Design+Rationale

Design Rationale

This unit was designed using Don Clark’s Clark, D. R Bloom’s Taxonomy of Learning Domains (1999), demonstrating high order thinking of skills of creating, evaluating, analysing, applying, understanding and remembering. Whilst, combining with other learning frameworks of Engagement Theory by Kearsley & Shneiderman (1999) and Dimensions of Learning by Marzano & Pickering (1997). To design learning that incorporates knowledge and cognitive development, for see’s learner attitudes for positive direction and promotes skills in order achieve knowledge outcomes. This science unit is based on experimental inquiry that can be seen in every day authentic contexts, collaborating learning and engaging problem based tasks into purposeful and collaborative activities. The supporting literacy components lends itself further more on how to imbed ICT within the learning design.

__Experimental Inquiry__ A primary factor was using exploration with hands on activities where students used learner and group centred inquiry to observe and draw relevance of scientific force and motion in action. By understanding the; who, what, why and how the affects of theseactions occur through doing learners could construct deeper meaning. This new gain knowledge and concluded information was sequenced and constructed by creating and communicating through digital technologies.

__Authentic Experiences____﻿__ A key learning area of science can be perceived as clinical and boring for some students and the importance to learning here was to construct authentic experiences to relate science as a part of everyday life. Relating friction to a roller coaster, wheels and brakes that use motion and force for momentum and stopping. House hold games to emulate rolling, pushing and pulling forces and energies. Role plays constructed around daily scenarios of going shopping by pushing a trolley. Some of these examples would be classified as personal learning experiences, whilst ICT has the opportunity to capture these experiences into a more lasting one.

__Collaborative Learning__ Being able to share experiences and problem solve tasks in groups, pairs and as a whole class engaged content and promoted learning. Recognising more repeated demonstrations when rolling a can become more interesting within the group by recording a number of findings allowed higher thinking skills to increase awareness around scientific evidence. Within ICT context pairing up was valuable with more complex problems that needed attention to detail. ICTwas used where groups could work more independently and have a sense of control and associate class input in given tasks that founded connectedness.

__Problem Based__ Learners came up with creative ideas to solve problems assigned to them drawing on varied learning styles and could identify with different ways of doing this, through presentations,physical and literal demonstrations, group and class interactions and discussions. ICT enabled creations that achieved a self purpose and recognition from peers.

Below are the imbedded ICT elements and more information can be found in Appendix 2 – unit overview.

ICT Information andCommunication Technologies and Cross-curriculum priority

__Inquiring with ICTs__
 * //Identify the inquiry focus and match digital tools to gather data and information//. Learner groups experimented here with comparing different catapult positions by comparing and contrasting force and weight dimensions illustrated in a Microsoftword/excel bar graph. Each group transferred written data and information into theirown groups bar graph and once appraised transferred their own group’s data into an overall combined bar graph for evaluation.
 * //Conduct and manage structured searches for information//. Learners collaboratively worked in groups to locate and search a teacher tube website address in Google to conduct a research and examine information.
 * //Evaluate information for usefulness, creditability, relevance and accuracy//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Reflecton inquiry purposes in developing new understandings//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">__Creating with ICTs__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Express and represent ideas, information and thinking//. Learners think pair and share their hands on activity using a digital storyboard to demonstrate sequence and illustrate representation in a Microsoft PowerPoint converting slides into an image layout.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Reflecton their use of ICTs as creative tools and evaluate their ICT responses and the effectiveness of the ICT features in meeting requirements.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">__Communicating with ICTs__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Collaborateand communicate ideas, understandings, information and responses.// Groups plan and create a role play with authentic contexts and produce and record adigital video.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Apply appropriate communication convention.// Here in cooperative groups learners created a digital mind map from their brainstorm activity and related word wall.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Usea variety of digital media to improve communication.//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Express a personal image and an identity in communication.// Here students were freely able to operate a digital camera to communicate their real life hands activities of science relevance via image display.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">__Ethics, issues and ICTS__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Develop and apply codes of practice that promote safety, security, responsibility and respect.// Learners conduct themselves according to the schools code of ethics and ICT practices.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">__Operating ICTs__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Experiment with operational processes and use the basic capabilities of a range of ICT devices//. Here learners were rewarded with an overall revision of this unit to individually recognise, identify review, rearrange, hypothesise,calculate and give examples of learning outcomes by engaging and operating an educational science interactive digital game.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Access appropriate network, personal system and device information.// Learners demonstrated the operations within classroom and library computers of appropriate access parameters.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">//Make selections from common input, output and storage devices.// Learners demonstrated functional operations of creating, opening, closing and savingfiles and conduct printing requirements.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">__Assess student learning__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Informative
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Diagnostic/

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Observe learner participation in photography activity || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Formative

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Evidenced findings in a story board design, context & final layout || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Formative

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Brainstorm activity – word map on Friction || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Formative

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Observation of computer operations

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Evidenced findings on gravity research worksheet || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Formative

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Evidenced content recorded in a video role play || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Summative assessment

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Observe forces investigation

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Results evidenced in bar graph || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Summative Assessment

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Observe & note classroom discussion

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Check and observe interactive game tests for learning ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">By the end of this unit learners would have experienced engaging activities that relate in their daily lives, have pride in their participation evidenced with ICT designs and appreciate the wonderment of science founded by great scientists such as Isaac Newton and gain experienced knowledge from the past and present networking interrelations.