Design+Rationale

Design Rationale

===** This unit plan has been designed by using the five E’s model designed by The Biological Science Curriculum Study, which is based on the theory of Constructivism. The model of the five E’s is designed to be used for grades of any age. This model can also be used by Learning Managers as well as for students. The model of the five E’s consists of the terms “Engage, Explore, Explain, Elaborate and Evaluate.” (Primary Connections, 2008) “The 5 E’s allow students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.” (Enhancing Education, n.d) **===

===**“The purpose of the engage stage is to peak students’ interest and get them personally involved in the lesson, while pre- assessing their prior understanding.” (NASA eClips n.d.) In terms of this unit, the engagement of the students was achieved initially through the reading of the newspaper article by the Learning Manager and then continued with Skype conversation with the Scientist – Ruby and their further involvement through ICT activities.**=== ===**In session two, the students, explored options relative to the topic and relate to their own experiences. This results in a mind map being completed that summarises these experiences. “The purpose of the explore stage is to get students involved in the topic; providing them with a chance to build their own understanding” (NASA eClips n.d.)**===

===**“The purpose of the explain stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means.” (NASA eClips n.d.) In session three, the students complete a mind map with details their views on how rubbish affects the beach and ocean. From these views, the students, design and complete a simple jigsaw that they then can use show older students (e.g. Buddy Class), the effects of rubbish on their beach and the ocean.**===

===**“This phase of the 5 E’s extends students’ conceptual understanding and allows them to practice skills and behaviours. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills.” (Enhancing Education n.d.) In session 4, the students use ICT program – Kidspiration to complete sentence builder questions. These sentences expand on the students’ knowledge and comprehension of the subject and allow them to utilise thought processes to reinforce relevant issues of the affect of rubbish in the ocean and on the beach.**===

** lets teachers evaluate students’ understanding of key concepts and skill development.” (NASA**
===**eClips n.d.) In session 5, the students summarise what they have learnt throughout the unit. Students** **create a quiz/survey. This allows reinforcement of and utilises knowledge learnt.** **When the surveys are returned, the students create a poster to further summarise their knowledge.**===

** Information about the purpose of ICT use by both teachers and student: **
===**There is substantial evidence that, in the right hands and used appropriately for specific purposes in specific contexts, ICT can be an effective tool in supporting teaching and learning. (Hennessy, Harrison and Wamakote, 2010). It is consider that the use of ICT in this unit improves the learning experience and adds and provides the students with activities that stimulate their interest and allows them to expand their knowledge on the subject. ICTs will in this case cater for all types of learners whether they are Kinesics, Visual or Auditory.**===