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Swinburne University of Technology *

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EDU30059

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Electrical Engineering

Date

Feb 20, 2024

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docx

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EDU30059 Teaching Technologies: Assignment 2 Folio Lesson Plan (Primary) Lesson title: Lego race cars Year level: Grade 3-4 Topic: Design and technology Duration of lesson: 1 hour Lesson rationale: What influenced your lesson choice? (E.g. student interest, global/local event) The interests and enthusiasm of the students inspired this lesson plan. The lesson will cover techniques for comprehending a design challenge and visualising solutions, as well as a methodology for analysing and evaluating finalized ideas and products against a success criterion (Albion, 2017) . This activity is supported by the Australian Curriculum [ACARA], v. 8.4 2018,) as it states that “Visualizing and exploring creative design concepts by generating thumbnail drawings, models, and labelled drawings to illustrate features and modifications”. Students background knowledge: What is your starting point? What do the students already know? What have they done before? How does this lesson connect to or build on their existing knowledge? This lesson plan is designed for students in grade 3 and 4, it should aid in the development of their existing knowledge of design and technology. Prior to grade 3 and 4 students will only have a basic knowledge of design and technology components. Students can utilise their past understanding of technologies and apply it to create products based on their previous experience using tools , equipment, and procedures for creating planned solutions in a safe manner (ACARA, 2018, ACTDEP008). The students make a blueprint of their car before building the physical structure of the car, they will develop their knowledge of car movement, motion, and force throughout this activity.

EDU30059 Teaching Technologies: Assignment 2 Folio Learning objectives: What will the students learn? - Students will be able to describe the movement of a vehicle. - Students will learn how to manipulate the car's speed by pushing and pulling. - Reflective practice, problem-solving, collaborative cooperation, and communication skills are all 21st-century learning skills that will be developed in this activity. - Students will learn about how technologies utilise forces to produce movement in objects through Force and Motion (ACARA, 2019). Learning environment and resources: Where will this lesson take place? (E.g. indoors or outdoors). What resources will you need to have prepared? Learning environment: - This activity can take place either in the classroom or outdoors depending on the students interests and whether. Preparation: - Organise safe open area for students to participate - Collect resources - Have iPads fully charged Resources: - Lego blocks - Balloons - Measuring tape - iPads Safety considerations: - Ensure students are safe and respectful with iPads - Ensure all students have an equal amount of opportunities - Ensure all Lego is collected off the floor after activity is finished

EDU30059 Teaching Technologies: Assignment 2 Folio Assessment strategies: How will you identify what the students have learnt and how will you record this? - Students will video their cars with the iPads to do later reelections - The students will be assessed through the teachers’ observations, discussions and supporting documents - Students will write a personal reflection at the end of the activity. Stage of Lesson Approx. time Pre-service Teacher’s Actions  What will you do during this time?  What prompting questions might you need to prepare?  How will you cater for individual differences?That is, how can you challenge the more able students, and/or scaffold learning for students needing extra help Student Actions / Tasks What will the students be doing during this time?

EDU30059 Teaching Technologies: Assignment 2 Folio Stage 1: Introduction How will you gain the students’ attention, engage the interest of the students and introduce the concept(s)? 20 minutes - The teacher will introduce the activity by showing the students different styles of cars and having a conversation about how fast they go. - Give a description of lesson and the aim - The teacher will allow the students to begin creating their design of car on the iPads to be ready to build. - Ask the students to write a prediction of how far their car might go and whether they think it will work. - Students will be sitting at their desks listening to the instructions - There will be an opportunity for students to ask questions before they start designing - Students will write a prediction on what might happen - Students will then create their design on the iPads while sitting at their desks. Stage 2: Body of lesson Describe each activity and the order in which they will be undertaken. 25 minutes - Give the Legos to the students to begin building their cars from their design - Remind students to leave a gap at the back for the balloon - Allow the students to have some free play and have races with their cars - The teacher can help students film with the iPads - To prevent any choking from the balloons the students must be sitting and have a teacher supervise - Students will develop their imagination when creating their cars - Students will spend time collaborating with their classmates to promote further development (Varvel et al., 2004) - While sitting students will blow up balloons to different sizes to see how it affects the distance their cars travel - Film with iPads for later reflection - Use a measuring tape to determine how far their cars travelled and who’s travelled the furthest

EDU30059 Teaching Technologies: Assignment 2 Folio Stage 3: Conclusion How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task? 15 minutes - The teacher will ask the students 3 reflection questions.  Was their prediction they made at the start of the lesson correct? Why/why not?  give a short explanation of what they saw  Explain what they think happens between the balloon and the car - The teacher can also start a discussion about the activity asking.  who thinks their car went the fastest and why?  if you put more or less air in the balloon, did it go a short or far distance? - Students will join in on the discussion on how the activity went - Students will finish their predictions of whether they were right - Students will answer the refection questions as a group and in their books with their prediction - When the questions have been answered students are able to watch the videos of their cars and change any refection question answers depending on what they see in the video - Students will then discuss as a class whether they enjoyed the activity and something that they learnt.

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