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Students have used the following ICT tools: PowerPoint, Photostory, Paint, Kids Pix, Publisher, Prezi and iPods.
LMQ5 – What will constitute the learning journey?
Click**Click here to the learning sequencesequence**
LMQ2 – Where does my learner/s need/want to be?
My learner will be able to:

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.
Phase of Inquiry
Dimension of Learning framework &
Procedural and Declarative Knowledge
Lesson Sequence & Pedagogy
ICT Tools & Technology and Resources
Time Frame
Tune In
Acquire and Integrate Knowledge
SOSE
P1
P5
D1
D2
ENGLISH
P8
D5
Students are introduced to the class wiki and given an overview of unit and summative task (hook & feed forward)
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
https://bubbl.us/
Safe and legal practices links
Sample digital concept map
Sample blogs
Individual blog
Week 1-2
Explore
Extend and Refine Knowledge
SOSE
P2
P5
P7
D2
ENGLISH
P 9 P10 D6
LM plays a podcast of a sample interview for students to understand the interview process. (scaffold and model)
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
P3
P5
D3 D4
ENGLISH
P10 D5 D6
LM discusses the different types of environments such as our ecological environment. (Focus on water) (understand, activate prior knowledge)
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
P4
P5
P6
P7
ENGLISH
P10
D6
In groups review online interviews and brainstorm different types of analytical questions for specific interviewee. Share with whole class (collaborate & analyse)
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
Use Knowledge Meaning-fully
SOSE
P5
P7
D3
ENGLISH
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)
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
Use Knowledge Meaning-fully
SOSE
P3
P5
P6
P7
D3
ENGLISH
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)
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
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)
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

The design process of this unit has been informed and influenced by 21st century frameworks and theories such as the TELSTAR inquiry model, Blooms Taxonomy, Technological Pedagogical and Content Knowledge (TPACK), 8 Learning Management Questions (8LMQ) and Engagement, Constructivism and Connectivism theories. These contemporary approaches have been used in conjunction with the Australian Curriculum, English and Essential Learnings, SOSE documents. Technology skills recommended by Education Queensland and a range ICT tools have been the focus element in combining critical literacy knowledge and skills that will achieve the intended learning outcomes.
The TELSTAR inquiry model has given the learning sequence structure and allowed the students to participate in scaffolded learner centred tasks to achieve the intended learning outcomes. Inquiry based learning assists learners to develop analytical thinking skills (Gordon, n.d.) In addition, the use of Blooms Taxonomy has been integrated at each stage of the inquiry which will stimulate higher order thinking and learning practices. Bloom (1956, as cited in Churches, 2012) believes one of the most important aspects in creating good learning experiences is to know what type of thinking the teacher is requiring the students to use. Therefore, this taxonomy has had a major influence in this design process and pedagogy used in this unit. Asking students to analyse, evaluate or create allows them to develop their own understanding of the content, students may go back and forth within Blooms categories as they extend and refine their knowledge (Churches, 2012). Furthermore, Blooms Taxonomy fits perfectly with the TPACK framework, supporting each other’s base line hypothesis, to develop higher order thinking skills in learners.
The TPACK framework has allowed the Learning Manager (LM) to not only integrate technology, but to use technology as an integral component into the acquisition of the intended learning outcomes. Teachers that are aware of these types of 21st century pedagogies are able to marry the learner’s skills in a union that motivates the learner and enhances learning outcomes (Churches, 2012). This highlights TPACK as a valuable pedagogical tool that facilitates learning for the digital natives in society’s contemporary classrooms. Koehler (2011) believes the TPACK framework shows that high-quality teaching necessitates consideration of how technology communicates with the pedagogy and content. As such the TPACK framework has guided the LM to embed this pedagogy in order to support and engage the students and cater for a diverse range of learning styles.
Lynch’s 8LMQs were used to profile learners in order to establish prior knowledge, cater for different learning styles and diversity. This process also guided the intended learning outcomes and directed the LM to curriculum documents and ICT standards targeted to the Year 3 cohort. The 8LMQ framework is said to have the capabilities to achieve desired learning outcomes for a variety of learners (Lynch & Smith, 2006).
Collaboration and reflection pedagogies and resources were established to engage the learners and encourage Constructivist and Connectivism approaches. Using ICT tools in learning caters to a range of learners with an engaging learning approach. Education Queensland (2008, p.3) states that “Digital Pedagogy moves the focus from ICT tools and skills, to a way of working in the digital world". ICT tools such as wikispaces are a collaborative and engaging online environments stimulating learning to take place. Vygotsky (1962, as cited in Snowman, Dobozy, Scevak, Bryer, Bartlett & Biehler, 2009) believes that social interaction gives the learner access to different perspectives and in turn influences learning. Furthermore, participation in the class wiki, individual blogs and group work has scaffolded learners to reflect and share information which champions both the Constructivist and Connectivism theories. The engagement theory recommends opportunities to relate and create, relating in online environments and creating in authentic structured contexts (Kearsley & Shneiderman, 1999). The learning experiences and the real life context culminating task have provided these opportunities.
In conclusion:
This unit has sought to offer technology, pedagogy and content which extends and refines knowledge through an authentic problem based inquiry. Therefore this unit has provided a foundation for meaningful learning in a situated context. This is what Mishra and Koehler (2006) reiterate that the TPACK framework provides. Furthermore, the inclusion of collaborative and cooperative learning experiences and ICT tools has given the learners ownership for their work and learning (Bruner, 1985).
The lesson sequences and assessment design processes have been guided by Blooms Taxonomy Levels. This has ensured that the learners are extending and refining new knowledge, in a higher ordered thinking manner (Churches, 2012), as they work through the various stages of this unit. The design stage in the summative task provides a real life context for the learners to display their newly acquired and extended knowledge. McInerney and McInerney (2010) recommend that authentic assessment should include real life learning contexts to make them more engaging. As such the summative task has been based on solving a real life problem. Authentic assessment contexts help the learner to construct knowledge and instil learning that goes beyond the classroom (Wiggin, 1997, 1998 as cited in McInerney & McInerney, 2010, p. 372). The learning sequence has been purposefully designed using e-learning to extend, transform and enhance the students learning.
References
Australian Curriculum, Assessment and Reporting Authority (ACARA), (2009). Australian curriculum: English. Retrieved from http://www.acara.edu.au
Bruner, J. (1985). Vygotsky: An historical and conceptual perspective. Culture, communication, and cognition: Vygotskian perspectives, 21-34. London: Cambridge University Press.
Education Queensland. (2008). Department of Education, Training and the Arts. Smart classrooms bytes. Elearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf
Education Queensland. (2012). Department of Education and Training. Smart classrooms. Students ICT expectations, years p-3. Retrieved from http://education.qld.gov.au/smartclassrooms/ictstudents/p-3-inquiring.html#use
Churches, A. (2012). Educational origami. Blooms digital taxonomy. Retrieved at http://edorigami.wikispaces.com/Bloom%27s+-+Introduction
Gordon, K. (n.d.). Inquiry approaches in primary studies of society and environment key learning area. Occasional paper prepared for the queensland school curriculum council
Retrieved from www.qsa.qld.edu.au/downloads/.../research_qscc_sose_primary_00.d... - Similar
Kearsley, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20-24. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Koehler, M. (2001). TPACK-Technological pedagogical and content knowledge. What is TPACK? Retrieved from http://www.tpck.org/
Lynch, D., & Smith, R. (2006). The learning management design process. In Smith, R., & Lynch, D. The rise of the learning manager. Changing teacher education. (pp. 53- 67). Frenchs Forest, NSW: Pearson Education Australia.
Mishra, P,. & Koehler, J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054. Retrieved from http://punya.educ.msu.edu/2008/01/12/mishra-koehler-2006/
McInereny, D. & McInerney, V. (2010). Educational psychology: Constructing learning (5th Ed.). Frenchs Forest, NSW. Pearson Australia.
Queensland Studies Authority (QSA). (2007). Studies of society & environment (SOSE). Essential learnings by the end of year 3. Retrieved from http://www.qsa.qld.edu.au
Snowman, J., Dobozy, E., Scevak, J.J., Bryer., F., Bartlett, B.B., & Biehler. (2009). Psychology applied to teaching (1st Australian ed.). Milton, QLD: John Wiley & Sons.

The assessment for this unit will include skills and knowledge in SOSE, English and Technology.
Assessment knowledge and skills are categorised within Blooms Taxonomy Levels. This ensures that the learners are extending and refining new knowledge, in a higher ordered thinking manner, as they work through the various stages of the unit.
Many formative assessment opportunuties have been included, the design stage of the culminative task provides a real life context for the learners to display their newly accquired and extended knowledge.
Students are expected to:
Complete individual and groups activities using given and selected ICT tools

the TELSTAR InquryInquiry model and of the inquriesinquiries learning experiences.
Key pedagogies and higher order thinking processes have been indicated in red in the Lesson Sequence and Pedagogy column of the table.

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