Rationale
These first two classes will be outdoors. Here students will connect to the land, understand indigenous notions, learn about the natural world, and finally understand how to physically manipulate and use the natural world in new ways. During these two lessons the teacher can chat with the students individually about what level they consider themselves on within Bloom's taxonomy this will be vitally important for challenging the student in upcoming classes by giving them different roles or tasks that would be more or less challenging for them. This is very important when using inquiry based learning and sets the ground work for assessment (did they get two tiers up on bloom's taxonomy? One level up?).
Preperation
- Preparation: Teacher has a strong sense of where each student is in relation to Bloom’s Taxonomy and can vary target outcome based off of student’s level. Teacher also needs to prepare a specific enough question that will tailor the student’s results to the core competency that they teacher is trying to evoke out of their work.
- Lesson planning is less structured for it’s hard to determine how long students will need to “answer” the question at hand.
- Since constructivism is so important, it’s vital that the teacher knows that fundamental skills are known by the student before progressing (guides by Bloom’s Taxonomy to asses student's depth of cognitive engagement)
- Lesson plan should include: how each problem will be framed
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- Specific problems to be solved
- List of questions to ask students before they engaged
- Student movement patterns to be observed
- follow-up questions to ask students
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Overview
Students will play games that use nature. This will get the students thinking about how to manipulate the natural world. Indigenous words will also be used to describe different organisms and group settings. A land acknowledgment will also be used here.
Students will use technology to assist their learning which becomes a form of command style teaching where the students have to find certain things in nature and figure out the Indigenous names for them.
These classes will also focus on social responsibility to the environment and social skills.
Class #1
Ninja sticks:
Students will play ninja sticks.
Uses command and convergent teaching.
Inquiry questions such as "how could you be more quite" what types of things do you want to/ don't want to step on?"
Predator Prey:
Students will also play Predator Prey. Here they will use indigenous names of animals instead of the traditional names. They will learn the food chain as well as community, respect for land (don't climb trees or trample small brush). This is a divergent learning system where students use command style knowledge to play a game.
Class #2
Here the emphasis is on the natural world, integrating technology, and using Inquiry based questions to spur on student led research.
Students will be given iPads and a checklist of things that they must take pictures of.
Such things could be an Arbutus tree. They would then also have a cognitive component to this task where they had to state the Indigenous name for that tree or a traditional method that that tree could be used for. Students will work in pairs and be able to learn about the tree from one another or be able to research the information via ipad.
Different movement tasks will also be introduced here. A task could ask "take a picture of your partner balancing on a tree with two point of contact" students here would begin thinking about how to use the natural world in different ways than the "man-made" world. These type of open eneded convergent questions set the basis of understanding that the students will require to move forward in the class. They help the reacher place the student within a tier on Bloom's taxonomy, and use letters A-C on the Spectrum of Learning.