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ECU 301

Designing & Developing a Learning


Sequence
Assignment 3

Anthony Rossetti
255144

Anthony
Rossetti
255144

My Neighbourhood/Community
Lesson One: Introduction to the topic

Unit
Integrated

Geography
History, Design &
Technology, Mathematics,
Science

Year Level
Lesson

2
1/5

Lesson Aim

Introduce the topic


Identify previous background knowledge
Discuss lesson outcome points
Show you tube videos and Google Maps website
Explain future assessment tasks

Lesson Outcomes
Geography
Discuss Indigenous Australians connections to the local community and surrounding area
Discuss what sites make up our local neighbourhood
Pose geographical questions about familiar and unfamiliar places

History
Discuss the history and significance of a building, site or part of the natural environment in the local
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Anthony
Rossetti
255144

community
Discuss the importance today of an historical site of cultural or spiritual significance; for example, a
community building, a landmark, a war memorial
Pose questions about the past using sources provided

Design & Technology


Identify how the local community has been designed with roads, buildings, natural features etc.
Explore maps of the local area using technology

Science
Ask questions about the community and pose significant questions/ make predictions

Resources/Preparations
A smart board or other multimedia device will be needed to show students you tube videos and to look at
Google Maps
You tube videos ready to be viewed
1-Places in the Community-http://www.youtube.com/watch?v=cX9rXoEgMFM
2-Whats in My Neighbourhood-http://www.youtube.com/watch?v=apwiRl0sSRM

Anthony
Rossetti
255144

Time
in
mins
10

10

Teaching & Learning


Sequence

Introduce the topic of My


Neighbourhood/Communit
y and what it means

Discuss what features


constitute a community
and local neighbourhood
and why such features are
included

10

Discuss the history


associated with the
community

Teaching Strategies

Discuss Indigenous
Australians connections to
the neighbourhood and
surrounding areas
Discuss the Indigenous
Australians - Kaurna
People- connection to the

During this initial lesson in


the unit, students attention
will be captivated by the use
of teacher led explanations
and subsequent class
discussions
Teacher scaffolding and
questioning will be used to
check for background
knowledge and
understanding
Students will be encouraged
to ask questions and seek
answers through their
participation in a learning
activity
The introduction of Google
Maps will be shown to
further enhance student

Adjustments

Teacher
will
adjust
the
language
used
to
help
support
students
understanding if necessary

Visual aids will be used if


necessary such as word lists
and different terminology
written on the whiteboard for
all students to see

Teacher will be available to


assist any students who have
difficulty
understanding
concepts used

Sub titles will be used during


video
to
further
help
students understanding of
what is being said

Seating will be arranged so it


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Anthony
Rossetti
255144

land and association to


the local community
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Introduce Google Maps


and how to access the
website

Show the students a map


of the local
neighbourhood and as a
class identify various
features

Watch a short video


presentation
demonstrating what
features can be included
in the neighbourhood

Explain the summative


assessment tasks to the
students which include a
2D drawing of their own
fictional neighbourhood
and creating a 3D version
using My Neighbourhood

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knowledge

This lesson will be supported


and enhanced by the use of
short videos which will
provide context to the topic.

is possible to pair students of


high ability with students
who have limited knowledge,
encouraging
students
to
assist each other when
appropriate

Anthony
Rossetti
255144

computer program

Assessment Task
Formative Assessment

Assessment
Criteria
Students will be formatively
assessed on their participation
in class discussion and
learning activity
Level of awareness and
interest during class discussion
and video presentation

Grade
Ongoing observations

My Neighbourhood/Community
Lesson Two: Class Excursion

Anthony
Rossetti
255144

Unit
Integrated

Geography
History, Design &
Technology, Mathematics,
Science

Year Level
Lesson

Lesson Aim
Class excursion around the schools neighbourhood
Students able to identify various features which make up the neighbourhood
Give students a better understanding of what the neighbourhood/community involves

Lesson Outcomes
Geography
Locate possible Indigenous Australian landmarks around the neighbourhood/community
Pose geographical questions about the neighbourhood
Collect and record geographical data and information e.g. Note taking, photographs

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2/5

History
Identify historical aspects of the neighbourhood/community
Understand the importance of an historical site of cultural or spiritual significance; for example, a community
building, a landmark, a war memorial
Pose questions about the past using various sources

Design & Technology


Identify how the neighbourhood/community has been designed and reasons for that design

Anthony
Rossetti
255144

Time

Mathematics
Interpret simple maps of the neighbourhood and pose questions
Science
Respond to and pose questions, make predictions about familiar places and events surrounding the
neighbourhood/community

Resources/Preparations
Permission slips for each student returned prior to leaving for the excursion
Students to bring pencil and note pad for note taking
Teacher to bring camera to take photographs of specific landmarks

Teaching & Learning

Teaching Strategies

Adjustments
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Rossetti
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in
mins
10

120180

Sequence

Explain to the students


that they will be going on
an excursion to identify
local features of their
community.
Ask the students identify
what buildings are in the
community and for what
purpose? What natural
features are included?
Why?
Are there historical
features associated with
the community? What
might be the significance
of these features be?

Are there any Indigenous


Australian landmarks of
significance located
around the community?

Class discussion will occur

Appropriate supervision
required during the excursion

During the excursion


students will be encouraged
to take notes of what they
see throughout the
neighbourhood.

Ratio of one supervisor to


fifteen students
recommended

Extra support from staff or


parents will be welcomed to
provide assistance to class
teacher and students

Explain that the notes will


help the students for the
design approach next lesson.

Apply the buddy system to


the students appropriately
pairing students with one
another

The buddy approach will


help assist students who may
have difficulty note taking,
following instructions etc.

Prior to the lesson a local


map of where the students
will be going will be handed
out to help them navigate.

Teacher to take camera to


photograph significant
landmarks
Explain to the students that
appropriate behaviour is to
be displayed whilst on the
excursion and that they will
be representing the school to
the public

Anthony
Rossetti
255144

at the conclusion of the


excursion

Assessment Task
Formative assessment

Assessment
Criteria
Students will be formatively
assessed on their participation
in class excursion and learning
activity
Level of awareness and
interest shown during class
excursion
Teacher to observe how many
notes the students have taken
to help with summative
assessment

Grade
Ongoing observations

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Anthony
Rossetti
255144

My Neighbourhood/Community
Lesson Three: 2D creations of individual neighbourhood/community

Unit
Integrated

Geography
History, Design &
Technology, Mathematics,
Science

Year Level
Lesson

2
3/5

Lesson Aim
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Anthony
Rossetti
255144

First summative task to be completed


Students to use this lesson to create a 2D design of their own fictional neighbourhood
To give students opportunity to design their own neighbourhood
Further enhance students awareness of what makes up a neighbourhood/community

Lesson Outcomes
Geography
Represent data and the location of places and their features by constructing labelled maps

Design & Technology


Visualise, generate, develop and communicate design ideas through describing, drawing and modelling

Mathematics
Interpret simple maps of familiar locations and identify the relative positions of key features
Science
Respond to and pose questions, and make predictions about familiar objects and events surrounding the
neighbourhood/community

Resources/Preparations
Students to be given A3 sheet of paper
Appropriate accessories are to be used to draw the design e.g. Ruler, pencils, textas etc.
Photos of landmarks taken during the excursion to be displayed
Aerial view of the local neighbourhood will be shown on the smart board for students to refer to

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Anthony
Rossetti
255144

Time
in
mins
10

1060

Teaching & Learning


Sequence

Explain to the class that


this lesson will be their
opportunity for the first
summative assessment
task.
Students will be required
to make a 2D plan of their
fictional community
Drawing on knowledge
gained during the first
lesson and excursion
notes, the students will be
required to include
features which they would
like to include in their
community
All features on the map
will be labelled
appropriately and include
relevant
structures/buildings that a
community entails

Teaching Strategies

Drawing
from
class
discussion in the first lesson
and note taking from the
excursion
students
will
complete a 2D design of their
fictional neighbourhood

The design will incorporate


features
from
the
neighbourhood but will be
planned using the students
creativity and imagination

Students are free to include


any religious or cultural
aspect they feel is important
or
necessary
in
their
community

The local neighbourhood will


be displayed on the smart
board via Google Maps to
help students gain more of
an understanding of what
features are expected

Adjustments

Teacher
will
adjust
the
language
used
to
help
support
students
understanding if necessary

Students
from
diverse
cultural backgrounds will be
encouraged to include what
they think is important for
their own community even if
it was not observed on the
excursion

Visual aids will be used if


necessary such as word lists
and a rough design plan
drawn by the teacher to help
students get started. This will
be written on the whiteboard
for all students to see

Teacher will be available to


assist any students who have
difficulty
understanding
concepts used or how to
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Anthony
Rossetti
255144

begin the design stage

For the last part of the


lesson the internet
program My
Neighbourhood Explorer
will be shown on the
smart board to give the
students an idea of what
is expected for their final
assessment task and a
brief guide on how to use
the program

Assessment Task
Summative Assessment 1

Students will be reminded


that this design will be used
for the final 3D model.

Students will be reminded


that they only have one
lesson to complete the task
and any unfinished work will
be completed for homework
and handed in first thing the
following morning

Assessment
Criteria
Neat detailed plan of students
own fictional
neighbourhood/community
Full A3 size paper to be utilized
Appropriate labelling to
identify specific features
Creative and imaginative
designs with colour

Arrange seating so students


of high ability may be paired
with those who have limited
knowledge and encourage
students to assist each other
during the lesson if
appropriate

Grade
Final marks will be a score out
of 25
Due date: After lesson 3 ends
or first thing the following
morning

My Neighbourhood/Community
Lesson Four: 3D creations of individual neighbourhood/community
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Anthony
Rossetti
255144

Unit
Integrated

Geography
History, Design &
Technology, Mathematics,
Science

Year Level
Lesson

2
4/5

Lesson Aim

Second summative task to be completed


Students to use this lesson to create a 3D design of their own fictional neighbourhood using My
Neighbourhood-Explorer program
To give students opportunity to design their own neighbourhood with a realistic feel
Further enhance students awareness of what makes up a neighbourhood/community using internet programs
with a three dimensional aspect

Lesson Outcomes
Geography
Represent data and the location of places and their features by constructing a 3D design
Design & Technology
Identify, use and explore digital systems (hardware and software components) for a 3D design of their own
fictional neighbourhood/community
Sort data and use digital systems to present the data creatively using flair and imagination

Mathematics
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Anthony
Rossetti
255144

Interpret simple maps of familiar locations and identify the relative positions of key features

Science
Respond to and pose questions, and make predictions about familiar objects and events surrounding the
neighbourhood/community

Time
in
mins
10

1060

Resources/Preparations
Students will have access to individual computers for this lesson
Students will have their 2D maps handed back to them before lesson commences
Students will ensure they have their own personal USB sticks to save their work on

Teaching & Learning


Sequence

Explain to the class that


this lesson will be their
opportunity for the second
and final summative
assessment task.
Students will be required
to make a 3D design of
their fictional community

Teaching Strategies

Before the start of the lesson


the students will be reminded
how to use the program

Students will have their 2D


designs handed out to them
so
they
can
use
the
information to create the 3D
designs

Adjustments

Teacher will be available to


assist any students who have
difficulty
understanding
concepts used or how to
begin the design stage using
the computer program

For the students who may


not remember how to use the
computer
program
or
anything involved will be
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Anthony
Rossetti
255144

Using the My
Neighbourhood-Explorer
program the students will
use this lesson to create a
3D replica of their 2D
designs

Assessment Task
Summative Assessment to be
presented in final fifth lesson
of the unit

shown as a group by the


teacher

Students will be reminded


that this final task will be
saved to their individual USB
sticks and used for their final
presentations next lesson

Arrange seating to possible


pair students of high ability
and computer know how to
those will limited knowledge
and encourage students to
help each other during the
lesson

Any students who finish the


task early will be encouraged
to help those who may be
having difficulty

Any unfinished work will be


saved and completed for
homework/before the next
lesson

Assessment
Criteria
Final 3D design has been
completed
3D design is mostly if not all
mirror imaged from 2D design
Creativity and originality
shown throughout the design
process

Grade
Final marks will be a score out
of 25
Due date: Before the
presentation in concluding
lesson 5

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Anthony
Rossetti
255144

Final 3D design is saved


correctly to USB stick

My Neighbourhood/Community
Lesson Five: Class presentations of final 3D construct

Unit
Integrated

Geography
History, Design &
Technology, Mathematics,
Science

Year Level
Lesson

2
5/5

Lesson Aim
Students will individually present their 3D creations to the class
Students will give a brief description of what they have included in their neighbourhood/community and why
Finalise the unit of work and identify what the students have learnt over the past five weeks

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Anthony
Rossetti
255144

Lesson Outcomes
Geography
Represent data and the location of places and their features by constructing a 3D design

Design & Technology


Identify, use and explore digital systems (hardware and software components) for a 3D design of their own
fictional neighbourhood/community
Sort data and use digital systems to present the data creatively using flair and imagination
Mathematics
Interpret simple maps of familiar locations and identify the relative positions of key features

Science
Respond to and pose questions, and make predictions about familiar objects and events

Resources/Preparations
Students will need to bring their individual USB sticks
Access to class smart board will be provided
Any notes relevant to the presentation will be needed

Time

Teaching & Learning


Sequence

Teaching Strategies

Adjustments

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Anthony
Rossetti
255144

6080

One by one each student


will present their final,
completed 3D design to
their classmates

Remind students to have


their USB sticks and any
relevant notes to be ready
for their presentations

Students will be asked to


provide some information
as to why they have
chosen their design

Teacher to allocate
appropriate time (3 mins)for
each student to present their
work to the class

Students will have three


minutes to present their
work

Students viewing the


presentations will be
allowed to ask questions
after each individual
presentation (maximum 3
to allow for adequate
time)

After presentations teacher


will lead a class discussion of
what the students have
learnt over the last five
weeks

Questions may include what


is a
neighbourhood/community
made up of? For what
reasons? What are some of
the landmarks or buildings
that are included? Why it is
important to know what is

Following the last


presentation the teacher
will address the class on
the topic one last time

Teacher will grade work


during individual
presentations

Teacher will be available to


assist any students who may
not know how to use the
technology on the smart
board

Arrange seating
appropriately so students will
be able to see and hear
student presentations

Microphone may be used by


students presenting the work

Encourage students of
diverse cultural backgrounds
to elaborate on why they
might have included
unfamiliar landmarks or
features in their presentation

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Anthony
Rossetti
255144

included in a
neighbourhood/community?

Teacher will ask a series of


questions to the class and
ask for relevant answers
about the topic of the last
five weeks

Assessment Task
Summative Assessment 2

Congratulate the students


participation and hard work
during the unit

Assessment
Criteria
Final 3D design has been
completed
3D design is mostly if not all
mirror imaged from 2D design
Creativity and originality
shown throughout the design
process
Final 3D design is saved
correctly to USB stick

Grade
Final marks will be a score out
of 25 for summative
assessment 1 and a score out
of 25 for summative
assessment 2
Assessment sheet to be
handed out to students with
final comment regarding the
students participation during
the whole unit

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Anthony
Rossetti
255144

References
ACARA Australian Curriculum, Assessment and Reporting Authority. (2015). Retrieved from
http://www.australiancurriculum.edu.au
Video 1
Beyond Notebooks (2013, October). Places in the Community [Online video]. Retrieved from
http://www.youtube.com/watch?v=cX9rXoEgMFM
Video 2
ceippintorpedrocano el palmar (2014, March). Whats in my neighbourhood places and actions Macmillan [Online video]. Retrieved

from
http://www.youtube.com/watch?v=apwiRl0sSRM
Google. (2014). Google Maps. Retrieved from
https://www.google.com.au/maps/@-35.0338867,138.5953116,13z
Landcom. (2014). My Neighbourhood. Retrieved from
http://www.landcom.com.au/mini-sites/my_neighbourhood/planner/site.htm
Reynolds, R. (2012). Teaching History, Geography and SOSE in the Primary School. Oxford: Oxford University Press.

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