unit plan link
Design Rationale Link
the links above are the unit plan and design rationale for my assessment task 3
Thursday, September 22, 2011
Unit Plan
Unit Plan Link
I recommend downloading the file because on google docs it is formatted wrong
I recommend downloading the file because on google docs it is formatted wrong
Design Rationale
DESIGN RATIONALE
I have chosen to include the learning objects, Earth rotation: Day and Night, Travel Back in Time: Time Map and the Green Machines series in my unit plan because these learning objects explain the content and engage students in the topic being covered much more effectively than a diagram or reading in a text book. They allow the students to learn, in a hands-on way, things that would have been otherwise impossible without the use of ICT’s, for example, year 8 students would not have been able to design, build and trial greener cars in a real life situation. It is for that reason that I embedded these ICT’s in my unit plan. The Learning objects that I embedded in my unit plan are available on the learning federation website and are available for all members to use
Earth Rotation: Day and Night is an engaging cartoon explanation of the way the Earth’s rotation effects day and night. It uses simple wording and interactive questions to aid in the students’ learning. This is best shown with an ICT because although it can be demonstrated with physical materials (globe, light source, etc) it is a more engaging and interactive method to use ICT’s and interests the group of learners more.
Travel Back in Time: time Map is relatively short and interactive and allows the learners to explore the changing position of the continents over a vast period of years. This is not possible in a classroom without ICT’s (video, learning object etc) because we simply do not have the evidence (photos, drawings etc) to show students what it was like 45 million years ago.
The Green Machine series of learning objects allows students to design, build and trial different types of cars to comply with given ‘green’ standards. This is simply not possible in a real life situation due to costs and safety issues.
I also incorporated the use of laptops and various websites in the research phase of this unit. A list of suitable scientific websites is included with the task sheets for the assignment and one of these websites are links to websites that offer an “ask a scientist” page that allows students to communicate with professionals in the field of science.
I also incorporated blooms taxonomy into my unit design, getting students to move from lower order thinking (remembering order of planets, and definitions) to higher order thinking (creating their own mnemonic devices, forming an informed opinion about the classification of Pluto and explaining why). I accommodated for multiple intelligences in the unit design by allowing for a wide range of activities and resources that catered for the multiple intelligences within the class (wide range of hard copy and web resources for EEI, active activities, partner and group activities, individual work, ICT’s, written and oral instructions, videos etc).
learning federation website
ask a scientist page
I have chosen to include the learning objects, Earth rotation: Day and Night, Travel Back in Time: Time Map and the Green Machines series in my unit plan because these learning objects explain the content and engage students in the topic being covered much more effectively than a diagram or reading in a text book. They allow the students to learn, in a hands-on way, things that would have been otherwise impossible without the use of ICT’s, for example, year 8 students would not have been able to design, build and trial greener cars in a real life situation. It is for that reason that I embedded these ICT’s in my unit plan. The Learning objects that I embedded in my unit plan are available on the learning federation website and are available for all members to use
Earth Rotation: Day and Night is an engaging cartoon explanation of the way the Earth’s rotation effects day and night. It uses simple wording and interactive questions to aid in the students’ learning. This is best shown with an ICT because although it can be demonstrated with physical materials (globe, light source, etc) it is a more engaging and interactive method to use ICT’s and interests the group of learners more.
Travel Back in Time: time Map is relatively short and interactive and allows the learners to explore the changing position of the continents over a vast period of years. This is not possible in a classroom without ICT’s (video, learning object etc) because we simply do not have the evidence (photos, drawings etc) to show students what it was like 45 million years ago.
The Green Machine series of learning objects allows students to design, build and trial different types of cars to comply with given ‘green’ standards. This is simply not possible in a real life situation due to costs and safety issues.
I also incorporated the use of laptops and various websites in the research phase of this unit. A list of suitable scientific websites is included with the task sheets for the assignment and one of these websites are links to websites that offer an “ask a scientist” page that allows students to communicate with professionals in the field of science.
I also incorporated blooms taxonomy into my unit design, getting students to move from lower order thinking (remembering order of planets, and definitions) to higher order thinking (creating their own mnemonic devices, forming an informed opinion about the classification of Pluto and explaining why). I accommodated for multiple intelligences in the unit design by allowing for a wide range of activities and resources that catered for the multiple intelligences within the class (wide range of hard copy and web resources for EEI, active activities, partner and group activities, individual work, ICT’s, written and oral instructions, videos etc).
learning federation website
ask a scientist page
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