Teaching Sose: Lesson and Content Review

Teaching Sose: Lesson and Content Review

TEACHING SOSE: LESSON & CONTENT REVIEW

QSCC/ONTARIO SYLLABUS

In the Queensland Syllabus of Studies of Society and Environment the presentation activity focused on the strand of Systems, Resources and Power 3.1: Students make inferences about interactions between people and natural cycles. The lesson would be appropriate in the Ontario Syllabus working into the grade three curriculums about communities with the specific expectation that students describe some possible relationships between communities and natural environments.

LEARNING OUTCOMES

The learning outcomes were achieved through the unit and they were expressed in the activity presented. To satisfy the Ontario curriculum it would better serve the outcome if the focus was more on a group of people and their effects rather then focusing on individuals.

PRODUCTIVE PEDAGOGY & AIMS

The aim of the lesson was to provide a fun and interactive way for students to understand the cyclic nature of pollution and the environment. Student teachers in the class gained experience in a whole class activity using different multiple intelligences as a method to help alternative learners in their future classrooms. The presentation showed others a creative way to use Gardner's Multiple Intelligence in a unit. Linguistic Intelligence was shown in the activity presented because students had to use spoken language and terms to express how they in character were affected by the pollution, and they had to remember and express the cyclic nature of food chains and therefore express how they would be affected even if it was not first hand. The presentation was effective to show how Gardner's can work within a unit, however, a more appropriate activity could have been chosen to show explicitly how the different intelligences can be developed in the classroom. Perhaps it would have been more effective to follow the activity by the personal journal log to have others have a more first hand experience with the multiple intelligences.

Intrapersonal and Interpersonal intelligence was covered in the personal journal entry and the information reports when students would be asked to write about their feeling and fears about pollution. They were asked to write about their feelings on polluting our planet from the intentions, motivations and desires of other people to their own feelings, fears and motivations. The personal journal entry also asked students to