Month: January 2015

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Building Bridges

Here is an interactive lesson plan for students to develop ideas of forces applied to bridges and how to use these forces to strengthen the construction. Check out my mind map detailing the lesson.

https://www.mindmeister.com/450355744

Uphill - Explored
Photo Credit: Don McCullough via Compfight

 

Useful websites http://www.teachersmedia.co.uk/videos/toby-oliver-making-bridges

http://www.primaryscience.ie/media/pdfs/col/design_a_bridge.pdf

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Sock Puppets

  sock puppets 1

Sock Puppets – Digital Technologies Lesson Plan

Subject: Digital Technologies

Year Level: Foundation – 2, 3 -4, 5 – 6

Strand: Digital Technologies processes and production skills

Sub strand: Using digital systems and Collaborating and managing

2.1 Identify and use digital systems (hardware and software components) for a purpose

2.6 Work with others to create and organise ideas and information using information systems, and share these in safe online environments

4.7 Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols

6.9 Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols

Link to the resource
https://itunes.apple.com/us/app/sock-puppets/id394504903?mt=8

Cross curriculum priorities and general capabilities
Literacy (LIT), Critical and creative thinking (CCT), Personal and social capability (PSC), Information and Communication Technology (ICT), Intercultural understanding (ICU), Sustainability (S)

Links to other learning areas
English, Health, Mathematics, Humanities and Social Science, Science, Drama, Language and Art.

A classroom activity using this resource
The Sock Puppet application lets you create your own lip-synched videos and share them on the Interactive White Board (IWB) or the school virtual learning environment e.g. Moodle. (Facebook and YouTube can also be used but this would be dependent on the schools ICT and online security policies).  Create Sock Puppets and add props, scenery, and backgrounds to create an individual or collaborative animated movie/story to share with others. It is an engaging resource that allows students to be creative and innovative in a fun and simple way.

Sock Puppets is an interactive technological resource which can be integrated into other learning areas.

  • English – They can create storyboards, character writing or retells whilst demonstrating their scripting and editing skills.  Maybe interview you sock and link it to another learning area.
  • Mathematics – The planning and presenting a script demonstrates the use of time.
  • Science – As a presentation demonstrating a Science topic e.g. Space using space characters and backgrounds
  • Art – As a planning tool to create their own sock puppet using recycled materials.
  • Drama – After planning your story in the sock puppet application, making a real sock puppet, then students can put on a play using their sock puppets.
  • Language – the sock puppets could demonstrate the use of another language
  • Health, Science, Humanities and Social Science can be integrated through themes that relate to these topics e.g. SwimSafe, Bullying

Sock Puppets is a free application from the Apple App Store.

How to use this resource
Have students plan and script their story or presentation. Using an iPad, iPod or iPhone, download the Puppet Pals app through iTunes. Within the application you can choose 4 sock puppet characters/actors, 5 different backgrounds to create different scenes and select 4 props. You then open the stage and can move the characters around, and play around with editing the characters and the back drop. Hit the record button, save your story and then play – the puppets automatically lip-synch to your voice.

  • Install the application (internet access is needed) https://itunes.apple.com/us/app/sock-puppets/id394504903?mt=8
  • Click on the URL link http://youtu.be/fM83udhORoE to watch a video detailing how to use the application.  The Help function within the application also contains tutorial information. Both are suitable for classroom instruction
  • This could also be used as a formative and summative assessment tool at the end of or during a learning cycle.

Scene BackgroundsScenery

Water Friend or Foe

Resource: Water: Friend or Foe. Discovery Education

Year level: Year 3-4

Subject: Design and Technology

Strand: Digital and Technologies Process and Production Skills

Sub-strand: Creating digital solutions by: Evaluating (4.6)

Cross Curriculum Priorities and general capabilities
Literacy (LIT)
Critical and Creative Thinking (CCT)
Personal and Social Capability (PSC)

Link to other learning areas: Geography and Science

Analysis:
This lesson is explicit and direct in assisting students to understand the risks of fire and what we can do to both prepare and prevent fire. The lesson directly addresses the positive and negative impact water can have on the environment. The lesson could be extended through the inclusion of additional tasks that consider the positive and negative impact that water has on humans internally and the effects on the human body.

The lesson educates students on what they should do in the event of a fire and what they need to do to protect themselves. The learning could be enriched by having students develop their own safety video making it more memorable for them if they were to experience this unlikely event.  The students could also design their own fire prevention kit where they include items that would assist if a fire were to occur. This could be included in the video.

This activity would give students an in-depth understanding and broader knowledge of the curriculum. Overall, the lesson adheres to the standards of natural hazards, risks and benefits.  Making the learning experience more hands on would ensure the content is remembered beyond the classroom.

 

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Design and build lego cars

 Resource: Design and build lego cars

Year level: Year 1-2

Subject: Design and Technology

Strand: Design and Technologies Process and Production Skills

Substrand: Investigate (2.5), Generation (2.6), Producing (2.7), Evaluating (2.8) and Collaborating and managing (2.9)

Cross Curriculum Priorities and General Capabilities 

Literacy (LIT)

Numeracy (NUM)

Critical and Creative Thinking (CCT)

Link to other learning areas: Maths and Science

Analysis:
In the Lego car lesson the students are required to design and create a car that would be used for a specific purpose, e.g. for speed, for rocky mountains etc. The students engage in a learning experience that is hands on and both intrinsically and extrinsically motivating. Giving the students the freedom to choose what they want in their car design will allow them to critically analyse what it is they need in order to produce an effective product. To provide the student with the opportunity to extend on their problem solving, creativity, innovation and understanding will ensure that they are achieving the requirements of the curriculum. Students are given the chance to evaluate and identify problems so that they can make adjustments and alterations to improve their design. Allowing the students time to critique their product will expand their thinking and understanding of how technology is always improving.

This lesson is authentic and credible to educating students on the importance on technology in today’s society.

 

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Green Screen by Do Ink: Moving through time and space!

Application: Green Screen by Do Ink

Year: Foundation – Year 6

Strand: Digital technologies processes and production skills

Sub strands: Collaborating and managing

  • 2.6 Work with others to create and organise ideas and information using information systems, and share these in safe online environments
  • 4.7 Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols
  • 6.9 Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols

Link: https://itunes.apple.com/au/app/green-screen-by-do-ink/id730091131?mt=8

Cross curricula priorities
 Aboriginal and Torres Strait Islanders histories and culture

General capabilities
Literacy
Information and communication technology
Critical and creative thinking
Intercultural understanding

Links to other learning areas:
English, Science, History, Geography, and the Arts

Use in the classroom
This application can be used across a number of learning areas to demonstrate students understanding of a topic. It is a fun and engaging way for students to present their information gathered throughout a unit of work. Examples of lesson including this application are outlined below:

 English: complete a book report and present the review using the application and multiple backgrounds such as a library setting.

Science: present their understanding of the solar system whilst “being” in space.

History:  conduct an interview with a historical figure with the relevant background.

Geography: create a weather report to present the data collect as part of a unit of work.

The Arts:  record a drama performance and place backgrounds in accordance with the story.

How to use the application

  1. Students record their information through a video with the green screen app.
  2. Once they are happy with their information they can add video or images behind them to show the theme.
  3. This video, once complete can be shared through blogs or amongst school networks for further education purposes.

By Leah McMerrin

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Collaborative learning using QR codes

qrcode.27283626
Year level: 3 – 4
Strand: Digital Technologies knowledge and understanding.
Sub strand: Representation of data.

  • 4.2 Recognise different types of data and explore how the same data can be represented in different ways

Strand: Digital technologies processes and production skills.
Sub strand: Collecting, managing and analysing data.

  • 4.3 Collect, access and present different types of data using simple software to create information and solve problems.

Link to resource: http://www.qrstuff.com

Cross-Curriculum Priorities and General capabilities
Numeracy, Literacy, Information and communication technology (ITC) capability, Critical and Creative thinking.

Links to: Maths, literacy and ITC.

Classroom activity: 

  • Install QR code decoding software  onto individual iPad or device prior to lesson commencing. (available free from download store)
  • Group students in groups of three or depending on the amount of iPads available per class.
  • Students are set a challenge to to convert QR codes on the iPad and solve the equations.
  • The students have to agree on the answer before they can move onto the next QR code.
  • All group members are responsible to help solve the equations but one group member must be nominated to write the answer for  evidence.
  • The teams can race each other or time themselves and try to beat individual best times.

The teacher can formatively assess students comprehension and understanding of specific learning areas with a fun experience. The QR codes need to be printed and cut out, then placed in rows with enough room to separate the groups, so they can work independently. The teacher has the opportunity to colour code the QR codes to cater for diversity within the classroom.  Students can work collaboratively within same ability or mixed ability groups to practice their mental maths skills.

There are alternative ways to use the QR codes such as writing questions for interviews, biographies etc in literacy.  Students can also be taught how to program the information into the QR codes and make their own for peers to solve.

How to use the resource
Its free and easy to use. Start on QR generator home page  http://www.qrstuff.com/qr_codes.html

Step 1: Data type – choose plain text.

Step 2.0: Content – type in mathematical equation (times table, addition algebra etc)

Step 2.1: Encoding options – choose static – Embed text into code as-is

Step 3.0: Foreground colour – change colour to suit individual requirements.

Step 3.1: Download QR code to test sample.

Step 4: Output type: Choose to download, print or e-mail QR code.

qrcode.27283626

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Design an App!

App Icon Examples

 

Subject: Digital Technologies

Year level: 5/6

Strand: Digital Technologies processes and production skills

Sub strand: Using Digital Systems
6.5 Design a user interface for a digital system, generating and considering alternative designs.

  • 6.6 Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition).
  • 6.9 Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols.

Link to the resource: http://5bappproject.weebly.com/

Cross curriculum priorities and general capabilities: Literacy, Critical and Creative Thinking, ICT Competence

Links to other learning areas: English

  • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements(ACELY1700)
  • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
  • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
  • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

A classroom activity using this resource:
This resource can be implemented into the classroom in the form of a project, where students work towards creating an app over a series of lessons. Students will first plan their app, focusing on these features: title, app icon, description, cost; and designer’s name. Students will then go on to further plan their app and what it will be about. Once all aspects have been considered and students are clear on what their app is about; then they may present their ideas in the form of a PowerPoint or Keynote.

  • Visit the website – http://5bappproject.weebly.com/
  • Have a look through the activities that have been designed for students and implement them into the classroom.
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Snappy!

Snappy

Subject: Design and Technologies

Year level: 3-4

Strand: Design and Technologies processes and production skills

Sub strand: Using Digital Systems: creating designed solutions by generating

  • 4.6 Generate, develop, and communicate design ideas and decisions using technical terms and graphical representation techniques

Link to the resource: http://www.scootle.edu.au/ec/viewing/L11652/index.html

Cross curriculum priorities and general capabilities: Literacy, Critical and Creative Thinking, ICT Competence

Links to other learning areas: English, History, Science, Society and Environment, Health and Physical Education, Arts

  • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (ACELY1682)
  • Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
  • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

A classroom activity using this resource:
‘Snappy’ is used to create an interactive presentation where you can add your own digital images, audio files and text. In a classroom activity, students may have researched a science concept and must now present their findings in the form of an interactive presentation. Students can choose a layout and style for each page. Once students have completed their presentation, they can then share it with the class to engage and inform.

Educational value:

  • Allows students to explore and manipulate images, layouts, styles, text and audio files to create their own interactive presentation.
  • Provides opportunities for students to improve writing and comprehension skills.
  • Includes demonstration videos for students and teachers to follow.
  • Provides an option to print the presentation to further assess students work.

How to use this resource:

  • Download the Adobe AIR as Snappy is an Adobe AIR application.
  • Create a new folder in your computer – inside it, put all the audio and image files you want to use.
  • Images must be JPEG files and audio files must be MP3.
  • Select Snappy to download and run the application.
  • Choose a layout and style for each page.
  • Add a caption to each image.
  • The presentation will save while you are working.
  • Once completed, you can view the presentation in an internet browser and share with others.
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Digital Technology: Cyber Safety

Subject: Digital Technologies

Year Level: 3-4

Strand: Digital Technologies processes and production skills

Sub Strand: Creating & Interacting Online
4.7 Manage the creation, sharing and exchange of information with known audiences and apply agreed social protocols to protect people when communicating online.

Content Descriptor:
Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols (ACTDIP013)

Link to the resource: http://www.cybersmart.gov.au

Cross curriculum priorities and general capabilities

  • Literacy
  • Information and Communication technology capability
  • Critical and Creative Thinking
  • Personal and Social capability
  • Ethical understanding.

Links to other learning areas
English, Health, Humanities & Social Sciences (Civics & Citizenship)

Website Outline and suitability
This site provides engaging opportunities for students to use digital technologies to help learn about how to be safe and sensible online. It is easy to navigate and designed to be student friendly so is appropriate for classroom use. The site has been created by the Australian Government and is therefore from a reputable source.

Cyber Smart Quiz: This quiz asks students to answer 11 questions each of which are in the form of short scenarios that children may experience online. This helps students to know and understand what to do if they were in a similar situation in order to keep themselves safe. The answer/s to each question are explained and rephrased to reiterate the information.

This could be used as an assessment tool before a unit of work to determine students’ prior knowledge, or as a formative or summative assessment to determine whether students have learnt and understood the teaching content.

kids cyber safety quizhttp://www.cybersmart.gov.au/Kids.aspx

Comic Book Capers: This section of the website allows students to read and/or listen to a given scenario. They then need to select the correct option from each of the categories (website, helpers, security and advice) clicking and dragging it into the scenario to ensure that the person involved is kept safe online. Students who have difficulty reading are catered for as the scenario is read aloud. If a wrong answer is selected the students are given another opportunity to correct their mistake. This ensures they know where they went wrong. After submitting, the answers are then rephrased and clearly explain to the student why the scenario is now safe. Students will need headphones so that they can work through this at their own pace while not disturbing those around them.

comic capershttp://www.cybersmart.gov.au/Kids/Have%20Fun/comicbookcapers.aspx

The website also includes: information about cyber bullying, netiquette, digital footprint, mobiles, offensive content, online games, social networking, staying legal and unwanted contact. There is also a videos section which includes 10 episodes to the ‘Net Basics’ series and five episodes to the #GameOn series. The site informs students of where to go for help and provides information for parents, younger kids, teenagers and schools.

For more direct links:

How to use this resource

  • Students will need access to the internet either on a computer or tablet.
  • The website can be written on the board for students to either Google or type into the html bar.
  • This process could be modelled on the Interactive White board going through the logging on, finding the Internet, searching for a website process, step by step for the students to follow.

Cyber Smart Quiz:

  1. From the home page click on the ‘Kids’ tab.
  2. Click on the ‘Start the quiz’ green button.
  3. Read through the explanation of how the quiz works.
  4. Start the quiz by listening to ‘Sam’.
  5. Follow the prompts given by Sam answering each question.
  6. Correct your mistakes as you go.
  7. Continue until completed.

Comic Capers:

  1. On the home page click on the ‘Kids’ tab.
  2. Hover the mouse over the ‘Have Fun’ button and a list will drop down.
  3. Select ‘Comic Book Capers’.
  4. Watch the introduction to the activity.
  5. Listen and/or read the instructions.
  6. Begin working your way through the four scenarios by clicking and dragging a selection from each category.
  7. Correct any mistakes as the narrator prompts you.
  8. Continue until completed.

Conclusion
 This website has a clear educational focus, is reputable, and aligns with the Australian Curriculum: Technologies.

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Puppet Pals App

Subject: Digital Technologies

Year Level: 3-6

Strand:Digital Technologies processes and production skills

Sub strand:Using digital systems

4.4 Use a range of digital systems and peripherals for diverse purposes, and transmit different types of data

Link to the resource
http://www.polishedplay.com/apps/puppet-pals-2.html

Cross curriculum priorities and general capabilities
Literacy (LIT), Critical and creative thinking (CCT), Personal and social capability (PSC), Information and Communication Technology (ICT)

Links to other learning areas
English, History, Geography

A classroom activity using this resource
This is a creative way of allowing students to act out their own imaginative texts recounts, reports, titles, presentations and more in literacy. Once the students have created a written text aligning with the Australian Curriculum, they can then go on this app that allows them to get creative. They can create an interactive puppet show including voice recorder, creating characters and movements. Teachers can share this via email to their parents and copy and paste it on the school blog.

How to use this resource
As most school have access to iPads, teachers need to:

  1. download the app “PUPPETPALS 2” for free
  2. read the instructions. It is easy to use for teachers and students. The app goes step by step instructions on what to do.