Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Learn Live & Engage in our Outdoor Activity Area

As a group of teachers we have been tasked by the principal and school community to design an outdoor area to meet the learning needs of four curriculum areas: Mathematics, Science, Technology and Health and Physical Education.

Katrina Olsson

on 15 April 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Learn Live & Engage in our Outdoor Activity Area

Our Proposal The 5 E's Model Learn Live & Engage! Our Outdoor Activity Area The Inquiry Process Engage Explore Explain Elaborate Evaluate Our School Our Team Rebecca Beattie Andrea Bothmann Katrina Olsson Todd Rogers Gyantri Singh Australian Curriculum Mathematics Year 3 / Statistics and Probability / Data representation and interpretation Science Year 3 / Science Inquiry Skills / Questioning and predicting Health & Physical Education Queensland Curriculum D8950165 Technology LOOK LIKE?
Natural, Organic, colourful, fun, cultural, diverse, inviting, shaded (sail covered and tin roof covered) and sunny areas. What do we want our
outdoor area to What do we want our
outdoor area to SOUND LIKE? Insects buzzing,
Birds singing, children laughing and talking, water babbling, clock ticking, leaves rustling,
bike whizzing
Bike generated power can support a laptop for data collection, graphing, results display as well
as music and video for games
and learning sessions. What do we want our
outdoor area to FEEL LIKE? Fun, Exciting, Active,
Challenging, Fresh air

Textural - water, soil, wood, plants.

Cool - shaded concrete areas and rubber surface for main snakes and ladders/learning area in summer.

Warm - sunny grassy areas for soaking up winter sun. U1021416 U1027182 U1040292 Q9522732 Brainstorming What age group do we wish to target? 550 Enrolments
An Indigenous Education Focus school and we work closely with our community to embed Indigenous Perspectives within our programmes.
Updating Library What do we want
our outdoor area to:
Look like?
Sound like?
Feel like? Y Chart How can we create
an area with flexible
uses and real
learning opportunities? How can we
multiple learning
areas into
activities? Are there examples
of other schools that
have done this, and
done it well? Where will we
source our
information? Cost Estimate and Balance Sheet Mathematics - build and enhance data recording
- calculation
- data display
- interpretation skills Science - scientific prediction
- investigation planning and undertaking
- data recording
- representation and interpretation skills Health and Physical Education - investigation planning
- research
- decision-making
- action taking skills Technology - use in Mathematics and HPE lessons
- design, communication and production of ideas
- resource and technique selection
- reflection and evaluation competence. Water Feature Weather Station What learning opportunities can the outdoor learning area provide? Learn Live & Engage! Existing Structures & Proposed Site (adapted from ACARA, 2013) Content description: Elaborations: 1. Exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
2. Collecting data to investigate features in the natural environment Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies Demonstrate learning
- plan an investigation into the energy input & output of students’ production of electricity using the bike.
- digitally collect, present & analyse data
- make calculations for energy produced & consumed over time
- extrapolate requirements for desired energy usage of devices. General Capabilities: ICT
Numeracy (adapted from ACARA, 2013) Content description: With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge Elaborations: 1. Choosing questions to investigate from a list of possibilities
2. Jointly constructing questions that may form the basis for investigation
3. Listing shared experiences as a whole class and identifying possible investigations
4. Working in groups to discuss things that might happen during an investigation Demonstrate Learning
- Use an Inquiry process to identify questions
Will the plants grow faster if they use the compost from the worm farm? How much faster?
- Set up & maintain testing gardens
- Digitally record, present & analyse data
- Draw conclusions & make recommendations General Capabilities: ICT
Critical and Creative Thinking
Ethical Behaviour (Sustainability)
Literacy (Science specific)
Numeracy (adapted from QSA, 2013) Ways of Working: Students are able to:
• Pose questions and plan simple activities and investigations
• Identify and collect information and evidence
• Draw conclusions and make decisions
• Propose and take action to promote health and wellbeing, movement capacities and personal development Knowledge and Understanding: HEALTH: A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing

PHYSICAL ACTIVITY: Regular participation in physical activity develops movement capacity and promotes health and wellbeing

PERSONAL DEVELOPMENT: Everyday experiences and relationships give rise to different emotions in self and others Demonstrate Learning
- Research and produce of an advertisement (print or digital medium) on health benefits of exercise/healthy eating/good social habits.
- Plan & research
- Make decisions & take action General Capabilities: Critical and Creative Thinking
Literacy (text production, use, participation and analysis)
Personal and Social Capability
ICT (adapted from QSA, 2013) Ways of working: Students are able to:
• Identify the purpose for design ideas
• Generate simple ideas for designs
• Communicate major features of their designs, using 2D or 3D visual representations and words
• Select resources, simple techniques and tools to make products Knowledge and Understanding: Simple techniques and tools are used to manipulate and process resources
Designs for products are influenced by purpose, audience and availability of resources Demonstrate Learning
- Investigate materials, sizes and styles for the production of a large play dice for use in snakes and ladders and similar maths-based games.
- Plan & Identify purpose for design
- Construct a 3d dice using available resources General Capabilities: Critical and Creative Thinking
Literacy (Design-specific)
Numeracy http://education.alberta.ca/media/313361/focusoninquiry.pdf

Borich,D.(2011).Effective teaching methods:research based practice(7th Ed,pp123-129).Boston MA. http://www.deir.qld.gov.au/workplace/resources/pdfs/teachers/OHS-schools-guide.pdf www.australiancurriculum.edu.au/Year3#learningareaMathematics www.australiancurriculum.edu.au/Year3#learningareaScience. www.qsa.qld.edu.au/downloads/p_10/qcar_el_hpe-Year3.pdf. www.qsa.qld.edu.au/downloads/p_10/qcar_el_technology-Year3.pdf A high value learning area
by design Health & Safety • Wear Sunscreen
• Wear a Hat
• Provide Shade
• Utilise undercover area
and keep out of the sun
between 10am and 2 pm Sun Safety Equipment •Ensure bike meets safety standards
and is serviced regularly
•Establish rules for safety and first
aid kit is accessible
•Teacher supervision
•Regular checks and report any incidents
or faulty equipment immediately
•Use of pebbleflex to minimise injuries
from falls etc. Inclusivity •Wheelchair accessible
•Adequate seating provision
•Risk assessments done
regularly Water Safety •Fencing and supervision
•All water containers etc
to be emptied regularly
to avoid mosquitoes Plants/Animal Ethics • Ensure appropriate gardening
gloves are worn when tending to gardens
• Washing of hands after interacting
with worms and stick insects
• Maintain healthy environment
for worms and stick insects Supervision Teacher aides to provide additional supervision
Teachers are trained fire wardens for emergency evacuations
OHS Officer in School Admininstration A high value learning area
by design A Digital Data Portfolio A Digital Investigation Portfolio A Digital/Print advertisement A 3-dimensional dice Old Library building New Activity Area Existing courtyard
tables & chairs Sunsafe Outdoor Learning Area Existing grass slope Large Pebbleflex seating steps Existing flat grass area Games & Learning area Existing brick wall Aboriginal Art Project By the end of Year 3 By the end of Year 3 A cultural and natural environment “Cultural and natural environments play an essential role in the physical and psychosocial development, growth and learning of children” (Moser & Martinsen, 2010). Use of existing structures, recycled materials and community assistance minimises outlay.

Learning outcomes outlined above and flexibility for many authentic uses ensures a valuable learning environment. Budget A learning environment outside the classroom Students will experience “a powerful context of learning in problem-solving and team-working and can deepen and enrich learning undertaken in the classroom (Passy, 2012). Health and Safety Designed to conform to Hazard and Risk recommendations (Education Queensland, 2013) for Playgrounds & Outdoor Areas. A space apart from classroom and playground “School gardens provide a wealth of benefits” (e.g. pastoral care, distinctive roles, allow visible contribution) - Passy (2012).

A place of respite for “children feeling restless and needing to constantly move to find peace” (Grahn et al., 1997). Integrated opportunities for the use of Multiple Intelligences In “combining physical, visual and naturalistic ways of learning with linguistic and mathematical intelligence, the potential for learning is maximised” (DfES, 2006) See Appendix 1 for breakdown of costing See Appendix 2 for measurements and further details
Full transcript