Learning Experience Plan
Learning Experience Plan (LEP)
Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information on how to complete this LEP is provided by your lecturer in a course.
|Year level(s) |Duration |Focus |Implementation date(s) |Curriculum area(s) |
|Year 2 |30-40 min |Experience 3 The water cycle |17/2/13 |science |
|NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning |
|area (Year 10); QSA Subject syllabus/SAS (Years 11 – 12), and other curriculum sources (school priorities, etc.) |
|Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests |
|including diagnosis of previous learning experiences) |
|value of water |
|actions that can conserve water |
|understand consequences of lack of water |
|identify / demonstrate actions that can conserve water |
|identify management and protection of resources |
|understand how science contributes to the preservation of resources |
|identify human management and protection of resources in other countries |
|appreciate diverse perspectives |
|present ideas to other students, both one-to-one and in small groups |
| |
| |
|Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? |
|(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement |
|standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as “the sum total of the learning and development experiences that are offered by a school, |
|formally and informally, in class and out of class”.) |
|Knowledge & understanding: (declarative) |Skills: (procedural/do) |
| | |
| | |
|D 3 the water cycle |P 3 describe the water cycle |
|D4 value of water |P 4 understand consequences of lack of water |
|D 6 monitoring information |P 6 monitor rainfall, water levels and temperature |
|D 7 management and protection of resources |P 7 identify management and protection of resources |
|D 12 similarities and differences in observation results |P 12 Discuss similarities and differences in results of observations |
|D 13 presenting ideas to other students, both one-to-one and in small groups |P 13 present ideas |
|D 14 discussing with others what was discovered from an investigation |P 14 discuss discoveries from investigations |
|D 15 content vocabulary |P15 identify meaning of content words |
| | |
| | |
| | |
|Learning processes: LMQ3 - How does the learner best learn? |
|DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual learners?|DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development? |
|(Including differentiated teaching for student diversity.) | |
| | |
| | |
|DoL 1 Understand and be clear about tasks - Help students be clear about the directions |DoL 5 HOM – be clear and seek clarity DoL 5 HOM – Critical thinking – be accurate and seek accuracy |
|and demands of the task |Explain that when we check to make sure that our work is accurate and correct we are displaying the habit of |
| |being accurate and seeking accuracy. Discuss how being accurate can be beneficial when doing homework, when |
|Ask the students if they understand what they are being asked to do |checking for correct answers to problems, and the importance of being be accurate when preparing documents |
|Have students explain the task to each other , to clear up any confusions |related to money, when checking calculations, and completing mathematical problems |
|Provide examples of student work |Provide an explanation about how being accurate and seeking accuracy can be |
|When reviewing instructions have students mentally rehearse more complex parts to help them identify and clear up any|helpful before an upcoming test, |
|confusion |Being aware of negative self-talk and replacing it with positive self-talk such as “I am going to pass this |
| |test”. |
| |Identify people in the public arena who exhibit the habits of mind, people who have |
| |accomplished heroic deeds, or who are inspiring |
| | |
| | |
| | |
| | |
|Time |Learning procedures |Dimensions of Learning (DoL) focus. |Resources |Assessment & feedback |
| |LMQ5 - What will constitute the learning journey? |including teaching strategies to be used |LMQ4 -What resources |LMQ7 - How will I check to see the learner |
| |LMQ6 - Who will do what? | |do I have at my |has achieved the learning outcomes? (See |
| |(Include adjustments in the learning experiences to accommodate learner difference.) | |disposal? |also the QSA Assessment Bank.) |
| | | | |LMQ8 How will I inform others? |
| | | | |(Include moderation of teacher judgments of|
| | | | |standards if necessary.) |
| |Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, ‘hook’ | | | |
|30 – 40 | |Teacher as facilitator / instructor | |Class enrolment document |
|minutes |Revise | |computer |Simulator water cycle exploration sheet |
| |meaning of | |Online simulation |Simulator assessment results |
| |evaporation |DoL 5 HOM – be clear and seek clarity DoL 5|water cycle |Posts on website |
| |reservoir |HOM – Critical thinking – be accurate and |exploration worksheet |Ability to access website |
| |runoff |seek accuracy explain that when we check to|simulator assessment |Group Discussion |
| |resources |make sure that our work is accurate and |worksheet |Observations ( informal and written) taken |
| |pollution |correct we are displaying the habit of |class enrolment |during experience |
| |ecosystem |being accurate and seeking accuracy. |document |Informal and written observations about |
| |biodiversity |Discuss how being accurate can be |resource material such|each student |
| |Discuss consequences of lack of water |beneficial when doing homework, when |as books, posters, and|Water cycle drawing in science book |
| |living things may be threatened that rely on water |checking for correct answers to problems, |images | |
| |things that need / don’t need water value of water |and the importance of being be accurate | | |
| |Identify things that need / don’t need water |when preparing documents related to money, | | |
| |management and protection of resources |when checking calculations, and completing | | |
| |what do we do in Australia to save / collect water? |mathematical problems | | |
| |what do people in other countries do to save / collect water? | | | |
| |how does science contribution to the preservation of resources? |DoL 1 understand and be clear about tasks -| |LMQ8 |
| |what is the cause of a drought? |Help students be clear about the directions| |Verbal feedback to learner |
| | |and demands of the task | | |
| |legal, safe and ethical practices when using the internet | | | |
| | | | | |
| |Phase 2 Develop skills & knowledge, build, practice, acquire, integrate, extend, refine |DoL 2: construct model – use a think aloud | | |
| | |process to demonstrate a new skill or | | |
| |The Water Cycle - Online Simulation (Gizmo) |process | | |
| | | | | |
| |Group Experience 3-4 students |DoL 1 attitudes and perceptions - perceive | | |
| | |classroom tasks as valuable and interesting| | |
| |Introduce and Discuss: |– provide a variety of challenging | | |
| | |experiences which promote interest and | | |
| |1. What is the water cycle? |engagement | | |
| | What are the parts of the water cycle? | | | |
| | Teacher to outline expectations of learning for this task |DoL 2 shape to make effective - | | |
| | |periodically check for understanding | | |
| |2. Click on |DoL 1 attitudes and perceptions - provide | | |
| | |appropriate feedback throughout the | | |
| |Go to Experience 3 - Online Simulation - The Water Cycle page |experience such as “well done”, keep | | |
| | |trying, you can do it” …in order to | | |
| | 2. Scroll down to class enrolment document - download and save to the desktop |recognise capability in completing the | | |
| | |tasks | | |
| |3. Scroll down to the Exploration water cycle student work sheet – save to the desktop | | | |
| | |DoL 2 construct meaning – help construct | | |
| |Print a copy |meaning for vocabulary terms by linking | | |
| | |experiences through discussion, and | | |
| |4. Complete “prior Knowledge Question” on the water cycle exploration worksheet |resource material such as posters, images,| | |
| | |charts, and computer experiences, to foster| | |
| | BEFORE COMMENCING SIMULATION |thinking skills and word association | | |
| | | | | |
| |5. Teacher to demonstrate and explain the concept of the online simulation. Model think aloud process |DoL 2 construct meaning - provide a range | | |
| |to demonstrate a new skill or process point out the connections and patterns of the water cycle |of materials and images that encourage the | | |
| | |learner to discover or figure out the | | |
| | |information for themselves | | |
| |6. DoL 1 Understand and be clear about tasks - Help students be clear about the directions and demands of|DoL 2 internalise / practice - practice | | |
| |the task. Ask the students if they understand what they are being asked to do. Have students explain the |the skill immediately and as often as | | |
| |task to each other, to clear up any confusion. When reviewing instructions have students mentally |practicable | | |
| |rehearse more complex parts to help them identify and clear up any confusion |DoL 2 acquire and integrate knowledge – use| | |
| | |the three minute pause | | |
| |7. To enrol in simulation (Gizmo) | | | |
| |Click on |Do L 3 extend and refine knowledge | | |
| | | | | |
| | |DOL 3 inductive reasoning - when content is| | |
| | |complex it is appropriate to use highly | | |
| |8. In the top right hand corner click on enrol in a class. Enter the class code. This code is on the |structured induction tasks and to monitor | | |
| |class enrolment document you downloaded and saved to the desktop TE2DNBLGYH |students closely. They may need assistance | | |
| | |in seeing patterns or connections in pieces| | |
| |9. Collect data: Create two water cycles using the simulator |of information | | |
| | | | | |
| |each cycle should have at least four steps and should begin and end at the same location. | | | |
| |choose any starting point from the list on the right. | | | |
| |when the cycle is complete, choose the PATH tab | | | |
| |write down the steps on the worksheet. | | | |
| | | | | |
| |10. To commence simulation | | | |
| | | | | |
| | Click on launch Gizmo | | | |
| | | | | |
| |· internalise / practice - practice the skill immediately and as often as | | | |
| |practicable | | | |
| | | | | |
| |· help construct meaning for vocabulary terms by linking experiences through | | | |
| |discussion, and resource material such as posters, images, charts, | | | |
| | and computer experiences, to foster thinking skills and word association | | | |
| | | | | |
| |11. Analyse Data: Complete simulator assessment worksheet | | | |
| | | | | |
| |12. Use the information presented in the simulation to answer the questions | | | |
| | | | | |
| |13 Save and download simulator assessment results to desktop. Don’t forget | | | |
| |to name the file. Print a copy and paste it into you science book | | | |
| | | | | |
| |14. Discuss the meaning of transpiration, precipitation, glacier, condensation - | | | |
| |ask students to provide examples | | | |
| | | | | |
| |· periodically check for understanding | | | |
| | | | | |
| |· provide appropriate feedback throughout the experience such as “well | | | |
| |done”, keep trying, you can do it” …in order to recognise capability in | | | |
| | completing the tasks | | | |
| | | | | |
| |15. Upload the simulator assessment results to the Experience 3 Simulator | | | |
| |Assessment Results page | | | |
| | Click on | | | |
| | | | | |
| | | | | |
| |16 Introduce DoL 5 HOM – Critical thinking – be accurate and seek accuracy explain that when we check to| | | |
| |make sure that our work is accurate and correct we are displaying the habit of being accurate and seeking| | | |
| |accuracy. Discuss how being accurate can be beneficial when doing homework, when checking for correct | | | |
| |answers to problems, and the importance of being be accurate when preparing documents related to money, | | | |
| |when checking calculations, and completing mathematical problems. | | | |
| | | | | |
| | | | | |
| |17. Provide an explanation about how being accurate and seeking accuracy can be helpful before an | | | |
| |upcoming test, being aware of negative self-talk and replacing it with positive self-talk such as “I am | | | |
| |going to pass this test”. Identify people in the public arena who exhibit the habits of mind, people who | | | |
| |have accomplished heroic deeds, or who are inspiring. Ask for feedback from students | | | |
| | | | | |
| |18. Students to reflect and verbalise on something they have learned | | | |
| | | | | |
| |· use the three minute pause | | | |
| | | | | |
| |· periodically check for understanding | | | |
| | | | | |
| |· provide appropriate feedback throughout the experience such as “well | | | |
| |done”, keep trying, you can do it” …in order to recognise capability in | | | |
| | completing the task | | | |
| | | | | |
| |19. Students to practice using the simulator ( if time permits) | | | |
| | | | | |
| |· practice the skill immediately and as often as practicable | | | |
| | | | | |
| |20. Group discussion. | | | |
| | | | | |
| | Each group to describe the water cycle | | | |
| | | | | |
| |· describe consequences of lack of water | | | |
| | | | | |
| |· identify management and protection of resources | | | |
| | | | | |
| |· discoveries from investigations | | | |
| | | | | |
| |21. Ask students to draw the water cycle , paste into science book | | | |
| | | | | |
| |· periodically check for understanding | | | |
| | | | | |
| |· inform the students that the experience is nearly over, but before concluding there are | | | |
| |several things that need to be checked | | | |
| | | | | |
| |Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning, | | | |
| |consolidation, homework/review tasks | | | |
| | | | | |
| |22. Revise the meaning of transpiration, precipitation, glacier, condensation | | | |
| | | | | |
| | | | | |
| | | | | |
|Reflection: LMQ9 Why has the learner (achieved/)not achieved the learning outcomes (standards)? |
|(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didn’t. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that |
|need to be addressed.) |
| |
| |
| |
| |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- my learning plan professional development
- my learning plan frontline education
- my learning plan new user
- my learning plan sign up
- my learning plan frontline
- my learning plan oasys
- oasys my learning plan new mexico
- my learning plan professional developm
- my learning plan registration
- my learning plan account
- professional learning plan template
- my learning plan professional develop