Introduction to Design and Technology Process and Engineering

http://splash.abc.net.au/home#!/media/1575277/

 

Year: 5-6

Curriculum areas:

  •  Technology and Society

           How people address competing considerations, including sustainability when designing products, services and environments for current and future use (ACTDEK019)

  • Design and Technology Processes and production skills

         Designing

Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology

 

It is always important for students to understand why they are learning something. To introduce them to the why we learn about design and technology we can talk about an Engineering career. The following video will also assist students in understanding how the design process works and prepare them for the inevitable mistakes that can occur.

This video can be at the start of a unit as an engaging hook for students. From here students can learn about sustainability and propose solutions to problems that face today’s society in relation to food production.

 

LEGO MINDSTORMS Fix the Factory

Digital Technologies

Year 5

West Australian Curriculum outcome:

Digital implementation

Design, follow and represent diagrammatically, a simple sequence of steps (algorithm), involving branching (decisions) and iteration (repetition) (ACTDIP019)

Elaboration:

  • following a diagram of a simple method of sorting numbers or words
  • following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
  • experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a choice between two different circumstances using a spreadsheet or a visual program
  • experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
  • designing the instructions for a robot vacuum cleaner to clean a room
  • using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes

 

Resource:  http://www.lego.com/en-us/mindstorms/games/fix-the-factory

Legocom. (2016). Legocom. Retrieved 4 August, 2016,
from http://www.lego.com/en-us/mindstorms/games/fix-the-factory

About the resource:
This resource is similar to many other, “coding to make your avatar move”, websites so it’s a great way to build fluency while varying the delivery method.

In this resource you need to provide a list of instructions to a robot before pressing play, with the objective being to get to the end.

The resource can be played via a web browser or downloaded onto iPads or androids.  One of the highlights of the resource is that it is free!

Lesson: 

By the end of this lesson students will diagrammatically write and implement simple algorithms to solve problems with robots.

Today we are learning to:  Write a flow chart for each Lego “fix the factory” game you play and check if it worked after playing it

I do:  Load up the Lego game on the smart board by going to the above referenced website.
Load up the first problem.
Model the flow chart on the non-digital whiteboard  as [->] [->] [⌂]
Then put that into the game and see if the robot makes it to [⌂]
If so tick the flow chart.
Repeat for the second exercise in the Lego game which requires turning.

We do:  Have students  write flow charts on mini whiteboards for the next two Lego activities on the smart board.  Correct students on the spot  Check that 80% of the students got it right before sending them in partners to work independently.

You do:  Students work independently in partners, creating flow charts, trying them on the game, ticking the chart if it worked, if not, writing a new flow chart till they do find one that works.

Using the program:

  • As soon as the app loads you simply press the play button and select the level you want to work at.
  • Following that you simply press the arrow button that you wrote down on your flow chart plan, and then press play when you’re ready to see how the Lego robot will go.

Video gameplay:

Posted by Mathew Jones

Student 10138258

Tynker

TynkeTynkerLogo_Fotorr is a browser-based application used to teach your students how to program as they create games and animated projects. Tynker can be used on any computer (desktop, laptop, notebook, Chromebook) with an internet connection. It can be used on an iPad, however some features are not supported. As it is browser-based, it works best in Google Chrome and Safari browsers.

Students can easily learn to code using the visual programming language by solving fun puzzles and creating original projects and games. Students gain an excellent foundation in programming and computational thinking, preparing them to transition to any mainstream object-orientated programming language.

Tynker has multiple learning modules; allowing students to work at their own pace, with each lesson is designed to run between fifty and sixty minutes. As it is browser based, students are able to work from home if the activity is not completed within the specified lesson. Tynker has been created to keep students engaged from start to finish and Tynker also caters for a variety of learning styles.

Teachers are able to assess their students’ learning through creating a multiple-choice questionnaire at the end of a module.

Each student is able to create a unique project, which can then be shared with friends and family.

For more information on Tynker, visit: https://www.tynker.com/?t=reset

    Subject: TechnologiesTynker

    Strand: Digital Technologies – Knowledge and Understanding

    Sub-Strand: Representation of data

    Year level: Year one to year six

 

Cross-curriculum priorities and General Capabilities:

  • Literacy;
  • Numeracy;
  • Information and Communication Technology;
  • Critical and Creative Thinking; and
  • Personal and Social Capability.

Links to other learning areas:

  • English;
  • Mathematics;
  • Science; and
  • The Arts (Visual Arts). 

How to use Tynker:

Visit the Tynker YouTube channel for a variety of short videos, including how to get you and your class started: https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

Below are a couple of suggested YouTube clips for you to view:

What is in a Tynker lesson: https://www.youtube.com/watch?v=Bko9qtCeb2A

Preparing for your first Tynker lesson: https://www.youtube.com/watch?v=ZmTbED57tes

 

References:

ACARA. (2015). Australian Curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au

SCSA. (2014). Digital Technologies. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-     browser/technologies/digital-technologies2

Tynker. (2015). Tynker – Programming courses for kids. Retrieved from https://www.tynker.com

Tynker. (2016). Tynker. Retrieved from https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

 

Dipity

Dipity is a digital timeline interface which allows the user to research a topic and represent it visually using a range of resources. It could also be used to document your own personal digital footprint (Dipity, n.d.).

How to use this resource: Dipity could be used across most year groups and many of the Australian Curriculum learning areas. This resource is a fantastic way to represent timelines, students are able to collate information found online or scan information from physical resources (books, newspapers).

Log in for a free account which gives you the ability to produce three timelines, there are premium accounts available at a cost.

Classroom focus:

Subject: Digital Technologies

Year Level: 5

Strand: Digital Technologies processes and production skills

Sub strand: Collecting , managing and analysing data

Content descriptor: Acquire, store and validate different types of data, and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016)

Cross curriculum priorities and general capabilities:

  •  Aboriginal and Torres Strait Islander histories and cultures
  • Asia and Australia’s engagement with Asia

Links to other learning areas:

  • History
  • English

A classroom activity using this resource:

This resource could be used as an assessment task for a history project, where students must research and present in a digital timeline events from Australian history after colonisation.

Link to the resource:

http://www.dipity.com/

References

Australian Curriculum Assessment and Reporting Authority. (2015). Retrieved         from http://www.australiancurriculum.edu.au/

Dipity. (n.d.). Retrieved from http://www.dipity.com/

Build your own buggy resource package

buggy full page
Year group: 5/6

Subject sectionDesign and Technology

Strand: Design and Technologies knowledge and understanding.

Sub-Strand: Engineering principles and systems.

Content descriptor:
Explain how forces or electrical energy can be used to control movement, sound or light in a product or system and consider how material properties and construction processes influence design and construction of structures.

Cross-curricular priorities: Sustainability

Resource:
http://www.nationalstemcentre.org.uk/dl/444b2c8d5776d41aef5ffdf6170448e474ce82d2/2828-buggy_col-1840.pdf

General capabilities:

  • Literacy
  • Numeracy
  • Information and communication technology.
  • Critical and creative thinking.

Overview and use within the classroom:
This resource focuses on building a buggy with students. Teachers will be able to develop a variety of learning experiences with students.  Students will be able to build a car that may represent an actual vehicle,  a vehicle from a book or film or a completely new type of car.

This resource will develop students’ knowledge in sketching and working with technical components, wooden strip, paper, card and recyclable materials.  It will also develop students design skills when they consider  the purpose of creating the toy and the needs of possible users. It will also build students ability to use a variety of tools with precision and care to mark, measure, cut and join with increasing accuracy.  Students will also use simple mechanism and electrical circuits to operate motors, lights, buzzers and a transmission system.

The resource can be followed word to word, page by page to develop learning experiences for students, or ideas can be taken from the resource to develop own ideas.

Technology at work

Technologies At Work

Subject: Technologies

Strand: Design Technologies

Year level: K-5

Substrand: Technology and society

  • Recognise factors that impact on the design of products, services and environment includes meeting local community needs

Link:
http://www.discoveryeducation.com/teachers/free-lesson-plans/technology-at-work-2.cfm

Links to other areas:

  • Literacy
  • Art
  • History

Overview:

This is a great activity that allows students to explore how modern technology has benefited humans/society. It also explores the negative effects technology has on society. A great extension activity or follow-up lesson is to have students explore, generate and design solutions to these problems.

Aquarium Explorer + Design It

Aquarium Explorer

Year Level: 2

Strand: Digital Technologies and Understanding

Sub Strand: Representation of data

Resource link:
https://itunes.apple.com/au/app/aquarium-explorer/id383183128?mt=8

In the classroom:
The students can work in pairs or small groups. This app could be used for a range of activities. Each pair could get allocated a creature from the aquarium. They are then required to research that creature and find out what it eats and other important or interesting information. This also links to science as students are learning about different species and habitats.

iPhone Screenshot 3

Design It – Kids Edition

Year level:  5

Strand: Knowledge and Understanding

Sub Strand:Design concepts across a range of technologies contexts

Resource Link:
 https://itunes.apple.com/au/app/design-it-kids-edition-all/id670730888?mt=8

In the classroom – Students can be required to design their own person or house. The teacher will provide certain things that the person or house must feature. This can also be linked to art as the students can get very creative with this app.

iPad Screenshot 1