ASSIGNMENT COVER SHEET

Student Number 32014360

Student Name Christopher Naunton Morgan

Unit Code EDUC4632

Unit Title Transforming Learning Through ICT

Assessment One: Planning stage of the ICT integrated curriculum
Assignment
project
Topic/Title

Unit Lecturer Jean Macnish Date Received

Unit Tutor Jenny Jongste

Due Date 13/03/2019

Word Count 2018

FORMATTING and REFERENCING

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where due acknowledgement is made, and no part of the work has been previously submitted for assessment at this or any
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Typed name is permitted if submitting via C. Naunton Morgan Date 13/03/2019
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ASSIGNMENT RECEIPT

Student Number 32014360 Date Received

Student Name Christopher Naunton Morgan

EDUC4632 – Transforming Learning

Unit Code & Title
Through ICT
Assessment One: Planning stage of
Assignment Title
the ICT integrated curriculum project
 FORWARD PLANNING DOCUMENT

TERM/WEEK: Term Two, Week Two YEAR LEVEL: 7 LEARNING AREA/TOPIC: Science – Earth and Space Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students in the classroom all have access to Apple iPads on a 1:1 basis. Internet access and Google Chrome is available to all
students on these iPads for research tasks. The Apple App Store is accessible to download any relevant educational applications and learning tools.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Science – Earth and Space

Sciences

19.03.19 ACSSU222 - 1. Research the water cycle • Kahoot will act Introduction ICT Tools:
Water is an using the WWF Free Rivers as a formative 11.45am: • Kahoot
Week important application and the impact it evaluation of • Students will all be sitting at their previously assigned seats https://create.kaho
Two, resource that has on miscellaneous student before the lesson commences. ot.it/details/the-
Lesson cycles through stakeholders. understanding of • Students will be asked to download the “WWF Free Rivers” water-
One. the environment. the water cycle. application to their personal iPads. cycle/960c80e3-
2. Explore how human Provides the • Lesson will then begin with a Kahoot interactive test comprised c5c2-4d8b-8161-
(11.45am ACSHE223 - management of water teacher with an of 18 questions to energise the class while also assessing af8b0f7487ad
– Science resources (eg. Dams) have an idea about the students knowledge of water cycle. • Microsoft
12.40pm) knowledge can effect on the water cycle. competency • The teacher will then explain the objective of the lesson – to Powerpoint
develop through level of students research the water cycle using the WWF Free Rivers application • “WWF Free Rivers”
collaboration before application
across the commencing the Body https://itunes.apple.
disciplines of topic. 12.05pm: com/au/app/wwf-
science and the • Collect and mark • The teacher will hand out a worksheet for the WWF Free Rivers free-
contributions of the worksheet application. rivers/id134993557
people from a handed out at • The teacher will then explain the application and how to fix 5?mt=8
range of cultures the start of the some of the common problems students may encounter with a Other Tools:
class. This Microsoft Powerpoint presentation on the classroom projector. • Self-constructed
worksheet is worksheet
designed around • The students will be allocated into pairs by the teacher where • Pen
the WWF Free each student will be responsible for filling in their own • Notebook
Rivers worksheet and working together as a team by sharing use of the
application to application.
test student • Following the teacher’s instruction, the students will then
comprehension rearrange the classroom so that desks are combined in groups
of the water of 4 suitable for use with the application.
cycle and the 12.10pm:
impact of • The students will then be provided with 20 minutes to
humanity. Some successfully complete the worksheet.
further • The teacher will be responsible for wandering round the
questions will be classroom and helping students with technical difficulties and
incorporated at keeping them on track.
the end to
challenge Conclusion
students 12.30pm:
understanding. • The teacher will ask students to return the classroom to its
original seating plan and bring the students back to sit together
in their pairs.
• To conclude the class the teacher will directly ask different pairs
to read out some answers to questions on the worksheet. This
will act as the review of the lessons content.

12.40pm:
• Before students are dismissed the teacher will collect each pair
of students’ worksheets.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Science – Earth and Space

Sciences

20.03.19 ACSSU222 - 1. Construct an informative • Summative Introduction ICT Tools:

Water is an digital poster (A2 size) using assessment of 8.30am: • Youtube Clip – Nasa:
Week important Canva. poster • Students will all be sitting at their previously assigned seats Earth’s Water Cycle
Two, resource that construction. before the lesson commences. https://www.youtub
Lesson cycles through 2. Explain the one stage of the Mark allocated • Students will be asked to download the “Canva – Graphic Design e.com/watch?v=oaD
Two. the environment. water cycle to other students based off the Creator” application to their personal iPads. kph9yQBs
using the digital poster. respective • Teacher will then begin the lesson by recapping the prior lesson • Research Tools
(8.30am – ACSIS130 - marking rubric. with a video on YouTube titled “Nasa: Earth’s Water Cycle” (Google Chrome)
9.25am) Summarise data, 3. Identify one key way in The rubric will which briefly demonstrates the complete water cycle at a basic 1. https://www.educ
from students’ which humans can impact one assess student level. ationsoutheastwa
own stage of the water cycle. explanation of • The teacher will then inform students of the lesson objective – ter.com.au/resour
investigations and the relevant to construct and informative digital poster on one specific stage ces/natural-
secondary stage of the of the water cycle. water-cycle-
sources, and use water cycle and interactive
scientific one impact Body 2. https://www.wat
understanding to humans have on 8.40am: ercorporation.co
identify that component • The teacher will assign students into teams of 3 allocate one m.au/home/educ
relationships and of the cycle. It specific stage of the water cycle to each team to focus their ation/students/th
draw conclusions will also assess poster on (may be a slight overlap depending on class size). e-water-cycle
based the clarity of Possible stages include: 3. https://www.mel
on evidence. information o Evaporation bournewater.com
presented and o Transpiration .au/community-
ACSIS133 - the construction o Condensation and-
Communicate of the poster o Precipitation education/about-
ideas, findings itself. o Run-off our-
and evidence • Students will also be responsible for investigating and explaining water/natural-
based solutions to one impact humans have on their stage of the water cycle and-urban-water-
problems • The teacher will then show how to use Canva through a live cycle
using scientific demonstration conducted over the projector on the teachers 4. https://www.khan
language, and own iPad. academy.org/scie
representations, • The teacher will then hand students back their worksheets from nce/biology/ecolo
using digital the previous lesson to reference in their poster. Students will gy/biogeochemica
technologies as also be responsible for researching from other sources l-cycles/a/the-
appropriate. (examples listed under resources column) to verify their water-cycle
information and ensure it is factually correct. 5. https://www.visio
nlearning.com/en
• The teacher will also provide students with a checklist (marking /library/Earth-
key) for their posters to ensure they meet the required standard Science/6/The-
and cover the relevant content. Hydrologic-
Cycle/99
8.50am: • “Canva – Graphic
• The students will then be provided with a total of 30 minutes to Design Creator”
both research and develop the poster. application
• The teacher will instruct students that the first 10 minutes are https://itunes.apple.
for researching their poster (this should not take long due to com/au/app/canva-
prior knowledge from the lesson before. However, the teacher graphic-design-
may adjust the timing as needed depending on the quality of creator/id89744621
the prior lessons worksheets). The final 20 minutes will be for 5?mt=8
constructing the poster ensuring it meets the expectations laid
out in the checklist provided to students. Other Tools:
• The teacher will be responsible for wandering around the • Checklist (marking
classroom and helping students with technical difficulties and key)
keeping them on track.
• A 10-minute and a 5-minute warning will be provided to
students, ensuring that ensure they finish the poster on time.

Conclusion
9.20am:
• To conclude the class the teacher will ask each group to stand
and briefly tell the class about the one human impact on the
water cycle that they discovered.

9.25am:
• Before students are dismissed the teacher will ask each group to
email/airdrop their posters to his/her iPad.
• Students will also be required to hand their worksheets from
the previous lesson back to the teacher so they can be used in
the following lesson

Following the lesson:

• The teacher will print each groups poster (A2 size) and hang
them on one of the classrooms walls in preparation for the next
lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Science – Earth and Space

Sciences

21.03.19 ACSSU222 - 1. Assess the impact of • Summative Introduction ICT Tools:

Water is an human interference on the assessment of 10.50am: • iMovie
Week important water cycle. movie content. • Students will all be sitting at their previously assigned seats https://itunes.apple.
Two, resource that The mark will be before the lesson commences. com/au/app/imovie
Lesson cycles through 2. Create a 2/3-minute film allocated based • Students will be asked to download the iMovie application to /id377298193?mt=8
Three. the environment. using iMovie focusing on one off the their personal iPads. • Research Tools
stakeholder affected by the respective • The lesson will then begin with a recap of the previous class, (Google Chrome)
(10.50am ACSIS130 - water cycle. marking rubric. with three questions on the board. Students will be told to 1. https://www.scie
– 11.45am Summarise data, The rubric will wander around the classroom individually and investigate the ncelearn.org.nz/re
from students’ 3. Propose one way to assess: the posters of other teams from the day before taking notes. The sources/726-
own minimise the impact of understanding of questions will read as follows: humans-and-the-
investigations and humans on the natural a stakeholders’ o What did your team do better than other teams in water-cycle
secondary environment. viewpoint, regard to the poster? 2. https://sciencing.c
sources, and use strength of the o What did another team do that you could incorporate om/do-organisms-
scientific proposal to into your poster to improve it? contribute-water-
understanding to minimise impact o Write down one thing you learnt from each of the cycle-
identify of human other teams’ posters. 5635024.html
relationships and behaviour on the • Students will then be informed by the teacher of the objective 3. https://www.giss.
draw conclusions water cycle, the of the days lesson – to create a 2/3-minute iMovie focussing on nasa.gov/research
based clarity of one stakeholder affected by the water cycle which includes a /briefs/gornitz_02
on evidence. information proposal of one way to minimise the impact of humans on the /
presented and water cycle.
ACSIS132 - Use the construction Other Tools:
scientific of the film itself. Body • Student made
knowledge and 11.00am: posters
findings from • The teacher will instruct students to organise themselves back • Pen
investigations into teams from the previous class. The teacher will then • Notebook
to evaluate claims allocate one specific stakeholder for each team to focus on
based during their movie. Possible stakeholders include:
on evidence. o Farmers
o Fishermen/women
ACSIS133 - o Ordinary citizens
Communicate o Tiger (or another land animal)
ideas, findings o Park Ranger
and evidence o River Dolphin (or another aquatic animal)
based solutions to o Religious groups
problems o Indigenous groups
using scientific • The teacher will show students how to use iMovie through a live
language, and presentation conducted over the projector on the teachers iPad.
representations, • The teacher will then hand students back their worksheets from
using digital the previous lesson to reference in their movie if necessary.
technologies as Students will also be responsible for researching from other
appropriate. sources (examples listed under resources column) to verify their
information and ensure it is factually correct.
• The teacher will also provide students with a checklist (marking
key) for their movies to ensure they meet the required standard
and cover the relevant content. However, students should be
encouraged to use their creativity when deciding on the
format/genre for their film.

11.10am:
• The teacher will then inform students they have 30 minutes to
both research and develop the film.
• The teacher will instruct students that the first 15-20 minutes
are for researching and brainstorming their film. Students may
look at the posters around the room again to provide
‘inspiration’ for potential impacts. The final 10-15 minutes will
be for filming the movie and ensuring it meets the expectations
laid out in the checklist provided to students.
• The teacher will be responsible for wandering around the
classroom and helping students with technical difficulties and
keeping them on track.
• A 10-minute and a 5-minute warning will be provided to
students, ensuring that ensure they finish the film on time.

Conclusion
11.40am:
• The teacher will then ask a representative from each group to
come to the front for a 30 second pitch to ‘sell’ their movie and
to explain why their stakeholder is the most important.

11.45am:
• Before students may leave the lesson, the teacher will ask each
group to email/airdrop their films to his/her iPad.
Following the lesson:
• The teacher will compile each groups film into one continuous
movie to play at the start of the next class, recapping the unit of
work.