LEARNING EXPERIENCE PLAN (LEP)

Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

Year 4

1 hour

Games. Lesson 6 Are materials important?

N/A

Technology

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.)

Curriculum information: Essential Learnings Technology By end of Year 5 (Queensland Studies Authority (QSA), 2008). Australian Curriculum: History
Knowledge and Understanding. Technology as a human endeavour The learner will know and understand that: Aspects of appropriateness influence product design and production decisions Information, materials and systems (resources) Resources have particular characteristics that make them more suitable for a specific purpose and context
Prior knowledge:

Ways of Working. The learner will be able to: generate design ideas that match requirements select resources, techniques and tools to make products

LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

Developing understanding of Technology Practice Cycle (work portfolios) Able to generate 2D designs from simple ideas (work samples) Able to select resources, simple techniques and tools to make products (observations & work samples) Generally follow guidelines to apply safe practices (observations) Regularly contribute to individual online technology journals (observation & previous unit of work) Have identified personal experiences with games (observation & work samples) Have contributed to shared understanding of vocabulary associated with topic (previous lessons PK) Understand that games cater to diverse interests and meet different needs (previous lessons DK) Understand roles and expectations for behaviour during cooperative tasks (ongoing ) Understand that audience and purpose influence aspects of appropriateness when designing games (previous lesson DK) Have previously used Blogger website Understand that products can be designed using processes such as simplification, combination, magnification and elimination (previous lesson DK) Can evaluate games for appropriateness for their Prep audience (previous lesson PK)

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) The learner will know and understand that: The learner will be able to:

D1 Materials need to be evaluated for appropriateness during the design process

P1 Work collaboratively to refine plans and ensure they match design requirements P2 identify appropriate resources for a design task

Learning processes:

LMQ3 - How does the learner best learn?

Prefer relatable, authentic tasks - provide activities which relate to students lives and prior experiences Relatable content ensures engagement and motivation link content to students interests and prior knowledge Individualised assessment opportunities - pose questions which allow for individual responses from each student Attention span developing - ensure tasks and activities are not too long and offer variety Comprises a range of learning styles - provide tasks that cater to a range of learning styles (kinaesthetic, visual and auditory) Do not like to remain in one position for an extended period of time - provide activities that require movement during long lessons Engage in lessons/activities that are exciting exhibit enthusiasm and embed ICT elements in lesson
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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.)

D1 & P2

D1 & P2

D1

P1 P1

P2

D1

Students have generated ideas for games to match the design brief. They have drawn 2D representations of some of these ideas. They now need to review the design requirements, consult with others and begin to consider materials and resources Phase 1 Intro/ Hook: To provide focus for learning: Pose focus question: Are materials important? To stimulate interest in the lesson: Choose two students to play a game of chocolate snakes and ladders Safety Ensure students do not have food allergies Phase 2: Explore Link activity to assessment task and investigation process: Ask: Would the materials used in this game be appropriate for our Prep audience? Why? Why not? Provide each cooperative group with a board game and have them list its material features and their properties Provide alternative (but similar, ie. paper instead of cardboard, marshmallows instead of dice) materials and have each group re-create the game Safety Establish expectations for safe use of scissors and other materials Elaborate Have each group play another groups game, evaluate it and post a comment on the groups blog (teacher to video/photograph game play) Cooperative groups spend time in the ideation phase, finalising plans and considering appropriate materials for production. Each group is provide with a simplified checklist (adapted from the design brief) to ensure their designs are on track Speaker for each group meets with teacher to discuss final designs and teacher runs through checklist to ensure design meets all requirements. Teacher to approve design Enable students to apply content learned this lesson: Cooperative groups create lists of materials needed to begin production phase in next lesson Have learners consider which phase of the Technology Process Cycle they are currently in, using graphic on whiteboard update blogs and add photos where needed Phase 3: Written response in technology journals to sentence stem: A well designed game uses materials which For homework - Provide students with instructions on how to make a game of chocolate snakes and ladders

Engage students with an activity that links to their interests

Chocolate snakes and ladders game

Having students apply new concepts in a authentic task that links to assessment Engaging students in an activity which uses non-examples of concept to enable testing of ideas and hypotheses Providing opportunities to reflect on understanding of concept Providing students with a checklist will enable them to focus on important elements of the task One-on-one consultation enables student to express ideas in own words

A range of board games appropriate for Prep audience Alternative materials (paper, cellophane, lollies, fragile ornaments as game pieces etc) Digital camera Access to online Blog via Glogster resource Allocate sufficient time for students to complete designs Checklist based on design brief via online Glogster resource

Lists used to diagnose level of understanding regarding materials and properties (Teacher assessed diagnostic)

Checklist added to design portfolio as part of summative assessment Informal discussion of design using checklist (teacher assessed formative)

Reflecting on process to consolidate ideas and highlight areas of improvement Science journal entry - current understanding of concept (Teacher & self-assessed - formative ) Chocolate snakes and ladders instructions Version 25 Nov 2011

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.)

Reflective questions: Were the procedural and declarative outcomes for this lesson met? Did this lesson offer opportunities for learners to document their progress through the Technology Practice Cycle? Did this lesson cater to a range of learning styles? Were the teaching strategies used in the lesson effective in helping learners engage with the content? Have students had enough opportunities to reflect on their developing understanding? Are students equally engaged in cooperative tasks? Does this lesson feed forward into the next lesson in the unit?

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