Burning plains and flooding rains - Y5, T1 - Sacred Heart PS
Session 1 Introduce Discovery box full of items Introduce the topic and title Write down any questions on post-it’s and hang under Google-able and Non-google-able heading Introduce Design Thinking Process and place arrow in line with Empathy Phase and discuss what empathy is
Session 2 Review photos of 2011 floods showing students what certain images are taken of Read out all the post-it questions so far and categorise according to topic (eg flood, prevention, fire, natural disasters etc) Explain that this is the lines of enquiry we will be studying.
Session 3 Read the book “Flood” by Bruce Whatley. Discuss the thoughts and feelings of the people involved. Opportunity to discuss experiences with recent 2011 floods. In small groups, read through newspaper articles and images. Make notes on local areas that flooded and what the residents felt.
Session 4 Where in Australia are Natural disasters most likely to happen? Look at Disaster Mapper website http://disastermapper.ema.edu.au/#/intro to identify where disasters happen and map.
Session 5 Why do floods happen in our local area? What is the layout of our city that means certain parts flood often? Look at flood maps from 2011 floods and compare to normal map of river. What does this mean for families and businesses in these areas?
Session 6 Responses to disasters- look at the ways people attempt to prevent/lower the damage of floods. What services provide assistance during natural disasters? What are some ways floods can be mitigated- look at London Thames levies.
Session 7 Tagging Learning- discuss what it means to ‘tag’. We can tag thoughts, feelings, emotions and actions Give students a chance to tag our D/T wall.
Session 8 Review Initial questions on Googleable and non-googleable wall and move any post-its to DONE wall. Begin synthesis- THINK, PAIR, SHARE- Students brainstorm the 3 most important/memorable things that they would like to know more about. They then combine their ideas in a pair and again in a small group to get a list of 10 most important issues about the topic. Write the top 10 topic on the board and complete Sticker activity (each student has 3 dot stickers and puts it next to the most important topics) Review most popular choice
Session 9 Review which topic students believe is the most popular and Develop HOW MIGHT WE… question?
Session 10 What can we do to solve this issue? Who can we ‘pitch’ our ideas to? 50 ideas in 10 mins- discuss that there are no limits and can only respond with Yes and…and can work in groups, pairs or individually Review and share ideas- discuss that you can ‘Steal’ others ideas Share in larger groups and choose top 5 Form groups based on common interests
Session 11 Begin prototyping and giving feedback Begin with paper designs and encourage discussion and trial and error
Session 12/13/14 Continue to work on prototypes
Session 15 Discuss ‘pitching’ ideas How to prepare a pitch outline
Session 16 Practice ‘pitches’ giving feedback to each other
Session 17 Present PITCH
Session 18 Complete an End of project reflection Reflect as a whole class
Complete hexagon learning activity to synthesise topics
Potential Question- How might we better prepare our local community to be flood ready?
PITCHING IDEAS- the students have finished their prototypes and written some 'pitches'. So throughout today and tomorrow the students are 'pitching' their ideas to some parents, each other and our principal. We attempted to get the Mayor to come in, but he wasn't able to before holidays. Will still try to get him to visit because the kids have identified that he is their target audience. They are very proud of what they have created. #designthinking #whatarewedoingindesignthinkingnextterm #keenlearners #happyparents #greatfeedback 😃
5 red are finishing up their prototypes to answer the question of "how might we better prepare the Ipswich community for flooding" (couldn't have timed the torrential rain today more perfectly). Students have created things such as evacuation packs, underground conveyor belts to take water from the surface to drought stricken areas, an underground 'storm/flood shelter' and retractable flood gates on the dam that pop up when the dam get dangerously full (modelled on the London Thames flood prevention levies). It's been a brilliant week of construction and prototyping. Now to prepare to Pitch our ideas and do some project reflection. #realworldissue #studentsfirstDTproject #canwepleeeasedothisatlunchtime?  #designthinking 
SYNTHESIS/DEFINING our problem. After completing the 'main content' part of our unit we spent a session today synthesising and making connections. The students 'tagged' their learning and wrote down 5 things they found interesting about our topic. We then summarised this into 5 main areas of interest and brainstormed our epic "How might we..." question, deciding on "How might we better prepare our local community to be flood ready?" Next, we moved straight onto IDEATE since the kids were so keen to get their ideas down. We did 50 ideas in 5mins and the students LOVED knowing that no idea was too far fetched or silly. It was great to see two of my boys (who often require a number of prompts to remain on task) sneak under a desk to write down their ideas. We then came back as a class and students had to sort through their ideas and decide if they were New, Useable, Feasible (NUF). Students then shared their top 5 ideas. This then lead to some discussion about how the ideas could work and as a result some PROTOTYPING began. Very excited to see where this goes next week. 
The beginnings of our DT topic "Burning plains and flooding rains". Ties in perfectly with Geography and a very relevant issue in our local community. This group of students haven't been exposed to the language of DT prior to this year, but heard whispers from students last year and were very excited to begin the topic!! Lots of questions to answer and research #engagedkids #excitedteacher
Al Gore on Climate Change www.youtube.com YouTube
Let’s prepare for our new climate- Vicki Arroyo www.youtube.com Set aside the politics: Data shows that climate change is happening, measurably, now. And as Vicki Arroyo says, it's time to prepare our homes and cities for...
www.abc.net.au The RSPCA says governments need to take animals into account when planning for natural disasters such as the Queensland floods.
www.fema.gov FEMA.gov | Federal Emergency Management Agency - FEMA.gov is experiencing technical difficulties
www.abc.net.au Floodwaters have left a trail of destruction across Brisbane and Ipswich.
environment.nationalgeographic.com.au Learn more about the causes and effects of natural disasters.
www.bbc.co.uk Watch BBC video clips that delve into and explain the science behind different types of natural disasters such as volcanoes, earthquakes and tsunamis.
Pet-preparedness www.youtube.com www.CaliEarthquakeKits.com It takes just three steps the get your Pets, ready for an emergency. When considering your pets, you'll need to get a Pet Emergenc...
www.ready.gov Pets and Animals | Ready.gov
Immersion box to get things started! www.evernote.com
Exploring different types of questions. www.evernote.com
Commenting on images about local flooding. www.evernote.com
Tagging images with our comments and thoughts. www.evernote.com
Exploring some potential lines of enquiry. www.evernote.com
An early prototype of our ideas. www.evernote.com
Ipswich Flood app www.evernote.com
Sharing our early ideas www.evernote.com
The Ipswich Flood Pack www.evernote.com
The key inquiry question for Year 5 is articulated below. How can the impact of bushfires or floods on people and places be reduced? www.australiancurriculum.edu.au Foundation to Year 10 Curriculum filter by subject and columns - The Australian Curriculum v8.3
Geographical Knowledge & Understanding The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030) www.australiancurriculum.edu.au 7–10 Geography Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.3
Geographical Inquiry & Skills Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034) www.australiancurriculum.edu.au 7–10 Geography Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.3
Geographical Inquiry & Skills Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) www.australiancurriculum.edu.au 7–10 Geography Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.3

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