EDP4130

HI, the following is a small excerpt from my submission to create a resource for Technologies. I will be looking for constructive criticism to ensure this becomes a workable compilation of information, thanks for reading!
The first content descriptor to be presented will be from the Digital Technologies strand for Foundation to Year 2 students. It is proposed students will “Recognise and explore patterns in data and represent data as pictures, symbols and diagrams” (ACARA, 2014, ACTDIK002). Within this content descriptor are links to the numeracy strand (ACMNA005) which proposes students sort and classify and draw and within the General Capabilities of critical and creative thinking looking to reason and problem solve.
It is proposed that students will be exposed to numerous representations of patterns using everyday materials. This pattern representation will be visually and concretely demonstrated by the teacher using Boardmaker images (2015) of the materials to allow students processing time (Johnson, 2010) and comprehension of the task. Materials to be included are items such as balls, instruments, counters; additionally body movements will also be shown in pattern formation. Students in groups guided by a support person either teacher or aide, access a range of materials to demonstrate their understandings and ability to crate their own patterns sequences. Once students have created a pattern which they can repeat verbally, physically or by one to one correspondence point out, they will record this pattern onto a designed worksheet. Each student will then be directed to create a concrete pattern of their own thinking, utilising any of the supplied or available materials. Questions will be posed to extend thoughts about changing patterns, such as AB patterns to ABB. Further instruction will follow to extend learning to outside the classroom, then further afield. Images of patterns designed will be taken to record data using class iPads. Once pictures are printed students will give a verbal report utilising their own patterns and any problems encountered. This lesson can be extended by looking at patterns and procedures and collating into groups with similar attributes.

The design and technologies content descriptor will “Explore how technologies use forces to create movement in products” (ACARA, 2014, ACTDIK002). This content descriptor will be addressed specifically through students playing and experimenting with balls and make shift slides to solve problems about movement.
It is proposed that to create an engaging learning environment this activity will be an ongoing and individualised experimental process, however, for the initial teaching sequence students will be grouped to discuss and handle a large variety of balls and communicate verbally how they believe the ball moves. What motion or movement makes the ball roll or bounce? Given several everyday objects such as blocks, boxes and rulers create movement without the force of your hands or arms. This initially learning will be addressed through hands on learning and will flow to students utilising motion games already sourced from the internet, onto the students creating their own example of motion in any number of ways for example, concretely, digitally or written. The teacher will use explicit instruction (Archer, 2011) to demonstrate a pool noodle cut into half and several bricks propping up one end of the noodle. Marbles will be placed in the propped end. Questions will be presented such as, what is creating the force for movement? Was the marble moving fast or slow, how can we change the speed?

please add any constructive advice Tracey

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