LEARNING EXPERIENCE PLAN (LEP)

Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information on how to complete this LEP is provided by your lecturer in a course. Year level(s) 4 Duration 1hr Focus Mathematics- Measurement of 1 Kg 4 rotations Implementation date(s) 11/09/13 Curriculum area(s) Mathematics

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; 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.) Prior knowledge: Able to use/read kitchen scales. Understand units of measure Grams and Kilograms. Understand the abbreviation for grams and kilograms (g, kg) Able to complete addition calculations. Understand that 1 kg is 1000g and that 100g is one tenth of 1kg Able to work in a group. Able to work under time restrictions. Able to follow instructions LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class.) Knowledge & understanding: (declarative) Skills: (procedural/do) DK1: Understand how to conduct a mathematical inquiry to investigate and consider the size of a kilogram and the relationship this has to the objects measured. PK1 : Conduct a mathematical inquiry to investigate and consider the size of a kilogram and the relationship this has to the objects measured.

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? DoL4- Experimental Inquiry (The process of finding the answers to unknown questions). DoL5- Push the limits of your own knowledge and abilities. (Extension questions).

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.) DoL1- Structure opportunities for students to work with peers (Group work) DoL 2- Create opportunities for students to discover of figure out new information for themselves. (Selfmanaged rotations) DoL 3- Comparing (2 rotations integrate Comparing 1 comparing different objects that are similar weight, 2 comparing similar objects of different weight)

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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.)

Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, hook 10mins Hook: On the board will be a question What is heavier? 1kg of feathers or 1kg of metal? SLM will briefly discuss this with the students (J) Explanation of the task and the expectations for the lesson. (On the desk will be the activity handout constructed by the SLM) students will be then broken into their Heterogeneous groups created by the SLM. The SLM will give a brief discussion of the activities at each rotation and that they must work in groups. Students can ask questions. SLM will also explain the extension questions that are only to be completed if the student has time. SLM will provide strategies that perhaps 2 people do the weighing 2 people do the writing and 2 people do the adding.
8mins for each rotation 1 minute for transition 36mins

Activity handout and pencil DoL1- Structure opportunities for students to work with peers DoL5- Push the limits of your own knowledge and abilities

Phase 2 Develop skills & knowledge, build, practise, acquire, integrate, extend, refine Rotation 1: Students will estimate the lightest to the heaviest items on the table. They will then weigh each item (all items weigh within 100g of 1kg) the students will then state what all the items have in common. Rotation 2: Students will weigh all items and rounding the item off to its nearest 100g they will then write which items will add up to make 1kg and 2kg with the least amount of items. Rotation 3: All students that have their water bottles and estimate by hefting whos water bottle is the heaviest to the lightest they will then weigh each bottle to check their answer (This must be done without filling the bottles up) Rotation 4: Students in pairs will use the online alien cake making game to measure out the electronic ingredients to bake the alien cake http://www.bbc.co.uk/schools/starship/maths/games/alien_cookbook/small_sound/standard.shtml Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning, consolidation, homework/review tasks Students will return to their desks and the SLM will read out the answers If there is time students will assist I the pack up Thank students DoL4- Experimental Inquiry DoL 3- Comparing DoL 2- Create opportunities for students to discover of figure out new information for themselves Scales, SLM provided items Interaction and engagement SLM will walk around and check that the students are doing the task as required and will check to see that they understand the task by seeing if they have completed each task.

Water bottles

DoL 3- Comparing Computers and internet

Completed handout.

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