Group+17+Assessment+Task+3

​ Hi Ladies, I managed to get all of our assignment on here. I spoke to Sharon and found out that we just needed to keep hitting enter at the bottom of thr page in order to create more space. I will post more of my conversation with Sharon on the discussion board. I have made a few alterations to the document and will be posting more on implications later. Talk to you all soon. Louise __ Description of student cohort __ The student cohort is a Grade Two class of twenty students of which nine are boys and eleven are girls. Students have regular access to ten classroom computers and use computers at home mainly for games. All students have some experience using Microsoft PowerPoint, Word, Excel, Kidpix and Internet Explorer but do require some adult assistance. Students have limited experience with digital cameras and related technologies. The students regularly work in groups, pairs and individually however, several students require additional support because their literacy levels are lower than the rest of the class. The teacher has the daily assistance of a teacher aide and parent help two mornings a week. The main curriculum focus for this learning sequence is Science

__Inquiry Question__ How are shadows made and why do they change shape?

__Lesson Sequence__ __ Lesson One __ Introduction – “Shadows – How are they made and how do they change shape?” The whole class is to brainstorm about the concept of shadows and light. Students go outside to find and look at shadows. Students are to take photos of the shadows they have found. Whole class discussion about what they have discovered. Students work through a KWL chart – what they know, what they want to know and what they have learned. Students paste KWL chart in their Science Journal. T/Aide to download the photos and put them on PowerPoint ready for the students to add text. Students draw a picture of themselves and their shadow and write a brief description of their picture at the bottom of the page. These pictures will go on display. While students are working on their picture, two at a time (ten students all together) will work with the T/Aide and write reflective text about what they have discovered and know about shadows for the PowerPoint presentation.

(word count is down from 195 to 163 after editing) (p.s. I aslo edited my resource edublog, but only got rid of 3 words, however I can't seem to delete it off here so I can paste my edited one on here, it won't let me highlight it to delete it and even if I click the delete button it goes back to the top of the page. So I think I will just leave it since I didn't reduce the word count by much anyway - Sarah) __ Lesson Two  __ Recap Lesson One observations. Discussion: How do shadows change? 10 am: Take students out to netball court and in pairs, trace around each other’s shadows with chalk. Have each child measure their shadows with their feet. Record measurements. Use digital camera to record the process- student’s later post their findings on the class edublog. When students return to the classroom, have them predict what will happen to their shadow when they go back outside again in two hours. Student record predictions in their science journal (process on Microsoft Word). Repeat this procedure in two hourly intervals (again at 12pm and 2pm) using a different colour chalk each time. Share book “Light and shadow” (Anton, 2000) with students. Complete lesson one PowerPoint presentation (five slides). Ten students in pairs / one slide each pair / aide assisting. What have we learnt about shadows? Students transfer findings to a prepared excel worksheet. Student’s later convert findings into a simple column graph (Maths Grapher on __[]__). Student’s later post today’s findings on the class edublog, along with digital photos – T/Aide to assist.

Note to Trudi: should we be saying that we need to transfer findings to excel worksheet?? Do not need to do this when using Maths Grapher. Are we still using word for class science journal or is it being posted on class edublog??? Wendy H

__Lesson Three__ Whole class sharing of observations made in the previous lesson. What did students observe? Can we see shadows in the shade or on a cloudy day? What do we need to make a shadow? Students should have the understanding that a light source is necessary. Record understandings on KWL chart and check to see what questions have been answered and which ones remain unanswered.

Brainstorm other sources of light. Read “Light and shadows” (Anton, 2000) again. Invite students to relate the concepts in the book with what they have observed. Discuss.

Introduce learning object, ‘Light and Shadows’ (Learning Federation) to whole class by displaying on projector from teacher’s laptop. Have students listen to the audio explanation, pausing to check their understanding. Ensure students can navigate through the sequence of activities by demonstrating the use of the various features.

Split class into two groups of ten with the lower ability students working in pairs on the learning object first. The other group: work in pairs on a drawing or diagram using Kidpix. Their task is to draw an object and its shadow and show the position of the light source. They must also write one sentence about what they have drawn. Suggest they draw something they observed outside. T/Aide to assist one group (teacher assists the other). Groups switch midway through the session. Kidpix drawings uploaded into PowerPoint presentation.

__ Lesson Four __ Whole group sharing of class Science Journal. Read the previously brainstormed light source list – add any new suggestions. Invite two volunteer students to make a shadow on the wall using a torch – one student holding the torch and the other making the shadow. Question “What is needed to make a shadow?”  In pairs - have students create shadows and discover how to - a) make a shadow taller; b) make a shadow shorter; c) make a shadow fuzzy. Show students the illustrated hand shadow puppets, students can use these to assist in creating their own shadows (downloaded and printed from http. www. shadow-puppets.com). Swap roles after 10 minutes. Students to explain their findings on prepared worksheet. Teacher is to take a photo of each student’s shadow on a digital camera. Whole class – Briefly introduce ‘Light and Shadows’ (BBC web-site). Demonstrate moving the lamp to change the shadows cast from an object. Question students about the content (e.g. “Is that how you made your shadows longer?”). Discuss how people use shadow puppets to tell stories. View the two selected YouTube shadow puppet clips. Class discussion “how was each puppet show made?” Students are later to create a blog entry on the class edublog, explaining what they have learnt about shadows and also add to the class PowerPoint presentation

__ Resource list __ · Computers with internet access, Microsoft Word, PowerPoint, Excel, Kidpix. · Digital camera · Projector · edublog · Maths Grapher on [] · “Light and Shadows” Learning Federation Object on [] · “Light and Shadows” learning resource from [] · Copies of hand shadow puppet illustrations downloaded and printed from [] · YouTube podcast: “Wonderful World Shadow Puppet”, on [] · YouTube podcast: “Richard Bradshaw: Shadow Puppeteer”, on [] __ Reflection on ICT resources __ a.) Resources used to facilitate student learning. The Learning Federation Object “Light and Shadows,” introduced in lesson three, follows the hands-on shadow measurement activity. Its use is designed to help consolidate student understandings about shadow formation. Introducing it following the shadow measurement lesson enables students to compare results from their own investigation to the information provided in the resource and consider its accuracy – a key principle of scientific inquiry (Roblyer & Doering, 2010). The selection of this resource is due to the clarity of information provided, the interactive nature of its content and appropriate links to the Tasmanian Science Curriculum (2008).

The learning resource “Light and Shadows” (BBC) has been selected because of the clear visual information it provides when demonstrating how shadows change as a lamp is moved. This resource is introduced after students have created their own shadows using torches. The visual nature of the information should assist students in consolidating their understanding of shadow castings. Students again compare the information given on the web-site with their own findings and decide if the information presented is accurate. Developing student’s critical literacy skills in this manner is a key component of Freebody and Luke’s (1990) Four Resources Model (cited in Healy & Honan, 2004, p. 7). Healy and Honan (2004) stress the importance of fostering student’s critical literacy skills as they participate in the online environment.

The shadow puppet illustrations downloaded from [|www.shadow-puppets.com] clearly demonstrates hand formation and the corresponding shadow. T providing students with modelled examples to experiment with and thereby acting as a scaffold for learning (as described in Woolfolk and Margetts, 2007). Two YouTube podcasts are employed in this lesson because each demonstrates a different technique for creating a shadow puppet show. The first (Wonderful World Shadow Puppet) uses hand puppetry. The puppeteer can be seen while creating the shadows in front of the light source – clearly illustrating the technique used. The other podcast (Richard Bradshaw: Shadow Puppeteer) uses puppets created from solid materials which are moved using rods attached to the back of them. The method of creating the shadows is also different because the puppets and the light source are behind the screen. This difference is valuable for testing students’ developing concepts of shadow castings through group discussion and questioning the way each puppet show has been made. Viewing these podcasts also introduces the plan for students to design and create their own shadow puppet shows in future lessons.

b.) Resources used to publish student work Microsoft Word is a resource that students are familiar with and enjoy using. In lesson two, students have the opportunity to record their predictions in a Microsoft Word document. Many students at this level struggle with many aspects of writing whether it be spelling, punctuation or letter formation and this can inhibit the free expression of their ideas. Sigafoos & Green (2006, p. 46) contend that word processing ‘facilitates the flow of their inner speech.’ This tool enhances students’ learning by enabling them to focus on the subject of the inquiry and their understanding of the observations they have made rather than being distracted by the struggle involved in putting words and ideas on paper in the traditional way.

In order to capture their excitement, consolidate their learning and provide an opportunity for students to share their understanding, students in Lesson Three work in pairs on Kidpix. This software product is easy to use and visually appealing to children. Students start with a blank screen and create using drawing tools of their own choosing. In the process of producing a drawing that illustrates their understanding of a shadow and its position in relation a light source students are expressing themselves creatively and engaging in problem solving with one of their peers. Roblyer & Doering (2006, p. 47) point to evidence that indicates collaborative work using technology is “both more motivating and easier to accomplish.” The fun and simplicity of this resource allows students to focus on the task and consolidate their learning.

During lesson two, students take measurements of their shadows at two hourly intervals. The data is entered into Maths Grapher to create a column graph which will strengthen students’ understanding of the measurement activity. This resource has been selected because students can easily manipulate and form the graphs. Maths Grapher also has clear links to the Tasmanian Mathematics-Numeracy Curriculum (2008) which states that with support, students should be able to use software to produce simple bar and column graphs to interpret and communicate collected data. The Tasmanian Science Curriculum (2008) also states that students begin to collect information and record their data and findings in a more formal way at standard two.

Throughout the lesson sequence, students contribute to a Microsoft PowerPoint presentation. Following the downloading of digital photos taken while exploring shadows, students add their thoughts to each slide. This resource will allow the students to learn, communicate and share their understanding of shadows. Robin (2005, as cited in Sadik, 2008) argues that educators at all levels and in most subjects can use digital storytelling in many ways to support students' learning by encouraging them to organise and express their ideas and knowledge in an individual and meaningful way.

Edublog is a wikispace where students can record information and share ideas. This ICT resource enhances student learning by giving students the opportunity to reflect, discuss and gain understanding through communication with their peers. The class wiki is an appropriate resource to use as it gives students practice in sharing and discussing information. We chose Edublog for this lesson sequence because it has the capacity of a multimedia wikispace with blogging capabilities. The teacher can use passwords so only class members have access. The teacher can also edit before uploading work for publishing. Edublog is a great tool for collaboration in the classroom. Brady and Kennedy (2007) state that collaboration, “implies stronger interdependence, collective commitment and shared responsibility…” (p. 334).

__Teaching Implications__ Successful integration of ICT in classrooms will depend on careful planning with direct links to the curriculum. A digital camera will play a key role in enabling the publishing of students’ work, particularly with younger students. As teachers, we will need to become familiar with a wide range of ICT resources. It is vital to allow extra time for students to complete computer based tasks as well as to monitor and assist younger students and those with less developed literacy skills so that desired learning outcomes can be reached.

(I had a go at the teaching implications last night. Let me know what you think) Louise The successful implementation of this learning sequence will depend on careful planning and preparation. As teachers we will need to familiarise ourselves with a wide range of ICT resources and put in place trouble-shooting measures to deal with difficulties as they arise. Provision must also be made for extra support and monitoring of students who struggle with some of the tasks. Furthermore, we will need a good understanding of our students and how they work together in order to manage the activities well. Equally important is a sound knowledge of the material presented and the confidence to tackle queries from students.

Other practical measures that must be attended to include: the provision of headphones fitted with splitters for students pairing up on the Learning object, health and safety guidelines in place for the outside activity, a suitable number of adults present during the measuring activity (teacher aide, parent helper and teacher), and all resources tested and set up correctly.

The above teaching implications are indicative of our need to reflect very carefully before introducing our students to new learning sequences if we want them to be engaged and enriched by the material. (192 words)

Trudy here is that reference. Louise Le, T., & Le, Q. (2007) Using computers to promote literacy development. In J. Sigafoos &V. Green (Eds.), //Technology and teaching (pp. 41-50). New York: Nova Science

//