UNIVERSITY OF SOUTHERN QUEENSLAND

EDX3280 MATHEMATICSCURRICULUMPEDAGOGY

Lesson Plan Assessment

Must be submitted electronically through EASE

Due: May14th, 2012

STUDENT NAME: Kia Sowden

INSTRUCTOR:Rahul Ganguly

WebquestUnit w/ accompanying lesson plans

Web Quest with accompanying lesson plan(s)– Consider the criteria below as to what will make this a high standard resource. / Minimal standard
0-1 marks / Satisfactory standard
2-3 marks / High standard
4-5 marks
  1. Use of EASE planning template. Lesson’s Overview. Australian Curriculum in lesson Plans: [Strands], [Sub-Strands], [Content Descriptions], [Elaborations]. Accurate Prerequisite Knowledge’s identified. Appropriately written Maths Learning Outcome Statements which also link tothe Elaborations. The Teaching Learning StrategiesLearning Outcomes in the lesson plan(s)avoid ‘reviewing’ the use of the technology or the Webquest; but instead, correlate with the maths skills used in the webquest. AND,Assessments are written as a demonstration of the Student Learning Outcomes.

  1. Written rationale as to your reasoningwhy you chose specific theories, theorists and/or frameworksand teaching strategies and how you vision the students progressing through the concepts, skills, and strategies of the maths topics. Your rationale is backed up with cited references (APA style) which validate your reasoning. 400 words maximum.

Individual reflection on the value of the Web quest. Specifically: How has thisassignment clarified your understanding of ‘best’ teaching practices in a classroom setting? When in the student’s learning development would using a webquest be an appropriate teaching tool? What would you expect your students to get out of your webquest? Would you use it over any other form of teaching? Why or why not? 300 words maximum.
  1. Teacher Pages of the Webquest. Seethe1ststepof Web Quest Rubric Guideline

  1. Introduction and Task Pages of the Webquest. See the 2nd stepof Web Quest Rubric Guideline

  1. Process Page of the Webquest. See the 3rd stepof Web Quest Rubric Guideline

  1. Quantity and Quality of Resources. Seethe 4th step of the Web Quest Rubric Guideline

  1. Evaluation and Conclusion pages. See the 5th step ofWeb Quest Rubric Guideline

  1. Lesson plans & webquest effectively integrate any two of the maths sub-strands fromthe Algebra, Measurement, Geometry, or Statistics & Probability Strands(NUMBER and MONEY IS NOT AN OPTIONunless it is added as a 3rd sub-strand).

  1. Investigative nature of the Web quest. Does your design require students to search the pre-determined sites and self-discover the new topic’sconcept & skillson their own? Through self-discovery do students develop the end product through analysis, collaboration, interpretation and evaluation and put together the new topic information from several sources? Is the content of the teaching episode and the reading level age appropriate?

  1. English communication and referencing.Correct sentence structure and spelling. Professional grammar of a tertiary level. Provides references forthe rationale and lesson plansin APA style.
In webquest, provide in the Credits page (APA style), the references for your sources for graphics, websites, backgrounds, documents, music or borrowed WebQuest ideas.
Total / 50

Marker Comments:

Web Quest’s Rubric Guideline

This guideline will be used to assess your Web Quest submitted for this assignment. It is strongly suggested you use this guide to self-evaluate your Web Quest before submitting it for marking.

STEPS / Minimal / Satisfactory / High Standard
(1) Teacher Pages
Teacher pages / Broad info is provided in the Introand/or the info belongs on a different page.
Learners’ pages target just the web quest’s purpose orthe Learners.
A copy and paste of the Standards are given. The Specific Learning Outcomes are not given.
The Process is a broad statement versus specifics as to what the students are to accomplish and/or what is required of the teacher.
The Resource page is incomplete. / The info provided in the Intro page is an executive summary which somewhat targets the web quest’s purpose.
The Learners’Pagedescribes the target audience.
The Standards are provided but the actual Standard statements are used versus extrapolating the specific info which correlates with the Specific Learning Outcomes.
The Process is a statement as to what the students are to accomplish or what is required of the teacher.
Most of the Resources are listed. / The Intro is an executive summary of the quest and where the students stand academically before the Webquest (already acquired knowledge). Then specifically describes the webquest’s aim and purpose.
The Learner Page describes the target audience and how the students will engage in the work
(Proficiency Strands).
Extrapolations, not copy and pastes, of the Standards are written along with the Specific Learning Outcomes from the LP.
In the Process page, the scenario is established for the reader as to the design of the teaching episode, what is to be accomplished by the students and what is required of the teacher.
All concrete, off-line and on-line Resources are listed.
NOTE: Be aware of duplicating information across pages. For example, if you placed a description in your Title/Authors/Group section, it gets populated in both your Teacher Page intro and your Student Page intro. Also, be aware of placing information on one page when it belongs on another.
(2a) Introduction
Motivational effectiveness of introduction / No graphics or media to support the motivational effectiveness.
Introduction is purely factual with little appeal to learners’ interests nor states a compelling question or problem. / Graphics support the motivational effectiveness.
Introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. / Age appropriate graphics and media support the motivational effectiveness by drawing the reader into the activity.
The page relates to the learner’s interests and goals and engagingly describes a compelling question or investigation.
(2b) Task / Minimal / Satisfactory / High Standard
Clarity of task / After reading the task it is still unclear of the end/culminating assessment.The contents do not engage the reader. Thepage’s contentlacks sufficient clarification for the students as to what is expected from them in the final assessment and has no mention of the goal of the assessment as a statement from the Student Learning Outcomes. The task(s) seem to take a different direction than the process. Many of the tasks are not represented in the goals of the assessment.
No message provided directing students to next page. / The written description of the task adequately describes the end/culminating assessment(s), but does not engage the learner. Or, does engage the learner but does not adequately describe the end project, or has no mention of the goal of the assessment as a statement from the Student Learning Outcomes. Most tasksare reflected in the process. Some tasks are not represented in the goals of the assessment.
A textual message is provided directing students to the next page. / The written description of the task and/or video clearly and creatively describes the end/culminating assessment(s)and goal(s) of the WebQuest. All the tasks required of the students are stated and the goals of the assessments are written as a statement from your Student Learning Outcomes. The content is designed along with graphics and /or media to motivate the student further.
A textual message with a HOT link is provided which takes students to the next page.
(3) Process
The process is the step-by-step sequence of how students will accomplish the task. Resources should be embedded in the process and should include links to Websites, videos, PDF’s, WORD docs and other offline materials if appropriate.
Minimal / Satisfactory / High Standard
Clarity of process / Process is not clearly stated.
Students would not know what they are supposed to do just from reading this process.
Little choice or creativity is offered during tasks. / The directions provided to move through the steps are somewhat clear.
Students might be confused as they progress through the steps.
Some choice and creativity as to how they go about their investigation is part of the process. / The steps of the investigation are clearly organized.
Students would know exactly where they are in the process, what is expected of them and/or their group at each step, and how to proceed from each step.
Choice and creativity as to how they go about their investigation is part of the process.
Process Cont. / Minimal / Satisfactory / High Standard
Collaboration during process / Work is done by individuals; or students work in a group but each one does the same work and creates an individual product.
No message provided directing students to next page. / Students work in groups, but roles are not established and/or interdependency is not an essential part of the task.
A textual message is provided directing students to the next page. / Group work with positive interdependence and individual accountability are essential to task completion.
A textual message with a HOT link is provided which takes students to the next page.
(4) Resources
Quantity of resources / 1-2 online resources (Web links) included in the Process step.
No offline resources (PDF, WORD docs, Power points) used in the Process step. / 3-4on-line resources (Web links) included in the Process step.
1-2offline resources(PDF, WORD docs, Power points) used in the Process step. / 5 or more on-line resources (Web links) included in the Process step.
3 or more offline resources (PDF, WORD docs, Power points) used in the Process step.
Quality of resources / Links are unexciting. They link toinformation that could be found in a classroom.
Mostlinks are not age appropriate.
Few links open up in new windows and when closed, do not return the user properly to previous page of the webquest.
doc. files open up as zip files. / Some links carry information not ordinarily found in a classroom.
Mostlinks are age appropriate.
Links are attached to a graphic or word, and not left as a URL.
Some links open up in new windows and when closedsome do not return the user properly to previous page of the webquest.
Most doc. files open up as documents, not as zip files. / Resources make excellent use of the Web's timeliness and perspectives.
Sites are organized to coordinate with the sequence of the process and the integration ofthe learning outcomes.
Alllinks are age appropriate.
Web links are renamed to reflect the content of site, not by the URL.
All links open up in new windows and when closed, return the user properly to previous page of the webquest.
All doc. files open up as documents. None open as zip files.
(5a) Assessment
Minimal / Satisfactory / High Standard
Clarity of assessment criteria / Students have little idea how they will be judged.
The rubric criteria partially represent the Learning Outcomes identified in the Teacher Standards and/orthe Lesson Plans.
The rubric criteria is of a complete general nature. / Most of the criteria for success aredescribed in the rubric.
The rubric criteria represent the Learning Outcomes identified in the Teacher Standards and/or the Lesson Plans.
The rubric criteria
uses some general descriptors versus concise demonstrators. / All the criteria for success are clearly written in the rubric for student use and at an age appropriate level so the students can easily ascertain what a high standard looks like.
Learning Outcomes set in the Teacher Standards and Task page are clearly linked and addressed in the assessment rubric.
Students are reminded throughout the process stageto revisit the rubric.
Each Learning Outcome identified in the standards (in the teacher page) is the basis for the task and the assessment and addressed in the scoring rubric.
Minimal / Satisfactory / High Standard
(5b) Conclusion
Conclusion / An accolade for a job well done is provided. A conclusion is given but not detailed enough to give students ideas for further study and/or the culminating message concerning transfer of knowledge is not present. / An accolade for a job well done is provided.
Conclusion is given but it does not give enough information for students to attempt further study. There is a culminating message but it is not clear how the students’ new knowledge will transfer to other topics. / Besides the accolades for a job well done and a “where to from here” closing statement, a culminating message clearly relates students’ new knowledge to other topics or situations.
The culminating message directs students to a task which provides enough information, links, or questions that students need to attempt for practice or reinforcement…possibly for a subsequent lesson.

Unit/Lesson’s Overview and Aim

The theme of this teaching episode /mini unit revolves around the concept of mapping skills and solving word problems involving multiplication and division using number sentences (ARACA, n.d.). Its aim, using the Australian Curriculum as the guide, is to not only consolidate student’s prior understanding of number patterns and simple grid maps, but to use that pre-requisite knowledge to aid the students in the investigation, self-discovery and then demonstration of the new concepts and skills of using simple scales, legends and directions to interpret information contained in basic maps, and developing number and word sentences using multiplication and division (ACARA, n.d.). Throughout these lessons asocial constructivist approach has been employed, as students are required to construct their own understandings of these concepts in a social environment (Van De Walle, Karp & Bay-Williams, 2010). Students are required to produce a portfolio, demonstrating their learnings and developed understandings of the concepts being studied.

Part 1: Duration: 1 maths lesson

Prior to students embarking on their self-discovery of scales, legends and directions, this lesson revises their understanding of the concepts of developing number sentences for given word problems and using grid directions.Academically, students thus far have learnt how to interpret simple grid maps in order to describe location, position or pathways, and how to develop a number pattern, describe the number pattern, extend the number pattern and develop a rule for the number pattern. Therefore this lesson aims to consolidate their prior knowledge and understandings in order to develop a solid knowledge base in which to build the new understandings of the chosen concepts.

Part 2: Duration: 4 maths lessons (4 hours)

In lesson 2, students begin their webquest. The webquest is designed, through investigations, to allow the students to self-discover the topic of Location and Transformation and Patterns and Algebra. In particular, students will be investigating the use of scales, legends and directions in mapping in order to interpret information contained in basic maps, as well as being able to solve word problems by using number sentences involving multiplication and division with no remainders. Throughout the webquest students will engage in both online and real life activities in a social learning environment. At the completion on the webquest, students will have compiled a portfolio of activities that will then be used as the summative assessment piece. The final task of the portfolio will require students to apply and synthesise their newly acquired knowledge to locate the lost treasure.

Name: Kia SowdenDate:18/04/12Year Level:4

Content strand(s) with corresponding Sub-Strand(s):

Content Description(s) with corresponding Elaboration(s):

Measurement and Geometry: Location and Transformation

Description: Use simple scales, legends and directions to interpret information contained in basic maps

Elaborations:

Identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference

Using directions to find features on a map

Number and Algebra: Patterns and Algebra

Description:Solve word problems by using number sentences involving multiplication or division where there is no remainder

Elaborations:

representing a word problem as a number sentence

Students’ Prerequisite knowledge / understanding / concepts / skills:

Students are able to describe, continue and create number patterns using addition and/or subtraction

Knowledge of basic directional instructions. Eg. Move 10 paces to the left, forwards, backwards, to the right

Students are able to use and create a simple grid map of a familiar environment

Basic knowledge of co-ordinate system and how to express locations using co-ordinates

Knowledge of multiplication and division facts

Basic Mapping Language – Eg. Route, location, destination etc.

Specific Learning Outcomes for this Lesson

/ Time Req. / Teaching / Learning Strategies / Organisation / Resources
Orientating Phase / Introduction
Students should be able to accurately locate objects on a given map using a co-ordinates system. / 10 minutes / Using a grid map taped on the classroom floor around the furniture, develop student’s prior knowledge and understanding of grip maps and locations– ‘Recall what you already know about grid maps and how to read them? Think, Pair, Share.
Share responses as a class, noting any similarities or differences in responses.
Ask one of the pairs to demonstrate how they would locate the teacher’s desk on the map – student pair stands up and physically demonstrates where the teacher’s desk is and how to describe its location using the grid system.
 Ask another pair to stand up. Ask them to locate what object is at (3,5). How did they locate the object? Students to explain.
What happens if you swap the order of the numbers or read the grid the opposite way? Students to demonstrate the different positions they would end up in.
Discuss which way is correct. Why?
In pairs students are to guide each other around the classroom using grid references. / Whole class discussion and demonstration on the floor/Think, Pair, Share
Pairs
Pairs / Sticky Tape, classroom floor
Enhancing Phase / Body
Students should be able todevelop a number sentence derived from a word problem in order to solve the problem. / 20 minutes / Present the class with the word problem orally - There are 4 people in my family. For my birthday I received 20 chocolates as presents. I want to share my chocolates evenly between the 4 of us. How many chocolates will we get each?
As a class discuss the problem. What does the word ‘share’ mean? Students practice sharing objects between themselves. What operation would you use if you were going to share? What does the word evenly mean?
Model the problem using counters and a partition mat. Demonstrate how you would share the counters evenly.
In pairs – students to share 20 markers between 4.
Ask the students in their pairs to try and write an equation for what they have just done. Remind them that when they share they will divide.
Share answers. Discuss how different pairs got the same or different answers.
Give the pairs a multiplication word problem. Complete the process again.
In their pairs, they are to make their own multiplication/division problems and solve them together, forming number sentences.
Once students are comfortable forming number sentences, remove the concrete materials. Write a word problem up on the board. Students are to solve the problem without concrete materials if possible. / Whole Group
Pairs / Counters, Partition Mat, Prepared Word problems, whiteboard, whiteboard markers
Synthesising Phase / Conclusion
Students should be able touse number sentences to solve word problems accurately, and then use this information to guide their partners around the grid map. / 10 minutes / Individually, give students a handout with a variety of word problems on it. Ensure that the answers to the word problems are within the range of the co-ordinates on the taped grid.
Students are to individually complete the questions, using number sentences. In their pairs, mark each others work. These answers will then form the co-ordinates of the grid.
In pairs, students guide each other around the grid using their co-ordinates from their work sheet.
Reflection – As a whole class on the board reflect on the benefits of developing number sentences to solve word problems, rather than a trial and error approach – mind map Eg. You are able to determine the correct operation; it helps you to decide on the important information in the problem etc.
Further applications – Brainstorm on the board, where in real life would you use co-ordinates, maps, directions and word problems?
Briefly describe the sequence of the next lesson and the use of the webquest. / Individual
Pairs
Whole Class / Prepared Word problems, Taped grid on the floor, whiteboard, whiteboard markers
Assessment Strategies (link to Learning Outcomes):
Orientating phase –Formative Assessment – Questioning, observing student’s responses and ability to use the grid reference system.
Enhancing phase- Formative Assessment – observations of student’s responses to questions in regards to developing number sentences, collect word problem worksheet and mark the answers
Synthesising phase- Formative Assessment – observe brainstorming responses, peer assessment – students mark each others work / What’s next? Where to from this lesson?
From here students will begin their Webquests, focussing on the mapping skills of using simple scales, legends and compass directions to interpret information contained on basic maps. They will also be required to use their prior knowledge of developing number sentences, as explored during this lesson, to complete the task.

Name: Kia SowdenDate:27/04/12Year Level:4

Content strand(s) with corresponding Sub-Strand(s):