Gonoodle is a fun interactive website and app that students and teachers can use in many different ways.
Subject: Digital Technologies
Year Level: Kindy to year 6- This app is probably most rewarding for lower primary aged children, but all students can have fun with is and the meditation activities can be beneficial to all ages.
Strand: Knowledge and Understanding.
Sub Strand: Digital systems (hardware and software) are used in everyday life and have specific features(ACTDIK001)
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.
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.
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
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
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.
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!
Scratch is a click-drag-and-drop programming environment that is exceptional for introducing students to programming concepts via Windows and Mac OS X . Students can use Scratch to code their own interactive stories, games, and animations. In the process, they learn to think creatively, reason systematically, and work collaboratively, which are essential skills for society and the classroom.
Target year level: Year 3-6 (Also recommended for high-school students)
Curriculum learning area: Digital Technologies
General Capabilities: Literacy, Numeracy, ICT, Critical and Creative Thinking
Developed by: Lifelong Kindergarten Group at the MIT Media Lab
Why use scratch in your classroom? Scratch introduces students to programming without the daunting pressure of understanding coding/programming language. Beginners are often ‘put off’ when faced with errors in coding, as many programmers are quite abstruse in their language, however scratch aims to overcome this barrier by using a drag-and-drop technique that is readily available to young ages. Scratch uses visual programming language that can be used to construct games, presentations, tutorials, animations, interactive stories and more to create a conceptual understanding or digital materials.
About this resource: Scratch has provided a educational resource for teachers that provides a digital platform for teachers to engage in and share stories, experiences, resources and meet fellow educators via the Scratch Educator Meetups. Note: These meetups are USA centralized. Scratch also provides teachers with an educator account to help manage classroom projects and student programs.
Links to other learning areas:
Art – Drawing experimentation with colour
Mathematics – Plot, graph, demonstrate and application of mathematical concepts
Science – Simulation and experimentation
Languages – Simple quiz input/output, including the recording of sound for feedback
English – Develop a narrative, plot points, characters and actions
All learning areas – Demonstrate a deeper, conceptual understanding of fundamental ideas
Mitch Resnick – Computer Scientist
Mitch Resnick is the director of the Life Long Kindergarten Group and LEGO Papert Professor of Learning Research at MIT Media Lab. Resnick aims to engage students with technology, encouraging them to create and experiment using coding with digital resources. You can find more information about Mitch Resknick here: https://www.media.mit.edu/people/mres/overview/
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.
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)
Can be accessed and downloaded on the App Store (iPad/iPhone) or on Google Play (Android) for FREE
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?
Download the app from the App Store (iPhone/iPad) or from Google Play for FREE
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
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).
As many items as desired can be scanned and all appear under the ‘Recents’ button
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.
Content Descriptor: ACTDEP006 – Generate, develop and record design ideas through describing, drawing and modelling ACTDEP007 – Use materials, components, tools, equipment and techniques to safely make designed solutions
Cross-Curriculum Priorities and General Capabilities: –Sustainability
-Numeracy –Critical and Creative thinking
-Information and communication technology (ICT) capability
Links to Other Learning Areas: Mathematics
ACMMG037 – Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units
Overview: This activity helps to develop students concept of designing a classroom using shapes to outline objects. The activity would be completed in a geometry lesson and looking at students recognition of shapes. Students will look at objects around the room and position them on their own template by incorporating various shapes to represent different objects. Once students have drawn their objects, they then need to use shapes in the website classroom architect to represent a layout of a classroom. The app allows you to print the final products to assist in assessment.
