Samantha Nutt - Dinosaurs

April 1, 2018 | Author: Anonymous | Category: Arts & Humanities, Communications
Share Embed Donate


Short Description

Download Samantha Nutt - Dinosaurs...

Description

Title of unit of learning:

Dinosaurs

This case study is based on a unit of work written by

Samantha Nutt Region: North Sydney

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Dinosaurs

1

Situational Analysis This unit was developed for an enrichment Kindergarten/Year One composite class comprising 21 students of varying abilities and backgrounds. The students came from middle-class socio-economic situations.

Learner profile Within this Kindergarten class, one student was identified as demonstrating above-stage expectations within the initial Best Start Assessment. This student was able to read and write upon school entry and had a well developed vocabulary. He comprehends with accuracy and demonstrates an advanced sense of humour. Information gathered through a student learning questionnaire also revealed a keen interest in dinosaurs and volcanos. Three other kindergarten students demonstrate similar academic strengths.

Curriculum Design This unit of work was developed with a Science and Technology focus. It provides opportunities for students to develop scientific knowledge and explore hypothetical situations, whilst enhancing skills in reading, writing and talking and listening. This unit was taught in Term 3, 2011. The Quality teaching model was used to guide curriculum design, with a focus on elements from each dimension: Intellectual quality – deep knowledge, metalanguage, problematic knowledge, substantive communication and higher-order thinking Quality learning environment – engagement, student direction, social support and student direction Significance – background knowledge, narrative and knowledge integration

Planning for differentiation When planning the unit, opportunities for extension were provided through" 

Modifying core science and technology syllabus outcomes



Providing engaging, relevant and real-life teaching and learning opportunities



Developing an independent project based on Gardener's Multiple Intelligences

Blooms Taxonomy (1956) was used to guide and extend the development of students' thinking in this unit. The activities developed for the unit engaged all learning styles from building their knowledge, comprehension and understanding to more higher order processes of analysing, creating and evaluating. A differentiated approach to teaching and learning was reflected through the use of the following strategies: 2

Dinosaurs

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre



Pre-assessing students through the use of a KWL chart to gather information about their background knowledge and to set purpose for the unit by establishing what students would like to know



Varying management and teaching strategies to meet the various needs of learners



Incorporating tasks and techniques that create an enriched learning environment of higher order thinking



Motivating, engaging and enriching student learning through the provision of hands-on experimental learning experiences.



Modelling the use of accurate and specific scientific vocabulary

An overview of the differentiated unit is provided in the concept map including core and extended outcomes and learning activities.

Unit Focus: Dinosaurs Focus Question: How do changes in the environment affect living things? Macro Concept: Extinction Enduring Understandings: Our environment is ever-changing Living things need certain requirements to survive The environment and people have the power to both create and destroy living things Core Scenario: You arrived on an island where animals from the past have survived. Draw / write about how the animals have survived. Extended Scenario: There are people on the island too! Create an environment where we could co-exist with dinosaurs.

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Dinosaurs

3

Desired Results Foundation Statement: Students learn that environments are affected by change and continuity. Emphasis is placed upon the importance of knowing about the past in order to understand the present and hypothesise the future. Core Outcomes

LTES1.3: Identifies ways in which living things are different and have different needs LTS1.3: Identifies and describes ways in which living things grow and change INVS1.7: Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations

Extended Outcomes

LTES1.3: Investigates ways in which living things are different and have different needs LTS1.3: Compares and hypothesises ways in which living things grow and change INVS1.7: Conducts and reviews guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations

Content

Learn to (skills)

Learn about (knowledge)

Basic

Understand

living things are affected by the environments

Abstract

Identify

types of dinosaurs

Describe

elements that have affected environmental change

Content

Investigate

ways living things change

Complex

Hypothesise

different situations that cause extinction

Abstract

Devises

a sustainable environment

Contributing Questions

Supporting Questions

How do living things survive?

What are living and non-living things?

How do environments change?

What do living things need to survive?

Why do living things become extinct?

What was the environment like in the past?

Extended Questions What were the life cycles of dinosaurs? How were land and sea animals different to the way they are today? Why did the environment change? How do we know about extinct animals? How can we help animals facing extinction today? How would we cope faced with a volcano/ice-age/meteor today?

4

Dinosaurs

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Evidence of learning Core task

L e Extension task s Core task: Criteria for s assessing learning o n

Students will demonstrate their understanding by producing a model for an environment where dinosaurs have survived and consider how dinosaurs could co-exist with people in a sustainable way Students are assessed on their ability to - Identify what living things need to survive - Describe how environments could change - State a theory on extinction

s task: Criteria for Extension assessing e learning q u e Product n modifications c e

Students are assessed on their ability to - Evaluate what living things need in order to survive in a sustainable environment - Devise a hypothetical environment - Justify a theory on extinction Students could choose an alternative mode of communication (oral) as long as the performance of understanding meets explicit quality criteria. If the product (eg: model) is to be assessed, appropriate outcomes, indicators and content must be built into the task design.

Lesson Sequence Teaching and learning experiences Week 1

Concept Questions What are living and non-living things?

Learning experiences

Assessment

Links

Core outcome: Identifies ways in which living things are different and have different needs

Whole class KWL Chart

Quality teaching

Use living and non-living notebook to classify and sort living and nonliving things. Whole class picture sort into living and non-living things Question students where appropriate: Does it breathe? Does it move?

Journal: What is a living thing?

Extended outcome: Predicts ways in which living things change Teacher poses the question 'What about dinosaurs?' Add a new column/category : 'Extinct'. How do animals go from living to extinct?. Question students about other extinct animals. Complete KWL chart for pre-assessment. Begin dinosaur word bank and add to each day

Independent KWL Chart

Knowledge Understanding

Blooms Educational objectives Problematic Knowledge Background Knowledge Metalanguage

Student work sample (extension): Student was able to demonstrate prior knowledge, desired knowledge and specific knowledge gained from Unit of learning.

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Dinosaurs

5

2

What animals existed in the past?

Core outcome: Make comparisons between living things As a class, brainstorm different types of dinosaurs and pre-historic animals (discuss the term pre-historic)

Observations / work samples

Narrative Student direction

Use dinosaur flash cards to examine and sort the different types of dinosaurs (plant/meat eaters, fast/slow, long neck/short neck)

Blooms Educational objectives

Students draw one example of each category (land/sea) Extended outcome: Categorise living things conceptually

Quality teaching

Concept Map

Analysing Creating

Teacher demonstrates how to create a concept map of animals from the past. Students use topic books to categorise dinosaurs and prehistoric animals into a concept map.

Student work sample (extension): Student was able to conceptualise pre-historic animals categorically and experiment with using a concept map.

3

Life cycles

Core

Journal: Life cycle

Students investigate the lifecycles of dinosaurs and chickens ('Living Eggs' experience). Students compare and contrast similarities and differences. As a class, students listen to information students have collected about dinosaurs so far. Watch a discovery video clip of a dinosaur laying eggs. http://dsc.discovery.com/videos/dinosaur-planet-saltasaurus-lays-itseggs.html

Quality teaching Narrative Student direction Blooms Educational objectives Analysing

Students sequence the life cycle of a chicken/given dinosaur.

6

Dinosaurs

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Extension

Journal: Life cycle

Creating

Assessment: Information report

Quality teaching

Students are asked to collect and present information from topic books about dinosaur life cycles, detailing comparisons and contrasts. Independently, students draw and report on the life cycle of a dinosaur of choice. Question: Are there any animals today that have a similar life cycle? 4

What did dinosaurs need?

Whole class studies and creates an information report on a Stegosaurus and Velociraptor. Information provided on a notebook which includes a video clip and elements of an information report. Students select one animal of their choice, collect information and then write an information report. This task is open-ended so that students can choose how they would like to present this information to the class. As a class, students discuss how animals from the past are different / similar to animals from today. Jointly use a Venn diagram to compare/contrast one animal, then independently students select their own to compare.

Engagement Student direction

Journal: Compare and contrast a favourite dinosaur to an animal of today

Deep knowledge Blooms Educational objectives Knowledge Applying Creating Evaluating

Student work sample (extension): Student was able to compare and contrast 2 pre-historic animals using a Venn diagram. He accurately contrasts a Spinosaurus to a Sabre Tooth Tiger.

5

What was the environment like in the past?

As a class, view examples of a food chain/food web. Jointly construct a simple food chain and a food web for land dinosaurs. Then, in pairs, students research sea dinosaurs (plesiosaurs) and construct a food web. As a class, discuss and display pictures of what the environment looked like when dinosaurs roamed. Students are provided with a variety of art and craft materials to create a model of a dinosaur habitat. Students explain what dinosaurs need to grow and survive.

Flow chart/labelled diagram of food chain/web

Assessment: What do living things need to survive?

Quality teaching Social support Substantive communication Problematic knowledge Blooms Educational objectives Knowledge Analysing Creating Evaluating

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Dinosaurs

7

6

Why do living things become extinct?

Teacher poses the questions

Observations during group work

"What is extinction?' "Why did the dinosaurs become extinct?" Teacher organises students into jigsaw groups with a focus on ice age; meteor and volcano.

"I think dinosaurs became extinct because….. (explanation and illustration).

Students read information books on the theories of how the dinosaurs became extinct and determine (as a group) how they will present their information to the class.

Quality teaching Social support Substantive communication Higher order thinking Blooms Educational objectives Understanding Analysing Creating Evaluating

Student work sample (extension): Student was able to demonstrate a deep understanding of hypothesis and the different situations that cause extinction. In the diagram, he has labelled 'Stage 1' and 'Stage 2' to reflect his deep understanding'.

Text: " a meteorite causing a dust cloud around the world that caused the animals and plants to die. Plant eaters died so meat eaters died" 7

How do we know about extinct animals?

Discuss how we know what the land looked like and what animals existed. How do we know that dinosaurs once lived and walked on the Earth? Watch a video clip of palaeontologists at a dig. http://videos.howstuffworks.com/discovery/41279-discovery-newspaleontologists-dig-site-video.htm Palaeontologist for a day Teacher sets up a range of student centred and teacher led activities including: making fossils, an exploding volcano, a dig for dinosaur bones in the sandpit and creative dance. Students are invited to dress up in lab coats/theme wear. Parent helpers invited to attend.

Recount of the day and learning that occurred.

Quality teaching Narrative Engagement Student direction Knowledge integration Substantive communication Blooms Educational objectives Understanding Applying Creating

8

Dinosaurs

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

8

How could we survive a disaster today?

As a class, brainstorm ways we could prepare ourselves to survive a natural disaster Core: Select items from a list we would need for food/shelter/clothing Extension: How could we predict a natural disaster happening?

Quality teaching Student direction Blooms Educational objectives Understanding Applying Evaluating

9

Are there animals facing extinction today? Why?

Investigate animals facing extinction today. Look into reasons as to why they are facing extinction. Are they environmental changes or manmade? Are we doing enough to help them survive? Students present ideas to the class and justify their point of view.

Quality teaching Student direction Blooms Educational objectives Understanding Applying Evaluating

Summative Assessment Task: product Week 10 Core Task

Extension Task

Students demonstrate their learning throughout the unit by drawing and writing about survival needs and environments of particular dinosaurs.

Students to consider how humans and dinosaurs could co-exist safely- drawing on knowledge of what both species need.

Assessment Work sample:

Text: "The dinosaurs survived by going in secret doors. The underwater dinosaurs went in there too. The people hit the meteorite away with a super strong sharp thingy"

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Dinosaurs

9

Assessment criteria This product meets the assessment criteria by - demonstrating knowledge of facts learnt throughout the unit (dinosaurs need for food and water; dinosaur types; extinction theories-volcano / meteorite) - addressing human needs (shelter, water) and hypothesising a survival method ('super strong sharp thingy') - including original ideas and creativity (secret doors, no swimming sign)

Independent research Throughout the unit of work, students were also presented with an independent research project. This task was adapted from 'Blooming into themes with Multiple Intelligences'. Students thoroughly enjoyed working on the project and demonstrated advanced creativity when completing tasks. The work sample below demonstrates a Visual/Spatial task, requiring students to invent their own dinosaur by drawing or constructing a model.

10

Dinosaurs

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Text: "Crocobarrat (part crocodile, part Baryonyx, part bat). Meat eater. It can spit out a force field."

Teaching Strategies A range of teaching strategies assisted in maintaining the differentiation of students learning. These included: 

Communicating high expectations for all students



Providing scaffolds for students needing support and enrichment tasks for students needing extension



Ensuring flexibility in both developing and modifying teaching and learning experiences to respond to emerging student interests, needs and strengths.

Reflection Levels of student engagement and motivation throughout this unit of learning were high, resulting in a classroom atmosphere of fascination and fun. Enduring understandings pertaining to the needs of living things and changes in the environment were evident throughout the learning experiences and within student work samples and discussions.

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

Dinosaurs

11

An on-going challenge was ensuring that students who were not confident writers maintained their evidence of learning. Another challenge was regulating discussions to include students at all levels of understanding.

12

Dinosaurs

© State of New South Wales, Department of Education and Communities, 2012 NSW Curriculum and Learning Innovation Centre

View more...

Comments

Copyright � 2017 NANOPDF Inc.
SUPPORT NANOPDF