My Family

My Family

Monday, 13 June 2011

Assessment 3 eLearning Design

Part A

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.

  1. Understand that water is vital to all life and is a finite resource.
  2. 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.
  3. 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).
  4. It is everyone's responsibility to adopt sustainable practices and be good sheppard's of the environment (global citizenship).
  5. Deeper understanding of how the green house affect works, and how other factors such as deforestation also contribute to the problem.
  6. Biodiversity and ecosystems are under threat through the actions of humans.
  7. Children can make a difference to changing the opinions and practices of governments, big business, and local communities.
When conducting a skills audit to ascertain student's levels of knowledge of computers and internet navigation, the students appeared to be on par with each other regarding ability and understanding. All students have an internet presence, in the form of my space or facebook accounts, are familiar with search engines and browers (google and firefox) , and popular sites such as Flickr, iTunes and Youtube. All students have personal mobile phones (some with limited access) and can operate other digital devices such as cameras, ipods, ipads, scanners, printers and various gaming consoles. Students are also familiar with word processing programs for PC and Mac, and Power Point.

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:

  1. There is a restricted amount of natural resources available both locally and globally. Some of these resources are renewable and some are not.
  2. The air in the Earth's atmosphere creates a protective shield around the Earth but air pollution is damaging this protective shield.
  3. The living things within an ecosystem are interdependent, and changes to the ecosystem can have damaging effects.
  4. People's actions can have a positive or negative effect on our environment.
  5. We all have a responsibility to conserve our natural resources and work towards a sustainable future.
To achieve these ends, students will address these questions throughout the unit;

  1. How can we change what we do to have a positive impact for the future?
  2. How do we use natural resources in our homes and at school?
  3. How is our world changing?
  4. How are the world's environments at risk?
  5. What effect do our actions have on the environment?
  6. Why do we need to develop sustainable practices?
Students will identify how they can have a positive impact upon their local community and home life. Students will be asked to evaluate and design personal strategies to implement at home to conserve natural resources. They will also be asked to design an advertising campaign to encourage their school to implement sustainable resource practices. They will need to identify the schools points of wasteful consumptions of non-renewable resources, document these, and provide practical and innovative strategies to combat them.

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/TheoriesLesson 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

Google

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


 
  • Students are required to hand their workbooks for checking, marking and receive written feedback from the teacher each Friday.
  • The Student Workbook will also be checked and given written feedback each week.
  • Verbal guidance and assistance will be provided each lesson.
  • Teacher observations of group and independent work will also be given verbal feedback after the activities.
  • Clear instructions for lessons will be provided, delivered both visually and verbally, with opportunities for students to voice their queries and receive feedback
  • Teacher will use formal notes, informal whiteboard notes, quizzes, worksheets, TPS, and learner centred activities to provide feedback
  • Teacher will roam the room to confirm students are recording relevant information.
  • Teacher will use observation to ensure students are on task and participating in group works.
  • Teacher will periodically pause lesson to ensure student comprehension.
  • Teacher will choose a small group of students each week to record anecdotes and set up teacher/student conferences to discuss student learning experiences to gain insight to the learner.
  • Teacher will use observations, anecdotal records, conferencing, and focussed assessment of assessment items to provide information for report cards.


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 (2nd
    ed.). 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.
























References

Australian Government (2009). Cyber Smart. Retrieved from

http://www.cybersmart.gov.au/Kids/Tips%20to%20stay%20safe%20and%20cybersmart.aspx

Artgraphica (2009) How to draw with charcoal. Retrieved at http://www.artgraphica.net/free-art-lessons/charcoal-art-tutorial.htm l



Animal Planet (n.d.) Animals save the planet- Leopards hate litter. Retrieved from http://www.youtube.com/watch?v=VvFsMe8_NIM&playnext=1&list=PL40E35CD0D43A67C3



Bender, L. & David, L. (Producers), & Guggerheim, D. (Director). (2006). An Inconvenient Truth (Video recording). Shailia park, NSW: Paramount Home Entertainment.

Brooklyn, J. (2009) Land art for kids. Retrieved from http://landartforkids.com/



    Bubbl:us (n.d.) bubbl:us. Retrieved from https://bubbl.us/

California Energy Commission (2010). Energy Quest. Retrieved from http://energyquest.ca.gov/story/chapter01.html



Creative Commons Australia (2011). Videos. Retrieved from http://creativecommons.org.au/videos



Croak Webquest Retrieved from http://www.accessexcellence.org/AE/mspot/croak/index.php

Eather, J. (2010). Writing is Fun. Retrieved from http://www.writingfun.com/



Escape Media Group (2011). Grooveshark . Retrieved from http://grooveshark.com/



Expertvillage (n.d.). Persuasive Speaking Tips: Problem and Solution Speech styles. Retrieved from

http://www.youtube.com/watch?v=0QLOOZez_h8&feature=relmfu

e How (2011) How to make a clay sculptures. Retrieved from http://www.ehow.com/how_2214536_build-clay-sculptures.html

Gardener, H. (2011). Multiple Intelligneces. Retrieved from CQUniverity e-courses, EDED 20491 ICT for e-Learning Design, http://e-courses.cqu.edu.au

Glogster (n.d.) Glogster EDU for Teachers. Retrieved from http://www.glogster.com/





     How to easily construct a homemade solar cell (n.d.). How to easily construct a solar cell. Retrieved from

http://www.youtube.com/watch?v=o8Q9LVT2b3M&feature=related



How stuff works, (2011). Why is the world's biggest landfill the Pacific Ocean?. Rettrieved from

http://science.howstuffworks.com/environmental/earth/oceanography/great-pacific-garbage-patch.htm

Pacific garbage dump

Hungry Beast (n.d.) Pacific Ocean garbage dump. Retrieved from http://www.youtube.com/watch?v=D7vHrMsnRFA

Hedegaard, C. (2010) Climate change is everybody's concern. Retrived from http://www.denmark.dk/en/menu/Climate-Energy/COP15-Copenhagen-2009/Selected-blog-posts/Climate-change-is-everybodys-concern%E2%80%93engage.htm



King, G. (2009). Kingpoetry. Retrieved from http://www.kingpoetry.com/choices.htm

Kearsley,G., and Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved from http://home.sprynet.com

Lein, K. (n.d). eLearning Pedagogy. Retrived from http://elearningpedagogy.com/constructivist.html

Marzano, J. & Pickering, D. (1997).Dimensions of Learning. Alexandria VA USA: ASCD

Marvin and Sprinkles' (n.d.) Marvin and Sprinkles' Retrieved from http://www.youtube.com/watch?v=OQgcZ5VHhLU&NR=1



Power house Museum (n.d.). Test your carbon footprint. Retrieved from http://www.powerhousemuseum.com/online/bigfoot/



Plastiki (2010). Plastiki. Retrieved from http://www.theplastiki.com/

Prensky, M. (2005). Engage me or enrage me. What learners today demand. In Educause Review. Retrieved from CQUniverity e-courses, EDED 20491 ICT for e-Learning Design, http://e-courses.cqu.edu.au

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Ryan's Well Foundation (2011). 10 Years Ryan's Well Foundation. Retrieved from http://www.ryanswell.ca



Solar power 101- how solar power works (n.d.). Solar power 101- how solar power works. Retrieved from

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Unlimited: Renewable Energy in the 21st century (2005) Retrieved from http://www.youtube.com/watch?v=1UoK-IPfXMw



Window Farms (n.d.) Grow food year round with hydroponics. Retrieved from http://www.windowfarms.org/



Vygotski, L. (1978) Social Devleopment Theory. Retrieved from CQUniverity e-courses, EDED 20491 ICT for e-Learning Design, http://e-courses.cqu.edu.au