Belinda+Keays

ICT skills- Ability to use Microsoft Office Beginners experience for interactive whiteboards Capable of using computer research skills.

What I want out of this Intel Teach Program- To develop skills in an assortment of Higher Order Thinking Tools in Ict such as blogs, wikis. Develop an integrated studies topic that incorporates Higher Order Thinking skills specific to my level

Investigating different eras, their climate, fossils, how animals have evolved over time. Looking at geography and where dinosaurs came from. Students would be expected to research the different eras, geography and the theories behind why dinosaurs are extinct. They will then present information by PowerPoint presentation on computers. Students will display knowledge through a PowerPoint presentation. INTEGRATED UNIT PLANNER Dinosaurs How has the world change? How would life change if dinosaurs were alive today?  How did dinosaurs live? ** Content Questions ** What did dinosaurs need to survive? What are the characteristics of dinosaurs? What animals were alive both now and in the dinosaur eras? Which era did certain dinosaurs live in? Where did dinosaurs live? What is a palaeontologist? ||
 * What real world connections are you considering?**
 * What would be the role of the students?**
 * What project scenarios are you considering?**
 * ** ESSENTIAL QUESTION **
 * Unit Questions **

Discipline-Based Learning || ** Dimensions ** The Humanities || ** Standards ** By examining artefacts and listening to the oral history of relatives, teachers and community members, students become aware of the various types of geographical and historical evidence. ||
 * ** VELS CONTENT ** ||
 * ** Domain **


 * ** VELS SKILLS ** ||
 * ** Interpersonal Learning **

Working in Teams - Students work in teams in assigned roles, stay on task and complete structured activities within set timeframes.

Students learn to stay on task and share resources fairly.

Students they interact with their peers, older and younger students and adults, in a range of contexts. |||| ** Personal Learning **

Students begin to recognise that learning from mistakes is an important attribute of being a good learner.

Students participate in a wide range of learning experiences which involve a variety of learning styles and approaches to learning.

Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set timeframe. || Interdisciplinary Learning |||| ** Resources ** ICT || ** Implementation ** With some assistance, students use ICT to locate and retrieve relevant information from a variety of sources. ||
 * ** ICT ** ||
 * ** Skills **


 * ** Communication **

Students practise the skills of being attentive listeners and viewers in pairs, small groups and as a whole class.

They are encouraged to use questions to clarify meaning and to extend interaction. || ** Design, Creativity & Technology **

Responding to open-ended design tasks, students develop imaginative and practical design solutions to problems, needs and opportunities. Students follow a set of instructions and may begin to contribute to planning the main steps to make a product. They explain what they are making and which tools and equipment they are using. || ** Thinking **

They develop their skills in using a range of sources of information when investigating selected questions. Prompted by questions, they begin to reflect on their thinking processes. ||