I will admit that at the start I was not too fond of using the “Backwards by design” method. I found it very hard to come up with the assessment portion right off the bat. However, after having more practice with it, I have come to believe that it is the most effective way to prepare a lesson.
We were given the task of reforming a lesson on the canadian climate. It is easy to pick out the downfalls of someone else’s lesson, but I found it difficult to come up with a better lesson.
My group kept the original outcome, but picked a different indicator that we felt fit better. The assessment is the most important component of a lesson and it makes sense to determine your assessment before creating the lesson. Therefore, once we decided on an assessment, we had no problems coming up with an effective lesson. Another component of the backwards by design template that I often forget about is the “I Can” statements. These statements are essential for student understanding and I find them very helpful when design a lesson plan.
Another component that I like about the backwards by design template is the treaty connections section, which I often tend to forget in my lessons. A reoccurring problem that I often run into is finding a treaty outcome that fits with Saskatchewan’s curriculum outcomes. However, I have come to realize that I don’t need to pick an outcome or indicator from the list, but I can create my own while still making a connection to treaty education.
Subject/Grade: SS 5 Lesson Title: Canadian Climates Teacher: Shelby, Dustan, April
Stage 1: Identify Desired Results
DR5.2 — Assess the impact of the environment on the lives of people living in Canada.
b. Explain how different traditional worldviews of Earth affect the use of resources in Canada (Aboriginal VS. European attitudes towards ownership and use of the land).
Treaty Ed connections:
TR31: Examine the relationships between First Nation peoples and the land, before and after the …………. . signing of the treaties.
SI32: Examine how various teachings people have about the natural world guide behaviour and ……… …………….actions.
HC13 : Explore the many ways people meet their needs from nature and the land on which they live.
|Key Understandings: (‘I Can’ statements)
How does the lives of different people living in Canada have an impact on the Canadian environment?
How are European and Aboriginal attitudes towards ownership of land and land use similar and different?
If two groups have vastly different views of what land is and how to use it, what difficulties might arise when making agreements about that land?
Stage 2: Determine Evidence for Assessing Learning
Stage 3: Build Learning Plan
|Set (Warm-up, Focusing the Learning): Time: 10 minutes
Students will watch the following videos to gain initial insight on European and Aboriginal views of land ownership and use. Throughout each video, students will write down what they believe to be key points.
Play this YOUTUBE VIDEO on how Europeans view land ownership and land use — remove stereotyping, grouping and judgement by stating that not all European individuals believe in this way of living.
Play this YOUTUBE VIDEO on how the FIrst Nations people view land ownership and land use — remove stereotyping, grouping and judgement by stating that not all First Nations communities live the exact same way; however, this is a main component in their way of living.
Development: Time: 35 minutes
Learning Closure: Exit Slip Time: 5 min.
Each student’s Venn Diagram and reflective response will be handed in at the end of class.
Safety Considerations: n/a
|Stage 4: Reflection|
|To be completed after the implementation of the lesson.|