Term 3 Programme
This follows on from the StuntMan project. Students have been selected across Year 6 who are the quieter voices in the classroom; the students who we feel would benefit from small group work developing language and gaining vocab within the context of Movement.
Our knowledge of how people learn has grown substantially over the last few decades. We now understand that success in learning requires the learner to be at the center of the experience, making connections across disciplines and also across contextual settings. Children need to be presented opportunities to learn the same material in different settings and through different lenses. The traditional approach of teaching topics in isolation does not support the ways that children learn best.
We can also blend math and science to make learning interdisciplinary using a STEM approach. And the learning becomes more relevant when students go outside to explore nature. By asking the right questions, we can help stimulate investigations where students are identifying objects, making comparisons, making predictions, testing ideas, and sharing discoveries, all while observing their natural environment. Students can also explore sizes, shapes, patterns, and quantities in the process. In this way, children can learn concepts from different disciplines in different contexts, all in ways that are naturally engaging to them.
STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach.
Learning is collaborative and project-based; kids work closely together in a hands-on way to solve real-world problems.
STEM stands for science, technology, engineering, and mathematics. STEM is important because it pervades every part of our lives. Science is everywhere in the world around us. Technology is continuously expanding into every aspect of our lives.
Key Competencies
Using Language, Symbol and Text
This competency is about how we make meaning – how we express and communicate our ideas, experiences, and information. People use a rich mix of language, symbols and texts, including spoken and written language, visual language such as photos and video, the symbols used in maths and science and much more. It is crucial for 21st century learners to have strong capabilities in this area.
Participating and Contributing
You don’t learn much if you don’t participate (learning is active meaning-making after all) and most of us know that you get more out of any sort of interactions where you also contribute. This competency includes contributing in a group, making connections with others and creating opportunities for others in a group. This relates to every part of our children’s lives – in fact some researchers have started calling this idea lifewide learning.
Thinking
Thinking involves using creative and critical processes to make sense of information, experiences, and ideas. Intellectual curiosity is at the heart of this key competency.
Term 3 Goal
For 2 groups of students to explore the concept of movement through a STEM approach.
Names
|
Time
| |
Group 1:
|
Anthony (22) Cale (22) Daniel (21) Thomas (21) Suhyeok (22) Caleb (21) Leo (21)
|
Wednesday 1.30 to 2.30 and Thursday 11.30 to 12.30
|
Group 2:
|
Cindy (22) Abby (22) Candice (21) Eva Marie (21) Zayliah (22) Irene (20) May (20)
Yunseo (22)
|
Monday and Tuesday 11.30 to 12.30
|
Date
|
Experience
|
STEM concepts related to movement
|
Resources Needed
(highlight when we have the resource)
|
Week 1
|
| ||
Week 2
|
Make a spinner
|
spinning
|
Cardboard, string
|
Week 3
|
Build a car
|
wheels /friction
|
Cardboard, straws, skewers
Sellotape, scissors
|
Week 4
|
Racing cotton reels
|
“
|
Cotton reels, drawing pins
Rubber bands, beads, iceblock sticks
|
Week 5
|
parachute
|
Flight/Air
|
String, material, paper plate
Small toy
|
Week 6
|
Paper glider/pin wheel
|
Flight/Air
|
Coloured paper straws
|
Week 7
|
Make levers/pop ups
|
Levers
|
Cardboard split pins
|
Week 8
|
Soy Sauce fish Cartesian diver
Pg 76 Make Science Fun
|
Floating and sinking
|
Clear plastic bottles 1.25ml, paper clips,
|
Week 9
|
Magic mind power pendulum
Pg 88 Make Science Fund
|
Motion
|
Sticks, string, small toys or items
|
Week 10
|
Make Merry go round
| ||
We need, felt pens, glue, sellotape
Reflection
From the students the feedback is very positive. Comments:
- It was fun doing different stuff to what we do in the classroom.
- I liked not having to write everything down.
- I wanted to make something every week and this is what I got to do.
- I learnt new words to talk about how what I made moved and I got to show my class what I had been doing.
- I liked working with just some of us and being able to talk about what i was doing.
- It was good not to have a glue gun this time! I didnt burn myself this time.
- My racing car went the fastest. I made modifications to my car and it went faster than anyone elses.
As a teacher:
- The participation levels in the classroom increased as the students had more language to contribute to discussions.
- The projects were engaging and motivating. The hands on aspect was a plus and the students were eager to bring back in to the classroom what they had made to share with the class. This gave them a voice and a chance to talk in front of the class.
- We talked about what the students were doing in the team meetings so it wasnt just a withdrawal class they were going out to.
No comments:
Post a Comment