Unit+Overview


 * < **Lesson ** ||< **Model ** ||< **Learning Activity ** ||< **Students ICT Tools ** ||< **Learning Manager ICT Tools ** ||
 * < Session One ||< Engage ||< * The Learning Manager discovers a story in the local paper written by a female scientist named Ruby from the Pacific Aquarium. Learning Manager brings the article into show the class as they have been learning about the impact of rubbish on the beach. The Learning Manager explains to the students that there is a large patch of rubbish in the ocean surrounding a beach near where they live. The article is seeking a grade one class that is active, likes hands on activities and wants to help the scientist save their beach from the impact of rubbish. The students make comments of and advise that “We want to help” and “I like swimming at the beach but not with rubbish.”


 * The students ask how they can tell Ruby (the scientist) that they would like to help her. The Learning Manger explains to the students that there is an email address on the bottom of the article where they can send a message to say they want to help.


 * Learning Manager to assess the students’ comprehension of the article and the impact that rubbish has on the beach.


 * All the students come up with Ideas of what to say to Ruby in the email and once it is completed, they send the email to Ruby. The students receive a reply from Ruby who says she would like to contact them and talk to them through Skype.


 * The students are contacted by Ruby and learn that they need to participate in some tasks to help save their beach from rubbish. The first activity they have to do is learn about different types of rubbish.


 * Ruby explains to the students that they need to answer the following questions using ICT tools:

a) What is rubbish? b) How does rubbish get onto the beach and into the ocean? c) What does rubbish do to the beach and the ocean? d) How does rubbish on the beach and ocean affect you? e) What can you do?


 * The Learning Manager creates a class discussion with students where they discuss the different types of rubbish. This relates to the question a) What is rubbish? While this is happening, the teacher is creating a mind map with all the students’ ideas.


 * The students will in pairs, create a Power Point which displays information about three different types of rubbish. ||< * **Skype:** All the students will participate in the conference with Ruby, the scientist from the Pacific Aquarium.


 * **Power Point:** Students in pairs will use PowerPoint to create a display of three types of rubbish they have learnt about. ||< * **Skype:** Learning Manager will need to organize a suitable and sufficient time in the computer lab as well as set up a computer with a webcam. The Learning Manager will be required to download Skype prior to the lesson, as well as create an account. The Learning Manager would need to add Ruby as a contact prior to the lesson. The Learning Manager creates a time where the class and Ruby will be able to communicate via Skype.


 * **Power Point:** The Learning Manager will need to allow adequate and possibly additional time to complete this task as some students may take longer to complete it. This may be as they have not had experience with Power Point before. The Learning Manager will need to have sourced the relevant pictures which the students can use for the Power Point before they complete this task. This is due to school’s policy to block all image searches. ||
 * < Session Two ||< Explore ||< * The Learning Manager asks students to remember back to their previous lesson where they talked to Ruby and she asked the students, “How does rubbish get in to the ocean?” (question b) The Learning Manager and the students have a class discussion on how this happens.


 * The Learning Manager asks students to think individually for a few minutes about how they believe that rubbish gets onto their beach. The students then participate in a class discussion about how rubbish gets onto their beach. When an idea is mentioned by a student, the Learning Manger asks the student who mentioned the idea to come write idea on the interactive white board.


 * The Learning Manager compiles all the students’ ideas and creates a mind map on the interactive white board. They encourage the students to help see how all these ideas work together to form the same point.


 * To encourage students for further learning, they will explore how rubbish gets onto their beach by using a photo story to explore this concept.


 * Students will work in pairs to create a photo story which they will present to the class. ||< * **Interactive white board:** Students write ideas on the interactive white board.


 * **Photo Story:** Students will design a movie with photos and music. ||< * **Interactive White Board:** Learning Manager will need to organize an appropriate time to access an interactive white board if one is not present in their classroom. The Learning Manager would need to have program in place on the interactive white board which they intend to use in the lesson. The program will need to have been downloaded and ready to use so as to be available for the lesson to proceed. The Learning Manager will need to ensure that the white board is correctly set at the appropriate level with access to whiteboard pens where necessary.


 * **Power Point: **The Learning Manager will need to consider that this task may not be completed in one lesson as the creation of the photo story may take a few lessons. The Learning Manager will need to download the photo story program on the computers prior to the students using this program. The Learning Manager will need to seek a variety of photos and sounds which the students are able to use due to the school’s blocking of specific websites. ||
 * < Session Three ||< Explain ||< * Students now know how rubbish goes onto their beach. They then need to know what affect it has. (Refers to question c). Students will watch a YouTube clip which shows them about the impact of rubbish on the beach.


 * Students sit and watch YouTube clip.


 * When students have finished watching the YouTube clip, they are to use “Bubble Us” (mind map planner) to make a concept map about what rubbish does to the beach.


 * Students will then be able to create a jigsaw puzzle from a picture which they have chosen that they consider best represents their information from “Bubble us”.


 * Students will be able to use their jigsaw puzzles with their year six buddies and have them complete the jigsaw puzzles. ||< * **Bubble Us:** Students create a simple mind map about their ideas of what they believe rubbish does to their beach.


 * **Jigsaw Planet:** Students will create a simple jigsaw puzzle from a picture sourced from the Learning Manager’s photo file. The students will show their buddies how to access the jigsaw puzzle and watch their buddies and see if they are able to complete the jigsaw, assisting them if they are unable to complete it. ||< * **Bubble Us:** Learning Manager will need to organize sufficient time to use the computer lab. Learning Manager shows the students an example of the mind map and then steps them through how to make one.


 * **Jigsaw Planet: **<span style="font-family: Calibri,sans-serif;"> The Learning Manager will need to check prior to using this tool with the students, if this tool is able to be accessed on the school’s Internet The Learning Manager will need to obtain a variety of photos and sounds which the students are able to use as schools block specific websites. The Learning Manager will need to ask the other teacher when their buddy class is available to come and participate in completing the students’ puzzles. ||
 * < <span style="font-family: Calibri,sans-serif; font-size: 14pt;">Session Four ||< <span style="font-family: Calibri,sans-serif; font-size: 14pt;">Elaborate ||< * The Learning Manager instructs the students to access the ICT program, “Kidspiration” for the activity. Learning Manager will also utilise an interactive white board. The Learning Manager will have sentence builders listed on the interaction white board.


 * The section within Kidspiration, titled writing direction is utilised by the students to answer sentence builder questions. Students will be required to copy the sentences from the interactive white board which have key words missing. A separate list of the key words is provided for the students’ use. This activity will reinforce relevant issues of the affect of rubbish in the ocean and on the beach which relates to question d. ||< * **Kidspiration:** Students access this program and locate writing direction section. ||< * **Interactive White Board:** Learning manager will need to organize time to use the interactive white board if one is not present in their classroom. The Learning manager would need to set up the interactive white board to the exact program which they are going to use and have this already downloaded and ready to use so they can ready use the interactive white board when it time to proceed with the task. The Learning Manager will need to ensure that the white board is correctly set at the appropriate level with access to whiteboard pens where necessary.


 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Kidspiration: **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">The Learning Manager will need to organize a suitable and sufficient time in the computer lab. Learning Manager will need to check prior to using this program with the students, if this tool is able to be accessed on the school’s computers. The Learning Manager will need to ensure that the correct access options are in place for access by the students to the Kidspiration program. ||
 * < <span style="font-family: Calibri,sans-serif; font-size: 14pt;">Session Five ||< <span style="font-family: Calibri,sans-serif; font-size: 14pt;">Evaluate ||< * In this lesson students will be summing up what they have learnt throughout the unit.
 * Students will create a quiz/survey which they will ask all the classes in the school to participate in.
 * When the class has received all the quiz/survey information back from the other classes, they can calculate the results and use some of the answers which the other students provided to make posters using glogster.
 * The students will use glogster to create fun and interactive posters which they will send to Ruby to use in a presentation about their beach and the way that the impact of rubbish on their beach can be changed. ||< * **Quiz and Survey:** Students will work in group of three to come up with a question which they want to be on the quiz/survey. The students will design the quiz/survey.
 * **Glogster:** Students will create a poster using a selected topic from the results of the quiz/survey. ||< * **Survey:** The Learning Manager will type the information in to the quiz program (I Spring Quiz maker) for the students and publish and send out the quiz/surveys to all the classes by email to each of the other Learning Managers. When the Learning Manager receives the quiz/surveys back, the Learning Manager will calculate and summarise the results for the students and explain to the students what the result were.


 * **Glogster:** There are limited requirements for the Learning Manager in terms of the Glogster program. The main requirement is for the Learning Manager to organize a suitable and sufficient time in the computer lab. Learning Manager will also need provide supervision for students when they are using this program. ||