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= = = = = = =media type="custom" key="18893568"= = = = = =**  A valuable resource is the edorigami wiki. It is well worth a browse. Of immediate interest a re the following pages: Comparison of digital with traditional approaches to learning (you will have to ask yourselves "Why are tools supportive of better learning?" **
 * Also an extremely important, and focused discussion on Legal, safe and ethical operation with ICT. **
 * For podcasting later, first download this video converter: [|http://www.dvdvideosoft.com/] **=

Linking ICT with pedaogogy and content knowledge - some great ideas to start you off with: []

Week 1 ppt on Google apps is here Also, a link to some interesting reading about Education Queensland's Smart Classrooms initiative: [] media type="custom" key="10351926"

media type="custom" key="11292422" Unit 1 || 2.5 hrs week 5 weeks || Cheree Pigott Year 2 ||
 * Learning Management Plan for: Year 2 -Unit on insects Learning Management Plan Focus: KLA Science & ICT**
 * ==Unit title/Outcome level== || ==Time allocation== || ==Teacher/Year level== ||
 * Insects by Design - Living things grow, change and have offspring similar to themselves [|(ACSSU030)]


 * **Key learning areas** ||  ||
 * English || Technology || The Arts || LOTE || Mathematics || Science || SOSE |||| HPE ||

Enhancing the ideas that elements of design are not just chosen for aesthetics. Challenging the ideas that are initially considered, through manipulation, experimentation, questioning and problem solving to extend ways of thinking and working. Using other KLA’s within the unit to promote cross curricular activities and learning. Self evaluation of the unit should also produce findings that insects perform ‘secret missions’ every day within our society that are unseen, unheard and unnoticed by humans. ICT’s are intricately threaded throughout this unit to constitute eLearning engagement. || Pupae || Larvae || Metamorphosis || In-star ||
 * == Purpose == |||||||| == Terminology: In this module students will have opportunities to become familiar with the use of the following terminology == ||
 * To open avenues of deeper thinking about the life cycle of animals – (with a focus on insects) that we share our world with. Encouraging research into characteristics, movement, life cycles, metamorphosis and habitats that we rely upon; and evolution to impact upon assumptions and attitudes.
 * ^  || Chrysalis || Cocoon || Habitat || Locomotion ||
 * ^  || Fertile || Genetic || Molt || Prepupal ||
 * ^  || Pod || Spiracles || Tentacles || Prolegs ||
 * ^  || Abdomen || trachae || inject || ingest ||
 * ^  || Thorax || Genus || Exoskeleton ||   ||

Students have prior learning of ICT’s – Email (Outlook), MS Office applications including word, power point, publisher, movie maker, cyberlink you cam, claymation. Internet use including: Cyber safety, Google, e-books, you tube clips, I-pod touch: voice memo, camera, video, face time,
 * **LMQ1 – What do my learners already know?** (Prior knowledge about the topic/content /concept skills – before the learning being planned)

Group rules and interactions Researching from a variety of resources and sources Recording data and observations || DK1 Use a range of methods to sort information, including drawings and provided [|tables] [|(ACSIS040)] DK2 Through discussion and activities, compare observations with predictions with those of others [|(ACSIS214)] DK3 Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play [|(ACSIS042)] DK4 Students understand the role of some ICTs in society. They develop and apply ethical, safe and responsible practices when working with ICTs in online and stand-alone environments. || **Procedural Knowledge** (The learners will be able to)**:**
 * **LMQ2 – Where do my learner/s need/want to be?** INTENDED LEARNING OUTCOMES – (ILO) – Direct syllabus links
 * 1) Living things grow, change and have offspring similar to themselves [|(ACSSU030)]
 * 2) Students explore and use ICTs in the processes of inquiry across key learning areas. ||
 * **Declarative Knowledge** (The learners will know)**:**

P1 conduct structured searches for data and information P2 organise data and information P3 evaluate the data and information gathered for usefulness and credibility P4 develop and apply basic protocols and practices for safe, secure and responsible use of ICTs including appropriately referencing digital information sources P5 pose questions about experiences and predict outcomes of investigations P6 experiment with different ICTs and select and use ICTs appropriate to the inquiry P7 follow instructions to record and represent observations and communicate ideas to others || ** (LMQ2) **** Main DoL focus ** || ** Learning Experience ** ** Dot points of strategies/management/key questions ** || ** ICT’s ** || ** Timeframe ** ** LMQ4 ** || DK1, DK2 DK3, DK4 P1, P2, P3 || ** ENGAGE ** // Whole Class – Direct Instruction // // Whole Class- Discussion -Background knowledge // // Whole Class – Direct Instruction //
 * **LMQ3 – How does my learner best learn?** (Learning styles, strengths, interests, needs)
 * **Through scaffolding learning sequences to build on prior knowledge and pose inquiry and investigative questions**
 * **Combining information and observations to synthesise, generalise, explain, hypothesise, and arrive at a conclusion & interpretation (DET 2004)**
 * **Individual and collaborative experiences with freedom to choose authentic experiences that contribute to lifelong learning**
 * **Manipulation of information and ideas to transform thinking for meaning, perspectives and implications**
 * **Using peer feedback and reflection to refine design throughout scaffolded learning sequences to learn through the observations, analysing errors and deeper thinking (Austins Butterfly)**
 * **Providing learners with access to various resources – multimedia, people, experiences and examples** ||
 * **LMQ4 – What resources do I have at my disposal?** (Interesting, motivating, relevant)
 * **I-pod touch, i-pad, desk and laptop computers, printers, scanners, webcam, wireless internet, e-books, interactive games, voki, digital microscopes**
 * **Books, posters**
 * **Wetland habitat, rainforest habitat, dry desert habitat, local refuse area (tip) live specimen laboratory all within walking distance of learning environment**
 * **Guest speaker -native aboriginal leader** ||
 * || ** LEP Sequence ** || ** ILOs – **** (Declarative/Procedural) **
 * ** 1 ** || ** DoL 1 & DoL 2 **
 * Introduce the topic on insects
 * Explain the relevance of learning about insects and voki will explain the summative task briefly.
 * Use a KWL chart to introduce the topic
 * Learners create a list of all insects they know, habitat they live in, what they eat, how they move and their defence characteristics.
 * Read different texts and provide different resources about insects
 * Discuss where different insects live? What they look like?
 * Discuss all the features and characterises of an insect like exoskeleton, three part body, six legs, simple or compound eyes, antennae and wings on adult forms.
 * Draft Design Super Bug #1 Draw a picture of an insect that might be your super bug
 * Introduce learners to new class ‘pets’ for daily observations (Monarch butterfly) and create a class blog for observations, data and predictions || **You tube video**


 * Voki**


 * KWL**
 * Interactive whiteboard**

DK1, DK2 DK3, DK4 P1, P2, P3 || ** EXPLORE ** // Whole Class – Direct Instruction // // 6 Collaborative Learning Groups of 4 student directed connectedness // // Whole Class – Discussion and collation // // Individual Engagement //
 * Blog** || **3 hrs** ||
 * ** 2 ** || ** DoL 2 & DoL 3 **
 * Review the information on insects (add more information to KWL chart) as a whole class
 * Learners will go outside to ‘capture’ insects in a treasure hunt from their list made in lesson 1, using i-pod camera for still photographs and video, sound memos and face time to discuss habitat and insect discoveries with other groups (see, think, wonder)
 * Record the features and characteristic found about each insect on postcard publication for photographs
 * Learners will work in groups to print photographs
 * Learners will compile complete a descriptive pattern on the insects using the photographs, video and sound memos that they have taken outside the classroom supported by information from books and other reference materials and resources provided
 * Classify the insects into matrix
 * Compare similarities and differences
 * Draft Design Super Bug #2 Considering what you have seen and learnt in this lesson -draw another picture of an insect that might be your super bug building on the basics from your first picture
 * Show learners Monarchs and explain over the next 3 to 4 weeks the class will record daily observations on the life cycle of the Monarchs. Discuss the stages of the life cycle. || **KWL**


 * I-pod**
 * Camera, video, voice memo, publisher, printer, scanner**


 * Flickr, pinterest**

[|**http://youtu.be/R5QH3bGF4uU**] || **4 hrs** || DK1, DK2 DK3, DK4 P1, P2, P3 || ** EXPLORE & EXPLAIN **
 * Monarch Butterfly Life cycle:**
 * ** 3 ** || ** DoL 2 DoL 3 & DoL 4 **
 * Make daily observations of the class insects and record the current stage of the Monarchs life cycle in the class blog
 * Read e-book called BUG OUT! By Ginjer L Clarke & Illustrated by Pete Muller
 * Discuss the new information learned from the book. Learners could be making notes as the story is being read.
 * Use a descriptive pattern to record the information from the story
 * Classify a range of animals into insects and non-insects and discuss why and why not.
 * Compare the characteristics of insects to human characteristics
 * Imagination role play scenarios –trading places with a bug
 * Explore new range of defence characteristics and super powers
 * Play online games creating designs for super bugs and compare results and new information learned about insects || **e-Book “Bug Out”**

DK1, DK2 DK3 || ** EXPLAIN ** DK1, DK2 DK3 || ** EXPLAIN **
 * Descriptive pattern** || **3 hrs** ||
 * ** 4 ** || ** DoL 2 DoL 3 & DoL 4 **
 * Make daily observations of the class insects and record the current stage of the Monarchs life cycle Collect and closely observe the Monarchs and other insects using magnifiers and digital microscopes
 * Discuss the habitat where insects live – why they might choose that spot (the pros and cons)
 * Learn about a Food web and what insects eat and why they eat each other
 * Insect helpers – producers, consumers and decomposers
 * Draft Design Super Bug #3 Considering what you have seen and learnt in this lesson – write a description of the perfect habitat for your super bug thinking about it’s characteristics || **Digital microscopes** || **3 hrs** ||
 * ** 5 ** || ** DoL 2 DoL 3 & DoL 5 **
 * Make daily observations of the class insects and record the current stage of the Monarchs life cycle
 * Review what a life cycle is? What it looks like?
 * Read the book The Very Hungry Caterpillar by Eric Carle and then draw the life cycle of a butterfly.
 * Introduce the term metamorphosis
 * Discuss what the term means and how the term relates to insects and the way the insects’ life cycle is formed.
 * Draft Design Super Bug #4 Considering what you have seen and learnt across all of your lessons -draw another picture of your super bug considering the scores for your super powers and special features || **Claymation**


 * Learning place**

DK2 || ** ELABORATE ** P4, P6, P7 || ** EVALUATE **
 * Photoshop** || **3 hrs** ||
 * ** 6 ** || ** DoL 2 **
 * Make daily observations of the class insects and record the current stage of the Monarchs life cycle
 * Learners will explore interesting facts about how Australian Aboriginals use insects for many purposes – food, art, medicine and signs (signal of rain/storm etc) they tell dreamtime stories about insects
 * Consider resources and/or materials you would need to create your new super bug. || **Guest speaker -voki** || **2 hrs** ||
 * **7 ** || ** DoL 3& DoL 5 **DK3
 * Summarise the stages the life cycle of the Monarch Butterfly and discuss any new information learners have learned about the term Metamorphosis.
 * Present your super bug to the whole class highlighting and describing in depth the features and characteristics of the super bug and what made you choose those super powers. Within the presentation describe it’s habitat and food and all of the things the learners had to consider. || **Blog – online journal**


 * Video for recording face to face presentations** || **5 hrs** ||
 * LMQ5 – What will constitute the learning journey?**


 * **LMQ6 – Who will do what?**
 * **LM directs the learning journey and activities with direct instruction, and insightful questioning to encourage higher order thinking** ||
 * **LMQ7 – How will I check that the learner has achieved the learning outcomes?**
 * **Diagnostic Assessments throughout the learning experiences to ensure learning direction is scaffolded**
 * **Formative Assessments within the learning experiences to determine understanding of material and learning for learning**
 * **Summative Assessment to ensure learners are able to refine knowledge from all learning and experiences and manipulate knowledge from learning to produce alternative outcomes/solutions** ||
 * **LMQ8 – How will I inform others about the learner’s progress?**
 * Criteria sheets will be used to make judgments about the standards of student work – feedback on the criteria sheet will inform learners about each component of the tasks
 * Students will have the opportunity to self assess and make judgments about their own progress
 * Students will offer peer assessment and constructive feedback to analyse errors
 * Results of assessment tasks will contribute to the final grade on school report card ||
 * **LMQ9 – Why has the learner achieved/not achieved the learning outcomes?**
 * **Every learner has the opportunities to achieve the learning outcome through interpretation and presentation selection** ||
 * **Every learner has the opportunities to achieve the learning outcome through interpretation and presentation selection** ||

purposeful, relevant, active involvement connected to learners' lives and real world contexts diversity acknowledged construction of understanding; multiple pathways making connections with important ideas and processes transfer/application to many contexts include assessment as an integral aspect of learning || **Inquiry** problem-based learning questioning, investigating skills of researching rich topics, trans-disciplinary inquiry risk-taking, learning from error || **Communication** integrate communication literacies focus on substantive dialogue use of language to empower learners multiple ways of accessing/demonstrating learning integrated use of multi-media and information technology home-school communication || commitment to teamwork, common vision/purpose shared responsibility and teamwork principles social-ethical values skills of working effectively with others involvement of broader community || **Self responsibility ** honouring intrinsic motivation learning how to learn increasing responsibility for learning, thinking and behaviour skills of self-direction and self-management focus on higher order thinking and reflection || **Human development ** caring relationships developing proactive personal qualities, attitudes, dispositions principled, social-ethical values leadership: creating preferred futures and the 'new' fostering community: unity, diversity, and citizenship ||
 * ==PLOT Hands On Framework: checklist www.plotpd.com== ||
 * **Deep understanding**
 * **Collaboration **
 * ** © Hands On Educational Consultancy Pty Ltd 2002 ** ||


 * ==Productive pedagogies education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/== ||
 * ==Intellectual quality== |||||| ==Connectedness== ||
 * =====Higher Order Thinking===== || Students manipulate information and ideas to transform meanings and implications: synthesize, explain, conclude, hypothesize, solve problems, produce knowledge. ||  || =====Knowledge integration===== || Sets of KLA knowledge are connected. No subject area boundaries are seen. Themes or problems are used to integrate knowledge. ||   ||
 * =====Depths of knowledge===== || Teacher presents deep knowledge related to central ideas of a topic or discipline. ||  || =====Background knowledge===== || Connection of what is being learnt to students’ previous knowledge and background – cultural, community, local and personal experience, popular culture, media. ||   ||
 * =====Depth of students’ understanding===== || Students develop complex, systemic, integrated understanding of key concepts. Students reason and explain to demonstrate full and complex understanding. ||  || =====Problem-based curriculum===== || Students are set a specific, practical, real or hypothetical problem or set of problems to solve. There is no correct solution. Knowledge is constructed. ||   ||
 * =====Substantive conversation===== || Linked exchanges among students and between teachers & students leading to shared understanding rather than low level questions and short answers. ||  || =====Connectedness to world beyond the classroom===== || Students’ work on a topic, problem or issue that is seen as connected to their personal experiences or situations outside the classroom. They may seek to influence an audience beyond their classroom, create products of value or advocate solutions to social problems. ||   ||
 * =====Problematic knowledge===== || Knowledge is presented as being constructed and hence subject to political, social and cultural influences. Multiple, contrasting and potentially conflicting forms of knowledge rather than knowledge as static facts and truths. ||  ||^   ||^   ||^   ||
 * =====Metalanguage===== || Teachers or students seize the moment to talk about language, about meanings, grammar, genre and discourses. ||  ||^   ||^   ||^   ||


 * ==Supportive environment== |||||| ==Recognition of difference== ||
 * =====Students’ direction===== || Students responsible for learning activities and/ or how they complete them as opposed to the teacher explicitly determining what, how & why. ||  || =====Cultural knowledges===== || Different cultures are equally valued - their beliefs, languages, practices and ways of knowing. Subgroup cultures valued – gender, race religion. Economic status, youth. ||   ||
 * =====Social support===== || High expectations, challenging work, risk taking, mutual respect so all including less able can contribute & achieve constructive conflict resolution. ||  || =====Inclusivity===== || Extent to which non-dominant social groups participate in the class. ||   ||
 * =====Academic engagement===== || On task behaviour, student attentive, doing assigned work, enthusiastic, showing initiative, contributing to the group & helping others. ||  || =====Narrative===== || Extent to which narrative is used: a sequence of events chained together: personal stories, biographies, historical accounts, literary texts, rather than expository, written non-fiction prose and scientific expression. ||   ||
 * =====Explicit quality performance criteria===== || Frequent, detailed and specific statements about what is to be done and achieved: criteria for student performance focus on quality outcomes. ||  || =====Group identities in learning communities===== || A strong sense of communities within the classroom, positive recognition of group identities, (e.g. Indigenous students), a supportive environment for the positive production of difference and group identities. ||   ||
 * =====Student self regulation===== || Classroom behaviour is based on students’ implicit self-control. The lesson proceeds with little interruption and teacher talk. ||  || =====Active citizenship===== || Practices and relationships among students and between students & the teacher that demonstrate the right of the individuals and groups to participate and the responsibility to ensure no individuals or groups are excluded. ||   ||