The Social Robot Toolkit

Subject:  
Technologies

Year Level:
F – 2

Strand: 
Digital Technologies

Sub-Strand:
Digital Technologies Knowledge and Understanding

Content Descriptor:
Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Link to the Resources:
https://thejournal.com/articles/2015/03/12/preschoolers-practice-programming.aspx
http://robotic.media.mit.edu/portfolio/social-robot-toolkit/

Cross-Curriculum Priorities and General Capabilities:
Literacy, Information and Communication Technology (ICT) Capability and Critical and Creative Thinking

Links to other learning areas: 
English

A classroom activity using this resource:
The Social Robot Toolkit works specifically with an interactive robot called Dragonbot. The purpose of the social robot toolkit is to teach students about social communication with the assistance of playful interaction. This coding device allows children, between the ages of 4 and 8, to experiment with computational concepts. The toolkit gives students the opportunity to develop their interpersonal skills through the assistance of storytelling. The Social Robot familiarises students with interpersonal and computational concepts. Edith Ackermann, a developmental psychologist, highlights that the programming of the robot is done so highlight relational interactions.

 

How to use this resource:
The Social Robot Toolkit comes with:

  • Dragonbot
  • An A3 laminated sheet comprising of a blue triangle and a green square.
  • A series of vinyl stickers that represent triggers and events.
  • Tablet

The children place a sticker on the blue diamond, which is the action they are to complete, such as clapping their hands. Followed by a sticker on the green square, which is the action for Dragonbot to complete, such as smiling. Placing a black arrow between the two events creates the sequence.

Once the students have created their sequence they show Dragonbot. The teacher then uses the tablet provided to input the sequence created by the child. When Dragonbot acknowledges the sequence it nods its head and says, “I’ve got”.

At that point children will complete the trigger action which results in Dragonbot executing the chain of command.

 

Technology as if people and planet mattered

Technology saving millions of lives.

As simple as a smoke extraction system?

Over four million people die each year after inhaling smoke from kitchen stoves and fires.

Most victims are women and young children. But these are deaths that could be prevented – using simple solutions.  

Have you been looking for authentic content?

Technology as if people and planet mattered – catchy title? I was hooked…

Who would have ever known that the world of Technology was so HUGE!  It’s not really enough to write just one or two blog posts for a university assignment, to reflect the distraction that all this new information has inflicted on my days.

With a strong passion for justice and equity I am thankful for the Australian Curriculum, General Capabilities for giving me permission to incorporate Ethical Understanding, Intercultural Understanding, Personal & Social capability and Creative and Critical thinking into my professional life as a teacher. Whilst I am thanking the Australian Curriculum, let’s say YAY!! for the Cross-Curricular Priority of Sustainability.

If you are looking to broaden your perspectives on Technology and its uses, check out this website. http://practicalaction.org

“Practical Action is an international non-governmental organisation (NGO) that uses technology to challenge poverty in developing countries.

We find out what people are doing and help them to do it better. Through technology we enable poor communities to build on their skills and knowledge to produce sustainable and practical solutions- transforming their lives forever and protecting the world around them”.

Subject:                 Design and Technologies

Year Level:          Teachers of all year levels

Strand:                  Knowledge and understanding 

Sub strand:         Technologies and society

Technologies contexts

  1. Engineering principles and systems,
  2. Food and fibre production
  3. Food specialisations
  4. Materials and technologies specialisations

Strand: Processes and production skill

Sub strand: CREATE SOLUTIONS

  1. Investigating and defining
  2. Designing
  3. Producing and implementing
  4. Evaluating
  5. Collaborating and managing

Using this resource…

Build your content knowledge and be supported with ready-made resources.

Practical Action is just one of many organisations promoting the positive use of technologies in developing countries. It offers many ideas and resources to use as inspiration for your technologies content. A free book (link below) on the subject of social justice is also available through their website. Supporting power point presentations and resources from Practical Action can be found on the TES website.

https://www.tes.com/member/PracticalAction

“A powerful new book sets out the need for looking at technology from human and environmental perspectives, and how to change the status quo”.

http://practicalaction.org/rethink-retool-reboot

Free download of the book at this address

http://www.developmentbookshelf.com/doi/book/10.3362/9781780449043

An article on Technology perspectives from Simon Trace – author of Rethink, Retool, Reboot

https://www.eiuperspectives.economist.com/simon-trace

 

Did you know?

‘that burning an open fire in your kitchen is like burning 400 cigarettes an hour”

Dr Kirk Smith – Professor of Global Environmental Health.

BE CHALLENGED AND BE INSPIRED

 

 

                                            

 

 

Lego Boost – A hands on approach to coding in the classroom!


Subject:
Digital Technologies

Strand
:
Design and Technology

Sub-strand: Design and technologies process and production skills

Bands: 3 to 7

 

 

Boost is Lego’s latest introduction of Lego robotics to 2017. Boost is a step up from Lego’s Mindstorms and WeDo 2.0 robotics kits, introducing movement to Lego. Boost gives students the opportunity to engage in the active learning process, whereby students construct their own learning. Boost is not only fun, but it’s also educational. Using the software available on the Lego Boost website, teachers can tailor learning experiences which are relevant, hands on and fun, while learning the fundamentals of coding and computational thinking.

 How?

Boost has over 60 different coding activities available. Teachers can select the activity they would like to incorporate into their learning experience from the Boost App, available for most Android and Apple devices. Coding with Lego is easy, students demonstrate their problem solving skills and ability to think critically by programming their Lego Boost creation to suit the learning task. Boost Lego has special bricks including a motor and sensors, which gauge surrounding colours and distance from objects in its path.

 

LEGO Boost isn’t available until August 2017, however children and adults are bursting to try this new technology!

Content Descriptors

Year 3 to Year 4

  • Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
  • Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
  • Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

Year 5 to Year 6

  • Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
  • Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)
  • Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

Year 7 to Year 8

  • Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
  • Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
  • Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039

General capabilities 

  • Literacy
  • Numeracy
  • Science
  • Critical Thinking and Creative Thinking
  • Personal and Social capability
  • Information and Communication Technology

 

Further Information

Lego Boost CNN Report

LEGO Boost Official Website

LEGO WeDo Official website

Bits and Bricks

Youtube – Boost LEGO in Education

Youtube – WeDo LEGO in Education

Lego Computer Coding Activities

 

 

By Emily Richardson

QR codes and Plickers

Plickers

What is Plickers?

Plickers is a tool that can be used by students and teachers to gather real-time data.  Teachers can use Plickers  for diagnostic, formative and summative assessment. Plickers can be used for assessment, as a voting tool (for example deciding what sport students want to play for morning fitness) or in any learning area.

Plickers is linked to an app on the iPad or tablet. Students have a QR code and a series of questions to answer, depending on what they think the answer is determines which way they hold their QR code up. The teacher then scans the room with an iPad or tablet picking up all the students answers.

When I used Plickers in the classroom I displayed the questions and answers on the Interactive Whiteboard, that way the students could read and answer the questions. Once they had answered the question we could compare the data, we could look at a graph to see how many students got the answer correct or incorrect and we could compare percentages. Displaying the information on the Interactive Whiteboard allowed all the students to see if there QR codes had been scanned or not (their name would turn from red to green).

Plickers can be incorporated into all learning areas in different ways. I found incorporating it into mathematics was a great way for for me to assess students understandings, from there I could determine what needed to be taught in more depth and what students understood. Plickers was a great way for all students to participate because it was hands on, interactive and the answers were private.

Useful information for teachers

  • Pictures can be added to the questions
  • Only 4 options/ answers can be added
  • Plickers allows teacher to focus on teaching rather then preparing
  • It is free to sign up and the QR codes are provided

Year

  • Year 3 and Year 4
  • Year 5 and Year 6

Below I have given you the Australian Curriculum details for Year 3 and Year 4.

Subject: Digital Technologies

Strand: Digital technologies knowledge and understandings and digital technologies process and production skills

Curriculum Links

Digital Technologies

  • Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
  • Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
  • Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

General Capabilities

  • Information and Communication Technologies (ICT) Capabilities
  • Numeracy
  • Literacy
  • Critical and Creative thinking

To get started and for more information about Plickers click the link below

https://plickers.com/

Coding for all ages

CODE

Subject: Digital Technologies

Year level: Year 3

Strand: Digital Technologies process and production skills

Substrand: Digital Implementations

Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)

General Capabilities

  • Critical and Creative Thinking
  • Numeracy
  • Information Communication Technology (ICT) Capabilities

What is Code?

Code is a website that allows people of all ages to complete computer science activities. Hour of Code allows students to access tutorials and learn how computer science works. Code Studio can be set up by a teacher so students can work their way through tasks and further their understandings of computer science. These tasks are great for students because they target the students needs (students can work at their own pace through the levels) and it also includes interest of theirs so it keeps them actively engaged in the learning. The code website can be used on laptops, iPads and tablets therefore students have the ability to easily click and drag the appropriate instruction where necessary, making the website extremely interactive. The Code website manages to incorporate games and movies into coding; examples of these include Minecraft, Star Wars and Frozen. Coding is a great way for students to build and use their problem solving skills.

For more information about this website and to start coding yourself click the link below

https://code.org/ 

Timber Sleuth – Design and Technology

Subject: Technology

Strand: Design and Technologies

Sub-Strand: Knowledge and Understanding

Bands: Foundation to 2

Learning Resource Type: Interactive resource

 

 

Timber Sleuth!

Timber sleuth is an interactive application that can be found on the Apple App Store. This App transforms learning into a fun and easy educational form, suitable for independent or collaborative work, with plenty of room for extension!

In this App Students will identify a range of familiar items made from timber. Upon completion of each activity students will be provided with further information on the uses and types of timber used in the items they are selected. The App gives details on why such material has been used for the job and the properties of said material. within the App their are two settings,’Under construction’ and ‘Home sweet home’. Students can explore each setting zooming in or out, while selecting items to learn more about their materials and properties.

Content Descriptors

Design and Technology:

  • Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
  • Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)

Science:

  • Objects are made of materials that have observable properties (ACSSU003)
  • Different materials can be combined for a particular purpose (ACSSU031)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
  • Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)

General Capabilities:

  • Literacy
  • Science
  • Personal and Social capability
  • Information and Communication Technology

Links and Further Reading

Timber Sleuth App

Scootle – Timber Sleuth

 

By Emily Richardson, 2017

 

Investigating Food and Fibres – Primezone

Investigating Food and Fibres – Primezone

Investigating Food and Fibres by Primezone is a unit of work resource. 

Resource Location:
http://www.piefa.edu.au/units/foodandfibres.pdf

Cost: Free!

Resource description This unit encourages students to investigate how foods and fibres are produced. It includes sections on foods and fibres we use; how food and fibre are obtained; their production systems; and technologies and processes used to assist in their production and the contributions they make to societies. As the unit progresses, the emphasis shifts to investigating how the family and cultural group students belong to produce different foods or fibre. Students interview a member of their family to obtain this information and in turn share recipes, ingredients, methods and equipment suggested by the families with the class.

Year levels: 3 and 4

Design and Technologies Strand: Design and Technologies – Knowledge and Understanding –

ACARA Content Descriptor: Investigate food and fibre production and food technologies used in modern and traditional societies ACTDEK012

SCSA – Food and fibre production

Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012)

Cross Curriculum Priorities – Sustainability

OI.2: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

OI.3: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.

Using the unit

The unit can be used in a number of ways. It will be of most benefit to teachers who wish to implement a sustained sequence of activities following the inquiry stages identified in the About the approach section of this unit and content descriptions in Years 3 and 4 in Design and Technologies as stated in the Australian Curriculum.

Selecting activities

At each stage several activities are suggested from which you are encouraged to select the most appropriate for your purposes. Not all activities in each stage of the unit need to be used. Alternatively, you may add to or complement the suggested activities with ideas of your own. It is suggested that teachers create a hyperlinked unit. Organise the digital resources for your class’s use on a website or wiki or provide them on your interactive whiteboard.

Additional information

The flexibility of this resource facilittes the teachers ability to target the learning to her class and differentiated abilities within the class. Although the resource is specifically designed for the one SCSA, ACARA outcome it is noted that it can be adapted for use in other year levels. Furthermore, the resource is easily adapted to include the Digital Technologies curriculum.

For example,
Year 3 – Digital Technologies

Knowledge and Understanding:

Different types of data can be represented in different ways (ACTDIK008)

Processes and production skills

COLLECTING, MANAGING AND ANALYSING DATA

Collect and present different types of data using simple software to create useful information (ACTDIP009)

Create and communicate ideas and information safely (ACTDIP013)

Investigating and defining

Create a sequence of steps to solve a given task

Designing

Develop and communicate ideas using labelled drawings and appropriate technical terms

 

 

Bring the classroom to the farm!

Subject:

Technologies

 

Year level:

K – 4

 

Strand:

Design and Technologies

 

Sub strand:

Knowledge and Understanding

 

Link to the resource: 

https://www.georgethefarmer.com.au/create-and-learn/?id=13

PDF Document – A Teacher’s Guide GeorgetheFarmer_teacher0915 

Application link – https://itunes.apple.com/au/app/george-farmers-australian/id892654793?mt=8

 

Cross Curriculum Priorities:

Sustainability

 

General Capabilities:

Literacy; Critical and creative thinking; ICT’s capabilities

 

Links to other learning areas:

English: Literature: Examining Literature

ACELT1578  http://www.australiancurriculum.edu.au/Search?q=ACELT1578

ACELT1584 http://www.australiancurriculum.edu.au/Search?q=ACELT1584

ACELT1591 http://www.australiancurriculum.edu.au/Search?q=ACELT1591

English: Literature: Creating Literature

ACELT1580 http://www.australiancurriculum.edu.au/Search?q=ACELT1580+

ACELT1586 http://www.australiancurriculum.edu.au/Search?q=ACELT1586

Science: Science Understanding: Biological sciences

ACSSU002 http://www.australiancurriculum.edu.au/Search?q=ACSSU002

ACSHE013 http://www.australiancurriculum.edu.au/Search?q=ACSHE013

 

A classroom activity using this resource:

Students will explore stories and songs about George the Farmer to find out what George and his wife, Ruby, produce on their farm and how their produce is made into foods and products we buy at the shops. This is an amazing resource that really brings the farm to the classroom! Many students from the city don’t always realize just where their food comes from. This unit of work is structured around the six steps of Crockett’s 21st Century Fluencies. which makes it a highly structured and theoretically based learning experience. The free PDF package available for download is very comprehensive and detailed in it’s delivery. It is very easy to understand and has a whole range of activities for students to complete. There is also a fun and interactive application which includes lively story narration, animations, sing along songs, all of  which are intended to improve students’ hand eye coordination, increase their reading comprehension and allow them to learn about farming practices.  This application is available to download on any mobile, device or operating system. I have provided a link to the PDF document and application for your convenience. There is also a hard copy book available. The activities in both resources allows students to create their own book or e-book.

PDF Document – A Teacher’s Guide GeorgetheFarmer_teacher0915 

Application link – https://itunes.apple.com/au/app/george-farmers-australian/id892654793?mt=8

I have also included a review from two reputable sources:

Sydney Morning Herald:

 

 

 

 

 

RM Williams Outback Magazine:

 

 

 

 

 

Price:

A Teacher’s Guide: FREE

Application: $4.49

 

How to use this resource:

I  recommend you begin by opening your preferred browser and go to www.georgethefarmer.com.au where you can download the Teacher’s Guide. If using the application follow your mobile, device or operating system instructions. The webpage is fantastic because you do not have to create a log in account. This makes using the learning program much simpler and straight forward! The PDF document is printer friendly and can be saved on your computer for future reference.

Reference

Crockett, L. & Jukes, I. & Churches, A. (2011) Literacy is not enough. 21st Century Fluency Project Inc

RM WIlliams Magazine. Re: Review of George the Farmer [Blog comment]. Retrieved from https://www.georgethefarmer.com.au

Sydney Morning Herald. Re: Review of George the Farmer [Blog comment]. Retrieved from https://www.georgethefarmer.com.au

www.georgethefarmer.com.au

Popplet

Popplet


http://www.popplet.com/

 

About:

Popplet is a tool for the iPad and web to capture and organize your ideas.

Use within classroom:

In the classroom and at home, students use Popplet for learning. Used as a mind-map, Popplet helps students think and learn visually. Students can capture facts, thoughts, and images and learn to create relationships between them.

The resources strength lays in it’s ability to be used on both portable Apple devices such as iPads and online. This means students are not limited to be tied to a computer when mind mapping, great for small group work.

Price: $7.99

Digital Technologies

Year Levels: Year 3 Sylabus

Strand:Knowledge and understanding – REPRESENTATION OF DATA

Different types of data can be represented in different ways (ACTDIK008)

Cross Curricular and General Capabilities: Critical and Creative Thinking and Information  and Communication Technology (ICT)

The app is of course not limited to these aspects of the digital curriculum, or even the digital curriculum.

Harry P and the Coding Stone


Subject:
Digital Technologies
Year Level: 5-6
Strand: Digital Technologies processes and production skills
Sub strand: Digital Implimentation – Design, modify, follow and represent both diagrammatically, and in written text, simple algorithms (sequence of steps) involving branching (decisions) and iteration(repetition) (ACTDIP019)

Link to the resource
http://store.steampowered.com/app/324190

Cross curriculum priorities and general capabilities
Critical and creative thinking
Information and communication technologies
Numeracy
Literacy

A classroom activity using this resource
CodeSpells is an educational computer game that allows students to learn, develop and practice their coding skills through their ceaseless interest in the magical world. Students are able to create spells and, through coding, determine exactly what they want their spell to do (with unlimited creative possibilities!). CodeSpells and the language used has been designed to suit students of all ages, including those who are completely new to coding and teaches students how to code using Javascipt – however I would recommend this game for upper primary.
As students are able to share their coded spells, classroom activities could include collaborative spell projects where students work together to create specific spells with given criteria. It could be linked with literacy and writing where students are required to write a magical narrative for which they are to code the spells included in their narrative.

How to use this resource
Firstly, CodeSpells must be purchased and downloaded online. Once it is installed, you start by entering the virtual magical world and begin creating your spells. Moving through the magical world you will come across monsters, beasts and enemies that you need to conquer in order to maintain your health and progress up the levels.
Below is a tutorial that gives you an idea of what the game is all about!