LMQ 1: What do my learners already know?
An attitude survey was completed by the class to determine their views and personal use of renewable and non-renewable resources. Following, I asked the class to provide further information upon the major concepts in the attitude survey. Verbal answers were provided. Upon examination, most students agreed that while they could recognise resource waste, they believed that they had little to contribute to the problem. Many also did not know where and how energy was generated, only that electricity 'came from an electric factory'. When questioned more closely about water and water consumption, many had a rudimentary understanding about water and its origins and how we use water beyond daily our activities.
Most students had a basic understanding of recycling, in terms that you 'put bottles in the recycling bin', however had limited understandings why this small action could play a bigger role in the conservation and sustainability debate. Students could also identify common sources of air pollution, ie cars running off petroleum and heavy industry/manufacturing facilities producing air pollutants, but could not identify these pollutants and how they negatively affected the ecosystem.
A common thread among the survey results showed that students believed that it was the role of governments and big business to manage energy consumption and pollution. While they believed that reducing consumption of energy resources was a positive move, they could not elaborate beyond, 'because it's good for the environment'.
The question 'global warming/climate change is an important issue to me' surprisingly returned 'agree' answers from all students. Many understood that the global temperature is rising, and that humans played a role in this, but could not suggest any ideas about how they could personally affect global warming in a positive way.
Given this new data, I set upon devising a unit of work that provided answers and insight to the following ideas.- Understand that water is vital to all life and is a finite resource.
- Consumption of resources and waste occurs in our daily lives. Understanding where and how this affects our environment is an important process to reducing consumption and recycling.
- Energy is everywhere. Man-made sources of energy are traditionally derived from using non-renewable resources and the by-products of these resources pollutes the environment (air, land, sea).
- It is everyone's responsibility to adopt sustainable practices and be good sheppard's of the environment (global citizenship).
- Deeper understanding of how the green house affect works, and how other factors such as deforestation also contribute to the problem.
- Biodiversity and ecosystems are under threat through the actions of humans.
- Children can make a difference to changing the opinions and practices of governments, big business, and local communities.
Students are familiar with the concept of blogs, and have a limited understanding of wikis, where students are familiar with Wikipedia, however have not made the connection that a wiki can take many forms and used for different purposes. No student has made a home movie or listened to a podcast.
Students have a basic understanding of online safety, however would benefit from a comprehensive lesson of copyright and other legal obligations.
Students have basic keyboard skills and can undertake data entry and perform basic commands, eg save, print, log on, bookmarking, and locate websites.
Students are in the process of developing their leadership and communication and negotiation skills. On a rotational roster, each student is set the task to organise and prepare the class for re-entry to the classroom after recess and lunch. Class captains must use their skills of communication and time management to get the class refocussed and ready for learning in a timely manner. Each session is timed and supervised by the teacher.
LMQ 2: Where does my learner want/need to be?
By the end of the unit of work, students will have a good understanding that:
- There is a restricted amount of natural resources available both locally and globally. Some of these resources are renewable and some are not.
- The air in the Earth's atmosphere creates a protective shield around the Earth but air pollution is damaging this protective shield.
- The living things within an ecosystem are interdependent, and changes to the ecosystem can have damaging effects.
- People's actions can have a positive or negative effect on our environment.
- We all have a responsibility to conserve our natural resources and work towards a sustainable future.
- How can we change what we do to have a positive impact for the future?
- How do we use natural resources in our homes and at school?
- How is our world changing?
- How are the world's environments at risk?
- What effect do our actions have on the environment?
- Why do we need to develop sustainable practices?
Students will also develop understandings of wikis and create their own class wiki. Students will be responsible for the wiki design/format and content (uploading/recording). Students will need to develop and refine their communication, management and negotiation skills to be able to work in a collaborative and creative environment. Additionally, students will make a still picture movie, showcasing their art works, accompanied with personal recordings describing the medium, techniques and inspiration for their pieces. Students will also use the wiki to collect and collate data about their learning journey through the SOSE unit, documenting their discoveries and achievements and realisations. This includes assessment items.
LMQ 3: How does my learner best learn?
The class is comprised of a many intelligences. The majority of the class is divided between linguist and spatial/visual intelligences, followed by kinaesthetic and logical intelligence, and finished with interpersonal intelligence. There are two mildly affected ASD learners, which both lean towards spatial/visual intelligence and two slower learners, one a linguistic learner and the other a kinaesthetic learner. All students respond positively to activities that include ICT, as well as activities that allow students to actively create an end product. Students work well with problems that have real world meaning or relevance to their lives, and prefer learning activities with creative outcomes.
Unit overview
| Frameworks/Theories | Lesson Sequence | Curriculum Links | ICT |
| Week 1 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Introduction to 'Protecting our Planet' Online concept mapping Carbon footpront Science Water cycle animation and experiment English Explanation genre Visual Art Charcoal drawing tutorial and exemplars Technology Introduction to wiki On IWB create a wiki at wiki spaces Students will rotate each lesson on delegated tasks to ensure fairness. Each group must provide updates on works during each rotation. | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE Energy is fun http://www.youtube.com/watch?v=5RVwe9U6_Ng&feature=related IWB Computer Bigfoot http://www.powerhousemuseum.com/online/bigfoot/ bubbl:us https://bubbl.us/ Science Digital camera IWB Water animation http://www.youtube.com/watch?v=0_c0ZzZfC8crk Visual Art Artgraphica http://www.artgraphica.net/free-art-lessons/charcoal-art-tutorial.htm l How to draw http://www.wikihow.com/Draw-With-Charcoal Example Art English IWB Explanations http://www.writingfun.com/ Technology IWB YouTube video http://www.youtube.com/watch?v=-dnL00TdmLY wikispaces http://www.wikispaces.com/content/for/teachers Computer and scanner. |
| Week 2 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Media Search –internet 'Environmental issues board' English Recount genre Students to write a recount of the aquifer experiment. Use website for scaffold at http://www.writingfun.com/ on IWB. Science Aquifer in a cup Experiment On IWB explain the procedure using the site 'aquifers in a cup' at http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_k-3_aquiferinacup.pdf Visual Art Water colour and charcoal Students to create 2 artworks using the 'wash and salt' technique and charcoal to outline features. Show examples at http://www.kidsart.com/Gallery/GalPgWcolor6.html Technology Students are to begin creating a class movie which displays their artworks using charcoal and watercolours. | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE 1 metre long String Scissors Newspapers Computers and printers Wall for display Science Digital camera Aquifer in a cup http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_k-3_aquiferinacup.pdf English Scaffold and examples at http://www.writingfun.com/ Computer and scanner IWB Visual Art Art paper Watercolours Brush IWB Salt Scaffold and examples at http://www.kidsart.com/Gallery/GalPgWcolor6.html Technology iMovie tutorial http://www.youtube.com/watch?v=3ZZij3NNyVg |
| Week3 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Using computer and data projection view documentary excerpts about climate change- An inconvenient truth. English Introduction to debating. Climate change is everyone's problem. Science Lesson 1 Evaporation experiment Lesson 2- complete evaporation experiment Visual Art Watercolour Abstract Art to Rainforest music. Students are to create a watercolour abstract using learnt techniques to music of the rainforest. Show examples of work on http://www.kidsart.com/tt0300.html teacher to video record parts of this session to be included in the class wiki. Using grooveshark teacher to play soft back ground instrumental music at http://grooveshark.com/ Technology Students continue will uploading and assembling movie for wiki Have responses ready for publishing quality and upload. Individual dialogues should be finished and recording to be under way. Students compose a introduction to the wiki and art recordings | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE Computer Data projector IWB Connie Hedegaard http://www.denmark.dk/en/menu/Climate-Energy/COP15-Copenhagen-2009/Selected-blog-posts/Climate-change-is-everybodys-concern%E2%80%93engage.htm An Inconvenient Truth English IWB Debate game Introduction to debating http://web.archive.org/web/20060503194518/http://w3.tvi.edu/~cgulick/roles.htm Visual Art Examples of abstract watercolours http://www.kidsart.com/tt0300.html Grooveshark http://grooveshark.com/ |
| Week 4 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Biodiversity Use Google earth to show local examples e.g. mangroves on Noosa river What is biodiversity? Why is biodiversity important? Using bubbl:us at https://bubbl.us/ construct a class concept map using student responses. English Writing an information report Students to research endangered species using reputable online resources Science Students will complete the web quest 'Croak' at http://www.accessexcellence.org/AE/mspot/croak/index.php Visual Art Alien drawing Students will invent and draw imaginary 'alien' plant or animal. Include a description of its relationship to the imaginary environment. Technology Students continue to work on iMovie. Movie should be completed at the end of this lesson. Students will upload biodiversity concept map and watercolour abstract paintings Student will scan and upload their informational reports to class wiki. | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE Google Earth www.googleearth.com Bubb:us https://bubbl.us/ Science Croak Webquest http://www.accessexcellence.org/AE/mspot/croak/index.php English IWB Internet access Computer lab Writing is Fun http://www.writingfun.com/ Authors Chair Visual Art IWB http://www.google.com.au/ Display wall Tape |
| Week 5 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Water pollution On IWB display gallery slideshow of various scenarios of water use. What do we know about water? How do people use water? English Writing a informational report View sea pollution 3D animation at http://www.youtube.com/watch?v=oWHLG5QzFt0&feature=related Students to write their second informational report topic; what issues affect different water sources? Use site http://www.writingfun.com/ on IWB as scaffold. Go to informational reports. Discuss structure, purpose and language conventions. Science Water pollution experiment On IWB use Google to display images of water pollution at http://www.google.com.au/search?hl=en&xhr=t&q=water+pollution&cp=11&bav=on.2,or.r_gc.r_pw.&biw=1366&bih=576&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi Visual Art Land Art Introduce concept of land art. Explain that land art uses natural resources for creative expression. Land art is also a response from the artistic world to the 'green' movement in the 60's and 70's. Show images of famous land art at http://en.wikipedia.org/wiki/Land_art Go to land art for kids at http://landartforkids.com/ Show examples of leaf art. Students are collect resources from the school yard to create their art. Teacher to record lesson via photographs. Technology Introduction to Glogster. On IWB go to http://www.edu.glogster.com/ and go through the available features. Provide a tutorial by showing features to students. Show student your premade Glog. As a class construct a glog. Discuss SOSE assessment. Describe what they will be doing and how that will be assessed. Link that to features of Glog. Show other glogs and how innovative and creative students can be. Allow students to experiment with the features in turns. | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE 14 enlarged images of water use by humans Gallery slideshow of water usage Science Google images http://www.google.com.au/search?hl=en&xhr=t&q=water+pollution&cp=11&bav=on.2,or.r_gc.r_pw.&biw=1366&bih=576&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=w English 3D animation http://www.youtube.com/watch?v=oWHLG5QzFt0&feature=related Writing is Fun http://www.writingfun.com/ Visual Art Land Art Images http://en.wikipedia.org/wiki/Land_art Land art for kids http://landartforkids.com/ Technology IWB Glogster http://www.edu.glogster.com/ |
| Week 6 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Air Pollution What is air pollution? Whole class to read on IWB read 'air pollution' at http://science.howstuffworks.com/environmental/green-science/air-pollution-info.htm On board begin a class concept map, topic cloud, air pollution. Students to provide answer clouds. Identify common air pollutants and causes and effects e.g. ozone layer depletion. Read 'types of air pollutants' at http://science.howstuffworks.com/environmental/green-science/air-pollution-info1.htm English Environmental poetry Introduce the poem 'choices' by Australian poet Graeme King. On IWB view 'choices' at http://www.kingpoetry.com/choices.htm Activate podcast as students read/listen to the poem. On IWB go to http://www.writingfun.com/ and look up poems-> quatrain. Science Air quality experiment- On IWB, using Google display images of smog in China at http://www.google.com.au/search?um=1&hl=en&biw=1366&bih=576&tbm=isch&sa=1&q=smog+in+china&aq=f&aqi=g10&aql=&oq Complete experiment Visual Art Land Art Students to create land art 'people' using resources from the schoolyard and from their own back yards. Teacher must choose an appropriate outdoor space for the student 'canvass' On IWB go to http://landartforkids.com/ and view 'lets make people'. Students are to 'sign' their work using land art principles. Teacher to photograph to upload to class wiki. Technology (computer lab) Glogster Students will use glogster to create an informational report about the ozone layer. Students will set up their user accounts under the teachers account. Students will create a 'basic' glog to familiarise themselves with the technology. On a rotating roster, students will take turns to upload and work on class wiki. Students will upload photos of land art and iMovie to class wiki. | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE IWB Air pollution http://science.howstuffworks.com/environmental/green-science/air-pollution-info.htm Types of air pollutants http://science.howstuffworks.com/environmental/green-science/air-pollution-info1.htm Power Point Jeopardy Science Smog in China http://www.google.com.au/search?um=1&hl=en&biw=1366&bih=576&tbm=isch&sa=1&q=smog+in+china&aq=f&aqi=g10&aql=&oq English Graeme King poetry http://www.kingpoetry.com/choices.htm Writing Is Fun http://www.writingfun.com/ Visual Art Land art for kids http://landartforkids.com/ Outdoor 'canvass' Technology Computer lab |
| Week 7 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Garbage and waste- water and land Where does our waste go? How does this affect our natural environment? On IWB read article at website How stuff works at http://science.howstuffworks.com/environmental/earth/oceanography/great-pacific-garbage-patch.htm Discuss how the oceans natural water current patterns collect garbage and how rubbish is digested by marine life. Go to next page the 'problem with plastics'. Read first paragraph. View affects of pacific garbage dump at http://www.youtube.com/watch?v=D7vHrMsnRFA Whole class activity, identify major sources of plastics that they discard. Are plastics biodegradable? Discuss differences between biodegradable and non-biodegradable waste. Whole class read garbage and refuse disposal at http://science.howstuffworks.com/environmental/green-science/garbage-and-refuse-disposal-info.htm T-P-S with neighbour- what did you use today once that you threw in the rubbish? Discuss findings with class. Evaluate what was biodegradable and what was not. What are some ways that you could do to reduce your contribution to landfill? Introduce the Plastiki- and track on site at http://www.theplastiki.com/ Look up on google English Write a persuasive text. Plastics products should be banned. On IWB go to http://www.writingfun.com/ and open page persuasive texts. Science School yard litter audit On IWB view animals save the planet at http://www.youtube.com/watch?v=VvFsMe8_NIM&playnext=1&list=PL40E35CD0D43A67C3 Conduct school yard litter audit Visual Art Clay sculptures (assessment item) Students will use clay to create sculptures On IWB go to 'how to make a clay sculpture' and read processes with students at http://www.ehow.com/how_2214536_build-clay-sculptures.html Using grooveshark teacher to play soft back ground instrumental music at http://grooveshark.com/ Technology Safe and legal practices Discuss safe online practices and legal requirements e.g. copyright. Discuss the ideas of intellectual property, copyright and ownership. On IWB go to http://creativecommons.org.au/videos and watch the two videos that explain CC. On IWB got cybersmart site and read these tips about online safety at http://www.cybersmart.gov.au/Kids/Tips%20to%20stay%20safe%20and%20cybersmart.aspx | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE How stuff works http://science.howstuffworks.com/environmental/earth/oceanography/great-pacific-garbage-patch.htm Pacific garbage dump http://www.youtube.com/watch?v=D7vHrMsnRFA How stuff works http://science.howstuffworks.com/environmental/green-science/garbage-and-refuse-disposal-info.htm IWB Plastiki http://www.theplastiki.com/ English IWB Writing Is Fun http://www.writingfun.com/ Visual Art IWB How to make a clay sculpture Computer Grooveshark http://grooveshark.com/ http://www.ehow.com/how_2214536_build-clay-sculptures.html Technology IWB Creative Commons website http://creativecommons.org.au/videos Cyber Smart website http://www.cybersmart.gov.au/Kids/Tips%20to%20stay%20safe%20and%20cybersmart.aspx Science Animals save the planet http://www.youtube.com/watch?v=VvFsMe8_NIM&playnext=1&list=PL40E35CD0D43A67C3 |
| Week 8 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Renewable and non-renewable resources On IWB discuss and define energy. Use website energy quest and go to what is energy at http://energyquest.ca.gov/story/chapter01.html Students view documentary Unlimited: Renewable Energy in the 21st century at http://www.youtube.com/watch?v=1UoK-IPfXMw (25 mins) Jeffery Sachs, director of the Earth Institute, identifies solar energy as one of the most exciting technological innovations of this century. Discuss. View how solar works at http://www.youtube.com/watch?v=DFDn6eTV0jQ PMI on solar. English Writing and delivering a persuasive speech (assessment item) On IWB student read Severn Suzuki's speech to the Earth Summit. View YouTube clips, http://www.youtube.com/watch?v=0QLOOZez_h8&feature=relmfu and http://www.youtube.com/watch?v=v0_I16sUAis&feature=related on how to write a persuasive speech. Teacher to write steps on board as scaffold. The scenario. As a member of the Australian Youth delegation to the world climate conference in Copenhagen, you will present to speech to the world's leaders and their environment ministers. Your task is to write a persuasive speech to convince world leaders to take action on climate change. You will present the speech to the class and your teachers. Setting the scene: Move tables to create a circular shape in the classroom. Separate tables and have students create name cards and titles to sit at the front of their desks. Students are to deliver their speeches in the middle to the circular space. Brainstorm elements of good speech making as a whole class. Students will present their speeches to the class. Students will elect one speech writer to represent their views on the class wiki. Science Energy and solar panels On IWB students view 'Marvin and Sprinkles' YouTube clip at http://www.youtube.com/watch?v=OQgcZ5VHhLU&NR=1 Go to How to easily construct a homemade solar cell at http://www.youtube.com/watch?v=o8Q9LVT2b3M&feature=related Whole class watch video Create solar panel Visual Art Clay sculptures Students continue with sculptures. On IWB go to how to make a clay sculpture as scaffold at http://www.ehow.com/how_2214536_build-clay-sculptures.html Students should have their sketches completed and frames assembled. Students should be beginning to apply clay and start sculpting process. Using grooveshark teacher to play soft back ground instrumental music at http://grooveshark.com/ Technology Excel Spreadsheet Students will create a simple spreadsheet and graph chart of the data collected in the school litter audit. On IWB provide flow chart of how the make a spreadsheet and graph chart. Discuss features of excel and show examples of finished graphs. | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE IWB Energy quest http://energyquest.ca.gov/story/chapter01.html documentary Unlimited: Renewable Energy in the 21st century at http://www.youtube.com/watch?v=1UoK-IPfXMw How solar works http://www.youtube.com/watch?v=DFDn6eTV0jQ Science IWB Marvin and Sprinkles' http://www.youtube.com/watch?v=OQgcZ5VHhLU&NR=1 How to easily construct a homemade solar cell http://www.youtube.com/watch?v=o8Q9LVT2b3M&feature=related Written procedure of constructing a solar cell Secure and sunny outdoor space English IWB Whiteboard and markers Severn Suzuki speech How to write a persuasive speech http://www.youtube.com/watch?v=0QLOOZez_h8&feature=relmfu and http://www.youtube.com/watch?v=v0_I16sUAis&feature=related Visual Art IWB How to make a clay sculpture http://www.ehow.com/how_2214536_build-clay-sculptures.html Grooveshark http://grooveshark.com/ Technology Computer lab Excel scaffold |
| Week 9 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE Assessment Item (use IWB to display below information to students) Using their knowledge of environmental issues and sustainable practices, students will design and produce an advertising campaign to encourage the school community to put into action their proposed sustainable strategies. Students will work independently. Students will use Glogster to create a poster to showcase their advertising campaign. Advertising campaign criteria are; Contain information about why these actions are important to the community. Explain consequences for the environment of saving resources and not saving resources. Clearly list some strategies for sustaining this resource The strategies must be practical and suitable for your audience It must be persuasive and convincing to the audience. Students may begin to formulate their advertising campaign. Provide examples and discuss elements. Provide graphic organisers such as the step by step planning process. English Personal Action Plans Students to create a Personal Action Plan. Students are to propose strategies to decrease water pollution and conserve water in their daily lives. Include reduction of energy, educated choices when buying/consuming products. On IWB, provide an example of a work. Leave on screen to act as scaffold. Science Build a class window farm Using recycled materials students will create a class window farm to produce their own food. On IWB go to http://www.windowfarms.org/ and view 'video: overview'. Explain to class that we are going to make our own class window farm. Read instructions with class. Provide a written procedure (can be printed from the net) Visual Art Students to complete clay sculptures. Students will photograph their art and write a short caption to accompany it for class wiki. Using grooveshark teacher to play soft back ground instrumental music at http://grooveshark.com/ Teacher to bake. Technology (computer lab) Assessments Students will begin to create their advertising poster on glogster. Teacher to monitor and assist upon request. Advise students that they will have one more lesson in labs to complete their work. | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE Classroom computers IWB Assessment Item document Graphic organisers Science IWB Window Farms http://www.windowfarms.org/ Written procedure Visual Art Grooveshark http://grooveshark.com/ Technology Computer lab Glogster http://www.glogster.com/ |
| Week 10 Blooms Taxonomy 5 E's Dimensions of Learning | SOSE We all have a responsibility to conserve our natural resources and work towards a sustainable future. Guest visitor- Noosa National Park Ranger Revisit Attitude survey. As a whole class, discuss any differences in answers and possible reasons why. This activity should be short. Students to attend guest speakers talk about the importance of protecting our planet, more specifically Noosa National Park. Students to upload response and photos of window farms to wiki. Whole class watch iMovie and view wiki pages. Students continue to work on advertising campaign. English Writing a response. Visit site http://www.ryanswell.ca and read the story of Ryan and his humanitarian works. Response question; Can children make a difference? Students are to write a response to the question viewing above materials. Discuss as a class purpose, structure and language conventions of a response. On IWB use as a scaffold the site http://www.writingfun.com/ and view example responses. Authors Chair Have students choose which response should be included in the class wiki to represent their views Science Build class window farm. On IWB go to http://www.windowfarms.org/ Assemble pieces of window farm. Complete assembly tasks and test. Students are then to plants seeds to germinate. Allow students to take home seed trays to germinate at home under their care. Instruct students to bring seedlings to school at the beginning of the new term. Teacher to photograph the lesson. Photos to be added to wiki. Visual Art Art gallery Students to view and reflect upon artworks of themselves and peers. Divide students into two groups. Group 1 to stand beside their art/photos of art, and Groups 2 to explore and informally interview artists. Swap mid lesson and repeat process. Some questions students may ask while informally interviewing artists are; what was your inspiration for this piece? What are the techniques you used? Explain this piece and its personal meaning to you? Teacher to record observations and periodically take photos for class wiki Technology Assessments Students to complete advertising campaign glog. Glog must be completed to be handed in for marking. Students that complete work early may work on class wiki layout and design. | SOSE Place and space 01, 03 Political and economic systems 05 Ways of Working 02, 03, 06, 07, 08, 09 Science Science as a human endeavour 01, 02 Earth and beyond 02 Energy and change 02,03 Natural and processed materials 02, 03 Ways of Working 02, 03, 07, 09 English Speaking and listening 01, 09 Reading and viewing 02, 05 Writing and designing 01, 04, 06 Ways of Working 02,06, 07, 08 Technology Technology as a human endeavour 02, 03 Information, materials and systems 02 Ways of Working 01, 02, 06, 07, 10 The Arts Media 01,02, 03 Visual Art 01, 02, 03 Ways of Working 01, 04 | SOSE Attitude Survey Computer and data projection Guest Speaker Science Window Farms http://www.windowfarms.org/ Written procedure English Writing Is Fun http://www.writingfun.com/ Ryan's Well Foundation website http://www.ryanswell.ca IWB Visual Art Classroom Tables arrange for displaying art Technology Computer lab |
Assessments
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Acknowledgements
This unit is comprised of the work of the following authors and organisations:
- Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher's manual (2nded.). Alexandra, VA: ASCD.
- Vietri, D. (2008). The Essentials units of work for the integrated curriculum. Sydney, Australia: Pearson Professional Learning.
- Pringle, A & Green, T. (2000). Water ways; how do we save our waterways. Retrieved from http://www.rgsq.org.au/rgsqsite/waterway.pdf
- Mc Rae, A & Colliver, A. (2011) Biodiversity- what a resource! Retrieved from http://www.csiro.au/files/files/pqnp.pdf
- Personal communications between myself and Mentor teacher, Carol Sharpe, Sunshine Beach SS.
Design Rationale
What is the unit?
The unit is titled Protecting Our Planet. It is designed for year 7 students living within a five kilometre radius of Noosa National Park, Noosa Beach, Sunshine Beach and the Noosa River. Foremost, the unit addresses local and global environmental issues, and explores the science behind global warming, energy (renewable and non-renewable), sources of pollution, and practical applications of conservation and sustainability. The unit also asks students to consider their roles within the sustainability debate, both within a local and global context.
Ensure the unit targets learning goals.
As described in LMQ 1 students have a rudimentary understanding of climate change and sustainability, energy and the scientific workings of natural processes, and lack the knowledge and skills to appreciate their personal power to influence the sustainability debate and take action. The unit is designed to address these gaps in the students learning, hopefully producing informed and action orientated learners. As most students do not have a environmental frame of reference to refer to, it was important that the unit provided explicit teaching of climate change, threats to water, air, land, ecosystems and biodiversity. It was also important for students to consider possible solutions and alternatives that can reduce their impact on the environment.
There are 5 major understanding that principally make up the learning outcomes. The major understandings are underpinned with a central question, how can we change what we do to have a positive impact for the future? Students will communicate these ideas between their peers and the community using a class wiki. The wiki will be created and managed by the students under teacher guidance and supervision. Within the wiki, students will engage in an environmental discourse amongst themselves and experts and advocates of conservation and sustainability, communicate their personal views, and propose ideals and strategies that state their vision for a safe and sustainable future. Students will use the wiki as a basis to form their own strategies to reduce consumption and conserve natural resources of their school community. Students will present their findings in the form of an advertising campaign, using glogster, to encourage the school community to adopt their proposed actions.
The SOSE unit is an integrated unit, comprising of science, english, visual art and technology. Each KLA will focus upon the key concept of sustainability and support deep learning of a complex and authentic problem facing all humans today. In science, students will explore how the environmental issues we face today operate, and draw from these experiments alternative solutions that can be practically implemented by the student body. In English, students will develop greater understanding and skills of communicating and explaining how environmental issues impact upon the planet and their lifestyles. They will also refine their ability to formulate arguments supporting sustainable practices. In visual art, students will develop artworks that elaborate their conceptual understandings of the concept of sustainability, using natural resources to express their creativity in engaging activities. In technology, students will make connections between prior and learnt knowledge, to evaluate the scenario problem and design their own solutions based sustainable practice using electronic resources.
What are the learning theories, frameworks and pedagogical approaches?
The unit is based upon constructivist learning theory, which incorporates engagement theory, the 5 E's, Bloom's taxonomy, Dimensions of Learning and the Queensland curriculum. These theories and frameworks were chosen to create a balanced approach to teaching. The unit uses authentic problem based activities to impart learning, scaffolds to aid students to reach particular learning goals, collaboration with peers to develop and refine knowledge, learner centred activities that allow students to learn through participation, and an authentic audience to ensure that the quality of learning moves beyond superficial. Engagement Theory is the framework that the SOSE assessment item is based upon, using the three steps of relate, create and donate. Students are asked to create an advertising campaign (on Glogster) that identifies environmental problems within the school community and propose alternative practices that are relevant and practical, that the school and its community can adopt. Students will work within small groups, and will need to define what the schools problem areas are, analyse and evaluate current sustainable practices and judge whether these practices are appropriate, and design a campaign that targets the identified problems and provide solutions. The campaign must also be designed in a way that is inclusive and supportive of the school body.
The SOSE assessment item uses Bloom's Taxonomy to guide students towards higher order thinking and the 5 E's of engage, explore, explain, elaborate and evaluate to reach QLD curriculum outcomes of assessable elements of knowledge and understanding, investigating, participating, and reflection.
The English assessment item, write and perform a persuasive speech, uses elements of constructivism to form the basis of the scenario. Students are members of the Australian Youth delegation to the climate conference in Copenhagen, to persuade world leaders to take decisive and productive action towards reducing carbon emissions to halt the rise of the global temperature. Students are to create a mock forum, such as one that mimics the UN general assembly, where learners take on roles of various world leaders or their representatives. Students perform their speech, and their peers reply based upon their roles adopted, beginning a dialogue between 'states' and hopefully providing students greater insight to a complex problem. This assessment uses problem based learning (persuasive speech), authentic audiences (peers) in a learner centred activity (mock forum), designed to incorporate the whole class into a dialogue about their personal views on climate change. Scaffolds were provided to assist students in creating their persuasive speech and an exemplar speech of a primary school student provided.
Students use the knowledge formed during SOSE and science lessons to formulate their arguments and are guided by scaffolds (problem/solution/emotion scaffold) to assist in writing in the correct genre. Bloom's taxonomy is the framework used to ensure that students create persuasive speeches that are compelling and inspirational and the 5 E's strategy used to guide students to through a logical sequence of learning. This assessment item is designed for students to display QLD curriculum assessable elements of interpreting texts and constructing texts.
The Arts assessment item asks students to create a portfolio of work, to be displayed in a class gallery exhibition at the end of term. Students will create several works using different mediums and techniques. Students will attend the exhibition, and respond to their peers questions and criticisms. The quality of the questions and criticisms are based upon Bloom's taxonomy, where students critically evaluate their classmates work and provided informed feedback. This assessment is based upon constructivist learning theory using the 5 E's in a investigative, authentic and learner centred activity. This assessment is designed for students to display Qld curriculum assessable elements of creating and presenting.
How are ICT integral to enhance, transform and support learning?
The use of ICT throughout the unit is designed to support learning in the form of the hook as engaged learners are learners that are ready to learn. Additionally, verbal feedback from students request that ICT be used at every opportunity in the classroom. ICT further supports and enhances learning by giving access to expert advice and tutorials that are freely given to students. The use of tools such as Youtube and Google Earth and Google allow students to participate in learning experiences that includes visual, verbal and kinesthetic learning styles and visual literacy in the one experience. Such experiences include tracking the Plastiki on its voyage across the Atlantic ocean and making points of contact with globally recognised environmentalist David de Rothchild.
The use of online spaces coupled with thinking routines is a learning experience that engages the learner to reflect upon their learning within a natural authentic context. Using online mind mapping in the classroom, is engaging while allowing the free flow of ideas. Students using Glogster naturally began to reflect on their works, as the site supported risk taking and exploration of ideas. Glogster transforms and enhances student learning using visual literacy, rather than traditional word programs, to convey meaning and ideas, where students can use multimedia to present information.
Using an IWB to transform lessons from chalk and talk into an interactive and collaborative experience. Students are engaged and willing to participate as the technology is inviting and enjoyable to use. Opportunities to connect with like minded people throughout the world via the internet also make possible for students to learn and explore ideas and concepts not previously available, ie window farms science activity. Under teacher supervision, students are able to engage in an environmental discourse with like minded people across the globe in a timely manner.
ICT's are integral in creating and developing these learning experiences because it is the technology which provides the gateway to online spaces that is free, easy to use, and which naturally encourages creativity. It is important that educators design an effective pedagogy to accompany electronic learning, as these experiences only have educational meaning when designed to meet learning outcomes.
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