I was told that this is something we should be clear about, what QT we chose and why. Maybe everyones LC should relate back to at least one of the above
I didn’t think we needed these but others have presented them so we can For blooms we could easily say that we each picked one of the rows and created our LC from that aspect :-S
I think we should mention how we will assess
This is from the orientation section – just smartboard games Doesn’t have to be left like this but wasn’t sure how to put it
Below is something that I wrote yesterdayThrough using learning centres, students are able to access prior knowledge and gain new knowledge on the ideas of sustainability and water. Students will get the chance to work both individually and in groups. As a group we decided that each learning centre will run for 90minutes in total, twice a week and over 6 weeks. As each learning centre will be accessed twice in one week, students will have ample time to finish their tasks whilst also being able to gain greater knowledge and understanding on the activities that they will be working on. Instruction Sheets – each learning centre has been colour coded as seen on the instruction sheets. The instruction sheets provide the students with all the instructions they need to successfully complete the activitiesThe reason that we planned our guided discovery this way is because students are in stage 3 and we believed that in this stage they should be able to read through an instruction sheet, discuss the instructions with other students working at that learning centre and ask for additional help if needed. By doing this we feel that the students have the ability apply research and problem solving skills as well as becoming self regulated students. Each learning centre group is not based on ability groups, rather we chose to have mixed dynamics and abilities in groups. This was chosen so that to keep the activities inclusive of all students and learning types in the class. It also gives students the opportunity to help other students when needed. As already discussed, students will keep their work in a portfolio that will be handed in at the completion of the 6 learning centres.
Although this LC was designed from a strongly verbal perspective, we agreed it was important to include activities for a variety of learners to ensure engagement and inclusivity as well as relevance in the activities we are asking students to complete.The activities within this LC allows for visual, written, mathematical, intrapersonal, interpersonal and verbal learners to take part at least once in each session.Encouraging and providing opportunities for student collaboration and encouraging processes such as the ‘think-out-loud’ technique, is something we also discussed and agreed that is constructive to student learning. A large part of my LC involves group-work and student collaboration in order to support those students who are less equipped to access the information required. For example, those students who find it difficult to read charts and graphs will benefit by being placed with a student who excels in this area. Perhaps these students can then collaborate on other work later in the LC in and area in which the mathematical expert struggles.Although ideally, my LC could be run on enough computers for each group member, the activities within my LC can be undertaken on a single computer. In fact, I would suggest running this LC on two to three computers at most, depending on group size so that students are required to work collaboratively on the activities, as they were intended and avoid moving off into tangents that are unrelated, distracting or unconstructive.It is also necessary, for these activities to have a set of grouped desks somewhere nearby the computer so students can transfer between desks and computer as they continue through the LC activities. Again, this style of grouping would encourage group work, collaborative working, thinking and sharing.
Aside from summative assessment, I also included a worksheet that can be evaluated after the first session to gauge student understanding and processes and the activities within the LC continuously ask students to assess and justify their responses in order to extend their knowledge. Particularly in Session 2 where students are encourage to discuss their own points of view with supportive, reasonable evidence. This also encourages social-support and student-created connectedness where students are required to draw their own conclusions from the information they have learned.
The Formative assessment of my LC is provided to the students in the second 45min session as the following task:Because my LC is based on the Verbal element of Gardener’s Multiple Intelligences, I decided that the summative assessment should be a written task, however, I have provided an open-ended task in which students can either answer the suggested questions in developing their own argument for water conservation as a global issue or come up with their own argument from scratch. Allowing for this student direction in the assessment task will encourage those students who are progressing at a higher level of thinking to extend their understanding and express their opinions while maintaining high expectations for all students. The assessment task encourages students to utilise the research conducted and the information gathered in the past activities, providing links to their previous knowledge, developing their deep understanding and connecting and bringing relevance to the activities they have just completed.
The outcomes in Mathematical/Logical learning centre are Maths MS3.3 Measurement (Volume) and DS 3.1 Data (graphs), PS S3.5 Science and Technology (products) and ENS 3.5 Human Society and its Environment (environment).The students are developing an understanding of mathematics and science and their relevance to everyday life. They will do this while exploring the environmental issue of sustainability and how individuals can make a difference.
In the Learning centre for mathematical/logical activities, students will have two similar activities to choose from to build an knowledge for activity 2. Students will be using a resource from Sydney Water to activate interest in the consumption of water in the home. Click on link and hand out sheets. Using this resource students will calculate and estimate the amount of water they might use daily. They then compare with partners to determine differences and analyse reasons why.They will display this information in either a table or a graph (or both if they choose).
Activity 2 is based around the students (pairs) designing and drafting a household device to reduce water consumption. They are to consider the previous activity and where it is most likely needed. The design will need to be labelled and explained, including the quantity of water it is likely to save. They will then share these ideas with their group.Student support, high expectations and additional resources will assist students to achieve the outcomes of this task. Click on link.
The Design learning centre focuses on problem solving, student direction and connectedness through the reflection and analysis of personal water consumption and designing a solution using own ideas and creativity for a real problem.The learning centre is supporting the logical/mathematical intelligence by using mathematics and science to analyse an issue and create a logical solution.
Throughout the activities students will have opportunities to ask questions and hold discussions with their group in order to reflect on their learning. The teacher will also observe the participation and progress of students and take notes for future reflection.Each student will have a student portfolio to collect all work samples from each centre and the opportunity to self assess their understanding of the topic and the learning process.
For this learning centre the outcomes chosen were Maths - MS3.3Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms. The indicators for this outcome areand English - TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively. With the indicatoruses a variety of ways to seek relevant information which I found to be very related to my learning centre activities.
In pairs, students will go to the school veggie patch and measure the outside of the veggie patch to find the area. They will then need to measure the length, width and height of each of the 5 individual veggie patches so they can find their volume. In the worksheet just shown, students are asked to show some visual representations of what they have worked out as well as drawing a picture of the veggie patch. This type of activity allows students to take their measurement skills that they have learnt inside the classroom and apply them into a real life setting. It is also a hands on and visual activity that allows students to work together to gain a greater understanding as to why maths is important outside the classroom and where and how it can be applied. In the second part of the activity (second day) students will construct rectangular prisms from their nets, 1 of which is provided for them. They will then have to fill it with sand and then empty the sand into a measuring cup and see how many millilitres it holds. They will then convert that into litres. Students will then create their own rectangular prism nets and repeat the same process. Whilst doing this they will record their process on the worksheet provided so that they can compare the rectangular prims in measurements and in volume. This activity helps students who are visual learners as they have the prisms in their hands and have to physically make them and work out their volume.
This visual lesson is engaging as students have hands on learning experiences, outside and inside learning and by being able to apply their mathematical knowledge into real life activities and scenarios.Inclusive as students will work individually, in pairs and in groups. As the groups are based on mixed abilities, all students will be able to access help from teacher and also from other peers that they are working with.Problematic knowledge –students will take part in many problem solving tasks like measuring, converting, creating and building rectangular prisms from netsThese learning centre activities align with Gardner’s Multiple Intelligences as the activities are all based the in the Visual section. The activities ask students to show visual representations, create a prism that they can see and hold and go and see a structure that they have to measure and apply mathematical knowledge to.Through the use of Blooms Taxonomy and its six levels of thinking, students will construct, draw and analyse their work throughout the lesson. They will participate in work through all six levels from Remembering through to Evaluating.
How the class will reflect on the LC’s
Transcript
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EDUC3185 Stage 3 Mathematics HSIE English BIG IDEA – Sustainability Nicole Biviano Lisa Matthew Elizabeth Fleming James Vrcek Sarah Davidson Louise Kimpton http://www.freedrinkingwater.com/resource-guide-to-water-conservation.htm
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BIG IDEA:SUSTAINABILITY Sustainability was chosen as our big idea because Why we chose it? http://www.youtube.com/watch?v=VHkozZYAIWo&feature=related
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Quality Teaching Intellectual quality Problematic knowledge Metalanguage Deep understanding
Quality learning environment High expectations Engagement Student direction
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Blooms & Differentiation Blooms Taxonomy and Gardner’s Multiple Intelligences Our learning centres are based around one of Gardner's Multiple Intelligences, therefore each different learning centre is asking students to find out new information, apply the skills that they already have and evaluate what they have learnt. Using the Blooms Taxonomy, we have considered all the levels of learning which is noted through each learning centre. It was important when planning these learning centres that each of the six levels was used as we can not teach creating for example without teaching every other level of thinking. Differentiation Differentiation is noted through open ended tasks, available resources, student support through groups, high expectations, student choice and tasks that can suit all learning abilities.
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ASSESSMENT Students will be assessed on their ability to cooperate and work in small teams through observation and self-assessment Each learning centre has its own summative and formative assessment criteria that students will be assessed on throughout their time spent at each learning centre. Students will keep an overall Portfolio that will hold all of their work from each learning centre. Students will hand this in when they have completed all six learning centres as well as a Student Self-Assessment and Evaluation sheet.
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Orientation Discuss prior knowledge of big idea Video or book and discuss students ideas on video or book Discuss prior knowledge on measurement Smart board games on volume and converting Teacher volunteers one student at a time. The student will need to: - label the rectangular prism on the board using centimetres - work out the area (cm2) - work out the volume (cm3) - convert to millilitres Brainstorm and discuss the appropriate behaviour and individual responsibilities of students during group interactions. Students will be assessed on their ability to cooperate and work in small teams.
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Reflecting on Prior Knowledge http://www.iboard.co.uk/curriculum.htm?launch=maths/.jU4qK3El2Rb0vo8ZndezV#3208 http://www.teachingmeasures.co.uk/capacity/dboards/standard/ctableY5litres.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm
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Guided Discovery Through the use of learning centres, students will be able to access prior knowledge and gain new knowledge on the idea of sustainability and water. The learning centres will include group work and individual work allowing students to form their own perceptions and ideas. Each learning centre activity will run for 90minutes a week over two classes for six weeks Each learning centre will be colour coded and have its own Instruction Sheet. Students will need to follow the instructions to complete each learning centre activities individually or in groups. Students will be put into groups based on classroom dynamics, mixed learning styles and abilities. As students move through each learning centre, they will keep a portfolio/journal of their work. This will be handed in at the completion of the learning centres with a student self-assessment sheet.
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Outcomes & Indicators Verbal Maths MS3.3 Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms. -Records volume and capacity using decimal notation to three decimal places. HSIE ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act in an ecologically responsible manner. -Investigates an environmental issue of local, State, national, regional or global significance. English WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. -Writes more detailed reports with increased technicality. In this learning centre students will
view a video about the importance of water conservation
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Explore, define and categorise renewable and non-renewable natural resources
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interpret charts, collect data and answer questions based on their research
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undertake a scientific exploration to make comparisons between the water consumption in six different of countries
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create a report and construct an argument for the importance of water conservation as a global focus
Catering for Diversity Verbal Gardener’s Multiple Intelligences Collaboration and the ‘expert’ student Supporting: Problematic knowledge Metalanguage Deep understanding High expectations Engagement Student direction Knowledge integration Connectedness Inclusivity
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Summative Assessment Verbal Which country has the largest amount of renewable water resources? __________________________________________________________________________________ What proportion of total water resources do they utilise? __________________________________________________________________________________ Which country/countries use a higher percentage of their total water resources than is sustainable? __________________________________________________________________________________ Can you suggest any reasons for this? __________________________________________________________________________________ __________________________________________________________________________________ List the countries in order from highest to lowest average rainfall per year. __________________________________________________________________________________ __________________________________________________________________________________ Is there any event in which the land area of a country can affect the average rainfall recorded? __________________________________________________________________________________ __________________________________________________________________________________ Compare two countries at random. What is their total average rainfall per year? Which country receives the larger amount? __________________________________________________________________________________ In comparison, what percentage of their total water resources do they utilise? Are they over-taxing their resources? __________________________________________________________________________________ __________________________________________________________________________________
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Formative Assessment Verbal “You are a water consumption and conservation expert. You have been asked to present your expert opinion in a brief report to the Unite Nations Committee on global water usage and the need for water conservation as a global focus.” Using the research you have accumulated over this and the previous session, create a short report on the countries you have researched and their water usage. Draw conclusions from this research, support your ideas with statistics and make recommendations for the future. YOUR CHOICE OF: 1. Create your own argument for, or against, the need for water conservation as a global focus and support with evidence. Use the remaining time in the learning centre to access prior research or extend that research briefly. (Please ensure that you do not run out of time and have a particular research question prepared before accessing the internet!) OR 2. Include the answers to some of the questions listed below in your response and base your argument upon a collection of these:
Compare a variety of countries statistics against each other.
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Who uses the most water in comparison to their total yearly rainfall?
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Which countries over-use their total water resources?
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Discuss the trend of water use in a small number of countries compared to the area of renewable water resources available and the average population with that country
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What is the result of over-using local renewable water resources?
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Should renewable water resources be monitored more closely?
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What is the implication of over-using local renewable water resources on a global scale?
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What can we do to protect our global water resources?
Resources Verbal Why Care About Water?- Video Total Renewable Water Resources By Country Proportion of Total Water Resources Used By Country National Rainfall Index (NRI) World Map Renewable Resources Confirmation List Discussion Prompts After examining the results from the on-line charts, out of the countries you recorded information on, could it be suggested that countries are over-taxing their total water resources? Why could this be? How might a country manage to do this? Think industry, leisure and everyday waste. Does the size of a country affect the average rainfall? Or are there other elements to consider? E.g. global placement, climate, population. Looking only at the Global Map, compare the sizes of Russia and Australia. Which country do you believe will have the largest rainfall records per year, on average? Why? Compare Algeria and Brazil and Canada and China. Estimate which countries will have the higher rainfall records.
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Mathematical/Logical Outcomes and Indicators:- Maths MS3.3Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms. Estimates and measures the capacity/volume of water needed for various activities or tasks using appropriate units of measurement. DS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence. Draws a column graph to represent given data. Interprets information represented on a column graph Science PS S3.5 Creates and evaluates products and services, demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues. Works collaboratively to design a product to meet the criteria for the reduction of water consumption. HSIE ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act in an ecologically responsible manner. Investigates an environmental issue of local, State, national, regional or global significance.
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Mathematical/Logical Students will choose from two lead up activities followed by a compulsory one. The first activities build on knowledge of volume and the use of water within the home. The volume of water in buckets is converted to litres (a calculator is provided where necessary) and the students estimate and calculate daily consumption based on information provided. Link and do quick activity. This information can be represented in a graph or in a table. (example provided where necessary link) Students will now make comparisons with another student. They are asked to make assumptions about the differences and determine why there are differences.
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Mathematical/Logical The second activity is designing and drafting a water saving device to reduce water consumption in the home. This activity is completed in pairs. (further information and examples are provided link) Students are asked to consider the previous activity and where they might like to save water in the home (criteria). The design is to be labelled and a short description provided. Estimate the amount (in litres) of water the device could save. Students share these ideas with the group. A follow up class activity could be to produce the top four designs and trial and evaluate them.
Problematic Knowledge – analysing and comparing water consumption mathematically and designing a solution for personal use.
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Student Direction – students will develop their own ideas on water consumption and design their own device.
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Engagement –students will be engaged through the relevance of to their lives and the opportunity to collaboratively create a device using their own knowledge.
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Connectedness – Recognising the use of mathematics and science in a real world situation and applying it to the individual student and their own experience with water consumption.
Gardner’s Multiple Intelligences - The activities in this learning centre support the logical thinker by using mathematics to analyse an issue and further develop a logical solution to solve the problem. Blooms Revised Taxonomy - Building on knowledge of volume and converting units, students will analyse the use of water on a personal level and compare their results. Once this is complete students will design/create a device to assist in the reduction of water consumption.
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Mathematical/Logical Formative Assessment will take place by observing, questioning and noting students participation and progress during the activities. Summative Assessment is a collective assessment of all learning centre work samples and a self assessment questionnaire considering knowledge gained and learning processes. Students will be assessed on; their ability to correctly convert, calculate and estimate volume in a variety of uses, working collaboratively to achieve a finished product, correctly drawing and interpreting a column graph, designing a product according to a set of criteria, demonstrating an understanding of water conservation.
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Visual Maths - MS3.3 Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms. Finding the relationship between the length, breadth, height and volume of rectangular prisms Calculating the volume of rectangular prisms English - TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively. uses a variety of ways to seek relevant information
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Visual In this learning centre students will: Measure the area of the school veggie patch Work out the volume of the 5 individual veggie patches Answer questions about the veggie patch (area, volume & capacity, converting and water usage) Draw a picture of the veggie patch as well as visual representations and mathematical working out for some of their answers to the water questions Construct a rectangular prism from its net (provided), fill it with sand and measure its volume Construct their own rectangular prism nets, fill them with sand, measure their volume and compare
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Visual Quality Teaching Focus: Engagement – students will be engaged due to hands on learning experiences, outside and inside learning and by being able to apply their mathematical knowledge into real life activities and scenarios. Inclusivity – at this learning centre all students will be included throughout the activities as students will work in pairs, individually and as a group. The activities are inclusive of all students learning needs and as the groups are based on mixed abilities, all students will be able to access help from teacher and also from other peers that they are working with. Problematic Knowledge – students throughout this learning centre will part take in problem solving activities like measuring, converting, creating and building rectangular prisms from nets These learning centre activities align with Gardner’s Multiple Intelligences as the activities are all based the in the Visual section. The activities ask students to show visual representations, create a prism that they can see and hold and go and see a structure that they have to measure and apply mathematical knowledge to. Through the use of Blooms Taxonomy and its six levels of thinking, students will construct, draw and analyse their work throughout the lesson. They will participate in work through all six levels from Remembering through to Evaluating.
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Kinaesthetic Students will be working towards creating, implementing and evaluating a class water usage contract. Groups will construct their own draft plans in learning centre activities and the class will then evaluate these together and discuss which one is the most feasible plan for the whole class.
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Kinaesthetic Outcomes/Indicators: Maths- MS3.3 Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms. -Estimates and measures the capacity/volume of water needed for various activities or tasks using appropriate units of measurement. HSIE-ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act in an ecologically responsible manner. -Investigates an environmental issue of local, State, national, regional or global significance. English- WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. -Contributes to joint text construction activities.
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Kinaesthetic Activities: (Remembering) Measure in litres/millilitres the amount of water you drank yesterday. Compare with other students. (Understanding) Estimate and measure in litres/millilitres the water required to water all the class plants for a day and/or week. Students are to come up with other ideas for what to measure as well as the water needed for plants etc. Ask “what things do we use water for in and around the class?” “why is water important?” and “why do we need to be careful with how we use water?” (Applying) Construct a water contract outlining details for class water allowance for various things e.g. X amount of litres a day/week for plant water. Calculate the total in litres/millilitres and cubic litres to 3 decimal places. (Analysing) Using 1000 unit Base-10 blocks to represent 1 cubic litre, show the total weekly amount of water as per the class water plan. Ask students if it seems like enough water, too much or too little and ask them to explain why. Adjust the final class water plan accordingly. Discuss how a 1000 unit Base-10 block is equal to 1 cubic litre. The class water plan is decided upon here, after evaluation. (Creating) Create a class water stockpile for 1 week (5 school days) using the revised water plan and implement the plan for 1 school week. Label bottles/containers for each use e.g. Hand washing water, drinking water etc. Ensure students record the total amount of water in each bottle and write it on them all, checking their stockpile complies with the water plan. (Evaluating) Evaluate the plan after each day and at the end of the school week. Evaluate with reference to the water plan and other student selected criteria for success of the water conservation plan. Suggestions for these criteria may look like “was there enough water for the plants to survive adequately?”
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Kinaesthetic Daily evaluation example: (for formative assessment) Water remaining:
Write in your own words how you think the plan is working. For example: Is there enough water for everything until the end of the week? What is working well/not well and why? What can be done about it?
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Kinaesthetic Summative assessment: (aside from portfolio) At the end of the week, students will evaluate the effectiveness of the plan in their original groups, discussing things that went well and not so well and recording this in their own words, for example analysing the difference between the water used and the water the class planned to use. This will be done with reference to the original plan made by the class and daily evaluations. Resources…I’ll bring in some bottles etc. and blab about using ICT.
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Intrapersonal Outcomes and Indicators Maths MS3.3 recognises the relationship between one millilitre and one cubic centimetre finding the relationship between the length, breadth, height and volume of rectangular prisms equating 1 cubic centimetre to 1 millilitre and 1000 cubic centimetres to 1 litre finding the volume of irregular solids in cubic centimetres using a displacement strategy calculating the volume of rectangular prisms HSIE ENS3.5 Demonstrates an understanding of the interconnectedness between local and global environments and how individuals and groups can act in an ecologically responsible manner. Discusses ideas and methods to improve sustainability in the local community and their own home Investigates an environmental issue of local, State, national, regional sifnificance
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Intrapersonal In this learning centre students will - Work independently through a Webquest. Work at their own pace to complete each task Compare different water usages in the house and determine the most efficient way to use water Calculate volume of water used in different rooms of the house and research ways to decrease the volume used Explore the relationship between length, breadth, height and volume of rectangular prisms Recognise the relationship between cubic centimetres and millilitres/litres Present work in Microsoft word using written and visual methods (tables and graphs)
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Intrapersonal Quality Teaching, Gardener’s Multiple Intelligences and Blooms Taxonomy Higher order thinking – students organise, reorganise, apply, analyse, synthesise and evaluate knowledge Explicit quality criteria – provide clear examples of the quality of work expected High expectations – students are encouraged to try more intricate ways of presenting work (tables, graphs) Student self regulation – students take responsibility for their own behaviour, working autonomously and using initiative to complete tasks on time Background knowledge – tasks relate to aspects of students personal lives Inclusivity – tasks value participation from students of all social and cultural backgrounds The webquest is well supported by the ‘Intrapersonal’ aspect of Gardner’s Multiple Intelligences as students are working independently to complete tasks. This learning centre allows students to gradually work through Blooms Taxonomy and the six levels of thinking gradually. The tasks start simple, using skills from ‘remembering’ by entering information into a database and gradually become more difficult when students are asked to evaluate and synthesise information at end of the task.
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Intrapersonal Assessment Formative Assessment - Students are observed by teacher to assess how they work indepently and ability to stay on task. Microsoft Word document checked by teacher. Summative Assessment – students use knowledge they have gained throughout the task to create a set of guidelines for their family to follow in order to use water more efficiently. Students must provide evidence and justify why these water saving techniques will be effective. It is expected that students will include tables and graphs they have created throughout the task.
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Reflection Using the snowball grouping method, students will be paired with alternative learning centre group members to discuss their self-assessment from different perspectives. Moving into groups of four, groups will pick one learning activity that they most enjoyed and collate their information and then present to the class. Class will discuss what they have learnt about volume measurement and how they have been able to use it in a real life context, in addition to how they might apply it to other real life situations.
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