movingonup
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Learning objectives/sucess criteriaHi Magpie suggested that I post this to ask for your help. Am doing science lesson plan on light and dark year 1. - darkness is the absence of light.
The L.O are: 1. The children will know that objects cannot be seen in total darkness. 2. The children will be able to record their answers. I am struggling with the sucess criteria i have 1. The ch will be able to use a light box to demonstrate that objects cannot be seen in darkness. They will be able to explain how light is needed to see in the box.
2.The ch will be able to complete the table and be able to explain where and why each coloured teddy should be placed in the table of results.
Can anyone help me with this please?
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wicked witch
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Have you got your light box? I use an old shoe box with a hole at one end and another hole in the lid but this time with a flap over it. If you put something in the box then if the flap is closed on top, the children cannot see what is inside. As soon as you open the flap and let light in, then the objects become visible. It is really effective at showing how we need light.
Can't help with the table of teddies I'm afraid.
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movingonup
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Ha ha WW yes I have the light boxes it's just the uni are very particular about how we write the LO and SC so I am hoping someone can say if i have or am totally way off the mark !
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Sniggle
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We use the success criteria as a process we want the children to go through in order to have a successful lesson.
For instance, I would say to them... In order for us to have a really good lesson we will...
and list the steps they take. Yours seem a bit like a list of outcomes.
You may be taught differently and I may be totally wrong of course!!
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bscaca
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Sniggle i was thinkig of process success criteria, particularly in view of the age of the children. I don't teach KS1 so not sure but my Year 6 would need guidance ( mind you they're not very switched on !)
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Sniggle
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I teach mixed year 2/3s and that's how we use success criteria. It helps the children know what they have to do in order to be successful.
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bscaca
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It makes sense; also they need to be in child speak.
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dillsage
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eg?
Put teddy in box with flap closed.
Look - can you see teddy?
Record answer in table. [More steps to cover this?]
Put teddy in box with flap open.
Look - can you see teddy?
Record answer in table.
Or is this maybe the sort of lesson where process success criteria are not particularly helpful? See Lancs maths site for an article about research into using process success criteria for maths, where it appeared to be generally agreed that they weren't always useful.
If I've got the wrong idea here, please can someone enlighten me - this is something I'm battling with too!
(How's it going movingonup? Are you worn out yet?! I feel too old too!)
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movingonup
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Thanks all for those comments I have put the uni definition on the lounge. Dillsage I am knackered and at melt down point at the mo with all the work, assignments and reading. Really struggling at the mo !
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bscaca
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Shirley Clarke's books are relevant here if you've got them handy.
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choccat
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Is this the sort of thing you are looking for ? Gives you LA (all - must) MA(should) and HA (could)?
I must be able to say that objects cannot be seen in total darkness.
I should be able to expalin that light is needed for me to see the objects.
I could record my findings by placing my teddies correctly in a table.
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mrs. j
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hi Moovin, I am also about to do this topic with year 1s and have spent much of the half term reading Shirley Clarke's book 'Active Learning through Formative Assessment' where she spends a lot of time on breaking down learning objectives and success criteria. One of the points she makes is that although the teacher should know what the success criterial will look like, the children should actually compose it. So after some days talking about dark and what we think it is/isnt and plenty of time to work independently with light boxes, I will give them the LO 'to know that darkness is the absence of light.' 'Do you know this?' children say 'yes' and I reply, 'prove it to me. What will you need to do first with the light box, then what, etc. to show me that you know?' As the points come up, i will write them on the board and they will become the success criteria that we measure the outcome with.
Let me know what uni think - and I have to say, I have been pretty poor at SC so far and need to improve my practice so all comments welcome.
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magpie nic
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MOU, I think the ones Choccat suggests would be good for you to use in this lesson.
Is good to let the children help to come up with the success criteria as well, so could maybe incorporate Mrs J's ideas as well!
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wicked witch
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sorry Moivingonup, I wasn't trying to be funny. I just misread your post. My colleague this year had never heard of a light box before so I assumed you were in a similar boat.
I must read things more carefully 
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movingonup
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Thank you so much choccat that is exactly how i need to write it for uni !! And thank you all so much for your input x
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Night Garden
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I like Choccat one too. Q though, would all or just your MA be able to record info? As you stated this was what they need to do.
could the last one be I can record my findings correctly and explain why light is important?
Or why objects can not be seen in the dark?
Sorry KS2 so struggle to make it really simple.
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movingonup
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Hi just wanted to say thanks to all of you for your input. I got outstanding today at uni for my lesson plan ! x
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magpie nic
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Excellent, and you deserved it- well done!
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