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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Integrated Numeracy and ICT Lesson Plan

Lesson Title: Seagrass in the Gulf St Vincent Year Level: 10 Duration: 50 minutes

Designed by: [Michael Barrington-Chapman & Stephen Partridge]

Context Statement:

Prior KNOWLEDGE

Students understand the ways that flows of water connects places as it moves through the environment

and the way this affects places.

Prior SKILLS

Students evaluate sources for reliability and bias, interpret data displays, recognise patterns and

relationships, use geographical terminology and represent multi-variable data using diagrams, graphs,

maps or tables.

Thinglink usage. Students have experienced a ThingLink as part of engagement/introductory lessons to

geography unit.

Teacher Content Knowledge (Australian Curriculum)

http://www.australiancurriculum.edu.au/

Learning Area, Strand and Sub-Strand:

Geography

Environmental Change and Management

Relevant Content Descriptors:

The human-induced environmental changes that

challenge sustainability (ACHGK070)

Relevant Skills Descriptors:

Apply geographical concepts to synthesise information

from various sources and draw conclusions based on the

analysis of data and information, taking into account

alternative points of view (ACHGS077)

Evaluate multi-variable data and other geographical

information using qualitative and quantitative methods

and digital and spatial technologies as appropriate to

make generalisations and inferences, propose

explanations for patterns, trends, relationships and

anomalies, and predict outcomes (ACHGS076)

Links to Numeracy general capability

Recognise and use patterns and relationships

Interpret maps and diagrams

Interpret data displays

Links to ICT general capability

Locate, generate and access data and information

Select and evaluate data and information

Generate solutions to challenges and learning area task

Select and use hardware and software

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Specific Learning Outcome(s):

Student will demonstrate their ability to source reliable and appropriate data. This includes the ability to

recognise unreliable data and discard as they see fit. Students will then use this data, and utilising a range of

ICT programs detailed above, will arrange the data so it becomes understandable and relatable to humans.

Students will be able to determine what is the most appropriate graph to use to most comprehensively depict the

information they are trying to relay. Students will become proficient at determining the best way to depict

trends, in order to support any argument regarding climate change. Students will combine their ICT skills, and

their numeracy skills to depict data in an aesthetically pleasing and easily understandable manner. This fits with

the ACARA Year 10 achievement standard that suggests students should be able to compare data sets by

referring to the shapes of the various data displays.

(DO) create interactive images using the computer program ‘Thinglink’. Use geographical terminology to

propose explanations for observable patterns. Evaluate primary and secondary resources for their

reliability/bias. Represent data using digital and spatial technologies.

(KNOW) that seagrass beds of the Gulf of St Vincent are under significant threat of continued environment and

biodiversity loss, a direct impact of our own actions in our local area.

(UNDERSTAND) that activity within our own local area can impact upon marine environments such as Gulf St

Vincent.

All students must be able to create a presentation utilising ‘Thinglink’ to link sources and tasks to the

presentation and should demonstrate an ability to source appropriate and reliable data;

Most students should be able to identify criteria for measuring environmental change with respect to marine

environments.

Some students effectively implement numeracy and ICT skills to explain and or elaborate the nature and extent

of environmental change with respect to the Seagrass beds of the Gulf St Vincent.

Teacher Technological Knowledge

Technology to be used in this lesson:

https://www.thinglink.com

Microsoft Excel

https://docs.google.com

https://www.google.com/maps/d/

ThingLink is a ICT platform that students can utilise for creating collaborative images and videos. Students

select an appropriate image, and can link any site to the image. This includes Google Docs, so they can link to

their own work. The intention of the activity is for the student to use Thinglink to demonstrate their ability to

source appropriate data, and also create graphs and maps depicting environmental change in The Gulf St

Vincent.

Students are required to depict environmental change on maps utilising Google My Maps. With this tool,

students can create a map of The Gulf St Vincent, and depict the environmental change over time using

graphics to show the extent of the change in Seagrass beds in the Gulf St Vincent.

Student will source appropriate data, and utilise an Excel spreadsheet to create an appropriate graph to depict

the environmental change with respect to the Seagrass beds over time.

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Teacher Numeracy Pedagogical Knowledge

Being aware of possible numeracy demands when planning: Consider the numeracy demands and the range

in student strategies and approaches for handling the learning experience across the curriculum.

Numeracy skills are a key component of work done in geography. From graphics, to statistics, to

spatial reasoning.

Motivating: Let students explore a concept driven by enthusiasm rather than teaching the required skill prior to

tackling the activity.

Numeracy can be daunting for some students and as the person responsible for learning and wellbeing

in the classroom, it is important that the teacher motivates the students. Negotiations of break time, and

the addition of competition between students may fair well in motivating engagement.

Listening purposefully: Monitor students’ numeracy knowledge and skills by asking questions and listening

purposefully as students engage with numeracy in a moment.

Throughout the lesson continual monitoring of student progress, enlightenment and concerns aids

student confidence in achieving the task and also provides the educator with real time insight of how

student are following the lesson progression and if they are gaining understandings within particular

context.

Debriefing the numeracy: Ask open questions that encourage students to reflect on the use of mathematics in

the situation and the role numeracy played in their learning, understanding and problem solving.

Open-ended questions should promote students to question data the way it is represented and

interpreted.

Teacher Technological Pedagogical Content Knowledge (TPACK)

Technological Knowledge:

ThinkLink (https://www.youtube.com/watch?v=wj5vQiEfk74)

Google.Maps

Excel

Garageband

iMovie

Youtube

Soundcloud

Twitter

Photoshop

Content Knowledge:

Changes in Seagrass Coverage and Links to Water Quality off the Adelaide Metropolitan Coastline,

South Australia Environmental Protection Agency (SAEPA)

file:///C:/Users/Steve/Downloads/477340_seagrass%20(2).pdf

Environmental change and management in Australia (Department for Environment and Heritage –

Adelaide’s living beaches. A strategy for 2005-2025)

Loss of Seagrass bed Gulf St Vincent (https://www.environment.sa.gov.au/our-

places/coasts/Adelaides_Living_Beaches/Factors_affecting_the_Adelaide_coast/Seagrass_loss)

Pedagogical Knowledge:

Student centred - Small group lead investigation and creation aids student engagement.

Differentiated assessment - Choices of groups, images and key questions to consider ability and

preference differences.

Group work - Collaborative learning for increased social capacities and task participation.

Inquiry Based Learning - Deep learning and understanding of geographical concepts.

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Assessment

See Appendix A for the Assessment Worksheet.

Group submissions are formatively (as/for learning) assessed by educators.

Peer assessments are submitted to provide an insight of individual engagement and participation

(satisfied/unsatisfied)

Required Resources

Computer lab/Class set of laptops

Electronic whiteboard or projector

Internet and email access

Lesson Outline

Connect / Starter

This should be for about 5 minutes.

5 min Introduce ThingLink, descirbe primary funtions/actions and demonstrate an example of an interactive

image created with ThingLink, Student sign up, login, and access to class group.

Activate

This part of the lesson should take 15 minutes.

10 min

Each group selects a particular image of human activities in South Australia from the range provided.

Groups start by brainstorming geographical concepts related to selected image (Brainstorm concepts:

Change, scale, space, place, environment, sustainability, and interconnection)

Demonstrate (Assessment for Learning)

This part of the lesson should take 20 minutes.

30 min

Groups read worksheet and delegate tasks to individual group members. Tasks include research, data

collection, data interpretation, graph or map creation, annotation of findings, and synthesis of new

ideas.

Groups work to complete an interactive image on ThinkLink ready for digital submission on the class

portal.

Consolidate / Plenary

This part of the lesson should take 10 minutes.

5 min

Submission via portal (Google Classroom). Group assessment completed.

Or completed for homework and submitted via portal (Google Classroom).

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Differentiation

By providing groups a range of different images to investigate during the task, the lesson aims to

differentiate the activity for student-preferred interests.

However differences in student achievement are differentially assessed when students select and

answer key questions as part of the worksheet activity.

Key Questions

What are the effects of urbanisation on the seagrass beds of the Gulf St Vincent?

What are the effects of sewage out-flows on the seagrass beds of the Gulf St Vincent?

Are there any protection/management programs currently in action? If so, by whom and what are

their goals and how do they plan on achieving them? Are these actions working effectively?

Suppose you are to write a brief for a city council in regards to marine environmental change.

Describe how using graphs, tables and or statistics can help explain geographical concepts to the

public?

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Appendix A – Year 10 Geography Worksheet – Seagrasses in the Gulf

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Worksheet Year 10 Geography – Seagrasses in the Gulf.

1. Log on to thingLink – Invite Code 8DC2RU

2. Select an Image from the selection below:

Source – Wikimedia Commons https://commons.wikimedia.org/wiki/File:Torrens_catchment_map.png

Source – Wikimedia Commons https://commons.wikimedia.org/wiki/File:Storm_Drain.JPG

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Source – http://www.dphotographer.co.uk/image/133145/sewage_outfall_

Source - Adelaide Now http://www.adelaidenow.com.au/news/south-australia/seagrass-litters-popular-adelaide-beaches-after-storm/news-

story/c1ac91d38fbde405664d6b6c9ec313c6\

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

Source – Wikipedia https://en.wikipedia.org/wiki/Glenelg,_South_Australia#/media/File:Glenelg_Beach_in_summer.jpg

Source South Australian Environmental Protection Agency http://www.epa.sa.gov.au/soe_2013/main/coast-2-what-do-we-know-about.html

3. Consider your image carefully. Using the ThingLink program, you need to link your image

to what we have learned about Environmental Change with respect to the Seagrass Beds

of the Gulf St Vincent.

4. Open a Google Doc. Answer one of the following questions (200 words max) and link your

answers to the image via ThingLink:

a. How important are the grass beds to the biodiversity of the Gulf St Vincent?

b. What are the effects of urbanisation on the seagrass beds of the Gulf St Vincent?

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EDUC3628 Numeracy and ICT (2016) - Assignment 3 Annotated Lesson Stephen Partridge, Michael Barrington-Chapman

c. What are the effects of coastal construction on the seagrass beds of the Gulf St

Vincent?

d. Are there any protection/management programs currently in action? If so, by whom

and what are their goals and how do they plan on achieving them? Are they

working

e.

f. Suppose you are to write a brief for a city council in regards to marine

environmental change. Describe how using graphs, tables and or statistics can

help explain geographical concepts to the public?

Don’t forget to reference your sources.

5. Study the table below (EPA, 1998). Assume the study area for the data is 300 km2, and

that any area that exhibits signs of seagrass degradation is considered an area of sand.

Using the data in the table create a table in Excel and produce an appropriate graph

illustrating the change in Seagrass beds over time. Write a brief explanation detailing what

is being represented. What trend does the data show?

Source – (EPA, 1998)

6. Add your graph and explanation to your Google doc to be linked to the Image.

7. Write a brief explanation that links the image you have selected to environmental change

of the Seagrass beds, within the context of either space, place or sustainability.

REFERNCES Environmental Protection Agency (EPA), 1998, Changes in Seagrass Coverage and Links to

Water Quality off the Adelaide Coastline, Accessed November 2, 2016

file://userop/p/part0077/Downloads/477340_seagrass.pdf