Assignment Task
Early-Stage-1, Kindergarten
Aim: Working-individually,-in-ability-based-rotation-groups-and-as-a-whole-class,-students-investigate-the-mass-of-different-objects using hefting-and-pulling-practices. The lesson is structured using a-constructivist-approach wherein student’s prior knowledge is integrated as they engage with content through practice which is modelled,
guided and finally performed independently. The-lesson integrates a variety of pedagogical approaches?problem- based, collaborative, and inquiry-based learning?to-teach-mass-concepts-using-kinaesthetic,-hands-on-activities-and-transformative-technological-application. Students learn to effectively measure mass and develop-their-
questioning,-reasoning,-reflection,-problem-solving,-collaboration-and-technological-skills-when calculating-answers,-consolidating-learning-and-relating-new-knowledge-to-practical-situations.
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Process:
Communicating-MAe-1WM-Describes-mathematical situations-using-everyday-language,-actions,-materials-and informal-recordings
– Identifies-the-mass-of-different-objects-and-describes-this-using-terminology-such-as-‘heavy,’-‘heavier,’-‘heaviest,’-‘light,’-‘lighter,’ ‘lightest,’-‘about-the-same-as’-and-‘weight’- Predicts-objects-that-are-‘heavier-than,’-‘lighter-than,’-or-have ‘about-the-same-mass’-as-other-objects-and-explains-their-predictions
Problem-Solving-MAe-2WM:-Uses-objects,-actions,-technology-and/or-trial-and-error-to-explore-mathematical-problems – Investigates-the-use-of-hefting-in-practical-situations-(eg-the-practice-used-by-Aboriginal-people-to-heft-duck-eggs to determine-their-sex)
– Investigates-the-common-misconception-and-uses-problem solving strategies-to-understand-why-larger-objects-are-not necessarily- heavier-than-smaller-objects
Assessment-Strategies:
Observation-notes:-Did-students-understand-the-concept-of-mass-and-did-they-appropriately-use-hefting-and-pull-practices-to-solve-problems?-Did-they-use-the-syllabus’-‘Suggested-Terminology’-when-communicating and reasoning about-their-predictions-and-findings?-Did-they-work-effectively-in-the-ability-based-groups and-were the-differentiation-QR-codes-suited-to-their-differing-abilities?-Was-the-Explain-Everything-app-an effective Information and Communication Technological (ICT)-tool to-record-and-annotate-their-learning? Did students appropriately manipulate concrete materials when problem solving?
Work-samples:-Students-record-their-learning-and-completion-of-activities-by-photographing,-videoing,-and annotating via-the-Explain-Everything app-on-their-iPads.-Teachers-can-then-access the student’s-learning-evidence-to-assess successful completion of hefting-and-pulling-strategies-and-annotate-their records to-clarify-misunderstandings-and-give-feedback. During investigations teachers can access the Explain Everything files and annotate the student’s learning instantaneously.
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