Knowing subject content1.1.1 Demonstrate relevant knowledge of the central concepts, modes of enquiry and structure of the content/discipline.
1.1.2 Demonstrate research-based knowledge of the pedagogies of the content/discipline taught. 1.1.3 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act. 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
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Science - 'Water Works' 1.1.1, 1.1.2, 1.1.3, 1.1.4
Stage 1 Science topic of Water Works. Program adapted from "Primary Connections - Earth and Beyond" (http://science.org.au/primaryconnections/curriculum-resources/waterworks.html ) .
This unit was comprised of 8 lessons.
Adapted to include relevant aspects of the water cycle to the students by inclusion of Sydney Water Catchment maps.
Content knowledge
Preliminary research of the water cycle included (but was not limited to) student misconceptions of the water cycle. These would originate from students:
Being prepared for these allowed the lessons to flow smoothly and questions answered quickly which resulted in students respect for my knowledge and total engagement.
One student who had visited a dam was able to describe elements of the dam (wall, overflow, levels) but was not able to piece together the flow of water from dam to tap. This unit completed their knowledge having visited the dam. Therefore, proving, that links to prior experiences are vital for constructing meanings.
Pedagogy
Using BLOOM's revised taxonomy, lessons were planned to begin with remembering and understanding up to analysis by student reflection. Reflection was formalised and included in the smartboard notes.
Lesson sequence
Lesson sequence - were 'tight' in that they always started with reflecting/remembering/revising previous session, then stating what we will learn in this session.
A reflection would conclude sessions.
Although this took quite a slice of session time, class discussion and reflection engaged students and informs teachers on "...learning accomplishments." (Hey, J.H., Van Pelt, A.P., & Agogino, A.M. 2006)
It was evident in reflection sessions that either the students were not comfortable in class discussions, or the topic needed revisting. Reflection was also used within this unit as an assessment (see below
Proficiency in use of ICT as a tool
Use of the internet was solely as a tool for learning, including students in hands on interaction with the interactive white board throughout this program. Interaction confirms student knowledge and engages those eager to participate. Videos from you-tube included a song that students learnt to memorise the water cycle, short videos on the water cycle, audio sounds and graphics that were printed and laminated and used on our water wall that included students writing a word that added meaning to the picture. Finally, students pasted their word into their science journals at conclusion of the topic and wrote a short sentence on why they wrote this word.
Evidence:
Smart board lesson sequence - edited from "Primary Connections" (see above).
Lesson Plan for lesson 4 and summative assessments.
Photo of Water use graph - water detectives activity.
Photo of Water wall - unit activity.
Photo of Assessment being completed.
Assessment - Rain, Rain - where did it all go? Reflection from low ability student - beautiful work!
Assessment - My water story (page 1).
Assessment - Water use at home - reflection on previous session.
Reference:
Hey, J.H., Van Pelt, A.P., & Agogino, A.M. (2006) Proceedings of IDETC/CIE 2006
ASME 2006 International Design Engineering Technical Conferences & Computers and Information in Engineering Conference September 10-13, 2006, Philadelphia, Pennsylvania, USA Retrieved from: http://teaching.berkeley.edu
This unit was comprised of 8 lessons.
Adapted to include relevant aspects of the water cycle to the students by inclusion of Sydney Water Catchment maps.
Content knowledge
Preliminary research of the water cycle included (but was not limited to) student misconceptions of the water cycle. These would originate from students:
- Backgrounds (water comes from a well in dry climates)
- Stories (fairy tales that depict clouds are cotton wool or are a slippery slide)
- Experiences (turning the tap makes water or experiences going to a dam)
Being prepared for these allowed the lessons to flow smoothly and questions answered quickly which resulted in students respect for my knowledge and total engagement.
One student who had visited a dam was able to describe elements of the dam (wall, overflow, levels) but was not able to piece together the flow of water from dam to tap. This unit completed their knowledge having visited the dam. Therefore, proving, that links to prior experiences are vital for constructing meanings.
Pedagogy
Using BLOOM's revised taxonomy, lessons were planned to begin with remembering and understanding up to analysis by student reflection. Reflection was formalised and included in the smartboard notes.
Lesson sequence
Lesson sequence - were 'tight' in that they always started with reflecting/remembering/revising previous session, then stating what we will learn in this session.
A reflection would conclude sessions.
Although this took quite a slice of session time, class discussion and reflection engaged students and informs teachers on "...learning accomplishments." (Hey, J.H., Van Pelt, A.P., & Agogino, A.M. 2006)
It was evident in reflection sessions that either the students were not comfortable in class discussions, or the topic needed revisting. Reflection was also used within this unit as an assessment (see below
Proficiency in use of ICT as a tool
Use of the internet was solely as a tool for learning, including students in hands on interaction with the interactive white board throughout this program. Interaction confirms student knowledge and engages those eager to participate. Videos from you-tube included a song that students learnt to memorise the water cycle, short videos on the water cycle, audio sounds and graphics that were printed and laminated and used on our water wall that included students writing a word that added meaning to the picture. Finally, students pasted their word into their science journals at conclusion of the topic and wrote a short sentence on why they wrote this word.
Evidence:
Smart board lesson sequence - edited from "Primary Connections" (see above).
Lesson Plan for lesson 4 and summative assessments.
Photo of Water use graph - water detectives activity.
Photo of Water wall - unit activity.
Photo of Assessment being completed.
Assessment - Rain, Rain - where did it all go? Reflection from low ability student - beautiful work!
Assessment - My water story (page 1).
Assessment - Water use at home - reflection on previous session.
Reference:
Hey, J.H., Van Pelt, A.P., & Agogino, A.M. (2006) Proceedings of IDETC/CIE 2006
ASME 2006 International Design Engineering Technical Conferences & Computers and Information in Engineering Conference September 10-13, 2006, Philadelphia, Pennsylvania, USA Retrieved from: http://teaching.berkeley.edu
HSIE - Dinosaurs
Stage 1 HSIE topic Dinosaurs - Animals now and then.
Programmed by stage 1 teachers collaboratively, this unit comprised 8 sessions. During my practicum, I present ed the first three sessions.
Content knowledge
Preliminary research of dinosaurs included(but was not limited to) student misconceptions of dinosaurs. These would originate from students:
Being prepared for these allowed the lessons to flow smoothly and questions answered quickly which resulted in students respect for my knowledge and total engagement. One example given to the students was that all we know about dinosaurs is always changing - such as the time the "Brontosaurus" was named incorrectly as being a new type of dinosaur when in fact it was another Apatosaurus skeleton, just a larger size! (http://sciencefocus.com ).
Visiting the Australian museum was included in my research and photos of my daughters standing next to skeletons of dinosaurs gave students a comparative aspect of size. Including stories within lessons engaged students as they were able to draw on connections to their past experiences in similar situations.
Pedagogy
Using BLOOM's revised taxonomy, lessons were planned to begin with remembering and understanding.
HSIE was integrated with:
Lesson sequence were adapted to fit into an already crowded curriculum, therefore, integration was necessary to fulfill the learning outcomes.
The program began with a class discussion of what we already knew about dinosaurs. This session had been preceded by students researching in their groups facts about their dinosaurs. This engaged students as they already were armed with knowledge, and this opportunity allowed them to revise.
This unit included limited opportunity for hands on work, however, 2 sessions included an outdoor activity.
1. Drawing of a triceratops in chalk outside on the concrete alongside an outline of a student (activity halted due to misbehaviour after 2 warnings)
2. Students placing posters of dinosaurs correctly along a time line then holding these up along a rope to illustrate the relative longevity of dinosaurs compared to the human race. This photo and time line went on display in the classroom (see below in evidence).
Proficiency in use of ICT as a tool
This unit heavily depended on ICT as a tool as there were really no hands on materials that could be used. Groups researched their dinosaur using Google and were instructed in prudent choice of websites (cybersafety). Various video clips were used to illustrate the difference between paleontology and archeology. Students annotated the videos in their books. Each video was stopped multiple times to discuss and highlight points (BLOOMS - analysis, evaluating).
Evidence:
Time Line - adapted from 'Teaching Ideas" http://www.teachingideas.co.uk/
Photo of time line in classroom
Photo of students holding up time-line in outdoor activity (low resolution and inverted for privacy).
Book work - difference between paleontology and archeologyExcerpts of notebook lessons featuring photos of museum visit
Classroom management - Dinosaur groups - table points template
Integration with HSIE, Maths, Literacy and Art.
Book work - Literacy - informational texts features on Triceratops poster
Book work - Literacy - informational text features poster students used in above activity.
Integration poster of symmetrical dinosaur landscapes.
Student artwork of symmetrical dinosaur landscape
ICT - dino facts worksheet template
ICT - dino facts lesson plan
ICT - dino facts student work - handwritten
Programmed by stage 1 teachers collaboratively, this unit comprised 8 sessions. During my practicum, I present ed the first three sessions.
Content knowledge
Preliminary research of dinosaurs included(but was not limited to) student misconceptions of dinosaurs. These would originate from students:
- Backgrounds (dinosaur portrayal as being fierce, scary or complex)
- Media (Barney - the purple T-Rex, walking with Dinosaurs, Jurassic Park)
- Experiences (visiting museums, playing with toy dinosaurs)
Being prepared for these allowed the lessons to flow smoothly and questions answered quickly which resulted in students respect for my knowledge and total engagement. One example given to the students was that all we know about dinosaurs is always changing - such as the time the "Brontosaurus" was named incorrectly as being a new type of dinosaur when in fact it was another Apatosaurus skeleton, just a larger size! (http://sciencefocus.com ).
Visiting the Australian museum was included in my research and photos of my daughters standing next to skeletons of dinosaurs gave students a comparative aspect of size. Including stories within lessons engaged students as they were able to draw on connections to their past experiences in similar situations.
Pedagogy
Using BLOOM's revised taxonomy, lessons were planned to begin with remembering and understanding.
HSIE was integrated with:
- ICT (dino-facts research)
- Classroom management (dinosaur groups with table points)
- Art (symmetrical dinosaur landscapes, dinosaur silhouettes)
- Literacy (information texts features using dinosaur posters)
- Maths (symmetrical landscapes of dinosaurs)
Lesson sequence were adapted to fit into an already crowded curriculum, therefore, integration was necessary to fulfill the learning outcomes.
The program began with a class discussion of what we already knew about dinosaurs. This session had been preceded by students researching in their groups facts about their dinosaurs. This engaged students as they already were armed with knowledge, and this opportunity allowed them to revise.
This unit included limited opportunity for hands on work, however, 2 sessions included an outdoor activity.
1. Drawing of a triceratops in chalk outside on the concrete alongside an outline of a student (activity halted due to misbehaviour after 2 warnings)
2. Students placing posters of dinosaurs correctly along a time line then holding these up along a rope to illustrate the relative longevity of dinosaurs compared to the human race. This photo and time line went on display in the classroom (see below in evidence).
Proficiency in use of ICT as a tool
This unit heavily depended on ICT as a tool as there were really no hands on materials that could be used. Groups researched their dinosaur using Google and were instructed in prudent choice of websites (cybersafety). Various video clips were used to illustrate the difference between paleontology and archeology. Students annotated the videos in their books. Each video was stopped multiple times to discuss and highlight points (BLOOMS - analysis, evaluating).
Evidence:
Time Line - adapted from 'Teaching Ideas" http://www.teachingideas.co.uk/
Photo of time line in classroom
Photo of students holding up time-line in outdoor activity (low resolution and inverted for privacy).
Book work - difference between paleontology and archeologyExcerpts of notebook lessons featuring photos of museum visit
Classroom management - Dinosaur groups - table points template
Integration with HSIE, Maths, Literacy and Art.
Book work - Literacy - informational texts features on Triceratops poster
Book work - Literacy - informational text features poster students used in above activity.
Integration poster of symmetrical dinosaur landscapes.
Student artwork of symmetrical dinosaur landscape
ICT - dino facts worksheet template
ICT - dino facts lesson plan
ICT - dino facts student work - handwritten