8.+Teacher+Place

=**__Information For Teachers and parents on the 'wish bedroom' design task:__**=

 Students will be learning through problem based learning with the problem being: **Construct a diorama of your 'wish bedroom' that can contain any items you wish as cost is no limit. Necessary items need to still be included however so measurements of you current bedroom with its current objects need to be included in initial plans.**

 Students are encouraged to **talk 'mathematically'** which will improve their ability to **'think aloud'** and work out solutions without always requiring teacher or adult help. The student place aims to further student engagement with the material beyond the classroom walls and allows peers to communicate easily after hours and on weekends.Students will place draft samples and links to their work as well as comments, questions and ideas below each of the following tasks so peers can all access each others work and provide feedback.

The three student samples are to be made using the online web 2.0 software Bubblus, Gliffy and 280slides. The Bubblus concept mapping activity is designed for students in the **develop stage**. This means that students have already completed a Bubblus concept map as a class with the teacher and have used teacher made examples. The Bubblus activity will also involve students working at the **Comprehension level of Bloom's Taxonomy**. The activities involving Gliffy and 280slides are designed for students in the **proficient stage**. This means that the students have already had experiences in using this software independently. Students understand the principles of the software and how to use it to create their chosen products. Students will be working at the **Application stage of Bloom's Taxonomy** for the Gliffy floor plan task and then at the Analysis level when creating their 280 slides presentation. A link to a Bloom's Taxonomy Application is available on the KLA and Curriculum materials page. This is why for the intended tasks students should have no problems with the actual use of the software so the focus is more on how they will create their chosen products.

Before commencing this activity students need to have an understanding of **2 and 3D shapes** and how these may look at different angles for example a birds eye view of a bed is a rectangle. To assist students understanding of these concepts example units of work on 2 and 3D shapes have been provided in the online resources section under teacher resources. Other mathematics learning resources for year five students have also been included in this section however these are not all directly related to the set 'wish bedroom' design but are apart of students whole mathematics learning over the semester. This means that even after students have completed their set 'wish bedroom' task they can continue to **engage with online learning** and ICT tools.This also ensures students begin to think of this Wiki space as an **ongoing, living and breathing place that continues to expand and grow** rather than something that will become forgotten after all projects are handed in and marked.

__Essential Learnings for year 5 being focused on for the 'wish bedroom' design task: __

Mathematics:  Ways of working  • identify and describe the mathematical concepts, strategies and procedures required to generate  solutions  • pose questions and make predictions based on experience in similar situations  • evaluate their own thinking and reasoning, in relation to the application of mathematical ideas,  strategies and procedures  • communicate and justify thinking and reasoning, using everyday and mathematical language,  concrete materials, visual representations and technologies

 Knowledge and understanding • Defining features, including edges, angle sizes and parallel lines, are used to make accurate <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> representations of 2D shapes and 3D objects. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • Standard units, including centimetre, metre, square centimetre, square metre, gram, kilogram, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> minute, degree, millilitre and litre, and a range of instruments are used to measure and order <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> attributes of objects, including length, area, volume, mass, time, and angles

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Technology: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> Ways of Working <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • identify and analyse the purpose and context for design ideas <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • generate design ideas that match requirements <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • communicate the details of their designs using 2D or 3D visual representations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • select resources, techniques and tools to make products <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • plan production procedures by identifying and sequencing steps <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • make products to match design ideas by manipulating and processing resources <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • identify and apply safe practices

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> Knowledge and Understanding <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • Different ideas for designs and products are developed to meet needs and wants of people, their <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> communities and environments <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • Aspects of appropriateness influence product design and production decisions <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> • Resources have particular characteristics that make them more suitable for a specific purpose and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> context

Created by Tia Thomson 12249937 Technologies Across the Curriculum