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Milestone 4                 Theory connection

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Milestone 4                 Theory connection

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Use of the 5E's approach:
1. Engage
2. Explore
3. Explain
4. Elaborate
5. Evaluate

Use KWL - What do we know about this already?
What do we want to know about this?
What did we learn about this?uu

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Hi ladies,

Was just trying to work out which weeks each lesson should fit in... when writing the plans up I have been following this template:

Week 1 - Lesson 1 Investigating 40 minutes

Content Descriptors:

Elaborations:

Curriculum links:

Lesson objectives:

Materials:

Activities:

And the sequence should be layed out like this....

Lessons 1,2 & 3 - week 1

Lesson 4- week 2

Lesson 5 - week 3

Lesson 6- week 4

Lesson 7- week 5

Lessons 8 & 9 week 6

Lessons 10 & 11 week 7

Lesson 12 week 8

Lessons 13 & 14 week 9

Lesson 15 week 10

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Updated lessons as posted of Facebook 8/5/2018 to be divided out

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Updated lessons as posted of Facebook 8/5/2018 to be divided out

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Apologies for the delay. This is how I see the lessons needing to run. I feel it’s up to everyone to make their own judgements about how to teach the lessons. However please ensure that the focus of the lesson is achieved through the means in which you choose to teach the lesson. This is a crucial component. Please comment the lesson preferences you have. Seeing as there are a few lessons that repeat and possibly have students continuing their work, I wonder if it would be best to split these up so everyone has a chance to show how well they Lesson plan. What are your thoughts ladies?

Lessons

1. Guide students into working out how they can find out their family members favourite vegetable. Guiding their first steps to inquiry.
2. Learning how to interview.
3. Learning how a concept map works and introduction of class concept map wall for their groupwork.
4. Watching a few videos on different types of gardens and discussing similarities differences and why?
5. Guided reading book reading and sharing of books about how vegetables grow and things to consider when planning their gardens.
6. Visitor (gardener or knowledgeable person) to talk to students about how to plan out their gardens, things to consider and answer questions they might have e.g:- co-planting, natural pest repelling plants etc.
7. Explore the minecraft game and how to grow plants, what they need, how long does it take to grow from seed etc (in minecraft days).
8. Explicit teaching of maths (scale).
9. Work in groups to scale their garden design plans (where to plant, how far apart according to seed spacing guide etc).
10. Implementing and producing through making the gardens by using their plans and recycled materials, e.g:- all using a pizza box size as there area for a garden.
11. Finishing their projects
12. Preparing their group presentation (what they designed, why, how, what would they change etc).
13. Oral presentations and peer questioning and feedback.
14. Oral presentations and peer questioning and feedback and reflecting on their learning processes. What was difficult for their group?
15. Connecting back to the concept wall, adding personal reflections and group project photos to the wall. Discussing their learning inquiry project.

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Assignment 2, Milestone 1 - Curriculum                                                                                                                Roles for group 23 

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Assignment 2, Milestone 1 - Curriculum                                                                                                                Roles for group 23 

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Shiralee Nicholls - responsible for Commuication

Have created a  Face book page for Kristy and I to commuicate about ideas

Created our Padlet and completed the form and indicated the URL for this Padlet.  I have added Chrstoper Dann's email to our group.

I have created a  Zoom site for our weekly meetings that will be recorded and attached to this Padlet.

Kristy Jones - responsible for the resources

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30.4.2018
Attendance: Shiralee, Kirsty and Jacinda
Next meeting:  7.5.18 - 7.30

Topic: | Shiralee Nicholls' Personal Meeting Room
Date: | Apr 30, 2018 06:50pm AEST (Australia/Brisbane)

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Hi ladies,

I just wanted to make mention of an easy technologies curriculum link for every lesson. Each phase of investigating or designing etc, you can include students adding this information to the class concept wall which is referred to throughout the sequence. It’s a nice way to tie it altogether. So if they learn about plants growing in minecraft, get them to add the info to their groups section of the concept map wall display.

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Matching game - students need to match the animal to the food. For e.g., chicken to the eggs, milk to the cow.

Where Do Fruits and Vegetables Come From? Video: https://www.youtube.com/watch?v=CdPRZ3wjCxA

Song - oats peas beans and barley grow song:
https://www.youtube.com/watch?v=SZq3m0cZ_bk Students need to learn the meaning of these words after playing song

sows his seed — plants his seed

takes his ease — takes his time

stands erect — stands up straight

🤬 the weeds — removes the weeds

harvests his seed — cuts and collects his crop

https://www.australiancurriculumlessons.com.au/2015/05/25/yummy-yummy-in-my-tummy-a-design-and-technologies-unit-for-foundation-to-year-2/

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http://primezone.edu.au/resources/pdf/5.%20farmsandpeople.pdf
Australian Curriculum
Digital design of farm - need computer access

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Learning Objective: Engage the students - The HOW?
How does it grow on a farm?
Song - oats peas beans and barley grow song:
https://www.youtube.com/watch?v=SZq3m0cZ_bk
Activity Focus:
Students need to learn the meaning of these words after playing song

sows his seed — plants his seed

takes his ease — takes his time

stands erect — stands up straight

🤬 the weeds — removes the weeds

harvests his seed — cuts and collects his crop

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Meeting 1  23.4.18
Discussion:  "Developing a soloution"

Present: Kristy Jones and Shiralee Nicholls
Next meeting 30.4.18 7pm

Topic: | Shiralee Nicholls' Personal Meeting Room
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Year foundation to Year 2
Estimated time: 45 min lesson.

Content Description:
Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006 - Scootle )
Elaborations:
identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form.
Learning Objective: Students will work in groups and investigate through research online and in their own environment what food can grow in the school garden.
Class discussion - Students select a list of fruit or vegetable that could be grown at our school. Student share their prior knowledge and understanding of what foods grow in their local environment.

Working in Groups of 4, students plan their garden and where they will plant their seeds..
Activity Focus
Students will use online resources to research their chosen food product  the want to grow in the school garden.
Students will use pen and paper to plan, draw and design the areas.

list materials they will need

How long it will take to grow?

What climate will this food grown best is our climate right for the food to grow?

What materials are needed to care for the plant?

How much area each plant will need?

Students will learn about what plants need to survive and grow.

Groups will bring together their ideas and plans on what food they would like to grow in their school garden.

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Content Description: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004 - Scootle
Elaborations: exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces

Learning Objective: This lesson will engage the students to explore their environment and find materials and fabrics to find out the characteristics of the material and where it came from?

Curriculum links: Science

Objectives

1. To recognise simple properties of materials, such as strength, flexibility, transparency.
2. To understand that materials are suitable for making a particular object because of their properties.

Activity Focus:
Watch Materials: choose your materials carefully.
https://youtu.be/xOKr462HLc0

1. Students to get into pairs and list the materials from the clip and what they are used for.

2. Recap on the fact that a material is the substance from which a thing is made (the word doesn't just mean fabric).

3. Show the everyday items and ask the children what material each one is made from.

4. Make a list of these materials on a large sheet of paper.

Everyday items made from a range of different materials (metal, glass, paper, fabric, rubber, plastic)

Large sheet of material

Interactive whiteboard

Cards showing the words 'waterproof', 'flexible', 'strong', 'transparent'

Pictures of a tyre, a towel, a saucepan, a window, a notebook and a drink bottle

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Week 4 - Lesson 6 generating and designing 40 - 45 minutes

Content Descriptors: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004 - Scootle )

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

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006 - Scootle )

Elaborations:
• experimenting with techniques to combine or alter materials to satisfy a function

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

• communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter

Curriculum links: Maths, Science

Lesson objectives: Students will revisit their farm design from week 1. With their new knowledge about farms and mills students will use this plan to change and create a new plan for a farm which will be made with recycled materials. The farm they design must ensure that the growing, collecting, threshing and grinding of the wheat can happen easily. In that particular order. Students must measure the materials they use to ensure they will meet the purpose for which the material is selected. Students are reminded that their design was to make it easier for the little red hen to grow, collect and prepare her ingredients to make the bread.

Materials: paper, pencils, rulers, erasers, the recycled materials that can be used accessible for students to view during the design process.

Activities:
• Students will work on their farm plans by using their original plan and adapting it to better it. They will measure the recycled materials and plan out what they will use and how for their farm models.

• Students will show the teacher and receive immediate verbal feedback

• Students will begin making their model farms as per the plan and will continue to work on them in the next lesson also.

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Designing a digital farm.
Students work in groups with pencil and paper first to design a farm and discuss the steps they will take......
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005 - Scootle )
Sequence steps for making designed solutions and working collaboratively (ACTDEP009 - Scootle )

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Week 1 - Lesson 3 Investigating 40-45minutes

Content Descriptors:
Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003 - Scootle )

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006 - Scootle )

Elaborations:
• identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers

• describing how design ideas meet the needs of those who will use the solution

• communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter

Curriculum links:
Maths, English, Science

Lesson objectives: students will predict, investigate, reflect on what bread is, how it is made and where the ingredients come from to make it. Students will then use this knowledge to produce a designed solution for a particular need, by designing and drawing a farm to make the gathering of ingredients to make bread easier (relating to the character in the story to be read).

Materials:

• 2 x large white poster card
• black marker
• Loaf of bread
• Tables and chairs set up for group work
• The Little Red Hen Story Book
• Blank paper for the class
• Colouring pencils
• Led pencils
• Erasers.

Activities:
• Teacher to ascertain students prior knowledge. Students will engage in a whole class prediction on a chart (teacher to use poster card) and class to brainstorm where bread comes from and what ingredients might be in it.
• In small groups the class will feel, describe and predict the ingredients (connect to prior knowledge of baking and links in with science regarding the making of dough or mixing ingredients for a purpose).
• As a whole class reflect on their new learnings through the bread investigation and list the ingredients and how it might have been made (links to English).
• Read the book The Little Red Hen (make connections to how she gathered the ingredients to make bread and how she made it.
• Revisit that design solutions are to meet a specific need. Ask students to plan and draw a farm that has all the ingredients that the little red hen needed to make bread, but organise the farm to make it easier for her to collect the ingredients she needs (in order of the story).
• View each child’s work and ask them to explain how their design has made it easier for the Little Red Hen.

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Why we need plants and animals
Content Descriptions
Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003 - Scootle )
Exploring which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have

Outcome: This lesson will teach students that plants and animals provide us with food, clothing, shelter, and many other things that we use in our every day lives.
Engage the Students in a class discussion
"What kinds of things do you use every day?
"Where do we get the things we use eveyday?"
"What is Agriculture?"
Materials needed
-cotton fabric or cotton balls
-flower
-fruit
-Maple syrup
-sugar
-soap
-vegetables
-paper
-wooden toy
Worksheet 1 & Worksheet 2.
Students will  complete the graph and list the above items under the correct use for this items
Shelter, food, Clothing,
Student will create a farm web using concept mapping
How to create a Concept Map. https://www.lucidchart.com/pages/landing/concept_map_maker?utm_source=google&utm_medium=cpc&ut
Where does agriculture begin?

A farmer grows plants and raises animals that are used for our food, fuel, and fiber.

Many of the items we use everyday originate on a farm.

Agricultural products provide for our daily needs - food, clothing, and shelter.

Children to

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Formative assessment

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Formative assessment
Learning Objective
Activity Focus

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Learning Objective:  Discussion and mind map - Where do you think food comes from?
Use KWL - What do we know about this already?
What do we want to know about this?
What did we learn about this?
Activity Focus:
Engage the students -

Where are foods like apples, potatoes, and carrots grown?

What do farmers do first with their seeds?

What do seeds need to grow?

What kinds of things do farmers need to do to grow their crops?

What is a farmer?

How does food usually get to factories or supermarkets?

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Teacher evaluation;
Were my lesson objectives clear to me? Were my lesson objectives clear to the pupils? Were my lesson objectives achieved? What were the reasons why I did/did not achieve the objectives? Were my lesson objectives realistic?  Did the pupils’ knowledge, understanding and skills match my expectations? If not, did I have to modify the lesson? Did everything happen according to my lesson plan? If not, why not? Did I cover the content I planned? If not, had I planned too much? Did the learning I intended to take place occur?  Did learning take place that I had not planned? If so what? (Give possible explanations). Were my instructions effective? If not, how could they be improved? Was my organisation (pupils, space, equipment and time) and management effective? If not, what went wrong? Did any critical incidents take place? If so what? (Give a description of your response). What key points from this evaluation can I use in planning and teaching the next lesson?http://cw.routledge.com/textbooks/0415361117/pdfs/observation04.pdf

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What did we learn?
Learning Objective
Activity focus

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Week 2 - Lesson 4 Defining 40 – 45 minutes

Content Descriptors: Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003 - Scootle )

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006 - Scootle )

Elaborations:
• identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers

• describing how design ideas meet the needs of those who will use the solution

Curriculum links: Science, English

Lesson objectives: Students will further explore how bread is made and where the ingredients come from, by defining their learning about the ingredients that are in bread from last weeks investigation stage. In particular, students will be learning about how wheat is grow on farms and how it comes to be flour. Students will then complete a sequencing template of how flour is made and write a short sentence about how long they think it would take to grind enough flour to make a loaf of bread.

Materials: short video ‘Farm to market’, interactive whiteboard, mortar and pestles (at least 2), worksheet for sequencing, worksheet for recount, colouring pencils, scissors, glue, scrapbook, pencils and erasers.

Activities:

• As a whole group revise what we did last week (bread investigation) use higher order thinking questions to obtain their understanding about what we are learning about and why. E.g:- how food gets to the shops. Revise the little red hen story briefly, discussing how she planted the grain, harvested the wheat, threshed the wheat, ground it to flour and then used it to bake. Ensure students still remember the terms learnt during the reading of the book. E.g:- threshed, harvested, mill etc.

• Students will watch the short 2 minute video ‘Farm to market’. Take a couple of minutes to ask students what they heard and saw in the video. Ask if they can make a connection to the Little Red Hen story. Did she do the same?

• Ask students after we plant or sow the grain, grow the crops and harvest what is the next step? (Some should say thresh the wheat like the Little Red Hen. If not remind them how she threshed. Get the kids to pretend to thresh wheat with their hands to see the action. Explain this is a way to get the husks off of the grain to get in ready for grinding. “Just like the farmer in the video rubbed some wheat in his hands to see if the husks would come off and if the grain was ready, threshing is what we do to take the husks off a large amount of wheat at a time. Ask students what the next step is? (Someone should say grind it to flour).

• Explain to the class that we are going to try to grind our own flour so we can understand the process. Allow students to come up two at a time and have a go at grinding the wheat in the mortar and pestle. Repeat until all students have had a turn and the wheat is now a powder. Explain the process including the feel, look and texture of the product throughout the process. Invite them to describe the difference.

• Students to then go to their desks and complete the sequencing of wheat worksheet. Students will cut and paste into their scrapbooks in order, followed by writing a sentence about how long they think it would take to grind enough flour by hand to make a loaf of bread.

• Teacher to check work immediately and provide both verbal and written feedback.

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Week 3 - Lesson 5 defining 40 – 45 minutes

Content Descriptors: Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003 - Scootle )

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001 - Scootle )

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006 - Scootle )

• Elaborations: identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers

• describing how design ideas meet the needs of those who will use the solution

• making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen

Curriculum links: Science, English

Lesson objectives: Students will revisit last weeks grinding of flour and then learn about a flour mill and how it works. They will discuss why it is faster and more helpful in producing flour than it is to grind by hand. Students will then make damper as a class to experience the making process themselves. Students will discuss damper and if they have made it before and if so where/ when? Discuss how the way we make things can change depending on our needs, available materials and current situation. Explain why we make damper at camping e.g:- convenience, no need for yeast, can be baked in a camp oven and how it differs from bread made in the shops or at home.

Materials: short 1 minute video ‘grinding wheat into flour at the old stone mill’,

Activities:

• Revisit last weeks lesson, what did we learn? What did we do? How long did it take us? Who thinks there is a better way of grinding wheat into flour than by hand? How do you think it would happen? (If discussions mention a mill, great, otherwise direct the discussion this way).

• Show the short video ‘Grinding grain into flour’ on the interactive whiteboard. Ask students what was happening, describe how a mill works as a whole class.

• Students to write a recount describing how helpful a mill is to the process of grinding wheat, following their hands on wheat grinding activity and watching the flour mill video. Teacher to check students writing and give immediate written and verbal feedback.

• Students will then have a go as a whole class at making damper (a form of bread). All students will assist as a group and each child will roll their own ball of damper and will get to sample their cooking after it has been baked.

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Week 7 - Lesson 7 producing and implementing 40- 45 minutes

Content Descriptors: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004 - Scootle )

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

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008 - Scootle )

Elaborations:
• experimenting with techniques to combine or alter materials to satisfy a function

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

• recording a judgment about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea

Curriculum links: Maths, Science, English

Lesson objectives: students will complete their model farms and write about their design. E.g:- why they like it, who it was made for, how it meets the needs it was intended for and what they might change.

Materials: recycled materials, student plans, glue, scissors, paper, pencils and erasers

Activities:
• Students will continue to work on their model farms for the entire lesson, trying to finish them off
• Students will write a reflection about their design e.g:- why they like it, what it’s purpose was, who it was designed for and how they met the needs of its intention and one thing they might change

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https://youtu.be/HgL0HluK5ig Grinding flour at a mill

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https://youtu.be/ae_OBMFkaEA Where flour comes from

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Sequencing activity to accompany lesson 4

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Sequencing activity to accompany lesson 4

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https://www.google.com.au/search?q=sequencing+flour&client=safari&hl=en-au&prmd=isvn&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjqh4XNku7aAhXHbbwKHaPZD5IQ_AUIESgB&biw=1024&bih=666#imgrc=G5ZjIPqrB8-E0M:

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7.5.18
Attendance: Shiralee Nicholls, Jacinda Godford
Absent: Kirsty Jones
Your cloud recording is now available.

Topic: | Shiralee Nicholls' Personal Meeting Room
Date: | May 07, 2018 07:15pm AEST (Australia/Brisbane)

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During the first meeting I caught up on where the group was at with their inquiry. At this time I did not have access to the padlet myself, so was unable to get a full idea of what was already there. However going off the topic ‘where does food come from before it reaches the shops’ I gave an idea for a design brief. Students will be briefed that they need to make a garden salad, you will investigate what is in a salad, how it grows, what plants are natural pest control and how to co-plant them for optimal growth. You will then need to plan how they will plant the garden according to the plant measurements and finally plant the garden out. Students will write a procedural text on the steps they needed to take to make their garden salad and partake in the creation of it. The group however decided they were going down more of a farm themed approach and so I looked at the padlet after the zoom meeting and made a start on the lessons and entered my first lesson later that night. We decided we would all have our 5 lessons ready on the padlet for the next zoom meeting of the 7th of May 2018 at 7.30pm.

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Our third meeting we decided that our design brief was too broad in what we are asking of  the students to do.  

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Our third meeting we decided that our design brief was too broad in what we are asking of  the students to do.  

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We are wanting the students to choose and investigate a food product that can be grown in a garden. The end project will have the students working in a group, using recycle items, present to the class their project.
We discussed what and how they will investigate and explore
Bring their own culture aspects of the investigation, the student will each choose a person from home to interview.  This will be a lesson of how to intervie someone. ect.
We looked at what foods, how they are grown, answering and investigating more information on how that particular vegetable is grown for example: in the ground, on  vine, then students will draw and design the sizes learning to use scales in maths to draw and design their garden.
and bring technology in our lessons the student will have the opportunity to work with minecraft and create their own garden.

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The last zoom session on the 7th of May Shiralee and myself met on zoom. First I brought up my concerns about how I felt our design brief needed to be more specific. I voiced that when we left the last meeting saying everyone write 5 lessons and before this meeting, that we didn’t have a strong enough direction to follow to make them flow. Even though I had my lessons done, I felt we needed to pull back to discussing where we see the overall product for the unit being based upon. Shiralee agreed. I suggested that we need to narrow down our design brief and lesson content as I felt we were too broad to flow well. I asked Shiralee where she would like to see the design product flowing to and she said a garden. I was happy to work with that. I then asked if she wanted to physically plant or if she wanted to use recycled materials and she decided she would prefer recycled materials. So using knowledge of our end design, I suggested a backwards approach. I said what is our why! Why do we want the kids to design a garden? Let’s link it to them. I suggested they need to make lunch for Mother’s Day as this was coming up. Shiralee mentioned that not everyone has a mum, so we decided to make the lunch for their family instead. From there the rest of the design brief followed. It was getting late in the meeting now. We contacted Kirsty via Facebook to say join the meeting as we were still working on it. But she was unable to join. So Shiralee and I went on the best we could. After finishing the design brief outline we pulled the design brief apart so to speak. We looked at what the students would need to know in order to be able to produce the end result. After pulling these areas apart and ensuring we had covered all areas of the inquiry pedagogy, we decided we would post our workings to Facebook to run by Kirsty. Kirsty said she was happy with the way it went and I posted an updated list of lessons and the content needed to be covered that we agreed upon in our zoom meeting and divided the lessons up into weeks, numbered lessons, where they fit into the pedagogy of inquiry and lesson content to be covered. We then divided these up so each member had 5 lessons to write and were trying to get them ready for tonight’s zoom meeting 7.30 on the 14th of May.

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Attendance Shiralee, Jacinda, Kirsty
Topic: | Shiralee Nicholls' Personal Meeting Room
Date: | May 14, 2018 07:18pm AEST (Australia/Brisbane)Share your recordingsThe password for these recordings is aY97Xs*TgyGCThe below links will expire on 13-09-2018 and will become unavailable for download after this date.Video (48.52 MB)
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Tonight’s meeting 14th May 2018 we discussed where we were at with our benchmark. We tried to get 5 lessons done each and made a solid effort and got half way. We decided to keep our target for next Monday’s zoom meeting, hopefully attending with all lessons done and ready to look over/adjust. Kirsty asked for our opinion in the content descriptors for her lesson and together we discussed the elaborations and where and how they fit within them. Shiralee voiced concerns about lessons 13 and 14 being similar in content of students presenting. I mentioned that was why I offered to share those specific lessons out at the beginning of the lesson choosing last week. We discussed what and how the content may flow and look like for those lessons and shared some ideas. Shiralee offered some insight into how to begin lesson 7 for Kirsty. We have been working well collaboratively with each other and are all happy with where we are at in the development of our assignment so far. We agreed to keep in touch via Facebook and post the lessons we have finished in there for others to comment on and see or for help in anything in general. Next meeting will be Monday at 7.30pm on the 21st of May. Great zoom ladies😉

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New 5 lessons for the 15 lesson unit plan sequence

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New 5 lessons for the 15 lesson unit plan sequence

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Week 1 - Lesson 1 -  Investigating 40 minutes

Content Descriptors:
• Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001 - Scootle )

• Sequence steps for making designed solutions and working collaboratively (ACTDEP009 - Scootle )

Elaborations:
• making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen

• identifying roles for each member of a group when working collaboratively

Curriculum links:
• Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666 - Scootle )- using spoken language for problem solving, and exploring ideas and concepts

• Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789 - Scootle )- participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

Lesson objectives: Students will be presented with the following design brief: You are to design a garden that will cater for a family lunch. You will need to find out what a favourite vegetable is of someone in your family. You will need to find out how it is grown and work in groups of 4 to design and construct a garden out of recycled materials, that will be able to grow the vegetables of all of your group members. However the garden must be divided up into equal portions for each vegetable. You as a group will need to research how much space is required between each seed if planting in a real garden scenario, this will need to be mentioned in an oral presentation. Students will then discuss in their groups the steps that they will need to take to find out the information they need to know to begin their designed solutions. This will be recorded by students in a KWL chart. Students will then come together as a whole class and share their findings.

Materials:
• Design brief to show on the interactive whiteboard
• KWL chart printouts for the groups
• Template to record the group allocations (students and group numbers)
• Pencils and erasers
• Class concept wall display (blank sheeted area, to be added to throughout the design inquiry)

Activities:

• Students are introduced to the design brief and asked to get into groups of 4. These group participants will be recorded alongside their group number. This information will be the starting point of the class concept map wall display. Each group will add to this wall throughout their inquiry process.

• Students will now discuss in their groups about the design brief and what they know about the content already (how plants grow etc). They will then fill out this part of their KWL chart.

• Students will then discuss in their groups and contribute thoughts, ideas and opinions about what steps they will need to take to succeed in their designed solution as well as what they will need to find out (how do we find out the favourite vegetables? Interview etc). This will be recorded in the chart. The last section will be completed in lesson 12.

• Students will gather as a whole class and share their knowledge with peers. The students will use this time to help concrete their understanding of the task requirements and adapt their second section of the KWL to better meet their needs.

Week 3 - Lesson 5 Defining 40 minutes

Content Descriptors:
• Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001 - Scootle )

• Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003 - Scootle )

• Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003 - Scootle )

Elaborations:
• exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events

• exploring which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have

• using digital systems to organise data to improve meaning, for example using word processing software to create a list of tasks or visualisation software to create a mind map (diagram) showing relationships between characters in a story

Curriculum links:
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666 - Scootle )- using spoken language for problem solving, and exploring ideas and concepts.

Lesson objectives: students will gain insights into how gardens are designed and how plants grow for I stance what they require to thrive. They will engage in collaborative discussions with peers and brainstorm ideas and concepts together. They will produce a list of relevant things required for the development of their gardens and add these to their growing concept wall in the classroom.

Materials:
• Books about vegetable gardening
• iPad and word document to type out their list and their findings
• access to printer for printing their list to add to their concept wall.

Activities:
• Students will explore books about vegetable gardening in their groups and engage in independent reading for 10 minutes.
• Students will then discuss with their group their findings about how vegetables grow and what they need. They will discuss and share ideas and thoughts with their group members to begin to form an understanding about the things they will need to consider when planning a garden.
• They will make a list of the things required for their garden and add this to their continuing concept map section of the classes concept map display wall.

Week 6 - Lesson 8 Designing 40 minutes

Content Descriptors:
• Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001 - Scootle )

• Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005 - Scootle )

• Sequence steps for making designed solutions and working collaboratively (ACTDEP009 - Scootle )

Elaborations:
• recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices

• recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement

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

• checking that planned features have been included in design plans and drawings by referring to identified criteria for success including care for the environment

Curriculum links:
• Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032 - Scootle )- dividing the class or a collection of objects into equal-sized groups
• Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044 - Scootle )- constructing arrangements of objects from a set of directions

Lesson objectives: Students will use their prior knowledge of how plants grow in Minecraft, relating to space required for them to grow and will need to collaborate in groups of four to solve the following design brief:

Design a garden in Minecraft that is 5 Minecraft blocks wide and 8 Minecraft blocks long. The garden will need 8 Minecraft blocks of water. In your groups each member will need to grow a type of plant. You will decide within your groups who grows carrots, potatoes, watermelon and pumpkins. The garden space to grow plants must be equally shared out between each plant. Do you remember how the melons and pumpkins grow in Minecraft? Discuss this in your group, have you allowed for this within your design?

Materials:

• Minecraft program
• Class set of iPads

Activities:

• Students use the design brief as a guide to solve the problem and create the designed solution in the Minecraft app in groups of four on class iPads. They will collaborate within their groups to decide who will be in charge of each type of plant mentioned in the design brief. There are a few different solutions to the problem.

• Students to screenshot their final product with the iPad from both a side view and top view and print the photo’s to add to class concept map wall display as part of their ongoing presentation of data and learning.

Week 6 - Lesson 9 Designing 40 minutes

Content Descriptors:
• Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004 - Scootle )

• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006 - Scootle )

• Sequence steps for making designed solutions and working collaboratively (ACTDEP009 - Scootle )

Elaborations:
• exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces

• communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter

• checking that planned features have been included in design plans and drawings by referring to identified criteria for success including care for the environment

Curriculum links:
• Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032 - Scootle )- dividing the class or a collection of objects into equal-sized groups
• Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044 - Scootle )- constructing arrangements of objects from a set of directions

Lesson objectives:
Students are to use their knowledge from the Minecraft activity to devise a drawn plan for their recycled material construction of a garden for the design briefs purpose. They will use this plan in the following lesson to refer to as a guide when constructing their projects.
Materials:
• Minecraft birds eye view of garden photo
• Paper
• Pencils
• Erasers
Activities:
• Students will use yesterday’s designed solution photo’s of their Minecraft group work to assist in guiding them to measuring out their pizza box base for the recycled materials construction (minus the row of water).
• Students will draw from their understandings of equally portioning out the Minecraft garden and apply that knowledge to this scenario.
• They will construct a plan on paper using the birds eye view photo of the Minecraft garden to gain ideas. It will be up to the students in their group to decide how they will share the growing space out equally in order to fulfil the requirements of the overall design brief for the unit. Which is to create a garden that fits the following purpose:
You are to design a garden that will cater for a family lunch. You will need to find out what a favourite vegetable is of someone in your family. You will need to find out how it is grown and work in groups of 4 to design and construct a garden out of recycled materials, that will be able to grow the vegetables of all of your group members. However the garden must be divided up into equal portions for each vegetable. You as a group will need to research how much space is required between each seed if planting in a real garden scenario, this will be mentioned in the oral presentation of the report.
• Students will use this plan to guide them in their construction of the designed solution through using recycled materials in the following lesson. The drawn plan will be included in the groups section on the concept map wall display.
• Students will begin to look at the materials available for their project and write the possible materials to use for each section on their drawn plans.

Week 8 - Lesson 12 Producing and Reflecting 40 minutes

Content Descriptors:
• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006 - Scootle )
• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008 - Scootle )
• Sequence steps for making designed solutions and working collaboratively (ACTDEP009 - Scootle )
• Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003 - Scootle )

Elaborations:
• describing how design ideas meet the needs of those who will use the solution
• recording a judgment about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
• suggesting areas for design improvement
• identifying roles for each member of a group when working collaboratively
• using digital systems to organise data to improve meaning, for example using word processing software to create a list of tasks or visualisation software to create a mind map (diagram) showing relationships between characters in a story

Curriculum links:
• Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671 - Scootle )- learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
Lesson objectives:
Students will prepare for their oral presentation to accompany their designed solution. Students will reflect on the steps they took to find out the information needed for their project, they will present how their group came to their solution, the problems they encountered, what they would change and how far apart each of their seeds need to be planted in a real garden scenario. All members of the group will need to have a role in speaking therefore every member must assist in writing the presentation report.
Materials:
• Paper
• Pencils
• Erasers
• Group members
• Finished project of designed solution made from recycled materials
• The class concept map wall display for access to assist in recounting the steps and processes taken throughout the inquiry
• Computer access to Microsoft word

KWL chart from lesson 1

Activities:
• Students will revisit the class concept map wall display and write down in dot point form, the steps they took to come to their designed solution.
• Students will reflect on the steps they took to find out the information needed for their project, they will present how their group came to their solution, the problems they encountered, what they would change and how far apart each of their seeds need to be planted in a real garden scenario. The students will ensure each of those questions are answered by following the success criteria displayed on the board to prompt them.
• Students will fill out the last section of their KWL chart from lesson 1 to help inform their planning.
• They will use this information brainstormed as a group to write the oral presentation to accompany their project. This will be used alongside their projects and presented as a group to the whole class.

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Shiralee and Kirsty have been unwell. Contacted via Facebook and we decided to move tonight’s meeting until tomorrow night at 7.30pm 22/5/2018. I have finished writing my 5 lessons up and begun checking if the lessons will work by creating the designed solution for lesson 8 in minecraft myself. Photos to come... upon creating it, I will slightly adjust lesson 8 and 9 to allow for growing time. Then students will briefly check and make adjustments at the beginning of lesson 9.

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7.30 pm
Attendence: Jacinda, Shiralee, Kirsty
Topic: | Shiralee Nicholls' Zoom Meeting
Date: | May 23, 2018 05:48pm AEST (Australia/Brisbane)

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Select the curriculum outcomes for the design brief. explanation of why you chose them (1 min).
Team roles:
Shiralee- Communication
Kirsty -   resources
Jacinda - Time management
Goals
rules

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Statement of the problem part 1

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Statement of Problem part 2

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Our unit plan links to Problem Based Learning

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Our Unit plan connects to Problem Based Learning.docx

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First Draft

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Shiralee, Jacinda, Kirsty lesson plans.docx

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Learning outcomes check

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Complete Technological solution

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Tuesday zoom meeting 22/5/2018

We discussed our timeline for the remainder of the assignment. Our next phase is reviewing our individual lessons and checking they flow. Then we will transfer them into the usq lesson templates for entering onto the padlet. We will then begin to work on our additions to the class concept map wall (as required of the students partaking in this inquiry) this evidence will be used in our group PowerPoint for presenting our designed solutions. We will then go back to check and enter all of our milestones. Our timeline is as follows:

Wednesday 23/5/2018
• Kirsty to finish her lessons and post them onto Facebook by the afternoon.
• Shiralee to copy and paste these into a word document and then email everyone a copy for perusal.
• All group members to mention on Facebook if they require a zoom to discuss alterations or if they are happy to proceed with transferring the lessons to the templates for uploading onto padlet.
Friday 25/5/2018
• All group members to have lessons in usq templates.
• Zoom meeting at 7.30pm
• All members uploading lesson plans in order during the zoom.
• Begin collecting data as per lessons to add to concept wall (for PowerPoint presentation) to hopefully be finished by Monday’s zoom.
Monday 28/5/2018
• Zoom meeting to create PowerPoint together and discuss where from there… milestones? Recording of presentation?

Thanks ladies, another productive zoom session.

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we had a quick zoom, we decided to enter our lessons up one by one and touch base via facebook to let the other members know they can enter their lessons up. goals from the zoom: discussed moving mondays zoom to tuesday the 29/5/18 at 7.30pm. aims are to have our lessons in templates up in their entirety and 5 pieces of evidence that correspond with our lessons.

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Tuesday night zoom 29/5/2018

Tonight’s we looked over the lesson plans and I offered feedback and ideas regarding the content descriptors used in other members lessons. We constructively spoke about some of the content and activities in the lessons and recapped what students would be doing. I then looked through the lessons while we discussed what the pieces of evidence to present would be. I placed these into a list and put on Facebook for reference. We decided to have these done and ready and into a PowerPoint document which we will email to each other and add to as we are ready. We are optimistic to have this done prior to Wednesday’s zoom on the 4/6/2018. We spoke about our padlet layout and the milestones. We are going to look over these requirements and make some headway in them over the next week communicating mainly through Facebook. Great zoom ladies and speak to you all on Wednesday night 4/6/2018.

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What we need to do before the next zoom session

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What we need to do before the next zoom session

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Evidence to collect:

Lesson 1- KWL
Lesson 2- invitation and questions
Lesson 3- concept map of how their vegetables are grown
Lesson 4- poster of type of garden design
Lesson 5- list of what plants need to grow and 2 important facts to consider when planting
Lesson 6- list of questions on template in word. Print and fill out answers (add to concept wall)
Lesson 7- screenshot of minecraft garden and written student data collected: measurements of garden for example 4 blocks x 4 blocks etc...
lesson 8- garden designs in minecraft
Lesson 9- drawn plan of garden
Lesson 10- pizza box garden photos of stages. Four equal sections divided by recycled materials
Lesson 11- pizzabox template
Lesson 12- last section KWL
Lesson 13- group photo with finished pizzabox
Lesson 14- student questions and answers
Lesson 15- individual concept map
Final slide- finished concept map photo.

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Attendance
Shiralee, Jacinda and Kirsty

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Topic: | Shiralee Nicholls' Personal Meeting Room
Date: | May 29, 2018 07:34pm AEST (Australia/Brisbane)

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KWL Chart - lesson 1 and final column filled out in lesson 12

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KWL Chart - lesson 1 and final column filled out in lesson 12

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http://www.inspiredelementary.com/2015/10/kwl-chart.html

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https://youtu.be/dUBIQ1fTRzI

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https://youtu.be/eoWFuRPxEp4

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https://imagesbyheatherm.wordpress.com/2009/08/19/pizza-box-template-and-svg/

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video
https://youtu.be/0Bz4-1YKI1M
invitation sample
Mind mapping for kids app  https://www.mindvectorweb.com/blog/mind-mapping-for-children-kids-parents/
https://www.mindvectorweb.com//player.php?
val=Mzk0ODY4&SharedLink=true

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Hi Team, after tonights zoom meeting we have looked at our Design brief and made a few changes.
Please read over we have sorted through each area and worked on what lessons we will be needing for the students to achieve their end product.
Kristy if you could read over what we have put in place so that we can go ahead.
please add any ideas or comments so that we are all happy with what direction we are going.
We would like to organised our lesson plans so that we are not going to do the same one. so if you see an area that you feel that you could work with please cut and paste on our face book.
Hope this all make sense. Kristy if you need to ask questions please don't hesitate both Jacinda and I will be checking fb so that we can get organised for Friday. I would like to work on our lesson plans over the weekend. its a good time for me.
Our next meeting will be on Monday 7.30pm same Id number.

Design brief:
" You are to design a garden to catering for family lunch.
. You will interview someone at home and find out what their favorite vegetable is.
. Finding out how that vegetable is grown.
.They are to work in their group to design and build their garden using a recycle items eg: pizza box for garden bed area. (scale to work on).

What the students need to know
How to conduct a an interview?
They need to prepare for their interview.
Who they are going to interview.
What to ask in an interview?
List of questions?
What is their favorite vegetable?
Why ? What do you know about the vegetable?( a vine, in the ground)
Students are investigating, inquiring. defining.
Class concept map sharing information.
IWB video YouTube
different types of gardens.
they need to know how to design a garden.
Visitor to talk about gardens students to ask questions?
Students to explore how the minecraft works and harvest the crops that have been created working out how they will lay out their own design.
noticing how long vegs will grow.
.Investigating and Defining
Maths explit teaching
Maths lesson on how to scale
Working in their group.
the size, where to plant
.Generating and designing
Then they will design their garden from recycle materials
That is to scale where they have to plant their positions of each plant
.Working in groups to collaboratively design your own garden with the vegetables of your family's choice.
Implementing and producing
Students will use their plans to make their garden with recycle items. (two lessons)
reflecting and evaluating
Preparing for a presentation and oral project report.
What they did? how did they make it? what was its purpose? what would you change?
Presenting to the class and answering questioning.
display the concept map for them to reflect on.

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8.05.18  Face book  Good morning ladies,I have been looking at our Designed Brief and I would like to do the first 5 lessons  Investigating and defining.   This will cover that first part of the lessons.  not sure if it will be 5 lessons I will see how I go If you guys are ok with me starting please let me know What the students need to know How to conduct a an interview?They need to prepare for their interview.Who they are going to interview.What to ask in an interview?List of questions?What is their favorite vegetable?Why ? What do you know about the vegetable?( a vine, in the ground)Students are investigating, inquiring. defining.Class concept map sharing information. IWB video YouTube different types of gardens.they need to know how to design a garden. Visitor to talk about gardens students to ask questions?Students to explore how the minecraft works and harvest the crops that have been created working out how they will lay out their own design. noticing how long vegetables will grow.

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8.05.18  Face book  Good morning ladies,I have been looking at our Designed Brief and I would like to do the first 5 lessons  Investigating and defining.   This will cover that first part of the lessons.  not sure if it will be 5 lessons I will see how I go If you guys are ok with me starting please let me know What the students need to know How to conduct a an interview?They need to prepare for their interview.Who they are going to interview.What to ask in an interview?List of questions?What is their favorite vegetable?Why ? What do you know about the vegetable?( a vine, in the ground)Students are investigating, inquiring. defining.Class concept map sharing information. IWB video YouTube different types of gardens.they need to know how to design a garden. Visitor to talk about gardens students to ask questions?Students to explore how the minecraft works and harvest the crops that have been created working out how they will lay out their own design. noticing how long vegetables will grow.

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Assignment 2 Milestone 2 - Statement of problem creating a solution for Foundation to  year 2. 

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Assignment 2 Milestone 2 - Statement of problem creating a solution for Foundation to  year 2. 

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Design brief:
" You are to design a garden to catering for family lunch.
. You will interview someone at home and find out what their favorite vegetable is.
. Finding out how that vegetable is grown.
.They are to work in their group to design and build their garden using a recycle items eg: pizza box for garden bed area. (scale to work on).

What the students need to know
How to conduct a an interview?
They need to prepare for their interview.
Who they are going to interview.
What to ask in an interview?
List of questions?
What is their favorite vegetable?
Why ? What do you know about the vegetable?( a vine, in the ground)
Students are investigating, inquiring. defining.
Class concept map sharing information.
IWB video YouTube
different types of gardens.
they need to know how to design a garden.
Visitor to talk about gardens students to ask questions?
Students to explore how the minecraft works and harvest the crops that have been created working out how they will lay out their own design.
noticing how long vegs will grow.
.Investigating and Defining
Maths explit teaching
Maths lesson on how to scale
Working in their group.
the size, where to plant
.Generating and designing
Then they will design their garden from recycle materials
That is to scale where they have to plant their positions of each plant
.Working in groups to collaboratively design your own garden with the vegetables of your family's choice.
Implementing and producing
Students will use their plans to make their garden with recycle items. (two lessons)
reflecting and evaluating
Preparing for a presentation and oral project report.
What they did? how did they make it? what was its purpose? what would you change?
Presenting to the class and answering questioning.
display the concept map for them to reflect on.

Technologies
Design & Techologies
Year level- Foundation - year 2
Strand: Design and Technologies and Understanding.
Content Descriptions
Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001 - Scootle )
Elaborations
exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest
Content Descriptions
Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003 - Scootle )
Elaborations
considering the suitability of a range of tools when cultivating gardens, mulching and building garden structures and preparing and cooking food from recipes
Content Description
Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004 - Scootle

Design and Technologies Processes and Production skills.
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005 - Scootle )

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006 - Scootle )

Sequence steps for making designed solutions and working collaboratively (ACTDEP009 - Scootle )
Elaboration
identifying roles for each member of a group when working collaboratively

General Capabilities
Literacy
Numeracy
Informtion and Communication Technology Capabiltiy
Critical and Creative thinking
Personal and social Capabitly
Ethical Understanding
Intercultural Understanding
Cross Curriculum Priorities
Sustainability
Aboriginal and Torres Strait Islander Histories and Cultures

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Hi ladies,

Just a little reminder about the last zoom meeting. We were looking at focusing on the year 2 curriculum for any links to other curriculum areas. So please keep this in mind when planning out your lessons.

Also this may mean certain ideas need adjusting.... for instance I have noticed while I planned to teach the maths content around scale. It is not an area that is generally tackled in year 2. I am altering this part of the maths to revolve around fractions instead (This is still in thinking stage though). Let me know if there are any issues that you notice in the plans and curriculum links designated to each of you😊

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Power point presentation recorded on the above zoom meeting

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5.6.18
Attendance: Jacinda, Kirsty and Shiralee

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Topic: | Shiralee Nicholls' Personal Meeting Room
Date: | Jun 05, 2018 07:48pm AEST (Australia/Brisbane)

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Video (17.37 MB)
https://cloudstor.aarnet.edu.au/plus/s/OfU4dBO1AXefYit

Audio Only (8.48 MB)
https://cloudstor.aarnet.edu.au/plus/s/bkHrWjk3iB3pKEe

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Zoom meeting 5/6/2018 attendance - all members

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Zoom meeting 5/6/2018 attendance - all members

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Tonight we recorded our PowerPoint presentation as a group and we discussed how our lessons link to the curriculum descriptors chosen. We were all fairly happy with how this went and only recorded it once. We then added the PowerPoint slides and the zoom video and audio recording links. We looked at the remaining milestones and discussed what we need to add to padlet before submitting. The following is our things needed to finalise as posted to Facebook.

Things to add in padlet before tomorrow’s final zoom:

Jacinda to put up all descriptors for our unit, curriculum links and cross curricular priorities up in milestone 1.

Everyone to comment on how these link together.

Kirsty to add a paragraph in milestone 2 reflecting on the design brief good and bad points.

Everyone add a small comment in milestone 5 about how we reflected on the lessons

Milestone 7- everyone to commment and direct the marker to areas in the padlet where you contributed to the group

Comment on both the PowerPoint and the zoom presentation that we all helped to create it.

All comments to be finalised before the zoom meeting tomorrow night 6/5/2018 at 7.30 pm

Talk to you both then☺️👍

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Milestone 7 - Assignment 3 - Jacinda Godford - Table of ongoing involvement and contributions to group output and learning

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Milestone 7 - Assignment 3 - Jacinda Godford - Table of ongoing involvement and contributions to group output and learning

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Milestone 7 - Assignment 3 - My ongoing involvement and contributions to our group output and learning

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Milestone 7 - Assignment 3 - My ongoing involvement and contributions to our group output and learning

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 Posted for Kirsty JonesMilestone 7My ContributionResources: It was my duty to add the resources to the padletRefer to the padlet heading;Resources to accompany lesson plans from past design briefContributions are titled;•	Resources – linkRefer to the padlet heading; past information of our group inquiring and developing the design brief and solutions.Contributions are titled;•	Milestone 4 – Theory and connection•	Week 1 – Lesson 2 – Investigating •	Week 2 – Lesson 6 – Designing•	Week 4 – Lesson 10 – Implementing•	Week 1- Lesson 1 – Investigating•	Week 9 – lesson 11 – Evaluating•	Week 10 – lesson 15 – Reflecting•	Lesson plan contribution;•	Lesson 4•	Lesson 6•	Lesson 7•	Lesson 10•	Lesson 11 Assignment milestones;Milestone 4 – Theory Connection•	For contribution to powerpoint, please refer to padlet heading;Powerpoint to cover the group zoom presentation•	Refer to Resources for current design brief under heading;Powerpoint resources.For a record of my attendance at zoom meetings refer to padlet heading;Zoom Meetings.Contribution made via phone calls, text, facebook, email and messenger.

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 Posted for Kirsty JonesMilestone 7My ContributionResources: It was my duty to add the resources to the padletRefer to the padlet heading;Resources to accompany lesson plans from past design briefContributions are titled;•	Resources – linkRefer to the padlet heading; past information of our group inquiring and developing the design brief and solutions.Contributions are titled;•	Milestone 4 – Theory and connection•	Week 1 – Lesson 2 – Investigating •	Week 2 – Lesson 6 – Designing•	Week 4 – Lesson 10 – Implementing•	Week 1- Lesson 1 – Investigating•	Week 9 – lesson 11 – Evaluating•	Week 10 – lesson 15 – Reflecting•	Lesson plan contribution;•	Lesson 4•	Lesson 6•	Lesson 7•	Lesson 10•	Lesson 11 Assignment milestones;Milestone 4 – Theory Connection•	For contribution to powerpoint, please refer to padlet heading;Powerpoint to cover the group zoom presentation•	Refer to Resources for current design brief under heading;Powerpoint resources.For a record of my attendance at zoom meetings refer to padlet heading;Zoom Meetings.Contribution made via phone calls, text, facebook, email and messenger.