Learning+Experience+Plan+Two

Learning Experience Plan Two

Learning Experience Plan


 * **Year Levels ** || **Time Frame ** || **Focus ** || **Implementation Date ** |||| **Learning area/Organisers ** ||
 * One || 60 mins || How rubbish get onto the beach and into the ocean! || September 2011 |||| SOSE ||

Share and communicate ideas, understanding and responses. || **//Ways of Working (By the end of Year 3) //** Share ideas, and plan and enact responses to group or community issues. ||
 * **Essential Learnings & Standards (By the end of year 3) (Sose): **
 * <span style="font-family: Calibri,sans-serif; font-size: 12pt;">Cross- curriculum priority by the end of Year 3: Information and Communication Technologies (ICTs): ** ||
 * **//<span style="font-family: Calibri,sans-serif;">Knowledge and Understanding (By the end of Year 3) //**
 * <span style="font-family: Calibri,sans-serif;">Place and Space: **
 * <span style="font-family: Calibri,sans-serif;">Resources and environments can be used, conserved and protected by valuing and applying sustainable practises.
 * <span style="font-family: Calibri,sans-serif;">Inquiring with ICTs: **
 * <span style="font-family: Calibri,sans-serif;">Experiment with different ICTs and select and use ICTs appropriate to the inquiry.
 * <span style="font-family: Calibri,sans-serif;">Creating with ICTs: **
 * <span style="font-family: Calibri,sans-serif;">Develop imaginative responses.
 * <span style="font-family: Calibri,sans-serif;">Record evidence of their learning.
 * <span style="font-family: Calibri,sans-serif;">Communicating with ICTs: **
 * <span style="font-family: Calibri,sans-serif;">Draw conclusions and give explanations, using information and evidence.
 * <span style="font-family: Calibri,sans-serif;">Communicate social and environmental ideas, using texts and terminology to match audience and purpose.

//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Know what rubbish is. // //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Some students may be able to remember what the questions where that Ruby asked. // ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 12pt;">LMQ1 **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(What does the learner already know?) // ||
 * **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Links to prior knowledge & interests //**

<span style="font-family: Calibri,sans-serif;">Learners know: __(declarative/know)__  <span style="font-family: Calibri,sans-serif;"> How rubbish gets on to the beach. **D1**  <span style="font-family: Calibri,sans-serif;">Where to access the photos which they are going to use for their photo stories. **D2**  <span style="font-family: Calibri,sans-serif; font-size: 12pt;"> That if they would like to make a suggestion they need to raise their hand. **D3** || <span style="font-family: Calibri,sans-serif;">Learners can: __(procedural/do)__  <span style="font-family: Calibri,sans-serif;"> Work effectively in pairs to create a photo story. **P1**  <span style="font-family: Calibri,sans-serif;"> Remember back and recall the questions which Ruby the Scientist mentioned to them in the Skype conference. **P2**  <span style="font-family: Calibri,sans-serif; font-size: 12pt;"> Present their photo stories to the class. **P3** ||
 * **__<span style="font-family: Calibri,sans-serif; font-size: 12pt;">Intended Learning Outcome/s: (Knowledge to be learnt or refined) __** ||
 * **<span style="font-family: Calibri,sans-serif;">LMQ2 **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(Where does the learner need/want to be?) //


 * **<span style="font-family: Calibri,sans-serif;">LMQ3 **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(How does the learner best learn?) //
 * <span style="font-family: Calibri,sans-serif;">DoL1 Focus **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(What Attitudes and ////<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Perceptions will be the focus of this LEP and how will I support individual learners?) //


 * <span style="font-family: Calibri,sans-serif;">Classroom Climate: **
 * <span style="font-family: Calibri,sans-serif;">Respond positively to student’s incorrect responses or lack of responses.
 * <span style="font-family: Calibri,sans-serif;">Vary the positive reinforcement offered when students give the correct response.
 * <span style="font-family: Calibri,sans-serif;">Structure opportunities for students to work with peers.

<span style="font-family: Calibri,sans-serif; font-size: 12pt;">Use a variety of ways to engage students in classroom tasks. || **<span style="font-family: Calibri,sans-serif;">DoL5 Focus **<span style="font-family: Calibri,sans-serif;"> ( //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">What Habits of Mind will be the focus of this LEP and how will I support their development?) //
 * <span style="font-family: Calibri,sans-serif;">Classroom Tasks: **


 * <span style="font-family: Calibri,sans-serif;">Respond appropriately to other’s feelings and level of knowledge. ||

//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(e.g. Teacher talk/methods & strategies/supporting diagrams, etc) // **<span style="font-family: Calibri,sans-serif;">LMQ4 ** //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(What resources do I have at my disposal?) // || **__<span style="font-family: Calibri,sans-serif;">Assessment __** **<span style="font-family: Calibri,sans-serif;">LMQ7 ** //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(How will I check to see the learner has achieved the learning outcomes?) // ||
 * **__<span style="font-family: Calibri,sans-serif; font-size: 12pt;">ILO __** || **__<span style="font-family: Calibri,sans-serif; font-size: 12pt;">Time __** || **__<span style="font-family: Calibri,sans-serif;">Learning processes & procedures __**
 * <span style="font-family: Calibri,sans-serif; font-size: 12pt;">LMQ5 ( **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">What will constitute the learning journey?) // || **__<span style="font-family: Calibri,sans-serif;">Links to framework/s __**  ||  **__<span style="font-family: Calibri,sans-serif;">Resources __**
 * <span style="font-family: Calibri,sans-serif;">D3 **
 * <span style="font-family: Calibri,sans-serif;">D3 **


 * <span style="font-family: Calibri,sans-serif;">P2 **


 * <span style="font-family: Calibri,sans-serif;">D1 **


 * <span style="font-family: Calibri,sans-serif;">P2 **


 * <span style="font-family: Calibri,sans-serif;">P1 **


 * <span style="font-family: Calibri,sans-serif;">D2 **


 * <span style="font-family: Calibri,sans-serif; font-size: 12pt;">P3 ** ||
 * <span style="font-family: Calibri,sans-serif;">10 mins **


 * <span style="font-family: Calibri,sans-serif;">45 mins **

<span style="font-family: Calibri,sans-serif;">


 * <span style="font-family: Calibri,sans-serif; font-size: 12pt;">5 mins ** || **<span style="font-family: Calibri,sans-serif;">Introduction (The hook - engaging the learner) **

<span style="font-family: Calibri,sans-serif;">The Learning Manager encourages the students to remember back to their Skype conversation with Ruby, when she asked some questions which she wanted to the class to complete through the use of technology tools. The Learning Manager does this to prompt a class discussion. During the class discussion, the Learning Manager will ask the students if they remember the second question which Ruby asked them to investigate. The students will hopefully come up the question which was raised otherwise, the Learning Manager will prompt the students to produce the question.


 * <span style="font-family: Calibri,sans-serif;">Body (Focussed learning) **

<span style="font-family: Calibri,sans-serif;">The Learning Manager asks students “To have a think for a few minutes about how they think rubbish got on to their beach?” The Learning Manager then proceeds to ask the students the key question and what are their ideas? Whilst the students are raising their hands and saying what their ideas are, the Learning Manger will be writing the information on the interactive white board. When all the ideas have been written on the interactive white board, the Learning Manager will go through all the ideas with the students to see how they all think together. The Learning Manager will create a mind map from this information. The Learning Manager explains to the students that all the ideas they have come up with have answered the question which Ruby asked the students to answer.

<span style="font-family: Calibri,sans-serif;">The Learning Manager says to students, “Now you are going to create a photo story which will show how rubbish gets in to the ocean.” The Learning Manager explains to the students they are going to work in pairs. The Learning Manager says to the students, “To make a photo story, you need to click on the icon which says photo story 3 and has a picture of a photo frame.” The Learning Manager explains to students that they need to add photos which they have chosen to use from the range of photos in file. Students then import these files into the program. The Learning Manager will advise, “When you have finished importing the files that you would like to use, then to move the photos around you need to click and drag the photo along the line. After deciding where you want your photos to go, you need to choose if you want to put text into the video or not. If you would like to add text, then click the text box and add the writing which you would like to be seen in the video.” Students are able to continue on. Students can choose to narrate their photo story if they like. Students can then move on to add music. Students will then save their stories on to the computer.


 * <span style="font-family: Calibri,sans-serif;">Conclusion (Drawing the pieces together) **

<span style="font-family: Calibri,sans-serif; font-size: 12pt;">To conclude students will present their photo stories to the class. || **<span style="font-family: Calibri,sans-serif;">Classroom Climate: **
 * <span style="font-family: Calibri,sans-serif;">Respond positively to student’s incorrect responses or lack of responses

**<span style="font-family: Calibri,sans-serif;">Habits of Mind: ** <span style="font-family: Calibri,sans-serif;"> **<span style="font-family: Calibri,sans-serif;">Classroom Tasks: ** <span style="font-family: Calibri,sans-serif;">
 * <span style="font-family: Calibri,sans-serif;">Respond appropriately to other’s feelings and level of knowledge.
 * <span style="font-family: Calibri,sans-serif;">Use a variety of ways to engage students in classroom tasks.


 * <span style="font-family: Calibri,sans-serif;">Classroom Climate: **

<span style="font-family: Calibri,sans-serif;">Recorded version of Skype conference. <span style="font-family: Calibri,sans-serif;">Interactive White Board <span style="font-family: Calibri,sans-serif;">Photo Story 3 <span style="font-family: Calibri,sans-serif;">Computers <span style="font-family: Calibri,sans-serif;">Pictures from file. <span style="font-family: Calibri,sans-serif;">Students Photo Stories <span style="font-family: Calibri,sans-serif;">Computer || <span style="font-family: Calibri,sans-serif;">Through asking the students questions.
 * <span style="font-family: Calibri,sans-serif; font-size: 12pt;">Structure opportunities for students to work with peers. || <span style="font-family: Calibri,sans-serif;">Learning Managers notes from Skype conference.

<span style="font-family: Calibri,sans-serif;"> <span style="font-family: Calibri,sans-serif; font-size: 12pt;">Review of students Photo Stories. ||

//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Were the Intended Learning Outcomes achieved? // //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">What worked well or needs further consolidation? // ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 12pt;">Learning experience evaluation & reflection: ** ||
 * **<span style="font-family: Calibri,sans-serif;">LMQ8 ( **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">How will I inform the learner and others of the learner’s progress?) //

<span style="font-family: Calibri,sans-serif;">