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

Stage

4

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

E.g.:

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?

Stage

5

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

Body:

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



Body:

1. Teacherpresentsforewarningpowerpointtostudents,highlightingtheequipmentneededandstepsofthetask.

2. Studentsmovetoworktables3. Studentsfollowstepsinprintedsequencebooklettopoursoilinto

thepot,removetheplasticcontainer,placethestrawberrybushintotheceramicpot,addmoresoilandwatertheirplant.Teachertoprovidegesturalandphysicalsupportasnecessaryforeachstudent.

4. Strawberryplantsarethencarriedtothewindowsilltogrow.5. Studentswipedowntableswithantibacterialwipesandthenwash

theirhands.


5-6 Grassheads Introduction:Studentsareseatedinchairs,facingtheIWB


Body:

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



Body:

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



Body:


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

Body:

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



Body:



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



Body:



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



Body:

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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