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We had a visual display of Padlet while presenting, however was too large to upload. Zoom will not allow cloud upload to work.

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Australian Curriculum, Assessment and Reporting Authority (2016). [ACARA]. Foundation to Year 10 curriculum: Design and Technologies. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/design-and-technologies/?year=12973&strand=Design+and+Technologies+Knowledge+and+Understanding&strand=Design+and+Technologies+Processes+and+Production+Skills&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia’s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum, Assessment and Reporting Authority. (2016). [ACARA]. Foundation to Year 10: English. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11575&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia’s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum, Assessment and Reporting Authority (2016). [ACARA]. Foundation to Year 10 curriculum: Mathematics. Retrieved from:  https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?year=11752&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probability&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia’s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Allen, P. (1994). Belinda. New York: Puffin.

Didadu. (2014, December 24). How to scare? Youtube channel for kids [Video file]. Video posted to http://m.youtube.com/watch?v=IdJ5hdvsU3g

Iprofindia. (2014, September 11).  Animals give us food. Primary school animated video. [Video File]. Video posted to https://www.youtube.com/watch?v=RMBP3pFBJVg&app=desktop

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Shona and Brittany's 2nd Reflection of Lesson Plans

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Shona and Brittany's 2nd Reflection of Lesson Plans

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Running Sheet for the Presentation:

-          Created role and responsibilities, we contributed through the forum and then made a word document

-          Made regular meeting day

-          Zooms were uploaded

-          Created a Facebook chat

-          Created design brief

-          Solution

-          Curriculum links

-          Unit plan

-          Lesson plans

-          Solution photos

-          Reflection (lesson plans)

-          Reflection (curriculum links)

-          Uploading to Padlet

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This is our groups work and the final solution was collaboratively developed.

Throughout this assessment we have worked collaboratively together as a group (Shona and Brittany). We have developed the design brief and solution as a group so we can design an engaging and hands on activity for the students. Throughout this Shona and Brittany have worked together to create a unit plan that develops students understanding of a topic while drawing upon appropriate curriculum areas.

By working closely together we added our perspectives and experiences to this learning process and developed the overall assessment piece. We achieved this by participating in Zooms and mainly by conversations on Facebook chat and through the telephone.

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Lessons One to Ten were created to support the children's thinking and to solve the problem.

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One to Five:

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Brittany's Lesson Plans:     Six to Ten:

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Brittany's Lesson Plans:     Six to Ten:

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EHT4100 Lesson Plan SEVEN (Brittany).docx

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EHT4100 Lesson Plan EIGHT (Brittany).docx

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EHT4100 Lesson Plan NINE (Brittany).docx

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Unit Plan

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This zoom session highlights the discussion between Shona and Brittany, in relation to the designed lesson plans and reflecting on what could have been improved.

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After reviewing and engaging in formal discussions with Brittany, it was evident that we have both gained an understanding of the ten lessons created for this unit. We both agreed that the curriculum areas that were identified were appropriate however, the lessons would have been stronger, if we connected this unit to Science: The inquiry stage.

Children would have had the opportunity to engage through the different processes that related and connected to science. These include Questioning and Predicting, Planning and Conducting, Processing and Analysing data and Information, Evaluating and Communicating.

We also identified that gradually introducing the lessons would support the children’s learning and inquiry process, rather than starting the lessons directly about scarecrows. After further discussion, it was highlighted that towards the end, the lessons needed to run for a greater period of time, in order to successfully develop the scarecrow and support the children's thinking and learning process.

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Connection with 'The Australian Curriculum' 

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Connection with 'The Australian Curriculum' 

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These are the curriculum areas which were identified to support the children's learning and development.

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After discussions with Shona, it was evident that we are on the same mind set with the understanding of the lessons planned for this unit. We both suggested curriculum areas that were applicable, however through discussions and reflections we agreed that it could have been connected to science, the inquiry stage.

We both believe that children would have developed more skills and different thinking methods if science was connected. We also identified that starting children with a gradual realise of a solution, not just jumping straight to the making of the scarecrow this will support children learning.  It was discussed that the lessons needed to run for a longer period of time, in order to successfully develop the scarecrow and support the children's thinking and learning process.

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Design and Technologies: Knowledge and Understanding.

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Design and Technologies: Knowledge and Understanding.

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Content Descriptor:

Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)

Elaborations:

Exploring materials, components, tools and equipment through play to discover potential uses when making products or modeling services and environments, for example when designing and making clothes, toys and shelters.

General Capabilities:

Critical and Creative Thinking

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This Scarecrow was created for Farmer Fred's garden, in order to protect his crops. It was designed and created by Shona Schick and Brittany Dahl.

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Step 1:
Within this step, a cross was created by using 2 pieces of wood and a large screw.

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Step 2:
A shirt was placed over the top of the cross, as the top half of the scarecrow's body. Each side of the wood, were placed into the shirt to hold it on.

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Step 3:
A small pair of pants were placed onto the scarecrow, by placing one leg from the pants through the bottom half of the wood frame.

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Step 4:
Place straw into the pants to fill them up. Making the scarecrow's legs look full.

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Step 5:
The scarecrow's legs now full of straw.

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Step 6:
Preparing the top half of the scarecrow for straw.

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Step 7:
Now, filling the top half with straw to give the scarecrow a full body.

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Step 8:
The complete scarecrow ready to proceed to the next stage.

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Step 9:
Draw a face onto a white paper plate for the scarecrow's face and attach it to the top of the scarecrow. Attaching it to the last piece of wood sticking out.

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Step 10:
Place a hat with straw in it on top of the scarecrow's head.

SCARECROW NOW COMPLETE.

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Design and Technologies: Processes and Production Skills.

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Design and Technologies: Processes and Production Skills.

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Content Descriptor:

Explore needs or opportunities for designing and the technologies needed to realise designed solutions (ACTDEP005).

Elaboration:

Identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend.

General Capabilities:

Literacy

Critical and Creative Thinking

Information and Communication Technology (ICT) Capability.

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Measurement and Geometry: Using units of measurement.

Content Descriptor:

Measure and compare the lengths and capabilities of pairs of objects using uniform informal units (ACMMG019).

Elaboration:

Understanding that in order to compare objects, the unit of measurement must be the same size.

General Capabilities:

Critical and Creative Thinking

Numeracy

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Year 1 classes have recently participated in an excursion to Farmer Fred’s farm. During this time Farmer Fred has asked them to help scare the crows away that are destroying his crops. Children are in teams of 4, your job is to think about the best possible solution and design and construct whatever this may be. Remember it must SCARE the crows away!

You must use the materials provided by your teacher. By the end of the 10-week unit you will present and justify your plans and your design will be placed around Farmer Fred’s crops.

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This problem will support the children’s inquiry process, as they will need to find a solution to protect Farmer Fred’s crops. By creating a problem that is linked to real life scenarios, this will support the children to draw upon prior knowledge of gardens and where food comes from. The children will be provided with opportunities to work collaboratively with their peers and come up with building a scarecrow in order to solve the problem. The children will need to research and plan effective ways in which they can create their scarecrow. However, this could become problematic if children havenever seen or created a scarecrow before. This would become a real learning curve for them. Though at the same time, children can engage in their creative thinking processes in order to successfully complete this task and form a solution to this problem.

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I believe this will be a fun and hands on learning experience. The children have visually seen the devastation of the crop being destroyed so this is a great way for students to understand why they are designing a scarecrow. I find that getting students to make a scarecrow along the way without actually telling them that is what they are to make may be problematic, however with hints, and direction they may be able to think of this on their own.

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2nd Session

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Literacy: Interacting with others.

Content Descriptor:

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656).

Elaboration:

Participating in informal and structured class, group and pair discussions about content areas topics, ideas and information.

General Capabilities:

Personal and Social Capability

Critical and Creative Thinking

Literacy