assignment+3+for+editing+(from+MyLO)

**1. Description of cohort** This integrated unit of work is designed for a year 1/2 class containing sixteen students. Ten boys and six girls. In this class there are four students with either learning and or behavioural difficulties. To address these students' needs, learning needs to be engaging and tasks have to be able to be adapted to suit their capabilities. The students have access to nine computers - consequently students are paired up when using the computers. Students with lower abilities are paired with more competent peers to aid the learning of both students. All students have basic keyboard and mouse skills and have experience with exploring different text and graphic tools to enhance work, using different ICTs for learning and pleasure, are able to navigate networks, can use Excel, Paint and Powerpoint presentations and with guidance save and open documents. Most students have access to computers at home and have good literacy, word processing and numeracy skills, those with lower abilities are supported by peers, school services officers (SSOs) and the teacher. The learning areas that will be integrated within this learning sequence are Science, Mathematics, Art, Literacy and Technology incorporating ICT through all these areas which are supported by the early years curriculum band of the South Australian Curriculum Standards & Accountability Framework (SACSA, 2009). In particular this unit of work will focus on space, the solar system and the planets.

Astronomy has always been of fascination throughout history. When we look up into the sky there is always something new and exciting to see. An eclipse, a comet, a shooting star. As we live on a planet called earth and it is one of the planets in our solar system including the sun it is important for students to know, understand and discover how our galaxy first came into existence and to explore the planets of the universe. As the class consists mainly of boys the focus is on space and space travel where students are able to view the universe through the lens of the Hubble telescope, travel into space on a rocket and measure how long it took to get there (in light years). The inquiry learning aims to broaden student knowledge, skills and experiences as well as engaging students' in their learning. The integrated approach will develop students' co-operative and social learning skills. Students' will work as a whole class (for example watching the video clip of The Magic School Bus) viewing it on the smart-board then both in pairs and individually students will work on the inquiry based project (so as to build upon their knowledge and understanding). According to Murdoch and Hornsby (2007) when working together in small groups learners are able to access a larger pool of experience, skills and knowledge. At times co-operative learning calls for students to chose who to work with and at other times it is important for the teacher to structure the learning process. Our integrated program enables students in the 1/2 class to make sense of their world and universe whilst allowing students' to make connections between the earth, the solar system and the planets. Therefore students' should be able to piece together their prior knowledge with new knowledge to develop a deeper understanding; making meaning more purposeful whilst enhancing student learning.  Students will begin to develop their understandings of space, space travel and our solar system. The inquiry question allows exploration for students to understand that Earth is not the only planet and conventional transport like planes are not the only way to get around. We also want to engage the students thinking about the possibilities of going into Space in the future. It may become as easy and possible as flying to another continent. Therefore our inquiry question is - **'**What do we find in our solar system?'
 * 2. Inquiry question**


 * __Lesson Sequence__** In here add what your groups are doing, eg, art group, maths group, literacy group

Whole class activity - Viewing [|The Magic School Bus- Blast Off!] After viewing this video, the class will brainstorm ideas of what they want to learn more about, i.e. planets, space shuttle, astronauts, spacesuits etc depending on the students' interests. The class will then be put into four groups of mixed ability, to aid those with lower abilities.
 * Lesson 1 -**

Group 1 - Decided to learn about the Space Shuttle. Introduction- viewing [|Discovery heads for Space] to engage these students with learning. After viewing this clip the group will brainstorm about questions for them to investigate relating to the Space Shuttle.

Group 2 - Decided to learn about the planets, the names, sizes and what they look like using [|Hubble telescope], [|solar system exploration for kids]and [|9 planets]. After looking at these sites students will note facts about each of the planets as well as the sun and Earth's moon.

Group 3 - Decide to investigate how long it takes to travel to the moon, different planets and in various methods of transport from car to space shuttle. They collect Data and information from [|Ask an Astronomer for kids]

Group 1 - Revisit their questions, begin to investigate answers- sites to be used are [|What is a Space Shuttle?] and [|Starchild]This will involve reading the information, analysing it for usefulness and selecting parts of it to use for their notes to solve the groups questions about Space Shuttles. To further develop understandings, the students will have access to interactive sites [|Build a Rocket] and [|Buzz Lightyear]
 * Lesson 2 -**

Group 2 - Start 'painting' slides on the planets using information gathered from previous lesson. The slides will be created using the Paint program.

Group 3 - Organise and classify the information gathered about distances of planets from Earth, how long it would take to travel to each one. Enter data on Excel, create graphs from data

Group 1 - Finish inquiry questions from previous lesson. Begin to plan, organise and create Group Powerpoint. Make Pop Rocket for class demonstration in next lesson. Rocket plans downloaded from [|Pop Rocket] The rocket will be made undersupervision of an SSO.
 * Lesson 3 -**

Group 2 - Continue painting slides and begin to import their pictures to Powerpoint. The slides will be arranged in order from the sun to pluto (the dwarf planet). Students begin to narrate their powerpoint eg. This is the sun, it is too hot for any living thing to survive on it. etc.

Group 3 - Research and compare the speeds a car, plane and spacecraft travel from previous web site - Ask an Astronomer- use this data to work out how long it would take to travel to the moon by each mode of transport. Enter data into Excel, create graph showing the results. Begin powerpoint on what we have discovered, using graphs.

Group 1 - Put finishing touches on presentation, add sound files using Audacity. Finish pop rocket ready for whole class demonstration as part of the powerpoint presentation made to the whole class. After reporting on learning, ask if any questions and assist other groups learning by answering them.
 * Lesson 4 -**

Group 2 - Finish off narrating powerpoint, showing what students have learnt about the planets. Present the powerpoint to the class.

Group 3 - Finish powerpoint, by importing graphs and reporting on the findings eg. This graph shows us how long each transportation method takes to get to the moon etc. Present the powerpoint to the class.

Come together as a whole class to view each groups powerpoint. After viewing the presentations discuss what we have learnt that we didn't know before? What they liked/disliked or found hard about the 'project'.

**4. Resources** computers access to internet powerpoint Access to the following web sites - [|Discovery Heads for Space] [|What is a Space Shuttle?] [|Starchild] [|Build a Rocket] [|Buzz Lightyear] [|Pop Rockets] [|Solar system exlporation for kids] [|Ask an Astronomer] Audacity Paint Excel

 During this unit of work we will be focussing on enhancing and extending the students' knowledge of inquiry learning and the skills required to do this such as investigating, exploring, demonstrating and sharing of new information and their own learning. We will be emphasising appropriate behaviours and how to work collaboratively in both whole class and small groups. We want students to develop understandings of what it means to participate in group learning and how to resolve conflict in a positive way. The students will be reporting back on their learning throughout the unit and everyone is expected to share their learning. We have selected many IT tools to provide students with multiple opportunities to enhance their learning from information tools like movies and web sites to computer programs for reporting learning such as Powerpoint and Excel.  From here we explain how we are using each IT resource. For example Powerpoint will be used to report back information to the class in a visually stimulating and engaging way. This program allows students to plan, organise and format their work while being able to edit and rewrite sections easily because they can cut and paste instead of physically rewriting.  ** 6. Reflection on resources (Use criteria to explain why we selected each resource) ** ICTs are used in this unit of work to communicate conclusions to others, incorporating 21st century tools to connect with the student audience. In numeracy students have an understanding of patterns and are able to display data using spreadsheets and can enter data into cells in Excel. Students' are able to use programs such as Kids-Pix, Inspiration and Kidspiration etc., to display data in graphs, tables etc. A range of ICT options have been used to In information literacy students are able In the art sequence  **7. Implications for our classroom practice** What do **we** need to do/know to achieve this lesson sequence unit or work?
 * 5. Enhancing student learning ( The task asks us to describe how we will use each of our resources to enhance learning )**
 * solve and analyse problems
 * make connections and representations
 * enable students to use reasoning and proof
 * encourage students to be risk-takers and to be constructive
 * engage learners
 * to evaluate information across a range of media and to communicate effectively
 * students are able to compose, edit and format text and are able to use basic paint tools to create, manipulate and convey a message and meaning
 * students access information through possible sources such as – text, people, video (The Magic School Bus) audio and visual (photos of planets through the Hubble telescope).
 * students understand and create basic designs using ICT through the Paint program using different elements of audio such as – dialogue, sound and music.
 * using these ICT tools enhances student learning and understanding and adds impact to their digital stories (slide-show presentation).
 * students are able to sort and categorise their drawings
 * use higher-order thinking as they problem-solve.
 * represent information visually using 'Paint'
 * construct individual slides to use as a paired project, share with the whole class - used for assessment purposes.
 * Provide internet access for the students
 * planning or timetabling computer sessions or booking computer lab
 * update my knowledge on the subject and provide the students with adequate background information and language associated with the topic.
 * Another implication for teaching is the fact that Pluto is no longer considered a planet and we will need to explain this to our students.

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