Group+20+assessment+3

 Learning sequence for ICT

Hi Alison, Narelle and Nicole here is our wiki to create our learning sequence on. We are using ICT as a learning resource for ourselves while learning about using ICT as a learning resource helping others to learn. I will write in green so you know who I am. I've added a the heading for our context and will search for proforma soon. I wrote the heading in black so it is neutral and wrotte a little about the context but you will probably want to tidy this up. I didn't take very good notes, this is just to get us started. I have added our ideas from our meeting this morning. This is just a rough guide, so change anything you want to. Nicole, if you want to change lessons with one of us, let us know. We had worked out that each lesson description should include a plan of the lesson, a description of how we "will use these resources to enhance student learning" and "reflect on why they were the most appropriate resources to use for this class to explore this question". But we also talked about putting the description and reflection in a separate section with the list of resources. I guess it will depend on the word count to a certain extent. I Ha ​ ve managed to cut and paste our integrated unit proforma but accidently did it twice and can't seem to delete the second one. Anyway it is here now and we have something to work with. **Context** Year 3/4 composite class of 24 students. 2 students have learning difficulties. Literacy and numeracy is average and above average. All of the students have English as their first language. There are 5 computers and the class has access to a computer lab with 30 computers but this must be booked.

** How can we measure weather?
 * Inquiry

=Lesson 1 (Nicole) = =Introduction to the topic of weather = = = - Brainstorm types of weather. - Think about weather reports - Use internet, newspapers and radio to access weather reports (Class split into 3 groups due to limited number of computers) - Accessing Bureau of Meteorology website is a suggested activity in Science curriculum - What do weather reports show and how?

=Lesson 2 (Narelle)= =Temperature and rain=

- How can we measure temperature? - Using a thermometer. - How can we measure rain? - Design a device to measure rain? Make this an extra if time permits in session (elaboration?) - ICT?

 =Lesson 3 (Sally) = =Thunder and lightning =  - Warm-up discussion/personal experiences - L2537 Sound: thunderstorms (in computer lab as all students must access resource) - Maths worksheet for students who complete online work 

=Lesson 4 (Alison)= =Weather report=

- Students create their own weather report for radio, television and print media, using mp3 players, video cameras and web-based resources.

**Standard three - scientific inquiry Stage eight** Collect and record data, checking and repeating observations while conducting their investigations. (p.56) Present data in appropriate ways and then identify patterns. Discuss and compare results with predications and draw conclusions. (p.56) Stage eight** be aware that they can present the results of their science investigations in a variety of ways. . . and select appropriate ones, showing an awareness that some are more effective than others. (p.58) Stage eight** suggest causes and effects of some of the changes which occur at the surface of the Earth or in the atmosphere e.g. pollution. (p.66) || ||^  ||^   ||^   ||  ||
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 * Standard three - scientific communication
 * Standard three - science as a body of knowledge - earth and space

//<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 18pt; line-height: 150%;">weather // |||||| ** Unit Length: ** 2 weeks? || // How can we measure weather? // |||||| ** Grade and Class Size Information: ** 3/4 composite class of 24 students. 2 with learning difficulties. Some behavioural problems. || Etc... || On culmination of this unit students will: etc... || <A discussion of why you have selected this particular topic and its relevance to the nominated curriculum, why you have chosen to integrate these specific disciplines/learning areas and why you have employed the particular arts processes/experiences to address this topic. Discuss what students will learn through the unit, and why/how these are appropriate outcomes for arts education. You will also need to explicitly discuss how you have designed this unit to address the needs of learners in the class. This section of your unit plan should be supported by reference to the appropriate literature. Aim for around 600-700 words.> || Brainstorming about weather and how we measure it. |||| <A time frame for the learning experience – e.g. 1 x 45min sessions.> |||| <Details of assessment, such as how and when you will assess student learning, and how you will record the information gleaned from assessment>. || <Description of learning experience>. |||| <A time frame for the learning experience – e.g. 2 x 45min sessions.> |||| <Details of assessment, such as how and when you will assess student learning, and how you will record the information gleaned from assessment>. || <Description of learning experience>. |||| <A time frame for the learning experience – e.g. 2 x 45min sessions.> |||| <Details of assessment, such as how and when you will assess student learning, and how you will record the information gleaned from assessment>. || <Description of learning experience>. |||| <A time frame for the learning experience – e.g. 2 x 45min sessions.> |||| <Details of assessment, such as how and when you will assess student learning, and how you will record the information gleaned from assessment>. || <Description of learning experience>. |||| <A time frame for the learning experience – e.g. 2 x 45min sessions.> |||| <Details of assessment, such as how and when you will assess student learning, and how you will record the information gleaned from assessment>. || <Description of learning experience>. |||| <A time frame for the learning experience – e.g. 2 x 45min sessions.> |||| <Details of assessment, such as how and when you will assess student learning, and how you will record the information gleaned from assessment>. || <Description of learning experience>. |||| <A time frame for the learning experience – e.g. 2 x 45min sessions.> |||| <Details of assessment, such as how and when you will assess student learning, and how you will record the information gleaned from assessment>. || <Insert relevant links to the curriculum from page 1>. |||||||||| ** Links to Unit Outcome(s): ** <Insert relevant Unit Outcomes from page 1.> || Through this lesson students will: <Include details of how you will assess the students' understanding of the learning outcomes and how you will record and use this information>. || <Insert relevant links to the curriculum from page 1>. |||||||||| ** Links to Unit Outcome(s): ** <Insert relevant Unit Outcomes from page 1>. || Through this lesson students will: excel, word, Internet || <Include details of how you will assess the students' understanding of the learning outcomes and how you will record and use this information>. || This is great thanks Sally. I will start putting my info in. After talking (?) to Alison last night and thinking in bed I've decided maybe I am trying to do too much, so have cut some things out of the temperature lesson and put rain back in. As you said Sally I could have the class split doing the two activities and then coming together at the end of the week or fortnight. I think they will work in pairs, so will inform another pair rather than the whole class. (23/9) Well this is a bit tricky. I deleted the other tables, and put in my info, but then when I saved it was all different and now I have deleted some of my table too!! Will try and replace it. It also doesn't like to stay on my colour when typing!! (23/9 4.45) I give up at the moment. Will think what else we can do. 5.17
 * ** Integrated Inquiry Unit: **
 * ** Guiding Question for Student Inquiry: **
 * ** Curriculum Links: **
 * 1) <Stage/level etc> - <Description copied from curriculum documents>.
 * 2) <Stage/level etc> - <Description copied from curriculum documents>.
 * 3) <Stage/level etc> - <Description copied from curriculum documents>.
 * ** Unit Outcomes: **
 * 1) <Outcome phrased as a statement>. //<Outcome phrased as a question>?//
 * 2) <Outcome phrased as a statement>. //<Outcome phrased as a question>?//
 * 3) <Outcome phrased as a statement>. //<Outcome phrased as a question>?//
 * Unit Rationale: **
 * Unit Rationale: **
 * ** Curriculum Links ** |||||| ** Outcome Links ** |||| =<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Introductory Performances of Understanding = |||| =<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Time Frame = |||| ** Notes and Assessment Planning ** ||
 * |||||| |||| __ Measuring weather __<Description of learning experience>.
 * ** Curriculum Links ** |||||| ** Outcome Links ** |||| =<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Inquiry Performances of Understanding = |||| =<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Time Frame = |||| ** Notes and Assessment Planning ** ||
 * <span style="color: #993366; display: block; font-family: Times New Roman; font-size: 10pt; text-align: center;"> |||||| |||| __<Name of Learning Experience>__
 * <span style="color: #993366; display: block; font-family: Times New Roman; font-size: 10pt; text-align: center;"> |||||| |||| __<Name of Learning Experience>__
 * <span style="color: #993366; display: block; font-family: Times New Roman; font-size: 10pt; text-align: center;"> |||||| |||| __<Name of Learning Experience>__
 * <span style="color: #993366; display: block; font-family: Times New Roman; font-size: 10pt; text-align: center;"> |||||| |||| __<Name of Learning Experience>__
 * <span style="color: #993366; display: block; font-family: Times New Roman; font-size: 10pt; text-align: center;"> |||||| |||| __<Name of Learning Experience>__
 * ** Curriculum Links ** |||||| ** Outcome Links ** |||| =<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Culminating Performances of Understanding = |||| =<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Time Frame = |||| ** Notes and Assessment Planning ** ||
 * |||||| |||| __<Name of Learning Experience>__
 * |||||| |||| __<Name of Learning Experience>__
 * ** Lesson Plan: <Name of Learning Experience from the unit plan>. ** ||
 * ** Links to Curriculum: **
 * ** Lesson Plan: <Name of Learning Experience from the unit plan>. ** ||
 * ** Links to Curriculum: **
 * ** Specific Lesson Understanding Goals: **
 * 1) <Understanding Goal phrased as a statement>. //<Understanding Goal phrased as a question>?//
 * 2) <Understanding Goal phrased as a statement>. //<Understanding Goal phrased as a question>?//
 * 3) <Understanding Goal phrased as a statement>. //<Understanding Goal phrased as a question>?// ||
 * ** Plan for Teaching and Learning: ** ||
 * ** Time Frame ** |||||||||||| ** Procedure ** || ** Required Resources ** ||
 * ** Assessment: **
 * ** Assessment: **
 * ** Assessment: **
 * ** Assessment: **
 * ** Assessment: **
 * ** Assessment: **
 * ** Assessment: **
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 * ** Assessment: **
 * ** Lesson Plan: How do we measure temperature and rainfall?   ** ||
 * ** Links to Curriculum: **
 * ** Links to Curriculum: **
 * ** Specific Lesson Understanding Goals: **
 * 1) <Understanding Goal phrased as a statement>. //<Understanding Goal phrased as a question>?//
 * 2) <Understanding Goal phrased as a statement>. //<Understanding Goal phrased as a question>?//
 * 3) <Understanding Goal phrased as a statement>. //<Understanding Goal phrased as a question>?// ||
 * ** Plan for Teaching and Learning: ** ||
 * ** Time Frame ** |||||||||||||| ** Procedure ** || ** Required Resources ** ||
 * ORIENTATING **
 * ORIENTATING **
 * TEMPERATURE **
 * - Discuss how we can measure temperature **
 * - What is a thermometer? What does it look like? How do we use it? **
 * - List parts of a thermometer? **
 * - A student draws an example on the Smartboard **
 * - Discuss Celsius/Centigrade and Fahrenheit and the formulas used **
 * - Discuss where the best place is to measure temperature - inside/outside, sun/shade **
 * -Discuss how frequently to check the temperature **
 * thermometers ||
 * RAIN **
 * - Discuss the measurements on a rain gauge **
 * - Discuss where to place the rain gauges around the school and when to take measurements **
 * - Discuss where to place the rain gauges around the school and when to take measurements **
 * rain gauge ||
 * ENHANCING **
 * ENHANCING **
 * TEMPERATURE **
 * - Students create a safe storage container for the thermometer using ice-cream containers **
 * - Group create a graph to show the temperature readings they have recorded for the week **
 * - the graph must include details of the thermometers location, times and dates of readings **
 * - Groups use the Internet to find a country that uses Fahrenheit to measure **
 * temperature and record the hottest and coldest day, then using the formula convert **
 * to Celsius and compare the temperature with the local areas hottest and coldest day. **
 * computers -
 * ** Assessment: **
 * ** Assessment: **
 * ** Assessment: **