Overview+of+Unit+including+Curriculum+Links,+Lesson+Sequence+and+Assessment

__**HPE -**__ a selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and well being. __**ICT's -**__ apply digital media to communicate. - apply basic formatting features when using ICT's. __**Science -**__ Change occurs during the life cycle of living things. __**ICT's**__ - share and communicate ideas, understandings and responses. - follow guidelines to use ICT's and associated processes. - record evidence of their learning. __**English**__ - spoken texts are different from written texts. - Words and phrasing, volume and pitch can add interset and emphasis, clarify meaning and be monitered by listeners. || Introduce unit topic by first asking students to watch a nd listen to videos on IWB - This will be used as the 'hook' Discussion will take place to dentify students engagement and level of understanding. A further video will be played to clarify students understandings of the Healthy Food Pyramid and the different food groups. Further discussion - Brainstorming words appropriate to healthy food topic. Using IWB to create mindmap. Students take turns using shape and line tools and write their thought in a bubble. Upon the planting of a Tomato seedling each student will be put into a group of 4 which is how they will be positioned in their classroom seating arrangements for the duration of the term. Groups can name themselves a relevant gardening name. Each group will use an ipod touch to photograph their plants (first photos & comments recorded at time of planting) and also to record verbally the progress, problems or anything interesting that happened - eg.- "Brett's plant has been eaten by grubs", or "We didn't have to water the plants at all this week because it rained everyday", or, "Tom's plant grew 6cm". Before students do this at the end of the week, we will spend time in the classroom learning how to operate ipods correctly to take photos and record sound. Students need to practise speaking slowly and clearly as they learn the importance of doing this for the final task, which will be incorporating images and sound together in Moviemaker. After each groups images and sound have been recorded they will be downloaded onto teacher laptop and saved in folders entitled Our Cherry Tomato Plants - (Pictures), and Our Cherry Tomato Plant - (Sound). Inside these folders the 8 weeks data will be sequenced inorder of weeks, eg., Garden Grubs Worms Tommy Tomatoes Dirt Diggers Green Thumbs Garden Grubs, etc. During students collection of this information they will also take weekly growth measurements which will form the basis of their bar graph construction. Unfortunately I can see using the graph making tool in word to be too complex for this particluar cohort, so instead teacher instruction will be given through the use of blackboard on the IWB with students following in their grid book. || IWB Websites - Go for 2 & 5 [] [] Nutrition Video [] ipod touch x 5 teacher laptop IWB || Observations Discussions Participation Operations || __**HPE**__ - A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and well being. __**Science**__ __**ICT's**__ __**English**__ || Drawing from students newly formed knowledge and to extend this and affirm it further, they are to create floor mats to be used in conjunction with the Bee Bots. Each student will create 5 questions and answers relevant to the topic, for instance, "Which food group do Weet Bix belong?", or "How many serves of fruit should we eat each day?" A list of example questions to go on IWB to prompt students. Once the question cards are made and teacher has checked for students understandings and answers are correct and well informed, the answers can then be written onto the floor chart. Students are to then work in their set groups to take turns choosing a card and programming the Bee Bot to land on the correct answer. Groups will rotate to eventually use all 5 floor charts. This is not only an engaging ICT activity that collaborates all the students knowledge from the topic, but also a rewarding activity as students will have created their own ICT game board. Continued collection of data, images and sound. || IWB Bee Bots Large sheets of card Small card cut into squares ipods || Discussion Observations Written work Operations || __**ICT's**__ - follow guidelines to use ICT's and associated processes. __**Science**__ __**ICT's**__ __**English**__ || We will attempt to create vege men that resemble those in the Go for 2 & 5 videos in week 1. Students will be instructed to bring to school a vegetable each (Teacher will bring in more) Before assembling begins revision will take place on fractions (relating to cutting vegetables into equal shares and shapes for construction of the symmetrical vege man) Questions asked and discussion raised about prior knowledge. Teacher will chop a tomato in half, then quarters for further discussion. Students then have the opportunity to play an interactive fractions game - 3 to play - Match the Fraction, Flower Petal Fractions & [|Cassowary Enclosure Fractions.] After each student has a turn playing these games on the IWB, we will then work in our set groups using plastic knives. (Teacher and Aide to have sharp knives) Teacher poses questions to whole class - "Can you cut one vegetable in half?" (If can't be cut get students to mark, then teacher or aide will cut) Groups to come to correct conclusions about where these cuts should be made. Replay vege man ad before construction begins. Teacher - "Notice how the vege mans cheeks are 2 halves of a tomato" A fun and engaging way to reinforce understanding of fractions, also by linking to real life experiences. Catering for all learning styles - especially kinaesthetic learners. Eating of the vege men to follow. Continued collection of data, images and sound. || IWB Websites - [] [] [] Go for 2 & 5 [] ipods || Observations Questioning Procedures || - follow guidelines for personal safety and information security practices when using ICT's. __**English**__ - writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources. __**Science**__ __**ICT's**__ __**English**__ || In preparation for students creating 'Healthy Kids Lunchboxes', the whole class will view [|Stephanie Alexander Kitchen Garden Foundation]website information. From what students found interesting they will apply comments to a blog page from their own laptop inside the Virtual Classroom. These blogs can be accessed to further inform and give ideas to all students pertaining to the following assessment piece. After completion of blogs and discussions, instructions will be given (hard copy and on IWB) for students to complete assessment item. Each student to research in class time and at home food items to be used in exciting, eyecatching and appetising ways to be packed into a lunchbox. Students can research via school library for recipe books or recipe books from home with the aide of their parents/guardians, or via the web. Mention must be made to safe internet usage, working legally, safely and ethically. Students must come up with 10 ideas in dot point form before refining their ideas down to 5 for the lunchbox. Their choices must be guided by the Healthy Food Pyramid and Go for 2 & 5. Once students have made their choices direction will be given to apply these five choices to a scaffolded wiki set up in the Virtual Classroom. As well as the lunchbox menu added, students will be guided to self evaluate their choices and give reasons for them, as well as a self rating out of 10. Once all lunchbox menus have been submitted studfents can leave comment to the lunchbox menu they would choose as their favourite and why and rate it out of 10.
 * = Curriculum Links ||= Lesson Sequence ||= ICT/Resources ||= Assessment ||
 * __**Week 1**__
 * Pictures**
 * __Week 1__**
 * __Week 2__**
 * __**Week 2**__
 * **__Week 3__**
 * __Maths__** - simple fractions, including half and quarter, and mixed numbers can be represented in different ways.
 * **__Week 4__**
 * __HPE__** - Health behaviours and choices are influenced by personal factors, people and environments.
 * __ICT's__** - follow guidelines to use ICT's and associated processes.
 * __Technology__** - Resources have characteristics that can be matched to design requirements.

Continued collection of data, images and sound. || IWB Stephanie Alexander K.G.F [|http://wwwkitchengarden] foundation.org.au/resources laptops Learning Place - elearn - Virtual Classroom. blogs wikis Kids only Recipes [] ipods || Blog entries & Wiki entries - content grammar punctuation Following set procedures || - The purpose of speaking and listening includes exchanging information, etc. __**SOSE**__ - People and resources are involved in the production and consumption of familiar goods and services. __**ICT's**__ - Apply digital media to communicate. __**Science**__ __**ICT's**__ __**English**__ || Continue with lunchbox menu assessment. Students can add images from teacher's clip art folder provided for this activity or choose to source their own, either through photos taken or searching clip art files themselves. Teacher will have pre-contacted a school in another part of the state to prepare for a speaking session with a Year 3 class from that school. This particular class will have an active involvement in operating a school garden for supply of produce for their tuckshop. Teacher will give class information on the other schools garden operations so questions can be appropriately planned in advance of the iconnect session. Google earth and maps will be used in a whole class situation for students to grasp a better understanding of geographically where the other school is situated. Brainstorming as a whole class will take place to list on the IWB possible questions for students to use. Example questions may include factors such as: climate, landscape, types of crops, problems, successes, maintenance, etc. Each student will create a question and prior to the iconnect session a practise run will give students the opportunity to refine their questioning techniques - speaking at a nice pace in a clear manner that is easily audible. First speaker to introduce the class, last speaker to offer thanks for information and time. Continued collection of data, images and sound. || inserting images IWB Learning Place iconnect google earth google maps ipods || speaking skills questioning || __**Science**__ - Change occurs during the life cycle of living things. __**ICT's**__ - record evidence of their learning. - represent ideas, information and thinking. __**English**__ - The purpose of writing and designing includes reporting and conveying simple messages and information. || This week work will begin on creating a Moviemaker film. This will be a collaborative effort as I think students exposure and competence levels aren't quite adequate to work on this as an independant task. An example Moviemaker film will be shown so students know exactly what they are working up to. Teacher will upload all images to date into the Moviemaker picture folder. The title will be decided and looking at photos from week 1 of seedlings being planted, watered, etc. class decisions will be made as to which photo to begin film with, remembering that there are corresponding images and comments for each group. Looking at the quality of the photos - Is it blurry?, Can you see the detail that the comment is referring to?, Is the main focal point cut off? - there are many variables to discuss when choosing the best photos. Teacher to explain further processes of using Moviemaker - keep choosing group photos and commentary in sequence, as well as adding text. || IWB Windows Moviemaker || Participation Observations Questioning || Students will need to show their involvement through giving their thoughts and ideas, questioning and physically creating on IWB, either through moving images into place, imbedding sound files and typing in comments, quotes or titles. Students will be required, upon completion of the film, to evaluate the task with the aide of de Bonos 6 Thinking Hats - scaffolded questioning provided. Continued collection of data, images and sound.
 * **__Week 5__**
 * __English__** - The purpose of writing and designing includes reporting and conveying simple messages and information.
 * __**Week 6**__
 * **__Week 6 cont.__**
 * __Week 7__**
 * __Week 8__**
 * __Science__**
 * __ICT__**
 * __English__**
 * __Maths__** - Data can be organised in lists, tables, picture graphs and bar graphs. || Over the next couple of weeks work will continue on this project collaboratively until the final product is achieved.

All 8 weeks of growth data will have been collected by each student from their particular plant. Through teacher guidance and modelling using IWB - blackboard, students will create a growth chart in the form of a bar graph in their maths grid book. Working in a sequential, step by step process - higher level students will be able to continue independently while lower level students will require continued guidance. || de Bonos 6 Thinking Hats ipods IWB maths grid books || Self evaluations Checking workbook Observations ||
 * **__Week 8__** || A nice way to end the unit! - Year 3 will host a film viewing session to other classes during lesson time. Other classes will be invited to bring their 'crunch time' food to eat while watching. Time for discussion afterwards. || IWB ||  ||