Presentation of an ICT integrated lesson

(by Marie Couzens and Vanessa Faye Wong)

CONTENT

Year group: 4
Subject area: Science
Curriculum links:
 Living things have life cycles (ACSSU072)
 Living things depend on each other and the environment to survive (ACSSU073)
 Science knowledge helps people to understand the effect of their actions (ACSHE062)
Topic: Bees
Unit: What can be done to protect our bees?
Learning objectives: Be able to discuss how bees can be protected, with particular emphasis on how
we can protect our bees.

Task: Create a comic strip depicting a way we can protect bees.

Unique App: Comic book maker.
On-line environment: https://marievanessa.weebly.com

STEPS
Before lesson
 Link to website via Qr code on screen.

Lesson structure
1) Introduction:
 In response to news reports (concerning recent bushfires and their devastating
impact on bees) and in light of recent learning (importance of bees), this lesson will
be looking at what can be done to protect our bees.
2) Re cap on previous lesson:
 Re-call video watched and ask students questions on “Why are bees important?” (if
time allowed)
3) Students to consider what can be done to protect our bees?
 Encourage 5 min group discussion.
 1 or 2 groups to share thoughts with class (to collaboratively highlight existing
knowledge).
 Students to access link to extensive list of ways our bees can be protected. (if time
allowed, students would complete their own research)
 In light of this additional information, students are to reflect on their initial thoughts, by
discussing in their groups, if and how their thoughts have changed.
4) Teacher to explain task :
a. Using Comic book maker, students to create a comic strip focusing on how THEY
can help to protect our bees. Images, text, and speech bubbles must be included.
(Due to time constraints, links to photos are provided on our web page. These would
usually be independently sourced using Britannica Images on- line).
b. A brief demonstration of how to use app.
c. Assess comprehension and understanding.
d. Free reign to be creative.
e. Something extra – once comic strip has been created, research what threatens our
bees.
5) A student to share their creation on the screen.
6) Finish with a safety briefing – “Let them Bee!” (if lesson time allowed)

Reflection time
1) Explain how our lesson was structured using Social Constructivism principles.
2) Invite discussion to constructively criticise our lesson (ie what worked and didn’t work).
 3) Back-up plan – hard copies of photos and research information.

Links to Social Constructivism

Students learn effectively when they:

 Build on what they already know:

o Lesson follows on from previous unit.
o Brainstorm existing knowledge.
o Research additional information.
 Problem solve in a realistic and meaningful context:
o Real world problem (especially given the impact of recent bushfires).
o Unit is meaningful as we can actually do something about the plight of the bee.
 Develop knowledge through sharing experiences:
o Group discussion and class sharing of information encouraged.
 Are actively and independently involved in their learning
o Information is researched by students, not merely passively received from the
teacher.
 Reflect
o Opportunity is provided to reflect on initial thoughts, after new knowledge is obtained.
 Are creative:
o Students are asked to depict their knowledge in a comic strip.
 Are Self-organised:
o Learner control was promoted by allowing free reign to create comic strip.

SAMR model
Linked to Augmentation element of SAMR model, because comic strip app is a direct substitute for
pen and paper, but improvement is made through inclusion of real life images.