re which parent
volunteer and which E.A.s are assigned to each booth. I have also written my cell phone number
onto each of the maps for the map users reference, along with a note saying that students must
leave their voting booths at 2:15 PM in order to meet the school buses for pick up at the end of
the field trip, at 2:30 PM. Ive also noted on the maps the location of the 2:30 PM bus pick up
point.
Buses and bus drivers (two of each), for transport students and accompanying adults to & from
campus
My cellphone, for staying in touch with other adults on the field trip, and the school
Cellphones (2) one per E.A., so they can stay in touch with me as needed. Ask parent volunteers to
bring their personal cell phones with them also, if they are willing, for same purpose. (Note to self:
Afternoon before field trip: Text message all four parent volunteers, so we are connected to each
other via text during field trip, if necessary.)
Donuts (4 dozen).
Four manila file folders and one plastic baggie, for each parent volunteer. One for each, so at the
end of the information booth time, they can gather students completed questions handout
documents and pens, and carry them back to the bus.
Water bottles (40). One for each student, adult, and me, to drink on our ride back to school at end
of field trip.
Large plastic garbage bags (two one per bus), in which students can deposit their water bottles &
lids for recycling, on bus ride home.
First aid kits (3) one for each E.A. and one for me, to keep with us during field trip
List of all students full names, divided into groups for voting information booth attendance: Two
groups of seven students, and two groups of eight. Make a note beside the names of the two
students who have anaphylactic allergies, for adult supervisors reference. Each group has a
parent volunteers name listed beside it, as the supervisor of the group. Also list the name of one
E.A. beside each group each of our two E.A.s will assist two groups, and float between them.
PROCEDURE
Prior to lesson
1. Evening before this lesson: Send text message to parent volunteers, so they have my cell number. In text, remind them to meet at front of school at 12:30
PM tomorrow, because we depart at 12:45 PM with students.
2. Telephone bus coordination office to double-check that buses will be at school by 12:30 PM tomorrow, for scheduled 12:45 PM departure.
3. Telephone contact person at University of Lethbridge Student Union to confirm everything is still on, for tomorrow. Remind them of when we expect to
arrive on campus and double-check that the locations of the voting information booths have not changed.
Also double-check with him that the university student information booth volunteers who had promised to act as liaisons with my students will still be
there and that they are aware of their roles and of what we will be doing tomorrow.
Also double-check that the liaisons, and other booth volunteers, remember what I had previously requested, which is that, after providing information to
booth visitors, they would please advise visitors that there are some Grade 6 students also volunteering, for a field trip, and that if possible the Grade 6s
would appreciate being able to ask a question or two of the booth visitors, as they learn about elections and voting.
4. Send email out to students parents, at least two days prior to field trip day. In it, remind them of field trip details and ask them to please send lunch to
school with their students as usual, because we will be leaving school after lunch. Also ask them to send warm coats to school with their students, as we
will be walking across the campus.
5. Send a separate, private email, to each of the two parents whose children have anaphylactic allergies, reminding them that we have a field trip tomorrow
and asking them to please ensure their child packs their anaphylactic self-injecting syringe, to take with them on the field trip.
6. Obtain 7 campus maps.
7. Purchase 4 dozen donuts (morning of field trip, as I drive to school).
8. Purchase 40 bottles of water.
9. Prepare & print off questions handouts. (See section above for contents of the handout It will contain four questions, for students to ask of voting
information booth visitors.)
10. Pack a clipboard and pen, and print out and attach to the clipboard a class list with space for handwritten notes, for use as I circulate between students
during field trip and record anecdotal formative assessment observations.
11. Gather 40 pens.
12. Retrieve two class iPads, ensure they are charged, and if not, charge them.
13. Retrieve three first aid kits and place them in my classroom, along with other supply items, ready for me to take all of it out the door when we leave.
14. Pack all supply items into backpacks, labeling the backpacks with my name and cell phone number.
15. Set alarm on my cellphone for 2:15 PM, because at that time all students must leave their voting information booth locations to walk back to buses for our
2:45 PM departure from campus.
Introduction
Attention Grabber
(a.k.a., getting students onto buses to go
to the field trip location)
Attention grabber not needed! This is a field trip! I have their attention! Just kidding (sort of)
Meet students at the classroom at the usual time, ask them to sit down, and remind them of what we are doing today field trip!
Review with them my behavioural expectations of them during the field trip- listen to me and the other adults accompanying them, no
yelling or running, including on the bus. Walk quietly, be respectful towards each other & everyone they meet during the field trip.
Tell students I will explain more to them once we arrive on campus, but they need to know their field trip begins now, so I ask them to
apply these behavioural guidelines to themselves starting now.
Tell students they will be taking two buses to campus: Students whose last name begins with the letters A L will take one bus, with
me, while students whose last names begin with letters M Z will take the other, with the two E.A.s.
Ask students to put on their coats and line up along the wall to the right hand side of the classrooms main door, as we do anytime we
are going somewhere together. Explain they can leave their backpacks & all other items in the classroom, because we will return to
school 15 minutes prior to the end of the school day.
Give students once minute to put on their coats and line up to the right of the classroom door.
Time
30 mins
Ask students to please walk, quietly & single file as you have taught them previously, out of the classroom & down the hall to the
front of the school. Ask them to please walk outside the schools main front doors, and to line up beside the flagpole outside the front
doors, as they have been taught to do whenever we are leaving somewhere as a class.
Ask students to then wait for you at that spot.
Ask the four parent volunteers and the two E.A.s to please walk with the students to the flagpole meeting place, and tell them they
can leave with the students now. Ask each of the adults to please carry some of your supply items, which you have placed into
several backpacks, and to please stack them on the front seat of one of the A-L bus, so you will know where they are.
Ask the E.A.s. to please both ride on the M Z bus, and ask that the parent volunteers distribute themselves so there are two parent
volunteers on each bus.
Explain to the adults that you will be a few seconds behind them because you will first stop at the school office to let the receptionist
know that you and your class are leaving for the afternoon.
Students and adults leave the classroom.
Gather all remaining supplies.
Ensure classroom windows are closed, shut off all lights, and close classroom doors.
Attend at school office and tell receptionist that you and your class are leaving and will return at 3:15 PM that day. Tell receptionist
you will have your cell phone turned on all afternoon, should anyone need to reach you.
Attend to the students at the front of the school. Briefly say hello to the two bus drivers and thank them for coming. Explain we are
driving to the University of Lethbridge campus and give them your cellphone number, so they can reach you as needed.
Tell them we will need to be dropped off at the circle drive bus stop area directly in front of the university library, and met at the
same location at 2:30 PM. Explain we then need to be driving away from campus at 2:45 PM sharp, to ensure students are back at
school in time to retrieve their things and make their school bus rides home.
N/A
See section directly above my discussion with students prior to leaving classroom.
See sections above re supplies to be packed & things to do prior to lesson.
Transition to Body
See section above getting students outside, ready to board the bus.
Body
Field trip to University
Meet students outside, ask them to remain where they are. Thank E.A.s and parent volunteers for waiting with them, and ask them to
please board the buses.
Thank students for waiting so patiently. Tell them Im proud of them for the quiet & organized way in which they left the classroom
Time
45 minutes
of Lethbridge campus
Part A: Travel
and I can tell they are going to represent our school very well during our field trip today. Soon the head of the University of Lethbridge
will be phoning our principal to ask whether all of my students can move directly from Grade 6 into university studies! Tell the
students they are doing a great job already.
Invite students whose last names begin with the letters A L in the alphabet to board the first bus. Remind them to please walk
carefully in single file, as we are near the street.
Invite students whose last names begin with the letters M - Z in the alphabet to board the second bus. Also remind them that while
they are on that bus, our two E.A.s will be in charge, because I will be riding the other bus.
Once the students have boarded the buses, board the A L bus myself. Greet the driver, thanking him again for his help today, and
quickly check the front seat of the bus, to ensure my backpacks of supplies have been placed there as I requested of the E.A.s and
parent volunteers back in the classroom.
Remain standing. Check to ensure that all students are seated, and say to them, Here we go, everyone! Off to our adventure at
university!
Have a seat & as the bus drives to the university campus, check over one of the campus maps, to ensure you remember exactly
where the four voting information booths are located.
Retrieve the student questions handout papers, and the pens, from one of the backpacks. When the buses pull up to the campus,
stand up and address your students.
Ask the students to please stand up and look behind them to ensure they have not left their coats, shoes, or one of their crazy arms
or legs behind on the seats. If theyve left an arm behind, reattach it and lets get moving!
Ask the students to please disembark from the bus and lineup, single file, on the sidewalk along the side of the bus, and wait for
further instructions. Ask the two parent volunteers to please disembark with the students and if they are willing, please take one or
two of the backpacks from my seat off of the bus with them, and stack them together at the end of the line of students closest to the
bus front door. Ask them to then please stand with the students, on the sidewalk, if they wouldnt mind.
Remain on the bus as everyone disembarks. Quickly walk through the bus, checking for student coats, shoes, etc. and retrieving
any you locate.
Retrieving any remaining backpacks from the front seat, exit the bus, thanking the driver and reminding her of the pickup time by
saying, Well see you at 2:30!
Once outside of the bus, check that the students from your bus are lined up properly along its side. Then walk to the other bus.
Address the students who have disembarked from it, asking them to please walk over to the other line of students and form a
second half of the line, by adding themselves, single file, to it. Ask the two E.A.s and adult volunteers to please join them and wait for
me.
Enter the second bus. Thank the driver again and quickly check the bus for any student items that might have been left behind.
Then remind the driver of the 2:30 PM pick up time. Exit the bus.
Address all students & adults as a group, explaining that we are now going to the voting information booths, with a bathroom stop
along the way. Ask the students to please chat quietly among themselves for a few moments.
Meet privately in a little standing group with the E.A.s and parent volunteers. Give a campus map to each of them. Point out to
them that their assigned voting information booths have been marked on the maps: Explain that each parent volunteer will attend at
one booth, with each of the two E.A.s assigned to float between two of the booths, to assist with that student group. Explain that I
will float between all four booths, also.
Hand each E.A. a classroom iPad. Explain to the parent volunteers that the E.A.s will have the iPads in hand, ready to record
iMovie notes for students who prefer not to record their questions handout information by hand.
Hand a first aid kit to each of the E.A.s, advising the parent volunteers that should an emergency come up, each E.A., and I, will
have a kit and are certified in first aid.
Explain to the E.A.s and parent volunteers exactly what we are doing today: The 30 students will be divided into groups (two groups
of seven and two groups of eight), each with an assigned parent volunteer.
Provide to each parent volunteer and E.A. a list of the groups the list contains students full names and, besides two names, notes
indicating that the student has an anaphylactic allergy and carries with her at all times a self-injecting syringe.
Ask one of the E.A.s to briefly walk over to the students with the anaphylactic allergies and check that they have their syringes with
them. (E.A.s return and confirm that yes, they do.)
Point out to the parent volunteers who has been assigned to supervise each group. Reassure the parent volunteers that they will
each have an E.A. floating over to their group for half of the time, and point out that my cell phone is listed on the map, for their use
at any time throughout the field trip.
Explain to the adults that we now have 15 minutes to walk the students to the voting information booths, the locations of which are
noted on the maps. Explain that I have listed parent volunteer and E.A. names beside each booth, so it is clear who is assigned to
each booth, with their student groups.
Explain to the parent volunteers and E.A.s. what I would like them to please do, once they arrive at the booths:
Meet with the student volunteer who has agreed to be the assigned liaison with our group for the duration of our students shift
at that both.
Introduce themselves, explain they will be present at all times with the students and that the assigned E.A. will be spending
half of her time there, also.
Reassure the university students that our goal is to ensure our Grade 6 students are not in the way at all, but that, after the
booth visitors have spoken to the university volunteers, our students will approach the booth visitors to ask them a few
questions, if the booth visitors are willing to participate.
Ask each parent volunteer to please take a dozen donuts with them to their voting information booths. Ask them to please distribute
the donuts to the students one donut per student, max - in the final 15 minutes of their time at the booths, noting that I have also
tucked a plastic baggie of wet wipes into each package of donuts, to permit students to clean up. Ask parents to please offer the three
to four extra donuts in each box to the university student volunteers manning the booths.
Remind parent volunteers and E.A.s that we must leave the voting information booths at 2:15 PM sharp, in order to walk students
back to the buses. Explain I would like all students back on the buses by 2:30 PM, because we are scheduled to leave campus at 2:45
PM. However if we have everyone accounted for and can leave prior to 2:45 PM, that is ideal, so that we can get students back to
school early.
Ask the parent volunteers and E.A.s to please locate bathrooms near their groups assigned booths, and take the students there, prior
to commencing their work at the booths. Ask them to please ensure that any students who need to use the washroom do so and then
wash their hands with soap, prior to commencing their work at the voting information booths.
Explain to parent volunteers that I recommend they stand with half of their student groups one gender outside the bathroom of
the opposite gender, as that opposite gender group uses the bathroom. Then they can move to stand outside the other genders
bathroom and duplicate the exercise, to permit the other gender to use the bathroom. Explain to parents that the big idea is
obviously that all students in their seven- or eight-student group are always accounted for.
Thank the parent volunteers for their help, and the E.A.s also. Invite them to text of phone me at any time and also remind them that
I will be floating between the information booths, so they will see me regularly also.
Return to the lineup of students and address students as a whole group: Thank the students for waiting so patiently. Explain to
them exactly what is going to happen over the duration of the field trip: They will be divided into groups of seven or eight, with a
parent volunteer assigned to supervise their group, and an E.A. also supervising their group, and one other group. Explain that their
parent volunteer will be with them at all times, and their assigned E.A. will be with them for approximately one half of the time.
Explain that I will also come & go between the groups, so they will see me regularly too.
Explain that each group will be volunteering at one voting information booth, on the campus. Remind the students of the photos of
the campus that we looked at, during Lesson One. Ask them to look around do they recognize anything they are seeing now, from
the Lesson One photos? Remind them that someday they might attend at this university, and ask them to consider, today, what it
might feel like for them to be a student at this university or at another university, somewhere else.
Explain to students what will happen at the voting information booths they will be volunteering there, which means, doing
something without being paid for it. Explain that there will be university student volunteers there, who are in charge of helping the
people who come to the booth, by explaining to them how to register to vote in the upcoming federal election and answering any
questions they might have about voting.
Remind students that they are please not to get in the way of the university student volunteers. Rather, they should politely say
hello to booth visitors when they arrive, and step aside to permit them to speak to the university student volunteers. However then,
after the university student volunteers have spoken to the booth visitors, they will ask the booth visitors whether they are willing to be
interviewed briefly by the students in our class. If so, then our students will speak to the booth visitors, to ask each of them at least
one question.
Hold up the student questions handouts, along with the bag of pens I brought. Explain to students that I have prepared a list of
questions that they can ask of the information booth visitors, and pens so they can record the answers the booth visitors provide. Also
explain that should students prefer to make notes regarding the answers provided using iMovie, rather than handwritten notes, that is
permitted too each E.A. will have a class iPad with them, & can record those video notes.
Read aloud one of the student questions handouts, so the students know what the questions on the handouts are:
Explain to students that booth visitors are not required to answer their questions, or to speak to them. Some of the visitors might be
too busy to be able to talk, or just not want to do so. Say however that if booth visitors are willing to talk to the students, then I would
ask students to ask the visitors at least one question, but if possible ask all four questions, and then students can make notes about
the answers directly on both sides of the handout page.
Reassure students that although I ask them to print neatly on their sheets, it is not necessary for them to print perfectly, or use long
sentences. Rather, the point is to record the information from the booth visitors in a way that permits students to use it during our
next lesson. Explain that during our next lesson students, working with a partner, will create mind maps using the MindMeister
software that we used a few months ago. The mind maps will include the information that students got today from the booth visitors,
when they asked them questions.
Tell students that if they are more comfortable, then can work in partners at the information booths they can ask questions of
booth visitors in partner groups. However tell students that I do not want them to question visitors in groups of more than two,
because otherwise it could feel overwhelming to booth visitors, and be hard for them to focus on answering the questions clearly.
Also tell students that if they are not comfortable asking questions of the booth visitors, they are free to ask their partner to ask the
questions, while they take written notes about the answers. Alternatively, they can ask their parent supervisor to help them, but they
should keep in mind that their parent supervisor cannot help them for more than a minute or two, because he or she must be
supervising and assisting all students, not just one or two, for safety and fairness sake.
Tell students that I will circulate among them during their time at the voting information booths, to see how they are doing and to
ask them some questions about their information gathering.
Hand out the questions handout sheets one per student and give each student a pen.
Hand out a manila folder and a plastic baggie for pens, to each parent volunteer. As you do so, explain to students and the
parent volunteers that at the end of their information booth activity students will please provide their completed sheets and pens to
the parent volunteers assigned to their booths. The parents will then give them to me when we meet up at the buses.
Remind all students that they are not, under any circumstances, permitted to leave their information booths until their parent
volunteer tells them it is time to do so. Explain that the university campus is a very large place and that it is easy even for adults
who are new to the place to become lost. Tell students that by remaining at their information booths, they will ensure that they and
everyone else has a good and fun day.
Ask students to remember to have good manners: Smile at everyone who comes to the booth. If you feel comfortable, shake their
hand. Thank them for coming to the booth today. Ask them if they would please be willing to answer a few questions, and be sure to
always say that magic word please.
Ask students to please help the university student volunteers to keep the booths tidy. If there are papers on the ground, pick them up.
If there is garbage on the ground, pick it up and put it into the garbage at the booth. If the booths have coffee, water, or snacks for the
visitors, offer those items to the visitors, thanking them for coming. And of course, say a big THANK YOU, with a smile, when you are
finished interviewing booth visitors.
DIVIDE STUDENTS INTO THEIR GROUPS:

Read aloud group names and, as you do so, have the students line up behind the assigned parent supervisor.
Explain to each group the name of their assigned parent volunteer, and ask them all to please say hello and thank you to their
parent volunteer. Give students a few moments to do this.
Remind students that everywhere they walk today, they will do it in single file, please, so that we do not block hallways or get in the
way of busy university students who are walking to class.
Also remind students that everywhere they are today, they need to keep their assigned parent volunteer in sight. Explain that it is
absolutely vital that they are always within sight of their parent volunteer because that means the parent volunteer can see them,
also.
Check to ensure that all students are accounted for. Check with parent volunteers and E.A.s, to see whether they have any last
minute questions. If so, answer them.
Explain to students that they will now be leaving with their groups and walking to a washroom, where they will be given the
opportunity to use it. Tell them that they will then walk to their assigned voting information booths. Remind the students to please
walk in single file, and chat quietly, listening to everything the adults ask of them & doing it, immediately.
Tell students I hope they have a wonderful time today, and I look forward to seeing them as I visit each booth.
Tell the parent volunteers and E.A.s that they can now leave to walk to the information booths, explaining to the E.A.s that they can
just accompany one of their two assigned groups, and then of course float over to assist the other group, after the first group has been
settled into its booth location.
Remind the parent volunteers that once their group attends at their booth location, they need to simply approach the university
student volunteers there will be at least two at each booth to ask to speak to the liaison volunteer for Ms Nasts field trip class.
Wish everyone a great time at their voting information booths, and say that I will see them all shortly!
Remind the parent volunteers to please each pick up a box of a dozen donuts. When the students hear me say this and get
excited about the donuts, tease them & say with a smile that I have no idea what theyre talking about, and that Ive simply packed
pieces of plain dry bread into the boxes, as a special treat for them.
Assessments:
As I have done everything described so far in this lesson plan, I have formatively assessed students by observing their apparent
understanding of what I am saying and their cooperation with my requests.
Differentiation:
Some students will not feel comfortable asking questions of adult university students, which is why, per the section above, I have
given them the option of asking their partner, or a parent volunteer, to help them by asking the questions.
Field trip to University
of Lethbridge campus,
continued.
Part B: Voting
Information Booths
Accompany one of the four groups of students as they travel to their voting information booth location one of the groups that does
not have an E.A. to accompany it. Assist with their bathroom break, along the way.
NOTE: Time over on right hand column should read 45 minutes. For some reason this document template wont permit me to insert
a time, there.
Once at the groups information booth, step back and permit the parent volunteer and the E.A. to manage things, including
communicating with the university student volunteer liaison.
Over the balance of our time at the information voting booths, until 2:15 PM: Float between the four voting information booths,
obtaining formative assessment information by observing students as they work, including reviewing the notes (including
iMovie notes) they made as they interviewed booth visitors. Record your observations on your clipboard, which contains a list of each
students name and a space beside it in which to record your anecdotal information.
Also obtain formative assessment information by asking students directly how their interviews of booth visitors is going and
what they are learning. Work to speak to observe and speak to every student and as you do so, record the anecdotal information
on your clipboard class list.
When necessary, act as the cameraman for partner groups who would like to videotape their notes regarding booth visitors
answers to their handout questions.
However try to avoid acting as cameraman if possible, and instead ask the E.A. or parent volunteer present to do it, in order to
permit yourself to have as much time as possible to record anecdotal formative assessment information. Recording this information
contemporaneously to the students participation in the activity is vital to the information being as comprehensive and accurate as
possible. Reliability and validity are key assessment goals, here!
Respond to needs as they arise. For example if at one point you are texted by a parent volunteer who asks for help because he is
feeling a bit overwhelmed at his assigned information booth because his assigned E.A. is at her other booth, immediately help him:
Excuse yourself & go to his booth, staying there to assist him for the ten or fifteen minutes until the assigned E.A. returns to his booth.
I wont spend this portion of this lesson plan document making up a detailed account of what might happen, during this portion of the
lesson. Rather, I will say that other than the one parent volunteer asking me for help, nothing unexpected arose, students asked
questions of the booth visitors, and all went smoothly.
2:10 PM: Send a group text message to the four parent volunteers and the two E.A.s, telling them that we all need to leave our
information booths in five minutes.
2:15 PM: Locate the parent volunteer at the information booth at which I happen to be, and tell her we need to gather the students
and their questions handouts and pens, and walk with the students back to the school bus. Assist the parent volunteer to do this,
thanking her for her help. Tell her we could not have had this field trip without her!
Walk with my group back to the buses.
Formative assessment of students performance on this activity will occur through:
My observations of their participation at the information booths, including my review of the written/iMovie notes they made
during their interviews of booth visitors;
The questions I will ask of each student during my circulation between the information booths; and
The anecdotal records I will create as I observe and interview students at the information booths.
Differentiation: As noted above, I will give extra support to students who require it. I will also permit students who prefer it to use
iMovie to record their interview notes.
N/A
N/A
Closure
Consolidation of Learning:
Time
When I get to waiting school buses, ask all students to line up along the side of the bus they rode to come to the field trip. Once all
students are lined up and, based on my check of group lists accounted for.
Say: Address all the students. Ask them to show me, by holding up one hand, how they felt about their field trip experience today,
with one finger representing that they had a terrible time, and five fingers representing that they had an amazing time. Check
fingers and make a mental note of any students who hold up only one or two fingers.
Tell students I hope their experience at the voting information booths, particularly their interviews with booth visitors, taught them
things about why people vote and why they sometimes choose not to vote. Tell students that in our next class we will prepare mind
maps, using the MindMeister software, to reflect what they learned today about voting and voter behaviour.
Tell students I am proud of them for how responsibly they behaved today, and I am proud to say they are my students. Tell them they
behaved in a mature and respectful way towards themselves, each other, and the people they encountered during the field trip, and
that they should be proud of themselves.
Tell students that now we will be riding home on the buses. Explain that once we get back to the school I need them to carefully
ensure that they take all of their bags and coats and other belongings off the buses with them, and then they are to walk quietly back
to our classroom, remembering that there are other students still in class who should not be disturbed.
Invite students to board the buses.
As students are boarding the buses, retrieve the student handout folders and pens from the parent volunteers, and thank them all
for their help. Place those items into one of my backpacks. Also retrieve from the EAs the two class iPads and two first aid kits I gave
to them, place them into my backpacks, and place those onto the same bus seat I used for that purpose, when I travelled from school
to campus.
Travel back to the school with students and adults. Once we arrive, thank the bus driver for driving us today.
As students disembark from both buses, ask them go to classroom to retrieve their belongings, to be prepared to go home.
Thank all parent volunteers for their help, and ask E.A.s to please accompany students to the classroom, in order to help them pack
up and prepare to leave for the day.
Walk through each of the two buses, checking for any belongings students might have left behind, and collect any such items, to take
back to classroom with me.
Thank each bus driver very much for their help today. Tell them they made the field trip possible!
30 minutes
See section directly above I asked students to show me, using the five fingers on their hands, how they felt about the field trip
experience.
See section directly above my positive feedback to students, immediately prior to our boarding the buses to return to school.
See section directly above I told students, immediately prior to our boarding the buses, that during next class we will prepare mind
maps related to our field trip.
Sponge Activity/Activities
N/A (I think having a field trip is spongey enough!)
This lesson not only taught the students about voting and voter attitudes and behaviour, but it also exposed them, very usefully, to a university campus. Some
of my students will have the erroneous belief that they arent smart enough for university, or that because no one in their family has ever attended university,
they wont, either. Part of my work with students is to demonstrate to them the accessibility and advisability of post-secondary education.
Preparing for and facilitating this field trip was a lot of work. However exposing students to a university setting, having them interact with adults in a safe
environment, having them practice question-and-answer techniques, and inviting them to explore Social Studies curriculum issues (voting, voter registration,
and voter behaviour) in a hands on matter are all ways in which I was able to teach the curriculum in a memorable way.
This activity fostered students development of skills such as cooperation, collaboration, teamwork, investigation, the use of good manners with strangers, time
management, note taking, and organization, generally.
All of the challenges faced by the students in this activity, and the skills fostered by it, also helped to develop students confidence. Each student was placed
into a position in which she was required to stretch and grow, and leave her comfort zone, in order to complete the assigned tasks.
My hope is that each student was placed squarely into her zone of proximal development not only during this field trip activity but in an
anticipatory fashion, for the related work yet to come.
Lesson Plan #3
Lesson Title/Focus
Date
Lesson Day 3 of 3
Focus: Mind Map Preparation

Subject/Grade Level
Time Duration
60 minutes
Mini Unit
Voter Participation
Teacher
Laurel Nast

General Learning
Outcomes:
Specific Learning
Outcomes:
LEARNING OBJECTIVES
Students will:
Reflect upon and consolidate their learning about voter registration and voter behaviour. They will do so by preparing mind maps related to their interviews of voting information both visitors during their field trip
last class.
ASSESSMENTS
Observations:
Key Questions:
Formative assessment: I will observe and question students as they work cooperatively with a partner to create a mind map. I will also review the mind maps,
as they are in progress.
Formative assessment: I will record my observations of students as they work on their mind maps, and my impressions of their mind maps in progress, per
the preceding paragraph, in the form of anecdotal records on a Class List Anecdotal Observations worksheet.
Formative assessment: I will review the students mind maps after the end of the lesson.
What is the role of the voting information booth volunteers?
What is the purpose of the voting information booths?
What were the answers of voting information booth visitors, to the questions students posed to them during our field trip last class? Those included:
Mind maps, created by each student with a partners using MindMeister software. Mind maps include answers of voting information booth visitors to students
questions during last class field trip.
Anecdotal records prepared by me, one per student, related to their work in class today and their mind maps in progress.
MindMeister training guide, used to refresh my skills with the software and found online at:
https://www.mindmeister.com/training
Classroom laptop computers (15 one for each partner group in our class of 30 students)
2 classroom iPads used during field trip last class (so students who made notes re booth visitors
interview answers using the iMovie program on them can retrieve their notes)
Papers on which students made handwritten notes re booth visitors answers to their questions
White board and 2 dry erase markers
Smart Board wall mounted projection screen
Classroom teachers computer, containing MindMeister software program and connected to
Smart Board
Clipboard
Pen
Class List Anecdotal Observations worksheet
End of Unit Performance Task Package, containing the following two documents, stapled
together, which students will use to guide them through the performance task. (40 copies one
for each student, one for me, plus several spare copies for inevitable losses/dog eatings, etc.):
1. Instructions handout; and
2. Summative Assessment Rubric.
PROCEDURE
Prior to lesson
Ensure classroom laptop computers (15) and the two iPads used during last class field trip are fully charged and ready for use by students
Gather papers on which students made handwritten notes re booth visitors answers to their questions
Visit MindMeister software training website and refresh my skills using the software, in case students require my help during class
Ensure dry erase markers are placed on my desk, ready for use on whiteboard
Turn on the two classroom iPads. Locate any iMovie notes made by students related to their interviews of voting information booth visitors. Email the iMovie clips
directly to the students in question, using their school email accounts, so they have the notes available for use as they prepare their mind maps.
Turn on classroom teachers computer and Smart Board and check that they are working
Open MindMeister software on classroom teachers computer and navigate to screen showing a brand new mind map, ready to be completed. Then minimize the
screen and turn off the Smart Board, for now.
Prepare and print off 40 copies of the End of Unit Performance Task Package.
nsure
Introduction
Attention Grabber
Time
Say: Tell students about some of the most interesting things I saw during last class field trip, including humourous things I noticed
students did and said. Do not use student names (avoid singling anybody out) however use this brief presentation to jog students
memories about last class field trip and prepare them to work with information gained during that activity
1 min
Think-Pair-Share:
5 mins
Ask: Ask students to turn to a buddy and share with their buddy at least two things they learned from voting information booth
visitors, when they interviewed them during the field trip. Give them one minute to do this.
Ask students to return their attention to me, for a whole group discussion. One by one, ask each partner group to share with me
one thing that they learned from booth visitors, during the field trip.
Do: Make notes on the whiteboard re students answers to my question.
Say: Tell students that today they will be working with a partner to prepare a mind map, using the MindMeister software program.
Explain that I will expect them to please work diligently and efficiently during this project, in order to ensure they complete
their mind maps during class period and enable them to avoid having homework.
See end of section directly above.
Tell students that today they will prepare mind maps, working with a partner.
Explain that mind maps are important because students end of unit summative performance task project will include the mind maps.
1 min
Tell students that we will discuss their end of unit performance task project in more detail later during todays lesson.
Transition to Body
Say to students that now it is time for them to work on their mind maps.
Body
Ask students to get up from their desks and walk to front of the room. Then, without using words, they are to please line up according
to height, with the shortest person on one end of the line, and the tallest person at the other end of the line.
Mind Map Preparation

Once students have done that, walk along the line, dividing them into partner groups (each students partner is the student
standing next to him).
Quickly examine the partner groups and adjust them as required. Should you see any groups that are unworkable or illadvised, e.g. two students with significant learning challenges are paired together, or two students who are close friends and overly
chatty, or two very strong students, then make adjustments to the groups. Also work to pair the weakest two or three students with
stronger and more self-motivated students, in order to provide support to them during the project.
Ask the shorter students in the partner groups to return to their desks, gather their things, and prepare to move so they are sitting
beside their partners.
Ask the taller students from each partner group to return to their desks. Then ask the shorter students to locate their partners and
sit beside them.
Tell students that now I will explain to them what I would like them to include in
their mind maps. Explain that I will hand back to them in a moment the handwritten notes they made, during their interviews of
visitors to the voting information booths during the field trip. Reassure students that if they used a classroom iPad to record an iMovie
version of their notes, I have already made those iMovies available to them by emailing them to the students.
30 seconds
Time
41
Tell students that first, however, I would like to remind them of the purpose of this exercise, and of how to use the MindMeister
program, as I quickly prepare a sample mind map for their review.
Tell students that the purpose of the field trip, and of our preparing a mind map today, is to help students to learn about Canadians
voting behaviour and to apply that information to themselves as future voters.
Explain to students that although most of them are 11 or 12 years old now, in a few short years by the time they are 18 they will
be eligible to vote in federal elections like the one we have swiftly approaching. Tell them my goal is to help them to understand how
important it is for them to get out and vote each and every time an election happens, because that is how they can determine how
their tax dollars are used, and what happens in their community.
Turn on the Smart Board and open the MindMeister screen I had opened and then minimized.
Using my blank mind map as a sample, remind students how to prepare a mind map. Tell students I would like their mind map
to include answers from voting information booth visitors to the four questions students asked them, during the field trip:
Explain to students they should please include this information in their mind maps by using the following three, shortened headings:
Why visited booth?
If planning to vote, why?
Feelings about voting?
Tell students they will have the remainder of class to complete their mind maps, working with their partner. Invite them to consult
with another group, should they require help with their mind maps we are all doing this as a team, and it is likely one of their
classmates will have the answer to any question they have. That said, if they have questions that a classmate cannot answer, they
can come find me & I will help.
Ask the taller students from each partner group to retrieve a classroom laptop from the laptop cart, return to their desk, turn it on,
and open the MindMeister software program. (Give students two minutes to do this.)
Give students all but the final five minutes of class to work on their mind maps.
Formative assessment: As students work, take my clipboard, pen, & Class List Anecdotal Observations worksheet & walk through
the classroom. Observe student work & mind maps in progress. Ask the students questions in order to stimulate their creativity &
effectiveness as they work, and to assess their understanding of the concepts at hand.
Formative assessment questions to ask the students, as I circulate through the classroom (try to ask each partner group at
least two of these questions):
What did university students tell you were their reasons for visiting the information booths?
What did the students tell you about whether they were planning to vote in the upcoming federal election? What reasons did
they give for their answers?
If students told you they were planning to vote in the election, what reasons did they give you for that?
What did students tell you about their feelings about voting, generally?
What is the purpose of creating this mind map?
What did you learn about voting during the field trip?
What have you learned during the mini-unit that has affected your personal view of voting, as a future voter?
Formative assessment: Record my observations of students work, their mind maps in progress, and their answers to my questions,
as anecdotal records on my Class List Anecdotal Observations worksheet.
As I circulate through the classroom, place a copy of the End of Unit Performance Task Package facedown onto each students desk.
Gently instruct curious students not to look at their packages until I say it is time to do so, later in the class. (I will review the
packages with the students after they finish their mind map work.)
Assessments:
Formative assessment: I observed students mind maps and their work on the maps and their answers to my questions. As I
did so I made contemporaneous notes on my Class List Anecdotal Observations worksheet.
Differentiation:
Students who preferred to use iMovie during the field trip to prepare interview answer notes were permitted to do so. Then
prior to todays class I retrieved those notes from the class iPads and & emailed the clips to the students in question.
I advise students during this lesson (see below) that for their summative performance project they will be permitted to choose:
1. One of four methods in which to present their project; and
2. Whether to have a peer assessment session with a partner, prior to submitting the final version of their project to me.
These choices increase students ability to present their work in ways that are comfortable for them, and to do so with peer
assessment support, should they find that helpful.
N/A (today was exclusively focused on mind map preparation)
N/A
N/A (today was exclusively focused on mind map preparation)
N/A
Closure
and
Introduction of End of Unit
Performance Task
Consolidation of Learning
Ask students to pause in their mind map creation, and please give me their attention. Thank them for their hard work today, telling
them it is clear to me once again how bright they are, and dedicated to their learning and class responsibilities.
Thank students for supporting their partners as they worked on their mind maps. Explain to them that supporting others is vital to
our being good citizens in our communities, and that supporting others starts at home and at school.
Reassure students that if they are not quite finished their mind maps, they will have the opportunity to finish them as they work on
their end of unit performance task projects.
Introduction of End of Unit Performance Task:
Explain to students that their mind maps are important because they will feature prominently in their end of unit projects, which are
our next step, in this unit.
Ask students to look at the papers I left face down on their desks as I circulated through the classroom during class. Ask the students
to write their names on the first page of their packages. Tell them the packages are theirs to keep, and very important.
Explain that the packages are their End of Unit Performance Task Packages, and that each one contains the following two
documents, stapled together, which students will use to guide them through the performance task:
1. Instructions Handout; and

2. Summative Assessment Rubric.
Time
9 mins
Refer students to the Instructions Handout document.
Tell students that they will work individually on their performance projects. However should they wish, they have the option of having
a peer assessment session with a partner, prior to submitting the final version of their project to me. That partner, should they wish
to have a peer assessment session, will be the person with whom they prepared their mind map today.
Tell students that they will begin work on their end of unit performance projects next class, and that between now and then, they
have no homework.
Tell students that the deadline for their performance projects will be two weeks from today. Tell them they will be given
approximately 15 - 20 minutes to work on their projects during each of their thrice weekly Social Studies classes with me over the
next two weeks. However if they do not complete their projects within class hours, they will need to complete them on their own
time.
Remind students that the computer lab is open for one half hour per day immediately prior to commencement of classes in the
morning, and during lunch hour as well. Suggest that they consider using that time to work on their projects if necessary.
Tell students, referring them to the Instructions Handout document as I do so, what I would like them to do for their end of unit
projects:
First, include the following information in their projects:
1. List at least three things they learned about voting during the University of Lethbridge field trip and our classes prior to and
after the field trip;
2. Discuss their mind maps, specifically at least four pieces of information that booth visitors provided to them in response to
their questions;
3. Share how what they learned during the mini-unit has affected their personal view of voting, as future voters; and
4. List at least one reason why voting is important.
Second, consider how they wish to present their project, using one of the following four methods:
1.
2.
3.
4.
Written report of at least two pages in length, double-spaced and printed off it will be submitted in hard copy form;
Poster, using at least one large piece of poster board, filled;
iMovie of at least three minutes in length; or
Oral presentation of at least three minutes in length. This can either be presented to the entire class or to the teacher
privately.
Ask students whether they have any questions about the assignment based on the information I have provided to them so far. If so,
answer those questions.
Direct students attention to the Assessment Rubric document within their packages.
Review the Assessment Rubric document with the students and discuss it. Emphasize that what I would like them to do is to focus on
the Excellent column on its far left hand side.
Explain that if students focus on accomplishing what is necessary to achieve an excellent result, then it is far more likely that they
will achieve that goal. Tell students that everyone in the class is potentially able to achieve an excellent result, particularly if they
avail themselves of the opportunity to have formative peer feedback from a partner, and if they also come to me with any questions
they have, as they work on the project.
Ask students whether they have any questions about the Assessment Rubric document. If so, answer those questions.
Reassure students that they can ask me further questions about the end of unit performance task at any time, including via email or
private discussion, should they prefer.

Ask students how they are feeling about the upcoming end of unit performance task. Ask them to please show me a thumbs up or a
thumbs down, depending on how they are feeling.
Look at all the students hands, making a mental note of any students who gave the thumbs down sign, and be prepared to offer
them extra support during next class.
Thank students for their hard work on their mind maps today. Tell them I could tell they were paying attention to detail and working
to clearly and carefully reproduce the information provided to them by the voting information booth visitors.
1 min
Tell students I know they will do a wonderful job on their end of unit projects, and reassure them that I will be there with them, step
by step, to support and help them through the process.
Ask students to please be sure to clip their End of Unit Performance Task Packages into their Social Studies duo tangs, so that they
will know where to find them for next class.
See section directly above this one.
1 min
Tell students it is time to move on to our next lesson.
Ask the shorter student from each partner group to please save his mind map to the Social Studies folder in the MindMeister
account they are using, log out of MindMeister, shut off the laptop, and return it to the laptop cart, making sure to plug it in so that it
can charge.
Sponge Activity/Activities
None required. I do not anticipate that even the sharpest students in the class will complete their mind maps in the time allotted and then have nothing to do.
That is because the mind map exercise will take a significant amount of thought and additionally after I facilitated the taller-shorter partner pairing I also
ensured that the smartest students were not paired together.
Purpose:
Mind maps, whether handwritten or prepared with computer technology, are useful tools to enable students to consolidate their knowledge and make
connections between ideas.
The mind map activity provides students with the opportunity to reflect upon and consolidate the information they obtained during the field trip. It also enables
them to start thinking about voting, voter behavior generally, and the importance of voting, and to apply their ideas to themselves as future voters.
The mind map activity permits students to use the MindMeister software program in a way that enhances their learning, computer skills, and contribution to
others learning. That is because preparing mind maps using computer software enables students to do so in an efficient and clearly presented way and to
quickly and easily share their maps with others.
The end of unit performance task will permit students to use technology in a further way, should they choose: They will be permitted to present their projects in
a digital format, using the iMovie computer program. Students were also permitted to use the class iPads and iMovie software to take notes during their field
trip interviews of information booth visitors.
The end of unit performance task is meant to reflect students knowledge about voting and democracy per the Program of Studies, while also teaching students
about the importance of voting and encouraging them to vote when they become adults. My not so secret agenda here is to create active and engaged
citizens, committed voters who care about their communities.
Potential problem with this lessons mind map activity:
It is possible that students will become lost in the physical challenge and minutiae of constructing a mind map, and therefore focus less on the voting-related
learning involved.
In order to hopefully counteract that problem however I have planned, per above, to circulate between students as they work on their maps, in order to not only
ask questions but also to remind them of the significance of the concepts they are mapping and of voting, generally.

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Scaffolding Lesson Plans

How does your lesson

Describe how communication

Describe how literacy an

theories & demonstration of

technology uses in the lesson/s

ELArts (reading, writing

will promote student engagement

listening, speaking, view

structure and climate

toward an identified learner

and/or visually representi

outcome. This should provide a

will be used to promote

strong rationale for using

student learning using

Voting, and democracy

6.1.2 Students will

Lesson One takes

Please refer to my discussion of

Please refer to Lesson 3, at

identified learner outcom

and reflecting upon the

Vocabulary words are

and interview visitors

what her desired

The following core

learning, in the form

applied the core

What is the teacher

How does your use of

Describe any potential downsides

will you be using? What

reflect key assessment

theories & demonstration of

to using this technology.

information will you be

collecting? How will you

Please refer to the

idea of voting in the

and exit slip

smart board: Permits

Partner work: Permits

about their online

else from our

How I will use the

students that they will

What are the

will learn what she

The teacher designed

Opening role play

The big idea is for

the next one, this

opening and closing,

Scaffolding Lesson Plans

How does your lesson

Describe how communication

Describe how literacy and

theories & demonstration of

technology uses in the lesson/s

strands (reading, writin