assisgnment 2 lesson plan teaching technologies
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Swinburne University of Technology *
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10003
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Health Science
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Dec 6, 2023
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docx
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Uploaded by BarristerWombatMaster487
EDU30059 Teaching Technologies: Assignment 2 Folio
Jasmin Dunseath 103235287
Video link - https://www.youtube.com/watch?v=iGtQpi5y7vE
EDU30059 Teaching Technologies: Assignment 2 Folio
Lesson Plan (Primary)
Lesson title:
Kitchen Gardens Year level:
3/4
Topic:
Design and technologies Duration of lesson:
90 mins
Lesson rationale: This activity was chosen and developed around the children's interest and their engagement with prior lessons. Through this activity, the students can participate in hands on activities that allow them to learn in an outdoor environment. This lesson allows children to build upon their understanding of food and fiber production and the use of food technologies used in modern and traditional societies (ACTDEK012) (Australian Curriculum Assessment and Reporting Authority [ACARA], (2018).
Students' background knowledge:
The students will have background knowledge of ecosystems and how plants and animals are grown for food. Students have knowledge of how to use iPad’s and have engaged with apps such as “My American farm.” This lesson builds on their existing knowledge by deepening their understanding of sustainable practices and food and fiber production.
EDU30059 Teaching Technologies: Assignment 2 Folio
Learning objectives: Students will learn
The importance of growing fresh produce
Environmental sustainability
Sustainable development
plant cultivation
Gardening
Demonstrate safe and responsible practices of use with several types of tools and equipment
Exploring tools, equipment, and procedures to improve plant and animal production
Describing and understanding ideal conditions and eco-
systems where plants and animals can live
Explores options to take sustainable actions and approaches Learning environment and resources: Learning environment
Classroom & outdoor garden Preparation
The whole class watched the interactive video “Discovering past methods of food and fiber production: producer video
Brainstorm and document students current understanding
Ensure garden bed is prepared for use
Resources 1.
Interactive smart board 2.
Gardening tools and equipment 3.
Learning journal for each child Safety considerations
Appropriate use of tools and equipment safely.
Appropriate knowledge of gardening chemicals
Clothing safety Assessment strategies:
Questioning and discussion
Portfolios
Self-reflection journals
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage of Lesson
Approx
.
time
Pre-service Teacher’s Actions
Student Actions / Tasks
Stage 1: Introduction
20 mins
Group all the children on the floor to watch interactive video “Our kitchen rules at Bob’s farm”
Ask the class questions to encourage topic discussion such as “What do you think a kitchen garden is?”
“Why would they be important?”
Brainstorm with class and take record Eg: “what edible plants can we plant?”
“What is sustainability?”
Investigate benefits of compost
Have thorough discussion about safety requirements
Ensure the children have a clear understanding of what they are meant to do in the lesson
Discuss concept among class
Recording notes in their journal/portfolio for future documentation
Aks questions
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EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 2:
Body of lesson
50 mins
Take students out to garden
Introduce tools/gardening materials/compost and how to act safely with them
Get students to select their seeds
Ask questions/ fuel discussion
Eg: “why do we need an edible garden at school?”
Children are welcome to draw diagrams of results or findings/data Stage 3: Conclusion
20 mins
Document notes and findings in journal.
Compare what the students have learnt
Have group discussion to conclude findings
Record in journal/portfolio
Discuss activity among class
Lesson Plan (Primary)
Lesson title:
Beebot Year level:
F-2
Topic:
Digital technologies Duration of lesson:
60 mins Lesson rationale:
This lesson allows children to deepen their understanding and knowledge of digital technologies, systems, and the way they are programmed to meet a specific purpose [ACARA], (2018).
Students' background knowledge:
EDU30059 Teaching Technologies: Assignment 2 Folio
Students should have prior knowledge and understanding of digital systems and some of the purposes they serve. This can include prior conversations on questions such as “how do you think ATM’S WORK?”
“What about cash registers?”
Learning objectives:
Students will learn to:
Working collaboratively as a team
Production skills
Coding
Problem solving
Communication skills
Obtaining skills in other learning areas such as literacy and numeracy
Learning environment and resources: Learning environment
Classroom Preparation
Create 4x4 direction grid/add more complex grids involving obstacles
Have Beebot ready
Ensure children have prior knowledge about the Beebot activity.
Resources 4.
Interactive smart board 5.
Masking tape for grid
6.
Beeboot
Safety considerations
Knowledge of how to enage with Beebots safely and responsibly.
EDU30059 Teaching Technologies: Assignment 2 Folio
Assessment strategies:
Questioning and discussion Stage of Lesson
Approx
.
time
Pre-service Teacher’s Actions
Student Actions / Tasks
Stage 1: Introduction
15 mins
Group all children on class mat together
Introduce Beebot and watch video
Introduce the concept to the students then proceed to have a clear and descriptive discussion about what is the activity is
Brainstorm with the children and ask open ended questions to fuel discussion
Eg: “What do you think technology is?”
“Why do you think it's important in today's community?”
Document findings of children's discussion as a class on the interactive smart board
Listening to teacher
Engage with discussion
Paying attention to task instructions
Asking questions Stage 2:
Body of lesson
30
Create student groups (3-4 children per group)
Form into groups
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EDU30059 Teaching Technologies: Assignment 2 Folio
mins
Groups go to grid with beebot
Observe as they explore through the activity and step in if direction is required
Ask questions; Eg: “how do you think it did that?”
Ensure to have more complex grids available and less complex to accommodate for challenged and advances learners.
Discussion/communication with other groups members throughout the activity is encouraged
They have the option to choose different type of grids where they feel confident in the process
Discuss features of technology Stage 3: Conclusion
15 mins
Give children a 5-minute pack up warning
Conclude lesson by grouping whole class together on the mat
Educator and children can discuss actions and thoughts that occurred throughout the lesson
Record student's findings on smart board
Educator is to document down student findings and to compare it with their prior knowledge (observing what they have learnt since) and for future planning
Students should have time for self-critical reflection from the activity
Students to participate in ongoing conversation/discussion to reflect on learning
Reflection Kitchen Garden
EDU30059 Teaching Technologies: Assignment 2 Folio
This lesson represents the Australian curriculum through its practice as it allows students to take part in hands on activities that educates them further seasonal condition and what's needed for food reproduction. The kitchen garden lesson is an amazing way to get each child involved in a hand on activity that allows them to participate in the outdoor environment. This activity teaches them many values and teaches them about respect for nature and the environment in realistic and fun ways (Kids Grow, (2011). Student outcomes for this activity include skills in presenting and discussing ideas using drawings, models, and discussions at appropriate stages of the design process, then implementing them (Kids Grow, (2011). It teaches students about plant cultivation and sustainable development (ACARA, (2018). This lesson allows room for social interactions and communication skills to be developed, ideas to be shared, problems to be hypothesized and thoughts to be discussed, therefore aiding in the development of 21
st
century skills. Working outside of the classroom enhances interest and involvement from students (ACARA, (2018). Children will have the opportunity to be involved in their own garden community, further developing their leadership skills, collaboration, and social communication (Kitchen Gardens, (2022). This activity allows students to thoroughly build upon their suitability practice and can aid in other areas of the child such as they are emotional well-being when gaining a sense of achievement from the process and results from their effort and work. Beebot
The constructed Beebot lesson allows children to learn and obtain important skills such as creating and designing digital solutions throughout its process. They can create and present their own algorithms with the understanding of its purpose. This activity supports and represents the Australian curriculum of digital technologies by letting children explore with design solutions to explore through a series of problems, collect familiar data, and display them to convey meaning and the ability to use digital solutions to represent patterns (ACARA, (2019). It can be led through guided play and supports integrated learning and problem-
based learning (Swinburne, (2022). Through this lesson children can build upon their knowledge of digital systems and patterns through the data they collect and broadening their understanding with information systems. The teacher is there to be able to guide each child into the right direction and can step forward with answering any questions the students may have at any time. This lesson allows for scaffolding to occur throughout which has been seen assisting children reaching children their optimal learning level (McLeod, (2019). Through this activity children can obtain 21
st
century such as working as a team, design solutions and problem-solving skills. It also aids in the development of numeracy and literacy skills as the student will need to have knowledge of numerical data information.
EDU30059 Teaching Technologies: Assignment 2 Folio
References
Australian Curriculum Assessment and Reporting Authority [ACARA], (2018). Digital and design technologies. Retrieved from: https://www.australiancurriculum.edu.au/f-
10-curriculum/technologies/design-and-technologies/?
year=12974&strand=Design+and+Technologies+Knowledge+and+Understanding&strand=Design+and+Technologies+Processes+and+Production+Skills&capability=ign
ore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Un
derstanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
Australian Curriculum Assessment and Reporting Authority [ACARA], (2018). Digital technologies. Digital project: Beebot activity. Retrieved from:
https://www.australiancurriculum.edu.au/resources/work-samples/samples/digital-project-bee-bot-below/
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EDU30059 Teaching Technologies: Assignment 2 Folio
Australian Curriculum Assessment and Reporting Authority [ACARA], (2018). Retrieved from: Curriculum connections: outdoor learning. Retrieved from:
https://www.australiancurriculum.edu.au/resources/curriculum-connections/portfolios/outdoor-learning/
Kids Grow. Munch and Crunch Garden. (2011). Gardening that is purposeful, smart, connected, and fun Authentic food cycle learning experiences. Retrieved
from: http://healthy-kids.com.au/wp-content/uploads/2014/02/C-KGKC-Kids-Grow.pdf
NSW government, Kitchen Garden, (2022). Sustainability action process. Retrieved from: https://sites.google.com/education.nsw.gov.au/kitchen-gardens-sap/home
Saul Mcleod. Simply psychology, (2019). The zone of proximal development and scaffolding. Retrieved from: https://www.simplypsychology.org/Zone-of-Proximal-
Development.html
Swinburne university online, (2022). 9.9. The Beebot, teaching technologies. Retrieved from: https://swinburneonline.instructure.com/courses/3766/pages/9-dot-3-the-
bee-bot?module_item_id=299879