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Rationale for Digital Technologies:
Years: 5 and 6
In Year 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data (Australian Curriculum, Assessment and Reporting Authority (ACARA). Digital Technologies rationale, 2013).
Strand: Digital Technologies Knowledge and Understanding
Sub strand: Representation of Data
Elaboration:
6.2 Investigate how digital systems use whole numbers as a basis for representing all types of data
General Capabilities:
Literacy (LIT), Numeracy (NUM), Information and communication technology (ICT) capability, Critical and creative thinking (CCT), Personal and social capability, Ethical understanding
Subject areas:
Technologies, Mathematics, English, Humanities and Active Citizenship
In-class activities:
Different coloured hair census (whole class activity) (Adaptation of the eye colour census taken from the Australian Bureau of Statistics)
Ask the students to form groups of three to create a census survey of how many students in the school have different types of coloured hair that is listed on the census that includes; brown, blonde, red, black or other. The census will also include unnatural hair colours. Each group will be sent out to different classes during their lesson time and go around to different classrooms and year levels to collect their information. For the census they will be asked to record the year level, number of students and count how many people have different coloured hair that correspond to the colours listed on the census. The purpose of the group project is to collect data and then transfer it to a spread sheet document that students have been learning about how to use in previous lessons. Students will be advised to display the information as a table and then use the links within the excel programme to create a pie chart that will show the proportions of how many people have a particular kind of hair colour. Students are expected to transfer and display the information collected from the census. By using digital software students are able to demonstrate their skills and understanding of how they use of digital software to represent data.
Extension:
An extension of this activity would be for the whole class collate all of their census data and transfer the whole class data onto a spread sheet, and display all of their information as a whole school scope pie graph. They could then undergo some scientific research about the reasons behind the different types of hair colour that they see and then write a report using the Microsoft Word software. (Australian Bureau of Statistics (ABS), 2013).
Resources:
Australian Curriculum links:
Lesson Planning Ideas:
Software links:
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Design and technologies
Years 5 and 6 Rationale:
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 6 students will have had the opportunity to create designed solutions at least once in four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments (Australian Curriculum, Assessment and Reporting Authority (ACARA). Design and Technology rationale, 2013)
Strand: Design and Technologies Knowledge and Understanding
Sub strand: Food Specialisations
Elaboration:
6.4. Investigate the role food of food preparation in maintaining good health and the importance of food safety and hygiene (ACTDEK022)
General Capabilities:
Literacy (LIT), Information and communication technology (ICT) capability, Critical and creative thinking (CCT), Personal and social capability, Ethical understanding
Subject areas:
English, Technologies, Civics and citizenship
In-class activities: What should I eat? (Taken from the Good for kids website)
http://www.takeatest.com.au/sitefiles/GoodForKids/documents/Schools/Stage3[1].pdf
The students work collaboratively in groups of 3 or 4 to brainstorm some ideas of questions related to healthy eating practices, and the importance of it. The teacher will put view the healthy eating guide on the interactive whiteboard and will pose questions to the students about the relevance of the information that is presented on the poster. The students will be given think and share time with other people at their table, and be given 10 minutes to answer the question that is given to them and present their ideas on an A2 piece of paper. Each group will brainstorm their ideas in the form of dot points. The groups will be given time to present their ideas and have a discussion with the class.
Purpose:
The purpose of this activity is to diagnose about what they already know about healthy eating practices, by answering specific questions related to Eating Healthy. They will also develop a deeper understanding of their topic as they brainstorm ideas together, and develop mastery over the topic question.
Extension activity: (In groups of three or four)
The students can be given the task to research a topic related to healthy lifestyles and present their information as a poster. This activity will reinforce and scaffold their current knowledge and understandings about their topic.
Resources:
Links to Australian Curriculum:
Lesson Plan Ideas:
Lesson Plan ideas for Eating Healthy
Teaching Resources:
Healthy eating guide
Websites for teachers resources and information
Healthy Eating Facts
Healthy Checklist Food preparation poster
5 ways to a healthy lifestyle