As many of you know, Common Core State Standards are often verbose and complex. This presents the problem of creating a concise Learning Objective without sacrificing clarity. Content standards such as Common Core State Standards describe what students are to be taught over the course of a school year. A Learning Objective is a statement that describes what students will be able to do at the end of a lesson, as a result of instruction. Perhaps most importantly, a Learning Objective defines the purpose of the lesson, giving it direction from the very start.
While it may appear to be a small part of the lesson, a well-written Learning Objective lays the foundation for a great lesson. The Skill of a Learning Objective is the measurable verb, or what the students will be doing. The Concept is the topic or big idea of the lesson, usually being a noun. The Context is the restricting condition of the lesson and may not be present — or may be removed for brevity in lower grades.
Focusing on these three components can be useful in decreasing the word count and cognitive load of the Learning Objective for students. To get a better picture of the components of a Learning Objective and its relationship to a standard we can use a simple third-grade example:. You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display.
Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example.
There are many varieties of beans, some with New World origins and others with their origins in the Old World.
In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products.
This resource sets up a number of contradictions. For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities. Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not. Labels from those products will be sufficient, especially if the products are in breakable containers. Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item.
Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify.
Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World. Have students write a paragraph in support of their opinion. Click here to return to this week's World of Learning lesson plan page. Where Did Foods Originate? Foods of the New World and Old World. Check out our helpful suggestions to find just the right one!
The following statements will help you tailor your comments to specific children and highlight their areas for improvement. Related: Report Card Comments for positive comments! Needs Improvement- all topics is a hard worker, but has difficulty staying on task. So here is the challenge. Take the standards below and create objectives for your classroom. Choose a grade level, or several grade levels.
The standards are listed by grade levels and are taken directly from the Common Core Standards. Kindergarten: Correctly name shapes regardless of their orientations or overall size.
Grade 1: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths and quarters, and use the phrases half of, fourth of and quarter of. Describe the whole as two of, or four of the shares.
Understand for these examples that decomposing into more equal shares creates smaller shares. Grade 2: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Their grade point average must meet requirements, they must pass a physical examination by a doctor, and they must attend practice on a regular basis.
Goals, on the other hand, are desired results that stretch beyond standards. Goals seek to go above and beyond the standard in order to truly showcase achievement. Conversely, goals are unique to an individual. Standards may be predetermined by a specific organization, but goals are always thought of by the student who is big enough to dream.
One could argue that goals are more personalized as a result. We partner with publishers, K schools, higher ed institutions, corporations, and other educational stakeholders to create custom quality content.
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