Intel® Teach Thinking with Technology Course – 2006 Pilot Australia

Unit Plan Template

Author
Heather Carver
Beaconsfield Upper PS
Berwick Cluster/Southern Metropolitan Region
Upper Beaconsfield, Victoria
Classroom Information
Subject Area
Science, Economics, Geography, ICT and Interpersonal learning
Grade Level(s)
Grade 5&6
Unit Overview
When is Enough Enough?
Energy – is there enough? Have I got enough? Where does it go?
Unit Summary
This unit is a focus on energy, its use and its conservation. An understanding of what energy is and how it changes form will be used to try to come up with some solutions for ensuring sufficient energy for everyone’s needs now and into the future.
Building the Foundation
Habits of Learning Taxonomy
This unit will target all three of Mazarno’s dimensions of learning. The students will be asked to require and integrate new knowledge. They will be asked to develop in-depth understandings and refine that knowledge using reasoning, comparison, deductive reasoning. While involved in the research phase of this unit the will be required to construct support, analyse errors (bias etc) and abstract it to other situations.
Standards/Syllabus outcomes
SCIENCE
·  Investigate how using force produces motion.
·  Students explain change in terms of cause and effect.
·  Students use everyday examples to illustrate the transforming and transferring of energy.
·  They consider how models are used to explain structures; the layers in the Earth’s atmosphere
ECONOMICS
·  Students describe the difference between needs and wants.
GEOGRAPHY
·  Students explore how humans have affected the Australian environment.
·  Using an inquiry-based approach, students explore environmental issues and consider possible solutions to current and future challenges
·  They compare the various ways humans have used and affected the Australian environment. They provide examples and evidence based on their inquiries
INFORMATION & COMMUNICATIONS TECHNOLOGY
they apply known ICT tools for visualising thinking in new ways to make links between existing and new knowledge.
At Level 4, students apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. Students use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them.
students refine their search strategies to locate information quickly. They evaluate the integrity of the located information based on its accuracy and the reliability of the web host
THINKING

Reasoning, processing and inquiry

At Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence.

Creativity

At Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.

Reflection, evaluation and metacognition

At Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes. They document changes in their ideas and beliefs over time.
INTERPERSONAL LEARNING
Working in teams
At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance.
Building the Foundation (continued)
Learning Objectives
A prioritised list of content objectives that students will master by the end of unit
Curriculum Framing Questions / Essential Question
When is Enough Enough?
Unit Questions
Energy – is there enough? Have I got enough? Where does it go?
Content Questions
What is energy?
How is it transferred and transformed?
How can we measure energy (use – output – wastage – etc)
How do needs and wants differ?
How do we share the energy available? – Who uses the most/least?
How does our energy use effect others?
How does our energy use effect the environment?
Student Assessment Plan
Assessment Summary
FINAL PRODUCT - Presentation to School Council with recommendations to help reduce energy use and to reduce the impact upon the earth’s environment. (This will also be used by the students attend the RACV Energy Breakthrough Competition in Maryborough where they have to present their work on understanding energy conservation.
Seeing Reason tool – completed before the research phase and again at the completion.
Peer assessment of group research project.
Photo journal kept throughout with comments regarding group co-operation and working habits.
Class Blog – to discuss learning issues, progress reports
Assessment Timeline
Visual Ranking Elements (complete this section if this tool will be used in the unit)
Visual Ranking Project Name (For the Visual Ranking workspace)
How do needs and Wants Differ?
Visual Ranking Elements (Continued)
Project Description (For the Visual Ranking workspace)
PROJECT 1
Students will take on the perspective of different children from around the world, with differing socio-economic standing. The students will be asked to rank a collection of energy uses that range from quite basic through to luxurious.
PROJECT 2
After the Showing Evidence Project students will be asked to rank the range of suggestions generated from each of the investigative groups. Class will then work in pairs to rank importance/practicality.
Prompt (For the Visual Ranking workspace)
PROJECT 1
What can’t you do without? Rank the following items in order of importance to your family.
PROJECT 2
What should we recommend?
Sorting List ( For the Visual Ranking workspace)
PROJECT 1
Television
Computer
Private car
Hot water for washing clothes
Heating for your home
Hot water for bathing or showering
Sound system or MP3
Air-conditioning
Heat for cooking
Heating for a swimming pool
Clothes dryer
PROJECT 2
(Will be populated as a result of a class meeting after each group has presented their research findings)
Practice Ranking ( For your future quick reference)

Teacher ID: hcarver Password:
Practice Team ID 1: zac Password: zac
Practice Team ID 2: Password:
Seeing Reason Elements (complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seeing Reason workspace)
How does our energy use effect the environment?
Project Description (for the Seeing Reason workspace)
Humans' energy use effects the earth's environment. Scientists have noted that the polar icecaps are melting. Could the world’s energy use be involved? What can we do to make a difference?
Research Question (For the Seeing Reason workspace)
How does our energy use effect the environment?
Practice Map (For your future quick reference)
Practice Team ID: teama Password: teama

Showing Evidence Elements (complete this section if this tool will be used in the unit)
Showing Evidence Project Name (For the Showing Evidence workspace)
What is worth pursuing?
Project Description (For the Showing Evidence workspace)
Each group will investigate the relative value of one of a range of possible energy sources.
Prompt ( For the Showing Evidence workspace)
Should we use solar power, wind power, nuclear power, ethanol fuels, hydrogen fuels or bio-diesel hydro electricity, fossil fuels?
Practice Case (For your future quick reference)
Practice Team ID: hydrogen Password: hydrogen
Reviewing Team ID: Password:

Claims (For the Showing Evidence workspace)
Students will be populating claims as well as evidence.
Evidence (For the Showing Evidence workspace)
Students are populating evidence.
Unit Details
Approximate Time Needed
This unit will run across a whole term. It is expected the students will have approx 3-4 hours each week.
Prerequisite Skills
This unit would require that they have had some considerable experience with using the showing evidence tool in particular. As students will be asked to populate the evidence themselves.
They will require a basic level of video and camera skills.
They should have some experience presenting to the class and other adults.
Procedures
Introduction
What is energy?
Where does it go?
How is it transferred and transformed?
How can we measure energy (use – output – wastage – etc)
·  Students record on their wiki/blog page – everything they know about energy. We will continue to use the blog/wiki as a learning journal throughout the unit.
·  A class wonder wall is started and students post questions relating to energy.
·  Group talk – can we come up with a definition of energy that makes sense and that we are all happy with? (We might change it later.)
·  Throughout the unit the teacher will read books pointing out when energy is important for the participants. He/She will periodically pose questions regarding energy (and its use) around us?
Wondering - I wonder where energy comes from and where it goes?
·  The following website has a succinct definition and explanation of what energy is. It has a simple experiment to discover energy transfer. Small groups of students will complete this and plot their results.
http://www.askforkids.com/fr?u=http%3A%2F%2Fippex.pppl.gov%2Finteractive%2Fenergy%2F&bu=http%3A%2F%2Fwww.askforkids.com%2Fweb%3Fq%3Denergy%26dm%3Dlang%26page%3D1&q=energy&o=0&l=dir&s=k&dm=lang&qt=0
·  In their wiki/blog they will be asked to write a simple explanation(conclusion) of where they think the energy went.
·  Where else can we see energy changing from state or type to another? Lets look around us. Students go for a wander around the school in pairs to observe energy being “used” – recording as they go. Upon return the join up with another pair to combine their list (discard repeats). Fours then join and combine lists. Eights then join and combine lists. Teams then present findings one at a time around groups (not repeating items) Teacher records.
·  Students use Inspiration or any other software available to produce a mind map relating to energy use with in our school.
What do we think?
How do needs and wants differ?
How do we share the energy available? – Who uses the most/least?
How does our energy use effect others?
How does our energy use effect the environment?
As a result of the mind mapping process a series of questions should arise regarding wastage, whose using what for what.
Teams will be asked to complete a visual ranking project asking them to rank a range of energy using items according their importance. Each group will take on a different perspective (a child from various parts of the world varying in affluence)
Blog entry regarding thinking involved, discussions that occurred.
What will work?
How does our energy use effect others?
How does our energy use effect the environment?
This phase of the unit will be conducted through a webquest available at : http://webquest.org/questgarden/author/preview.php?u=33468&l=33468-060816234047&a=&p=introduction&pt=student
This webquest sets the scenario of the school council asking the class to make recommendations regarding school energy use. Teams investigate an energy source each taking on the roles of environmentalist, householder /school principal and energy provider/business man. The use the Showing evidence tool to summarise, and rate the evidence they gather and put forward a reasoned argument.
Teach group will present their findings to the class – this will include a model or diagram.
A visual ranking will be used to rank all the ideas presented by the research teams (Project 2 above), and initial groups will be asked to revisit their seeing reason causal map to modify refine it.
New teams will then be formed to create a class presentation that can be burnt to DVD for circulation and uploaded to the net as a podcast.
At last!
Students will be provided with a series of photographs taken throughout the unit. They will be asked to comment upon what’s happening in the photo.
Accommodations for Differentiated Instruction
Resource Student / Describe accommodations and support for students such as extra time for study, adjusted learning objectives, modified assignments, grouping, assignment calendars, adaptive technologies, and support from specialists. Also describe modifications in how students express their learning (example: oral interview instead of written test).
ESL Student / Describe language support, such as English as a Second Language (ESL) instruction and tutoring from more able bilingual students or community volunteers. Describe adaptive materials, such as first-language texts, graphic organizers, illustrated texts, dual-language dictionaries, and translation tools. Describe modifications in how students express their learning, such as first language rather than English or an oral interview instead of a written test.
Gifted Student / Describe the various ways students may explore curriculum content, including independent study, and various options through which students can demonstrate or exhibit what they have learned, such as more challenging tasks, extensions that require in-depth uncoverage, extended investigation in related topic of the learner’s choice, and open-ended tasks or projects.
Materials and Resources Required for Unit
Printed Materials / Textbooks, curriculum guides, story books, lab manuals, reference materials, etc.
Supplies / Essential items that have to be ordered or gathered to implement your unit and are specific to the course of study. It is not necessary to include everyday items that are common to all classrooms.
Technology – Hardware / Technology devices needed to carry out the plan. These may include: cameras, computer(s), DVD player, handheld devices, printer, projection system, scanner, television, VCR, video camera, video conferencing equipment, etc
Technology – Software / Software programs and applications needed to carry out the plan. These may include: database/spreadsheet, desktop publishing, Web page development, word processing software, multimedia, specific software programs, email, internet browser, etc
Internet Resources / Web addresses (URLs) that support the implementation of your unit or Web sites that students will use as a starting point for gathering information and evidence.
Other Resources / Field trips, experiments, guest speakers, mentors, other students/classrooms, community members, parents, etc.

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