Student

name:____Chelsea Morgan Student ID:____21327253_______________

Faculty of Education
Teaching and learning program (Secondary)
School: Toodyay Year: 7 Subject: ICT Topic: Science/ Biology
Program overview period: 17th of July 2017 to 4th of August 2017
Curriculum Cross Objectives Content and activities Resources Assessments
curriculum &
Lesson

general
capabilities

Create and Cross curr: # List the steps Hook activity (VIDEO AND QUIZ) Projector, # Assess students
communicate info Sustainability within the design -Using a projector show students the first 2:20mins of YouTube video paper, internet, ability to list steps
rmation thinking process describing the steps of design thinking process digital devices, of the design
collaboratively General cap: by completing -Students should not take notes prizes thinking process by

online, taking into Literacy, ICT, quiz -The purpose of this activity is to encourage engagement in content monitoring
account social and personal material Hook activity participation in quiz
contexts and social # Define and -Quiz students on information in video resource:
(ACTDIP032) capabilities describe the steps What is the process that was described in the video referred to as? https://www.yo # Monitor
1 within the design How many steps are in the process? utube.com/wat participation in
thinking process List the steps of the process? ch?v=qyoZTUGz class discussion
Creating by participating in The process described takes into consideration the end user when dGY during PowerPoint
solutions by: class discussion creating solutions, true or false? to assess if

during The process is cyclical in nature? PowerPoint students are able to
Work PowerPoint. -Get students to peer mark each and then return each others work. resource: define and describe
independently, -Collect top scoring student/s quizzes, remark them and award them a prize https://www.sli the design thinking
and # Analyse case that can be collected at the end of class deshare.net/zaa process
collaboratively studies and na/introducing-
when required, to identify activities Introduction (POWERPOINT) design-thinking # Observe students
plan, develop and that relate to the -Ask students to take notes participation during
communicate steps within the -Using a projector show students a PowerPoint that goes over each step of Case study case study activity
ideas designing thinking the design thinking process in more detail. resource: to assess students
and information process though -Prompt students with questions before revealing answers: http://chelseaa ability to analyse
completing case Define the terms, Empathise, Define, Ideate, Prototype and Test. nnemorgan.wee and identify
Follow a plan study worksheet What activities could you conduct during bly.com/ activities that relate
designed to solve empathise/define/Ideate/prototype/test stage? to the steps within
a problem, using the designing
a sequence of thinking process
 steps # Relate design Activity 1 (CASE STUDIES) Sample
thinking -The purpose of this activity is to assess if student are able to identify to Voicethread: # Observe
processes to steps the design thinking process by looking for key characteristics of each https://voicethr participation in
experiences by step ead.com/myvoi think, pair, share
participating in -Split class up into 4 groups and give each group a different case study ce/ activity to assess if
think, pair, share -Note to class: students are able to
activity These are real-life examples however the statistics and relate authentic
information provided is made up for the purpose of this task Conclusion experiences to the
# Illustrate ability -Students are to work collaboratively during this activity, however are activity design thinking
to create and required complete their own worksheet resources: process
communicate -Early finishers can brainstorm their own new inventions/ adaptation of https://voicethr
information something and outline through discussion and dot points what activities ead.com/myvoi # Monitor students
collaboratively they would conduct during each of the steps. ce/ participation in
through VoiceThread
VoiceThread Activity 2 (THINK, PAIR, SHARE) activity to assess
activity -The purpose of this activity is to test students understanding of the design students ability to
thinking process by applying it to a real-life scenario create and
-Ask class: communicate
Think about a time where you or someone you know has used the information
design thinking process collaboratively
Think about a situation where a designing thinking process could
be used # Collect and mark
students
Conclusion (ICT activity) VoiceThread videos
-In groups of 4, give students 5 minutes in a group to decide which step of to assess students
the design thinking process is most important and why ability to create
-Students will make a collaborative VoiceThread account and create a short and communicate
1 minute video stating which step of the design thinking process is most information
important and why. The video must include a multi-media background and collaboratively
a voice over.
-Students must share it to the teachers account and watch 2 other groups
presentations

Reminder:
-At the end of class give top score quiz students a choice of a wrapped lolly
or chocolate (or a prize that fits school policies)


Explore how to Cross curr: # Utilize the Hook: Image of Chuditch on projector. Projector, # Monitor students
acquire data from Sustainability design thinking Ask class: library books, during activity 1, 2
a range of digital process generate Can anyone identify this animal? internet, digital and 3 to assess if
sources General cap: a realistic Has anyone seen this animal? devices, guest students are
(ACTDIP025) Literacy, ICT, conservation speaker, paper following design
 critical and strategy to save Recap (class discussion) thinking process
Create and creative the Chuditch -Recap the empathise, define and ideate steps within the design thinking Recap resource:
communicate info thinking species through process via a Powerpoint Presentation https://www.sli # Observe students
rmation participating in deshare.net/zaa during activity 2 to
collaboratively activity 1, 2 and 3 Introduction (PowerPoint) na/introducing- evaluate if students
online, taking into -Introduce problem: The Chuditch population within the Julimar forest has design-thinking analysed a range of
account social # Analyse a range declined to a mere 100 individuals resources to
contexts of digital and non- -Give brief characteristics overview, distribution range, and conservation complete the
(ACTDIP032) digital resources status using PowerPoint Introduction research worksheet
through -Introduce infographic assessment via PowerPoint PowerPoint:
participating in http://chelseaa # Monitor students
Create solutions activity 2 Activity 1 (Brainstorm and interview) nnemorgan.wee participation in
by: -The purpose of this activity is to empathise with others about the Chuditch bly.com/ activity 3 to
2 # Illustrate ability problem evaluate if student
Define and break to create and -Divide class into groups of 4-5 and give each group a piece of paper to are able to
down a given communicate brainstorm questions they have about the Chuditchs Research communicate
task, identifying information -Students will allocate a speaker, listeners and scribes within groups and worksheet: information
the purpose collaboratively pitch the top 3 questions to the guest speaker via an interview method http://chelseaa collaboratively
through Padlet -Students should take notes on all information exchanged nnemorgan.wee online
activity Note: Good idea for students to take image of brainstorm to add bly.com/
Follow a plan to research materials for assignment
designed to solve
a problem, using Knowledge transfer -Guest speaker (Conservationist from Julimar Padlet
a sequence of Conservation Park) resources:
steps -The purpose of this activity is to give students an example of a strategy https://padlet.c
thats already in place to help endangered chuditchs. om/cheedawg/g
Consider compon -Allow guest speaker to provide information on Chuditch translocation roup_A
ents/resources to strategies, list organisations involved, funding and stakeholders
develop solutions, Note: Thank guest speaker for their time https://padlet.c
identifying constr om/cheedawg/g
aints Activity 2 (library computers) roup_B
-Take students into library computer area
Work -Give each individual student a research activity worksheet to complete https://padlet.c
independently, individually om/cheedawg/g
and -Students should collect information from a range of digital sources and roup_C
collaboratively available books
when required, to Note: stress the importance of website reliability https://padlet.c
plan, develop and om/cheedawg/g
communicate Activity 3 (50 ideas in 5 minutes) roup_D
ideas -Get students in the same groups that they were in during activity 1
and information -Get each group to logon to either group A,B,C or D Padlet website
when using -Allow students 5 minutes to come up with as many ideas as possible,
management realistic or not, to save the Julimar Chuditch population
processes -Each group should share with the class their craziest idea, a great but non-
 realistic idea and an idea that is both suitable and realistic
-Students should select one realistic strategy to focus on for their
infographic assessment
Note: Good idea for students to take screenshot of padlet to add
to research materials for assignment

Conclusion (overview)
-Identify which design process steps were covered today (empathise,
define, ideate)
-Talk about what we will be doing next lesson


Explore how to Cross curr: # Produce a Introduction: Projector, # Monitor activity 1
acquire data from Sustainability Chuditch -Introduce lesson overview: digital device, to assess if
a range of digital conservation Recap assessment paper, pens, students are able to
sources General cap: strategy through Finalizing Chuditch conservation strategy idea internet produce a chuditch
(ACTDIP025) Literacy, ICT, conducting ideate Introducing Canva conservation
Personal and activities Further research/starting assessment Recap strategy
Create informatio social -recap assessment criteria and due date assessment
n using capability, # Navigate the resource: # Observe students
relevant software numeracy Canva program Activity 1 (Group work) http://chelseaa during activity 2 to
, and during activity 2 -In groups students will share with others their conservation strategy and nnemorgan.wee evaluate if students
create data to mo what the conservation strategy involves bly.com/ are able to navigate
del objects # Create -teacher goes around to each group to make sure that each student has a Canva website
and/or infographic or realistic strategy and a good idea of what they want to do Canva GMO
events (ACTDIP02 poster using sample # Assess if students
3 6) Canava program Activity 2 (Introduction to Canva) infographic: are able to create a
via participating -Address if anyone has any experience using Canva and allocate them as https://www.ca poster/infographic
Creating in activity 2 & 3 helpers nva.com/design using Canva by
solutions by: Or -Show students a sample GMO infographic created on Canva /DAB1qw_Falc/ monitoring
Produce leaflet -Get students logged onto computers and walk them through how to CUnZwKhIwLjgrf participation during
Follow a plan using a relevant create an infographic or poster and insert picture, graphs, titles, text etc. d4NGOkaQ/edit activity 3
designed to solve program during
a problem, using activity 3 Activity 3 (continue research or start assessment) Canva resource: # Observe if
a sequence of -Monitor students progress and assist any students that need help https://www.ca students are able to
steps #Analyse a range -Give guidance worksheet to lower achievers and offer it to anyone else in nva.com/ analyse a range of
of different digital the class different digital
Consider compon resources and -approach high achievers and encourage them to extend their thinking: resources and
ents/resources to classify which are Take into consideration stakeholders Guidance classify which are
develop solutions, reliable via The impact of their strategy on ecosystem function (eg. Removal worksheet reliable during
identifying constr activity 3 and translocation could lead to outbreak of rodents, poisoning resource: activity 3
aints foxes/cats could poison other non-target fauna etc) http://chelseaa
The expenses and time consumption nnemorgan.wee
bly.com/
 Work
independently, Conclusion
and -Address which design process steps were covered today (define, ideate,
collaboratively prototype)
when required, to -Reminds students that they are expected to work on this assignment at
plan, develop and home as well
communicate -Ensure students understand that the review assignment is due at the end
ideas of next lesson
and information
when using
management
processes

Explore how to Cross Curr: # Produce an Introduction Teacher digital # Evaluate if
acquire data from Sustainability infographic or -Give overview of what students will be doing this lesson device, bucket, students are able to
a range of digital poster using Progress check quiz digital devices, create a
sources General cap: Canava program Question time internet access poster/infographic
(ACTDIP025) Literacy, ICT via participating Work on assignment using Canva by
in activity 2 & 3 Activity 1 (Quiz) Plicker monitoring
Create informatio Or -Get students to get out Plickers cards so that they are ready for Plickers resource: participation during
n using Produce leaflet quiz https://www.pli activity 3 and
relevant software using a relevant -Ask a series of questions to test students progress and confidence with ckers.com/ collecting review
, and program during their current assignment assignments at the
create data to mo activity 3 Examples questions: end of the lesson
del objects I have completed all my research and am focusing on completing
and/or #Analyse a range my infographic # Monitor if
events (ACTDIP02 of different digital a) Pretty much students are able to
6) resources and b) No analyse a range of
classify which are c) Yes different digital
Creating reliable during I have a good idea of who will be involved in my conservation resources and
4 solutions by: participating in strategy classify which are
activity 3 a) Yes reliable during
Follow a plan b) No
activity 3
c) I have an idea but Im not certain
designed to solve
d) I dont get it. I need help
a problem, using

a sequence of
Activity 2 (question time)
steps
-Hand out a piece of paper and get student to write down as few or as

many questions about the assignment
Work
-Put large bucket at the front of the class and get everyone to throw their
independently,
scrunch up questions into the bucket
and
-Address any questions and encourage people to ask follow questions if
collaboratively
they have any to create a collaborative discussion
when required, to

plan, develop and
 communicate Activity 3 (Work on assignment)
ideas - Monitor students progress and assist any students that need help
and information - Teacher should look over quiz and talk with students that are behind
when using progress and are not feeling confident
management -Make sure student are organising all research information and drafts into a
processes logical portfolio

Conclusion
-Collect review assignments from students
- Address which design process steps were covered today (prototype)
-Ensure that all students know what they need to complete by the end of
next lesson


Create informatio Cross Curr: # Produce Introduction Whiteboard, # Evaluate if
n using Sustainability infographic or -Give students an overview of lesson whiteboard students are able to
relevant software poster using Introduce peer revision and why is important accessories, create a
, and General cap: Canava program Peer review each others work using TAG technique paper, copies of poster/infographic
create data to mo Literacy, ICT, via participating -Introduce peer revision and why its important using provided resource students work, using Canva by
del objects personal and in activity 2 -Print out one copy of each students assignment and distribute them different monitoring
and/or social Or between the students. Make sure that nobody has his or her own coloured sticky participation during
events (ACTDIP02 capability Produce leaflet assignment. notes, digital activity 2
6) using a relevant devices,
program during Activity 1- Group work (peer review) internet access # Monitor if
Create solutions activity 2 -Explain task using TAG resource provided students are able to
by: -Get students to read the assignments and record 2 star and 1 wish point Importance of analyse a range of
# Analyse a range using different coloured sticky notes peer revision different digital
Follow a plan of different digital -Assign students to groups of three. Each person within the group should resource: resources and
designed to solve resources and get a turn to give an overview of the assignment they read and share their https://www.ec classify which are
a problem, using classify which are star and wish points hospan.com/art reliable during
a sequence of reliable via -As a group students should identify the one assignment that stood out in icles/the- activity 2
steps working on their group. One person should stand and share to the class why their importance-of-
assignment group believed it was the best assignment peer-feedback- # Observe student
Work -Hand back to the teacher and teacher will distribute the infographics back reviews participation in
independently, # Define and to original creators so that students can receive feedback activity 1 to
and conduct peer evaluate if students
5 collaboratively revision by Activity 2: (working of assignment or organising research material) TAG resource: are able to define
when required, to completing -The purpose of this activity is to allow students to make changes to their http://beckermi and conduct peer
plan, develop and activity 1 assignments ddleart.blogspo revision
communicate -Monitor students that are working on assignment by keeping them on t.com.au/2014/
ideas track and providing assistance 04/t-g-peer-
and information -Gather group of students that need help organising research material into review.html
when using logical order and give instructions using whiteboard
management
 processes Research material organisation should follow design thinking steps
-Empathise materials (eg. Interview notes, brainstorm pic) Possible
-Design materials (eg. Research activity worksheet) conclusion
-Ideate (eg. Screenshot of padlet) resource:
-Prototype (eg. Drafts, completed infographic) https://www.yo
- Test (eg. peer review) utube.com/wat
ch?v=rOCQZ7Q
Conclusion noN0
-Discuss with class how peer feedback strategies will be used throughout
their lives. Possibly talk about peer reviews on professional scholarly
articles
-Identify which design process steps were covered today (test)
-Reminds students that completed assignment is due at the end of the next
lesson:
Research materials (logical order!)
End product Infographic/poster/leaflet


Create informatio Cross Curr: # Produce Introduction Printer, digital # Assess if students
n using Sustainability infographic or -Introduce that today is a flexible lesson where students can move around devices, are able to create a
relevant software poster using between stations in order to suit their preferences whiteboard, poster/infographic
, and General cap: Canava program -Give an overview of all the suggested stations that will be available: whiteboard using Canva by
create data to mo Literacy, ICT, via participating Proof-reading station accessories, red observing
del objects personal and in activity 2 & 3 Referencing station pen, paper, participation in
and/or social Or Computer station internet access computer station
events (ACTDIP02 capability Produce leaflet -Start off proof-reading station and computer station by getting students and proof reading
6) using a relevant logged onto computers and give access to printers Harvard station
program during -Teacher should then address the referencing station referencing
Create solutions activity 3 guide: # In computer
by: Referencing station http://guides.lib station activity
# Implement -Get student into a group and provide them with a written Harvard rary.uwa.edu.au monitor if students
Follow a plan correct use of referencing guide /ld.php?content are able to analyse
designed to solve Harvard -Break down parts of the reference so that students start to understand all _id=15709737 a range of different
6 a problem, using referencing style the different parts that make up the reference digital resources
a sequence of during -Explain what to do when details are missing from a resource Harvard and classify which
steps referencing -If students need more assistance provide Harvard referencing video for referencing are reliable
station activity webpage video for
Independently webpage: # Observe students
apply # Analyse a range Proof read station http://chelseaa within referencing
given contextual of different digital -Once students have printed out their infographics go around to students nnemorgan.wee station to
criteria to evaluat resources and and quickly proof read their work and make corrections/suggestions bly.com/ determine if
e design classify which are -Students can then update the digital copy students are
processes and reliable via competent in
 solutions working on Computer station Harvard
assignment -Monitor students that are still working on their infographic and provide referencing
assistance students in need

Conclusion
-Collect completed assignments at the end of the lesson
-Congratulate everyone for getting assignment done
Teacher reflection: Identify what are the most and least effective changes you would make in future
Self-evaluation
Were students interested in the design thinking topic?
Was the assessment outlined well enough for students to follow?
Was the time allocated for the assessment suitable? Too much? Too little?
Were Voicethread and Padlet effective collaborative tools that engaged students?
Did students receive enough guidance during assignment?

Student evaluation
Did all activities sufficiently represent the elements of the design thinking process?
Were students able to critically think up solutions to the chuditch problem?
Did students have sufficient ICT capabilities in order to use canva program?
Were student able to provide constructive feedback and takin into consideration given feedback?
Were students able to work both collaboratively and independently during set activities?