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OTHER EVIDENCE:
Competency Evidence
- Students will hopefully show other competencies such as; co-operation, leadership, and critical thinking.
o Promote co-operation by encouraging them to think about the problems together.
o Promote leadership by encouraging students to speak out with ideas they may have to solve these problems.
o Engage the students in critical thinking by asking what the problems they need to overcome, and asking how they can work
around them. If necessary/asked for help, scaffold some of the thought processes the students need to use (“Your bridge is
starting to look good! So what do you know about structures that make them strong? What do you remember from last
lesson helps make structures strong? How do you think you can use those ideas to help your bridge?) without overtly giving
the answer.
Student Reflection and Self Assessment
- Assessment for Learning is used when the students analyze their bridge design elements after testing. Students will be asked to give
feedback to two other groups in the form of two things that group did well, and one thing they could improve on (two stars and a
wish). After they will be asked to reflect on the feedback they were given, and assess if they would change their bridge, and how.
Equip = Have a large stack of paper students are able to use (several hundred sheets), as well as multiple rolls of scotch tape (at least one per
group of 2 students). As the students are building, make sure to scaffold any pieces of missing application of previous information you see.
(The students have previously gone through a class teaching the main factors to increase structure strength and stability). Throw hints about
previous information the students may be forgetting, i.e. “I like your design! Hmm, I wonder what shapes might work best to make this
structure stronger…”
Rethink = Test the structures with weights at each station. Allow students to observe each other’s structures. This way they will be able to
reflect on how they designed theirs, and think of ways to improve.
Evaluate = After testing, directly ask each group, “what is something you could have done better to increase your structures
performance(stability, strength, height)?” Then encourage them to try it at the next station.
Tailor = There are a few students who have minimal motor skills. The materials have been appropriately chosen to be usable by these
particular students. There will also be rulers assisting the students to fold paper along straight lines. There is also a student whose sight is
limited. To work with this the lesson’s hook and instruction is story based rather than written, making it more assessable.
Organize =
- 5 min hook telling the story.
- 5 min open discussion encouraging critical thinking and problem solving for Wesakechak’s issue.
- 5 min getting into groups of two and gathering materials.
- 45 - 60 min working in groups to construct bridges
- 15 min utilizing the two stars and a wish feedback method, having students analyze two other groups.
- 10 min to change bridge design if wanted.
- 10 min testing the bridges’ strength with weights.
- 10-15 minutes self reflection writing, including what they learned.
- 10 minutes showing world community attempt at making paper bridges