Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Backwards planning

No description

Kate Gatherall

on 26 August 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Backwards planning

Throughout the process teachers need to:
- scaffold and create a learning environment in which the students can be successful.
- design the curriculum with the purpose that students will be able to utilize schema.
- through the design of the curriculum find ways to best meet the needs of all students.

Making the most of our time
Backwards Planning and Cross Curricular
Common Pitfalls in Planning
1. You have no way to benchmark success along the way.
2. The activities do not align with the goal.
3. The sub-goals don’t lead to the final goal.
4. The activities are not purposeful.

Essentially we are starting at the end and working backwards. We need to decide what our goal is and then work backwards to achieve success.
What does this look like when we plan for students?
1. Look at standards
2. Make a list of the skills, concepts, and knowledge kids need to learn
3. Next, design the final assessment/project where students will demonstrate understanding to mastery of these skills, concepts and knowledge.
4. Then, create a set of lesson that lead up to that end.

If we were to see and teach our students all day we would have 365 teachable minutes.
However, they have 30 minutes for French and 30 minutes of Arabic a day.
Now we are at 305 teachable minutes a day or 1525 a week.
Seems like a lot?
Don't forget to factor in...
Music - twice a week = 80 minutes
Art - one double period a week = 80 minutes
Arabic Social Studies - once a week for 40 minutes
Travel time
Other Factors to Consider
Whole School Functions (Spring Fling)
Days we have to leave early
Morning buses are sometimes late
Concerts and rehearsals
4 x the holidays
What is the
Grade 2 Measurement
- choose benchmarks – in this case, personal referents – for a centimetre and a metre
- estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units
- record and represent measurements of length, height, and distance in a variety of ways
-select and justify the choice of a standard unit (i.e., centimetre or metre) or a nonstandard unit to measure length
- estimate, measure, and record the distance around objects, using non-standard units
- estimate, measure, and record the capacity and/or mass of an object, using a variety of non-standard units
- compare and order a collection of objects by mass and/or capacity, using non-standard units
Vocabulary - measurement, estimate, record, observe, smaller, bigger, longer, shorter, heavier, lighter, more than, about the same as, equal, about, centimetre, metre, ruler, balance scale, height, weight, measure, etc...
How to choose and use appropriate materials to measure with.
How to read, hold, use a ruler.
How to record units and measurements.
Using a balance scale.

Disprove relationship between weight and size.
Find and use reference points for making estimates, i.e. a centimetre is about the width of my pinkie finger.
Justify choices.

What is a centimetre and a metre?
How you measure around something that is not round?
What happens when the ruler is shorter then the object?
Why do we have different answers but measured the same thing?
Difference between different measurments - length and width, etc.
How to record as you are going along.
Why we have centimetres and metres.
The importance of going back to check our measurements.
Why we want to choose the long stick over the pencil to measure.

What is heavier then a potato but smaller? What is lighter then a potato but bigger?
Build our own non-standard unit rulers and use them to measure items around the classroom.
Metre hunt. Centimetre hunt.
Who can estimate and cut a piece of string that is a meture long? Why do you think your string is the same length as a metre?
Measuring objects that are longer then a ruler (with non-standard ruler).
Broken ruler challenge (finding the length and height of a square with broken ruler pieces)
Finding a point of reference to help make estimates.
Measure these items using different non-standard units and discuss why our answers might vary.

Cross Curricular
Information Report
Links to Science through using the topic of animals.
2.6 use scientific inquiry/research skills (see page 15), and knowledge acquired from previous investigations, to investigate the basic needs, characteristics, behaviour, and adaptations of an animal of their choice
3.3 identify ways in which animals are helpful to, and ways in which they meet the needs of, living things, including humans, to explain why humans should protect animals and the places where they live (e.g., bats control mosquito populations; birds and wildlife provide pleasurable viewing experiences; the buffalo provided some Aboriginal people with everything they needed to survive: food, shelter, clothing, tools, ornamentation, and weapons; horses can be used for labour; cats and dogs provide companionship for humans; animals, including humans, disperse plant seeds)
2.3 investigate the life cycle of a variety of animals
(e.g., butterflies, frogs, chickens), using a variety of methods and resources (e.g., observation of live animals in the classroom and in the schoolyard; books, videos/DVDs, CD-ROMs, and/or the Internet)

1.4 demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details
Text Features
2.3 identify some text features and explain how they help readers understand texts
2.1 identify and describe the characteristics of a few simple text forms
Visualize to clarify understanding

3.1 automatically read and understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts
1.2 identify several different purposes for reading and choose reading materials appropriate for those purposes

1.4 sort ideas and information for their writing in a variety of ways, with support and direction
1.6 determine whether the ideas and information they have gathered are suitable for the purpose, and gather new material if necessary
2.4 use a variety of sentence types
2.7 make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies
3.7 use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout
Full transcript