Project ConsiderationsProject links and justifications to the

Queensland Curriculum and learning theories

Introduction

Welcome to the unit overview for the Year 11 Environmental Mission

The unit has been designed using Blooms taxonomy to encourage higher order thinking and Problem

Based Learning to develop the students e-portfolio as evidence of learning outcomes.

Curriculum Links

The unit plan will align with the Queensland Science Curriculum and aim to show the following learning outcomes;By the end of this unit the student will;Queensland curriculum (senior science) - Earth science (2000)

• Understand and evaluate forms of human impact on the environment

• Understand and apply knowledge to develop solutions to local Landscape rehabilitation

• Understand and develop solutions and results relating to Environmental monitoring

Curriculum Links

Queensland Curriculum (Senior Science) - Aquatic Practices (2014)

• Understand and apply knowledge of riparian processes that shape aquatic environments and river processes

• Evaluate and communicate Ecosystems Concepts and ideas

• Understand and apply knowledge of Aquatic ecosystems include biotic and abiotic components.

• Understand and apply knowledge of Marine and freshwater pests and threats, including pollution, impact on aquatic environments, ways aquatic industries impact on their environment, e.g. overfishing, agricultural runoff and human erosion activities

• Evaluate and create actions conserve, sustain and bio remediate aquatic environment

• Develop definitions of conservation, sustainability and bioremediation

Curriculum Links cont…

Queensland Curriculum (Senior Science) - Aquatic Practices (2014)

• Work with legislation rules and regulations exist to conserve and sustain aquatic environments, e.g. Marine Park Zones and Government Departmental Authorities fishing rules and regulations

• Understand and show consideration to all Aboriginal communities and Torres Strait Islander communities

• Develop and apply knowledge and practices that support ecosystem condition, e.g. ceremonial purposes, sustainable living

Problem Based Learning and Higher Order Thinking Skills

Kearsley and Shneidermans Learning Theory (2009) emphasises that learners’ need to be meaningfully engaged in learning experiences through interaction and worthwhile authentic tasks. The framework also proposes that to achieve successful engagement, there must be an emphasis on collaborative learning, project based tasks and constructivist design.

Problem Based Learning and Higher Order Thinking Skills

• The unit has been designed to link to a real life authenticated problem based learning experience and tie with local issues and timelines. As the students need to research, evaluate and create a presentation there is a strong focus on higher order thinking and critical and creative thinking skills.

Evidence of HOTS

The students will extend and develop higher order thinking skills and their depth of knowledge through the project development.

The students will:

• Analysis and synthesize information from multiple sources

• Design and illustrate solutions or results

• Reporting results and solutions

Student e-portfolio learning outcomes:

• Create a final project design

• Apply concepts to their final solution

SAMRs Level Definitions and Project Examples

The unit has been developed to reach all levels of the SAMRs models through the high use of ICT tools to redefine the learning processes.

• Substitution: During the project computer technology will be used to substitute some activities.

• Augmentation: At various stages throughout the project computer technology offers an effective tool to perform common tasks such as research, timelines and construction of some project activities.

• Modification: The use of programs such as podcasts, digital images and PowerPoints throughout the project will modify the students learning and will scaffolded to be a significant functional change in the project elements and learning outcomes within this classroom project. Computer technology is necessary for ongoing communication and feedback, sites such as skype, Edmodo and secure wikis and weeblys will modify communications and allow expert collaboration’s, peer and teacher feedback, easy rewriting, and audio recording.

SAMR Model

• Redefinition: Prezi’s, video editing programs, Google Earth and Google Maps allows for new tasks to be created and produced by students that were previously inconceivable. Within the project the students will be able to create through various multimedia devices that will redefine through learning outcomes. At this level, common classroom tasks and computer technology exist not as ends but as supports for student centred learning. Students learn content and skills in support of important concepts as they pursue the challenge of creating a professional quality presentation to a real life government body, this could be through video, presentation or mix media. Collaboration becomes necessary and technology allows such communications to occur. Questions and discussion are increasingly student generated.

Project Learning Theories

The two main behavioural theories that have influenced this unit of work are listed below

• Constructivism has been the main influential theory in this unit, and is also influential in current curriculums. Constructivism in embedded in this unit from start to the finish- this unit is student centred, rather than teacher centred and focuses on collaborative learning. Collaborative learning is where students interact and build on each other’s ideas and is constructivist in nature (Mergel, 1998).

• Connectivism has been extensively used throughout this unit as students must find the information by connecting with people, places and technologies. As Siemens (2005) states, “That it is no longer possible to know everything, that it is more important to identify how and where to find the knowledge.”