Queensland university of technology

Where Does Food Come From?

Assignment 2: ICT Unit of Work

MELT

This assignment will contain; a unit overview, three lessons plan, lesson worksheets and a sample product.

Unit Outline

School Name Unit Title Duration of Unit Year LevelPine State School Living Things: Where does food come

from?3 Lessons 4

Unit Outline:In this unit students should:

Gain a better understanding of where food comes from Explore and deepen their knowledge of a selected food Understand the process of food products from living things Develop their skill of technology through a range of programs Present their findings in a movie format Upload their movie onto Youtube

Lesson Description Technology Bloom’s Taxonomy

ACARA Assessment

1

Introduction to topic:- Class game on interactive

whiteboard- Searching chosen product- Creating concept map

http://www.foodafactoflife.or

g.uk/CreatorActivity.aspx?siteId=17&sectionId=9

5&contentId=626www.quinturakids.com

www.boolify.orghttps://bubbl.us/

Remembering and

Understanding

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)Living things have life cycles (ACSSU072)

Formative Assessment:

Teacher Observations

2 Applying knowledge:- Create a story-board for

movie- Students learn how to use

program- Search images- Edit images

Mircosoft Wordhttp://goanimate.com/

Applying and Creating

Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital

Formative Assessment:

Teacher Checklist (see appendix 5)

technologies as appropriate (ACSIS066)

3

Creating Movie:- Create movie using chosen

pictures- Upload movie

http://goanimate.com/www.youtube.com

Creating and Evaluating

Science involves making predictions and describing patterns and relationships (ACSHE061)Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Summative Assessment (see

appendices 6)

Lesson One

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KLA Lesson Topic Lesson in Unit Year Level Duration TimeScience and ICT Food production processes. 1 of 3 4 40 mins 1.30pmAim: The aim of this lesson is to create awareness of where food products come from and allow students to each discover the production process of a specified food. The information acquired will be presented as a mind map using https://bubbl.us/ . ACARA: Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)Living things have life cycles (ACSSU072)

Sequence and Time Student Activity Teacher Strategy Resources Assessment

Introduction10 mins

As a whole class introductory activity: complete online quiz. http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=17&sectionId=95&contentId=626

Unit assessment task is explained to students – they will create a movie detailing the production process of a food.

Students select a picture card from a tin which will be their focus for the unit.

The teacher facilitates the students’ engagement in the online quiz and ongoing discussion throughout - (Considering how they know that, and what else they know about the foods?)

Teacher explains assessment task.

Teacher facilitates students’ selection of their food picture cards.

Online quiz – Where does food come

from?Food picture

cards (see Appendix 1) and

tin.

Formative Assessment:Observation

notes (Who

does/doesn’t know where some foods

come from?)

Body25 Mins

Students follow instructional worksheet to access https://bubbl.us/ and create a mind-map of useful information found when researching.Students individually research the process of their food using provided online search engines. The information each student finds is recorded on their mind-map as they go (K-

Teacher helps students access https://bubbl.us/ .

Teacher observes student progress and understanding of the task, providing guidance and support to those who may be struggling.

Online search engines:

www.quinturakids.com and

www.boolify.org

Worksheet (see Appendix 2)

Formative assessment:Observation

notes(Level of

confidence using program;

relevant information?)

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W-L approach). Students will be asked to print out their mind-map when they finish.

Conclusion5 Mins

Class discussion - sharing how the researching went and the challenges experienced with the program or finding information.Students assess whether they have all the information needed to detail the production process of their food – those who need more information can complete and record on their mind-map at home.

Teacher facilitates class discussion, ensuring equal chance for student’s to share and working to maintain a supportive environment. Teacher prompts students who may lack information, to continue at home.

Formative assessment:Observation

notes(Depth of

knowledge, clarity of mind-

map)

Evaluation Suggestions: - What worked well?- Time evaluation?- What needs to be changed?

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Lesson Two

KLA Lesson Topic Lesson in Unit Year Level Duration TimeScience and ICT Planning and preparing 2 of 3 4 50 minutes 1:30pm Aim: After researching their chosen food life cycle last lesson, students will start to collate their research and begin planning for the movie. Students will do a plan of where they want pictures and words in each slide. Students will then find pictures they want to use in the movie from online resources and edit them in GIMP. ACARA: Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066)Sequence and Time Student Activity Teacher Strategy Resources Assessment

Introduction10 mins

Students are reminded about what they did in last week’s lesson and told to take out the mind map they have created.

Students are then told that this lesson they will be collating their information and planning a storyboard for their movie. They will be told they are going to use the program GIMP to edit photos ready for next week.

Teacher leads a discussion on food cycles and what students learnt last week. Teacher will ensure each student has a fair opportunity to contribute to the conversation. Student mind-

maps.

Formative assessment:Observation notes (Who

contributes to the

conversation?)

Body35 Mins

Students complete the storyboard worksheet. They are to use their research and mind maps finished last lesson to develop a plan of the slides they want in their movie. Students will start to collate their research and begin planning for the movie.

Teacher hands out to students a worksheet. Explains to students what they are to do with the sheet. Teacher will make sure the students are on the right track.

Student mind-maps.

Storyboard worksheet (see appendix 3).

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After finishing their plans students will find the pictures they want to use in the movie from online resources. They will place them in a folder named ‘Food Cycle Pictures’.

Using the photos they have found the students will edit (add text, crop and manipulate the pictures) a photo using a program called GIMP. The students will need to download the program. They will be given a GIMP walkthrough worksheet to assist in the process.

If the students need help the teacher will aid with the process of saving photos from an online resource.

Teacher observes the students progress in the task. If they need help and make sure struggling students are on track.

Online websites such as

www.quinturakids.com,

www.boolify.org and

www.google.com

Computer program GIMP

GIMP walkthrough

worksheet (see Appendix 4)

Formative assessment:Observation notes (Is the

student creating a plan

that best represents the life cycle? Are

the pictures appropriate for

the task?)

Conclusion5 Mins

Teacher leads a discussion of what students have done in this lesson. The teacher talks about what students have done so far and what they will do in the next lesson.

Teacher leads class discussion, ensuring equal chance for student’s to share.

Evaluation Suggestions: - What worked well?- Where students given enough time to plan?- Was GIMP an appropriate program for this task? - What needs to be changed?

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Lesson Three

KLA Lesson Topic Lesson in Unit Year Level Duration TimeICT and Science Making a movie 3 of 3 4 40 mins 1:30pmAim: The aim of this lesson is for students to create a personalised movie on their chosen subject using http://goanimate.com/. From this, students will upload their movie to YouTube.

ACARA: Science involves making predictions and describing patterns and relationships (ACSHE061)Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Sequence and Time Student Activity Teacher Strategy Resources Assessment

Introduction10 mins

Using worksheet (appendix 7) students will watch the demonstration video and go through the interactive tutorial.(Student based lesson)

Teacher will act as facilitator and help struggling students, checking that students are on track.

http://goanimate.com/Computer labs

Body20 Mins

Students work through worksheet to make their personal video based on task sheet requirements (appendix 7).

Teacher will be going around the room helping students who need it.

Worksheet (see appendix 7)

Formative Assessment:

Teacher checklist (see appendix 5)

Conclusion10 Mins

Students have the opportunity to share their videos with peers.

Teacher will be marking student’s video based on criteria.

www.youtube.com

Summative Assessment: Task

sheet (see appendix 6)

Evaluation Suggestions: - What worked well?- Time evaluation?- What needs to be changed?

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Appendices

Appendix 1: Food picture cards (to cut-out and place in a tin – print as many as needed)

Appendix 2: Lesson 1 Worksheet

Lesson 1: Mind-map Worksheet

1. Type https://bubbl.us/

2. Click on “Start brainstorming”

3. Click on “Start here”

4. Type your focus question (E.g. Where does honey come from?)

5. Click on the tab below the focus question bubble to create a ‘child bubble’.

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6. Type “What I know” in that bubble.

7. Repeat step 5 and 6 twice. In the first repeat, at step 6 type “What I want to know” in the bubble, and in the second repeat, at step 6 type “What I learnt”.

8. Hover over the bubble “What I know” and click on the tab below to create a ‘child bubble’ and type a note of something that you know about your focus question.

9. Repeat step 8, continuing to write new notes about what you know about where your food comes from.

10. Once you have recorded everything you know about where your food comes from, repeat step 8 for “What you want to know” and pose some questions that you would like answered when you begin to research your food.

11. Begin researching the process of where your food came from using the following online search engines: www.quinturakids.com and www.boolify.org.

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• Consider using the ideas recorded under “What I want to know” from your mind-map to search for new information.

• Try changing the key words in the search until you find what you want.

12. Repeat step 8 for “What I learnt” and record all the new points of information that you find while researching your focus question.

• Consider how you present the information (How can you make it easy to see the progress?)

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Appendix 3: Planning slides for the movies worksheet

Lesson 2: Storyboard Worksheet

Fill in the blank boxes below to show the picture and text you want to use in the slide. On the lines below the boxes write the words your goanimate character is going to say in the slide.

_____________________________________ ___________________________________

_____________________________________ ___________________________________

_____________________________________ ___________________________________

_____________________________________ ___________________________________

_____________________________________ ___________________________________

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Slide 1 Slide 2

Slide 3 Slide 4

Slide 5 Slide 6

_____________________________________ ___________________________________

_____________________________________ ___________________________________

_____________________________________ ___________________________________

_____________________________________ ___________________________________

Appendix 4: Lesson 2 - GIMP walkthrough worksheet

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Slide 5 Slide 6

Slide 7 Slide 8

1. After you have searched for and saved all the photos you need in a folder called Food Cycle Pictures you can begin to edit your photos. Follow this worksheet for a walkthrough on how to use GIMP.

2. Download GIMP. Open up www.gimp.org on your internet provider and click on the download button.

3. On this page click download GIMP 2.8.4 for windows

4. After a few seconds this box will appear,

press the save file button.

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5. This box should appear. If it doesn’t open up recent downloads and double click on gimp-2.8.4-setup.

Click Run

6. Click ok for English.

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7. This Setup GIMP pop-up will appear. Click Install.

8. After the software extracts all of its files click Finish.

9. If the program doesn’t start automatically type into your start search bar GIMP and press GIMP 2.

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10. After the program loads press maximise so the screen looks like this.

11. Now that we have downloaded the program we can begin to edit the photos. Open up internet server and type in http://www.gimp.org/tutorials/The_Basics/

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12. Read through the tutorial on the web page for ideas on how you can use GIMP to edit your pictures.

13. Import your first picture from your folder ‘Food Cycle Pictures’. First press File, Open.

14. Find your Food Cycle Pictures folder

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15. Then open the picture you want to change.

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16. Use what you have learnt from the GIMP tutorial website to edit your pictures. For example you could crop, add text, add colours or add effects (refer back to the webpage for help).

17. Once you have finished editing save the photo back into your ‘Food Cycle Pictures’ folder by pressing File, Save As

18. Then press Save. Name the picture as the slide number it is going to be in the movie.

19. Repeat steps 13 to 18 for each photo so you have a folder of pictures ready to put in your movie next lesson.

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Appendix 5: Teacher Checklist

Student is able to:Students Name

Find appropriate images

Upload images to GIMP

Edit images on GIMP

Create creative photos for next lesson

KeySuccessful SDeveloping DUnsuccessful

U

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Appendix 6: Summative Assessment Task Sheet

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ICT Assignment: Life Cycles

Year 4a Semester 3 Due Date: August 22nd 2013

Name:

Task:

1. Choose a subject area. E.g. cheese, bread, coffee, milk, bread, eggs.

2. Search relevant information about where your food comes from.

3. Create a concept map with ideas of your subject area’s food.

4. Search for images of your life cycle.

5. Edit images to make create.

6. Create an engaging movie which teaches your peers about your chosen

food.

7. Upload and share your movie.

You will be assessed on:

Creativity. Knowledge of the life cycle of the food. Ability to demonstrate where the food comes from. Ability to use goanimate.com Capability to upload video.

Appendix 7: Lesson 3 Worksheet

Worksheet: Lesson Three

1. Type http://goanimate.com/

2. Click ‘make a video’.

3. Click ‘make a video from scratch’.

4. Click ‘watch a demo video’.

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5. Watch the video.

6. Now click, ‘start interactive tutorial’.

7. Click ‘continue’.

8. Go through the practice tutorial.

9. Now it is time to make your own movie! Scroll down the first page to find the cartoon classics and create ‘make a video’.

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10. Click the ‘stop tutorial’ cross.

11. Using the ‘import’ button upload your images onto each slide.

12. In each slide you must show each of your images to show your chosen foods cycle, starting from the beginning.

13. In each slide you must create a character to discuss each process by ‘adding text’. This character will talk throughout the video about the process. This character should be present through the video.

14. Once completed you will need to click the ‘save’ button.

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15. You will give it a name and save it in your file.16. Once this is done, you will upload onto YouTube. Click the ‘YouTube’ button.

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