Академический Документы
Профессиональный Документы
Культура Документы
Australian Government: Department of the Environment, Water, Heritage and the Arts. (2010). Sustainability curriculum framework: A guide for
curriculum developers and policy makers. http://www.environment.gov.au/sustainability/education/publications/sustainability-curriculum-
framework-guide.
Bowes J., Grace, R., & Hodge, K. (2012). Children, families and communities (4th ed). South Melbourne, Australia: Oxford University Press.
Davis, J. M. (2010). Young children and the environment : Early education for sustainability. Retrieved from http://reader.eblib. com. ezproxy1
.acu.edu.au
Koch, J. (2010). Science Stories: Science Methods for Elementary and Middle School Teachers. Boston: Houghton Miffler Co.
Miller, G., Thomas, C., & Fruechtenicht, S. (2014). Engaging refugee families as partners in their children's education. Communique, 43(4), 1-6.
Retrieved from http://go.galegroup.com.ezproxy1.acu.edu.au
Lesson plan- Session: 3
Session 3: For students to develop an understanding of scale and measurement through comparing and contrasting their toys made in the previous session.
Students will also be able to discuss the sustainability of their toy and the materials they used to create it.
Name and Surname: Natasha Solomons
Section 2
Introduction/Activity 1: 15mins
Students will share their sustainable toys with the class, discussing what they have learnt about sustainable practices. Each individual
student will be given time to explain the materials they used to construct their toy and why they decided to choose that particular reused
material, while discussing the design process.
During this stage the teacher will be asking directed questions to support students discussions, e.g.
- Why did you select that particular reusable material?
- Why might we reuse materials to make something, rather than buying it?
- Is it sustainable practice to reuse materials?
Body/Activity 2: 20mins
After sharing and discussing the sustainable elements of their toys with the class, students will create a size and scale line, by lining their
toys up from smallest to largest. They will be actively exploring scale and measurement, as they compare and contrast the toys to line them
up from smallest to largest.
The teacher will allow students to have this time to explore each others toys considering the reused materials, while comparing the sizes of
the toys, and allow them to try and determine where they believe they should be placed along the line. The teacher will encourage them to
think about what they had discussed in the previous lesson about the scale and measurement of their toys. They will be encouraged to use
measuring tools, such as their hands or blocks to determine the different sizes of the toys if they are unsure.
Teachers will further strengthen students discussions while they line up the toys asking directed questions, e.g.
- How can you prove this toy is bigger than the other?
- Why did you put this toy here and not over there?
- What are some reused materials that you did not use but others did to make their toy?
These questions will allow the teacher to develop an idea of the students reasoning and understanding related to scale and measurement.
Consolidation/Activity 3: 10mins
Once students are finished with lining up the toys, they will respond and discuss whether they agree with the placement of the toys from
smallest to largest.
The teacher will ask the students to sit in a circle around the line of toys and go through the placement of each toy, asking the students
whether they agree or not.
Students will be given a green and red card to use to show if they agree or disagree with the placement, allowing all students to become
involved in the discussion. The green card will be used to show they agree and red card to show they disagree. They will be asked to hold
up the cards as they go through the placement of each toy. If students disagree with the placement they will be encouraged to use
measuring tools here such as blocks or hands, as this will solve any disagreement which students may have about the placement of the
toys, while allowing them to prove their decisions of the placement.