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Pedagogy Map
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Scoop It
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Lesson Plan
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Student Narrative
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Online Networking
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The sequence of lessons are very much student directed. I will use the problem based learning model because scientists must solve problems through exploration of ideas, experimenting and being passionate about what they do. The use of various ICT will not only help students to explore ideas but also drive passion and motivation.
LESSON 1 - HOW WE USE ENERGY
ICT |
Who will use it |
Where in the unit will it be used |
Scoopit Article projected from teacher's laptop onto board. Students use BYO device interact in class forum. |
Teacher/Students |
Warm up: Students read article then whole class open discussion either verbally or through forum projected on board to gauge prior knowledge. |
Students |
Introduce students to key concepts through information provided and youtube videos on website page. Build vocabulary through reading information and glossary of key words. |
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Teacher and Students |
Working as part of a team, (class divided in 2) game reinforces concepts learnt previously through problem solving and builds social skills. |
|
Students |
Students draw connections of concepts by use of interactive activity which includes animated visuals and sounds of how energy is created. Higher order thinking as students develop energy chains. |
|
Students |
Students draw connections of concepts, animated visuals and sounds of how energy is created and side effects. Higher order thinking as students build power chains with least harmful side effects. |
LESSON 2 - NON-RENEWABLE ENERGY
ICT |
Who will use it |
Where will it be used in the unit |
Teacher |
Warm-up - At start of lesson to illustrate how much non-renewable energy is currently used. |
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Teacher |
Teacher provides task instruction to class groups and resources for students to use for research for debate. |
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Keynote, ipads. |
Students |
Students create presentations using ipads and the keynote app. Higher order thinking as students create an argument. |
Keynote and display screen |
Students |
Students present their debates to the class. |
LESSON 3 - RENEWABLE ENERGY
ICT |
Who will use it |
Where will it be used in the unit |
Teacher |
Warmup - Gain attention and interest - A hook. Plus concepts about Renewable energy. |
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Students |
Explore concepts through interactive app. Gain student engagement, problem solving. |
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Teacher/Students |
LESSON 4
ICT |
Who will use it? |
Where will it be used? |
Students |
Start of lesson to introduce broad ideas about renewable energies. |
|
Students |
Explore concepts through interactive app. Gain student engagement, problem solving. |
|
Teacher/Students |
Teacher re-iterates concepts, introduces group task evaluating energies. Students work in groups and post answers on forum. Check for understanding. |
|
Teacher/Students |
Student pick a topic. Teachers group students based on topic |
LESSON 5-8 Wind Power
ICT |
Who will use it? |
Where will it be used? |
Students |
Start of lesson |
|
Students |
Watch youtube video to understand project. |
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iPad |
Students |
Document progress, results, take photos, audio and video for presentation. |
LESSON 5-8 Solar Power
ICT |
Who will use it? |
Where will it be used? |
Students |
Start of lesson - Hook on byo device |
|
Students |
After audio to provide concept ideas. |
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iPads |
Students |
Document progress, results, take photos, audio and video for presentation. |
LESSON 5-8 Bio-Fuel
ITC |
Who will use it? |
Where will it be used? |
Students |
Start of lesson for ideas and concepts about bio-fuels. |
|
Students |
Teach concepts of bio-fuel |
|
Students |
Teach concepts of bio-fuels |
|
Students |
Demonstrate Experiment |
|
Students |
Teach energy values of different bio-wastes. |
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iPads |
Students |
Document experiments and create presentation about best bio-fuel and why? |
LESSON 5-8 Hydro and Tidal Power
ITC |
Who will use it? |
Where will it be used? |
Students |
Start of lesson - concept ideas. |
|
Students |
More tidal power concept ideas |
|
Students |
Explain how to create hydro-electricity and demonstration of experiment students will perform. |
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iPads |
Students |
Document processes and create presentation on hydro-electrical experiment activity. |
LESSON 9-10 Presentations!
ICT |
Who will use it? |
Where will it be used? |
iPads and smartboard or projector and speakers. |
Students/Teacher |
Present ideas and teach their peers about what they have learnt about their chosen energy source. Teacher acts as host to introduce groups. |
Forum |
Students |
After each group students comment on what they found most interesting. What they have learnt |
My name is Simon Jenkins and I am in grade 7. Science is ok but I don't like doing a lot of writing but I like the prac stuff in science. My interests include talking to my mates, playing computer games and football. This is my narration about our science classes about energy.
The first lesson the teacher asked us to read an article reflected on the board. Teacher asked the class if we knew what a penny was (I didn't) another student said it was coins. The article was about a scientist who created a battery made out of water which saves heaps of money - how weird!
We then had a class discussion about the article and what we know about energy. I know a bit about energy. Then we got to explore a website about energy which was alright. But then I got to work with one of my mates while we played games about smart energy and energy chains which was cool!
The next lesson we watched a video about oil consumption. Then teacher broke the class into groups my group was going against number 4 Ban any future building of new coal fired power stations. Very old coal fired power stations can be replaced with gas fired power stations, but for only 20 years. I liked working with my mates but I also liked going against the other team and proving why our view is better!
Next lesson we watched a video about renewable energy which was ok but then we got to play an iPad app which was cool coz I got to see how different renewable energies work. I like the wind turbines! Then we posted what we learnt on the forum. I got to see what I wrote and me mates as teacher put it on the board. After this we got to choose a topic by selecting it on a survey. I chose wind power coz I found that interesting.
This lesson I got to be in a group with some of my mates and we are all working on wind power. We watched a movie about wind farms. Now we have to create a wind powered car - cool! We used our ipads to take photos and videos of what we did so that we can do a presentation to teach the rest of the class about what we know about wind power. We took a few lessons to finish this it was really hard but fun.
Then we had to present our experimental wind car which works alright. It was fun listening to the other groups who did different stuff like making an oven using the sun. Batteries out of food and another group made a water powered light which is cool! After each presentation teacher got us to write some comments about what we learnt from the group and what we thought was interesting. I learnt a lot from the hydro team which is similar to ours but with water and wonder if we could make a light work with our wind? I am glad the other kids found ours good because we got some great comments. Teacher commented on ours as well which was cool.
Online Networking
Digital Technology greatly enhances the ability for teachers to network. An online presence allows for a certain amount of transparency and much easier for networking and development. There is range of opportunities for sharing and enhancing professional practice through online communication with experts and community representatives, and contribution to professional and community sites.
I personally found blogs to be most responsive.
Throughout engaging with this course I have experienced networking with fellow colleagues and the community and demonstrate STANDARD 7
Engage professionally with colleagues, parents/carers and the community (AITSL, 2011, p.19) using a variety of ITC including blogging scoopit, twitter and zoom sessions.
A couple of things I have learnt from colleagues include Sally's interactive foodweb using thinglink
I also really liked the roadrunner energy transformation Sally scooped! Both useful for my science students. Illustrated below:
https://digitapedagogies.blogspot.com/2018/03/week-2-reflections-and-embedding.html?showComment=1521542426686#c369601581803213483
Sally McEvoy just added a new comment on Energy Transformations in Roadrunner Cartoons.
« Thanks for re-scooping Heidi! I know, its a great resource that students will engage with as it is relatable but also informative! »
Scoopit is a fabulous tool for curating information and will certainly be using this in the future.
Even through my own engagement in this course I have gained experience such as participating in weekly flex class how some of my colleagues eagerly and frequently spoke where as I preferred to type and am somewhat reserved about speaking. This is why in the lesson plan that I have designed the class discussions includes a written forum to ensure as many students feel comfortable participating whether it be orally or written. All answers will be visible and displayed in real time ensuring all students have a voice.
Every interaction must meet ethical, safety and administrative and legislative requirements as per standard 7.1 and 7.2. I demonstrate this for example by understanding the copywriting and privacy laws.
I demonstrate STANDARD 6 Engage in professional learning 6.1 by using Twitter for professional development and following QLD College of teaching, QLD Department of education, Eddie Woo, Sir Ken Robinson, Jo Boaler Mathematical Mindsets, National Geographic and Apple Education. I have also joined a Facebook closed teachers group which have additional opportunities for PD.
Unlike structured meetings, such as school staff meetings online networking is adhoc. For example the Facebook group PD sessions do get cancelled due to lack of attendance. What information you get through social media can be unknown. As you don't know what Sir Ken Robinson may tweet about next week as an example? For this reason social networking can at times bring useless information. As opposed to attending a meeting or forum in which you know exactly what the topic is about, thus will be aware if it is suitable or not.
This ultimately is the crux of our world wide digital media -There is so much information and as teachers we must both be able to curate and sift through the rubble of information to find key pieces relevant to best suit our needs. Also as teachers we have the obligation to teach students not what but how. How to find the information that they need.
References:
AITSL (2011) Australian Professional Standards for Teachers Sourced: https://www.aitsl.edu.au/docs/default-source/general/australian-professional-standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12
I personally found blogs to be most responsive.
Throughout engaging with this course I have experienced networking with fellow colleagues and the community and demonstrate STANDARD 7
Engage professionally with colleagues, parents/carers and the community (AITSL, 2011, p.19) using a variety of ITC including blogging scoopit, twitter and zoom sessions.
A couple of things I have learnt from colleagues include Sally's interactive foodweb using thinglink
I also really liked the roadrunner energy transformation Sally scooped! Both useful for my science students. Illustrated below:
https://digitapedagogies.blogspot.com/2018/03/week-2-reflections-and-embedding.html?showComment=1521542426686#c369601581803213483
Sally McEvoy just added a new comment on Energy Transformations in Roadrunner Cartoons.
« Thanks for re-scooping Heidi! I know, its a great resource that students will engage with as it is relatable but also informative! »
Scoopit is a fabulous tool for curating information and will certainly be using this in the future.
Even through my own engagement in this course I have gained experience such as participating in weekly flex class how some of my colleagues eagerly and frequently spoke where as I preferred to type and am somewhat reserved about speaking. This is why in the lesson plan that I have designed the class discussions includes a written forum to ensure as many students feel comfortable participating whether it be orally or written. All answers will be visible and displayed in real time ensuring all students have a voice.
Every interaction must meet ethical, safety and administrative and legislative requirements as per standard 7.1 and 7.2. I demonstrate this for example by understanding the copywriting and privacy laws.
I demonstrate STANDARD 6 Engage in professional learning 6.1 by using Twitter for professional development and following QLD College of teaching, QLD Department of education, Eddie Woo, Sir Ken Robinson, Jo Boaler Mathematical Mindsets, National Geographic and Apple Education. I have also joined a Facebook closed teachers group which have additional opportunities for PD.
Unlike structured meetings, such as school staff meetings online networking is adhoc. For example the Facebook group PD sessions do get cancelled due to lack of attendance. What information you get through social media can be unknown. As you don't know what Sir Ken Robinson may tweet about next week as an example? For this reason social networking can at times bring useless information. As opposed to attending a meeting or forum in which you know exactly what the topic is about, thus will be aware if it is suitable or not.
This ultimately is the crux of our world wide digital media -There is so much information and as teachers we must both be able to curate and sift through the rubble of information to find key pieces relevant to best suit our needs. Also as teachers we have the obligation to teach students not what but how. How to find the information that they need.
References:
AITSL (2011) Australian Professional Standards for Teachers Sourced: https://www.aitsl.edu.au/docs/default-source/general/australian-professional-standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12