Group+22+assignment+3

 Hi Sharon Win has been unable to access Wiki and unfortunately UTAS IT people have been unable to solve Win"s problems, so we have gone back to communicating through the discussion board and email. Regards Karen Allen

Hi guys What do you think?

__**Description of student cohort**__

The learning sequence is designed for a Grade 5/6 class of 24 - 12 girls and 12 boys. The students are of differing academic abilities. The classroom has an interactive whiteboard and a small number of computers.The students do have access to a computer lab on a sign in basis. All students are competent in the use of Microsoft Office products and Internet search engines and the majority of students have access to a computer at home for futher computer task research. (87 words)

- computers - interactive whiteboard - microsoft office products - internet - search engines - the learning federation
 * __Resources__**

Please feel free to add or edit.

Cheers Karen A

 Two suggestions:
 * __ OVER-ARCHING QUESTION   __**
 * Students will explore local issues in the lead up to the local government elections. They will examine the processes used to make decisions and solve problems when there are differences of opinion. They will then use the __Balancing the options: wildlife park__ learning resource to answer the question “How can we solve a problem when people have different points of view and no-one can agree on an outcome?” ||


 * Students will identify and explore local planning issues. Using the learning resource; __Balancing the options: wildlife park__ students will identify one local issue and develop their own process for collecting opinions ||

Series of four lessons – __ ICT Assignment 3 – LESSON PLAN __ (336 words – needs to be no more than 250) ** Class ** – 5/6 - Devwilfor School – Lesson duration – 50 minutes // Use evidence from different sources to form a valid opinion // ** Integration ** – social studies, maths (data collection) and literacy || **__ LESSON OBJECTIVES __** – Introduce the concept of research and decision making – and link to local government planning issues. || · Students will have increased their understanding of research, possible applications and links to mathematics data collection. · Students will have identified two or three local planning issues where they are aware of different point s of view. · Students will be introduced to and commenced using the learning resource: //Balancing the options: wildlife park.// || Find out what the students know about the concept of research and also about local issues. - Students, working with a partner (in pairs) brainstorm – research – what is it> – examples and then local council – a list of things people are discussing where there are differences of opinion – eg Mersey River Statue or the Lorinna Road or roundabouts etc || · Electronic whiteboard – with photograph of Mersey River Statue · Scrap paper for students to do their ‘brainstorming’. || Reporting back on Brainstorming – Using the e/whiteboard to make a summary using key words. Students place summary in their notebooks. – in a table format Recap – discussion – research and community differences of opinion – how do the two fit together? Use electronic whiteboard to show students the first page of Balancing the options: wildlife park – so they can find it on their computers. Students work through the learning resource and become familiar with it. || · Electronic whiteboard with blank table to be used for brainstorming summary. · Balancing the options: wildlife park. || Discussion and review of what was in the learning resource – discussions and what the final output was to be from their engagement with the resource. || · Balancing the options: wildlife park || Russell
 * LESSON 1 **
 * Curriculum connection ** – Society and History – Philosophical Inquiry Strand – Stage 9 –
 * ** __ LESSON OUTCOMES __ – **
 * **__ SCOPE AND SEQUENCE __** || **__ EQUIPMENT __** ||
 * __ Introduction __ : Some explicit teaching from teacher to give the series of four lessons a context for their learning and motivate their interest.
 * __ Middle __ :
 * __ Conclusion: __

Hi Everyone Thank you Russell for all the information. Unfortunately I had to work late and was unable to meet you all. My mobile number is 0428565841 and home number is 64273026. Claire about sharing the work load if you need any help please call me. I spoke with Karen C. Friday afternoon about writing some open ended questions and possibly looking through the ICT Curriculum documents for Year 5/6 standards and outcomes which I will work on before Friday's meeting. Will see you all Friday 2 October @3.30. Cheers Karen A 

Russell - Blue and Carlton ???? Claire  Karen C -  I will use a different font from Karen A Win - this colour to be confirmed by you
 * Karen A **

Sorry Karen A - just think I may have accidiently deleted your post - it was before you post on the MYLO page and on the same topic. I hope - apologies.

Hi everyone,

I've just done some research over the weekend in regard to the expert groups. I found a web site on the deveonport council pa​ge about setting up new buildings and what legal requirements you need to be aware of with the plumbing. I've written questions to assist students to find the information that they need in the site (it's pretty heavy reading so thought it help them) and some inquiry questions for them to then think about when buildign the wildlife park. Not sure if this is creating too much detail or if appropraite<span style="color: #800080; font-family: Impact,Charcoal,sans-serif; font-size: 120%;">. Claire this is a a good idea because students will usually need some directed assistance Also had another idea, instead of a written report for the finial lesson we could get them to write a blog entry to a class page during the computer lab lesson during the week. They could then share the blog as a group on the smart board in the room once it's done or share with rest of school (remember we want them to develop ICT skills) - Yes I think this is a good way to go - it makes the literacy link so much more relevant for students! <span style="color: #800000; font-family: 'Comic Sans MS',cursive;">

Great Idea, Sharon did say that we should have "multiple ways for students to publish findings" so perhaps we could have one student in each group doing something different. Just an example: Report, blog, news, and report. This is just an idea check out sharons presentation about this assessment if you haven't aready its worth the while. Another point.... will our students have very sophisicated ICT skills? I think that it would be appropriate for our assignment because we asking for reasonable abilities with all the searching etc.

<span style="color: #800000; font-family: 'Comic Sans MS',cursive;">The students in the class I have observed did have good ict skills, for their age. Yes good ICT skills in general and access to a 'competent' broadband internet Hope this all makes sense, let me know what you think of these suggestions

Thanks Claire

HI,

Here is a copy of the message I just posted in Mylo earlier this evening: for those who might have missed it, just so we are all in the one spot now.

Hi win, Thanks for your ideas about the topic, I agree that Frogs and the life cycle are K-2 however I was focusing more on environment and Habitat. I was thinking the idea would be for students to investigate how to make the habitat. My 'big Idea' (Murdoch and Hornsby) was to link with how we could change our habits to look after the environment, for example put our rubbish in the bin or not tip pollutants down the sink so that it does not end up in our waterways.

The Idea of making it hands on is to engage students who still need to physically manipulate objects. An example of an open ended questions could be: How could we as individuals go about changing the future of endangered frogs. This could be the focus of inquiry for one just one lesson. The next lesson would have a different question building on the last idea or going in a completely different direction.

Any way we do not have to decide now I thought it would be a good idea if we all had an idea about the direction we want to go before we get to the library, this might make brain storming easier.

I am looking forward to seeing the documents you discribed, which ever direction we decide to take as they sound very interesting.

My home Email is kch85149@bigpond.net .au

It is easier for the group to contact me at this email as it is on all the time at home, where as mylo is not. I will not be available at 1.30 as I am at work but I am willing to meet with people at 10 and 3.30 if that is easier for everyone. I am putting my mobile phone number up if that is more convenient for some.

My mobile is 0437 742 201 after school hours please.

Looking forward to more Ideas.

Karen C.

Hi everyone in Group 22. It's Claire here and I'll write in this colour. Try and pick a colour for yourself so we know who is writing what. Not sure if you've all seen but I thought I'd copy it onto here so we all know what's happening:

This was Karen. C's idea

" I like the grade 5-6 level, I think that would be fine. I came up with an idea today, what do you think.

I thought we could investigate frogs and tadpoles, as it is spring. In my prep class we have a tadpole display and we have had lots of older students coming in at recess and lunch time to look at the tadpoles. Students at our school study tadpoles in early childhood as a tradition, however we could extend this to looking after the environment and frog habitat, going on to build a (hands on) pond in the class in a large glass tank, looking at water quality and polution.

There is heaps of information on the web about how to go about this project and I think it would integrate technology to science, inquiry and world futures.

The big book lester and clyde addresses the idea of polution and habitat that would link to literacy."

Thanks Karen. C. I really like the idea what do others think?

Also we have arranged to meet at the Devonport Library on Friday this week between 10-12. Please let us know if you can make it

Thanks Claire Hello Claire, Karen, Erwin and Karen A,

Claire thanks for starting the wiki page. I will add things to the page in blue.

First meeting: I will be at the Devonport Libarary this Friday at 10.00. I am looking forward to meeting other team memebrs and getting a start. Looking at when people are generally available it seems Sundays will be the best day of the week to meet. As the Devonport Library is not open on Sundays we will have to find an alternative location - my home is available but not all that practical - 42 kms from Devonport - 18 from Sheffield - but you are all most welcome if you want a trip to the 'country'.

I also like the Grade 5-6 level and and am happy to the frogs and tadpoles theme. I am only contactable by mobile phone - 0439845260 - and 0439845278 - during the day use 278 and evneings 260 is best.

Russell

<span style="color: #800080; font-family: Impact,Charcoal,sans-serif; font-size: 120%;">Hi Karen, Russell, Erwin and Claire,

Sorry I couldn't make it to the meeting as I had to work back late. I will check here later to see what sort of ideas you guys came up with and what you would like me to do. This is the first time I have ever worked on an online group assignment and I am feeling a bit stressed with the whole situation. I would not like to let any of you down by not contributing enough to the assignment. I have many questions but I will wait until later to see if a decision has been made on where we are heading and if another meeting has been planned. I am contactable by mobile phone 0428565841, home phone 64273 026 or email karenallen10@bigpond.com.au Cheers Karen A.