This Google Drive folder has the 3 lesson plans and the unit overview:
https://drive.google.com/drive/folders/1Lo_iAULqMFAmUt4eL3H_MX3Opc9r0mCp?usp=sharing
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I was a bit confused about the problem. The problem states Student #1 closes each locker. Student #2 opens each second locker. Student #3 c... -
I didn't know that there were so many "inquiry-based approaches". I like the idea of the students going "through an exten... -
I was expecting most areas to be close to each other as I believe in balance. On their website it says "from the Social Reform point of...
Thanks Marius. You've gotten a good start at sketching in all the elements of your unit plan, although each element still needs lots of work on the details!
ReplyDeleteDo make sure that the topics you are planning to teach are appropriate for the students' background and grade level. For example, induction and group theory are not typically taught in Grade 9 -- but you may be able to give introduce some foundational ideas from these topics iff you don't rush things or make assumptions about the students' background knowledge!
Your project is still quite vague and needs a lot of thought about what you will actually ask students to do. They will not have Zome tools readily available -- and Lego is limited by its construction. When you talk about symmetry, be clear about whether you simply mean bilateral mirror symmetry (which is probably too basic for the project and grade level), or all kinds of symmetry groups (which is probably too much for the class to take on), or some specific spot in between those two!
What homework are you planning to assign, that you expect to take up at the start of each class? I would NOT make a break so early in the class -- you've barely gotten started, so don't disperse the energy already at that point! I'd save a break for at least 50 or 60 minutes into the class.
Your lesson ideas are still very sparse and not defined enough at the moment, and will need more thought. Some of the activities in different parts of the lessons (like the Thinking Classroom and Scale Factor sections in 9.1) seem like a repeat of the same activity, at least as they are described at the moment.
I like the outdoor embodied activity idea, and need to see it in more detail.
I worry about the totem pole symmetry idea in the third lesson as it seems to be mentioned in a superficial way as it stands right now. However, with some research, this could be developed into something more meaningful and profound, and perhaps a real carving project (individual or collaborative) with a local carver and real wood could be a way of bringing true Indigenous ways of learning to your class? Or there may be other artistic media like painting or printmaking that could do something similar...something to consider.
Lots of good starts here, and plenty of work to follow up on!