THIS WIKISPACE WILL HELP US ALL UNDERSTAND:
What are Big Ideas?
How can Educators teach curriculum standards with a Big Idea focus?
How are Big Ideas assessed?
Are you providing authentic skills, tools and strategies when teaching Big Ideas?
Are students learning how to collaborate?

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BIG IDEAS AND CONCEPTS OF LESSONS ARE WHAT WE ARE LOOKING FOR!

Add, Share, use and change the following examples for Big Ideas that were used or could be used as part of a Teaching and Learning Cycle.

Note: If you have an example that you could add to this Wikispace based on a lesson, including an assessment idea, you can create a New Page (Top Left Corner). You can then make a link from the chart to your example. The Wikispace moderators will consolidate the examples.

Name, School, District:
Big Idea:
Diagnostic Assessment Used:
Curriculum/Standards Addressed:
Resources:
Culminating Activity:
Comments:


Grade
Big Idea
Six
How is the balance and biodiversity of plants and animals important for the survival of earth?How can humans preserve the biodiversity of plants and animals?
More Information Here
Six
How can international events such as the Olympics strengthen a countries relationship with other countries?
More Information Here
Six
How Do Choices Humans Make Impact Biodiversity?
- Biodiversity includes diversity of individuals, species and ecosystems. Give examples that would support this idea.
- Can classification help us to understand the way things are interrelated? Explain.
- Describe human interaction with biodiversity.
More Information Here

One
What do living things need to be protected and healthy?More Information here
Six
Truth or Fiction – Does it Depend on Your Point of View?
Key questions:
How does an author’s point of view influence a reader’s thinking? How does identifying the bias in an author’s viewpoint help us understand the message behind what we read?
More Information

7/8
How do actions dictate our life path?
Curriculum based Reading 1.5 - Inferencing, 1.6 - Extending Understanding, 1.9 - Point of View
7/8
How does sports and sports culture influence our values and bias?
Curriculum based Reading 1.6 - Extending Understanding, 1.9 - Point of View
7
How does Human innovation impact society and the environment?
Reading: 1.9 - Point of View, Writing: 1.5 Oganizing ideas
Geography - Natural Resources, Second Overall Expectation
5/6
Social Justice theme: What is the author's main message? Support your opinion with evidence from the text.
Curriculum-based Reading: 1.5 - Inferencing
More information here
6
How Can New Discoveries Help our own lives? Why do we study space exploration? - Science and Language Arts Combined Unit. Example of Culminating Activity Here: http://space213.wikispaces.com/-+Culminating+Activity
all
climate or war or reality or cell or Canada or poverty or making meaning or truth

All experiences in class would add to the students' construction of these Big Ideas. Assessment criteria (rubrics etc.) would describe the degree of understanding, at various levels, that would be appropriate at each grade level.
secondary
6th grade
What is the role of sacrifice in religion?
How do we define sacrifice and how do we differentiate from material and spiritual sacrifice? What are the spiritual and material goals of sacrifice? Big ideas...
junior/middle
Writing and Thinking

Writing is a means of documenting thinking (from www.pdesas.org - RWSL & 6th grade search) For More - go here

Big Idea: What is the Role of Sacrifice in religion. See More Info

Does Power Currupt? See More Info

How do we get rural students to relate to the modern, technological world (global community)
History
How can you impact Change? See More Inf
Teachers:

Technology must be used seamlessly rather than as an add on (technology should not be a special event) For More Info










Example:What do living things need to be protected and healthy?
Big Idea: What do living things need to be protected and healthy?More Information here
Diagnostic Task Description (task and rubric attached): Created this scenario for the students – They went to visit the Wild Things, and they become aware that there is no electricity on the island. They need to write a letter home to their mom explaining if they would rather have or not have electricity and why.
Culminating Task Description (task and rubric attached): Write a letter to a class in Saskatchewan from the point of view of a living thing. They need to include in their letter what this living thing needs to be protected and healthy.



Target (Focus)

Additional/Supporting

Reading

1.9 – Point of View (understanding various points of view)


Can be discussed through daily modelled reading activities and guided reading groups

“The Letter” – Short story in Frog and Toad


Complete read alouds that have point of view to show students how it is seen in writing


Writing


2.1 – Form

2.5 – Point of View (understanding various points of view)

3.1 – Spelling Familiar Words

3.2 – Spelling Unfamiliar Words


Modelled Writing – Model how to write a letter and how to express a point of view

Work on Writing Activities – Literacy Centres – Write using the letter form; focus on conventions and point of view too

Guided Writing Activities – Guided groups on how to write a letter and how to write one expressing various points of view – Can also focus on conventions too


Oral


1.8 – Point of View (understanding various points of view)


Can be addressed through dramatic activities – Characters take on various points of view – Can discuss these points of view as a class

Media

1.5 – Point of View in a media text and offering alternative perspectives


Look at Advertising Websites (e.g., CoCo’s Adversmarts) – Discuss the different points of view in the ads – Look at how these ads could be changed to off an alternate point of view


Content


Science:
1.1 – Personal action to maintain a healthy environment

1.2 – Changes or problems that occur from the loss of some living things

2.2 – Compare basic needs of humans and other living things

2.7 – Communicating using a variety of forms


Full class, small group, and independent science activities – Learn about different living things and what happens to them

Role Play from the perspective of the different living things – Discuss afterwards as a class

Complete reading and writing activities that link this content area with the reading and writing expectations


Notes: //
Modify for those students that need it by allowing them to write on the computer. Work on having the children use a graphic organizer (i.e., a word web) to organize ideas before writing. Model for the students how to take these ideas and transfer them to their written piece.


TLCP Cycle 2 – Initial Assessment Rubric – Writing A Letter


Level 1
Level 2
Level 3
Level 4
Developing Ideas
Unable to develop any ideas related to the topic.
Able to develop some ideas related to the topic.
Able to develop many ideas related to the topic.
Able to develop many ideas related to the topic with a thorough understanding and reasons for opinions that reflect higher-level thinking.
Spelling Familiar Words
Unable to spell any high-frequency words correctly in his/her writing.
Able to spell some high-frequency words correctly in his/her writing.
Able to spell many high-frequency words correctly in his/her writing.
Able to spell all high-frequency words correctly in his/her writing.
Spelling Unfamiliar Words
Unable to use a variety of strategies to spell words (i.e., spelling interferes with comprehension).
Sometimes uses a variety of strategies to spell words.
Most of the time uses a variety of strategies to spell words.
Consistently uses a variety of strategies to spell words.
Form
Unable to write sentences in a letter form (i.e., no use of a salutation or closing and no complete sentences).
Uses some elements of the form of a letter.
Uses many elements of the form of a letter.
Uses all elements of the form of a letter.
Point of View
Unable to take a point of view (i.e., does not make a decision about what he/she would rather).
Takes a point of view, but does not provide evidence to support this point of view.
Takes a point of view, and provides some evidence to support this point of view.
Takes a point of view, and thoroughly explains his/her rationale for this point of view.

Comments, Suggestions, and Reflections:
I have not completed this cycle yet, so I can't comment on how it will end, but I do find that the children respond really well to writing for an audience. We have done a lot of letter-writing already through Google Docs and Twitlonger, and the children are really working on editing their writing and adding more ideas to their writing so that the audience enjoys their writing. So far, I am really pleased with how well the children are incorporating the science expectations into their writing. I think that future blogging opportunities would also help them develop their writing skills, particularly with regards to point of view. Blogging is all about taking a point of view.

Aviva Dunsiger
Grade 1 Teacher
Ancaster Meadow School (HWDSB)
http://fcinternet.hwdsb.on.ca/~aviva.dunsiger/
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Grade 1 Blog: http://avivadunsiger.blogspot.com/
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