• BLM #1 Student Assessment Checklist
• BLM #2 Anecdotal Observation/Conferencing Tracking Template
• BLM #3 Placemat Template enlarged onto 11-x-17-inch paper for each 

group

• BLM #4 Contributor to Society Graphic Organizer for each group
• BLM #5 Traffic Light Assessment Poster

Teaching 
& Learning 
Strategies

• Activating Prior Knowledge: Revisit Sticky Note Pileup  
• Oral Discussion and Documentation of Thinking: Anchor Chart; Placemat
• Consolidating Thinking to Build New Knowledge: Contributors to Society 

Graphic Organizer

• Consolidating the Learning Experience: Traffic Light Assessment

Background 
Information 
for Teachers

Before Lesson
• Post Learning Goals and Success Criteria for this lesson.
• Make arrangements for students to have access to technology to find 

information.

• Make arrangement for students to access the school library.
• Have the Anecdotal Observation Template (BLM #2) ready on a clipboard 

to use while students are working collaboratively. 

• Have the enlarged Placemat Template (BLM #3) ready for each group.
• Have the Contributor to Society Graphic Organizer (BLM #4) ready for 

each group.

• Have the Traffic Light Assessment Poster (BLM #5) posted.

Step A:
Assessment
as Learning

Lesson Note: This lesson starts with a review of Lesson 1, What Does It 

Mean to Be a Contributor to Society? Please review that lesson to get some 

background on and insights into the learning experiences that this lesson 

will build upon.

ACTIVATING PRIOR KNOWLEDGE

Revisit Sticky Note Pileup: Place students in the same groups that they 

were in for Lesson 1 and return the envelopes, sheets of paper or file folders 

containing the categorized sticky notes to the groups. Allow a few minutes 

for the learners to organize their materials and to revisit their thinking.

Teacher Talk: During our last class, we were categorizing our thinking about 

contributors to our lives. You should now have your ideas on yellow sticky 

notes organized into several categories , which we are going to share. As we 

share, we will think about other groups’ thinking to find categories that are 

the same or similar. These will become our class’ thinking. I will document 

our confirmed thinking as we share.

Black Canadian Curriculum – Junior – ETFO – 2014