Teacher Anne Girven
| YEAR |
LEVEL |
DURATION |
|---|---|---|
| 3 | 2 | 3 weeks |
| Achievement Objective Being Assessed |
Learning Outcomes |
|---|---|
| Transactional Writing | Write explanations about shadows, state facts and opinions and recount events. |
| Science | |
| Making Sense of the Physical World | Explore shadows at different times of the day. |
| Processes | |
| Processing Information |
Identify, record and present information about shadows. Explain how a shadow is made at different times of the day. |
| Supporting Achievement Objective |
Learning Outcomes |
| Close Reading | Respond to language, meanings and ideas in different explanatory texts relating them to personal experiences. |
| Interpersonal Listening/Speaking | Listen to and interact with others. Ask questions and talk about personal experiences in a group. |
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Set up a learning centre. Collect pictures of shadows, books from school library and National Library, photos and magazines of different types of shadows. Display a vocabulary chart and add to this throughout the unit eg shadow, shine, sun, cloud, sky, creating, behind, in front, positions.
Students work in groups to show and explain the different shadows they have made. Encourage students to talk about what they have found out about shadows. Reread the modeled writing. Students brainstorm and draft their own explanation "How is a shadow made?" and illustrate with a sketch of someone/something and its shadow.
Conference with the teacher. Edit and proofread (RTF 4KB) .
Students complete the checklist (RTF 14KB) . Some students may need teacher assistance.
Teacher models the self_assessment (RTF 230KB) . Each student completes the self assessment. Some students may need teacher assistance.
Published on: 14 May 2009
