Teachers+Page

Introduction Task Process Evaluation Conclusion Teachers Page In this project we are required to produce a major teaching and learning resource using ICT. The resource should span a four lesson sequence and include a minimum of three student- centred uses of ICT. It can be directed towards any year level and any learning area. It should be inquiry oriented, seeking to actively engage students in thinking, problem-solving and creative work. The resource needs to be published on the web so that it is flexible in that it can be accessed anywhere, anytime. One of these 4 lessons must be presented to class, the purpose of which is to generate class discussion and debate about key concepts encountered in the readings. This activity should model good practice in the effective integration of ICT. The activity must engage the audience in active discussion and participation and encourage the audience to consider how ICT contributed to learning.
 * Joint Statement:**

Further more, we must produce and publish a major teaching and learning resource using ICT. The resource should be inquiry oriented and/or problem based. The ICT Integration project should: The ICT Integration Project must include:
 * 1) a) Integrate ICT into the curriculum.
 * 2) b) Encourage ICT to be used collaboratively as thinking tools to solve problems.
 * 3) c) Engage students in content in an interesting, novel and exciting way.
 * 1) a) The design of a unit of work that encompasses four sequential lessons (minimum) in any subject area(s) to foster the attainment of clearly articulated, purposeful learning outcomes.
 * 2) b) The integration of three (minimum) ICT resources in the unit of work. These three ICT resources will be in addition to the Internet and the Interactive Whiteboard. Attempts should be made to use ICT as learning tools rather than teaching tools.
 * 3) c) Linkages with an established learning theory within the design.


 * Mind Map: **

http://www.spiderscribe.net/app/?7f93e572f2eeec4a069c3168a2bad6bb

which details what actions will be taken by each group member and by when. Forward Planning Document: **Monday 5th March** Lesson 1: John Lesson 2: John Lesson 3: Kez Lesson 4: Kez
 * Project Plan:**

Prototype Group Activity: **Monday 12th March** Lesson Plan: John and Kez Prezi draft and worksheet: John Whiteboard Activity: Kez

Presentation: **Tuesday 13th March** Introduction statement: Kez Whiteboard activity: Kez Upload images to sky drive and invite class members: Kez Prezi display and walkthrough: John Conclusive discussion on ICT use: John

Webquest: **Friday 23rd March** Work collaboratively by John & Kez

The Learning Federation- ALIEN LIFE FORM: This interactive game allows the student to choose a habitat for which they must then select from a list of options, which leaves, seeds and roots of a plant are best suited for that habitat. Students are able to check their plants at the click of a button and are provided with feedback with detailed reasoning as to why their choice suits, or does not suit the particular habitat. The program then allows the student to submit their finished plant, provides more feedback and allows the student to print a copy of their creation. We chose this program because it allows the student to demonstrate knowledge and understanding as well as problem solving skills related to the outcome.
 * ICT Statement:**

Create A Creature: This is currently a work in progress. The program, once complete, will allow the student to demonstrate knowledge and understanding, problem solving skills and has a great freedom for imagination and creativity. The student is to choose from a list of habitats, and to then create a creature from scratch that would be well adapted to their chosen habitat. There are no limits as to what can be created, as long as each structure/feature can be justified to be an adaptation that gives the creature survival advantages. Once complete, the student will be able to print out a picture of their creature.

Comic Life: This program allows the student to again be creative and as well, demonstrate knowledge and understanding. The student creates a comic which we will use as a tool to demonstrate the links between adaptations and the environment as well as interactions of animals within an ecosystem.

All three above mentioned forms of ICT were chosen by John and I as they are very useful tools for students to be able to demonstrate their learning in science both creatively and constructively and to provide us with work that is assessable and clearly demonstrates the outcomes set in this program.
 * Learning Theory Statement:**

Our project follows a few learning theories over the four lessons. Largely through constructivism, social and individual. Socially through beginning with discussions and class activities, also through presenting their presi presentations and ComicLife comics to the class and then discussing their problem solving steps in further detail with the class. It is also socially constructive in the ComicLife activity as they are in groups interacting, discussing and arguing who's creature will survive due to its genetic adaptations. It is also individually constructive as it allows active, discovery learning and knowledge building encouraging students to discover principles within a given framework boundary such as the environment to which it must adapt to and applying it to solving realistic problems. Secondly it uses cognitive development somewhat through using their prior knowledge of environmental restrictions and adaptation examples to build on which adaptations that would implement in their own creature. Thirdly we have largely implemented a student centred learning base in our approach to ICT integration, requiring the students to manipulate and create, giving them a framework but setting them in charge of creating a comic, a presi and a creature. Lastly will most probably be elements of Marzano's theory of knowledge restructuring in challenging students preconceptions of evolution and adaptation and in depth discussion and argument to create new understandings of the concept of evolution and natural selection.


 * Forward Planning Document:**