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Sample programming proforma ES1 selecting

By Sue Jones,2014-04-22 21:36
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Sample programming proforma ES1 selecting

Cross curriculum: Programming ideas for Early Stage 1 COGs (C): Changes

Sample programming proforma Early Stage 1: see also matrix for this component.

    Focusing teaching and learning information literacy support: programming ideas: selecting

    Topic/Unit support:

    Changes: Connected Outcomes group (C): observing the way we and other living things can change in different

    ways over time.

    Specific focus: Who is important in my life and why?

    Quality Teaching elements:

    Intellectual quality

    A part of the task requires students to provide information and reasoning.

    Quality learning environment.

    ; Students determine many significant aspects of the task either independent of, or dependent on, teacher

    approval

    Significance

     The task requires students to recognise and explore connections between classroom knowledge and

    situations outside the classroom in ways that create personal meaning and highlight the significance of the

    knowledge.

    Resources:

    ; photographs of themselves and family members

    ; variety of books showing different types of family units

    ; guest speakers

    ; Microsoft Paint , e.g. Create a digital story using Paint+PPT+Voicethread

    ; My life - a timeline (interactive) www.tes.iboard.co.uk/activity/science/.fq4xc3tT4oo4qC5rYWgCt ; SMART Notebook: Families

    See also COGs resource lists.

Pre-unit assessment to gauge current level of understanding: (in terms of unit/topic/focus)

    eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study

    Students have discussed how they have changed since babyhood (body, games they play etc).They are asked to bring in photographs of themselves and family members and identify people who were important in their lives

    at different stages. Discuss:

    ; How have others cared for me?

    ; What is a family? (SMART Notebook)

    ; What sort of things do they do for me?

    ; How are other people important in my life?

    ; How have we changed over time? (My life a timeline)

    ; How do others in our life change as they get older?

    Syllabus Outcomes: Suggested teaching and learning activities/strategies (be explicit; HSIE include some planned assessment) for selecting phase of ISP CCES1 Describes events or retells

    stories that demonstrate their own

    heritage and the heritage of others Teacher:

    ; describes changes in their life ; ask students to recall previous discussion about people who were

    and in their family important ion their lives

    ; reflects on the people who are ; explain that students will use a computer program to draw and label

    important in their lives, now and a person or people who are important to them

    in the past ; demonstrate how to open Microsoft Paint (from All

     programs>Accessories>Paint) in computer’s start menu), show Related computer competencies students how to select and use the tools, and save

    focus:

    Students: Students:

    ; select and move objects using ; choose a person or group of people who are important in their lives

    mouse ; choose tools to draw and colour their picture, using Microsoft Paint ; use freehand drawing tools, ; create a text box to construct a sentence giving a reason for their

    pencil, straight and curved lines choice

    ; select objects with selection tool Extension: Create a digital story using Paint+PPT+Voicethread ; insert text box.

Related information skills focus

    area: selecting

; re-tell some information gained Planned assessment

    ? 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K12 Directorate.

    Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds

    Cross curriculum: Programming ideas for Early Stage 1 COGs (C): Changes

    from listening to or viewing

    factual and literary texts The teacher observes student:

    ; predict or infer, giving reasons ; ability to make a choice

    for choice of ideas ; skills in using Microsoft Paint (or other digital tool) ; identify subject matter of ; skill in creating a text box pictures in books, CD-ROMs, ; ability to give a reason for choice of person or group of people videos, websites etc ; sentence construction. Literature links: ; Allen, P. (2005) Grandpa and The student: Thomas SCIS 1198314 ; makes a choice about person/s important in their life ; Anholt, C. & Anholt, L. (2006) ; chooses appropriate tools from Microsoft Paint (or other digital tool) Catherine and Laurence Anholt's ; writes an explanation giving a reason for their choice. big book of families SCIS 1292631

    ; Clement, R. (1997) Grandad’s

    teeth SCIS 913943

    ; French, S. & Rawlins, D.(2002)

    Guess the baby SCIS 1076558

    ; Gleeson, L. & Smith, C. (1997)

    Where’s mum? SCIS 934346

    ; Whybrow, I. & Birmingham, C.

    (1999) A baby for Grace SCIS

    1025917

    ; Wild, M. & Niland, D. (2008)

    Chatterbox SCIS 1423919

    Post unit assessment to determine progress towards stated outcomes eg post-test, guided evaluation sheet, skills achieved in context of outcomes (indicators) and planned assessment

    Assessment for learning teacher will note students’ skills in using a digital tool to draw and label a picture about

    a person or people who are important to them. Determine which students need further assistance with computer

    competencies and those who need help with sentence construction.

? 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K12 Directorate.

    Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds

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