Learning Sequence

Beginning Learning Experience: Lesson 1
Curriculum Links Student Activities Assessment ICT Resources Teacher Notes

Year 4 Australian
Science Curriculum:
Students explore and
discuss the loss of
habitat of living
things.

Students represent
and communicate
ideas and findings in
a variety of ways.
Students are introduced to
the problem via Glogster.
This resource is prepared by
the school to advertise the
problem. Learners watch a
video recorded by the
principal that reinforces and
encourages their
involvement in the creation
of the campaigns.

The teacher assigns
students to groups, allowing
three to four learners per
group (low/high ability
students). Within their
groups, students consider
what they know and what
they want to find out about
the topic. Students use
Bubbl Us to record their
current knowledge and
understanding.

The teacher assist student
groups to establish a Wiki
Page for their group (explicit
instruction). Clearly outlines
rules and expectations that
encourage safe, legal ethical
online practices.
Formative assessment:
Students ability to design
and edit a Wiki Page to
organise their thinking
and understanding of the
topic.

Check for understanding:
Students effectively
create a mind map using
Bubbl Us to communicate
their current knowledge
about the topic and what
they want to know.
Glogster
http://edu.glogster.com/

Interactive Whiteboard-
play the video through
media player

Bubbl Us
https://bubbl.us/

Wikispaces
http://www.wikispaces.com/

The problem created appeals
to student interests and
abilities. The guided tour via
Glogster, the video file from
the principal and scaffolded
design instructions for the Wiki
Page provides students with a
realistic and authentic problem
solving learning environment.
This problem bridges the gap
between the classroom and
the real world.

It is essential that the teacher
enables students to complete
their mind maps without the
support from the teacher.

Scaffold instructions to inform
the creation of the wiki page;
however allow students to
organise and select their
design layout independently.

Many students identify as
kinesthetic and visual learners.
This learning experience
incorporates a range of hands
on, practical and visual
activities that support student
learning.

Middle Learning Experience: Lesson 3
Year 4 Australian
Science Curriculum:
discuss the loss of
habitat of living
things.

Students represent
and communicate
a variety of ways.

Students pose
questions for
investigation.

General Capabilities:
Literacy, Creative and
Critical thinking.
Students review the problem and
possible solutions created in the
previous learning experience. Each
student group orally presents their
possible solutions to the class and
teacher. After listening to their peers
possible solutions, students pose
questions to discover more
information about the topic. Students
collate their groups questions using
Prezi.

Learners have the opportunity to
video conference with their local
RSPCA through Skype. Using the
questions each group created using
Prezi, students have the privilege to
have their questions answered by the
RSPCA.

Students use new information
gathered from the RSPCA and the
class presentation to generate their
draft solution that will solve the
problem. Learners communicate
their ideas on a butchers paper.
Once all group members agree with
the final solution, students will create
a Voki avatar to present to the class.
Formative:
Students ability to
effectively, clearly
and orally
communicate
solutions and
questions to an
audience.

Check to
understanding:
Students are able to
independently
create a Prezi and
Voki.
Prezi
http://prezi.com/

Skype
http://www.skype.com/

Voki
http://www.voki.com/

Class presentations enable
students to share their ideas
and develop communication
skills. Presenting their
possible solutions to their
peers allows students to
ensure they are working
towards the intended
learning outcome. Students
are able to compare their
ideas with others to extend
their understanding of the
topic.

Many students identify as
kinesthetic, auditory and
visual learners. This learning
experience incorporates a
range of hands on, practical,
audio and visual activities
that support student learning.

Video conferencing exposes
students to a range of new
technology devices (refer to
learner profile) and
emphasises the authenticity
of the problem and topic.
Concluding Learning Experience: Lesson 7
Year 4 Australian
Science Curriculum:
discuss the loss of
habitat of living
things.

Students represent
and communicate
a variety of ways.

General Capabilities:
Sustainability,
Literacy, Information
Technology
Learners are provided with
10-15 minutes rehearsal
time.

Members from the local
RSPCA and the school
community
(parents/guardians,
principal) arrive to listen to
the campaigns.

Each student group
presents their campaign.

After the meeting, the
classroom teacher and
students reflect on the
topic/unit of work. Use
Bubbl Us to brainstorm key
concepts, interesting
points and fun facts. Print
an A3 copy of the mind
map to display in the
classroom, along with each
groups campaign poster.

Summative Assessment:
Students ability to
effectively, clearly and orally
communicate their
campaign to an audience.
Students incorporate all of
the features of a campaign.
Each groups campaign
addresses they topic and
provides an authentic
solution.

Check for learning: Learners
are able to reflect on the unit
of work and recall what they
learnt, the interesting points
and fun facts.
Bubbl Us
https://bubbl.us/

Students have
previously
communicated to an
audience.

When using Bubbl Us,
allow students to
move up to the front of
the class to write an
idea/concept in each
bubble. Learning
should be student
centred- moving to
share ideas will
stimulate and re-
position students
frequently (ADHD
student).

Many students identify
as kinesthetic,
auditory and visual
learners. Bubbl Us
incorporates a range
of hands on, practical,
audio and visual
activities that support
student learning.

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Beginning Learning Experience: Lesson 1

Curriculum Links Student Activities Assessment ICT Resources Teacher Notes

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