Karie Levis s0164909 Edcu11023 Assessment 2

Learning Experience Plan 1 of 5 Engage (LEP)
Year level(s)
Duration
Focus
Implementation date(s)
Curriculum area(s)
Year 5
1 Hour
Introduction to unit titled My year 5 kitchen rules Engage phase
May 2013
Technology
QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.) Knowledge and understanding
Technology as a human endeavour Technology influences and impacts on people, their communities and environments. Aspects of appropriateness influences product design and production decisions Ways of working: Identify and analyse the purpose and context for design ideas
Prior knowledge:
LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)
How to work in groups How to fill out a KWL How to use a Wiki What Sherbet is
Learning outcomes/standards: Knowledge & understanding: (declarative) LMQ2 - Where does the learner need/want to be? Skills: (procedural/do)
(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, for mally and informally, in class and out of class.)
D1 How to compare Sherbet D2 Knows that advertising on sherbet packet targets a young market D3 Knows who the target market is.
P1 Can use senses to compare sherbet for taste, feel and smell
Learning processes:
LMQ3 - How does the learner best learn? DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?
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.)
Students use a range of senses: visual, auditory and kinaesthetic in the provided activities. Students work in groups so can be supported by peers Harder Focus questions for advanced students
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
Resources
LMQ4 -What resources do I have at my disposal?
Assessment & feedback
LMQ7 - 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.)
Karie Levis S0164909
EDCU11023 Page 1 of 10
Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, hook 5Mins
Introduce students to Unit and show them the web quest and how to use it Watch video of Wizz Fizz Advertisement. http://youtu.be/MDAAgeb2JvU Show the Wiki KWL on the board about what students know about sherbet. Fill in the know section with the students. Divide students into groups of four for the unit. Give students their roles in the group and remind them of rules. Get students to fill in the want to know section on the Wiki in their group. Work from the white board with only one group member adding the information. Focus questions to help students: What do you need to know to develop the product? Who is you target audience? What do you need to know about them?
Phase 2 Develop skills & knowledge, build, practice, acquire, integrate, extend, refine
LM Explicit instruction Investigate Students working with teacher and the class Ideate Students working collaboratively Use group rules Evaluate D1, D2, D3
Interactive white board and link to Web Quest. Back up Video
Groups have entered information into Wiki
25mins
Wiki access to KWL & Y chart template. Technology books
Students have copies of their filled in templates for assessment
25 mins
Give the groups of students a different type of sherbet each to look at the packaging and taste commercially available sherbet, get students to work in groups to fill in a Y chart of what they look, feel and smell like. They will fill in the online one for homework and upload it to their data base.
Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning, consolidation, homework/review tasks
Collaboratively and individual Investigate P1
Commerciall y produced Sherbet for groups to taste
5Mins
Students to share their findings and add to Wiki http://myyear5kitchenrules.wikispaces.com/Students+Page Get students to answer focus question in a whole class situation. Focus questions: What did your sherbet taste like? Did you like the taste/packaging? Who do you think the market is targeting? Why are some students answers different? Assessment through annotated observation
Evaluate
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 didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.)
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.
Learning Experience Plan 2 of 5 Explore (LEP)
Year level(s) Year 5
Duration 1 Hour
Focus How do I format my design? My year 5 kitchen rules Investigate phase
Implementation date(s) May 2013
Curriculum area(s) Technology
QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.) Knowledge and understanding
Technology as a human endeavour Technology influences and impacts on people, their communities and environments. Aspects of appropriateness influences product design and production decisions Ways of working: Identify and analyse the purpose and context for design ideas Generate design ideas that match requirements Select resources, techniques and tools to make product Plan production procedures by identifying and sequencing steps
Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)
Knows the texture of sherbet Knows which flavour they like Can use a computer to register online
Learning outcomes/standards: Knowledge & understanding:
(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.)
LMQ2 - Where does the learner need/want to be? Skills:
D1 Knows what ingredients go in to sherbet D2 How to write a recipe

Learning processes:
(declarative)
P1 Select ingredients to go into their sherbet P2 Can write a recipe P3 Can enter a recipe in an online format
LMQ3 - How does the learner best learn?
(procedural/do)
DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?
Students use a range of senses: visual, auditory and kinaesthetic in the provided activities Students work in groups so can be supported by peers Harder Focus questions for advanced students
Time
Learning procedures
LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what?
Resources
LMQ4 -What resources do I have
LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment
(Include adjustments in the learning experiences to accommodate learner difference.)
at my disposal?
Bank.) LMQ8 How will I inform others? (Include moderation of teacher judgments of standards if necessary.)
Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, hook 25mins
Show student the website Get students to look at a range of ingredients and decide what they would put in theirs. Get students to look taste and feel ingredients to decide what they would put into their Sherbet. Students need to think about the quantities they would use, before moving onto the next phase
Explicit instruction Investigate, Ideate, evaluate D1, P1 Collaborative learning
White board and link to Web Quest. Ingredients for sherbet including some that would not go in sherbet Interactive white board Links Assessment through annotated observation Students have a recipe for assessment
30mins
Show student the website http://www.taste.com.au/recipes/24550/anzac+biscuits Explain the format of a recipe. Show students several different examples: book, online, recipe card Students will display their product in http://www.recipething.com/ They will need to register on the site. What do we need to do to make the product? Discuss what a recipe needs. Get students to help write an example on the board of something they know how to cook, using a heading, a short explanation, a list of ingredients and the method used. Explain to students that they will need to add a justification to the bottom of theirs. They need to write a recipe using the correct format and write an explanation of why they chose the ingredients they did. Students to enter their recipe at http://www.recipething.com/
Explicit teacher instruction D2, P2 Whole class Ideate Individual learning Evaluate Produce P3 Whole class Evaluate
Get student from each group to answer focus question in a whole class situation sharing their reasoning.
5mins
Focus questions: Which of the ingredients did you put in your recipe? What did you leave out and why? Why did you choose the flavour you did?
Assessment through annotated observation
Reflection:
Learning Experience Plan 3 of 5 Explain (LEP)

Duration 1 Hour
Focus How can we make our product stand out? My year 5 kitchen rules Explain phase
QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.) Knowledge and understanding Technology as a human endeavour Technology influences and impacts on people, their communities and environments. Aspects of appropriateness influences product design and production decisions Ways of working:
Identify and analyse the purpose and context for design ideas Generate design ideas that match requirements Select resources, techniques and tools to make product Plan production procedures by identifying and sequencing steps
LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)
Prior knowledge: Knows the target audience
Can use Bubblus Know how to use PowerPoint, Microsoft movie maker, Prezzie and Glogster Know the properties of their product and what they think will interest their audience.
Learning outcomes/standards: Knowledge & understanding:
LMQ2 - Where does the learner need/want to be? Skills:
(declarative)
(procedural/do)
D1 knows Images and music suitable for their design
P1 Can Design an ad and packaging for product
Learning processes
LMQ3 - How does the learner best learn? DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?
Time
Learning procedures
Resources
Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, hook
Re show students the Wizz Fizz ad, the cheese ad http://www.youtube.com/watch?v=0K8lrVjT6fM and Milo Ad http://www.youtube.com/watch?v=xEamVc09yQo , M&Ms http://www.youtube.com/watch?v=vkgR_NADNLM Tell students which media resources are available and run through their use. They will be able to use these and to create the ad for their product. (PowerPoint, Microsoft movie maker, Prezzie and Glogster) Each group must select one to present their product. How could we package it to present to the judges?
Whole class Investigate Ideate Explicit instruction
White board and link to Web Quest.
Links to media resources Collaborative Produce Ideate Evaluate D1, P1 Produce Link to bubblus Bubblus for assessment
Get groups to a mind map using Bubblus a list of all the things they need to include in the packaging and advertisement. What are the important things to do with the product and how could they relate it in an ad. Focus questions: Is the colour important? What sort of characters will you use? Will you use real life or drawings? Will you have music? Will you use the same colours and pictures in your packaging? Design ads using a story board for the ideas for the advertisement. Plan what format it will be and do a script.
Books for story board and script.
Written story board Script
Get students to reflect in the Wiki by answering the questions What role does colour play in your ad? What role do pictures play in your ad? What role does music play in your ad? Do you need to change anything after evaluating it?
Reflection:
Evaluate
Addition to Wiki
Learning Experience Plan 4 of 5 Elaborate (LEP)
Duration 1 Hour
Focus How could we make it? My year 5 kitchen rules Explain phase
QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.) Knowledge and understanding Technology as a human endeavour Technology influences and impacts on people, their communities and environments. Aspects of appropriateness influences product design and production decisions Ways of working: Make product to match design ideas by manipulating and processing resources Evaluate products and processes to identify strengths, limitations, effectiveness and improvements. Identify and apply safety practices Prior knowledge: The recipe for sherbet The history of the product Learning outcomes/standards: Knowledge & understanding: D1Knows how to follow a recipe LMQ2 - Where does the learner need/want to be? LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)
(declarative)
Skills: (procedural/do) P1Can Present information to an audience P2 Assess other students positively on their presentations LMQ3 - How does the learner best learn? DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?
Learning processes:
Time
Learning procedures
Resources
20mins
The big judging day is here, Students make, explain and display their product The students will be introduced to the Judges 6, Year 7 Class Captains The students will be told the rules and what they will be assessed on. They will be told by the LM the safety issues. Students will produce their products in their groups all together closely following their recipes.
Explicit instruction Produce D1 Individual learning Evaluate P1 Ingredients for sherbet PMI sheets EDCU11023 Page 7 of 10 Criteria sheet for assessment
35mins
Students present ads and product to the judges for judging. Get students not
presenting to fill in a PMI for each group. 2 pluses, 1 minus and 1 interesting. The judges will give feedback to each group and LM
5mins
P2
Students to upload their ads to the website. Students are given a copy of their PMIs so they can read before the next lesson
Finished ad available on website for assessment
Reflection:
Learning Experience Plan 5 of 5 Evaluate (LEP)
Duration 1 Hour
Focus What other ways could I do it? My year 5 kitchen rules Evaluate phase
QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.) Knowledge and understanding Technology as a human endeavour Technology influences and impacts on people, their communities and environments. Aspects of appropriateness influences product design and production decisions Ways of working: Reflect on learning to identify new understandings and future applications Prior knowledge: How to write a reflection Learning outcomes/standards: Knowledge & understanding: LMQ2 - Where does the learner need/want to be? Skills: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)
(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, for mally and informally, in class and out of class.)
(declarative)
(procedural/do)
D1 How to reflect on the product

Learning processes: LMQ3 - How does the learner best learn? DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?
Time
Learning procedures
Resources
Have the presentation of the winner of the challenge. A group discussion on how they thought their product had turned out.
Whole Class Individual D1 Evaluate
Trophy Books .
Get students to write an individual reflection on how they contributed to the product, what things were identified on the PMIs about their product group as well as the feedback from the judges and LM. What could they do differently? Did they change their recipe from the original one and did it taste better? Is there anything they would change after reading the PMIs, the judges comments Karie Levis S0164909
and the LMs comments?
Students to put their evaluations in the Wiki Discuss one interesting point from each group Congratulations the design challenge is complete
Reflection:
Access to Wiki
Assessment through written evaluation

Karie Levis s0164909 Edcu11023 Assessment 2

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Karie Levis s0164909 Edcu11023 Assessment 2

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Learning Experience Plan 1 of 5 Engage (LEP)

Introduction to unit titled My year 5 kitchen rules Engage phase

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

LMQ4 -What resources do I have at my disposal?

Assessment & feedback