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Kano

Kano

http://us.kano.me/

Year level: 4

Subject: Technology

Strand: Digital Technology

Description

Kano is a fantastic computer and coding kit for children ages 6 and upwards. Students actually get to make a computer, learn what’s inside, play with the code and hopefully spark a lifelong passion for computing and the arts! Kano is a Raspberry π based project, which also utilises Sonic Pi for the music coding component.

Below is a video introducing Kano…

As can be seen by the video, Kano has been constructed to engage students immediately, showing them how a computer is designed and engineered on a basic level. As stated by Luke, it’s like putting Lego together. Students once into the coding phase can then learn to code and create games, hack into well known platforms like Minecraft and make music.

Here is another great video showing Luke using Kano.

There are great resource packages designed and built for educator and schools, which can be aligned with the school curriculum and provide great levels of support and training for the teachers. There is also the ability for the students to share their work or projects through portals and also check out what other students have created!

Digital Technologies

Link to  SCSA (School Curriculum and Standards Authority)

Looking at the year 4 syllabus Kano could be introduced to explore digital systems in terms of their components and the other peripheral devices. Students learn how to manipulate and interpret data which allow students to develop the data to represent and communicate ideas. This helps to develop computational thinking.

Some Year 4 Content descriptors that would be covered by using Kano:

Knowledge & Understanding

  • Digital systems and peripheral devices are used for different purposes and can store and transmit different types of data (ACTDIK007)

Digital Implementation

  • Use simple visual programming environments that include a sequence of steps (algorithm) involving decisions made by the user (branching) (ACTDIP011)
  • Work with others to create and communicate ideas and information safely, using agreed protocols (netiquette) (ACTDIP013)

You can also easily see how using the Kano package can link in with the general capabilities:

  • Literacy
  • Mathematics
  • Science
  • ICT
  • Creative thinking
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Tynker

 

 

https://www.tynker.com/

Subject: Technologies

Strand: Digital Technology

Year level: 1-6

 

Description:

Tynker is a creative computing platform where students are able to learn how to program and build Apps, games and more. It is self paced and is easily incorporated into the Western Australian school curriculum (School Curriculum and Standards Authority, Government of Western Australia) in the subject of Technologies particularly the strand of Digital Technologies.

Students are encouraged and engaged to create games and animated projects using visual coding and provides them with the knowledge foundations in programming and computational thinking which will then help their progress into mainstream object orientated programming. It has powerful kid friendly tools and guided, independent instruction for your students.

The resources and instruction that are available to teachers are also fantastic. It has ready to use, grade specific lesson plans and links to STEM project templates for Math, Science, ICT and English to name a few.

Tynker can be used across different PC platforms (Windows or Mac) and mobile devices running IOS or Android.

Links:

Below are a link to Tynker’s website which will allow a free initial sign up for schools to look at coding across Year levels 1 to 8. This will introduce your class to visual programming. In this course, students get introduced to basic programming as they create interactive stories, design animations, and make mini-games in Tynker’s game-like interface. Each lesson is designed for a class period of 45-60 minutes.

https://www.tynker.com/

https://www.tynker.com/school/courses/show?id=0-programming-100

https://www.tynker.com/play?p=518173ef75209f6e64000198

This is a great video explaining why everyone loves Tynker!

 Sub-strands and Content Descriptors:

Tynker’s courses cover sub-strands and many different Content Descriptors in each year group such as;

Year 1

Strand: Knowledge and Understanding

Representation of Data:

  • Data can have patterns and can be represented as pictures, symbols and diagrams (ACTDK002)

 

Strand: Process and Production Skills

Collecting, Analysing and Representing Data

Present data of any kind using a variety of digital tools (ACTDIP003)

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Biodiversity for a Healthy Planet

Biodiversity for a healthy planet

Subject: Design and Technologies
Year Level: 3 and 4
Strand: Design and Technologies processes and production skills
Content Descriptor: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

Link to the resource
https://www.cbd.int/ibd/2008/youth/

Cross curriculum priorities and general capabilities
Critical and creative thinking, Ethical Understanding, Sustainability, Literacy

Links to other learning areas
Humanities and social sciences; Geography; History; Science; Literacy

A classroom activity using this resource

This resource could be used as part of an online webquest activity. It is a fun way to encourage our students to use digital technologies to learn about biodiversity and how food is produced and its effect on the environment. By means of a webquest project, students can research and gather information about biodervisity and create a journal of information that they gather through a set of tasks assigned to them throughout the webquest. Students learn to navigate the internet, and critically analyse information to determine its credibility. The webquest can incorporate both individual and collaborative tasks and can include a variety of sources of information for students to gain information that is represented in multiple ways. A webquest can be a great way for teachers to differentiate tasks and diversify lessons.

How to use this resource
This is a digital resource that contains information and activities for both students and teachers to assist in the teaching and learning of biodiversity and farming. There is a good focus on producing our own food whilst still protecting and preserving our environment. The website has a variety of resources such as printable games, posters, fact sheets, and lesson plans. It can be used by teachers for planning and assisting with their lessons, or as an information source for students, such as referring to the glossary for terminology.

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Google CS First! Game based learning.

What is it?: Game-based learning involves students using game development concepts and software to create their own games. Game-based activities are highly engaging and motivating for students and, when embedded within the curriculum, can be a highly effective way for students to learn.

Training for teachers is provided free of charge. https://www.cs-first.com/training/welcome-cs-first

Subject: Digital Technologies

Year Level:5-6

Strand: Process and Production skills

Sub strand:Using digital systems

Design a user interface for a digital system. (ACTDIP018)

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition). (ACTDIP019)

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input. (ACTDIP020)

Link to the resource

https://www.cs-first.com/course/game-design/video/241

Cross curriculum priorities and general capabilities

Literacy, Numeracy, ICT, Critical and creative thinking

Links to other learning areas

English, Mathematics

Classroom agenda and implications

CS First is a free program that increases student access and exposure to computer science (CS) education through after-school, in-school, and summer programs. All clubs are run by teachers and/or community volunteers.

CS First materials:

  • are completely free and available online
  • are targeted at students aged 9-14
  • can be tailored to fit your schedule and needs
  • involve block-based coding using Scratch and are themed to attract students with varied interests

All students will require a computer for this lesson so it is best used in a school with a computer lab.

The first lesson in the series teaches the children about story telling in games.

How to use this resource

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Biscuit making

Hello Everyone

Stuck for ideas on how to run a lesson for your Design and Technology curriculum?

Here is one we enjoyed on my Year 5 practicum class!

Making biscuits-2d2j4z4

The class completed the written part of this activity by completing every part of this booklet.

Given this was an activity involving food production covering ACTDEP026 on safe procedures was vital and an important part of our lessons and discussions.   ACTDEK021 about food production and ACTDEJ022 on food safety and hygiene were all covered in our series of lessons. There are some wonderful videos on youtube that cover food safety and hygiene methods very clearly and in an engaging manner.

Initially we got students used to reviewing biscuit types, making decisions and completing tables and using appropriate vocabulary by bringing in a variety of branded biscuits for them to sample and review. These activities fulfilled a number of cross curricular areas in literacy and numeracy and general capabilities like creative and critical thinking.

Then we moved to making their own.

Students got the opportunity to review different biscuit types, starting with a basic recipe as outline in the attached booklet and then adding a variety of their own additions and reviewing and choosing their favourites. Students bought in spices, choc chips, food colouring, mini M&M’s, icing and other fun additions.

Since we only had the oven in the staff room to utilise the biscuit baking, the cooking day took a lot of planning and the assistance of an Education Assistance with myself and my Mentor teacher carefully guiding and monitoring proceedings.

If you have the time and the energy to run this lesson in your own classroom, combined with some assistance, you should try it. My students were still talking about what fun they had weeks later!

 

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Boogie Bot – Grooving Fun

Meet Boogie Bot. Boogie Bot = Fun.

Boogie Bot is an interactive learning App that enables children to program a robot to dance. Programming the robot introduces children to the basics of coding as they interact, and develop skills using ‘Blocky’, a visual programming language. As children learn to code with coding blocks they turn ‘Boogie Bot’ into a grooving, dancing master.  

This App has 5 different categories, with varying levels of difficulty. Each category introduces a different programming concept to enrich learning.

 

 

Year Level: Year 2

In the classroom: 

Boogie Bot allows each child to build a robot using a blue print design, and then program it to dance along with hip music in an illuminated ‘dance zone’. Once a dance sequence has been programmed, the children transform the dance room into a grooving zone with opportunities to share their dance and earn rewards. Dance action blocks are used to create dance moves with a variety of options for children to include special effects. Rewards are earned as the children progress through different levels. This app could be integrated into Health & Physical Education by fostering ‘Boogie Bot Brain-Breaks’ during lesson transition times. The children can have ownership and design their own ‘brain-breaks’ to create those essential moments throughout the day to activate bodies and brains!

Subject: Digital Technologies

Strands:

1. Knowledge & Understanding – Digital systems

  • The components of digital systems: hardware, software and networks and their use.

2.  Processes & Production Skills

  • Defining problems and designing digital solutions (Year 2)
  • This App supports development of Computational Thinking and enriched learning as children learn the basics of computer Science. These include; Algorithmic thinking, sequential processing, pattern recognition and looping.

General Capabilities:

Literacy, Numeracy, Information & Communication Technology, Critical & Creative Thinking

Integrated Learning Opportunities:

English, Health & Physical Education, Mathematics.

Content Descriptors:

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

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams(ACTDIK002)

Recognise and explore digital systems (hardware and software components) for a purpose(ACTDIK001)

Getting Started:

 

iPad Screen Shots:

  

 

Link to this resource: 
www.nybleapps.com/privacy

Additional Information: 

This app is designed for both iPhone and iPad
  • Free
  • Category: Education
  • Updated: Mar 20, 2017
  • Version: 1.02
  • Size: 178 MB
  • Language: English
  • Seller: NybleApps LLC
  • © 2016 NybleApps LL
  • Made for Ages 6–8
 Compatibility: Requires iOS 8.0 or later. Compatible with iPhone, iPad, and iPod touch.
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My Design and Technology lesson for Year 5

Hi there!

I taught my Year 5 class how to make a tote bag during my ATP for a sequence of planned lessons which suited the Year 5 Design and Technology curriculum as outline below.

Food and fibre production

People in design and technologies occupations aim to increase efficiency of production systems, or consumer satisfaction of food and natural fibre products (ACTDEK021)

Designing

Develop and communicate alternative solutions, and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms

How did it go?

What fun we had!  The class got so involved in this, especially the boys who outnumbered the girls by 2 to 1 in this class!  From discussing appropriate fabrics, and how something like a shirt or a pair of jeans could be recycled, to documenting the process they were engaged from the start.  Although we did have fabrics available, many of the students bought in their own fun fabrics by getting their parents involved in the process.  A number of parent helpers came in to help me with a lot of the cutting out of the 28 tote bags since we found the cutting out process time consuming.  Students were so quiet and focused during those sewing sessions although threading needles was a challenge!  Don’t be afraid of sessions like this, I had a number of lively active boys in the class and it was great to see them get engaged and creative with the whole process!

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WONDERful WORKSHOP

Wonder Workshop is WONDERFUL – see what I did there?

 

Inspiring the up and coming generation in using digital technologies can be a challenge at times, especially with maintaining attention.  But Wonder Works provides colourful and engaging resources which develop students confidence and competency in using and manuvering their skills with digital technology.

Subject

Digital Technologies

Year Level

Foundation to Year Two

Strand

Knowledge and Understanding

Sub Strand

Recognise and explore digital systems (hardware and software components) for a purpose

Resource Link

https://www.makewonder.com/play/ideas/

Price

Free resource information – price varies on suggest apps for lesson plan templates

 

Cross Curricular Capabilities

The resources suggest that these apps can assist in most learning areas as it is used to consolidate content specific learning which fosters play based learning.

For Example – Using Go App

 

English: – Literacy (Foundation – Year 2)

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
  • Understand learning area vocabulary

For example – Using Blockly

 

Math: Chance ( Year one and two)

Year One – Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’

  • justifying that some events are certain or impossible

Year Two – identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’

  • classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning

 

Easy Lesson Plans

Example –  Heads or Tails

 

 

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Codeable Crafts – First Impressions Count

 

Introduce your class to coding with this App that will inject a love for coding and becoming a ‘Story Creator.’ Codeable Crafts is an introduction for children to the world of coding that will leave a lasting impression. It is fun, engaging, and enhances creativity as children develop their own imaginative stories. They use a combination of simple drawing tools to develop their own characters, and coding applications to ‘bring their characters life’. 

In the classroom:

Codeable Crafts is an educational tool that allows children to learn the basic concept of Computational Thinking. It has a variety of character templates that are visually stimulating for each child to animate using a basic set of coding blocks.

There are no limits to the possibilities of stories the class can create as they become the master creators of the characters they draw, design, and animate.  Codeable Crafts is an app that could be easily integrated into other areas to enrich learning whilst exposing and teaching about coding. An example is; during a unit of work introducing a writing genre,  ‘narratives,’  the class would be able design their characters, write their story, and then use this app to ‘animate’ their written story.  This is elementary coding that the children will love.

 

Link for this resource:

Visit Website: https://www.codeablecrafts.com/

iTunes: https://itunes.apple.com/au/app/codeable-crafts/id1050901522?mt=8

Google Play: https://play.google.com/store/apps/details?id=jp.co.benesse.ccs&hl=en

 

Year level: Foundation – Year 1.

Subject: Digital Technologies

Strands: 

Processes & Productions Skills

  • Computational thinking
  • Defining problems and defining digital solutions (F-2)
  • Communicating ideas and information

Knowledge & Understanding

  • Digital systems
    • The components of digital systems: hardware, software and networks and their use.

Content Descriptors:

Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

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

Integrated Learning Opportunities:

English, The Arts, Mathematics

General Capabilities:

Numeracy, Critical & Creative Thinking, Information & Communication Technology, Literacy.

Getting Started:

View the brief tutorial overview showing how to decorate and animate character templates.

Simple Steps to follow:

Step One: Decorate and animate animal templates.

Step Two: Choose from My Sketchbook or My Storybook to start creating.

Step Three: Colour and add stickers to the templates in the sketchbook, and then select finished creatures to star in animated stories in the storybook.

Step Four: Start using a small set of basic coding blocks to create sound, movement, and text.

Step Five: Put the blocks together like puzzle pieces and watch the finished story.

iPad Screenshots:

   

Additional Information:

  • Free App.
  • Compatibility: Requires iOS 8.0 or later. Compatible with iPad.
  • Category: Education
  • Updated: 05 June 2017
  • Version: 1.3.0
  • Size: 100 MB
  • Languages: English, Japanese
  • Seller: Benesse Corporation
  • © Benesse Corporation
  • Made For Ages 6–8

Reviews of this app as an education tool available at:

https://www.commonsensemedia.org/app-reviews/codeable-crafts

 

Blueberry4
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Blueberry4

Subject: Digital Technologies

YearLevel: 5-6

Links to other Learning Areas: Literacy, Numeracy, The Arts, and Science

Links to Cross Curricular Priorities/ General Capabilities: Numeracy, Critical and Creative Thinking, ICT.

Platform: Programmable toy or kit

Cost: $395.00 (B4 Modulator Microprocessor Kit)

ACARA Links:

  • Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
  • Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
  • Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP04)

What is it?

The B4 is a modular computer processor kit and accompanying study guide. It has been designed to help students explore the fundamental operation of computers as part of the new Australian Curriculum: Digital Technologies. The B4 supports the teaching of the knowledge and understanding of digital systems and the representation of data.

How is it used?

The B4 consists of 11 computing modules that represent core functions of a computer processor, such as program counter, adder, inverter, memory, latch, etc. With these, students perform experiments which lead to increasingly sophisticated hardware and software arrangements.The B4 operates at human speed, allowing students to easily follow with their own eyes how data flows inside the machine.

 

Skills developed 

Building an understanding of how computers work and are built

Problem solving skills

Hardware knowledge

 

Want more information on the Blueberry4?

https://www.digital-technologies.institute/b4