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Swinburne University of Technology *
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Course
EDU30059
Subject
Aerospace Engineering
Date
Apr 3, 2024
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docx
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EDU30059 Teaching Technologies: Assignment 2 Folio
Lesson Plan (Primary)
Lesson title:
Hot Wheels Challenge
Year level:
4
Topic:
Design and Technologies: Forces and Friction
Duration of lesson:
90 Minutes
Lesson rationale: What influenced your lesson choice? (E.g. student interest, global/local event)
Inspired by an upcoming Grand Prix event, this lesson embodies constructivist theory, emphasising student-centred learning (McLeod, 2023). It encourages active engagement and hands-on STEM education. Incorporating Hot Wheels cars combines play and learning, enabling a hands-on approach where students construct knowledge through inquiry, experimentation, and peer collaboration.
This activity links to “Investigate how forces and the properties of materials affect the behaviour of a product or system” (ACTDEK011) (Australian Curriculum,
Assessment and Reporting Authority (ACARA), 2018, version 8.4).
Students background knowledge:
What is your starting point? What do the students already know? What have they done before? How does this lesson connect
to or build on their existing knowledge?
Example:
The students have had a few experiences with the Scratch Jnr programming App and playing with … . Students will already have a basic understanding that friction is a force that opposes motion. For example, they would have encountered friction daily, such as when sliding down an object on a rough surface. Most students are familiar with Hot Wheels cars—miniature vehicles built for speed and excitement. Students would have observed that some cars move faster or slower depending on the surface, for example, carpet (slower) vs. floorboards (faster).
EDU30059 Teaching Technologies: Assignment 2 Folio
Learning objectives: What will the students learn?
Students will learn to:
Define “Friction” and “Forces”
Test Hot Wheels cars to explore different types of friction.
Identify how different types of friction affect the force and distance traveled.
Learning environment and resources: Where
will this lesson take place? (E.g. indoors or outdoors).
What resources will you need to have prepared?
Preparation:
Print out the Hot Wheels record sheet.
Prepare the classroom with iPads and materials.
Learning Environment:
Classroom (indoors)
Materials Needed:
iPads
Pencils
Hot Wheels car
Cardboard
Masking tape
Orange ramp
Foil
Wax paper
Cloth
Sandpaper
Icy pole sticks
Bubble wrap
Safety Considerations:
All students must utilise safe play to ensure that every student feels included (Albion et al., 2022).
EDU30059 Teaching Technologies: Assignment 2 Folio
Assessment strategies: How will you identify what the students have learnt and how will you record this? Examples could include:
A checklist (e.g. correct use of equipment, work as part of a team); anecdotal records; peer and self assessment; students maintaining a journal or portfolio with images, data collected, findings.
Observing.
Questioning and discussions.
Recording notes by completing an anecdotal record.
Viewing student’s worksheet.
Stage of Lesson
Approx.
Time
Pre-service Teacher’s Actions
What will you do during this time?
What prompting questions might you need to prepare?
How will you cater for individual differences? That is, how can you challenge the more able students, and/or scaffold learning for students needing extra help
Student Actions / Tasks
What will the students be doing during this time?
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EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 1: Introduction
How will you gain
the students’ attention, engage the interest of the students and introduce the concept(s)?
20 min
Introduce Design and Technologies.
Watch “
Friction Video for Kids
” (YouTube, 2020); this gains the students’ attention (Albion et al., 2022).
Discuss the main points of the video.
Ask open-ended questions to generate discussions.
Introduce the challenge, worksheet, and materials.
Differentiation: To support students needing further assistance, scaffold their learning by demonstrating the task step-by-step.
Watch Video.
Students will contribute to class discussion.
Students will make predictions about each surface.
.
Stage 2:
Body of lesson
Describe each activity and the order in which they will be undertaken.
50 min
Modelling process aspects and promoting accurate language and terminology (Albion et al., 2022), model how to: o
Set up the track using materials.
o
Record using the iPads.
o
Use the stopwatch.
Divide students into groups.
Hand out the worksheet.
Hand out iPads.
Guide students to trial different types of friction to gain the most significant distance.
Differentiation: To support students needing further assistance, group them with peers of diverse abilities, promoting learning from More Knowledgeable Others (MKOs) (McLeod, 2023). High-ability students can focus on designing and
building ramps.
Students will contribute to collaborative discussions.
Attach the track to a desk.
Choose a Hot Wheel car.
Gather and test various materials.
Measure and record the distance travelled.
Use a stopwatch to time the car and record on the challenge sheet.
Record the Hot Wheels car during testing, review the footage, and write its interactions with each material.
Seek assistance from the teacher when necessary.
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 3: Conclusion
How will you draw the lesson ideas together so that the students can evaluate what
they have learnt? How will you prepare the students for the next task?
20 min
Students will share their discoveries with the class, merging their prior knowledge and newly acquired insights (Albion et al., 2022).
Sharing experiences links to summative assessment by evaluating a student's comprehensive understanding of a topic (Albion
et al., 2022).
Groups share their findings with the class.
Students will listen to their peers sharing and ask questions.
Students will reflect on what could have been done better or differently.
Lesson Plan (Primary)
Lesson title:
Questionnaire designing on Google Forms
Year level:
6
Topic:
Digital Technologies: Design and Represent
Duration of lesson:
120 Minutes
Lesson rationale: What influenced your lesson choice? (E.g. student interest, global/local event)
Creating questionnaires is essential for research and feedback. This lesson introduces Grade 6 students to their importance, aligning with Social Cognitive theory's collaborative and observational learning principles in the digital age. (
Devi et al., 2017).
This activity links to “
Acquire, store and validate different types of data, and use a range of software to interpret and visualize data to create information
”
(ACTDIP016)
(ACARA, 2018, version 8.4).
Students background knowledge:
What is your starting point? What do the students already know? What have they done before? How does this lesson connect
to or build on their existing knowledge?
Example:
The students have had a few experiences with the Scratch Jnr programming App and playing with …
EDU30059 Teaching Technologies: Assignment 2 Folio
Students will have gained an understanding of collecting, analysing, and representing data using various methods in grade 4 numeracy (data representation and interpretation)
(
Victorian Curriculum and Assessment Authority
(VCAA), n.d)
. Grade 6 students will be challenged using Google Forms to design a questionnaire
and send it to their peers to complete. They can choose how the data is interpreted and create a poster representing their data.
Learning objectives: What will the students learn?
Students will learn to:
Use digital technologies to collect, participate and analyse data collection.
Design an effective questionnaire using Google Forms.
Create questions using various question types.
Create a poster to represent their data.
Learning environment and resources: Where
will this lesson take place? (E.g. indoors or outdoors).
What resources will you need to have prepared?
Preparation:
Ensure Laptops and iPads are unlocked for student use.
Prepare classroom.
Learning Environment:
Classroom (indoors)
Materials Needed:
Interactive whiteboard
Coloured paper
Pencils
Laptop/iPad
Google forms
Safety Considerations:
Look after iPads.
Students must only use approved applications.
Students must not use the iPad to cause distress to other students
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EDU30059 Teaching Technologies: Assignment 2 Folio
Assessment strategies: How will you identify what the students have learnt and how will you record this? Examples could include:
A checklist (e.g., correct use of equipment, work as part of a team); anecdotal records; peer and self assessment; students maintaining a journal or portfolio with images, data collected, findings.
Assessment Rubric
Self-Assessment
Peer Assessment
Observing students
Questioning and discussions and making anecdotal notes
Stage of Lesson
Approx.
time
Pre-service Teacher’s Actions
What will you do during this time?
What prompting questions might you need to prepare?
How will you cater for individual differences?That is, how can you challenge the more able students, and/or scaffold learning for students needing extra help
Student Actions / Tasks
What will the students be doing during this time?
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 1: Introduction
How will you gain
the students’ attention, engage the interest of the students and introduce the concept(s)?
30 min
Introduce Digital Technologies.
Introduce the topic of data collection and its importance in their daily lives.
Explain how Google Forms can be used to collect data.
Show an example of Google Forms previously created.
Demonstrate how to create a Google Form.
Show students how to add questions and response options.
Explain how to customise the appearance of the form.
Show students how to use the “Responses” tab in Google Forms to analyse the data collected.
Activity to be completed in pairs.
Differentiation: Scaffold learning by demonstrating tasks and providing
a specific topic or theme for data collection, aiding students who require assistance.
Students will listen to the teacher.
Students will contribute to class discussion.
Students will choose a partner to complete the activity.
Students will collect the appropriate resources to complete the activity at the end of the introduction.
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 2:
Body of lesson
Describe each activity and the order in which they will be undertaken.
80 in
Students create their own Google Form with at least five questions.
Google Forms to be shared amongst peers.
Students respond to each other’s questionnaires.
Encourage students to collect data from as many
people as possible.
Have students analyse the data they collected.
Create their own charts and graphs using colour poster paper.
Guide students to trial various types of question styles and answer styles.
Differentiation: Offer a calm workspace, which aids students requiring support. Students can opt for Google Slides instead of posters to extend learning.
Create a Google Form with at least five questions.
Share Google Forms with peers.
Analyse data from Google Forms.
Create a poster with charts and graphs to represent the data collected.
Seek assistance from the teacher when necessary.
Stage 3: Conclusion
How will you draw the lesson ideas together so that the students can evaluate what
they have learnt? How will you prepare the students for the next task?
20 min
Review the importance of data collection and analysis.
Discuss how data can be used to make informed
decisions.
Students will present their chart with a short presentation.
Encourage the use of Google Forms for data collection in the future.
Groups present the data collection poster or slide presentation.
Students will listen to their peers sharing and ask questions.
Students will reflect on what could have been done better or differently.
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EDU30059 Teaching Technologies: Assignment 2 Folio
Critical Reflection
The Hot Wheels Friction Challenge is an engaging activity for students to expand their understanding of concepts, enhance their skills, and refine their processes, supported by The Design and Technologies curriculum sub-strand (Albion et al., 2022). My students will extend their prior knowledge of design and technologies from prior years. With my guidance as their teacher, students will reexamine, reinforce, and expand their proficiency in design and technologies using
play-based and hands-on learning (ACARA, 2018, version 8.4). The Australian Curriculum supports this lesson plan for students in grade 4, where they will nurture self-awareness and assume responsibility for their thoughts, considering their peers, communities, and role as consumers (ACARA, 2018, version 8.4). This activity provides a holistic learning experience incorporating the 4C’s and cultivating critical skills while fostering 21st-century innovation. It encourages effective teamwork, critical thinking regarding friction and materials, and creative problem-solving. Students analyse data and devise inventive solutions, preparing them for real-world challenges. As the teacher, I will ensure access to 21st-century resources like iPads and instructional YouTube videos on interactive whiteboards, offering students visible insights into design and technology techniques and facilitating their application. This approach enhances the accessibility of these essential skills (Albion et al., 2022). The lesson plan showcases the Australian Curriculum: Design and Technologies as a transformative tool, that enhances technological skills. It also fosters interdisciplinary learning, incorporating numeracy in interpreting data displays and making estimations and measurements in metric units (ACARA, 2018, version 8.4).
The questionnaire design on Google Forms activity is the perfect example of how 21st-century resources such as iPads, laptops, and software can be effectively harnessed to enhance the learning experience and acquire valuable skills supported by the digital technologies sub-strand. As students progress from their educational journey into adulthood, design technologies will significantly contribute to their development of comprehension and proficiency in computational
thinking (Albion et al., 2022). The Grade 6 lesson plan harmonises with the Australian Curriculum. It empowers students to craft precise problem definitions, create solutions, and pinpoint appropriate data and prerequisites. Throughout the design, they contemplate user interactions and meticulously verify their designs, boosting functional solutions' probability (ACARA, 2018, version 8.4). Creating a Google Forms questionnaire is a multi-faceted task, engaging students in various dimensions of the 4C's. It encourages effective communication, group collaboration for idea generation, and critical thinking in crafting unbiased and relevant survey questions. It also fosters innovation in data collection and respondent engagement. As their teacher, I will provide access to 21st-century resources like iPads, laptops, and software, empowering students to explore, create, and excel in the digital landscape, aligning with contemporary learning needs
.
The lesson
EDU30059 Teaching Technologies: Assignment 2 Folio
plan showcases the Australian Curriculum: Design and Technologies as a potent tool for enhancing technological skills. It also serves as a unique pathway to foster
interdisciplinary learning, encompassing literacy (text composition through writing) and numeracy (interpreting statistical data) (ACARA, 2018, version 8.4).
Presentation
https://youtu.be/R8mKq_c-1yk
EDU30059 Teaching Technologies: Assignment 2 Folio
References
Albion, P., & Campbell, C. (2022).
Technologies Education for the Primary Years
(2nd ed.). Cengage Learning Australia
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Foundation to Year 10 curriculum: Technologies (v8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/
Devi, B., Khandelwal, B., & Das, M. (2017). Application of Bandura’s social cognitive theory in the technology enhanced, blended learning environment.
International Journal of Applied Research
,
3
(1), 721-724.
McLeod, S. (2023). Constructivism Learning Theory & Philosophy of Education. Simply Psychology. https://www.simplypsychology.org/constructivism.html
McLeod, S. (2023). Vygotsky’s Zone of Proximal Development and Scaffolding. Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-
development.html
YouTube, Learning Junction. (2020). Friction Video for Kids. https://www.youtube.com/watch?v=qN0V0NXV3Kw
Victorian Curriculum and Assessment Authority [VCAA]. (n.d.).
Victorian curriculum: Foundation-10
. https://victoriancurriculum.vcaa.vic.edu.au/
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