Integrated Curriculum – Multidisciplinary Curriculum Design
Year 4 or 5
Subject: Science
Topic: Life Cycle of a Frog
Questions:
1. Find the pictures of the life cycle and save them to the desktop.
2. List the steps in a frog life cycle.
3. Produce a report in MS_Word, including pictures that have been saved.
Lesson Objectives:
As a whole: Using the Internet as a tool for pupils to produce a report.
1. Pupils to be able to use and utilize search engines.
2. Pupils to be able to save images from websites.
3. Pupils to be able to insert images in MS_Word.
Year 3
Subject: ICT
Topic: Getting Started with MS_Word.
Description: Pupils learn or review how to open and create file, format text, change font and point size.
Lesson Objectives:
1. Pupils to be familiarized with a word processing package.
2. Pupils to learn basic features of MS_Word (Typing and Formatting)
3. Pupils learn how to italize, bold, underline and change the point size.
4. Pupils to learn letter and punctuation placement on the keyboard.
5. Pupils to learn that only one space is needed between each word and two spaces needed between each sentence.
5. Review and learn how to start and quit the application.
Wednesday, 25 February 2009
Frances Fuller three stages of model of concerns
The concerns stated below refers to my Week 6 lesson with Year 3A of Sekolah Rendah Mabohai, which was learning about storage devices.
Stage 1 - Self concerns
- The introduction was simple enough for the pupils to understand but my concern was whether they understood the ICT terms that I introduced to them i.e. storage, devices, pen drives, compact disk and diskette.
- Explaining about the function of the storage devices took a short time and I wonder if the pupils could comprehend to what extent the functionality of each stated device was.
- During the practical of the usage of the pen drive, I was concern about the fact while one group was working the other group was just loitering around doing nothing.. I did not prevision that would occur.
Stage 2 - Task concerns
- The class was a big class (about 33 pupils) and I was not well-prepared in handling the flow of the lesson.
- Task given were not enough to cater all the pupils.
- Grouping into two to carry out one task was inadequate. There should have been about 5 groups to minimize wastage of time.
- Because of the concerns above, I am concerned about not being creative enough planning a well-prepared lesson.
- I am concerned about conflict between my studies (theory) and my teaching practise (practical).
- I am concerned about my inability to manage all the ICT usage requirement (fully utilizing the available resources) - that time I wanted to use the Macbooks but I didn't have the passwords and my CT was not around, hence used my own laptop to do the practical.
- I am concerned about the time spent working with non-academic problems related to teaching with ICT (managing the class to settle down and pay attention within the period)
- I am VERY MUCH concern with the fact that each class is only allocated 1 period each week to learn ICT.
- The fact that the ICT lab in the school has no wireless network is of dire concern.
Stage 3 - Learning concerns
- I am concerned about how the use of IT affects pupils who do not have a computer or a notebook at home.
- I would like to revise the ICT scheme of work so that it would work hand in hand with the other subjects.
- I am concerned that some pupils with low command of English would instead be overwhelmed by the ICT terms used and be demotivated instead to learn ICT.
Stage 1 - Self concerns
- The introduction was simple enough for the pupils to understand but my concern was whether they understood the ICT terms that I introduced to them i.e. storage, devices, pen drives, compact disk and diskette.
- Explaining about the function of the storage devices took a short time and I wonder if the pupils could comprehend to what extent the functionality of each stated device was.
- During the practical of the usage of the pen drive, I was concern about the fact while one group was working the other group was just loitering around doing nothing.. I did not prevision that would occur.
Stage 2 - Task concerns
- The class was a big class (about 33 pupils) and I was not well-prepared in handling the flow of the lesson.
- Task given were not enough to cater all the pupils.
- Grouping into two to carry out one task was inadequate. There should have been about 5 groups to minimize wastage of time.
- Because of the concerns above, I am concerned about not being creative enough planning a well-prepared lesson.
- I am concerned about conflict between my studies (theory) and my teaching practise (practical).
- I am concerned about my inability to manage all the ICT usage requirement (fully utilizing the available resources) - that time I wanted to use the Macbooks but I didn't have the passwords and my CT was not around, hence used my own laptop to do the practical.
- I am concerned about the time spent working with non-academic problems related to teaching with ICT (managing the class to settle down and pay attention within the period)
- I am VERY MUCH concern with the fact that each class is only allocated 1 period each week to learn ICT.
- The fact that the ICT lab in the school has no wireless network is of dire concern.
Stage 3 - Learning concerns
- I am concerned about how the use of IT affects pupils who do not have a computer or a notebook at home.
- I would like to revise the ICT scheme of work so that it would work hand in hand with the other subjects.
- I am concerned that some pupils with low command of English would instead be overwhelmed by the ICT terms used and be demotivated instead to learn ICT.
Wednesday, 11 February 2009
Proposed Lesson Plan (ICT)
Subject: ICT
Topic: Instant Messaging using I-Chat on Macbook
Year: 3
Week: 7
Day: Monday
Date: 16th February 2009
Period: 1 (30 minutes)
Lesson Objectives:
1. For pupils to learn about e-communication.
2. For pupils to be able to analyse or deduce identities.
1. Teacher prepares Macbook and group pupils in pairs or threes.
2. Pupils log in to the student account.
3. Pupils point to the dock and click on I-Chat.
4. Teacher gives pupils a set of introductory questions for the pupils to ask one another via I-Chat. Answers to the questions are to be written down on a piece of paper each pupil. Pupils are to investigate whom they are chatting with.
Questions:
1. Hello, how are you today?
2. Are you a boy or a girl?
3. What colour is your pencil case?
4. What is your favourite food?
5. What is your father's name?
Plan B (Should there be problems with the Macbooks and Wireless Connection)
1. Number the diskettes backwards from the pupils' registration.
2. Distribute the diskettes.
3. Pupils retrieve the file with questions for them to answer and save the file.
4. Give the pupils time to answer the questions and ask them to save the files.
5. Collect diskettes and jumble them up.
6. Teacher distributes the diskettes randomly.
7. Pupils retrieve the files and try to guess the diskette that they have belongs to who.
Topic: Instant Messaging using I-Chat on Macbook
Year: 3
Week: 7
Day: Monday
Date: 16th February 2009
Period: 1 (30 minutes)
Lesson Objectives:
1. For pupils to learn about e-communication.
2. For pupils to be able to analyse or deduce identities.
1. Teacher prepares Macbook and group pupils in pairs or threes.
2. Pupils log in to the student account.
3. Pupils point to the dock and click on I-Chat.
4. Teacher gives pupils a set of introductory questions for the pupils to ask one another via I-Chat. Answers to the questions are to be written down on a piece of paper each pupil. Pupils are to investigate whom they are chatting with.
Questions:
1. Hello, how are you today?
2. Are you a boy or a girl?
3. What colour is your pencil case?
4. What is your favourite food?
5. What is your father's name?
Plan B (Should there be problems with the Macbooks and Wireless Connection)
1. Number the diskettes backwards from the pupils' registration.
2. Distribute the diskettes.
3. Pupils retrieve the file with questions for them to answer and save the file.
4. Give the pupils time to answer the questions and ask them to save the files.
5. Collect diskettes and jumble them up.
6. Teacher distributes the diskettes randomly.
7. Pupils retrieve the files and try to guess the diskette that they have belongs to who.
Wednesday, 4 February 2009
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