Task 4: Option 3


Exploring past and present technologies: Share a lesson idea that involves exploring past and present technologies. You might prepare a resource, a lesson plan or some online content that accompanies your lesson. Share your idea with the community. If you are a teacher trainer, you might consider an idea for a professional development session.

 

 

Lesson plan idea for Year 6 classroom, Digital technologies.

 

The lesson I have planned uses an enquiry-based approach to empower students as they work within their ZDP. It is a multi-lesson plan, that integrates science, HASS, and literacy with the Technologies Curriculum. Although this lesson arc is based on the Year 6 SCASA codes, it is easily integrated into other years.

(Please see integration below for more information and codes).

 

It is built upon Bloom’s taxonomy, allowing the students zero their understanding in over a series of lessons, before analysing and evaluating choices before creating their own products.  Please note that extension and differentiation are included in the rather than separately.

 

Lesson 1:

The class is presented with a glass of milk and a pat of butter. In a T-P-S approach, small teacher selected groups for maximal learning in Vygotsky’s ZPD are given the inquiry question – How are these objects related?

 

Working within the Social-constructivist classroom, students use ITC and more traditional research to discover how butter is made.

 

As a formative assessment, the groups then present their findings in a choice based selection – either presentation, poster, written explanation (by hand or eBook). Class discussion of butter making processes and similarities/differences between group’s work are discussed and reflected upon.

 

Lesson 2:

Class review of butter making process.

 

The class are presented with a traditional wooden butter churn and a thermomixer.

 

In small, differentiated groups, students investigate how the butter churn and thermomixer work to produce butter. The similarities and differences are investigated.

 

The class assess thermomixer on the SAMR model in relation to the churn. The investigation question is extended to

 

Lesson 3:

The class designs and produces a part to whole group summative assessable performance pieces – explaining how milk and butter are related. The explanations are rubric assessed.

 

They use a class created word wall, independent research and part to whole discussion and Jig saw techniques to share ideas.

 

Lesson 4/assembly:

As the year’s assembly piece, the class presents their inquiry’s findings, discusses the interconnected and yet differentiation of the past and present technologies. The class then races against the thermomixer the churn some milk into butter.

 

As an extension of the constructivist learning environment, the lower years (Year 1 – 3) are invited to participate, then the older years. The churn, the class findings and presentations are then displayed in the school library for several weeks.

 

Integration –  note, with the exception of Technologies, this is not a conclusive list, just a few ideas to spark further thinking:

 

Technologies

How people address competing considerations, including sustainability when designing products, services and environments for current and future use (ACTDEK019)

 

Past performance, and current and future needs are considered when designing sustainable food and fibre systems for products (ACTDEK021)

 

Principles of food preparation for healthy eating (ACTDEK022)

 

Characteristics, properties and safe practice of a range of materials, systems, tools and equipment; and evaluate the suitability of their use (ACTDEK023)

 

Define a problem, and a set of sequenced steps, with users making decisions to create a solution for a given task (WATPPS33)

 

Identify available resources (WATPPS34)

 

Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology (WATPPS35)

 

Select, and apply, safe procedures when using a variety of components and equipment to make solutions (WATPPS36)

 

Develop collaborative criteria to evaluateand justify design processes and solutions (WATPPS37)

 

Work independently, or collaboratively when required, considering resources and safety, to plan, develop and communicate ideas and information for solutions (WATPPS38)

 

HASS :

Develop and refine a range of questions required to plan an inquiry (WAHASS51)

 

Science:

Changes to materials can be reversible or irreversible (ACSSU095)

 

Reflect on and suggest improvements to scientific investigations (ACSIS108)

 

English:

 

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

 

 

Limitations:

This is obviously a rather excessive lesson, involving very expensive equipment, costly materials and time. I have decided to do something a little different this week because I believe that as educators, we sometimes should stretch our planning in order to make inferences between the practical and the ideal. As Gemma said in our last lecture, “Plan for the ideal, then make it fit into the real world.

 

If this lesson was to be done in a real class setting it would need to be in a HSEA, independent school with a school business plan that actively sought out STEAM classes and put emphasis on concrete learning over cost.

I would like to note that I have in fact actually done this lesson with my brother for fun once, and it was an engaging inquiry.

 

Other concerns:

Electrical safety, ethics of using milk/animal products, lactose allergy, wet floor/area.

+ There are no comments

Add yours

This site uses Akismet to reduce spam. Learn how your comment data is processed.