SOSE+Curriculum+Materials

The **Essential Learnings for Studies of Society and the Environment by the end of year 5** that apply to learning about cyclones include:

//Knowledge and Understanding:// Place and Space -
 * Physical features of environments influence the ways in which people live and work in communities.
 * Global environments are defined by features, including landforms, location markers (Tropics of Cancer and Capricorn, and the Equator), countries, regions, continents, and climatic zones.

//Ways of Working://
 * Pose and refine questions for investigations
 * Collect and organise information and evidence
 * Communicate descriptions, decisions and conclusions, using text types selected to match audience and purpose
 * Reflect on learning to identify new understandings and future applications.

//Information and Communication Technologies (ICTs) Cross-curriculum priorities// were considered in the planning of this wiki. There are a number of ICT cross-curriculum priorities that can be integrated into the activities included in this wiki. //Inquiring with ICTs:// //Creating with ICTs:// //Communicating with ICTs:// //Ethics, issues and ICTs:// //Operating ICTs://
 * Cross-curriculum priorities by the end of year 5 -**
 * Identify the inquiry focus and match appropriate ICTs and possible digital information sources and ways of gathering data and information.
 * Plan, conduct and manage structured searches for data and information.
 * Reflect on and analyse how ICTs have assisted in meeting the inquiry purposes and in developing new understandings.
 * Express and represent ideas, information and thinking.
 * Collaborate and communicate ideas, understandings, information and responses.
 * Use a variety of digital media to improve communication.
 * Reflect on their use of ICTs and analyse and identify ways to improve the effectiveness of their collaboration and communication.
 * Identify owner(s)/creator(s) of digital information sources and apply sound practices to acknowledge them..
 * Experiment with operational processes and use the basic capabilities of a range of ICT devices.

Students will be at different levels of ability when creating their unit assessment pieces. The four ability stages are:

1. Begin 2. Develop 3. Proficient 4. Transform


 * Wordle** - For the creation of the word cloud using Wordle, students will be at the **Beginning Stage**. Students would have created a Wordle together as a class. The teacher would have used an interactive whiteboard to demonstrate how to make a Wordle. The class would then divide into pairs where they will work together to create their own word cloud.


 * Glogster** - Students will be at the **Beginning Stage** for the creation of the poster using Glogster. Students have not yet used this program in the classroom before so the teacher will be required to make time to educate the students how to use the program. However, as the website is quite easy to follow, and kids are becoming more independent learning on their own with new technology gadgets, I believe that the students will catch on quite easily. The teacher should use an interactive whiteboard to demonstrate how to use Glogster and to explain any frequently asked questions.


 * 280 slides** - Students would be familiar with a very similar software called Microsoft Powerpoint as they have created powerpoint presentations for other learning activities prior to this unit. Students will be at the **Proficient Stage** when using the program as they will know the basics about making powerpoint presentations, however they will need to adjust to the specific settings and buttons on 280 slides. The teacher will show students the tutorial slideshow on the homepage of 280 slides using an interactive whiteboard. I predict that the students will adjust quite easily to the slight program difference.