giant steps technology core program – guerrilla gardening · 2. teacher presents forewarning...

GiantStepsTechnologyCoreProgram–GuerrillaGardening

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withappropriatecredittoGiantStepsSchool.

KLAsLifeSkillsTechnologyDesignandTechnology

Semester Two Year 2017

UnitofWorkTitle

GuerrillaGardening Duration20weeks1hourperweek Stage 4,5,6

Program SeniorAuthor/s

MerrilynSackettClaireCherringtonCraigEggleton

ProgramDirector XXXXClass XXXX

Students XXXX DescriptionInthisunitofworkstudentswillcreateavarietyofgardeningprojectsusingnewandusedmaterials.Studentswillbeinvolvedinallstagesofthedesignprocessofeachproject,fromconception,initialplanning,buildingandmaintenanceandwilltakeresponsibilityformaintainingtheimmediatesurroundsoftheirenvironment.Theplantswillbechosenfromflowers,nativeplants,vegetablesandbulbsetc.Studentswilllearnaboutandparticipateintheconstructionofnewgardenadditionsaswellasthemaintenanceofcurrentones.Gardeningactivitieswillincludebothoutdoorandindoorprojectssuchaswateringagardening,plantingseedsand/orseedlingsintopots,growinggrassfromseed,creatinggardendecorationsandregrowingvegetables.Studentswillengageinavarietyofdifferentindependentandgrouplearningactivitiesincludinginterwrite-boardbasedtheorylessons,musicandvideoclips,differentiatedworksheets,outdooryardwork,indoorprojectworkandmeasurementsandobservationsofplantgrowth.

KeyEnquiryQuestions

KLA Outcome KeyEnquiryQuestions

LearningAcrosstheCurriculumCodes

ActivityBank

Technology/DesignandTechnology

LS1.1 Recognises

that a process is used to produce design projects

Does the student identify the steps of a procedure to produce a design project? Does the student use problem solving to

Tyreprojects-buildingtyrestocreatelevelsofplantersUsinghalftiresasplantersTyrewreathshttp://diyshowoff.com/2013/07/02/diy-tire-planter-tutorial/Planters:

Stage 5

LS1.1 Recognises that a process is

used to develop design solutions

develop solutions as problems arise in the design process? Does the student maintain the project after completing the design process?

http://lemonbeanandthings.blogspot.com.au/2012/03/our-tire-planter.html

Drainpipesvertical

Justin’sverticalgardenFurniture

Bottles

Stage 6

DTLS1 recognises that a process is used to develop

design solutions

Stage 4

LS1.2 Recognises the factors that

influence designs

Does the student take environmental constraints and factors into

consideration when planning the design process? (E.g. choosing where to place projects within a specific space- patch,

front grass, laneway, Cartier surrounds) Does the student choose from available

resources when planning the design? Does the student make choices about

the aesthetics of their design?

Stage 5

LS1.2 Considers factors that

influence design

Stage 4

LS3.2 selects the appropriate tools,

equipment and materials for

specific design projects

Does the student follow a set of steps to complete a design project?

Does the student select the correct tool

and use it for its intended purpose?

LS6.1 selects and

uses appropriate processes and

techniques in the context of

producing design projects

Stage 4

LS5.1 participates in producing design projects

Does a student participate in the steps of a design project?

Does the student complete the design project in the required period of time?

(Stage 6 - Does the student follow a set of steps to complete a design project?)

Stage 5

LS6.2 participates in producing design projects

Stage 6

DTLS4 demonstrates skills and

techniques in the context of a design project

Stage 4

LS3.4 Cares for materials, tools

and equipment

Doesthestudentpackawayitemsintheirappropriatelocations?Doesthestudentcleanupattheendoftheproject?(Stage6-Does the student select the

correct tool and use it for its intended

purpose?)

Stage 5

LS6.4 Cares for materials, tools

and equipment

Stage 6

DTLS10 demonstrates safe practices in the

use and care of tools and the

implementation of

techniques

LearningGoals

Outcomes Learning Goals – students will be able to… Students

LS1.1 (St 4/5) DTLS1 (St 6)

• Sequences the steps of a project, matching picture-to-picture from a choice of two • Sequences the steps of a project, matching from a model • Sequences the steps of a project from memory

LS1.2 (St 4/5) DTLS2 (St 6)

• Independently chooses colours and features to decorate a project, from a choice of two • Independently chooses colours and features to decorate a project from a range of choices

LS3.2 (St 4) LS6.1 (St 5)

• Uses tools to imitate a modelled action

LS5.1 (St 4) LS6.2 (St 5) DTLS4 (St6)

• Initiates 50% of steps of a project following a model • Initiates 75% of steps of a project following a model • Initiates 75% of steps of a project following a verbal instruction

LS3.4 (St 4) LS 6.4 (St 5) DTLS10 (St 6)

• Packs away items and completely cleans own work station, with partial physical support • Packs away items and completely cleans own work station with adult gestural support and modelling • Packs away items and completely cleans own work station following a verbal instruction

AssessmentOverview

Pre-Assessment Progressive Post-Assessment

Term3–Weeks2/3!anecdotalobservationsagainstlearninggoals

Term3–Weeks4/10,Term4–Weeks1-3• Video• Photos• WorksamplesTerm3–weeks8/9!anecdotalobservationsagainstlearninggoals

Term4–weeks4/5!anecdotalobservationsagainstlearninggoals

TEACHINGANDLEARNINGSEQUENCE

Term Week Focus TeachingandLearningSequence Resources

Three 1-2 Wateringthetrees Lessons " Forewarning booklet " watering cans – 1 per student

Introduction:Studentsareseatedinchairs,facingtheIWB

• Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson

1. Teacherpresentsforewarningbooklettostudents,highlightingtheequipmentneededandstepsoftheprocess

2. Studentswalktoshed,waitforstafftoopenthenentershedonebyonetogettheirwateringcanfromtheshed.

3. Studentswalktoplaygroundandaccesstapinthelaundry.4. Studentsplacetheirwateringcaninthesink,orientingcancorrectly

andturningontap(withgesturalorphysicalsupportasnecessary).Studentsfillcanforcountof20thenturnofftap.

5. Studentcarrywateringcantoeachofthe4treesintheplaygroundandusetwohandstowaterthetreesfromtheirwateringcan.Shouldtheydroptheirwateringcanorrunoutofwater,studentsmustreturntogetmorewaterfromthetap.

6. Studentspackawaywateringcansintoshedandreturntoclassroom.

Conclusion:Finallessoncomponentisremovedandstudentsmovetotransitionboard.Teacherpacksawaylessonvisualintofinishedtub.

3-4 Plantingstrawberries Assessment " Lesson powerpoint " Printed sequence

" anecdotalobservationsagainstlearninggoals" Annotatedworksamples

" Pots – 1 per student " Soil " strawberry plants – 1 per student " Hand scoop " Jug of water " wipes

Lessons

1. Teacherpresentsforewarningpowerpointtostudents,highlightingtheequipmentneededandstepsofthetask.

2. Studentsmovetoworktables3. Studentsfollowstepsinprintedsequencebooklettopoursoilinto

thepot,removetheplasticcontainer,placethestrawberrybushintotheceramicpot,addmoresoilandwatertheirplant.Teachertoprovidegesturalandphysicalsupportasnecessaryforeachstudent.

4. Strawberryplantsarethencarriedtothewindowsilltogrow.5. Studentswipedowntableswithantibacterialwipesandthenwash

theirhands.

5-6 Grassheads Introduction:Studentsareseatedinchairs,facingtheIWB

1. Studentsviewyoutubevideoshowingsequenceoftaskandfinished

" Lesson powerpoint " Printed sequence " Stockings – 1 per student " Grass seed " Soil " Cup " Jug of water " yoghurt containers – 1 per student

product.2. Teacherpresentsforewarningpowerpointtostudents,highlighting

theequipmentneededandstepsofthetask.3. Studentsmovetoworktables4. Studentsfollowstepsinprintedsequencebooklettocutstocking

andputincup,scoopingrassseedandsoil,stafftoassisttotieaknotinstocking,thenstudentstochoosetheiryoghurtcontainerandfacialdecorationsbeforestickingon.Stafftoassistwithsuperglue.Studentsarethentogetsomewaterfromthekitchenandpouritintotheiryoghurtcontainerbeforeputtingintheirgrasshead.

5. Grassheadsarethencarriedtothewindowsilltogrow.6. Studentswipedowntableswithantibacterialwipesandthenwash

theirhands.

" Clothing templates " Facial decorations: template mouths,

cork/bobble noses, googly eyes " Super glue or other non-water based glue " wipes

7-8 Creatingawater-marbledrockgarden

1. Studentsviewyoutubevideoshowingsequenceoftaskandfinishedproduct.

3. Studentsmovetoworktables

" Lesson powerpoint " Printed sequence " Rocks " White paint " Paint brushes " Containers " Water " Appropriate Nail polish brands: sally

Hansen xtreme wear, sinful colors " Nail polish remover (for cleanup) " Wipes " Printed worksheets

Week7:

4. Studentsfollowstepsinprintedsequencebooklettochoosearockandpaintitwhite.

5. Rocksarethencarriedtothewindowsilltodry.6. Studentswipedowntableswithantibacterialwipesandthenwash

theirhands.7. Checkonstrawberryplants:water,countleaves,count

strawberries.Studentstocompletedifferentiatedworksheetsofstrawberries’progress,showing:

o Student1:height,numberofleaves,flowersandstrawberries

o Students2&3:numberofleaves,flowersandstrawberrieso Student4:numberofleavesandstrawberries

Week8:

4. Studentsfollowstepsinprintedsequencebooklettogetandpourwaterintotheircontainer,choosenailpolishcolours,dropalternatingringsofnailpolishcolourintowater,studentstodiptheirrockintothenailpolish.Ifdesired,studentscanmakeapatterninthenailpolishwithatoothpick/skewer.

theirhands.

9-10 Regrowingvegies Assessment " Lesson powerpoint " Printed sequence

fromtops–garlic(week9)andcarrots(week10)

" anecdotalobservationsagainstlearninggoals" Annotatedworksamples

" Containers " Carrots " Sharp knife " Chopping board " Water " Wipes " Garlic cloves " Printed worksheet Attribution goes to Andrea12345 from the TES community for the idea and instructions behind this lesson: https://www.tes.com/teaching-resource/regrowing-your-food-land-and-plants-6424374

Lessons

2. Studentsmovetoworktables3. Studentsfollowstepsinprintedsequencebooklettocutoffthetop

(ifnecessary),chooseanappropriatesizedcontainer,putincutvegetableandfillwithwater.

4. Vegetablesarethencarriedtothewindowsilltogrow.5. Studentswipedowntableswithantibacterialwipesandthenwash

theirhands.6. Studentscompleteworksheetshowingthestepsoftheprocess

theycompletedthatday.o Student1:6stepsequencefrommemoryo Students2&3:6stepsequencefrommodelo Student4:2stepsequencematchingpicturetopicture

Four 1-2 Pickstrawberries Lessons " Lesson powerpoint " Printed sequence

andeat Introduction:Studentsareseatedinchairs,facingtheIWB

1. Lessonsequenceispresentedbyteacher,displayingtheorderofcomponentsofthelesson

2. Checkonstrawberryplants:water,countleaves,countstrawberries.Studentstocompleteworksheetsofstrawberries’progress,showing:

o Student1:height,numberofleaves,flowersandstrawberries

o Students2&3:numberofleaves,flowersandstrawberrieso Student4:numberofleavesandstrawberries

3. Studentthentopickstrawberriesfromtheirstrawberryplantandaddtoclasscollectionofstrawberries.

4. Strawberryplantsarereturnedtowindowsill5. Studentsfollowstepsinprintedsequencebooklettomake

strawberrymilkshakes:gatheringothernecessaryfooditemsandequipment,puttinginstrawberries,milkandicecreamintoblenderandblendingtogether.

6. Studentsthenpourmilkshakesintotheircupsandtastetheircreation.

7. Afterdrinking,studentspackawayallitemsintofinishedtub,wipedownthedesksandwashtheirhands.

" Printed worksheets " Blender " Milk " Strawberries " Vanilla ice cream " Ice cream scoop/spoon " cups

3-4 Grasscaterpillar Assessment " Lesson powerpoint " Printed sequence " Chux cloth " anecdotalobservationsagainstlearninggoals

" Annotatedworksamples " Grass seed " Soil " Spritzer bottle of water " Facial decorations: templates mouths, ,

googly eyes, pipe cleaner antennae/legs " Super glue or other non-water based glue " wipes

Lessons

3. Studentsmovetoworktables4. Studentsfollowstepsinprintedsequencebooklettolayoutchux

clothontodesk,scoopingrassseedandsoil,stafftoassisttorollupcaterpillarandputonrubberbands,thenstudentstochoosetheirfacialdecorationsbeforestickingon.Stafftoassistwithsuperglue.Studentsarethentogetsomewaterfromthekitchenandpouritontotheirgrassheadcaterpillar.

5. Grassheadsarethencarriedtothewindowsilltogrow.6. Studentswipedowntableswithantibacterialwipesandthenwash

theirhands.

5-6 Growvegetablesfromtops–springonions(week5)and

" Lesson powerpoint " Printed sequence " Containers " Spring onion " Sharp knife

coslettuce(week6) Body:

2. Studentsmovetoworktables3. Studentsfollowstepsinprintedsequencebooklettocutoffthetop

(ifnecessary),chooseanappropriatesizedcontainer,putincutvegetableandfillwithwater.

4. Vegetablesarethencarriedtothewindowsilltogrow.5. Studentswipedowntableswithantibacterialwipesandthenwash

theirhands.6. Studentscompleteworksheetshowingthestepsoftheprocess

theycompletedthatday.o Student1:6stepsequencefrommemoryo Students2&3:6stepsequencefrommodelo Student4:2stepsequencematchingpicturetopicture

" Chopping board " Water " Wipes " Cos lettuce " Printed worksheet Attribution goes to Andrea12345 from the TES community for the idea and instructions behind this lesson: https://www.tes.com/teaching-resource/regrowing-your-food-land-and-plants-6424374

7-8 Creatingapaintedglitterrockgarden

3. Studentsmovetoworktables

" Lesson powerpoint " Printed sequence " Clear gem crystals " Glitters " Clear nail polish " Nail polish remover " Wipes "

4. Studentsfollowstepsinprintedsequencebooklettogetcleargem,chooseglittercoloursandpourintodish,paintclearnailpolishontogemanddipgemintoglittermix.

theirhands.

9-10 Pickveggiesandeat Lessons " Lesson powerpoint " Printed sequence " Printed worksheets " Knife " Spoons " Bowl " Jug " Measuring cup " Measuring spoons " Ingredients: lettuce, cherry tomatoes, garlic

shoots, avocado, feta cheese, oil, balsamic vinegar, carrot

1. Checkoncarrot,springonion,garlicandlettuceplants:water,countleavesandmeasureheight.Studentstocompleteworksheetsofprogress,showing:

o Student1:heightofallplantso Students2&3:heightoflettuceandgarlicshootso Student4:heightoflettuce

2. Studentthentopickleavesfromtheirplantsandaddtoclasscollectionofvegies.

3. Plantsarereturnedtowindowsill4. Studentsfollowstepsinprintedsequencebooklettomakesalad:

gatheringothernecessaryfooditemsandequipment,puttinginvegies,mixingsaladdressingandtossingtogether.

5. Studentsthenscoopsaladintotheirbowlsandtastetheir

creations.6. Aftereating,studentspackawayallitemsintofinishedtub,wipe

downthedesksandwashtheirhands.

giant steps technology core program – guerrilla gardening · 2. teacher presents forewarning...

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