UNIVERSITY OF SOUTH AUSTRALIA

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Please note: All text based assessment tasks should be submitted electronically using learnonline Gradebook. A cover sheet is automatically created and includes your name and student ID therefore you should not upload or embed the document in your assignment. If submitting your assignment in hard copy you should complete and attached this Assignment Cover Sheet. Please check your Course Outline or contact your School Office for assignment submission locations. Name: Mail ID Email: Matthew Gardiner 1 1 0 0 6 7 0 1 0

garmg003@mymail.unisa.edu.au

Course code and title: EDUC 1066 Information and Communication Technology in Learning and Teaching School: Magill Program Code: Tutor: Dr. Wing Au Practical Wednesday 12 pm Due date: 1st June 11pm

Course Coordinator: Dr. Wing AU

Day, Time, Location of Tutorial/Practical: Tutorial Tuesday 8am Assignment number: 4

Assignment topic as stated in Course Outline: Development of a unit of work for junior primary/primary students using ICT

Further Information: (e.g. state if extension was granted and attach evidence of approval, Revised Submission Date)

I declare that the work contained in this assignment is my own, except where acknowledgement of sources is made. I authorise the University to test any work submitted by me, using text comparison software, for instances of plagiarism. I understand this will involve the University or its contractor copying my work and storing it on a database to be used in future to test work submitted by others. I understand that I can obtain further information on this matter at http://www.unisa.edu.au/learningadvice/integrity/default.asp Note: The attachment of this statement on any electronically submitted assignments will be deemed to have the same authority as a signed statement.

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Unit of Work Title: ADAPTATIONS

Contextual Details
Name: Matt Gardiner Primary School Year Level/ Age Group: Year 5 (9-10yrs) No. of Students: 24 Activity: 9 weeks (90mins per wk) Location: Classroom/Computer Room School: Highgate Date: 4th June Estimated Duration of

Area of Learning
Area of Learning: Year 5 Australian Science Curriculum (Description Students are introduced to cause and effect relationships that relate to form and function through exploration of ADAPTATIONS of living things.) Topic: Adaptations.

Unit of Work Focus

What is the context? What features do organisms have to help them survive in their environment? Structural and behavioural adaptations will be studied. What is the inquiry? - How do animals survive in the extreme environments? Eg. hot/dry desert environments, very cold polar regions etc. How will students demonstrate their learning? Investigate Report to display investigation outcomes. Digital Story and oral presentation to display conceptual outcomes.

ACARA Strand Concepts

Science Understanding: Biological Sciences: Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) Phase Activities Science Inquiry Skills:Planning and conducting: With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) Processing and analysing data and information: Construct and use a range of representations, including tables and Engaging students to bring forth their prior knowledge/representations. (Diagnostic assessment) graphs, to represent and describe observations, patterns or relationships in data using digital technologies as Introduction To appropriate (ACSIS090) Picture of an unknown organism (eg. picture from some horror movie) is shown to the class. In groups they are to discuss Topic what type of organism it is? (plant/animal, other) In what type of environment they think a problem supports this? Evaluating: Suggest improvements to the methods used to investigate a question or solve it lives in; what (ACSIS091)How do (Lesson 1) Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts they think it moves, eats and breathes etc? Discuss results Communicating: (ACSIS093) Drawing activity: Students are to draw Science as a Human Endeavour: Use and Influence a Great White Shark and a kangaroo. How are they similar? How arepersonal and of science: Scientific knowledge is used to inform they different? How does community decisions (ACSHE217) the structure of their body help them survive in their environment?
Class discussion: (Brainstorming) Name some animals that live in the water. What sort of features do these animals have? How are they different from those that live on the land? Name some types of plants that live in deserts/rainforests. How do they differ? Name someDetails live either in extreme cold or hot regions. What features do they have to help them live in Unit of Work animals that Specific Learning Outcomes these conditions? (Students are for the Australian the difference between these organisms behavioral adaptations of living thingsidentifying similarities and environment by structural andthat enables them to group

Unit of work overview

Describe and list functions Explore general adaptations for particular environments such as water conservation in deserts Explain how particular adaptations help survival such as nocturnal behaviour, change of skin colour Compare types of adaptations such as structural and behavioral Experience a range of ways of finding information and ideas, including internet research Consider different investigation methods such as field work

features for similar purposes)

(Lesson 2) Investigating

Students involved in their own learning via hands on activities, individual and group work. (Formative assessment) Students bring in any models/live specimens/plants etc. to share with the class Students conduct internet searches and research terms and list organisms that engage in the following behaviours; they describe their habitats where they live; note how the features help them survive; Glossary: nocturnal; diurnal; migration; hibernation; camouflage. (List of organisms as selected during brainstorm session) In groups students start to collect images of various animals and plants they would like to investigate. Imagines may be from Wikimedia/Flickr or taken by the students themselves using a digital camera/mobile phone etc. Students will be required to produce a labeled diagram showing shape, size and features and include a title and scale. (This will be evaluated at a later date and worked on during other sessions)

Lesson 3 - 5 Investigation continued

(Depending on time and location this could be a walk to the local creek/park etc or a day trip to museum/wildlife park) Students will predict what they will see and then compare their observations with their predictions. Organisms will be noted by type/amount etc. Students can use digital cameras to photograph organism for their labeled diagram.

Lesson 6-7 Investigation continued

Lesson 8 Reporting

Teacher questioning/class discussion: 1/ What do organisms need to survive? (food, water if animals; light & CO etc if plants, shelter/protection from the weather or predators) 2/ Types of adaptations. Teacher selects examples to identify structural, behavioural and functional adaptations access images from Wikimedia/flickr etc. Teacher questions students about how they think each feature will assist in their survival. Eg. change in body colour; camouflage; eat at night; live underground during the day. View (at least 6) documentaries on animal adaptations; then allocate one animal to each group and they have to list and describe the features of the animal and how these features assist it to survive in its habitat, linking form to function. They need to classify the adaptations as structural; behavioural or functional; results are to be kept for a verbal report later. Students are required to prepare a factual text report; each report should include printed and visual text, titles, labels, diagrams and photographs. Students need to summarise the adaptations of their particular animal and how it is suited to the Australian environment. (attention to its original habitat; habitat in Australia; structural, behaviour and functional adaptations; photos with relevant features highlighted. Student explanations? How best can students represent their understanding (Formative assessment) Each group presents their summary as a short verbal report on the animal adaptation documentaries previous viewed in lesson 6 & 7, to the rest of the class (this should be no more than 5 6 minutes per group) What do I want students to know? What representations will provide evidence that they understand the concepts? What do I want the students to be able to do? How will they demonstrate this? Summative assessment of the conceptual outcomes. Digital Story: Each group will select an animal from lesson 2 and research it to make a digital story (using Microsoft Photostory a task sheet on making a digital story will be given out) Each group will be required to produce a 2-3 min digital story and these are shown to the rest of the class. Students will require a storyboard to sequence their imagines and information. See appendix A for two detailed lesson plans (Lessons 6 and 9)

Lesson 9 & 10 Evaluating

PART B
We live in a technological age and students encounter ICT in many areas of their lives, therefore it is essential as teachers, they are provided with the opportunities to explore the technology and encourage them to use it as a learning tool. Education is about preparing students for the real world and therefore the use of real world tools (ICT) injects a sense of purpose to classroom activities. Along with technological changes in the classroom over the years, there has also been a shift in the way we teach. Education has moved away from the teacher-centred approach to a more student-centred learning environment; bringing with it the theory of constructivism. (This being, knowledge is constructed upon what we already know.) In todays world where technology dominates our society, students dont want to be lectured, they want to be actively involved in their learning, wanting to explore technology and gather knowledge through interaction with peers and doing their own research. Nanjappa et al(2003) stated that when you integrate technology with the constructivist approach, using problem based learning or project based learning, all students are more responsible for their own actions and are a lot more active in the learning process. Nanjappa et al (2003) also highlighted that using a constructivist approach offered the flexibility to teachers to individualize learning for each student while using technology tools to augment cognitive and metacognitive processes. ICT skills for the twenty-first century learners is of such importance that it has been included in one of the seven general capabilities in the new Australian Curriculum (2012). The new curriculum identifies that ICT capability supports and enhances a students learning across all areas of the curriculum; that these technologies are digital tools that enable the student to solve problems and carry out tasks. ICT as an instructional and learning tool plays a major role in the success of the lessons outlined in part A of this assignment. The ICT resources for these lessons are crucial in meeting the set curriculum requirements as outlined by the Australian Curriculum; requirements for this strand of science work outlines that digital technologies and multi-modal texts will be used. The lessons in Part A are structured to be enhanced by the use of ICT, as much of the teaching is still the traditional teacher-centre focus approach. The lesson plans are such that they are not just using ICT for the sake of it but as an important instructional and learning tool. The fact that the lessons are also a project based assignment lends itself to be further enhanced by used of ICT and the students playing an active role in their learning. This is support by research (Travers, 2001 and Clements and Sarama,2002 as cited by Elizabeth) as children can explore, create and express themselves, such as Photostory, Kidspiration and PowerPoint, are much more worthwhile applications; as they increase student achievement and encourage positive social interactions,

cooperative learning and meaningful gains in skills. The benefits of ICT in learning in other areas will be looked at further in this paper; its use in presenting the unit of work in Part A is particularly important in the use of the internet to search for information by the student, for demonstrations by the teacher and students on an interactive white board and through the use of various computer applications by the students to produce an assessable piece of work. Evidence from research and studies has shown that the use of ICT on learning does have a positive impact in a number of ways, as outlined; ICTs are highly motivating, engaging for young children & for longer periods of time (Sime & Priestley, 2005) (Chatel 2003, Kankaanranta & Kangassalo 2003 as cited by Elizabeth) Improved student interest and pride in work (Clements & Sarama 2002, Jones 2003; Travers, 2001 as cited by Elizabeth) Impacts of learning experiences personalisation of learning can use a variety of formats (Unisa ICT Lecture 10) ICTs enhances social benefits including the promotion of cooperative learning, peer tutoring and communication (Brooker, 2003; Chatel 2003) Encourages creativity opportunities to be creative in authentic contexts which were not previously possible (Unisa ICT Lecture 10) Promotes problem solving, development of critical thinking skills and evaluative reflection about the learning process (Clements & Samara 2002; Edwards 2005 as cited by Elizabeth) Provide tools to increase student productivity; students using an integrated learning system to support development of skills in reading, literacy and numeracy showed improvements more cost effective than other major initiatives (Mann et al, 1999 as cited by Newhouse) The use of adaptive technologies to overcome physical disabilities with the use of ICT (Donegan, 1999 as cited by Newhouse) These are all very positive and encouraging outcomes but unfortunately its not the resources that make the difference; teachers are still the key to creating a relevant and meaningful learning environment. This is very much supported by a research study by Condie, R & Munro, B (2007 as cited in Unisa Lecture 10) titled The impact of ICT in schools a landscape review; that the effective use of ICT is not about changing tools: it is about changing practices and culture

Looking further at the lesson plan in Part A of this paper the main ICT resources used are computers and the internet. Although the main objective was to fulfill the requirements of a particular curriculum strand (science), which dealt with adaptations, three other learning areas were satisfied. (Unisa Lecture 1Luehrmann model) These were, 1/ Learning about computers and the internet, which focuses on developing technological literacy. These typically include many fundamental things such as basic terms, concepts and operations; using productivity tools such as word processing, spreadsheets, data bases, use of search engines, email and also developing an awareness of the social impact of technological change. 2/ Learning with technology which refers to how the technology can be a means to learning across the whole curriculum. This includes either the presentation or demonstration of data using productivity tools; use of information resources on CD-roms, online encyclopaedias, electronic journals and other references; the use of curriculum-specific applications such as educational games, drill and practice, tutorials or simulations. 3/ Learning through computers and the internet combines the learning of them with learning with them. This involves the student learning the technological skills just-in-time of the delivery of course material, allowing a criss-crossing of knowledge and presents the most current and up-to-date information available; whereby developing higher order cognitive skills of a student. There is also another area involved in the lesson plan which is teacher orientated, that is managing learning with ICT. This refers to the teacher benefits of using ICT which can include; Sharing resources with other teachers (including on-line) Greater flexibility where and when tasks are carried out The teacher becomes a learner with gains in ICT literacy skills, confidence in its use and greater motivation Easier planning and preparation of lessons (easy access to internet at home to prepare) Management of student assessment/higher quality student reports Easier communication and increase involvement with parents

ICT is an integral part of our society, one that influences the lives of children that I will teach from the time they are born. Therefore its significance and integration into education is essential. It was noted by Morrow, Barnhart & Royyakkers (2002 as cited by Elizabeth) that it is the responsibility of education to prepare students for their future; as they are our future, then it is our responsibility (as teachers) to ensure ICTs are a fundamental element of their learning. Just like the essential basics of reading and writing children need modelled instruction, guidance and independent practice in a technological learning environment. The meaningful integration of ICT as an instructional and learning tool into a student centred learning environment is invaluable and beneficial not only to their academic development but also their social development. I would like to conclude this paper with one very inspiring quote from John Dewey, a Philosopher of Education. If we teach today as we taught yesterday, we rob our children of tomorrow

References:

Elizabeth, R. Integrating ICTs into early childhood classroom. (Undated) Nanjappa, A, Grant M 2003, Electronic Journal for the Integration of Technology in Education Electronic Journal for the Integration of Technology in Education http://ejite.isu.edu/Volume2No1/nanjappa.htm Newhouse, Dr. C. Paul. The Impact of ICT on Learning and Teaching. A literature review. The Australian Curriculum v3.0 www.australiancurriculum.edu.au

Unisa Lecture notes and Power Points. Weeks - 1,2 & 10. 2012

Appendix A LESSON PLAN 6

CONTEXTUAL DETAILS Name: Matt Gardiner Year Level / Age Range: Year 5 (9-10yrs) No. of Students: 24 Location: Computer Room AREA OF LEARNING TOPIC Year 5 Australian Science Curriculum ADAPTATIONS School: Highgate Primary School Date: 4th June 2012 Estimated Duration of Activity: 90 mins

BROAD OUTCOME

Students are introduced to cause and effect relationships that relate to form and function through exploration of adaptations of living things.

SPECIFIC LEARNING OUTCOME /S

Contribute to discussions about adaptations Read and view factual texts Identify and recall key ideas in factual texts and videos Create summaries for a verbal report

PREPARATION / ORGANISATION: Gather/select images to identify structural/behavioural/functional adaptations Gather at least 6 documentaries on animal adaptations Prepare list of questions relating to 1/ What do organisms need to survive? 2/ Types of adaptations? RESOURCES: Computer Room/access to internet Any real-life specimens (if possible eg. lizards) Imagines from Wikimedia/Flickr/books of different types of adaptations Interactive White Board.

CONTENT

PROCESS

RESOURCES
What materials will be used?

What do I want the students What will I do? What will the students do? to learn? What skills and strategies will we use? Knowledge? Skills? Attitudes What behaviour management strategies will I use?

Lesson Plan 9
CONTEXTUAL DETAILS Name: Matt Gardiner Year Level / Age Range: Year 5 (9-10yrs) No. of Students: 24 Location: Computer Room AREA OF LEARNING TOPIC Year 5 Australian Science Curriculum ADAPTATIONS School: Highgate Primary School Date: 7th June 2012 Estimated Duration of Activity: 90 mins

BROAD OUTCOME

Students are introduced to cause and effect relationships that relate to form and function through exploration of adaptations of living things.

SPECIFIC LEARNING OUTCOME /S

Make a presentation to communicate students understanding of adaptations Use multi-modal formats Ability to review and reflect on their learning and represent what they know

PREPARATION / ORGANISATION: Prepare a how to do digital story task sheet Ensure Microsoft Photostory is download and working correctly Large sheets of A3 paper for students to produce their storyboard

RESOURCES: Computer Room/access to internet Microsoft Photostory Digital camera A3 paper Computer micro-phones (if any student is doing a voice over into photostory)

CONTENT
What do I want the students to learn? Knowledge? Skills? Attitudes

PROCESS
What will I do? What will the students do? What skills and strategies will we use? What behaviour management strategies will I use?

RESOURCES
What materials will be used?

Collect imagines close ups etc at least 10-20 to produce group digital story about the adaptations of specimen Teacher gives out Digital Story Task Sheet Research and summarise the adaptations

Digital story task sheet

Digital camera Create storyboard of imagines Save imagines to computer Provides students with large sheets of A3 paper for their storyboard Any available websites that students may need to complete required work. A3 paper

Add text to imagines to note features of adaptations (use Guides students having difficulties with Power Pt save to Jpeg file) computer programs Import imagines to Photostory Add any effects student my wish to improve imagine Do voice-over if desire Teacher is looking for evidence about the extent to which students have achieved the conceptual outcomes

Save photostory and convert to a windows media file Assessment: Final products developed in this lesson View final product provide useful work samples for assessment Teacher takes opportunity to discuss/reflect on their learning journey