Submission+Draft

The lessons for this inquiry based question are aimed at students in grade 4. The grade consists of 25 students in total, 13 girls and 12 boys. One student has an intellectual disability and requires some assistance when using a computer. He requires assistance to log on, is capable of navigating around the internet when cued, and of implementing keyboard skills, albeit slow. When working within a group this student will need to be assigned a specific task and be grouped with student ‘A’ with whom the student works well. An integration aide is assigned to this student and will provide assistance when required. The students have access to laptops within the classroom. There are enough laptops for students to be able to use individually at any given time. The school is equipped with a broadband internet connection which will not affect the download of any technology programs that will be used. An information technology [IT] teacher is on hand to assist with any computer technical problems that may arise. Sudents are experienced with the use of technology within the classroom and frequently use an interactive whiteboard [IWB] during class learning sessions. They are familiar with safely navigating the internet, using search engines to locate information, using email and the class wiki to share information in a safe and effective manner and, creating information products through inputting still, sound and moving data into publishing software such as Microsoft PowerPoint. Having previously completed group tasks together these students are familiar with working productively within a group situation. // How can we reduce the environmental impact of packaging around the school? // Introduction to the inquiry topic: · Facilitate a discussion about different types of food packaging, providing physical examples, and how the way in which we dispose of these impacts on the environment. · Use the IWB to display images of packages polluting waterways and parks whilst facilitating a discussion about ways to reduce this pollution incorporating the concept of reduce, reuse and recycle. · Take the students into the school yard to see what types of packaging (rubbish) are lying around. During the walk, talk about where the students think this rubbish might end up and what damage it could do to the environment. Students would be expected to connect between the images seen on the IWB and this rubbish and where it might end up. · In the classroom divide students into four groups with approximately 6 students in each group.  · Groups 1 and 2 will sort the packaging within their own lunchboxes into each of the 3 categories, reusable, recyclable and waste, and discuss amongst themselves alternate forms of packaging that can reduce waste. · Groups 3 and 4 will analyse the class bin in order to see what they have already done with their packaging throughout the day. They will look at how much packaging is in the bin and discuss what could have been recycled or reused. · Regroup as a whole class and brainstorm alternative forms of packaging on IWB. · Group 1 and 2 will discuss and develop survey questions to be used to survey other students within the school on the types of packaging contained within their lunchboxes and their thoughts on alternative forms of packaging. · Group 3 and 4 will discuss and develop criteria for assessing different forms of rubbish disposal within the school, for example the amount and placement of rubbish and/or recycle bins within the yard and buildings. The teacher will record the ideas of alternate forms of packaging, survey questions and assessment criteria on the class wiki for future reference.
 * __ Student Cohort __**
 * __ Inquiry Question __**
 * __ Lesson Sequence __**
 * Lesson 1 – Tuning In **

Students to work within groups as allocated in lesson one. Group 1: ** Retrieve the questions from the class wiki that were discussed in lesson one to compile a survey. The questions are specific to types of packaging contained within lunchboxes and alternative forms of packaging for the ease of collating results. This group will then proceed to survey random students within each class throughout the school. Group 2: ** Use the [|Why Recycle] resource from the learning federation to explore ways to reduce the effects of packaging on the environment. As there are enough laptops for each student to use this will be done individually. The students will share their findings will other members in the group on the appropriate page within the class wiki. Group 3 ** : Use [|Ollie's World] website to explore the environmental benefits of reduce, reuse and recycle. As there are enough laptops for each student to use this will be done individually. The students will share their findings will other members in the group on the appropriate page within the class wiki.
 * Lesson 2 – Finding Out **
 * Group 4**: Retrieve the criteria from the class wiki that was discussed in lesson one to assess the ways that are available within the school to dispose of rubbish. The criteria includes things such as how many rubbish and recycling bins there are around the school, where they are situated and where most the rubbish in the yard sits in relation to the bins. Students will record their findings on the class wiki for future reference.


 * Lesson 3 – Sorting Out **
 * Students will again work within their groups to complete the following tasks. **

Group 2: ** Visit the class wiki and decide on which information will be used to create a poster that contains a narrative describing ways to reduce the effects of packaging on the environment. Group 3 ** : Visit the class wiki and decide on which information will be used to create a PowerPoint presentation explaining the environmental benefits of reduce, reuse and recycle.
 * Group 1: ** Collate the results of the survey undertaken in lesson 2. Create a graph of the results using Microsoft Excel and write a narrative explaining the results using Microsoft word.


 * Group 4: ** Visit the class wiki to obtain the findings from the assessment undertaken in lesson 2. Use Microsoft Publisher to develop posters and fact sheets that explain how to minimise packaging, reduce waste and recycle around the school.

In this lesson one student from each group will present their information to the class and their parents who have been invited to attend. At the end of this lesson all information will be made available to the school as a whole via the intranet. The teacher may require the assistance of the IT teacher to do this. The posters produced by group 4 will also be displayed in prominent areas around the school. · Interactive whiteboard (IWB) · Class wiki - created on [|Wikispaces] · Laptop computers · Learning Federation Resource [|Why Recycle] · [|Ollie's World] Website · Microsoft Word · Microsoft Excel · Microsoft Publisher · Microsoft PowerPoint · School Intranet The IWB will be used to assist with tuning the students into the topic. Tuning in, according to Murdoch and Hornsby (2007) relates to prior knowledge and student interest in the topic. It will be used to display images relating to the topic in order to gain and hold the student's attention and assist with focusing on the inquiry question. The shared activities that involve the use of the IWB create collaborative discussions allowing students to co-construct ideas that lead to individually internalising concepts which become part of the student's cognitive development (Woofolk & Margetts, 2007). The class wiki will be used as a forum for discussion and collaborative learning. It will give students the opportunity to communicate their ideas and impart an immediate response, offering alternate suggestions or contributing more information and thus hold the students’ interest in the inquiry topic. The wiki will enable the sharing of a range of different opinions and ideas, as guided by the teacher, at any point in time which can be used for future reference during discussions and the development of presentations. It will give those students who are less confident in contributing to group discussions a voice and ensure that all students are contributing to the inquiry. The laptops will be used by the students to individually contribute to and investigate the inquiry question using different mediums. These mediums include exploring the web-based learning resources, contributing to collaborative discussion via the wiki and collating and presenting information. The learning resources [|Why Recycle] and [|Ollie's World] will be used in the investigation and exploration of the topic by students. They will allow students to gather information and apply critical thinking skills to ensure that information is relevant to the inquiry topic and discern that which is useful. The Microsoft products will be used to publish the information that the students have obtained. Students will learn different forms of communicating their ideas through implementing the various tools available within these applications in order to showcase their understandings. The school intranet will used as a form of community learning that enables students to share information with peers, parents and teachers. The IWB has the potential to engage all students in the inquiry. It enables teachers to cater for all types of learners therefore creating a meaningful learning experience that holds the students’ attention. The class wiki encourages the expression of various opinions, ideas and discussions allowing participation at any point in time. It makes information readily accessible for future reference during discussions and the development of presentations. From a constructivist viewpoint, the wiki encourages ownership of learning, provides opportunities to negotiate as a group and share the responsibility of learning and, demonstrates students' multiple perspectives and representations of their understanding, (Woolfolk & Margetts, 2007). The teacher is able to view and guide the students’ ideas and opinions, provide scaffolding when appropriate (Woolfolk & Margetts, 2007) and assess accordingly.
 * Lesson 4 – Making sense **
 * __ ICT-related Resources __**
 * __ How will each resource be used to enhance student learning? __**
 * __ Why are these the most appropriate resources? __**

The laptops provide a learning environment that is easily accessible and productive. They promote internet navigation skills and in doing so provide the opportunity for the application of critical reflection and thinking skills. They also enable students to perform and exercise keyboard skills and make an individual contribution to the inquiry thus promoting student ownership and autonomy. The interactive resources [|Why Recycle] and [|Ollie's World] relate directly to the inquiry topic and enable students to build on their prior knowledge by researching and discovering new information. They support authentic learning connecting the inquiry topic to the lives of the students (Woolfolk & Margetts, 2007). The inquiry shifts from a problem solving inquiry in the classroom to a problem directly related to the students’ lives.

The Microsoft products provide students with a range of formats for expressing their understandings of the inquiry topic. They also enhance skills such as reading, typing, interpreting and presenting information. The school intranet provides students with a medium to showcase their work to the wider school community leading to increased self esteem. The implications require the teacher to have or to gain during planning sufficient knowledge regarding different types of packaging that are available and whether it is reusable, recyclable or rubbish. The teacher will need to have insight into the environmental effects of packaging. Being aware of and understanding the waste disposal and recycling facilities and processes within the school will be necessary so that guidance can be provided when implementing solutions to the inquiry problem. Understanding of the concept reduce, reuse and recycle is paramount in order to relay the information and support student learning. Effective use of the computer resources is essential to creating productive lessons. Programs need to load quickly and be checked prior to ensure they are available on the laptops. The teacher will need to have sufficient knowledge of information technology practices in order to set-up the ICT resources that will be used. For example they will need to know how to create a class wiki and display images on the IWB. The teacher will need to access and research the interactive learning resources to ensure that the information they contain is relevant, accurate and factual. Accessing these resources as a learner will enable the teacher to answer any of the students’ questions and as a result support and guide student learning when exploring these resources. The various learning styles amongst students need to be accommodated. The teacher will successfully achieve this by being aware of students' individual needs and learning requirements and knowing the dynamics of the class. How the teacher groups the students and in which group the intellectually disabled student is placed is of importance to the success of the lessons. Every student needs to be active within their group and given a chance to collaborate with other students. The intellectually disabled student will be placed in group 4 and be given the specific task of creating a poster displaying examples of packaging and explaining ways to reduce, reuse and recycle. This student will be supported by student A, and an Integration Aide. The teacher will need to ensure that the class wiki has been created, that other teachers are aware that students will be conducting the survey, and that the IT teacher to is able to assist with loading information on the school intranet and provide guidance with any other technical problems that arise. 
 * __ Implications of this learning sequence for teaching practice __**

**__ REFERENCES __** Murdoch, K. & Hornsby, D. (2007). //Planning curriculum connections: Whole-school planning for integrated curriculum.// Prahran, Vic: Eleanor Curtain Publishing. Woolfolk, A. & Margetts, K. (2007). //Educational psychology//. Frenchs Forest, NSW: Pearson Education Australia.