Content Description
This lesson has been designed to align with the Australian Curriculum: Technologies Curriculum for years Foundation - 2
Digital Technologies knowledge and understanding
Content descriptor:
This lesson has been designed to align with the Australian Curriculum: Technologies Curriculum for years Foundation - 2
Digital Technologies knowledge and understanding
Content descriptor:
- Identify, use and explore digital systems for a purpose (ACTDIK001)
Elaboration
- Collect, Use digital systems to present the data creatively (ACTDIP003) (ACARA, 2014).
Broader Curriculum
Using a timeline is a life skill useful for all students. Timelines help us understand history and events. They can also tell us what happened when and how much time went by between events.
This lesson contributes to the following general capabilities:
Mathematics- Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
History - Sequence familiar objects and events (ACHHS047)
Information Communication Technology (ICT) -Use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences (ACARA)
Using a timeline is a life skill useful for all students. Timelines help us understand history and events. They can also tell us what happened when and how much time went by between events.
This lesson contributes to the following general capabilities:
Mathematics- Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
History - Sequence familiar objects and events (ACHHS047)
Information Communication Technology (ICT) -Use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences (ACARA)
Learning Objectives
The students will use TIMELINE to create a series of events regarding the Process of recycling paper. Students will locate photographs/images, and plot these images onto the timeline. Students will also label these images appropriately.
"I DO"
The students will use TIMELINE to create a series of events regarding the Process of recycling paper. Students will locate photographs/images, and plot these images onto the timeline. Students will also label these images appropriately.
"I DO"
Read the text "Paper (Reduce, Reuse, Recycle)" by Alexandra Fix
After reading the text discuss "what was the process involved in recycling paper?"
Suggest using TIMELINE to display the sequence of events from the bin back to the consumer.
Demonstrate how to navigate the program.
After reading the text discuss "what was the process involved in recycling paper?"
Suggest using TIMELINE to display the sequence of events from the bin back to the consumer.
Demonstrate how to navigate the program.
"WE DO"
Using the facts from the book we discuss and write a list of events on the whiteboard.
Together we create the first 'entry' for the timeline.
Discuss the first event, give it a title.
Add a small description for the entry.
Select and insert an image for the entry.
Once complete, plot the entry on the timeline.
Once finally complete, save the timeline as a pdf., print off. Display in the classroom.
"YOU DO"
Students will use the same steps demonstrated by the teacher in the first entry example and create the remainder of the timeline adding descriptions and images.
Students will save the timeline and print it off.
Assessment opportunities:
Look for key features to be included in an annotated timeline: Titles, descriptions, order or sequence.
Has the student identified and included all necessary events?
References
Paper [Image]. (2014). Retrieved April 22, 2014 from http://www.amazon.com/Paper-Reduce-Reuse-Recycle-Alexandra/dp/1403497206/ref=sr_1_1?s=books&ie=UTF8&qid=1398088094&sr=1-1&keywords=recycling+paper
ACARA. (2014). History Curriculum. Retrieved April 22, 2014, from http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/history/Curriculum/F-10
ACARA. (2014). Mathematics Curriculum. Retrieved April 22, 2014, from http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10
ACARA. (2014). General Capabilities. Retrieved April 22, 2014, from http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/introduction/introduction
Using the facts from the book we discuss and write a list of events on the whiteboard.
Together we create the first 'entry' for the timeline.
Discuss the first event, give it a title.
Add a small description for the entry.
Select and insert an image for the entry.
Once complete, plot the entry on the timeline.
Once finally complete, save the timeline as a pdf., print off. Display in the classroom.
"YOU DO"
Students will use the same steps demonstrated by the teacher in the first entry example and create the remainder of the timeline adding descriptions and images.
Students will save the timeline and print it off.
Assessment opportunities:
Look for key features to be included in an annotated timeline: Titles, descriptions, order or sequence.
Has the student identified and included all necessary events?
References
Paper [Image]. (2014). Retrieved April 22, 2014 from http://www.amazon.com/Paper-Reduce-Reuse-Recycle-Alexandra/dp/1403497206/ref=sr_1_1?s=books&ie=UTF8&qid=1398088094&sr=1-1&keywords=recycling+paper
ACARA. (2014). History Curriculum. Retrieved April 22, 2014, from http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/history/Curriculum/F-10
ACARA. (2014). Mathematics Curriculum. Retrieved April 22, 2014, from http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10
ACARA. (2014). General Capabilities. Retrieved April 22, 2014, from http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/introduction/introduction