kiyanorrisportfolio.weebly.comkiyanorrisportfolio.weebly.com/.../kiya_norris_ict_assignment_2.d… ·...

1

EDUC3625 Numeracy and ICT (2014) Designer: Kiya Jade Norris 2096444

Assignment 2 – Unit of Work

Kiya Jade Norris

2096444

Tutor: Selena Woodward

How does light impact on plant germination? Year Level: 2

Learning Area: ScienceStrand: Science Understanding & Science Inquiry Skills

Duration: 10 Lessons

In q uiry O verview

This unit explores how light impacts on seed germination. Children will conduct a series of experiments to investigate the effects of light on seed germination and growth. Through this they will learn inquiry, prediction, experimentation and interpretation of results. They will learn how to record results and obtain a meaningful outcome which forms the basics of a Scientific method. They will obtain results through observation and measurement. These will be recorded using Ipads, Drawings, Google Docs and an online class blog. They will learn how to present this data as a visual representation using picture graphs. Children will learn how to read information presented in this format. This will enable ease of comparison between groups which is the basics of statistical analysis. Students will learn how to interpret these results and base further hypotheses on these. They will learn the importance of asking questions and finding answers and investigate applications for this knowledge.

2


3

EDUC3625 Numeracy and ICT (2014) Designer: Kiya Jade Norris 2096444 Justification

Please respond to the following guiding questions:

1. Identify the technologies that will be used by yourself and students in this unit.

Teacher: - IWB (Interactive Whiteboard): Smart Notebook- Computer and Ipads; Scootle, Internet Access, Google Docs,

Microsoft Excel, Online Class Blog.

Students: - Computer and Ipads; Scootle, Internet Access, Google Docs, Microsoft Excel, Online Class

Blog.- IWB

2. As the teacher, how does your use of these technologies draw together your technological pedagogical content knowledge? Please specify your knowledge of TK, CK, PK and TPACK domains.

Technological Knowledge: Refers to the technology which will be used by Teacher and Students throughout the unit as mentioned in question 1 above.

Content Knowledge: Refers to the demonstration of the relevant Australian Curriculum strands, content descriptors and general capabilities throughout this unit and individual lesson plan.

Pedagogical Knowledge: Refers to the display and demonstration of inquiry based learning throughout the unit and individual lesson plan.

TPACK: Refers to integration of Technological, Pedagogical and Content Knowledge as a whole. Children will develop analytical skills through a variety of methods within the unit.

Technology is a useful resource which can enhance children’s learning opportunities and capabilities. Therefore throughout the unit and individual lesson plan technology is a prominent source. The technologies chosen for this particular unit have been done to engage, enrich and broaden students learning. These sources have been chosen to deliver pedagogical content knowledge with the use of Technology (TPACK). For example Scootle is an online source which supports the Australian Curriculum through many different learning objectives including videos, documents and games. Within the unit Scootle has been used to deliver information to students in a video form, to encourage and engage student understanding. Many other forms of technology are also present throughout the unit and these are explored in Stage 3 and 4.

3. Which level of the SAMR Model would you describe the use of technology in this unit? Why?

This unit would be ranked on the SAMR Model as Modification. It also encompasses Substitution and Augmentation.

Substituition: Google Docs will be used in place of Microsoft Word to allow for a deeper understanding of students digital footprint within the class.

Augmentation: Through the use of the IWB, online class blog and Google Docs allows students to access their findings at anytime. The students will be reflecting to understand the impact of sharing their findings can have to influence peoples thinking about the experiment.

Modification: The unit achieves the modification standard through the use of multiple technological sources. The IWB will be used throughout to display information, allow students to document their knowledge and findings and explore research such as the Scootle Video. Google docs and an online class blog will also be used throughout the unit to encompass student learning.

4. How does your unit of work and selection of ICT incorporate the three principles of Universal Design for Learning? (i.e. multiple forms of Representation, Expression and Engagement).

4


Science

Relevant Strands and Content Descriptors Relevant Elaborations

Strand: Science Understanding

Content Descriptor: Living things grow, change and have offspring similar to themselves (ACSSU30)

- Representing personal growth and changes from birth.

- Recognising that living things have predictable characteristics at different stages of development.

Strand: Science Inquiry Skills

Content Descriptor: Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037)

- Thinking about ‘What will happen if...?’ type questions about everyday objects and events.


Content Descriptor: Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas and accessing information and sources (ACSIS038)

- Manipulating objects and materials and making observations of the results.

- Researching with the use of simple information sources.


Content Descriptor: Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS039)

- Using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and compare observations.


Content Descriptor: Use a range of methods to sort information, including drawings and provided tables (ACSIS040)

- Constructing column and picture graphs with teacher guidance to record gathered information.


Content Descriptor: Through discussion, compare observations with predictions (ACSIS214)

- Comparing and discussing, with guidance, whether observations were expected.


Content Descriptor: Compare observations with those of others (ACSIS041)

- Discussing observations with other students to see similarities and differences in results.

Stage 1: Learning Intentions (desired goals)What is worthy of understanding?

Established Goals: Australian Curriculum

General Capabilities

Numeracy Interpreting statistical information Using measurement

ICT Investigating

CreatingCommunicatingManaging and Operating ICTApplying Social and Ethical Protocols and Practices

Relevant Learning Continuum Descriptions:

Numeracy- Interpreting statistical information

- Interpret data displays

- Using measurement- Estimate and measure with metric units

ICT- Investigating

- Locate, generate and access data and information.

- Creating- Generate solutions to challenges and learning

area tasks

- Communicating

- Collaborate, share and exchange.

- Managing and Operating ICT

- Manage digital data

- Applying Social and Ethical Protocols and Practices

- Apply digital information security practices.

5


Relevant links to the Year Level Description and Achievement Standards:

Year Level Description:

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standards and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.

From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Year 2, students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They observe patterns of growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these observations in tables makes it easier to show patterns.

Achievement Standard:

By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives.

Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others.

6


Knowledge (key concepts) Skills

Students will KNOW that:

Living things specifically seeds depend on certain environmental factors for optimal growth (I.e. sunlight).

Questioning and thinking ‘What will happen if…? Is forming a hypothesis.

Predicting, testing and gathering data, then making decisions based on this data, is how scientists test their hypothesis.

There are a range of methods to represent findings and this may lead to other questions.

Comparing findings with others is useful for reflecting and analyzing data.

What will students be able to DO?

Conduct an experiment on the importance sunlight has on the growth of a seed.

Create a hypothesis for their experiment. Predict and observe data. Represent data findings in a variety of ways

i.e. online class blog, picture graph etc. Discuss findings with classmates.

Learning Area: Science Describe the importance of sunlight on seed

growth.

Numeracy general capability: Interpret Data Displays Record and Analyze findings from the

experiment and represent it in a variety of ways.

ICT general capability: Locate, generate and access data and information.

Use ICT to present data.

Enduring Understandings Essential Questions

Students will UNDERSTAND that:

Living things (Seeds), require sunlight in order to grow and form correctly.

Data can be represented, presented and shared in many ways.

Questions, predictions and observations are useful in understanding your results in experiments.

Key questions to guide the inquiry will be:

- What do seeds need to grow?- What would happen if we took away

something like sunlight?- What would you observe if we were to do this

experiment?- What data do we need to collect?- How could we represent our findings?- What technological equipment could we use

to present our findings?

Required Resources

Scootle- Learning Pathway: ‘Flowers: living

factories for making seeds’. - Student Pin: AXFNHW- URL:

http://www.scootle.edu.au/ec/pin/AXFNHW?userid=420770

IWB; SMART Notebook.

Computers

Ipads

Internet (Google Docs, Excel, Online Class Blog).

7


Stage 2: Assessment For LearningWhat evidence will determine understanding?

Evidence will be gathered from:□ K-W-L chart □ Brainstorming□ Mindmapping□ Graphic organisers□ Observations□ Class discussions□ Prompts□ Questioning□ Portfolios

□ Checklists□ Peer feedback□ Exit cards□ Practical demonstration□ Journal entries

□ Surveys / quiz□ Work samples□ Oral presentations□ Anecdotal comments□

Summative Assessment

- Students will be assessed using a holistic rubric.- Students will have to create an online class blog with picture and column graphs to represent

the statistical data found. - Through the use of the class blog students will present their findings with drawn actual size

diagrams of predictions and observations, measuring and recording with photos.- Google docs will document their research and questions throughout the project.- The differences found in the experiment will be analyzed and documented on the class blog

and presented to the principle.- The Teacher will also observe their individual, paired and collaborative work.- The Teacher will mark the students on the following in the rubric attached on page 17 of this

document.

Formative Assessment StrategiesRefer to http://bit.ly/14746uj

Strategic Questioning

Key questions will be used throughout the unit. Asking students to problem solve out loud allows the

teacher and other students to understand their reasoning. Questions will be manipulated to focus on areas

of importance. Consequently areas of interest or ones which may need further research may emerge

through this questioning period. Students may then analyze the issue and find solutions to the problem.

Fundamental questions of the unit have been identified in Stage 1.

Teacher Feedback

Feedback will be provided throughout the entire unit to keep students understanding how they are performing and what areas need improvement.

Peer Feedback

Throughout the unit peer feedback will constantly be provided, comparing results, analyzing findings and key questions to discuss differences and similarities in their results.

http://bit.ly/14746uj

8


Student Self-assessment

Students will be accessing the work they have done in each lesson. This allows them to reflect on what they know, what they have done and what they need to do. They will be given time to reflect with the teacher and peer feedback to assist in their own self-assessment.

Formative use of summative assessment

Students will have the learning objectives and assessment criteria displayed in the classroom. The rubric will be shown to students in a simplified version so they can understand what the requirements are.

9


Stage 3: Planning the Learning Activities‘What learning experiences will enable students to achieve the desired results?’

Using the Stages of Inquiry LearningSee http://bit.ly/15QsIq8 and http://bit.ly/122fMyq

Tuning In – 1 lesson- Explain that we are going to be looking at the impact of light on seed growth. - Have the students complete a Know-Wonder-Learned chart to find out what they know and what they are

curious about.- Discuss the parts of a seed, why seeds are important and what seeds do, writing all answers on the IWB. - Individually on a worksheet get students to predict what happens to certain seeds using different variables.

Worksheet has pictures displayed and student must guess what will happen to the seed and why and what questions arise from this?

- Get students thinking about the different seeds on the worksheet ‘What will happen if…?’ Students will then create some questions about these.

- Explain these are hypotheses and that’s a small part of what scientists call scientific method. Scientists pose questions and make predictions about their experiments.

F in din g Out – Lesson 2:

- Using SMART Notebook on the IWB, display what the students wrote on their Know-Wonder-Learned chart in the previous lesson and their hypothesis.

- Ask: is there anything they want to add to the document now?- As a class, watch the Scootle learning pathway on the IWB, ‘Flowers: living factories for making

seeds’. - After the Scootle learning pathway put students into 4 equal groups to discuss the video and what

plants need to grow? I.e. Soil, water, sunlight, temperature etc. - Come together as a class and discuss with the teacher documenting their findings on the IWB on

Google Docs to print to keep documenting students learning. Lesson 3:

- Teacher will explain the first experiment ‘Creating a grass head’. Using a Fair Test approach manipulating 1 variable (Sunlight).

- 2 groups will be the control group (No Sunlight) and 2 groups will be a non control group (Sunlight). Students must record their predictions with drawings uploaded to an online class blog (discussed next lesson with teacher assisting in uploading documents).

- Once predictions have been made experiment will begin.

Sorting Out- Present all information students have gathered so far about germination of seeds and their

predictions of their Fair tests on the IWB. - Key questioning will be used throughout, which encourages students to analyze the findings,

exploring how to present the data. Have students write their answers on the IWB. The teacher may need to prompt or suggest alternative ways to represent the data depending on the individual class.

http://bit.ly/122fMyq

http://bit.ly/15QsIq8

10


Going Further- Students wil l draw actual s ize diagrams of predic t ions and observa t ions of seeds

germinat ing, measuring the s tems length , recording wi th photos .- Students will document their results from the grass head test so far, we will continue to document the

results photographed on the ipads every couple of days. They will create an online class blog to share and compare their predictions and observations on their individual group’s fair test making comparisons with the control groups (No Sunlight) and the Treatment groups (Allowed sunlight).

- With Teacher assistance students will create a picture graph to organize and display statistical data found as well as a column graph to represent how many germinated and how many did not with clear links to the control and Treatment groups using Microsoft Excel.

- Students will provide constructive feedback toeachother and question each other to compare the results found to support their individual group’s hypothesis.

- As a class, we will collaborate the differences found on the online blog to show the principle what variables (sunlight) are needed to have optimal growth for a school garden.

Making Conclus ions- Each g roup wi l l present the ir f indings to the c lass and make compari sons between the

groups , observat ions and predic t ions . - They wi l l make conclusions i f sunl ight inf luences the growth? Did they predict what

would happen? Was the re a d i f fe rence? What would they suggest to someone want ing to grow a garden?

- At the end of each groups presentat ion there wil l be t ime for peer feedback of comments and ques t ions .

Taking Act ion- Begin wi th ref lect ing on our f ind ings f rom the exper iment . - Ask: What el se can we do? How much l ight do seeds need to grow? Why do they need

l ight and what does l ight do to affec t the i r growth? How can we f ind thi s informat ion ou t?

- Students wil l then be g iven ipads to research these ques t ions wi th t eacher ass is tance .- Group discussion on research f indings documenting th is informat ion on our c lass b log . - Come up wi th ideas on how we might tes t some of these quest ions . Some opt ions may be:

Varying the l ight sources o r amount of t ime in the l ight i .e . UV l ights for 1 hour everyday or 5 minu tes every hour e tc .

Reflec t ion- Begin wi th a bra instorming sess ion us ing a 1 minute t imer to al low s tudents to wr i t e what

they l ea rn t throughout the un i t on the IWB. - Add f ina l observat ions of the g rass heads to the class b log before we submit i t fo r the

pr inciple to look a t for the school garden proposal . - Have the students complete a Know-Wonder-Learned chart to find out what they learned throughout the unit and

what they are still curious about, comparing it to when they began the topic.

11


Stage 4 – Lesson PlanLesson Number # 6

Inquiry Learning Stage: Going Further Lesson number in this stage: 1

Learning IntentionsLearning Area(s): Science Content Descriptors:

- Living things grow, change and have offspring similar to themselves (ACSSU30).

- Use a range of methods to sort information, including drawings and provided tables (ACSIS040)

Links to Numeracy general capabilityNumeracy

- Interpreting statistical information- Interpret data displays

Links to ICT general capability- Investigating

- Locate, generate and access data and information.

Specific Learning Outcomes:

All students must:Understand the characteristics of a picture graph i.e. Title, Headings, Symbols, Key. Students should grasp the concepts of grouping their seed experiment findings in a picture graph, drawing their observations. Students must be able to reflect on their picture graphs, analyzing and interpreting the data represented.

Most students should:Be able to identify the characteristics observed from the experiment, presenting their findings in a correctly labeled picture graph.

Some students could:Draw their observations and explain what they see.

Resources

- IWB; SMART Notebook – Picture graph, class worksheet.- IPAD’S – extension activity- explore other ways to represent data.- Pencils and Worksheet.- Previous observations – Class blog.

Assessment

12


Students will be assessed on their ability to:

- Identify the characteristics of growth from the seed experiment.- Discuss the findings from the previous lessons.- Explain what they are noticing about the experiment and make conclusions.- Understand and correctly label a picture graph with their findings.- Explain and reflect on their picture graphs, analyzing and interpreting the data represented.- Present their picture graph explaining their observations.

Assessment will be completed after viewing a hardcopy of their picture graph.

13


Lesson Outline

Refer to http://www.teachertechnologies.com/the_four_part_lesson/Connect / Starter

5 min- Reflect on the previous lesson.

- Ask: What does everyone remember from the previous lesson?- What are you noticing about the experiment?- Are the results beginning to support or go against the hypothesis you

formed?- How are you feeling about your experiment? - Are there any questions? Write them on a sticky note and we will explore

these later.

Activa teThis part of the lesson should take 20 minutes.

20 min - Explain: “Today we are going to collate our data in a picture graph.”- “What is a picture graph?”- “Why would someone use a picture graph? What is it for?”- “Before I explain a picture graph, has anyone ever been to the zoo”.- “When I go to the zoo I like to look at the animals and count how many there are of

each kind”.- “I can then show my findings on a picture graph”- On the IWB have a grid marked out which is empty and have some animal pictures

on the side to create a picture graph. I.e. 2 lions and 3 hippos.- Have Correct labeling I.e. Title, Headings, Symbols and a Key. - Ask Individual students to come up to the IWB and help you fill in the picture graph

using prompts to guide them.- I.e. “I saw 2 lions” The student must then put the 2 lions in the correct boxes.- Ask another student to come up to the board to fill in another animal I.e. “I then saw

3 Hippos”.- “Now my picture graph shows I saw 2 lions and 3 hippos.”- “This is a picture graph.”- “What do you notice about the picture graph, what does it have on it?”- “A title, we must have a title.”- “A symbol is the animal pictures which we just used and they are used to represent

the data”- “Does anyone know what that means?”- “Represent the data means it shows what we found.”- “And finally it needs a key to tell us that 1 picture of a lion means 1 lion.”- Explain that, that was just an example and we are going to do a picture graph to

present our data from the experiment that we did. Demonstra te (Assessment for Learning)This part of the lesson should take 20 minutes.

http://www.teachertechnologies.com/the_four_part_lesson/

14


20 min - Explain that today we are going to make our own picture graph with the worksheet we will be using shown on the IWB.

- “Today we are going to represent on our picture graph how many of each groups seeds grew and what they looked like.”

- Scaffold that we put our name on our worksheet and they are allowed to create their own title for their picture graph.

- Demonstrate drawing one of the seeds from group 1 in the picture graph and label this in the key.

- Students will then undertake the activity for themselves.- The teacher will walk around the classroom observing the students progress. - Positive recognitions will be used to get desired behavior I’m after for students

with behavioral issues I.e. “I love how X is going to put that distraction away” or “I love how Z’s picture graph is looking” etc.

- Students who finish early will then research other ways we can represent the data.- Students who appear to be struggling will be put into a small group to work through

it in front of the IWB with the teacher’s assistance.

15


Consolidate / PlenaryThis part of the lesson should take 10 minutes.

10 min - Students will come together as a group on the floor. Get them to bring their picture graphs with them to present to the class and become reflective learners.

- After the students present put them into pairs to discuss their picture graphs further.

- For students who did not complete the task, they can still discuss what they have done so far, they will be paired with someone who finished early and can help the student with their understandings.

- Brainstorm a list of other ways we can collate the data. Writing all the answers on the IWB.

- What else could we use picture graphs for?- Ask students what they enjoyed, what they found difficult and what they would

like to try next time?- Finish up with answering the questions students wrote on the sticky notes at the

beginning of the lesson.

How will this lesson cater for the needs of all students?- The lesson is hands on; it caters for many different learning types with activities such as

drawing, writing, verbal presentation as well as using the IWB for activities and Images presented making it very visual and active.

- It caters to individual, paired and group work to allow the learner to develop their understanding through their own progression, observing others and questioning.

- This lesson incorporates extension activities for more advanced learners using technology. It allows these learners to gage a deeper understanding with further inquiry.

- It allows for further development with students who are struggling as they are allowed to use the IWB and get further assistance from the teacher and peers.

What questions will you ask to evaluate students’ learning, the design of the lesson and your teaching effectiveness?

- What does everyone remember from the previous lesson?- What are you noticing about the experiment?- Are the results beginning to support or go against the hypothesis you formed?- How are you feeling about your experiment? - What else could we use picture graphs for?- Ask students what they enjoyed, what they found difficult and what they would

like to try next time?

16


Science Summative Assessment Grade 2 Unit: Science Understanding & Science Inquiry Skills

Name:

Grading Unsatisfactory Satisfactory High Standard

Assessment CriteriaConduct an

experiment on the importance of

sunlight on seed germination.

Predict, Observe and represent data

findings.

Discuss findings with classmates and make comparisons.

Use various methods of ICT to

represent data findings.

kiyanorrisportfolio.weebly.comkiyanorrisportfolio.weebly.com/.../kiya_norris_ict_assignment_2.d… ·...

Documents

Transcript of kiyanorrisportfolio.weebly.comkiyanorrisportfolio.weebly.com/.../kiya_norris_ict_assignment_2.d… ·...