T3 Inquiry Plan - unique nz HOT 10x - eastnet

voraciousdrabSoftware and s/w Development

Dec 14, 2013 (3 years and 6 months ago)

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Hooked on Thinking Differentiated Curriculum Model Planner


Concept:

Context:

Values:

Key Competencies:

Key
Understanding:

Driving Question:

Subsidiary
Questions:

To give children
an
understanding
of the country
that they live in

Maori culture

Excellence

Innovation

Diversity

Equity

Community and
Participation

Ecological
Sustainability

Integrity

Respect

Thinking

Managing self

Participating and contributing

Relating to others

Making meaning from
language, symbols and text

How Maori
culture
contributes to
the identity of
NZ.


How does Maori
Culture make NZ
unique and
special?

Define culture?


Compare and
contrast myths and
legends, dance and
music from maori
and other cultures.


Predict



what if
people did not
respect rules or
culture?



What if only the
Maori lived in NZ?

What if we all had to
speak Te Reo?


Curriculum Learning Area:

Achievement
Objectives:

Curriculum Level:

Learning Intentions

Select the learning area and essence
statement that best match the
concept and context for your students



Social Sciences

Select the achievement objectives that best match the
abilities of your students.

L1 Understand how the cultures of people in NZ are
expressed in their daily lives.

L 3 Understand how people remember and record the past in
different ways.

L2
Understand how cultural practices reflect and express
people’s customs, traditions and values.


Schools will have their own criteria for developing learning
intentions.
http://www.slideshare.net/Artichoke/solo
-
taxonomy
-
learning
-
intentions
-
and
-
hot
-
maps

Use your LI’s to write your
WALTs

WALT know the vocabulary of a define map.

WALT
identify the different ways historical events are recorded.

WALT define the meaning of ‘culture’?

WALT explain why values, traditions and customs are important
to us.


*WALT define what is Maori culture?

WALT compare and contrast myths and

legends, dance a
nd
music from M
aori and other cultures.

*WALT compare Maori culture to other cultures?

WALT p
redict


what if people did not respect rules or culture?


What if only the Maori lived in NZ?

What if we all had to speak Te Reo?



What if we only had to cook in a

Hangi?

*WALT imagine learning as a traditional Maori.


Learning Experiences:


Learning experiences that best meet the learning intentions and achievement objectives that match your students’ abilities.

Bringing in ideas:
(
Identify/ Label/
List/ Define/

Describe/ Retell/
Recall/ Recite










Linking ideas:
(Sequence/ Classify/
Compare Contrast/ Cause Effect/
Analysis Part whole/ Explain/
Analogy/Question)

Putting linked ideas in another context:
(Predict/
Hypothesise/ Generalise/Imagine/ Reflect/
Evaluate/ Create)

Thinking interventions that target bringing in
ideas:






Thinking interventions that target linking
ideas:


Thinking interventions that target putting linked ideas in another
context:


ICT to enhance conditions for bringing in ideas:

ICT to enhance conditions for linking ideas:


ICT to enhance conditions for putting linked ideas in another
context:





Assessment: Learning Area:

Assessment: Key Competency

Self
-

assessment rubric for an achievement objective.


Extended Abstract


Rational


Multistructural


Unistructural


Prestructural



Making meaning from language, symbols and texts.


Extended Abstract


Rational


Multistructural


Unistructural


Prestructural









ICT Resources:

Thinking Resources:

What if Questions:

Student
-
led Inquiry Scenario:


These are suggested ICTs that will
support the bringing in of ideas, the
connecting of ideas, and putting
ideas into another context.



These are suggested thinking
frameworks based on a range of
strategies.



Use these for class/group discussion
or writing.












Connections across the learning areas:

Achievement Objectives

T
echnology AO:

L2 Nature of technology:
Characteristics of technology

Understand that technology both reflects and changes society and the environment and increases people’s capability.


L3 Nature of technology:
Characteristics of technology

Understand how society and environments impact on and
are

influenced by technology in historical and contemporary contexts and that technological knowledge is validated by successful
function.


The Arts :

Dance

L2
Communicating and Interpreting

Share dance movement through informal presentation and
identify the use of the elements of dance.


L3
Communicating and Interpreting



Prepare and share dance movement individually and in pairs or groups.



Use the elements of dance to describe dance movements and respond to dances from a variety of cultures.


VIS
UAL



L2
Developing ideas

Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination.


L3
Understanding the Arts in context


Students will:

Investigate the purpose of objects and images from past and present
cultures and identify the contexts in which they were or are made, viewed,
and valued.



DRAMA
.

L2:
Understanding the Arts in context


Students will:

Identify and describe how drama serves a variety of purposes in their lives and their communities.


L3
Understanding the Arts in Context

Students will:

Investigate the functions and purposes of drama in cultural and historical contexts.


MUSIC:

L2
Developing ideas




Improvise, explore, and express musical ideas, drawing on personal experience, listening, an
d imagination.



Explore ways to represent sound and musical ideas.



L3
Communicating and interpreting




Prepare and present brief performances of music, using performance skills and techniques.



Respond to and reflect on live and recorded music.


English

L2

Listening, Reading, and Viewing Speaking, Writing, and Presenting

Processes and strategies

Students will:

• Select and use sources of information, processes, and strategies

with some confidence to identify, form, and express ideas.

Speaking, Writing, and
Presenting

Processes and strategies

Students will:

• Select and use sources of information, processes, and strategies

with some confidence to identify, form, and express ideas.




L3
Listening, Reading, and Viewing

Processes and strategies

Students will:



Integrate sources of information, processes, and strategies with

developing confidence to identify, form, and express ideas.

Speaking, Writing, and Presenting


Processes and strategies

Students will:

• Integrate sources of information, processes, and stra
tegies with

developing confidence to identify, form, and express ideas.


Mathematics AO’s



Number and algebra
: Multiplication & Division, Fractions, Proportions & Ratios
, Geometry: patterns
and relationships,

transformation

Maori

L1

1.1
To greet and
farewell and acknowledge

1.2

Introductions and responding to introductions

1.3Communicate about number using days of the week months and dates

1.4 Communicate about personal information

1.5 Communicate about locations

1.6
P
oliteness conventions

1.7 Simple

classroom language


Hook Activities


Museum visit


Te Ao Hurihuri

What do we know?

Brainstorm.


Learning Experiences as part of the Hook to build
knowledge


Hangi

Teach waiata/
songs


Bridget E Papa

Art

Technology


tools e.g. patu or
clay

Flax weaving

Kowhaiwhai patterns

Carving


soap carving

Poi making

Games they played

Traditional Clothing

How a meeting house can tell a story?

A
-
Z homework activities

Culture: traditions,
food, patterns, celebrations,
funer
als, clothes, myths and legends



Planned
Activities/Learning Experiences


Museum visit.


Define map

for culture
.



Wondering (combination of Solo and HOT matrix)

Define what is
culture?




Define Map

Formulate open/closed questions

Define

List

Describe

Brainstorm

PMI

Picture key

White hat

Red Hat

Mind map

Venn Diagram

Timeline

What is
Maori culture?


Describe what is a poi, hangi, haka, marae
, tangi,
waiata, taonga, mihi mihi, powhiri, whanau, koha, etc.


List Maori tradition, beliefs, values, food,
clothing,
language, festivals, stories, myths and legends,
celebrations, art, protocols, music, dance and drama.


History


how did the Maori get to New Zealand?
Where did they settle?

List the Maori place names and their meanings?

How did they settle and
belong to a place


traditions?


Label pictures of Maori traditions.

Describe pictures of Maori traditions and explain their
importance.

Retell a Maori myth and legend.

Recount/describe trip to the Museum.

Recite waiata and poems.


Planning

List Maori
names, cities, places, colours

Plan

Discuss

Describe

Thinkers keys

Alphabet Key

Variations Key

Question Key

Brainstorm Key

What if key




Devise
questions

that try to answer the ‘big question’.


Plan how this will happen.



Exploring

Researching and Investigating

Making sense of my questions and answers:

Define

Compare and Contrast

Predict



Commonality key

for Venn diagrams and to compare and
contrast

Timeline

Storyboard


Compare han
gi to other traditional foods e
.g. barbecue

Sequence entering a Marae visit


protocol

Practise protocols for Marae visit.

What makes traditional Maori culture special?

Compare
u
sing venn diagram


own
traditions and
M
aori traditions
.


Creating
-

Presenting

Sharing how my thinking has Changed


Create a timeline of settlement in New Zealand.

Create a taonga to represent your own family and
culture.

Explain what else would make NZ unique if we did not
have the Maori culture.


Reflecting
-


What have I learnt:


Predict what NZ would be like without the

M
aori
culture
?