Learning+Goals

=Learning Goals=

The learning goals for this unit are for the students to transform their knowledge of good nutrition through investigating food choices. Students will also develop their knowledge of persuasive text types through investigating the topic of food choices. Student learning will be supported through the use of ICT and digital tools which enhance the learning through allowing students to work through their thinking from finding information, to analysing that information and creating a persuasive text of their own to demonstrate their new knowledge related to food choices.

This unit overview prescribes a learning journey to meet the outcomes from curriculum of;

Health and Physical education by the end of year three,

Reflect on learning to identify new understandings || * Health behaviours and choices are influenced by personal factors, people and environments
 * Ways of working || Knowledge and understandings ||
 * * 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
 * Reflect on and identify how behaviours, skills and actions influence health and wellbeing.
 * A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing ||

And From the Australian Curriculum for Year two English


 * Language || Literature || Literacy ||

Interpreting, analysing, evaluating
Identify the audience of imaginative, informative and persuasive texts

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

Creating texts
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

Construct texts featuring print, visual and audio elements using software, including word processing programs ||

Within the Australian Curriculum the use of ICT is an embedded general capability. The Australian Curriculum describes the development of this capability as something that develops alongside3 content knowledge in subject specific areas.

Taken from the Australian Curriculum General capabilities ICT use overview.
 * Students develop ICT competence when they learn to:
 * //Investigate// with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems
 * //Create// with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks
 * //Communicate// with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)
 * //Operate ICT:// applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed
 * Apply appropriate social and ethical protocols and practices to operate and manage ICT. ||

__Smart Classrooms Student ICT Expectations.__
Students are also expected to reach a range of outcomes for using digital tools and ICTs under the smart classrooms student expectations as outlined by the Queensland Government in these publications. These competencies include using digital tools for inquiry, creating and communicating. It is also expected that these learning experiences will occur through using the technology to explore other subject areas.

__Higher Order Thinking.__
As well as having curriculum objectives to meet in this learning sequence, a further learning goal is to scaffold learning so that students develop higher order thinking. Higher order thinking is described in the productive pedagogies classroom manual as thinking that involves students in the transformation of knowledge( Productive pedagogies reference). Transformation is said to occur through a process of synthesising, generalising, explaining, interpreting or arriving at a conclusion ( Productive pedagogies reference). These verbs begin to explain the thinking that is a learning goal through out this learning journey.

Blooms taxonomy is one way to provide a framework for different levels of thinking. Blooms Taxonomy was originally designed with 6 levels that described stages of thinking and went from knowledge, comprehension and application to the higher order thinking areas of analysis, synthesis and evaluation ( ref powerpoint kurwongbah state school). These were later revised and recategorised using verb terms as;remembering, understanding, applying, analysing, evaluating,and creating ( same ref as before).


 * Higher-order thinking || __Bloom’s Revised Taxonomy Planning Framework __ || **//Actions //** || **//Products //** || **//Learning Activities //** ||
 * ^  || [[image:https://anotherelearningdesignwiki.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=685 width="6" height="8"]]**__Creating __**

(Putting together ideas or elements to develop an original idea or engage in creative thinking). || Designing Constructing Planning Producing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Inventing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Devising <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Making || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Film <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Story <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Project <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Plan <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">New game <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Song <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Media product <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Advertisement <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Painting ||  ||
 * ^  || **__<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Evaluating __**

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Judging the value of ideas, materials and methods by developing and applying standards and criteria). || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Checking <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Hypothesising <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Critiquing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Experimenting <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Judging <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Testing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Detecting <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Monitoring || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Debate <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Panel <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Report <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Evaluation <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Investigation <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Verdict <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Conclusion <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Persuasive speech ||  ||
 * ^  || **__<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Analysing __**

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Breaking information down into its component elements). || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Comparing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Organising <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Deconstructing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Attributing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Outlining <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Structuring <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Integrating || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Survey <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Database <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Mobile <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Abstract <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Report <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Graph <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Spreadsheet <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Checklist <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Chart <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Outline ||  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Lower-order thinking || **__<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Applying __**

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Using strategies, concepts, principles and theories in new situations). || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Implementing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Carrying out <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Using <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Executing || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Illustration <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Simulation <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Sculpture <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Demonstration <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Presentation <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Interview <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Performance <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Diary <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Journal ||  ||
 * ^  || **__<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Understanding __**

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Understanding of given information). || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Interpreting <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Exemplifying <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Summarising <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Inferring <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Paraphrasing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Classifying <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Comparing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Explaining || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Recitation <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Summary <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Collection <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Explanation <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Show and tell <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Example <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Quiz <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">List <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Label <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Outline ||  ||
 * ^  || **__<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Remembering __**

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Recall or recognition of specific information). || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Recognising <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Listing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Describing <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Identifying <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Retrieving <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Naming <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Locating <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Finding || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Quiz <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Definition <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Fact <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Worksheet <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Test <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Label <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">List <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Workbook <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Reproduction ||||||  || Taken from @http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm