Lesson+Sequence

This lesson sequence has been guide by the TELSTAR Inquiry model and by Blooms Taxonomy in each stage of the inquiries learning experiences. Key pedagogies and higher order thinking processes have been indicated in red in the Lesson Sequence and Pedagogy column of the table.

** Procedural and Declarative Knowledge ** ||  ** Lesson Sequence & Pedagogy **  ||  ** ICT Tools & Technology and Resources **  ||  ** Time Frame **  || P1 P5  D1  D2
 * ** Phase of Inquiry ** ||||  ** Dimension of Learning framework & **
 * ** Tune In ** || ** Acquire and Integrate Knowledge ** || ** SOSE **

P8 D5 || * Students are introduced to the class wiki and given an overview of unit and summative task (hook & feed forward) P2 P5  P7  D2
 * ENGLISH **
 * Watch the link Australian Museum video: //How the Water got to the Plains.// (stimulus)
 * Discuss the different members who belong in the community shown in the movie clip. (indentify & collaborate)
 * Pose questions about; what it means to belong, did all the members in the community behave appropriately and what were the consequences of their behaviour. LM scribes student responses into Interactive White Board (IWB) (Interpret)
 * Explain Six Thinking Hats (scaffold)
 * Students choose one of the 6 thinking hats perspectives to explain why the two main characters stole the water and enter responses into class wiki, using iPods. (Evaluate)
 * Generate discussion about where the students belong (family, school, sports club, suburb, state, country etc). (discussion & recalling)
 * From discussion LM writes key places of belonging on the IWB in the form of a concept map. LM shows a sample a digital concept map (scaffold)
 * Students create their own digital concept map (Bubbl.us) adding as many places as they can from the IWB class concept map however specific to them. (explain & summarise)
 * Students are shown and given links to safe practices in the use of online spaces. (students and parents have signed school internet policy in term 1) (scaffold)
 * Students are shown and explore ‘Kids blogs sites’ and LM example blog, reviewing learning features and navigation tools (models & scaffolding)
 * Students create an individual blog to reflect and record new information. (blog created at school, data inputted for homework). This week’s blog entries: write a paragraph explaining two groups you belong to. (scaffold, analyse and reflect) || * Class wiki
 * Criteria sheet
 * Online multimodal text
 * IWB
 * 6 Thinking Hats
 * []
 * Safe and legal practices links
 * Sample digital concept map
 * Sample blogs
 * Individual blog || ** Week 1-2 **  ||
 * ** E **** xplore ** || ** Extend and Refine Knowledge ** || ** SOSE **

P 9 P10 D6 || * LM plays a podcast of a sample interview for students to understand the interview process. (scaffold and model) P3 P5  D3 D4
 * ENGLISH **
 * Students are placed in groups of 4 (mixed gender) then divided into pairs.
 * Each pair interviews each other, using interview sheet provided by LM and their iPods with Kids voice recorder app to record interview.
 * Pairs reform in their original group and listen to each other’s interview compare findings using a Venn diagram. (collaborate with peers)
 * LM leads a class discussion. Students offer examples found in peer interviews.
 * Students can add to their digital concept map if this interview has prompted any more environments they may belong in. (constructing & comparing)
 * Students watch two online interviews. (scaffold and model)
 * Discuss the different language and filming techniques used each interview (understand & analyse)
 * English lesson on writing interview questions for different audiences that encourage analytical answers (understand & apply)
 * Students reform groups of 4 and create new interview questions based on new understanding from online interview and English lesson. These are added to class wiki as a group. (practice, design & apply)
 * Students reflect and record new information and thoughts about interviews in their blog (scaffold, analyse & reflect) || * Sample podcast interview
 * Interview sheet
 * iPods
 * Kids voice recorder app
 * Online interviews
 * Bubbl.us
 * Class wiki
 * Individual blog || ** Week 3 **  ||
 * ** Look ** || ** Extend and Refine Knowledge ** || ** SOSE **

P10 D5 D6 || * LM discusses the different types of environments such as our ecological environment. (Focus on water) (understand, activate prior knowledge) P4 P5  P6  P7
 * ENGLISH **
 * Review the Australian Museum video clip, focusing on the wells running out of water. (evaluate)
 * Class discussion - Could we run out of water? (discussion & analyse)
 * Brainstorm questions to ask (using new interview and questioning skills) a guest expert from QLD Government Water Wise program (applying & design)
 * Ask questions to expert in an online live link up using Face Time on teacher’s iPod (class view on IWB). (stimulus & apply)
 * Students explore the Water Wise web site using its navigation features to explore Whizzy’s journeys, Water saving Tips and song. (scaffold & analyse)
 * Students draw a picture of a water saving idea in ‘Paint’ or ‘Kids Pix’ program on a computer in the computer lab. (apply & design)
 * Students save and upload picture into their blog (design) || * Online multimodal text
 * Expert in field
 * iPod
 * IWB
 * Web site links
 * School software: Paint & Kids Pix
 * Individual blog || ** Week 4-5 **  ||
 * ** Sort ** || ** Extend and Refine Knowledge ** || ** SOSE **

P10 D6 || * In groups review online interviews and brainstorm different types of analytical questions for specific interviewee. Share with whole class (collaborate & analyse)
 * ENGLISH **
 * Students conduct two (or more) family member interviews using iPods. Create water wise questions (past, present and future use of water). Must interview one adult and one child. Find out about what groups and environments that family member belongs to. Students can use the interview sheet however must also design individual questions for specific interviewee. (practice skills, design, apply with scaffolding)
 * After the interviews are complete LM shows class her Glogster poster from a family interview as a model (model & scaffold)
 * Students create a Glogster poster to display one of their interviews (design & apply)
 * Discuss with class if there are any new or different groups or environments revealed from these interviews (analyse)
 * Questions: Would they like to be members of those groups or environments now or when they grow up? Did they learn any new water wise information?
 * Write a reflection in their blog to answer these questions. (evaluate & reflect) || * iPods
 * interview sheet
 * online interviews
 * Sample Glogster
 * Glogster.com
 * Individual blog || ** Week 6 **  ||
 * ** Test ** || ** Extend and Refine **
 * Knowledge **


 * and **

P5 P7  D3
 * Use Knowledge Meaning-fully ** || ** SOSE **

P11 P12 P14 D7 || * Review the Australian Museum video, focusing on the roles of the community. Who did what? Was anyone in charge? Who made the decisions? (stimulus)
 * ENGLISH **
 * Think-Pair-Share answers to these and any other questions they come up with
 * In groups of 4 pose discuss evaluations and pose questions about the roles and responsibilities the students have in the environments they belong in.
 * LM writes key roles & responsibilities from groups on the board (whole class) (collaboration with pairs, groups and whole class)
 * Take dot point notes in order to make an entry in their blog about the roles & responsibilities they have in each of the groups or environments they belong in.
 * English lesson on author’s point of view and how they could change the ending of the story or write a sequel. (analyse)
 * Students draft dot points for a draft of changed story in groups; in order to post onto class wiki and collaborate ideas (collaboration & evaluation)
 * Students refine draft and use ideas from wiki to write an individual changed ending or sequel (for the more fluent writers). Students use MS Publisher or 2Create-a-Story software with text and pictures to house their new story. (Extension activity students create story on iPod using StoryKit app) (create)
 * Students make a blog post about their new story. (reflect)
 * Tell students about their overseas buddy class doing a similar unit to them. Students create interview questions, personal and water wise, to ask buddy class. Narrow questions down to 10-15 (practice skills, analyse & create)
 * Introduce students to buddy class via Skype, each class asks questions (stimulus)
 * Students write down or record answers on iPod.
 * Students write a reflection about their buddy class in their blog using a graphic organiser to collate personal life information (sport, favourite foods etc and separate organiser for water use and saving methods used) (organise) || * Online multimodal text
 * iPods
 * Individual blog
 * Class wiki
 * MS Publisher
 * 2Create-a-Story
 * iPod
 * Story Kit app
 * Skype
 * Graphic organiser || ** Week 7-8 **  ||
 * ** Act ** || ** Extend and Refine **
 * Knowledge **


 * and **

P3 P5  P6  P7  D3
 * Use Knowledge Meaning-fully ** || ** SOSE **

P13 D6 || * Class review content covered and learnt from guest speaker, family and buddy class interviews about water saving and responsibilities we have towards it. (compare) P5 P7  D1 D3 || * Students have a Skype session with buddy class to learn what water saving ideas their school has put into place (compare)
 * ENGLISH **
 * Write 4 or 5 water saving ideas in iPods that they think are worthy
 * Students try these water saving ideas (for a week) at home and record findings on the class wiki (apply and test)
 * Create a PMI of a least 2 of the water saving ideas they used at home and add it to their blog.
 * In groups discuss how these water saving techniques can be used at school, enter ideas into class wiki (collaborate)
 * Groups choose 5-10 ideas to present to school panel (evaluate)
 * Class discussion on how students could tell the whole school community about these water saving tips (digital posters, Prezi, PowerPoint, oral presentation (recorded on iPod), Photostory). (provide choices)
 * Children are placed into groups in areas of interest e.g. digital posters, Prezi or iPod groups etc. (interest groups)
 * LM supplies some extra web site locations for further research (scaffolding)
 * Students have class time and can use the class wiki to share ideas for their groups creation in this culminating task (collaboration & scaffolding)
 * Students present a draft to LM for guidance (support and scaffolding)
 * Students create final presentation in their specialised ICT format (design & create)
 * Students present to audience panel (teachers, peers, P&F and principal) (real life evaluation process)
 * Panel chooses water wise ideas to put into place for the school. || * iPods
 * Class wiki
 * Individual blog
 * Glogster
 * Prezi
 * Power Point
 * Photostory
 * Web sites || ** Week 9-10 **  ||
 * ** Reflect ** || ** Use Knowledge Meaning-fully ** || ** SOSE **
 * Reflect on any new thoughts, beliefs and practises that have occurred for them, their families, school or world. Write a final paragraph in their blog . (reflect)
 * Class discussion on the effectiveness of wiki, blog and ICT tools used during this unit. (Critical questioning: how have the ICT’s used enhanced learning?) (evaluation)
 * Students share their blog, wiki and any other resources made or found during this unit with the Year 6 classes on an exhibition morning. Using iPods as viewing devices. (celebration of skills with peers) || * Skype
 * Individual blog
 * iPod || ** Week 10 **  ||