LEARNING EXPERIENCE PLAN (LEP)

Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

Year 4

1 hour

Games. Lesson 4/ 10 Where do ideas come from?

N/A

Technology

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)

Curriculum information: Essential Learnings Technology By end of Year 5 (Queensland Studies Authority (QSA), 2008). Australian Curriculum: History Knowledge and Understanding. Ways of Working. Technology as a human endeavour. The learner will know and understand that: The learner will be able to: Different ideas for designs and products are developed to meet needs and generate design ideas that match requirements wants of people, their communities and their environments.
Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

Developing understanding of Technology Practice Cycle (work portfolios) Able to generate 2D designs from simple ideas (work samples) Able to select resources, simple techniques and tools to make products (observations & work samples) Generally follow guidelines to apply safe practices (observations) Regularly contribute to individual online technology journals (observation & previous unit of work) Have identified personal experiences with games (observation & work samples) Have contributed to shared understanding of vocabulary associated with topic (previous lessons PK) Understand that games cater to diverse interests and meet different needs (previous lessons DK) Understand that games are created for different purposes and audiences (previous lessons DK) Have previously covered some aspects of appropriateness (Aesthetic, economic and functional) Understand roles and expectations for behaviour during cooperative tasks (ongoing ) Have previously used Blogger website (previous unit of work)

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class.) Knowledge & understanding: (declarative) Skills: (procedural/do) The learner will know and understand that: The learner will be able to:

D1 That products can be designed using processes such as, simplification combination, magnification and elimination

P1 Combine, simplify, magnify or eliminate elements of existing games to generate ideas for new games P2 Evaluate products for appropriateness for specific purpose and audience

Learning processes:

LMQ3 - How does the learner best learn?

Prefer relatable, authentic tasks - provide activities which relate to students lives and prior experiences Relatable content ensures engagement and motivation link content to students interests and prior knowledge Individualised assessment opportunities - pose questions which allow for individual responses from each student Attention span developing - ensure tasks and activities are not too long and offer variety Comprises a range of learning styles - provide tasks that cater to a range of learning styles (kinaesthetic, visual and auditory) Do not like to remain in one position for an extended period of time - provide activities that require movement during long lessons Engage in lessons/activities that are exciting exhibit enthusiasm and embed ICT elements in lesson
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Learning procedures LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL) focus. including teaching strategies to be used

Resources LMQ4 - What resources do I have at my disposal?

Assessment & feedback LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.) LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.)

Phase 1 Intro/ Hook: To stimulate interest in topic: Write focus question Where do ideas come from on whiteboard Show video footage of class interviewing Prep students during previous lesson Phase 2: Explain To develop shared understanding of importance of audience and purpose in design: In cooperative groups, students orally present results of interview with Prep students, using graphs and tables to display information (created using online graph tool). Pose the question of each group How will this information inform the design of your game? Encourage questions from students. Prompt use of sentence starter chart displaying suggestions such as How will that affect As a class, make adjustments to KWL to facilitate new understandings gained by conducting interviews 5 minute drink and movement break after presentations allowing students to stretch and re-group Students consider additional knowledge needed in ideation phase: Remind students that one of the requirements of the design brief is that they must create a new game from one that their Prep audience is familiar with. Pose the question how can we change something to make it new? Conduct 5 minute writing relay. Write combine, simplify, magnify and eliminate on the board, each in its own row. Have students quickly write underneath one of the headings what they think the word means then pass the marker to the next student. Ensure students with special needs (PI or VI) are given extra time to respond if needed. Provide explanations of words combine, simplify, magnify and eliminate by: Using PowerPoint displaying before and after images of items/ideas which have been subjected to these processes Explain that as designers we often change existing ideas in some way to come up with something new and different To help students link new understanding to prior knowledge, write definitions for combine, simplify, magnify and eliminate beside the student responses from the relay activity Allow 10 minutes for students to think tank ideas about how the processes of combining, simplifying, magnifying or eliminating could

Introducing topic in an engaging way. Link topic to students own experiences

P2

P2

Providing opportunities for expression of understanding in own words Encouraging students to link what they have learned to the design task Using questioning to deepen own understanding and challenge ideas Linking new knowledge to prior understandings

Graphing link on Glogster resource

Focussed analysis of information presented and responses to questions as it relates to the design task .Students understanding of audience as a factor in design process(Teacher assessed formative)

KWL link on Glogster resource

Establish a sense of comfort in the classroom

Posing open questions to stimulate interest in concept

D1

Providing shared experience with the concept.

Current understanding of vocabulary associated with concept(Teacher assessed diagnostic) Slideshow of before/after design images

Providing visual representations of the concept

D1

D1

Communicating and comparing ideas related to the concept Consolidating ideas relating to concept Generating a range of ideas in response to design brief and encouraging students to think laterally Representing ideas /thinking in a variety of ways

D1

P1

Planning and designs form part of group portfolio (Teacher assessed part of summative assessment) Version 25 Nov 2011

be applied to a game Preps are familiar with to create a new game Use Technology Cycle graphic on IWB and encourage groups to consider which phase they are currently working in Phase 3: To evaluate design progress and document changes in thinking, each group to update technology practice cycle on blog
Access to online Blog via Glogster resource

Group blog documenting tech. process cycle and design ideas (teacher assessed/pee assessed formative)

Reflection: LMQ9 - Why has the learner (achieved/)not achieved the learning outcomes (standards)? (Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.)

Reflective questions: Were the procedural and declarative outcomes for this lesson met? Did this lesson offer enough opportunities for learners to demonstrate learning? Did assessment align with expected outcomes ? Did this lesson cater to a range of learning styles? Did this lesson provide enough opportunities for all learners to engage with the content? Were the teaching strategies used in the lesson effective in helping learners engage with the content? Does this lesson feed forward into the next lesson in the unit?

Version 25 Nov 2011