Learning Experience Plan - Weeblytechnologychallenge.weebly.com/uploads/2/7/2/9/272963… · Web view20 Minutes. Lesson focus - What could be changed or improved to the design of

Learning Experience Plan (LEP)Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information on how to complete this LEP is provided by your lecturer in a course.

Year level(s) Duration Focus Implementation date(s) Curriculum area(s)Year 3 or 4

(Year 4 suggested)

60 MinutesLesson focus - Introduction to the Technology Cycle and commence phase 1: Investigation

Gathering Researching Examining Analysing

TBA Design and Technology

C URRICULUM LINKS Intended Learning Outcomes - Direct from Australian Curriculum (ACARA)

Design and Technologies knowledge and understandingInvestigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)

Elaborations:

Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system. Deconstructing a product or system to identify how motion and forces affect behaviour. Experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens

within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height. Identifying and exploring properties and construction relationships of an engineered productor system, for example a structure that floats; a bridge to carry a load.

Design and Technologies processes and production skills

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)

Digital Technologies knowledge and understandingExplore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Digital Technologies processes and production skillsWork with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols (ACTDIP013)

Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

Have completed the following ‘Science Understanding’ content descriptor in Year 2: A push or a pull affects how an object moves or changes shape (ACSSU033) Have completed the following ‘Science Understanding’ content descriptor in Year 4: Forces can be exerted by one object on another through direct contact or from a

distance (ACSSU076) Has experience and understandings of The Technology Cycle Design and Technology address human needs Has participated in previous design challenges Has participated in researching online Prior knowledge and experience with De Bono’s thinking hats Ability to navigate the internet

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU076


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACTDIP013

http://www.australiancurriculum.edu.au/Glossary?a=T&t=Social%20protocols

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACTDIK007

http://www.australiancurriculum.edu.au/Glossary?a=T&t=Data

http://www.australiancurriculum.edu.au/Glossary?a=T&t=Peripheral%20devices

http://www.australiancurriculum.edu.au/Glossary?a=T&t=Digital%20systems

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACTDEP014

http://www.australiancurriculum.edu.au/Glossary?a=T&t=Designed%20solutions

http://www.australiancurriculum.edu.au/Glossary?a=T&t=Materials


http://www.australiancurriculum.edu.au/Glossary?a=T&t=Environment

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACTDEK011

http://www.australiancurriculum.edu.au/Glossary?a=T&t=Product


Has knowledge and skills to use the computers Can follow simple procedures with little guidance Able to work in groups Basic understandings of planning and design (for example, planning before writing in literacy) Very effective imaginations to create ideas and think outside the box Behaviour management is well established Have previously engaged in manipulation of materials to create products Familiar with Humpty Dumpty Have knowledge and skills from other curriculum areas to evaluate and analyse Basic skills in problem solving Knowledge of forces including understandings of contextual information in relation to safety features of vehicles and forces involved in ‘real world’ vehicles. See

work sample example at http://www.acara.edu.au/curriculum/worksamples/Year_4_Science_Portfolio_Above.pdf - knowledge of gravity and push/pull forces. Ability to create graphic representations of ideas Ability to mentor each other/peer teaching skills Has an appreciation of the fragility of an egg Have used PMI’s in the past Have used ‘Gliffi’ extensively in the past Extensive experience working within Dimension 5 – Habits of Mind

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as “the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class”.)

Knowledge & understanding: (declarative)The learner will know:

D1 The four phases of the technology cycleD2 The properties and construction relationship of their productD3 How to conduct investigations to solve problemsD4 How forces affect the behaviour of a product or systemD7 How to Interact with digital resources to aid learning

Skills: (procedural/do)The learner will be able to:

P1 Describe and engage in the four phases of the technology cycleP2 Identify the properties and construction relationship of their productP3 Conduct investigations to solve problemsP4 Describe and explain which forces affect the behaviour of a product or systemP7 Use various digital resources to aid learning

Learning processes: LMQ3 - How does the learner best learn?

DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual learners? (Including differentiated teaching for student diversity.)

Dol 1 – Recognise and provide for students individual differences –through variation of lesson materials, Voki, scaffolding and opportunities for peer teaching/group work, teacher aide.

Dol 1 – Help students understand how specific knowledge is valuable – Thinking hats to enhance learning and provide context for learning.

Dol 1- Use a variety of ways to engage students in classroom tasks.

DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?

Dol 5 – Generate new ways of viewing a situation that are outside the boundaries of standard conventions – This will be explored when discussing the context for learning.

Version 15 Oct 2011

http://www.acara.edu.au/curriculum/worksamples/Year_4_Science_Portfolio_Above.pdf

Time Learning procedures LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL) focus.including teaching strategies to be used

ResourcesLMQ4 -What resources do I have at my disposal?

Assessment & feedbackLMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.)LMQ8 How will I inform others?(Include moderation of teacher judgments of standards if necessary.)

5 Minutes

2 Minutes

4 Minutes

4 Minutes

6 Minutes

4 Minutes

10 Minutes

5 Minutes

2o Minutes

Lesson focus - Introduction to the Technology Cycle and commence phase 1: Investigation Focus Question: What information do I need to know about how forces affect the behaviour of my product?Hook: Set the scene: Log on to www.technologychallenge.weebly.com on the interactive whiteboard and give quick overview of the site.

Open Prezi and set the scene with the 2nd slide providing the Humpty Dumpty Scenario.

Body:Move to slide and review De Bono’s thinking hats. Explain what they are, the purpose and that are imbedded throughout the presentation. Discuss why the hats displayed have been selected.

[WALT] Change to the next slide ’Steps you will take in your groups of four’. Explain the Technology Cycle and the steps creating a word wall along the way with key terms including ‘technology cycle’, ‘investigation’, ‘ideation’, ‘production’, ‘evaluation’.

[WILF] Next slide. Explain the focus questions as a class. See if they can predict how the task will relate to real life.

[TIB] Change to the next slide and identify the need for vehicle to transport people and objects safely. Refer to prior knowledge on forces and check their understandings (previous unit of work has been completed on Push/Pull). Explain the context, management and appropriateness.

Move on to the next slide and watch the video.

Transition the students to the computers/Ipads which are already prepared on the website.

Conclusion:

Remind students to be completing their technology journals as they go. Students to work through activities with teacher guidance. Read the information from the website link and answer question 1 in the technology journal, watch the Powerpoint on Forces and Safety Features , complete the quiz and then finish the questions in your Technology Journal

Set homework task to complete the questions (checks for learning) in their ‘Technology Journals’. Explain that writing down information helps us to remember. This is part of their assessment and is therefore compulsory and will be checked.


Dol 1 – Help students understand how specific knowledge is valuable – Thinking hats to enhance learning and provide context for learning.

Dol 1- Use a variety of ways to engage students in classroom tasks

Dol 5 – Generate new ways of viewing a situation that are outside the boundaries of standard conventions – Context for learning.

Dol 2 (Shape) – Help students to develop the conceptual understanding necessary to use the skill or process

Dol 2 (Construct DK) – Create opportunities for students to discover or figure out the new information for themselves

Dol 2 (Organise) – Present note taking strategies that use graphic representations

Dol 2 (Store) – Help students understand the process of storing information

Computers/Ipads

Website – www.technologychallenge.weebly.com

Voki embedded into website

Prezi http://prezi.com/ruhxftnl_uc4/edit/#26_238900

Powerpoint Presentation – Forces and Safety Features

Website on forces and safety - http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/forces/fallingrev1.shtml

Teacher Aide To help children who require heavier scaffolding

Groups to be organised as mixed ability to enable peer teaching

Voki also to help students who require assistance with reading

Audio/visual and kinaesthetic learners catered for

Predictions (check for accuracy)

Quiz

Technology Journal

Observations

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http://prezi.com/ruhxftnl_uc4/edit/#26_238900



http://www.technologychallenge.weebly.com/



Reflection: LMQ9 Why has the learner (achieved/)not achieved the learning outcomes (standards)?(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didn’t. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.)

To be informed by assessment after lesson takes place.



(Year 4 suggested)

60 minutes Ideation Generating Communicating Planning Designing




Elaborations:

Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system. Deconstructing a product or system to identify how motion and forces affect behaviour. Experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what

happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height.

Identifying and exploring properties and construction relationships of an engineered productor system, for example a structure that floats; a bridge to carry a load.






Have completed the following ‘Science Understanding’ content descriptor in Year 2: A push or a pull affects how an object moves or changes shape (ACSSU033)Version 15 Oct 2011

















Have completed the following ‘Science Understanding’ content descriptor in Year 4: Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Has experience and understandings of The Technology Cycle Design and Technology address human needs Has participated in previous design challenges Has participated in researching online Ability to navigate the internet Has knowledge and skills to use the computers Can follow simple procedures with little guidance Able to work in groups Basic understandings of planning and design (for example, planning before writing in literacy) Very effective imaginations to create ideas and think outside the box Have previously engaged in manipulation of materials to create products Familiar with Humpty Dumpty Have knowledge and skills from other curriculum areas to evaluate and analyse Basic skills in problem solving Knowledge of forces including understandings of contextual information in relation to safety features of vehicles and forces involved in ‘real world’ vehicles. See


Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as “the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class”.)Knowledge & understanding: (declarative)The learner will know:

D5 How properties of materials affect the behaviour of a product or systemD6 How to engage in effective collaborative workD7 How to Interact with digital resources to aid learningD8 How to plan a design


P5 Describe and explain how materials effect the behaviour of a product or systemP6 Engage in effective collaborative workP7 Use various digital resources to aid learningP8 Create ideas to construct a design



Dol 1 – Recognise and provide for students individual differences –through variation of lesson materials, Voki,


Dol 5 – Plan appropriately

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scaffolding and opportunities for peer teaching/group work, teacher aide.

Dol 1 – Structure opportunities for students to work with peers

Dol 1 – Provide opportunities for students to get to know and accept each other






2 Minutes

5 Minutes

30 Minutes

15 Minutes

Lesson focus What possible designs and planning are required are how is this important? Focus Question: What materials might work for my egg carrier?

Hook:

As a class – open and play the Voki on the students page called ‘Lesson 2 – Ideation’.

Body:Review last lessons learning’s.

[WALT] Open Prezi and set the scene with the 7th slide providing an overview for the days lesson.

[WILF] Students to have an idea of what materials they can use to build their egg carrier.

[TIB] They need to plan a design for a vehicle to transport people and objects safely.

Transition the students to the computers/Ipads which are already prepared on the website. Do a brief introduction showing them what their jobs are for this lesson.

Remind students to be completing their technology journals as they go. Students to work through activities with teacher guidance.

Students are to watch the videos and answer the questions in their technology journal.

In groups of four they are to complete the ‘Gliffi’ mindmap on the resource page. (If the students are finishing at different times the first student of the group can start the ‘Gliffi’. If the time between is too much it can be modified to be an individual activity).

Conclusion:

The final job is to create 2 designs in their groups of four using the Microsoft Word template available on the student’s resource page. (To be complete on the computer, typed in and printed). Each PMI must contain a diagram (using paint) with labels (computer or hand-








Dol 2 (Construct DK) – Use instructional techniques that provide students with strategies to use before, during and after they receive information.

Dol 2 ( Organise) – Have students use graphic organisers for the identified organisational patterns.


Dol 2 (Store) – Use highly structured systems for storing information with

Computers/Ipads







Audio/visual and

Review knowledge learnt from prior lesson

Technology Journal

‘Gliffi Mindmap’

2 PMI’S of group designs

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written after printing). students kinaesthetic learners catered for

Observations





(Year 4 suggested)

60 minutes Production Creating Developing Managing Making




Elaborations:







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Have completed the following ‘Science Understanding’ content descriptor in Year 2: A push or a pull affects how an object moves or changes shape (ACSSU033) Have completed the following ‘Science Understanding’ content descriptor in Year 4: Forces can be exerted by one object on another through direct contact or

from a distance (ACSSU076) Has experience and understandings of The Technology Cycle Design and Technology address human needs Has participated in previous design challenges Has participated in researching online Ability to navigate the internet Has knowledge and skills to use the computers Can follow simple procedures with little guidance Able to work in groups Basic understandings of planning and design (for example, planning before writing in literacy) Very effective imaginations to create ideas and think outside the box Have previously engaged in manipulation of materials to create products Familiar with Humpty Dumpty Have knowledge and skills from other curriculum areas to evaluate and analyse Basic skills in problem solving Knowledge of forces including understandings of contextual information in relation to safety features of vehicles and forces involved in ‘real world’ vehicles. See



D6 How to engage in effective collaborative workD7 How to Interact with digital resources to aid learningD9 How to experiment with tools, materials and equipment to solve problems involving forces


P6 Engage in effective collaborative workP7 Use various digital resources to aid learningP9 Experiment with tools, materials and equipment to solve problems involving forces

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D10 How to produce and evaluate a product P10 Produce and evaluate a product








Dol 5 – Plan appropriately – Students are required to plan before they begin production

Dol 5 –Evaluate the effectiveness of their actions – Students are encouraged and guided to constantly evaluate their actions throughout the lesson





5 Minutes

5 Minutes

5 Minutes

35 Minutes

Focus Question: What do we need to think about before we start production?How can I create the safest possible vehicle to get my egg from the top to bottom without cracking or breaking?Hook:

As a class – open and play the Voki on the students page called ‘Lesson 3 – Production’.

Body:


[WILF] Students to think about what factors will be important when making their egg carrier.

[TIB] To build their knowledge on the technology cycle and because they are being assessed on criteria.

Go through the criteria sheets as a class to set clear expectations and clear any misconceptions.



In groups of four they are to complete the activities listed: Review and discuss the design plan, do testing of product without the egg ready for a real run through (will need teacher






Dol 5 –Evaluate the effectiveness of their actions



Dol 2 ( Organise) – Have students use graphic organisers for the identified organisational patterns.

Dol 2 (Organise) – Present note taking

Computers/Ipads






Oral feedback to be provided throughout to inform learners and requested to inform teaching

Technology JournalVersion 15 Oct 2011







10 Minutes

assistance) and record observations in technology cycle diary.

Start production.

Conclusion:

Conduct basic testing and evaluating by recording the results in the technology journal.

strategies that use graphic representations

Dol 2 (Store) – Use highly structured systems for storing information with students



Photos and videos

Observations





(Year 4 suggested)

60 Minutes Ideation & Production Revisit - Go back and re-design/test based on new knowledge. TBA Design and Technology



Elaborations:







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D6 How to engage in effective collaborative workD7 How to Interact with digital resources to aid learningD8 How to plan a design


P6 Engage in effective collaborative workP7 Use various digital resources to aid learningP8 Create ideas to construct a design

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D9 How to experiment with tools, materials and equipment to solve problems involving forces.D10 How to produce and evaluate a product

P9 Experiment with tools, materials and equipment to solve problems involving forces.P10 Produce and evaluate a product








Dol 5 – Plan appropriately – Students are required to review, amend and update their original plan. They are required to do this appropriately to re-create their toy and progress through the technology cycle.





2 Minutes

5 Minutes

35 Minutes

Lesson focus - What could be changed or improved to the design of our egg carrier?

Hook:

As a class – open and play the Voki on the students page called ‘Lesson 4 – Ideation/Production Re-visit - Pulling it all together’.

Body:


[WILF] Students to analyse their egg carrier and a group decide what could be changed and or improved.

[TIB] The technology cycle is not to be followed in an exact order. To create the best possible product you must move backwards and forwards through the cycle.








Dol 2 (Construct PK) – Help the students see how the skill or process they are learning is similar to and different from other processes

Dol 2 – (Shape) – Demonstrate and create opportunities for students to practice the important variations of the skill or process


Computers/Ipads





Groups to be organised as mixed ability


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20 Minutes

In groups of four students are to complete the Venn Diagram comparing their egg carrier with another.

Each member of the group to fill in one criteria sheet (teacher to supply – can be printed from the teacher resource section of the website) about their product and one criteria sheet about another. A copy needs to be glued into their technology journal.

Conclusion:

As a group they are to discuss the Venn Diagram and Criteria sheet focusing on their groups egg carrier and decide in what ways it could be changed or improved?

Decide on changes and make modifications

Record a summary individually in their technology journal of what changes were made and why.




to enable peer teaching



Technology Journal

Venn Diagram

Criteria Sheets

Observations





(Year 4 suggested)

60 Minutes Evaluation of products Testing Judging Reflecting Comparing




Elaborations:

Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system.

Version 15 Oct 2011




Deconstructing a product or system to identify how motion and forces affect behaviour. Experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what










work sample example at http://www.acara.edu.au/curriculum/worksamples/Year_4_Science_Portfolio_Above.pdf - knowledge of gravity and push/pull forces. Ability to create graphic representations of ideas Ability to mentor each other/peer teaching skills Has an appreciation of the fragility of an egg

Version 15 Oct 2011
















Have used PMI’s in the past Have used ‘Gliffi’ extensively in the past Extensive experience working within Dimension 5 – Habits of Mind


D7 How to Interact with digital resources to aid learningD9 How to experiment with tools, materials and equipment to solve problems involving forcesD10 How to produce and evaluate a product


P7 Use various digital resources to aid learningP9 Experiment with tools, materials and equipment to solve problems involving forcesP10 Produce and evaluate a product








Dol 5 – Respond appropriately to others feelings and level of knowledge – Learners already have a recognised prior knowledge of this HOM. They will be exercising this HOM whilst working in their groups.

Dol 5 –Evaluate the effectiveness of their actions – this will be done during their evaluation of the whole process.





2 Minutes

5 Minutes

Focus Question: What was good, bad and interesting about our egg carrier?

Hook:

As a class – open and play the Voki on the student’s page called ‘Lesson 5 – Evaluation’.

Body:

[WALT] Open Prezi and set the scene with the 10 th slide providing an overview for the days lesson and watching short summary clip.

[WILF] Students to evaluate their design and product. Explain that the evaluate phase of the technology cycle requires them to complete testing, judging, reflecting and comparing. Remind them they started this process last lesson by comparing and judging.





Dol 5 – Respond appropriately to others feelings and level of knowledge

Computers/Ipads



Prezi http://prezi.com/ruhxftnl_uc4/edit/


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15 Minutes

15 Minutes

25 Minutes

[TIB] Evaluation is an important part of the cycle. It ensures that you end up with the best possible product and makes sure that there are no problems with it.

Remind students to use their technology journal for their evaluation/reflection.

Discuss as a class which egg carriers were successful and which weren't. Why?

Review the context management and appropriateness. (Teacher to summarise)


Demonstrate the blog page to the class including playing the Voki.

Students to create and evaluation/reflection in their technology journal using the online questions as stimulus. (Or they are also recorded directly in the journal)

Conclusion:

Students to blog results including pictures and videos. Teacher assistance will be required. Photos and video will already be saved onto the computers for ease of use. Have the students type their response in Microsoft Word so that it may be simply copied pasted.

Extension students who finish early may go on to create a graph using the resources supplied on the website.

Dol 5 –Evaluate the effectiveness of their actions



Dol 2 (Organise) – Have students create physical and pictographic representations of information


#26_238900

Charting tool http://www.mathsisfun.com/data/data-graph.php




Observations

Technology Journal

Blog of evaluation/reflection including photos and videos

Chart



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http://www.mathsisfun.com/data/data-graph.php




Documents

Learning Experience Plan - Weeblytechnologychallenge.weebly.com/uploads/2/7/2/9/272963… · Web view20 Minutes. Lesson focus - What could be changed or improved to the design of