giant steps technology core program – guerrilla gardening · 2. teacher presents forewarning...
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GiantStepsTechnologyCoreProgram–GuerrillaGardening
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KLAsLifeSkillsTechnologyDesignandTechnology
Semester Two Year 2017
UnitofWorkTitle
GuerrillaGardening Duration20weeks1hourperweek Stage 4,5,6
Program SeniorAuthor/s
MerrilynSackettClaireCherringtonCraigEggleton
ProgramDirector XXXXClass XXXX
Students XXXX DescriptionInthisunitofworkstudentswillcreateavarietyofgardeningprojectsusingnewandusedmaterials.Studentswillbeinvolvedinallstagesofthedesignprocessofeachproject,fromconception,initialplanning,buildingandmaintenanceandwilltakeresponsibilityformaintainingtheimmediatesurroundsoftheirenvironment.Theplantswillbechosenfromflowers,nativeplants,vegetablesandbulbsetc.Studentswilllearnaboutandparticipateintheconstructionofnewgardenadditionsaswellasthemaintenanceofcurrentones.Gardeningactivitieswillincludebothoutdoorandindoorprojectssuchaswateringagardening,plantingseedsand/orseedlingsintopots,growinggrassfromseed,creatinggardendecorationsandregrowingvegetables.Studentswillengageinavarietyofdifferentindependentandgrouplearningactivitiesincludinginterwrite-boardbasedtheorylessons,musicandvideoclips,differentiatedworksheets,outdooryardwork,indoorprojectworkandmeasurementsandobservationsofplantgrowth.
KeyEnquiryQuestions
KLA Outcome KeyEnquiryQuestions
LearningAcrosstheCurriculumCodes
ActivityBank
Technology/DesignandTechnology
Stage
4
LS1.1 Recognises
that a process is used to produce design projects
Does the student identify the steps of a procedure to produce a design project? Does the student use problem solving to
Tyreprojects-buildingtyrestocreatelevelsofplantersUsinghalftiresasplantersTyrewreathshttp://diyshowoff.com/2013/07/02/diy-tire-planter-tutorial/Planters:
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Stage 5
LS1.1 Recognises that a process is
used to develop design solutions
develop solutions as problems arise in the design process? Does the student maintain the project after completing the design process?
http://lemonbeanandthings.blogspot.com.au/2012/03/our-tire-planter.html
E.g.:
Drainpipesvertical
Justin’sverticalgardenFurniture
Bottles
Stage 6
DTLS1 recognises that a process is used to develop
design solutions
Stage 4
LS1.2 Recognises the factors that
influence designs
Does the student take environmental constraints and factors into
consideration when planning the design process? (E.g. choosing where to place projects within a specific space- patch,
front grass, laneway, Cartier surrounds) Does the student choose from available
resources when planning the design? Does the student make choices about
the aesthetics of their design?
Stage 5
LS1.2 Considers factors that
influence design
Stage 4
LS3.2 selects the appropriate tools,
equipment and materials for
specific design projects
Does the student follow a set of steps to complete a design project?
Does the student select the correct tool
and use it for its intended purpose?
Stage
5
LS6.1 selects and
uses appropriate processes and
GiantStepsTechnologyCoreProgram–GuerrillaGardening
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techniques in the context of
producing design projects
Stage 4
LS5.1 participates in producing design projects
Does a student participate in the steps of a design project?
Does the student complete the design project in the required period of time?
(Stage 6 - Does the student follow a set of steps to complete a design project?)
Stage 5
LS6.2 participates in producing design projects
Stage 6
DTLS4 demonstrates skills and
techniques in the context of a design project
Stage 4
LS3.4 Cares for materials, tools
and equipment
Doesthestudentpackawayitemsintheirappropriatelocations?Doesthestudentcleanupattheendoftheproject?(Stage6-Does the student select the
correct tool and use it for its intended
purpose?)
Stage 5
LS6.4 Cares for materials, tools
and equipment
Stage 6
DTLS10 demonstrates safe practices in the
use and care of tools and the
implementation of
GiantStepsTechnologyCoreProgram–GuerrillaGardening
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techniques
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LearningGoals
Outcomes Learning Goals – students will be able to… Students
LS1.1 (St 4/5) DTLS1 (St 6)
• Sequences the steps of a project, matching picture-to-picture from a choice of two • Sequences the steps of a project, matching from a model • Sequences the steps of a project from memory
LS1.2 (St 4/5) DTLS2 (St 6)
• Independently chooses colours and features to decorate a project, from a choice of two • Independently chooses colours and features to decorate a project from a range of choices
LS3.2 (St 4) LS6.1 (St 5)
• Uses tools to imitate a modelled action
LS5.1 (St 4) LS6.2 (St 5) DTLS4 (St6)
• Initiates 50% of steps of a project following a model • Initiates 75% of steps of a project following a model • Initiates 75% of steps of a project following a verbal instruction
LS3.4 (St 4) LS 6.4 (St 5) DTLS10 (St 6)
• Packs away items and completely cleans own work station, with partial physical support • Packs away items and completely cleans own work station with adult gestural support and modelling • Packs away items and completely cleans own work station following a verbal instruction
AssessmentOverview
Pre-Assessment Progressive Post-Assessment
Term3–Weeks2/3!anecdotalobservationsagainstlearninggoals
Term3–Weeks4/10,Term4–Weeks1-3• Video• Photos• WorksamplesTerm3–weeks8/9!anecdotalobservationsagainstlearninggoals
Term4–weeks4/5!anecdotalobservationsagainstlearninggoals
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TEACHINGANDLEARNINGSEQUENCE
Term Week Focus TeachingandLearningSequence Resources
Three 1-2 Wateringthetrees Lessons " Forewarning booklet " watering cans – 1 per student
Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
1. Teacherpresentsforewarningbooklettostudents,highlightingtheequipmentneededandstepsoftheprocess
2. Studentswalktoshed,waitforstafftoopenthenentershedonebyonetogettheirwateringcanfromtheshed.
3. Studentswalktoplaygroundandaccesstapinthelaundry.4. Studentsplacetheirwateringcaninthesink,orientingcancorrectly
andturningontap(withgesturalorphysicalsupportasnecessary).Studentsfillcanforcountof20thenturnofftap.
5. Studentcarrywateringcantoeachofthe4treesintheplaygroundandusetwohandstowaterthetreesfromtheirwateringcan.Shouldtheydroptheirwateringcanorrunoutofwater,studentsmustreturntogetmorewaterfromthetap.
6. Studentspackawaywateringcansintoshedandreturntoclassroom.
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
3-4 Plantingstrawberries Assessment " Lesson powerpoint " Printed sequence
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" anecdotalobservationsagainstlearninggoals" Annotatedworksamples
" Pots – 1 per student " Soil " strawberry plants – 1 per student " Hand scoop " Jug of water " wipes
Lessons
Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
1. Teacherpresentsforewarningpowerpointtostudents,highlightingtheequipmentneededandstepsofthetask.
2. Studentsmovetoworktables3. Studentsfollowstepsinprintedsequencebooklettopoursoilinto
thepot,removetheplasticcontainer,placethestrawberrybushintotheceramicpot,addmoresoilandwatertheirplant.Teachertoprovidegesturalandphysicalsupportasnecessaryforeachstudent.
4. Strawberryplantsarethencarriedtothewindowsilltogrow.5. Studentswipedowntableswithantibacterialwipesandthenwash
theirhands.
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
5-6 Grassheads Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
1. Studentsviewyoutubevideoshowingsequenceoftaskandfinished
" Lesson powerpoint " Printed sequence " Stockings – 1 per student " Grass seed " Soil " Cup " Jug of water " yoghurt containers – 1 per student
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product.2. Teacherpresentsforewarningpowerpointtostudents,highlighting
theequipmentneededandstepsofthetask.3. Studentsmovetoworktables4. Studentsfollowstepsinprintedsequencebooklettocutstocking
andputincup,scoopingrassseedandsoil,stafftoassisttotieaknotinstocking,thenstudentstochoosetheiryoghurtcontainerandfacialdecorationsbeforestickingon.Stafftoassistwithsuperglue.Studentsarethentogetsomewaterfromthekitchenandpouritintotheiryoghurtcontainerbeforeputtingintheirgrasshead.
5. Grassheadsarethencarriedtothewindowsilltogrow.6. Studentswipedowntableswithantibacterialwipesandthenwash
theirhands.
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
" Clothing templates " Facial decorations: template mouths,
cork/bobble noses, googly eyes " Super glue or other non-water based glue " wipes
7-8 Creatingawater-marbledrockgarden
Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
1. Studentsviewyoutubevideoshowingsequenceoftaskandfinishedproduct.
2. Teacherpresentsforewarningpowerpointtostudents,highlightingtheequipmentneededandstepsofthetask.
3. Studentsmovetoworktables
" Lesson powerpoint " Printed sequence " Rocks " White paint " Paint brushes " Containers " Water " Appropriate Nail polish brands: sally
Hansen xtreme wear, sinful colors " Nail polish remover (for cleanup) " Wipes " Printed worksheets
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Week7:
4. Studentsfollowstepsinprintedsequencebooklettochoosearockandpaintitwhite.
5. Rocksarethencarriedtothewindowsilltodry.6. Studentswipedowntableswithantibacterialwipesandthenwash
theirhands.7. Checkonstrawberryplants:water,countleaves,count
strawberries.Studentstocompletedifferentiatedworksheetsofstrawberries’progress,showing:
o Student1:height,numberofleaves,flowersandstrawberries
o Students2&3:numberofleaves,flowersandstrawberrieso Student4:numberofleavesandstrawberries
Week8:
4. Studentsfollowstepsinprintedsequencebooklettogetandpourwaterintotheircontainer,choosenailpolishcolours,dropalternatingringsofnailpolishcolourintowater,studentstodiptheirrockintothenailpolish.Ifdesired,studentscanmakeapatterninthenailpolishwithatoothpick/skewer.
5. Rocksarethencarriedtothewindowsilltodry.6. Studentswipedowntableswithantibacterialwipesandthenwash
theirhands.
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
9-10 Regrowingvegies Assessment " Lesson powerpoint " Printed sequence
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fromtops–garlic(week9)andcarrots(week10)
" anecdotalobservationsagainstlearninggoals" Annotatedworksamples
" Containers " Carrots " Sharp knife " Chopping board " Water " Wipes " Garlic cloves " Printed worksheet Attribution goes to Andrea12345 from the TES community for the idea and instructions behind this lesson: https://www.tes.com/teaching-resource/regrowing-your-food-land-and-plants-6424374
Lessons
Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
1. Teacherpresentsforewarningpowerpointtostudents,highlightingtheequipmentneededandstepsofthetask.
2. Studentsmovetoworktables3. Studentsfollowstepsinprintedsequencebooklettocutoffthetop
(ifnecessary),chooseanappropriatesizedcontainer,putincutvegetableandfillwithwater.
4. Vegetablesarethencarriedtothewindowsilltogrow.5. Studentswipedowntableswithantibacterialwipesandthenwash
theirhands.6. Studentscompleteworksheetshowingthestepsoftheprocess
theycompletedthatday.o Student1:6stepsequencefrommemoryo Students2&3:6stepsequencefrommodelo Student4:2stepsequencematchingpicturetopicture
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
Four 1-2 Pickstrawberries Lessons " Lesson powerpoint " Printed sequence
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andeat Introduction:Studentsareseatedinchairs,facingtheIWB
1. Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
2. Checkonstrawberryplants:water,countleaves,countstrawberries.Studentstocompleteworksheetsofstrawberries’progress,showing:
o Student1:height,numberofleaves,flowersandstrawberries
o Students2&3:numberofleaves,flowersandstrawberrieso Student4:numberofleavesandstrawberries
3. Studentthentopickstrawberriesfromtheirstrawberryplantandaddtoclasscollectionofstrawberries.
4. Strawberryplantsarereturnedtowindowsill5. Studentsfollowstepsinprintedsequencebooklettomake
strawberrymilkshakes:gatheringothernecessaryfooditemsandequipment,puttinginstrawberries,milkandicecreamintoblenderandblendingtogether.
6. Studentsthenpourmilkshakesintotheircupsandtastetheircreation.
7. Afterdrinking,studentspackawayallitemsintofinishedtub,wipedownthedesksandwashtheirhands.
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
" Printed worksheets " Blender " Milk " Strawberries " Vanilla ice cream " Ice cream scoop/spoon " cups
3-4 Grasscaterpillar Assessment " Lesson powerpoint " Printed sequence " Chux cloth " anecdotalobservationsagainstlearninggoals
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" Annotatedworksamples " Grass seed " Soil " Spritzer bottle of water " Facial decorations: templates mouths, ,
googly eyes, pipe cleaner antennae/legs " Super glue or other non-water based glue " wipes
Lessons
Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
1. Studentsviewyoutubevideoshowingsequenceoftaskandfinishedproduct.
2. Teacherpresentsforewarningpowerpointtostudents,highlightingtheequipmentneededandstepsofthetask.
3. Studentsmovetoworktables4. Studentsfollowstepsinprintedsequencebooklettolayoutchux
clothontodesk,scoopingrassseedandsoil,stafftoassisttorollupcaterpillarandputonrubberbands,thenstudentstochoosetheirfacialdecorationsbeforestickingon.Stafftoassistwithsuperglue.Studentsarethentogetsomewaterfromthekitchenandpouritontotheirgrassheadcaterpillar.
5. Grassheadsarethencarriedtothewindowsilltogrow.6. Studentswipedowntableswithantibacterialwipesandthenwash
theirhands.
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
5-6 Growvegetablesfromtops–springonions(week5)and
Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
" Lesson powerpoint " Printed sequence " Containers " Spring onion " Sharp knife
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coslettuce(week6) Body:
1. Teacherpresentsforewarningpowerpointtostudents,highlightingtheequipmentneededandstepsofthetask.
2. Studentsmovetoworktables3. Studentsfollowstepsinprintedsequencebooklettocutoffthetop
(ifnecessary),chooseanappropriatesizedcontainer,putincutvegetableandfillwithwater.
4. Vegetablesarethencarriedtothewindowsilltogrow.5. Studentswipedowntableswithantibacterialwipesandthenwash
theirhands.6. Studentscompleteworksheetshowingthestepsoftheprocess
theycompletedthatday.o Student1:6stepsequencefrommemoryo Students2&3:6stepsequencefrommodelo Student4:2stepsequencematchingpicturetopicture
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
" Chopping board " Water " Wipes " Cos lettuce " Printed worksheet Attribution goes to Andrea12345 from the TES community for the idea and instructions behind this lesson: https://www.tes.com/teaching-resource/regrowing-your-food-land-and-plants-6424374
7-8 Creatingapaintedglitterrockgarden
Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
1. Studentsviewyoutubevideoshowingsequenceoftaskandfinishedproduct.
2. Teacherpresentsforewarningpowerpointtostudents,highlightingtheequipmentneededandstepsofthetask.
3. Studentsmovetoworktables
" Lesson powerpoint " Printed sequence " Clear gem crystals " Glitters " Clear nail polish " Nail polish remover " Wipes "
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4. Studentsfollowstepsinprintedsequencebooklettogetcleargem,chooseglittercoloursandpourintodish,paintclearnailpolishontogemanddipgemintoglittermix.
5. Rocksarethencarriedtothewindowsilltodry.6. Studentswipedowntableswithantibacterialwipesandthenwash
theirhands.
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.
9-10 Pickveggiesandeat Lessons " Lesson powerpoint " Printed sequence " Printed worksheets " Knife " Spoons " Bowl " Jug " Measuring cup " Measuring spoons " Ingredients: lettuce, cherry tomatoes, garlic
shoots, avocado, feta cheese, oil, balsamic vinegar, carrot
Introduction:Studentsareseatedinchairs,facingtheIWB
• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson
Body:
1. Checkoncarrot,springonion,garlicandlettuceplants:water,countleavesandmeasureheight.Studentstocompleteworksheetsofprogress,showing:
o Student1:heightofallplantso Students2&3:heightoflettuceandgarlicshootso Student4:heightoflettuce
2. Studentthentopickleavesfromtheirplantsandaddtoclasscollectionofvegies.
3. Plantsarereturnedtowindowsill4. Studentsfollowstepsinprintedsequencebooklettomakesalad:
gatheringothernecessaryfooditemsandequipment,puttinginvegies,mixingsaladdressingandtossingtogether.
5. Studentsthenscoopsaladintotheirbowlsandtastetheir
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creations.6. Aftereating,studentspackawayallitemsintofinishedtub,wipe
downthedesksandwashtheirhands.
Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.