Assessment Task 2 Planning for Learning: Grade 5 or 6Statistic or Probability,with links to Number or Measurement.

Assessment Task 2 Planning for Learning: Grade 5 or 6Statistic or Probability,with links to Number or Measurement.

Due date: Friday 28th October 2022

Equivalent to 2000 words. (Flexible word count, as some learning activities take more words to describe than others).

Rationale:This task requires students to produce threesequential lesson plansthat could be taught in a sequence to a Grade 5 or 6 classroom.The focus of the lesson sequence will be onone (or more) aspect of Statistics or Probability, but you will also link to a Measurement or Number curriculum statement.Within the three lesson plans, there must be an explicit teaching activity, an ICT activity and a non-ICT game

(This task relates to the objectives, S1, S2, S3, S4, S6, K2, K3, A1, & A2. and AITSL standards 2.1, 2.2,3.2, & 3.4)

Lesson Plans

This task requires students to develop three sequential lesson plans. This means three lessons for the same group of students run over a few days, which flow on from each other, developing the mathematical concept. These learning activities aim toteach new conceptsto the classs Grade 5 or 6 students, not just practice concepts.

These three lesson plans focus on the three learning activities described below, and other activities should be described briefly. One of each of the types of learning activities must be included within the sequence, not necessarily each lesson.

A lesson planning template will be provided and must be used for each of your lesson plans.

Details of Task:In this assignment, you will write three sequential lesson plans that include:

An overall introduction for the lesson sequence (including summary table).

Victorian Curriculum F-10 statements that relate to the activities. Include the curriculum level, statements and codes.

Learning Intentions and Success Criteria for each lesson. These will be written in language the students will understand.

Description of at least three specific learning activities incorporated into the sequence of lessons (one explicit teaching, one ICT activity and a non-ICT game). Further information is given below on what the activities must be.

Although the lessons are aimed at Grade 5 and 6, you also need to differentiate the learning activities to cater for a range of students.

The use of manipulatives and hands-on activities is highly encouraged.

Learning by remembering formulas is discouraged. Please teach your children the concepts, notjust the rules.

Assessment which relates to the success criteria and curriculum statements. How will you know if the students have learnt the mathematical concepts? Include a record-keeping strategy.

Please get your ideas from academic journals and the course textbooks, not Pinterest or random Blogs.

Your lesson plans must include the following:

Introduction.(Approximately 250 words.) An explanation of the lesson plans. Point out the main features of the lesson plans, and how they are set up and flow together.Complete this table as part of the introduction.

Lesson 1 Lesson 2 Lesson 3

Engage

Explore

Reflect

Assessment

1. Explicit teaching:Describe how you will develop the mathematical concepts and the questions that you would ask the group to gain an understanding of their current skill level. Please include copies of any board notes, posters, a script of what you will say, and possible responses from the students. Explain how you would teach the students the skills that you want them to learn, you may include manipulatives.Showing a video is not a suitable explicit teaching activity, although it may be used as an engagement activity. Carefully explain the activity you would use to ensure the learning has occurred. No worksheets with many similar questions. You may have instruction sheets and record sheets, but no repetitive worksheets. A hands-on task with manipulatives is encouraged.

2. ICT Activity:Design an ICT activity relating to the main mathematical concept. Screenshots of the ICT activity must be included, and all instructions and links.

3. Game:Design a game that fits with the topic and year level chosen. This game cannot use ICT, but could be an adaptation of a game that students might already know. The game should encourage student learning of a mathematical concept, and is to be created by you, the PST. Photos of boards, instructions, cards or scoresheets must be submitted with the rest assignment.

Refer to the course textbook and the weekly EDBED1012 tasks for ideas for these tasks. We will cover all of these points in the tutorial class activities. Please ask any questions in the forum in the Assessment section of Moodle. There is also a short video about the EDBED1012 assessments.

The suggested length of the lesson plan is 2000 words, but it is approximate only. The task should be detailed enough for another teacher to take the activities. Please include any references, photos and screenshots for the ICT activity, tasks and all manipulatives.

The assessment rubric for Assessment Task 2: Each of the five criteria is worth 10 marks each.

Criteria Unsatisfactory (0-4) Pass (5) Credit (6) Distinction (7) High Distinction (8-10)

Lesson Plans- Content

includes curriculum links, learning intentions, success criteria, and assessment The lesson plans lacked detail. Few if any correct curriculum links were made. The lesson plans contained relevant information, but more detail was needed. Detailed lesson plans were written with most sections included. The content was relevant and would work well. Detailed lesson plans were written with all sections completed accurately and aligned. The content was relevant and would work well. Highly relevant lesson plans with all required sections completed accurately and aligned.

Lesson Plans- Clarity

This includes the introduction Most of the details contained in the lesson plans were unclear. Most sections of the lesson plans were clear and relevant. Most sections of the lesson plans were clear, and the activities flowed and built on each other. The lesson plans were clear and detailed. The activities flowed and built on each other. An experienced teacher could take these lessons. Complete, accurate lesson plans that were easy to follow. The activities flowed and built on each other. Another PST could take these lessons.

1. Explicit Teaching

Include a script, copies of board notes, posters, and photos of any manipulatives. The explicit teaching activity was not suitable for the target group of students. The explicit teaching activity didnt include appropriate questions but might assist some of the students with their learning. An explicit teaching activity that would assist many of the target group of students with their learning. A mathematically sound explicit teaching activity that included appropriate questions and examples in a way that would assist student learning. A mathematically sound explicit teaching activity that included appropriate questions and examples in a way that would assist student learning.

2. ICT

Screenshots and web links must be included. The ICT activity would not work well with the designated group of students. This ICT activity would only work well for some of the students in the target group. An ICT activity that would work well with the target group and develop mathematicalskills. An original way of using ICT which would assist students to learn the targeted mathematicalskills. A highly innovative activity that was well targeted and would assist students to learn.

3. Game

Please include instructions and photos of the game and all game pieces. The game would not work well with the designated group of students. The game would work well for some of the designated group of students. The game is well explained. It would work well with the target group and would develop mathematical skills. An original game that is explained well with photos and samples, students would enjoy while learning some mathematical skills. A highly original game that is explained well with photos and samples, would engage the students and assist them to learn the targeted mathematical skills.

TOTAL /50

Please note: Assessment tasks submitted after the due date without an extension or Special Consideration will attract a late penalty of 5% of the total value of the task per day (including weekends). Assessment tasks submitted more than 14 days after the due date without an extension or Special Consideration will not be graded.

Lesson Plan Template

Grade/Class/Year: Date: Curriculum Area/s: Strand/ Sub Strand:

Victorian curriculum links; the codes and statements.

Prior Knowledge/ Learning: (What learning have the students demonstrated in prior to this lesson? What misconceptions have they show which need to be addressed?)Curriculum descriptors: (What area of the curriculum is the lesson focusing on?)

Where to next?

Learning Intentions/ Outcomes: (What do you want the students to know, understand and be able to do?)

Success Criteria/ Indicators: (How will you and the students know if the learning intentions have been achieved?)

Students will:

Lesson Sequence

Warm-Up/ Engage:

Investigate/ Instruct/ Explore:

Reflection/ Evaluate/ Elaborate:

Assessment, formative and/or summative.

Other Resources

Materials, Resources and Equipment: (Include any photocopying, books, manipulatives, technology etc.)

References/Sources: (Where did you get your ideas?)