Haley

Lesson Bucket Filling Activity in Visual Teacher:

Reynolds
Title/Focus Journal Date:
2017

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#2 ELA) The Child listens, speaks, reads, writes, views
Learning and represents to comprehend and respond personally and
Outcomes: critically to oral, print, and other media texts.
2. (#1 ELA) The child listens, speaks, reads, writes, views and
represents to explore thoughts, ideas, feelings and
experiences.
3. (K.2 Citizenship and Identity) Students will demonstrate an
understanding and appreciation of the characteristics and
interests that unite members of communities and groups.
Specific 1. Uses Prior Knowledge (#2 ELA)
Learning 2. Expresses Ideas and develops understanding (#1 ELA)
Outcomes: 3. Appreciate how their participation in their communities
affects their sense of belonging. (K.2.3)

LEARNING OBJECTIVES

1. By the end of the lesson, students will demonstrate their understanding of

what it means to be a bucket filler through their participation and
involvement in the activity.
2. Students will be in the process of learning how to assume responsibility for
their own personal actions, words, and choices.
3. Students share personal experiences prompted by oral, print and other media
texts.
MATERIALS & EQUIPMENT
Alberta Program of Studies
Tracer for the bucket
Tracer for the handle
Button
Paper
Paint (whatever colors available)
Scissors
Glue
Pencil
Plastic Plates
Visual Journals
Pump up the Pattern- Jack Hartmann
(https://www.youtube.com/watch?v=hoFhVdYsmPg)
Have you filled a bucket today? By Carol McCloud
 PREPARATION & LOGISTICAL CONSIDERATION
ASSESSMENTS
Observations: Are students actively listening to the teacher during
the demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Am I capturing the students attention in effective
ways during the lesson?

Essential Question: What does it mean to be a bucket filler in the

Products/Performances:
classroom?
Have Mrs.Webbs visual journal on table four
for the students to watch you make the bucket
Have Jack Hartmanns video already on the I
pad ready for after the message.
Have the visual journals out and ready for the
students on the ledge for them to get on their
own.

PROCEDURE
Introduction Time
Attention Grabber: After you have gone over the
Pump up the Pattern by message with the students transition
Jack Hartmann to the video.
Tell the students that we will be
5-7
watching a video on patterns and to
min
watch carefully so they too can make
the patterns.
Start the video and follow along with
the students.
Transition to Body Once the video is finished,
have the students sit on the
carpet
2
Bring out the book Have you min
filled a Bucket today? And
ask them what they
remember about the book
Body Time
Discussion about Bucket As the students start to explain what
Fillers the book is about, ask how we can be
2
bucket fillers
min
If the students give examples,
acknowledge their input on how it
contributes to being bucket fillers or
 dippers

Give examples Give examples on what could be a

bucket dipper in the classroom or a
bucket filler
As you are giving the examples have
2
the students give their opinion on
mins
whether you are being a bucket
dipper or bucket filler.
Could relate that by being a bucket
dipper you are also being a hero
Introduce the activity Let the students know that we will be
making our own buckets in our
2
visual journals
mins
Tell the students to follow you to
table four for the activity
Activity- Make the bucket As you sit down, show the students
the tracer for the bucket and out it on
the piece of paper, make sure to let
the students know you are tracing the
bucket.
5
Show the students that after you
mins
trace the bucket you will cut the
bucket out of the paper
After you cut the bucket out, show
the students where you will glue the
bucket on the page.
Colour the Bucket
Demonstrate to the students next that you
will color the bucket.
Show how you put some stars or colors
anywhere.
2
This is more up to them, even ask them mins
for their opinions on what you should put
on it.
Our bucket is filled when others buckets
are make sure to let them know that as
you color.
Handprint Go get the paint over on the other
table and show the students how you
2
will put your hand in the paint
mins
Then show the students how you will
put your handprint on your bucket.
Message on the other side After let them know to come to you
of the paper or Mrs.Webb to let them know how
they are a bucket filler in the 2
classroom. mins
We will write what they say on the
next page.
End of Lesson At the end of the lesson, let them
know that if they would like to work
on their journal they can find them 2
over on the ledge. mins
They have the choice to either be
workers or snackers.
Assessment Observing and formatively assessing
whether the children participate in the
activities and are engaged
Observe whether the students are able
to identify how they are a bucket
filler within the classroom.

Adaptations If students arent listening, ask

questions, and bring the students back
in by having them help you out with a
task.
Help students that may have trouble
cutting the handle out
By having the students tell you how
they fill others buckets within the
classroom, it gives the students more
time to discuss with the teacher and
understand their role in the classroom

Rationale
 How does this individual lesson scaffold learning opportunities for students?
By giving students the opportunity to personalize their own bucket and be able to state
and explain how they are a bucket filler, helps them see their citizenship within the
classroom. By being a bucket filler they are also being a hero in the classroom, as these
both go hand in hand. The students are able to see that their actions in the classroom
are meaningful, and also affect the people and environment surrounding them. By
being able to explain how they are a bucket filler, gives them a chance to practice their
comprehension skills, and demonstrate to the teacher on their understanding of what it
means to be a bucket filler within the classroom.

What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
What it means to be a bucket filler or bucket dipper
Basic knowledge on how to trace, cut and paste.

In what ways is this lesson connected to the next lesson?

Will contribute to their continued development of citizenship within the classroom.

Questions
Are the students engaged in the lesson?
Do the students understand the activity?
Am I providing enough interactive instruction that the students feel
involved in the lesson?
Have I provided enough adaptions to the lesson that all of the students
are able to complete the activity?