Lesson Topic/Focus: Classroom Scavenger Hunt

Technology

Date: 14/11/2012

VELS Domains: English, The Humanities History, Information and Communications Year Level: 5 VELS Dimension: Reading, Writing, Historical reasoning and interpretation, ICT for
communicating

Duration of Lesson: 60 minutes Learning Outcomes/Standards:

Students read, interpret and respond to a wide range of literacy, everyday and media texts in print and multimodal formats Students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate for purpose, audience and context of the writing. Students use a range of primary and secondary sources to investigate the past Students use email, websites and frequently asked question facilitates to acquire from, or share information with, peers and known and unknown experts

Indicators:
Students use a range of Information and Communications Technology skills to research their chosen invention Students apply their design skills by producing a flashcard using creative software Students will find relevant and accurate information about their invention Students are able to competently use creative software to design a flashcard Students can effectively research through websites about their chosen invention Students are able to demonstrate their understanding of their invention and use their flashcards as a prompt

Assessment Criteria:

Teaching Focus: A. Chosen by associate teacher

Researching inventions that are used in everyday life

Background to the learning: A. Teacher

Create a list of classroom inventions in case students run out of ideas

B.

Pupil

Students will not have any background to the learning other than their experiences with classroom inventions

Lesson Resources:
Computer Lab Classroom inventions A list of classroom inventions if students get stuck

Content of Lesson: A. Introduction

Brainstorm about their prior knowledge of the definition of invention List some key words that come to mind when you think about inventions

10 mins

B. Development

10 mins

Students will have the opportunity to walk around the room for 2 minutes (put a timer on the IWB: ask Chris for help) and find two inventions found in the classroom. Once students have found two they must come sit back down and wait for the two minutes to finish. Then we go around the room and make a big list on the board of classroom inventions they found. Once the list is up, students will be able to pick an invention out of the hat to research. Students will see an example of the flashcard they will be making and note the content that must be covered on the card. Each flashcard must have: - Name of invention - Date invented - Purpose of invention - Materials used - Picture of invention (can either be a photo or created in software such as paint)

C. Consolidation and Practice

30 mins

Students must complete this flashcard by the end of the lesson, as the consecutive lesson is the presentation of each invention. Students use websites to research and find information relating to the criteria and design their flashcard. Teacher will roam around and ensure that students are on the right track and that they can find accurate sources of information about their invention.

Early Finishers Extension Activities

Once students are happy with their cards and have printed them off, they can continue to research the invention and find interesting facts to share in the next lesson.

D. Closure

10 mins

All the flashcards will be printed off; all students will pack up in the computer lab and head back to the classroom ready for sharing time.

 Integrated unit- Invention Scavenger Hunt (14/11)

Feedback from Chris

Everyone was settled at the start. When everyone had finished the initial task early, you showed great initiative by stopping the timer and getting on with the second part of the lesson. When brainstorming on the board, its good not to just list responses in a numbered order. Write responses all over the board and keep track mentally until you think you have enough responses. You used the interactive program The Hat well. Try to keep the group on a shorter leash when students are choosing their invention. Control the calling out and interruptions. You used good positive reinforcement to encourage the students to make their choice quickly. Having a hand out or word document set up on the school server of the intended task is beneficial to visual learners. The list you supplied on the whiteboard was good. You roamed well to check individual progress. The task contained all closed elements. Include more open elements encourages higher order thinking. You gave regular time reminders to keep students on track. Make sure the time frame is adequate for the task. This task probably needed more time to reach the learning intention. Good to get early finishers to help others. You need to work on smoother transition techniques when students are moving from one work area to another. Think about some different reflection techniques- sharing in small groups, share with a partner and share with the group, ordering activity. When students share with the group, try to illicit some form of further information. You received feedback well from the group at the end of the lesson. Overall, this lesson raised some tricky situations that you dealt with really well.