Learning Experience Plan 2

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Learning Experience Plan 2 by Mind Map: Learning Experience Plan 2

1. Time

1.1. 45 Minutes

2. Year Level

2.1. 2

3. Learning Experience Focus

3.1. Introduce task

3.2. What the task requires

3.3. Materials needed

3.4. Processes

4. Unit Topic

4.1. Catapults

5. Specific Learning Goals

5.1. State how they can change how far the object being launched from the catapult moves.

5.2. State how they could make the object travel a longer distance when launched from their catapult.

5.3. State how they could make the object travel a shorter distance when launched from their catapult.

6. Curriculum

6.1. Learning Area

6.1.1. Technologies - Design and Technologies

6.2. Learning Area Strands

6.2.1. Design and Technologies Knowledge and Understandings

6.2.2. Design and Technologies Processes and Skills

6.3. Content Descriptors

6.3.1. Knowledge and Understandings

6.3.1.1. Explore how technologies use forces to create movement in products (ACTDEK002)

6.3.2. Processes and Skills

6.3.2.1. Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)

6.3.2.2. Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006)

7. Assessment

7.1. Formative Assessment

7.2. Looking for students’ abilities to;

7.2.1. State how they can change how far the object being launched moves

7.2.2. State how they could make the object move a longer or shorter distance

7.3. Students will be assessed through;

7.3.1. Observation

7.3.2. Anecdotal notes

8. Students Prior Knowledge

8.1. Students have had one previous lesson

8.2. What catapults are

8.3. Their purpose

8.4. How they work

9. Teaching and Learning Strategies - Introduction

9.1. Discussion - Review previous lesson

9.1.1. 5 min

9.1.2. Focus questions

9.1.2.1. What did we do last lesson?

9.1.2.2. What is a catapult?

9.1.2.3. What is the purpose of a cataoult?

9.1.2.4. How do catapults work?

9.1.2.5. What materials were catapults made of?

9.1.2.6. How could the catapults be made?

9.1.2.7. How are catapults a form of technology?

9.1.3. What catapults are

9.1.4. How they work

9.1.5. What they are made of

9.1.6. How they are a form of technology

9.2. General capabilities

9.2.1. Literacy

9.2.2. Critical and creative thinking

9.2.3. Personal and social capability

9.2.4. Numeracy

10. Learning and Teaching Adjustments

10.1. YouTube video, images and playing with catapults to cater to visual, hands on learners.

10.2. Assist those students who need extra assistance

10.3. Group work so students can work together

10.4. Class discussion and small amounts of written work to cater to those who are not strong in written work

11. Resources

11.1. A4 paper per group

11.2. Pencils

11.3. Interactive Whiteboard

11.4. Catapult procedure - electronic

12. After Learning Experience Reflection

12.1. Evaluation of students' learning

12.1.1. Assess in terms of the specific learning goals

12.1.2. How well students have completed the activities

12.1.3. The extent to which they show understandings

12.1.4. Note any misunderstandings

12.2. Future action for students

12.2.1. Plan the building of their catapult and what they will be testing

12.2.2. Reteach any points needed

12.3. Self-evaluation

12.3.1. Evaluate how well the following items were done during the lesson;

12.3.1.1. Behaviour management

12.3.1.2. Planning and Preparation

12.3.1.3. Learning experience structure

12.3.1.4. Activities and teaching strategieis

12.3.1.5. Resources

12.3.1.6. Time management

12.3.1.7. Presenting of lesson

12.4. Future action for self

12.4.1. Improve on any of the points as stated in self-evaluation

13. Links to other learning areas

13.1. English

13.1.1. Group and class discussions and interactions (ACELY1666) (ACELY1789)

13.1.2. Reading and comprehension of the procedure (ACELY1670) (ACELY1669)

13.2. Mathematics

13.2.1. Count the amounts needed for each material (ACMNA027)

13.3. Science

13.3.1. Make predictions and respond to and pose questions (ACSIS214) (ACSIS037)

14. Learning and Teaching Strategies - Body

14.1. Discussion - Introduce task

14.1.1. 5 min

14.1.2. Students will build a catapult

14.1.3. They will investigate how they can change how far the object being launched moves

14.2. Brainstorm - materials

14.2.1. 5 min

14.2.2. Focus questions

14.2.2.1. How could the catapults be made?

14.2.2.2. What materials will you need?

14.2.3. As a class on whiteboard

14.2.4. What materials might be needed to build a catapult

14.2.5. Think time before brainstorm

14.3. Discussion - procedure

14.3.1. 10 min

14.3.2. Focus questions

14.3.2.1. What materials will you need?

14.3.2.2. What materials will we be using?

14.3.2.3. What materials were the same and different?

14.3.3. Display the procedure to build a catapult on interactive whiteboard

14.3.4. Compare materials brainstormed to required materials

14.3.5. Read and discuss the steps

14.4. Group brainstorm - how can students change how far the object launches?

14.4.1. 10 min

14.4.2. Focus questions

14.4.2.1. How could you change how far the object moves?

14.4.2.2. How can you make the object move a small distance?

14.4.2.3. How can you make the object move a larger distance?

14.4.3. Groups of three

14.4.4. Students brainstorm how they can change how far the object launched moves

14.4.5. ie. using more or less force

14.4.6. Class discussion of brainstorms

15. Learning and Teaching Strategies - Conclusion

15.1. High-five pair up

15.1.1. 5 min

15.1.2. Focus questions

15.1.2.1. How could you change how far the object moves?

15.1.2.2. How can you make the object move a small distance?

15.1.2.3. How can you make the object move a larger distance?

15.1.3. Students walk around the room and high-five another student to pair up

15.1.4. In pairs explain how they could make the object travel a longer or shorter distance

15.1.5. When finished they pair up with someone else