Learning with Faith and Vision

Technology Learning Area Plan

UNIT TITLE: PART 2: How do we promote sustainable food production in our school community?

ACHIEVEMENT STANDARD

Digital

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

Design

By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

RESOURCES AND IDEAS

THIS UNIT ACKNOWLEDGES THE FOLLOWING WEBSITES AS THEY WERE USED THROUGHOUT THE UNIT:

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ECOFRIENDLY FOOD: HTTP://WWW.ECOFRIENDLYFOOD.ORG.AU/HOW_TO_MAKE_YOUR_SCHOOL_GREEN

KIDSGROW: HTTP://WWW.NGIA.COM.AU/CATEGORY?ACTION=VIEW&CATEGORY_ID=444

UNIT OUTLINE CONTENT DESCRIPTORS ASSESSMENT (A)

PART 2:

In part 2 students will engage in the design and creation of a sustainable school garden. They will research, plan, design and create a food garden to investigate food production and technologies.

Design and Technologies

Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)

PART 2:

(Assessment 2)

Assessment for/as/of learning

Students are required to keep an ongoing Journal, documenting their planning

- Experiment of materials- Experiment of soil- Research about availability of food source- Technologies used at local level and mass production

(comparison)

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(Assessment 3)

Assessment of learning

Students will create a digital flow chart in book creator that documents the steps involved in growing and harvesting their produce. They will describe each step of the food production.

They will:

1. Take photos before, during and after 2. Upload images onto a digital system (input)3. Create digital flow chart (story) in Book Creator- iPad

app4. Save digital flow chart into Google Drive5. Print the flow chart (output)

LINKS TO OTHER LA’S

Science

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Science involves making predictions and describing patterns and relationships (ACSHE050)

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)

Compare results with predictions, suggesting possible reasons for findings (ACSIS215)

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

English

Understand that paragraphs are a key organisational feature of written texts

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(ACELA1479)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Maths

Create and interpret simple grid maps to show position and pathways (ACMMG065)

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)

Interpret and compare data displays (ACMSP070)

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor☐

Leader and Collaborator☐

Effective Communicator☐

Active Investigator☐

Designer and Creator☐

Quality Producer☐

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CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander

Histories and Cultures Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliatiuu65on, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality4. and to critically examine and/or challenge:5. social constructs 6. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional Asia4. Connect Australia and Asia5. Communicate effectively with people of the Asian

region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship3. and to critically examine and/or challenge:4. the impact of human interaction with the natural, built

and social environment5. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:

1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

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GENERAL CAPABILITIES

Literacy Numeracy Information and

Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to:

● interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition)

● understand, use, write and produce different types of text (Texts)

● manage and produce grammatical patterns and structures in texts (Grammar)

● make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to:

● Calculation and number ● Patterns and relationships ● Proportional reasoning ● Spatial reasoning ● Statistical literacy ● Measurement.

Students develop ICT competence when they learn to:

● Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

● Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

● Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

● Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

● Apply appropriate social and ethical protocols and practices to operate and

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.

As they develop critical and creative thinking students learn to:

● pose insightful and purposeful questions ● apply logic and strategies to uncover

meaning and make reasoned judgments ● think beyond the immediate situation to

consider the ‘big picture’ before focusing on the detail

● suspend judgment about a situation to consider alternative pathways

● reflect on thinking, actions and processes ● generate and develop ideas and

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(Vocabulary)● use and produce a range of visual

materials to learn and demonstrate learning (Visual information)

manage ICT. possibilities ● analyse information logically and make

reasoned judgments ● evaluate ideas and create solutions and

draw conclusions ● assess the feasibility, possible risks and

benefits in the implementation of their ideas

● transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to:

● recognise that everyday life involves consideration of competing values, rights, interests and social norms

● identify and investigate moral dimensions in issues ● develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

● explore questions such as: ● What is the meaning of right and wrong and can I be sure

that I am right? ● Why should I act morally? ● Is it ever morally justifiable to lie? ● What role should intuition, reason, emotion, duty or self-

interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to:

● recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

● manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

● perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to:

● identify increasingly sophisticated characteristics of their own cultures and the cultures of others

● recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures

● consider what it might be like to ‘walk in another’s shoes’ ● compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

● reflect on how intercultural encounters have affected their thoughts, feelings and actions

● accept that there are different ways of seeing the world and live with that diversity

● stand between cultures to facilitate understanding ● take responsibility for developing and improving

relationships between people from different cultures in

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● form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Australia and in the wider world ● contribute to and benefit from reconciliation between

Indigenous and non-Indigenous Australians.

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LEARNING AND TEACHING STRATEGIES

LESSON 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

Engage → Explore → Explain → Elaborate → Evaluate

ENGAGE RESOURCES

Focus question: Who uses the community garden and why?

Before beginning the unit, students will need to set up their Journal. The Journal will be best presented using a scrap book as their will be drawings and experiments throughout the unit.

Activity:

Organise and arrange, prior to lesson, an excursion the community garden. During excursion students will explore the plants, layout and materials used in the garden. Students will document their excursion by taking photos.

DISCUSSION: After looking at the elements of the garden students will discuss who uses the community garden and why. Complete activity sheet at the garden.

Student Resources:

Journal (scrap book)

Teacher Resources:

Local community garden locations-

https://docs.google.com/a/cns.catholic.edu.au/document/d/1OzqyTufwHd2ZugYJnzuUXSwZulDKZHEpM6npNDvxcgM/edit?usp=sharing

Activity sheet-

https://docs.google.com/a/cns.catholic.edu.au/document/d/

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UPLOAD PHOTOS AS THE STUDENTS TAKE THEM. DESIGN TECHNOLOGY UNIT YEAR THREE. 1l_gn7xdV_cYlTU2SiaE7ozVuBARH-Dty4nbbkvo7hd8/edit?usp=sharing

iPads

Cameras

ASSESSMENT OPPORTUNITIES

Assessment of prior knowledge about gardens, their purpose and who uses them and why.

TECHNOLOGIES LANGUAGE

Community, garden, materials, significants

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LESSON 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

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Engage → Explore → Explain → Elaborate → Evaluate

EXPLORE RESOURCES

Big Focus question: How do we promote sustainable food production in our school community?

Introduction:

This PowerPoint presentation (attached or accessed on this website http://www.ecofriendlyfood.org.au/teachers_resources) is designed to introduce students to the key food sustainability concepts covered in the classroom activities. It is designed to be delivered to students prior to the classroom activities. Each PowerPoint slide includes speaker notes with the information necessary to present to adequately cover the different food sustainability concepts.

Activity 1: Where does our food come from?

Students engage in learning where foods are produced through an interactive mapping exercise. It encourages students to consider the environmental issues associated with transporting foods over long distances.

Teacher to follow lesson an attached or from http://www.ecofriendlyfood.org.au/media/pdf/Years%202-3%20lesson%20plan%20A.pdf. All resource inclusive.

Activity 2: How to make decisions about environmentally friendly foods?

This lesson aims to teach students about 'in season' foods and how they can choose foods that have less impact on the environment. This is achieved through simulated shopping and cooking exercises.

Teacher to follow lesson an attached or from http://www.ecofriendlyfood.org.au/media/pdf/Years%202-

Student Resources:

Journal

Teacher Resources:

Introduction PowerPoint presentation-

http://www.ecofriendlyfood.org.au/teachers_resources

Activity 1 lesson plan and resources- http://www.ecofriendlyfood.org.au/media/pdf/Years%202-3%20lesson%20plan%20A.pdf

Activity 2 lesson plan and resources –

http://www.ecofriendlyfood.org.au/media/pdf/Years%202-3%20Lesson%20Plan%20B.pdf

Activity 3-

https://docs.google.com/a/cns.catholic.edu.au/document/d/

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3%20Lesson%20Plan%20B.pdf. All resource inclusive.

An alternative PowerPoint presentation is provided. This version is designed to be used to reinforce the key messages at the end of the classroom activities.

Activity 3: How can we be sustainable in our school community?

Purpose: Teacher is to lead the discussion to agreeing with the class that a school garden is needed to support the tuckshop.

Brainstorm ideas about promoting sustainable food production in our school. Students will work in small groups to brainstorm ideas on the brainstorm sheet. Students will then share their ideas with the class and the teacher can take tally’s on the board to see what ideas were common. The teacher will lead the discussion to identify that the school community could have a garden (refer back to the community garden).

Activity 4: Where can we carry out our sustainable food production?

TEACHER NOTES: If space is limited the possible alternatives include vertical gardens, hanging garden, indoor gardens, green houses and kitchen gardens.

Look at a map of the school (hardcopy or draw one from bird’s eye view of Google Maps). Students are to glue this into Journals or draw the map into their Journals. Identify the main features and different areas of the school

1l60J63Mk_zCClkWjimFRct6qS_Z9MLU-Ej4hnaaiACw/edit?usp=sharing

Activity 4-

https://docs.google.com/a/cns.catholic.edu.au/document/d/1uoWD3DLF-pKsAZxzR3AmSSJhqf7wk3G8qkv2dUUhPdg/edit?usp=sharing

Activity 5-

Survey Monkey: https://www.surveymonkey.com/

Activity 6-

Introduction PowerPoint presentation-

http://www.ecofriendlyfood.org.au/teachers_resources

OR

alternative PowerPoint presentation (link)

Survey Monkey:

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Investigate the grounds for possible locations for the garden. If a garden site already exists students can complete the checklist for that site and there is an opportunity to better understand why the garden is located there and to confirm it is actually the best location.

Refer to these essential elements for finding possible places:

1) receiving at least six hours sunshine a day year round

2) easy to access and close to a water supply

3) not already native animal habitat

4) protected from strong winds

5) fairly flat but not prone to waterlogging

6) not needed for other uses now and in the future

7) not needed for vehicle access

8) not as likely to be damaged.

Complete the checklist for all possible sites.

(See question in picture )

Discuss the best possible location and indicate it on their map. Decide on a location as a class. Photograph site (before photographs).

Example of school map and site:

https://www.surveymonkey.com/

ASSESSMENT OPPORTUNITIES

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Activity 5: What materials are best to build a garden out of?

Possible materials for garden beds that need to be considered for upcoming activities: Car tyres, wood pallets, plastic garden pots, milk bottles.

Students complete a Science experiment to determine the suitability of different materials. Research possible materials that could be used. Test properties such as the ability to hold water and strength (ability to hold wet soil for long period of time).

Decide on materials that could be used for garden.

Activity 6 What produce would the school grow? (Possible 2 lessons- One to create survey, time to get responses and one lesson to analyse data and make decisions based on the data):

Students are to reflect on the information about seasons for growing different produce (Activity 2- alternative PowerPoint presentation ). Review and create a survey to find out what people in the school want to grow.

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To create the survey students need to consider what produce is in season and what will grow in their area. Use Survey Monkey https://www.surveymonkey.com/ to create a survey and collect data to use when deciding on the types of produce.

TECHNOLOGIES LANGUAGE

Food miles, imported, produced,

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LESSON 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

Engage → Explore → Explain → Elaborate → Evaluate

EXPLAIN RESOURCES

Activity 1: Design the garden.

Students are to use all the data gathered in their Journal design a garden that they think best suits the space. Complete this in Journal. Students will need to consider materials, size, location in space etc.

If garden is already in the school students need to design the improvements that could be made (paths, chairs, repairs etc).

Activity 2: Present designs and decide on the most sustainable.

Present designs to the class. Students will need to explain their design in detail and justify their choices of materials and location.

The class will vote on the most practical design and as a class come to an agreement about the garden. This website http://education.aec.gov.au/getvoting/ has resource to make the voting more official.

Students will then copy this design, as ‘Chosen Design’, into their Journals to work with.

Student Resources:

Teacher Resources:

Activity 2-

Voting resources (Australian Electoral Commission) http://education.aec.gov.au/getvoting/

Activity 5-

Voting resources (Australian Electoral Commission) http://education.aec.gov.au/getvoting/

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Possible Activity: Location of materials.

Teacher: This activity is optional. It depends if the teacher wants to locate and organise materials or get students involved in emailing companies to get materials.

Students are to research companies that will be able to provide them with the materials they need. Write an email to the companies explaining project and request materials.

Activity 3: What materials, tools and equipment will I need to complete this project?

Based on the chosen design students will need to make a list of tools, equipment and materials they will need to carry out this project. This could be an individual task or a class task.

Students will revise the surveys and make a decision on the produce that they are going to grow. Once the decision has been made they will need to add this to the list of materials.

Activity 4: Where will we plant our produce?

Teacher to purchase seeds and seedlings prior to activity.

Look at information on the packets of the produce and decide on the best place in the garden for them. Students will need to refer back to the data they collected about the site including amount of sunlight etc.

Activity 5: Deciding on a garden layout.

ASSESSMENT OPPORTUNITIES

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Present decisions to the class and justify choices. Justification of the choices should be based on the produce requirements such as sunlight, shade etc.

The class will vote on the most practical design and as a class come to an agreement about the garden. This website http://education.aec.gov.au/getvoting/ has resource to make the voting more official.

Draw a final diagram of the garden and allocated spaces for produce.

Activity 6: What jobs need to be done?

Discuss the jobs that will need to be done to construct the garden. Allocate the construction jobs, sections of the garden and produce that students will be looking after. Create another diagram of the garden and include the sections and who is looking after it. This should be titled appropriately for easy reference.

Teacher note: In pairs or groups of 3, students should be allocate a type of produce to look after for the remainder of the unit. This will include measuring the growth and making sure the produce survives.

TECHNOLOGIES LANGUAGE

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LESSON 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

Engage → Explore → Explain → Elaborate → Evaluate

ELABORATE RESOURCES

Activity 1: Construct garden

Students are to use the design of the garden to construct it.

Assistance will be required. Possible people include Groundskeeper, parents, community members, older classes.

PHOTOGRAPH PROGRESS

Activity 2: Is the soil suitable to grow produce?

Students complete a Science experiment to determine the suitability of the soil in the garden. Collect soil samples at each possible garden site or the decided garden site. Test properties such as texture, pH, water and organic content. Graph results.

Adjust properties as needed.

Student Resources:

Journal

Teacher Resources:

Activity 2-

https://docs.google.com/a/cns.catholic.edu.au/document/d/1WB25mX92ovcYR1a9Q3GOrn0woxicYYqJMq5jHBAb6As/edit?usp=sharing

Helpful information-

http://www.ngia.com.au/Folder?Action=View%20File&Folder_id=131&File=Munch_and_Crunch.pdf

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If results indicate that levels need to be changed you will need to use information on http://www.ngia.com.au/Folder?Action=View%20File&Folder_id=131&File=Munch_and_Crunch.pdf pg. 21- 28 to assist in the completion of this.

PHOTOGRAPH PROGRESS

Activity 3: Plant

Students are to use the layout in their Journals to plant their produce according to the instructions.

PHOTOGRAPH PROGRESS

Activity 4: How do others know what is in the garden?

Discuss possible ideas on how to let others know what is in the garden. Teacher to direct discussion towards labels.

Use the template provided to design labels to go in the garden so others know what is growing and how to take care of it.

Create the labels. Laminate them and place in the garden. Attaching to paddle pop sticks is affective.

PHOTOGRAPH PROGRESS

Activity 5: How to look after plants?

Activity 4- Garden labels

https://docs.google.com/a/cns.catholic.edu.au/document/d/1Z0iv67yUneZX9SAJWRYkB5adO05L4-mj-vY63l_RhTg/edit?usp=sharing

Activity 5- Weekly timetable

https://docs.google.com/a/cns.catholic.edu.au/document/d/1nr1sNh4Rg3dKSwcqt8OK1fsAWdWY55ZxkWVZAlOuQyE/edit?usp=sharing

Activity 7-

https://docs.google.com/a/cns.catholic.edu.au/presentation/d/14IbZFKrbuH--0FVnXY6xQV6l-4oQKjDgdi0kctMVSc8/edit?usp=sharing

ASSESSMENT OPPORTUNITIES

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View the PowerPoint about how to look after plants. Students are to create a weekly timetable including all of the jobs they have to do. Allocate jobs.

Activity 6: Data collecting (ongoing throughout growth)

Collect data as the produce grows. For example:

1. Measuring the growth of plants a record data in Student Journal2. Measuring the temperature a record data in Student Journal3. Place a rainfall gage in garden and have students measure the rainfall4. Make observation of plant and produce health.

Graph and analyse results.

PHOTOGRAPH PROGRESS

Activity 7: How it our produce going to be different to mass produced produce?

Look at the PowerPoint (located in resources) and discuss the difference between mass production and garden production. Focus on the technologies used and what will be used in their garden. Make a list of technologies used in the mass production.

Activity 8: What can we do with our produce?

Research ways that students or the tuckshop could use produce.

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Create a recipe that uses the produce.

Activity 9: Harvest produce

Use the produce to make the recipes and eat the produce.

Teacher notes: Safety and student allergies need to be considered for this activity.

PHOTOGRAPH PROGRESS

TECHNOLOGIES LANGUAGE

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LESSON 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

Engage → Explore → Explain → Elaborate → Evaluate

EVALUATE RESOURCES

Activity 1: Digital Journal- Assessment task 3

Students are to create a digital journal documenting steps in the creation of a garden bed and the growing of their plants.

Student Resources:

Journal

Teacher Resources:

iPads

Book creator application-

ASSESSMENT OPPORTUNITIES

Assessment of learning

Students will create a digital flow chart in book creator that documents the steps

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involved in growing and harvesting their produce. They will describe each step of the food production.

They will:

1. Take photos before, during and after

2. Upload images onto a digital system (input)

3. Create digital flow chart (story) in Book Creator- iPad app

4. Save digital flow chart into Google Drive

Print the flow chart (output)

TECHNOLOGIES LANGUAGE

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Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOM

Seat near teacher

Assign student to low- distraction area

Seat near positive peer models

Use support groups / cooperative learning

Use rows instead of tables

Use learning centre

Use of time-out

Stand near student when giving instruction

Arrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOM

Adjust work load, reduce assignments or give alternative assignments

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Use visual aids with oral presentation

Teacher gives student outlines or study guides

Ensure regular lesson revisits/reviews

Highlight instructions (marker or highlighter tape)

Give clear behavioural objectives

Ask student to repeat instructions for clarification and understanding

Use high- impact game-like materials

Call on student often

Acknowledgment effort put forth

Give reminders for student to stay on task, monitor student is on task/topic

Use large type/font and dark ink

Keep page format simple

Use visual prompts

Divide page into clearly marked sections

Remove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOM

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Reduce number of items

Practice completely similar questions

Arrange for oral testing

Have support staff administer test

Permit student to type or use word processing

Adjust grading criteria based on individual

Adjusted grading option

NOTE TAKING STRATEGIES FOR WHOM

Provide student the means to record

Arrange for note taker e.g. Aide

Give student a copy of notes

Provide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOM

Use calendar to plan assignments

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Use of assignment notebook or work checklist especially diary

Daily schedule

Give time top organise desk during class

AM check-in to organise for the day

Lunch-time check-in to organise for PM

PM check-out to organise for homework

Arrange a duplicate set of classroom material for use at home

Develop parent/school contract

Training in time management

SUPPORT SERVICES FOR WHOM

Peer tutoring

Cross-age tutoring

Student buddy

Work with school officer

Meet with staff during available times

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Teach student to monitor own behaviour

Implement behaviour contract/reward

Self advocacy/communication skill training

Conflict resolution strategies

Other _____________________

Adapted with permission from Positive Partnerships PD Facilitators Guide

Module 5 Support materials

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Appendix 3

Assessment Task Sheet and Criteria Sheet

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Assessment Task 1—Digital Technologies

Student Name: Year Level: 3

Name of Task: Input and Output Poster Teacher:

Learning Area/s: Digital Technologies

Date Commenced: Date Due:

Type of Task: Oral☐ Written☐ Other☐

Task Conditions: Individual☐ Pair☐ Group Work☐

In Class☐ Homework☐ Other☐

Opportunity to Access: Books☐ Notes☐ Library☐ Technology☐

Assessed By: Self☐ Peer☐ Teacher☐

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Task Description

Oh No! There is a group of exchange students coming to visit (insert school name here). They are from a place that doesn’t have computers and they will be in the school to learn about computers and how they work. Your task is to create a poster to be put up in the computer room explaining the components of a computer and how the technology works. This poster must be clear so that the exchange students can look at it during their lesson.

Procedure (You will)

5. Choose a device to take pictures with.6.Take photos of all the components of a computer (look back at the diagram you drew in your Journal to help you).7.Input these images onto the computer.8.Print the images (output).9.Write a paragraph about how each component works.10. Create your poster including arrows, technology language, and paragraph explaining how the technology works and the difference between cable and wireless.

Resources:

- Device to take photos- Poster paper- Computer and printer- Journal

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Input and Output Poster- Student Criteria/Feedback Sheet

What I had to do? What I did well on? What I need to improve?Recognise that images can be transferred from a mobile device to a computer using a cable and wireless.

Identify the different types of digital system components and peripheral devices to perform input, output and storage devices.

Input and Output Poster- Student Criteria/Feedback Sheet

What I had to do? What I did well on? What I need to improve?Recognise that images can be transferred from a mobile device to a computer using a cable and wireless.

Identify the different types of digital system components and peripheral devices to perform input, output and storage devices.

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Input and Output Poster- Teacher Criteria Sheet

Criteria A C E

Content descriptor

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Recognise that images can be transferred from a mobile device to a computer using a cable and wireless.

Student is able to take a photo, transfer it to a computer without assistance from an adult.

Student is able to take a photo, transfer it to a computer with minimal assistance from an adult.

Student is able to take a photo, transfer it to a computer with constant assistant and explicit instructions from an adult.

Student is able to clearly explain the difference between transferring an image using a cable and using wireless.

Student is able to explain the difference between transferring an image using a cable and using wireless.

Student is unable to explain the difference between transferring an image using a cable and using wireless.

Identify the different types of digital system components and peripheral devices to

Student can identify all components of the computer by taking a photo of each one.

Student can identify most components of the computer by taking a photo of each one.

Student cannot identify components of the computer or needs constant and explicit instruction to achieve task.

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perform input, output and storage devices.

Student has clearly and correctly labelled all devices as input, output or storage.

Student has labelled most devices as input, output or storage.

Student has not labelled devices or needs explicit instruction to complete task.

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