Learning+Experience+Plan+One

Learning Experience Plan One


 * **Year Levels ** || **Time Frame ** || **Focus ** || **Implementation Date ** |||| **Learning area/Organisers ** ||
 * One || 60 mins || What is rubbish? || September 2011 |||| SOSE ||

Share and communicate ideas, understandings and responses. || **//Ways of Working (By the end of Year 3) //**
 * **Essential Learnings & Standards (By the end of year 3) (Sose): **
 * Cross- curriculum priority by the end of Year 3: Information and Communication Technologies (ICTs): ** ||
 * **//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;">Creating with ICTs **
 * <span style="font-family: Calibri,sans-serif;">Represent ideas, information and thinking.
 * <span style="font-family: Calibri,sans-serif;">Communicating with ICTs **
 * <span style="font-family: Calibri,sans-serif;">Identify and collect information and evidence from narratives and familiar sources.
 * <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: 16px;">Share ideas, and plan and enact responses to group or community issues. ||


 * **<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;">That the beach near where they live is important.
 * <span style="font-family: Calibri,sans-serif;">Where the Beach and ocean are located.
 * <span style="font-family: Calibri,sans-serif; font-size: 16px;">Limited understanding of rubbish. ||

<span style="font-family: Calibri,sans-serif;">Learners know: __(declarative/know)__
 * **__<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;"> That there are different types of rubbish. **D1**

 <span style="font-family: Calibri,sans-serif;"> That when other students are presenting their Power Point displays, <span style="font-family: Calibri,sans-serif; font-size: 12pt;"> they need to be considerate and watch. **D2** || <span style="font-family: Calibri,sans-serif;">Learners can: __(procedural/do)__

 <span style="font-family: Calibri,sans-serif;"> Effectively participate in a class discussion. **P1**

 <span style="font-family: Calibri,sans-serif;"> Work together as a class to come up with a reply to Ruby - the <span style="font-family: Calibri,sans-serif;"> scientist. **P2**  <span style="font-family: Calibri,sans-serif;"> Effectively work together in pairs to create a Power Point. **P3** ||


 * **<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;">Structure opportunities for students to work with peers.


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

<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;">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;">P1 **


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


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


 * <span style="font-family: Calibri,sans-serif;">P3 **


 * <span style="font-family: Calibri,sans-serif; font-size: 12pt;">D2 ** || <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; 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 comes in to the classroom and says, “Look look what I found in the paper today.”The Learning Manager assumes a student would say, “What is it?” The Learning Manager explains to the students that it is an article on the front page of the newspaper about their local beach turning into rubbish dump. The Learning Manager brought in this newspaper articles as she knew most of the students in her class like to go to the beach. The Learning Manager reads out the newspaper article. The students get excited as the article states that the scientist is looking for a grade one class that would like to help her.


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

<span style="font-family: Calibri,sans-serif;">The class then says to the Leaning Manager “we want to help her.” The Learning Manager explains to the students that it states, “We have to email Ruby the scientist.” The Learning Manager advises the students, “We have to let Ruby, the scientist know we would like to help.” The Learning Manager advises the students, “We need to come up with a letter of reply to say we would like to accept her task.” The Learning Manager advises the students, “How about you all have a think about what we should say while I set up the email?” When the Learning Manager has set up the email, she turns back around to the students and asks them, “Have you thought of what you would like to say to Ruby?” The students say to the Learning Manager, “We know what we want to say” and “Our name is Grade 1E and we would like to help you clean up our beach from rubbish.” The Learning Manager adds some more information which the students were unable to come up with. The Learning Manager sends the email to Ruby and not long after she has sent the email she receives one back from Ruby. The Learning Manager reads out the email to the students. The students get excited and the Learning Manager says to the students, “That Ruby wants to organise a Skype conference with the class to talk about what she would like them to do?” The Learning Manager accesses Skype and adds Ruby as a contact and then the Skype phone starts ringing. One student puts up their hand and asks “What is that noise?” The Learning Manager replies to the student saying “It is the Skype phone!” The Learning Manager asks “Should we answer it?” All the students say “Yes!” The Learning Manger and students talk to Ruby. When the students have finished talking to Ruby, they need to investigate what types of rubbish there are. The Learning Manager creates a class discussion with the class about the different types of rubbish. The Learning Manager also creates a mind map on the interactive white board. The students will learn from this information that they can use to create their Power Point displays. The Learning Manager explains to the students that they are going to create Power Point displays in pairs of the three about the types of rubbish that they have chosen as the topic.

<span style="font-family: Calibri,sans-serif; font-size: 12pt;">To conclude, the Learning Manager will ask some students if they would like to show their Power Point displays to the class. || **<span style="font-family: Calibri,sans-serif;">Classroom Tasks **
 * <span style="font-family: Calibri,sans-serif;">Conclusion (Drawing the pieces together) **
 * <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;">Habits of Mind **
 * <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;">Respond appropriately to other’s feelings and level of knowledge.

**<span style="font-family: Calibri,sans-serif;">Classroom Climate ** <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Computer <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Email <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Web Camera <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Skype <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Power Point <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Computer <span style="font-family: Calibri,sans-serif; font-size: 12pt;">Power Point || <span style="font-family: Calibri,sans-serif;">Ask questions to see if the students have comprehended the article.
 * <span style="font-family: Calibri,sans-serif; font-size: 12pt;">Structure opportunities for students to work with peers. || <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Newspaper Article

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

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