Vous êtes sur la page 1sur 10

Laurina Carrick S0229754

Learning management plan for: Year 5 &6

Learning management focus: Building with Lego


Visit: http://buildingwithleggo.weebly.com/

LMQ1- What does my learner already know? (Prior knowledge about the topic/content/concept/skills- before the learning being planned)

Students explain how products, services and environments are designed to best meet needs of communities and their environments.
1 | Page

Laurina Carrick S0229754

Explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success.
Students plan and sequence major steps in design and production
Students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environme
LMQ2- Where does my learner/s need/want to be? INTENDED LEARNING OUTCOMES- (ILO)- Direct syllabus links
Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation
techniques (ACTDEP025)
Declarative Knowledge (The learner will know):

Procedural Knowledge (the learner will be able to):

DK1- Community areas/facilities are designed for a specific purpose.

PK1- Identify and represent Areas/facilities that address a need (specific


purpose).

DK2- Community Areas/facilities have certain features

PK2- Design and plan for a community Area/facility that encourages use by
children and young adults.
PK3- Justify the choice of design.
LMQ3- How does my learner best learn? (Learning styles, strengths, interests, needs)
Individual and collaborative tasks.
Task is broad allowing the students to design based on their interests.
Hands on activities and visual representations. (Kinaesthetic and visual learners)
Clear and direct instructions.
LMQ4- What resources do I have at my disposal? (Interesting, motivating, relevant)
- Computer devices
-Grid Paper
- Lego building blocks
-Cardboard labels
-Digital/visual stimulants
- Engaging/ interactive website
-Digital Camera
2 | Page

Laurina Carrick S0229754

LMQ5- What will constitute the learning journey?


LEP
Sequence

ILOs(Declarative/
procedural)
(LMQ2)

Learning Experience
Dot points of strategies/management/ key questions

Introduction:

DK1

Introduce the students to the task, outlining that they are to use Lego to
create an area/venue that caters for children and young adults. Have
them Log onto the weebly and explore the "your challenge" page.
Discuss the challenge.

Body:

PK1
DK1
DK2
PK3

Have the students get started on their design challenge by navigating to


the "Ask and imagine" page. Students download and print the "Design
challenge- Ask and imagine" Work booklet.
Students work through the booklet answering all of the questions and
completing the tasks. This gives them an understanding of how to think
about designs and what benefits and issues there might be.
Students are to critically think about their three choices to think of a final
choice and answer the questions in the booklet about that choice.

Conclusion:

Technology
Cycle

Links to
Dimensions
of learning

Ask and
Imagine

DoL 1Recognise and


provide for
students
differencesAllowing the
students to
make a choice
on the design at
their own level.

DoL 2- Have
students use
graphic
organisers for
the identified
organizational
patternsStudents use
brainstorms and
PMI charts.
DoL 5- maintain
an open mindUnderstand
different
perspectives
and views of
design solutions.

Resources

Time

Weebly
Website

15

Computer
labs

5m
Design
challenge
- Ask and
imagine
Work
Booklet.

3 | Page

25m

5m

Laurina Carrick S0229754

LEP
Sequence

ILOs(Declarative/
procedural)
(LMQ2)

Students are to inform their decision on the choice they have made as
well as showing their progress on the work booklet. Provide feedback to
the students.

10

Students are to complete their work booklets for homework if not


completed in the lesson.
Learning Experience
Dot points of strategies/management/ key questions

Technology
Cycle

Introduction:
Introduce the lesson to the students explaining that in this lesson they will
plan their design using grid paper.

Plan

DK2

DK1
PK1
PK2

Explain to the students that they are to use appropriate sizes for the
features of the buildings and structures. Students are also reminded to
clearly label all of their design features.

Resources

Photos
from the
weebly
website

Direct the students to the weebly website in particular the "Plan" section.
Student look at the floor plans of some venues/structures to gain a visual
perspective of what different types of floor plans looks like.

Body:
Students gather their "ask and imagine" booklets to use as a guideline of
what facilities/amenities and other features they would like to include in
their design.

Links to
Dimensions
of learning

Time

2m

5m

Computer
labs

3m
DoL 5- Plan
appropriatelyStudents plan
for a specific
purpose and
need to include
certain features
in planning.

2m
Grid
paper

Each student is to receive a piece of grid paper so that they can start
their design. Students are to plan their design on the grid paper
considering all of structures/amenities and other features that need to be
included.

30

4 | Page

Laurina Carrick S0229754

Conclusion:

LEP
Sequence

ILOs(Declarative/
procedural)
(LMQ2)

Students discuss with their peers the choices they have made and
explain why they have made these choices. Students provide feedback
and possible improvements to each other.
The students record the feedback the peers have provided as it can be
used for the next lesson.
Learning Experience
Dot points of strategies/management/ key questions

Introduction:
Students revisit the floor plans from the weebly and discuss why they
have included such facilities/amenities and structures.

DK2
PK3

DK1
DK2

DoL 1- Engage
in positive
classroom
behaviourStudents share
valuable
feedback and do
not be rude or
inconsiderate to
other class
members.

Instruct the students to revisit the notes that they had taken from the
previous lesson. Students are to think about all of the feedback that have
received and think about some possible changes to their design.
Students are to collect their grid paper designs and think about what they
want to change. Students list what they want to change and what they
need to do to complete their design.

Body:
Students are to continue on with their grid floor plans. Adjusting and
refining any parts that they may like to change or include. Students
should be aware of what they want to add or change as they have
developed a list.

Technology
Cycle

Plan

Links to
Dimensions
of learning
DoL 1- Help
students
understand
that believing
in their ability
to complete a
task include
believing that
they have the
ability to get
the help and
resources
neededStudents revisit
previous sites
therefore they
understand what
resources and
help they need
to complete the
task as they are
continuing on,

10

8m
Resources

Photos
from the
weebly
website

Time

5m

5m

Computer
labs

5m

Grid
paper

5 | Page

30

Laurina Carrick S0229754


PK1
PK2

Students are to complete and finalise and complete their floor plan.
Students are to complete their design for homework if it does not get
competed in class time.

DoL 2- Create
opportunities
for students to
discover or
figure out the
new
information for
themselvesadjusting and
refining ensures
that students are
thinking about
new ways and
new ideas.

Conclusion:

Students are to write down why they chose the design that they did.
Students are to also justify why they have included the features into their
design.

Students collate all of their plans and the written justifications of their
choices. Students attach these to the end of the "Ask and imagine"
booklet.

PK3

LEP
Sequence

ILOs(Declarative/
procedural)
(LMQ2)

Learning Experience
Dot points of strategies/management/ key questions

Technology
Cycle

10

Ask and
imagine
booklet

Links to
Dimensions
of learning

Resources

DoL 1- Use a
variety of ways
to engage the
students in
classroom
tasks- Visual
representations
and hands on
activities.

Photos
from the
weebly
website

5m

Time

Introduction:
4

DK2

Instruct the students that they are to navigate to the "create" section of
the weebly and look at the Lego floor plan designs. This allows the
learners to gather a visual perspective of the lego floor plans that can be
created. Discuss with the students the type of designs.

Body:

PK1

Explain to the students that they are to use appropriate sized lego,
appropriate sized areas and to place the lego in correct places to
resemble the structural design of the grid floor plan.

Create

10

5m
DoL 5- Identify
and use
necessary

Lego

6 | Page

Laurina Carrick S0229754


PK2
DK1
DK2

resourcesstudents
consider the
orientation of the
lego and identify
their role in the
design i.e toilet
block.

Inform the students that they are to use their Grid floor plans to design
their lego floor plans. They are reminded that they are reminded that their
lego design has to be similar to their grid plan.
Students use Cardboard labels for their floor plan to outline what each
structure is i.e Toilet label to be place on the building that is the toilet
building.

30
Cardboar
d labels

Conclusion:

PK3

LEP
Sequence

Students take a photo of their progress to add into their work booklet for
proof of the designing process.

Students evaluate their floor plan considering the guidelines. Students


are to write down what they need to do to complete their design. This will
be a basis of what the students do in the next lesson.

ILOs(Declarative/
procedural)
(LMQ2)

Learning Experience
Dot points of strategies/management/ key questions

Camera

5m

10
Technology
Cycle

Links to
Dimensions
of learning

Resources

Time

Introduction:
Create

Instruct the students to revisit their notes from the previous lesson. this is
to remind the students of the task that they need to complete today.
Student collect all of their designs and booklets and ensure they are all
up to date. Students ensure that they have covered and planned for
everything in their lego design. If they have forgotten t include some

2m
Design
Booklet

8m

7 | Page

Laurina Carrick S0229754


PK1
PK2
DK1
DK2

features have them include them on their list.


Body:

PK3

Students are to continue on with their designs. Remind the students that
this is the last in class lesson to complete the task, however the students
have another week to complete the design in their own time (homework).
Students who have completed their design have them download and
answer the questions from the workbook "Create evaluation" on weebly
found in the create section.

Conclusion:

Students take a photo of their end product and attach it to the end of their
previous workbook which should include:
o Design challenge- Ask and imagine
o Grid paper floor plan and justified choices
o photo evidence of workings
o Final image of Lego design.
o Any evaluations and notes they would like to include at the end

DoL 1- Help
students
understand
that believing
in their ability
to complete a
task include
believing that
they have the
ability to get
the help and
resources
neededStudents should
know what they
need to do,
collate their
information to
ensure success
and complete
their lego
design.

40
Create
evaluation
workbook

Camera

LMQ6- Who will do what?


The teacher gives explicit instruction.
The teacher scaffolds the students learning.
The learners complete the tasks and designs.
All students provide feedback to each other.
Teacher monitors progress and ensures that the students are completing what they need to by certain time frames.
LMQ7- How will I check that the learner has achieved the learning outcomes?
8 | Page

10

Laurina Carrick S0229754


Assessment:
Formative:
Anecdotal notes based on observations.
Peer evaluations
Self evaluations
Collation of all workings.
Written justifications
Summative:
The collection of the complete Work Booklet, justifications, and photos of the final product.
LMQ8- How will I inform others about the learner's progress?

Oral feedback through conversations and discussions with learners, colleagues, parents etc.
Assessment Criteria
Written feedback
collection of the log book to show parents or colleagues.

LMQ9- Why has the learner achieved/not achieved the learning outcomes?
Has the student effectively designed plans using appropriate resources and solutions?
Has the student effectively represented and used terms that justify the choices for the audience?
Has the student effectively documented the design ideas?
Has the student communicated the appropriateness of the design for the particular audience?

Additional Lesson

The sixth and final lesson for technology will include the students engaging in the "improve" section of the Technology cycle. The students can
download and print the worksheet from the weebly to fill out. The worksheet uses the organizer "SWOT" charts. The students are to also comple
the "create evaluations" in this lesson if they have not already done so in previous lesson. Students may also use this lesson to ensure that every
9 | Page

Laurina Carrick S0229754

is fully completed.

10 | P a g e