Year 3-4

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Paddock to Plate: Get your hands on my food.

Subject: Design and Technologies

Year Level:3-4

Strand:Design and Technologies – Knowledge and understanding

Sub strand:Food and fibre production

Yesr 3 – Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them

Year 4 – Types of technologies used in food and fibre production or processing, including how they are used to help meet consumer needs

Link to the resource

http://www.primezone.edu.au/item_details.php?item_id=413&item_type=resource&content_list_id=2

Cross curriculum priorities and general capabilities

Critical and creative thinking (CCT),Personal and social capability (PSC),Information and Communication Technology (ICT),Literacy (LIT), Sustainability

  • Literacy
  • Numeracy
  • Critical and creative thinking
  • Personal and social capability
  • Ethical understanding
  • Intercultural understanding.

Links to other learning areas

English,

Science – Science understandings – Chemical Science – A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)

Science – Science as a Human Endeavour – Nature and development of science – Science involves making predictions and describing patterns and relationships (ACSHE050)

A classroom activity using this resource

This is a well structured resource that allows the teacher to teach a lesson exploring the process of food from the paddock to the plate. It involved the students working through learning stations where they explore the ways in which food changes from the raw state to make it suitable for consumption. The stations offer different processes such as chemical changes in food or the processing of a food item. The stations are inquiry based and hands on allowing for addressing student misconceptions and creating thought and discussion to promote ideas.

How to use this resource

This useful learning resource includes the lesson plan, power-point and all the printable classroom support resources to match. It is very easy to follow and provides opportunities for extension activities and further research. It is clearly laid out with suggested assessment and student reflection sheets for reporting the groups findings back to the class. This lesson links well with the Science curriculum when investigating states of matter and the changes that occur.

 

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Cork the Volcano – Hands on Coding for Primary Students

 

 

 

 

 

Introduce your students to coding and continue to develop their skills throughout their primary years!

Use Cork the Volcano to teach students coding and engineering skills. Designed to be played in pairs, students also learn the fundamentals of teamwork, collaboration and participation. Puzzlet’s ‘plan, program, play’ model combines physical manipulation with digital play.

Subject: Technologies

Year Level: K-5

Strand: Digital Technologies

Sub-Strands:

Knowledge and Understanding Digital Technologies:

  • Explore components of hardware and software, and their use
  • Structure and representation of data

Process and Production Skills:

  • Collect, explore and sort data
  • Follow, describe and represent algorithms

Content descriptor examples:

  • exploring and identifying hardware and software components of digital systems when creating ideas and information (ACTDIK001)
  • experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device (ACTDIP010)
  • applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need (ACTDIP018)

 

Why use Cork the Volcano in your classroom?

  • Students begin to think in ways they are not accustomed to while engaging in a game that extends their learning beyond a screen
  • Students have the opportunity to physically manipulate their codes and see the results of their plan
  • Availability to curriculum links and lesson plans here

Platforms:

Android, iPad, iPhone, iPod Touch

Cost:

App is free

Packages start from $99.99

Cross-Curricular Priorities:

  • Mathematics
  • Science
  • Literacy

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Educreations in a Year 3 Classroom

What is Educreations?

Educreations is an app that allows students and teachers to share ideas, collaborate and learn new things. It is used for flipped learning in the classroom.

How to use Educreations

You can capture your ideas by recording your voice and iPad screen to create video tutorials that students and their peers can access any time.

 

 You can import images, documents and other videos as well to help teach a concept, or explain an idea.

 

With Educreations, you also have the option to share your recording to social media, Google Drive, email and YouTube. It is a great way to share student work with parents or to incorporate flipped learning.

 

Educreations in a Year 3 Classroom 

On a previous practicum I used Educreations in a Year 3 classroom during a mathematics lesson. Educreations was used to gain a deeper understanding of the thinking students have when solving a mathematics equation.  I gave students a simple mathematics equation and they used Educreations to write, draw, and explain their thinking aloud when solving this equation. It allowed me to be able to gain an understanding of the thought processes students have and how I could address any misconceptions they may have had. 

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Curriculum Links 

Subject: Digital Technologies
Year Level: 3
Curriculum Links/ Content Descriptors:
Digital Technology 

  • Digital systems and peripheral devices are used for different purposes (ACTDIK007)
  • Create and communicate ideas and information safely (ACTDIP013)
  • Create a sequence of steps to solve a given task
  • Develop and communicate ideas using labelled drawings and appropriate technical terms

General Capabilities:

  • Critical and creative thinking 
  • Computational thinking

Links to Other Learning Areas:

  • Mathematics
  • Science
  • Literacy

Link to Educreations Website:

https://www.educreations.com/

 

Mind Meister Map
https://mm.tt/825798724?t=EXBgBuUy3G

By Amy Anderson

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Move The Turtle

Screen Shot 2016-08-09 at 8.40.32 pm

Subject: Technologies

Year Level: 1-5

Strand: Digital Technologies

Sub Strands:  

  • Process and Production Skills

Content Descriptors Examples:

  • Use data to solve a simple task/problem (ACTDIP003)
  • Share and publish information in a safe online environment, with known people (ACTDIP006)
  • Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)
  • Create a sequence of steps to solve a given task

Cross Curriculum Priorities and General Capabilities:

  • Critical and Creative Thinking
  • Information and Communication Technology
  • Literacy
  • Numeracy

Links To Other Learning Areas:

  • Mathematics
  • Science
  • The Arts (Media Art)

Click here to visit the Move the Turtle webpage.

Platform: iOS (iPad, iPod and iPhone)

Cost: $2.99

Move The Turtle in the Classroom:

Screen Shot 2016-08-09 at 9.20.38 pm
Move the Turtle is a fun and engaging way to learn programming procedures. Each new level of achievement increases in difficulty and teaches a new command that directs the turtle to make a sound, draw a line, reach a star etc. It also has a free play ‘compose’ option which allows students to move the turtle however they want.

By completing the sequenced tasks, students learn:

  • How to plan complex activities composed of simple elements
  • How to reuse previously completed work
  • How to use graphics, spatial orientation and sound in programming
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Lego, Coding and the Technologies Curriculum

Capture

What is Code with Lego?

Computer coding with Lego is a fun, hands-on, interactive introduction to the world of coding. It was introduced by the Bits and Bricks Campaign, an online computer game made my Lego (link included under further readings/ links).

Coding with Lego can work along side Bit the Bot, another interactive coding activity involving Lego. Bit the Bot in a very adventurous Lego robot, but as with many small creatures, he often gets his programming wrong. Students get involved in helping Bit the Bot solve challenges by figuring out simple programs and coding.

Objectives:

The Lego coding program is a part of the Hour of Code Initiative . The Initiative is a global movement reaching tens of millions of students in 180+ countries. It was launched in 2015, and encourages students to become interested in, and informed about coding, technology, systems and programming.

Useful information for Teachers:

Resources:

Lego coding allows for the teacher to choose the activity that the students will focus on during the lesson. From simple ‘direction cards’, to learning the Binary alphabet, the resource is flexible to suit the age group and the needs of the class.

The Hour of code web site (listed below) has all relevant resources, and a sign up sheet for resources to be sent to your school or location.

Inclusivity:

The program allows for the inclusion of students at all levels of learning, with aspects such as designing, team work, allocation of roles and data analysis.

 

Year:

  • Foundation to year 2
  • Year 3 and 4
  • Year 5 and 6

Subject: Digital technologies

Sub strand: Collecting, managing and analysing data

  • Generating and designing
  • Producing and implementing
  • Evaluating

Curriculum Links (specific to Code with Lego) :

  • Foundation to year 2

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)

Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)

Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

  • Year 3 and 4

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

  • Year 5 and 6

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

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)

Cross Curriculum Priorities: Sustainability

General capabilities:

  • Critical and creative thinking
  • Literacy
  • Numeracy
  • Personal and Social competence

Further reading/ links:

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Minecraft and Computational Thinking

Minecraft is interesting from lots of different perspectives. It is a familiar and engaging gaming platform where  kids can spend hours building and modifying virtual worlds. Whilst doing things that they consider to be entertainment they are inadvertently learning key computational thinking skills.
Screen Shot 2016-08-07 at 7.52.09 PM

 

What is Computational Thinking?

“Computational thinking is a way humans solve problems; it is not trying to get humans to think like computers. Computers are dull and boring; humans are clever and imaginative. We humans make computers exciting. Equipped with computing devices, we use our cleverness to tackle problems we would not dare take on before the age of computing and build systems with functionality limited only by our imaginations; ” Jeanette M Wing

Minecraft happens to be a fantastic sandbox game to explore computational thinking. Minecraft provides a platform in which 21st century literacy skills can be explored and developed to cater for the learning objectives in the Australian Technology Curriculum. Educators have the option to utilise the existing user interface or subscribe to the new and improved Minecraft:Education Edition which makes implementing this amazing learning tool into your existing curriculum as easy as clicking on a mouse.

Using Minecraft as an Educational Tool 

 Read on further to discover how Minecraft can address the four cornerstones of computation thinking and the lesson plans offered in the Minecraft: Education Edition!

Continue reading →

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Night Zoo Keeper

Title – Night Zoo Keeper1

Year Level – 1-6

Subject – Design and Technology

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

Link to Resource

https://www.nightzookeeper.com/

 

 

What is it?

This resource is a digital learning tool which provides students with a fun and engaging way to get involved in creative writing. Students are given the chance to design and create their own magical creatures whilst also drawing, reading and writing their own stories.

How to use it

Schools can purchase this resource for one or more classes in the school which becomes manageable by each classroom teacher. Logins are then provided and access from school and home is available. A range of writing tasks and activities are then provided to teachers for various year levels.  Students are engaged as they complete their writing exercises to design more and more unusual and exciting creatures for their zoo. As students progress through these tasks set by their teacher they unlock various chapters of the game. Every participating individual has the opportunity to have their written work featured in the “Night Times” where other schools have access to reading what they have written. A range of competitions are also provided for students to compete in regularly.

Skills Developed

This resource encourages students to use their imagination while also assisting students to develop their creativity and literacy skills.download

  • Inspires creative writing
  • Encourages digital drawing skills
  • Motivates young reader, writers
  • Wonderful resource for teachers to both motivate and assess in line with the curriculum
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Move the Turtle

Title – Move the turtle

Year Level – 3icon175x175

Subject – Digital Technology

Strand – Processes and Production Skills

Sub strand – Digital Implementation

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

 

General Capabilities

  • Numeracy
  • ICT
  • Critical and Creative Thinking

 What is it?

Move the turtle, teaches young children very basic coding skills. This app uses scaffolding so that coding is introduced slowly, step by step. The tool provides students with the opportunity of programming a virtual turtle in the graphic environment. It requires one to apply their own ideas and use their imagination.

Various tasks are provided to develop students understanding on how to plan complex operations composed of simple and intuitive commands. The use of loops, procedures variables and conditional instructions are taught. This app keep students engaged by challenging them and providing opportunities for rewards.

 

How to get this tool?

Move the turtle is an app that is only accessible on Apples; iPod, iPhone and iPad. This can be useful if the school or students have these devices. This can also be used at home by students. The resource can be purchased for $5.99.

https://itunes.apple.com/au/app/move-turtle.-programming-for/id509013878?mt=8

Link to Mathematics

Through this programing tool, students are also introduced to angles, measurement and two dimensional geometry.

App features

  • Spatial Orientationscreen480x480
  • Sound- in planning
  • Various Tasks
  • Programming
  • Reusing- completed work
  • Graphics- various senses
  • Composing- using imagination
  • Examples

 

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Teaching coding for dummies with A.L.E.X

alex

A.L.E.X is an app designed to give children experience with coding in an appealing format. Students guide a robot named Alex through increasingly harder levels to get to his transporter and escape. The aim is to think logically about the simplest series of commands that you can give Alex to move him successfully through his escape route.

 

Year level: 3 – 6

Subject: technologies

Strand: digital technologies processes and production skills.

Sub-strand: digital implementation.

 

Link to the Resource:

Google Play Store: https://play.google.com/store/apps/details?id=com.AwesomeApps.Alex

Educational App Store: http://www.educationalappstore.com/app/a-l-e-x

Apple app store:  https://itunes.apple.com/au/app/a.l.e.x./id597040772?mt=8

 

In the Classroom:     Years 3 – 4 could use this program as an introduction to coding.
Use sequenced steps (algorithms), including steps with decisions made by the user (branching). (ACTDIP011)


Years 5 – 6 could use this for an introduction to coding and then scaffold into a design scenario.
Implement and use simple visual programming environments that include branching (decisions), iteration (repetition) and user input. (ACTDIP020)

 screen shot alex

How to use this Resource: Available as a free app for Apple products and on the Google play store for all android devices. Have students start at level 1 and work through each level sequentially, as they gradually get more difficult. Students can work at their own pace and will benefitfrom having a few failed attempts to problem solve their way through the levels. Resist the temptation to give assistance as this is one exercise where the brain struggle of breaking something difficult into smaller steps, replicating patterns and following the visual effect of the written command will develop computational thinking. Instead, offer suggestions to try when it is not working have these strategies clearly visible for the class to follow. This program could also be used in small group settings. The game is saved as you go, so there is no time restrictions on lessons. You could have students use 5 minutes productively or devote a few 40 minute lessons to it.

 

General use:  Extension year 1 and 2 students could use this program to extend them beyond the curriculum for their year level. Capable students would enjoy and benefit from the puzzle game style while developing sequencing and logic thinking skills.

 

Links to other learning areas:

Literacy:

  • Write the directions for Alex in text form: finding words that represent the symbols. Identify the features of online texts that enhance navigation. (ACELA1790) Year 3.
    Year 4 uses (ACELA1793)
  • Write a back story to explain a setting and reason for his need to escape. Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts that students have experienced. (ACELT1612) year 5

 

General Capabilities: numeracy, ICT, personal capacity and critical capability.

 

Benefits: Thinking skills which include: computational, sequencing, critical, logic, quantitative, patterns and problem solving.

 

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Code.org

blog post 1

Subject: Digital Technologies

Year Level: Course 2, years 2 – 5 (But caters for foundation – year 12)

Strand: Digital Technologies processes and production skills

Sub strand:

Year Knowledge and understanding Processes and production skills
2 Digital systems (hardware and software) are used for an identified purpose Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps

Explore design to meet needs or opportunities
3 Digital systems and peripheral devices are used for different purposes Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching)

Create a sequence of steps to solve a given task
4 Different types of data, and the same data, can be represented in different ways Use simple visual programming environments that include a sequence of steps (algorithm) involving decisions made by the user (branching).

Define a sequence of steps to design a solution for a given task
5 Data is represented using codes Design, follow and represent diagrammatically, a simple sequence of steps (algorithm), involving branching (decisions) and iteration (repetition)

Implement and use simple programming environments that include branching (decisions) and iteration (repetition)

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

Link to the resource www.code.org

Cross curriculum priorities and general capabilities

  • Critical and creative thinking
  • Personal and social capability
  • Information and Communication Technology
  • Literacy
  • Numeracy

Links to other learning areas

  • English Language Arts
  • Science
  • Maths

A classroom activity using this resource

‘Course 2’ is recommended for grades 2-5 for students who have already developed the skills and ability to read. It is for students who have no current programming experience as it will give them the opportunity to create programs, solve problems and develop interactive games or stories. This program is extremely engaging as several activities are based on popular children’s games and movies such as frozen and minecraft. Not only does this engage the target audience, but it motivates them to use their digital technologies skills to complete the task so that their character can complete the stage in order to progress to the next level. This will help develop the students’ computational thinking. The tasks consist of coding where the students are required to center codes in order to move the character correctly. The harder the task, the more codes required. There is a program that the teacher can run over a period of time that allows the students to complete a series of puzzles that start off very simple, and progress harder as each level is complete. There are videos that provide examples to explain each stage and controls that the students can watch before beginning the puzzle. After several puzzles have been completed, the students can then complete assessment activities that the teacher can view to record student progress.

 

How to use this resource

Once you are on the website, the teacher can choose whether or not they want to set up a program for their students as the stages can be completed with or without a log in. If the teacher sets them up with a login, that then allows the teacher to view and keep track of their students’ progress.

To set this up you need to:

  • Select ‘educators’ on the home page.
  • Then select the appropriate year level.
  • This will lead you to a page that has a lot of description about different categories suitable for your year.
  • Then click ‘partner with us’ that is located on the left side column of the page.
  • Click ‘district/school interest form’ and answer the following questions. This will be sent off to be processed so that your school/class can have an account set up.

If you do not want to set up an account, and would just like your class to develop their computational thinking, you will need to follow this process once you are on the website.

You will need to:

  • Select ‘students’ on the home page.
  • You will then have two options. Option 1 – Depending on their age and year level, you can get them to begin on a course. Option 2 – At the bottom of the page they can click on any activity under the title ‘The hour of the code, all ages’. These activities are based on coding and will begin easy before getting harder each level.