Popplet

Subject: Design Technologies

 

Strand – Processes and Production Skills
Sub strand – Designing
Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps.
General Capabilities:

  • Literacy
  • ICT
  • Creative and critical thinking

Links to all other learning areas
Objective:
Popplet is a visual tool that allows students to show ideas. It is an engaging tool used for mind mapping, graphic organisers, timelines and other forms of visual organisation. Popplet focuses on brainstorming and can also be used as a presentation tool.

How to use this resource

  • Register with Popplet
  • Begin by developing a project by creating a popple.
  • Add text by clicking on each popple.
  • Videos and images can be imported from Facebook or YouTube, or any file saved on the computer.
  • The drawing tool is used to write notes or sketch.
  • Other users can leave feedback using the comment function.

iMovie

Subject: Digital Technologies

 

Year Level: Year 1 – 6

 

Strand: Digital Technologies Processes and Production Skills

 

Sub-strand: Using digital systems

 

Link: https://itunes.apple.com/au/app/imovie/id377298193?mt=8

 

Links to all other areas

 

Objective:
Students can use technology to visually show creativity and individuality. The editing tools on the app allow students to create a variety of different types of movies which they can then show to the rest of the class as a project.

 

How do you use it?

  • Import video using clips from your camera
  • Import images or music
  • Edit clips
  • Combine clips into a movie
  • Add effects or titles to clips

 

Ways to use it in the classroom:

  • Creating visual presentations
  • Using for projects
  • Video reports
  • News telling
  • Story telling

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.

 

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

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

You won’t be bored with a Geo Board

Subject: Digital Technologies

Year Level: 5-6

Strand: Digital Technologies Processes and Production Skills

Sub Strand: Collect, sort, interpret and visually present different types of data using software to manipulate data for a range of purposes (ACTDIP016)

 

Link to resource:
Geo Board by The Math Learning Centre
https://www.mathlearningcenter.org/web-apps/geoboard/

 

Cross curriculum priorities and general capabilities:

Literacy, Numeracy, Information and Communication Technology 9ICT) capability and Critical and creative thinking.

 

Links to other learning areas:

English, Numeracy

 

A classroom activity using this resource:

The traditional Geo Board is used with elastic bands and a 5×5 board with pegs to place the band around. With the ever-growing world of technology, an interactive Geo Board has been created online. This can be used to develop knowledge of shapes, area and perimeter and what I use, transformations. Transformations can be rotated, reflected and translated. In my activity, I asked students to use a iPad or laptop and open to the Geo Board website. Students were t asked to split the board into 4 even quadrants by placing a band through the middle to create the axis (vertically (y) and horizontally (x) ). This created mirror lines. I created a triangle by dragging the bands over the pegs, I then asked the students to reflect the image over the x-axis. I could easily walk through the room and monitor student’s progress as they all have their individual device to work from. Once completed, we moved onto translation; for example, move the triangle 2 units right and 3 units up and rotation; rotate the image 90 degrees clockwise. The board and bands can be changed to your requirements. This is a great resource that I came across online and I believe it can be manipulated and
used to what ever degree you desire.


How to use this resource:

  1. The Geo Board by The Math Learning Center is an interactive game that is best used with a IWB to assist with a whole class environment and controlled by the teachr.
  2. The board can be used as a 5×5 or 14×9 board. There are 8 bands to choose from to design your activity. You can create shapes, axis lines and develop mathematic knowledge.
  3. The board can have base lines along each knob and number if desired. An editing tool is available too.
  4. Drag a band over the board and place is around the pegs. You can stretch to band anywhere and use multiple bands at the same time.
  5. Students can copy your design, create their own and share it with the class by designing it on the class board or develop questions with the class board that the students will need to answer on their own device.
  6. Enjoy the resource, it’s a great interactive way of teaching Mathematics by using ICT.

LEGO Autobots, roll out!

Subject: Digital Technology

Year level: 3-6

Strand: Knowledge & Understanding and Processes & Production Skills

Sub-strand: Digital Systems, Investigating and Defining, Evaluating

Possible Curriculum Links:

Digital systems have components with basic functions and interactions that may be connected together to form networks which transmit different types of data (ACTDIK014)

Define a problem, and a set of sequenced steps, with users making decisions to create a solution for a given task

Develop collaborative criteria to evaluate and justify design processes and solutions

 

Link to the Resource:

https://www.lego.com/en-us/mindstorms

Cross curriculum priorities and general capabilities:

Critical and creative thinking

Personal and social capability

Information and Communication Technology (ICT)

Numeracy

Cross-curriculum links:

Mathematics

What is it:

Lego Mindstorms EV3 is a system that allows students to build, program and command which are easy and fun to used. The package comes with bricks, motors and sensors to create one of 17 types of robots that can shoot, drive, slam, crash and spin with control from a range of devices including smart phones and tablets. Students can also further program the robots with on computer coding program for more features. The robot can be deconstructed and formed into any of the other 16 models for more missions and actions.

https://www.lego.com/en-us/mindstorms/about-ev3

 

How to use it in the Classroom:

one example of how Lego Midstorms EV3 can be used in the classrooms is the students programming a robots to respond to the sense of touch through lights, sounds, colour and movement. the robot can be displayed in a public area, for example the front office or staff area, with a sign next to it “Do Not Touch”. The robot recorded data every time it was touched within a space of an hour. the students can then graph and analyse this raw data to investigate trends as well as self-control of adults.

Jessica Mann – A Healthy Lifestyle is a Good Lifestyle

FoodSwitch

Subject: Technologies

Year Level: Year 5

Strand: Digital Technologies – Processes and Production Skills

Sub-Strand: Collecting, Managing and Analysing Data – Collect, store and present different types of data for a specific purpose using software (ACTDIP016)

Accessing the App:

Cross-Curriculum Priorities:

  • Sustainability

General Capabilities:

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

Links to Other Learning Areas:

  • English
  • Numeracy
  • Health and Physical Education

How can an app lead us to a Healthier Future?

Bupa and The George Institute have created the app ‘FoodSwitch’. This app is used to help people find the healthiest brand for a desired food item. It helps individuals and families make healthier choices by giving alternatives (or ‘switches’) for different items based on the quantities of sugar, saturated fat, salt and kilojoules. It helps to take away the overwhelming feeling of reading food labels to decide which is the healthiest food by comparing the foods for you after simply scanning the products barcode!

How does the FoodSwitch app work?

  1. Download the app from the App Store (iPhone/iPad) or from Google Play for FREE
  2. Once in the app, you can select the filter you would like. There is a generic FoodSwitch option as well as SaltSwitch, EnergySwitch, FatSwitch and SugarSwitch option. Each shows the healthier option (in a traffic light system or Health-Star rating way) listed first based on the nutritional value of the product scanned. GlutenSwitch is also a filter which shows gluten-free alternatives. *FILTER CAN BE CHANGED WHENEVER DESIRED

Image shows options of the filters on the FoodSwitch app

  1. After selecting a filter, under the scan button, you can scan any food products barcode. Alternatives are then given to this product (the different nutritional values are shown in a traffic light system or by the Health-Star ratings)

Image shows how products nutritional value is shown in a traffic light system. Seen below are healthy alternatives for the product scanned (healthiest at the top).

  1. As many items as desired can be scanned and all appear under the ‘Recents’ button
  2. Underneath the scanned product, alternative brands are listed  with healthier choices to ‘switch’ the scanned product with being listed at the top

FoodSwitch Benefits for Students:

  • Improves design thinking. Students are required to create an outcome (based on healthy food options) that will benefit people
  • Students are reading data (using mathematics knowledge)
  • Students can use it in a cooperative working group so learn how to work with others and take turns
  • Students can use the app at home to educate their own family on healthy food options
  • Students are learning a easy way to make healthy food options
  • Students understand how a healthy lifestyle is sustainable for their lives as an app as simple as this can be used to provide healthy alternatives

Classroom Activity using FoodSwitch:

This is an engaging way for students to increase their digital technologies knowledge while learning about healthy food alternatives. FoodSwitch can be used by students of all ages to promote healthy eating. This app encourages students to compare data and base judgements on this data. Younger students can use this app to simply compare the different nutritional areas of food products and decide which are healthier alternatives. Older students can use this app in conjunction with a case study. They can have information about a ‘family’ and use this app to scan different food products and decide which would be most beneficial and improve their ‘families’ health in necessary areas. This app can be used in individual, partner and group work settings and works with any tablet or iPad. Students can use knowledge they learn through this app to educate their own family about healthy eating and healthy food alternatives.

Further information:

Accessed on: http://www.bupa.com.au/health-and-wellness/tools-and-apps/mobile-apps/foodswitch-app

*This app requires access to wifi*

 

Jessica Mann – Coding is the Future

Scratch Jr

Subject: Technologies

Year Level: Year One

Strand: Design and Technologies – Processes and Production Skills

Sub-Strand:

  • Creating Solutions by – Designing: Develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps
  • Creating Solutions by – Collaborating and managing: Works independently, or with others when required, to safely create and share sequenced steps for solutions

Accessing the App:

  • Get on Google Play (Android)
  • Download from the App Store (iPad/iPhone)
  • Available at Amazon
  • Available in the Chrome Web Store
  • The app is FREE

Cross-Curriculum Priorities:

  • Sustainability
  • Asia and Australia’s engagement with Asia

General Capabilities:

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT)
  • Creative and Critical Thinking
  • Personal and Social Capability

Links to Other Learning Areas:

  • English
  • Mathematics

Why is Coding Important for Students?

Coding is important as students learn computer programming as well as how to solve problems and create their own projects with their own ideas. Using Scratch Jr. students have the opportunity to use their own creative juices in interactive stories and games. This app was created to suit younger children (5-7 years) cognitive, personal, social and emotional development.

Coding is a new type of literacy. It helps students express their own ideas and organise their thinking. They learn how to create and express through technology as well as learning how to solve problems and create design solutions, which are important life skills.

Coding involves students using their computational thinking. It requires them to use their thought processes in formulating a problem and expressing the solution.

Generic starting image on the Scratch Jr. app

How does the Scratch Jr. App Work?

  • Ultimately the app requires students to move and connect coding blocks. They control their characters actions within the designated area. The blocks are organised in colour-coded categories and they can control how many times an event occurs.
  • There are many different things that can be used, created and done on this app. Numbers, directions and letters can all be used. As a teacher, watching and attempting the tutorials and activities found on the Scratch Jr. website is beneficial in helping your abilities in teaching students how to effectively use this coding app. Help with this can be found at this link: https://www.scratchjr.org/teach.html#activities (flicking through the tabs – activities, curricula and assessment – is very beneficial and provides lots of guidance for great classroom use of the app).
  • For a step-by-step introduction video on how the app works access this link: https://www.youtube.com/watch?v=s6XvwEH0xpg
  • Playing the introductory video on the Scratch Jr. site https://www.youtube.com/watch?v=ciWPaEgscr0&feature=youtu.be teaches students what to do. Have them work through it as the video plays and also give students free time to have a go at using and exploring the app.

Students working collaboratively on the Scratch Jr. app

Scratch Jr. Benefits for Students:

  • Learn how to solve problems
  • Learn how to create solutions to problems
  • Learn how to design their own projects using their own ideas
  • Get to creatively express themselves – creating their own stories and games
  • Makes abstract ideas real

Classroom Activity using Scratch Jr.:

The Scratch Jr. App is used with lower primary students (mainly used with 5-7 year olds). It can be used with older students if they have never experienced coding before as an introductory activity. Older students who are experienced with coding can use the full Scratch app or other coding apps such as Hopscotch that are available. Scratch Jr. can be used independently, in partners or in group situations. Students can use their knowledge from Mathematics lessons on directions to program their cat to move in certain ways or their knowledge from English lessons to program the cat to say different letters correctly when it is the appropriate time. Students can swap their Scratch Jr. programs with others (by swapping devices) and complete each others designs.

Student independently using the Scratch Jr. app

Further Information:

Additional information on the app can be accessed through this link: https://www.scratchjr.org/

Can connect with others on Twitter (@scratchjr)

Further activity videos for guidance can be accessed through this link: https://ase.tufts.edu/devtech/CSEdWeek2016.html

*App requires wifi to work*

 

 

Superhero Coding Game

Year Level:
F-2

Subject:
Technologies

Strand:
Digital Technologies

Sub-Strand:
Digital Technologies Processes and Production Skills

Content Descriptor:
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004).

Link to the Resources:
http://littlebinsforlittlehands.com/superhero-computer-coding-game-without-a-computer/

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

Links to Other Learning Areas:
Science, Mathematics and English

A Classroom Activity Using this Resource:
This is a simple coding game to introduce th basic concepts of coding without using a computer. Students will get the opportunity to create the board game with the objective being that the superhero has to avoid bad guys and get the jewels. Students will use sticky notes to create a sequence using basic coding commands that will determine the path the superhero has to take. This board game can be used in early childhood settings to introduce basic coding commands before introduced to coding on a computer. As students develop in confidence with the commands, the game can be modified to a more advanced level. This coding game is based around the STEM (science, technology, engineering and mathematics) initiative. STEM allows us to use current technologies that allow us to drive innovation in our fast-changing economy.

How to use this resource:
To make this game you will need:

  • A poster board/A3 piece of paper
  • Craft tape or ruler and marker
  • Post it notes (3 different coloured piles)
  • Superheroes
  • Obstacles
  • Jewels

Start by creating the board using either an A3 piece of paper or a poster board. Using either craft tape or a marker and rule create the lines for the grid. Once you have drawn the grid establish a starting and finishing point.

When creating the command cards we use three basic commands. Forward. Turn Left. Turn Right. On top of each pile of sticky notes
draw one of the commands.

Place the obstacles and jewels on the board to make it difficult for the superhero to reach the finish line.
Start the game! Ensure students have ample space to lay out the code in front of them. As students move the superhero they will layout the forward,turn left and turn right cards in front of them. They need to determine the shortest route to get to the finish line and collect all the jewels.

Advanced Version – students use the sticky notes to plan their commands before they go. Then move the superhero trough the series of commands to see if they were correct.