MNO Mini Unit Assignment:

Table of Contents
Assignment Description
Assignment Components
Lesson Plans
Lesson Plan Rationale
o Assessment
o Educational Psychology
o Communications Technology

Mini-Unit Assignment

Assignm
ent
Overview

MNO Mini Unit Plan

Assignment

In this assignment you will develop a mini unit plan comprised of an

overview and rational, a performance task and rubric, three
consecutive lessons and associated rationales, and a final reflective
blog. Elements of this assignment will be graded by instructors in
your C&I, Assessment, Psychology and Education Technology modules
(see chart below to see which elements will be assessed by which
module instructor).
The three lesson plans should be carefully linked to scaffold learning.
Moreover, they should demonstrate knowledge about the
development of lesson objectives to attend to curricular outcomes,
differentiated instruction, and the establishment of a productive
learning environment. They should also attend to learning theory,
and assessment theory. One of your three lessons should incorporate
the use of technology.
The rationale for instructional decisions should incorporate concepts
learned in PSI across each module in order to demonstrate the
strategic (rather than intuitive) nature of pedagogical decisionmaking.
This assignment is due by Oct. 27.
Your mini-unit must focus on Grade 1-6 curriculum outcomes from the
Alberta Program of Studies.
This template must be posted to your ePortfolio by the due date.
Check with each module instructor regarding specific expectations for
submission.

Mini-Unit Assignment

Assignment Components

2.
3.

4.

An overview of curriculum outcomes, inquiry

questions, and assessment features.
Include three lesson plans as specified by
your C&I instructor
A series of summary pages for the lesson
plan sequences that tie lesson plan features
to course expectations. See assignment
template for more information.
A performance task and accompanying
rubric. Your performance task must be linked
to your three lessons. This performance
task must be completely developed,
including handout with instructions for
students, resources students will require and
a rubric and checklist.

Mini-Unit Assignment

Module
Assessme
nt
C&I
Assessme
nt, Ed
Tech,
Psycholog
y
Assessme
nt

Lesson Plans
Insert your series of three lesson plans here. Your C&I instructor will provide you with
template options for these lesson plans.
**See attached documents to view lessons**

Mini-Unit Assignment

Lesson Plan Rationale

On the pages that follow you will be required to complete a series of lesson plan
summaries and reflections. For each lesson, regardless of the module you are completing
the reflection for, your summary description of the lesson will be the same (do not tailor
these summaries for each module, simply cut and paste them.
Follow the module specific instructions for each rationale required.

Mini-Unit Assignment

For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.

**NOTE I TOUCH ON ALL LESSONS IN ONE SECTION, ALL LESSONS ARE

DESIGNED THE SAME WAY SO STUDENTS HAVE CONSISTANCY. IF YOU
WOULD LIKE ME TO GO THRU EACH LESSON DOING THE SAME THING
LET ME KNOW**
Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 1-5: Introduction, Throwing, Kicking, Striking, Closing
Description
Lesson
Overvie
w:

Lesson
Outcome:
Lesson 1- TSW
discover three
different ways
to send an
object.
Lesson 2- TSW
effectively
throw an
object.
Lesson 3- TSW
effectively kick
an object.
Lesson 4- TSW
effectively
strike a
manipulative
object.
Lesson 5- TSW
effectively
send an object
three different

Mini-Unit Assignment

How does your lesson

scaffold to your
performance task?
Each lesson is designed
in the same way.
Therefore I will describe
the scaffolding in one
lesson and that can be
applied to other lessons.
In lesson 2 the objective
is for students to learn
how to effectively throw
an object. We start off
with students verbally
telling the teachers what
different types of throws
can be made (objective
is to get out overhand
throws, underhand
tosses and using both
hands). After the
students verbalize some
ideas they get with a
partner to do selfexperimentation to see
how many different ways
they can throw an object
back and forth with a
partner. Teacher will
debrief with students

What core assessment

concepts inform your
design choice?
I feel that it is most
important to formatively
assess as much as
possible during a gym
class. That is why most of
the assessment used is a
formative assessment,
mostly through asking
guided questions to
students. However I do
feel that you need to
have some type of
numerical and
summative assessment
to get the full
understanding of a
students knowledge
gained in each lesson
and each unit. That is
where the rubrics came
into place. My personal
opinion is if you are to
give a number grade on
a gym class the most
important thing is
participation, which is
why 80% of the overall

ways

Lesson
Description:
Lesson 1- This
is an
introduction
where
students will
discover 3
ways to send
an object.
Start with an
introduction,
self-discovery,
explanation
and
demonstration
of skill,
practice of
skill,
assessment of
skill threw fun
activity, a
game then
closure
recapping
what was
learned
Lesson 2- This
is a more in
depth look and
assessment of
students
properly
throwing an
object. Start
with an
introduction,
self-discovery,
explanation
and
demonstration
of skill,
practice of
Mini-Unit Assignment

about what different

ways they threw, which
leads into the next part
of the lesson which is
the explanation and
demonstration. In this
segment the teacher
goes over the 4 ways
the students will throw
today, and the 3 keys to
keep in mind. Formative
questions are asked to
test student
understanding
throughout. After
explanation and
demonstration the
students get into
partners to practice (in a
fun way of course!)
During this time the
teacher goes around and
formatively assesses
students throwing, but
also asks guided
questions so students
can have self discovers.
Also students self-assess
their own throwing and
peer assess their
partners throwing
through the form of
feedback. The next part
of the lesson assesses
the skills the students
have learned in that
class, the students throw
into a bucket as the
teacher goes around
assessing their throwing,
using the rubric for
throwing. Partners also
still peer assess to
ensure the three keys
are being upheld. Then
the final activity is a
game to end the class
on a fun note, promoting
being active for life.

mark would go towards

participation, and 20%
would go towards how
skills were performed. I
understand that I
elementary grades
numerical values are no
longer used however it
makes more sense in my
head to do it that way,
even if the students will
not end up seeing my
thought process. In the
creation of the rubric I
wanted to have room for
variation between3 and 3
ect, therefore I made
sure there was at least
two to 3 bullet points
with each number so the
teacher would be able to
assess a student at a four
in some levels, and a 3 in
other levels.

skill,
assessment of
skill threw fun
activity, a
game then
closure
recapping
what was
learned
Lesson 3- This
is a more in
depth look and
assessment of
students
properly
kicking an
object. Start
with an
introduction,
self-discovery,
explanation
and
demonstration
of skill,
practice of
skill,
assessment of
skill threw fun
activity, a
game then
closure
recapping
what was
learned
Lesson 4- This
is a more in
depth look and
assessment of
students
properly
striking an
object. Start
with an
introduction,
self-discovery,
explanation
and
Mini-Unit Assignment

Other lessons are similar

starting with selfdiscovery, transitioning
to explanation and
demonstration, moving
into practice, a game
where the teacher can
assess and the students
can peer assess, then
ending with a game to
promote fun physical
activity.
These lessons lead into
the performance task
because our
performance task is a
combination of the
assessment part from
lessons 2, 3 and 4. It
scaffolds because the
students are taught each
method of sending an
object given 3 keys to
remember for each
method, then assessed
on each of those
methods of sending in
lesson 5 with the
performance task. The
rubric should be used in
each lesson to assess
students understanding
but also to get a sense
of retention in lesson 5.

demonstration
of skill,
practice of
skill,
assessment of
skill threw fun
activity, a
game then
closure
recapping
what was
learned
Lesson 5- This
is a
culmination
lesson where
assessment
will be made
to see what
the students
have learned
over the
previous 3
lessons. Start
with an
introduction,
self-discovery,
explanation
and
demonstration
of skill,
practice of
skill,
assessment of
skill threw fun
activity, a
game then
closure
recapping
what was
learned
Instructi
onal
Processe
s

Mini-Unit Assignment

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?

How does your use of

formative assessment
reflect key assessment
concepts?

Description of
what teacher
is doing:
The teacher is
taking a
participation
mark (4-1)
each class for
each student,
and the
teacher is
assessing the
application of
learned skills
at appropriate
times with a
rubric (4-1).
Throughout
each class the
teacher is also
constantly
formatively
assessing thru
asking guided
questions.

Description of
what students
are doing:
The student is
giving a
participation
mark (4-1) in
each class and
the students
will be peer
assessing each
other in the
form of
feedback on
application of
Mini-Unit Assignment

Most of the formative

assessment that will be
used will be through
asking guided questions.
I believe the best way to
help a student learn is
thru guided selfassessment. Therefore
you can ask students
guided questions to help
lead them towards this
realization. Also
(depending on the
space) the students will
see the 3 keys written
on a whiteboard, hear
the three keys in
explanation and practice
the three keys in
practice so that each
learning style is
attended too.
The information that will
be collected is a
participation mark each
class, both student and
teacher given. Also In
lessons that require it
(here lessons 2-5) the
teacher will also be
assessing skill
application.

The use of formative

assessment by asking
guided questions is a
constant help to learn the
keys to sending an
object. Since each lesson
and ultimately the unit is
about learning how to
effectively send an
object, this constant
formative assessment
will help students
remember the 3 things to
remember when sending
an object to increase
their chances of a
successful attempt.

the three keys

Sequence of
key questions:

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Mini-Unit Assignment

Introduction
What did we learn last
class?
What was 1 of the keys?
What was the second
key? What was the third
key?
What different ways can
we throw/kick/strike?
Body
All guided questions will
be related to the three
keys for each type of
sending. I will give an
example of each
Throwing- do you
remember what we
should do at the end of
our throw? (point at
target)
Kicking- Do you
remember what part of
our foot is the most
important? (big toe)
why? (what we use to
kick, use that to point at
target)
Striking- Do you
remember what we want
our hand to look like
when we strike? (open)
Opening
Formatively assess
previous lesson content
through Q & A. Ask
guided questions to
develop an
understanding of ways
to throw, kick and strike
an object (depending
which lesson you might
only ask about one).

Watch students during

exploration time to see
how achievable the
objective is.
Closing
Participation mark (1-4)
by teacher and student
Skill mark (1-4) when
applicable to the lesson
Formatively assess
asking about the three
keys from the lesson
taught and each
previous lesson
Content
Peer assessment thru
the form of feedback
Formative assessment
by asking guided
questions to students
highlighting the three
keys

Mini-Unit Assignment

For this aspect of the assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a
CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in 3502 in the
broad areas of child development, learning theories, motivation and classroom structure and climate. To guide
your response give thought to the following.
4. What learning theory concepts are evident/incorporated in this plan? Why?
5. Did I consider the development of a child within the lesson? How?
6. Does my lesson have consideration for motivation of a wide range of learners? Explain.
7. Have I considered classroom structure and climate and potential variables that may derail the lesson?
Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Ed Psychology A

Scaffolding Lesson Plans

Lesson #2:
Description
Lesson
Overvie
w:

Lesson Outcome:
The students will effectively
throw an object
Lesson Description:
Introduction
Recap what was learned in
lesson 1 (discovery of ways to
send)
Ask students different ways that
we can throw an object, get
students to show those different
ways
Explanation and Demonstration
Get example from students
about different ways they threw
an object.

Mini-Unit Assignment

Connections to Learning Theories &

Demonstration of Attention to a
Classroom Structure and Climate
The most effective way I have seen a
teacher able to keep classroom
structure of an elementary
classroom while keeping their own
voice is thru use of a whistle.
Personally I would want it to be
consistent throughout the year, and I
would have 1 whistle means freeze,
2 whistle means bring it in.
A large problem that I see across all
school is the lack of specific
instruction which leads to students
starting a task before they are
supposed to. To overcome this I start
all of my instruction for a game, to
get a partner, to bring it in,
practically any type of teacher the I

Tell students the 4 ways we will

be throwing an object today
Tell students the 3 keys to
throwing an object and write it
on the board.
Show an example of throwing
object, while verbalizing three
keys
Practice
Partners together practice
throwing an object back and
forth, self assessing but also
peer assessing each other. To
make it more engaging instead
of throwing to each other, give
them a target to throw at
Assessment
Get the same partners to take
the skill they had and apply it
throwing an object into a bucket.
Make sure there are many
different objects the students
can throw so they can see the
differentiation between all of the
objects. The can also keep count
of how many they get in, and at
the end get all the students to
yell out how many they got at
once so no child feels left out or
left behind.
Game
Verbalize how throwing an object
will relate to the game that you
are going to play with the
students.
Closure
Recap the three keys, tell the
students what to expect in the
next lesson

Mini-Unit Assignment

have to do by saying when I say go

at the start. Therefore students know
to wait until say go to start a task,
and if they start before I said go I
can stop instruction and ask the
class why we are moving since I
havent said go.
To keep all of the students engaged
throughout the class I would want to
use all the gym space that I could,
and reduce the amount of talking as
much as possible. Therefore I would
need more equipment however each
student would be in pairs or a group
of three. Partners would be chosen
at the beginning of class with elbow
partners (touch elbow), toe buddies
(touch toes), sole mates (sole of
shoe looks like sole of anothers
shoe), birthday buddies (partners
with someone born in the same
month as you), ect.
I would have my own gym
committee to help with the set up
and take down of equipment. It
would be tough work at the start but
over the year I wouldnt have to
watch over the students or help as
much. The students job (like any
other classroom job) would be to go
down to gym a few minutes early to
start pulling out the equipment that I
needed them too. Also during out
closing those students would also be
responsible for collecting the gym
equipment.
I have taken into account
differentiated learning which is what
I believe to be the biggest theory to
incorporate into gym class. Not
every student is one learning style,
most students are a combination of
numerous learning styles. No two
students learn the same, and I feel
that stereotypically a lot of gym
classes only teach a concept in one

Instructi
onal
Processe
s

Description of what teacher is

doing:

Mini-Unit Assignment

way. During the explanation,

demonstration and practice I want to
incorporate visual, kinesthetic and
auditory learners. Visual would be
through the keys written on a board,
and the physical demonstration so
students knew what was expected of
them. Auditory learners would be
reached thru the discussion of the
three keys in explanation and talked
thru during demonstration. Also the
teacher would be going around
asking guided questions to students
while they are performing their
throws. Kinesthetic learners are able
to learn thru practice of the skill
being taught.
The teacher is taking a participation
mark (4-1) each class for each
student, and the teacher is assessing
the application of learned skills at
appropriate times with a rubric (4-1).
Throughout each class the teacher is
also constantly formatively assessing
thru asking guided questions.
The teacher is also ensuring that
classroom management is upheld
thru the gym class. Common
problems have to do with noise level
and safety, however if the whistle is
implemented properly the best
course of action would be to blow
your whistle and stop all the
students, then ask a guided question
about the topic that needs
addressing.
The teacher is also ensuring that
differentiated instruction is present
with the students. Making sure that
kinesthetic, auditory and visual
learners are all accounted for. As
long as the lesson is planned out in a
way that accounts for all these
styles, and the lesson is followed
that should not be an issue for the
teacher.

Description of what students are

doing:

Sequence of key questions:

Evidence of Lesson Components

(opening, closing, content,
timeline)

For the most part the students

should just be learning. The students
give themselves a participation mark
at the end of the class for
assessment, and there is self and
peer-assessment that takes place
throughout the class. From a
psychology standpoint the students
would just need to participate in all
activities with an open mind, with
the teachers overall goal to develop
students who want to be active for
life.
The students also have to be
accountable for their own learning
by following rules that have been put
in place. For example the students
must follow the whistle to help
ensure a positive learning
environment.
The teacher would ask a lot of
guided formative questions to the
students to ensure that they had an
understanding of the concept taught.
These guided questions can also be
framed in a way to see where the
students are in relation to booms
taxonomy. First you would just ask
the students to identify the keys,
then you can ask the students
explain how they could use this skill
in day to day life, and finally give an
example of how they will use
throwing. This is a way to get the
first 3 levels of blooms taxonomy,
however based on their age you
would have to progressively ask
these questions.
Lesson #2 is scaffold in a way that
takes into account the progression of
learning for young students. There
are also instructions in place that will
be able to challenge each student
since no two learners are the same.
Opening
Treat as an introduction to allow
students to self-discover ways to
throw an object. This takes into

Mini-Unit Assignment

account how students will be

engaged in an activity if they feel
they have their own autonomy. This
is what I use as my hook/attention
grabber. The students get the start
the lesson by exploring their own
minds, which correlates to the
beliefs by the new education
paradigm.
Content
Through the body of the lesson it
works as a progression to aid
student learning, but also there is an
attempt to incorporate all types of
learners. During the explanation and
demonstration the keys of throwing
should be written on a white board,
verbally discussed but also
physically shown. This takes into
account visual and auditory learners,
and when the students get to
practice themselves that takes into
account kinesthetic learners. The
progression that takes place to aid
student learning is done by having a
self-discovery, then having an
explanation/demonstration, then
allowing the students to practice
before the assessment. The final
activity each day before a closing
discussion is a game. This has a dual
purpose in the classes I would want
to teach. The first would be for
students to continue to develop their
skills in an active and fun way. The
second and more important purpose
though is to increase the amount of
motivation in a student to continue
to be active for life. In my opinion
lots of students see gym a negative
thing because so much has been put
on how good you are at a skill,
however most of my mark would be
on how you participate. The point of
the game is for students to see an
application of their skill in a game
which will help then to move up with
blooms taxonomy, but also to HAVE
Mini-Unit Assignment

FUN! Students are more motivated

to participate in an activity if they
enjoy it. The goal of every physical
education class should be to make
sure kids have so much fun in class
that they want to do it again, on
their own time. If we want to keep
kids active for life we need to find as
many different ways as we can to
engage and entertain them, so that
with a variety of activities they have
a greater desire to continue with
those activities.
Closure
At the end of this lesson you would
want the students to tell and
potentially show you the keys of
throwing. Then you would want to
brainstorm together how you can
relate what was learned in this class
to the outside world, and that helps
you start to get to the third level of
blooms taxonomy as a class. You
also would want to tell the students
what they can expect for the next
class to help with transition from
activity to activity.

Mini-Unit Assignment

For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3508 in the broad areas of technology in education. Make sure that in each facet of your lesson description, you
are explicitly clear about how technology is being used in this lesson. To guide your response give thought to the
following.
1. How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am using?
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Communications Technology A

Scaffolding Lesson Plans

Lesson (at least one): #3 Kicking
Description

Lesson
Overvie
w:

Lesson Outcome:
The students will effectively kick
an object
Lesson Description:
Introduction
Recap what was learned in
lesson 1 and 2 (discovery of
ways to send and 3 keys of
throwing)
Ask students different ways that
we can kick an object, get
students to show those different
ways
Explanation and Demonstration
Get example from students
about different ways they kicked
an object.
Tell students the 2 ways we will
be kicking an object today
Tell students the 3 keys to
kicking an object and write it on
the board.
Show an example of kicking an
object, while verbalizing three
keys
Then a quick introduction on how

Mini-Unit Assignment

Describe how communication

technology used in the lesson/s, will
promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using technology.
The outcome of this lesson is for the
students to effectively kick an object
Like previous lessons there is an
explanation, demonstration, practice
and assessment however the
students practice and assessment
are bundled together this time. The
students take turns videotaping each
other with the iPads kick an object at
a target. Then the students would
open up the video in an application
that allowed you to go frame by
frame of a video. Therefore the two
partners could work together to
assess the kicking skill in the video.
The purpose of this lesson is for the
students to learn how to kick an
object but also teach the students
how they can use technology to
assess themselves. The students
would continuously be going back
and forth taking turns kicking, using
different feet when they kick and
discovering what happens when they
make a mistake while kicking. The
technology is aiding the students
learn how to effectively kick an
object which is the objective of the

to use an iPad, and how to use

the program to be able to selfassess.

lesson.

Practice & Assessment

The students will get 1 iPad per
group. They will take turns
videotaping each other kick an
object at a target, then together
go through the video in a frame
by frame program to see their
own form, and to work together
to find ways to improve their
own kicking skill. They
continuously do this for a certain
allotted time, practicing with
different feet and each partner
getting the same amount of
turns.
Closure
Recap the three keys, get
feedback on the use of
technology and tell the students
what to expect in the next lesson
Instructi
onal
Processe
s

Describe any potential downsides to

using this technology.
Description of what teacher is
doing:
The teacher is teaching the
students the keys of kicking an
object, but also teaching them
the program that would be used
to slow down the video to go
frame by frame for students to
assess and self-correct their own
kicking.
Description of what students are
doing:
The students are taking control
of their own learning by using
technology to self and peerassess kicking to ultimately kick
an object effectively.

Mini-Unit Assignment

The teacher has to worry about if the

technology is helping or hindering
student learning.
The teacher needs to think about
student safety with iPads in a gym of
kids kicking objects
The teacher needs to think about
what could be done if the technology
doesnt work or gets broken
The teacher needs to think about if
the application is too complex for the
students to gain the benefits
The student needs to worry about if
the iPads will distract them more
then help them learn how to kick

Sequence of key questions:

Evidence of Lesson Components

(opening, closing, content,
timeline)

Mini-Unit Assignment

Does the technology work?

What safety concerns must be taking
into account when using technology
in a gym?
Will the technology get broken?
Will the students effectively be able
to assess their own kicking to gain
the benefits from self-correction?
If the app had the ability to let
students draw on the video as they
go through, then these videos could
be saved, or a few videos could be
saved and sent to the teacher so
that the teacher had evidence to
show parents and to choose grades
based on the students work with
self-assessment and correction.