Classroom Designs

What does your classroom look like?

Subject: Design and Technology

Year: 2

Strand: Process and Production

Sub-Strands: Designing

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

Platform:
iPads
Website: http://classroom.4teachers.org

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.

By Suviensa Parvini

Designing a moving toy          

Construct your very own moving toy through an engaging hands on activity using recyclable and low-coast materials. Students will need to critically think about their design mechanisms, in order to successfully create a moving toy.

How is this useful: Designing a moving toy requires many skills for the students to do so. Students will need to consider and incorporate various design principles and problem solve. Collaboration with peers is essential, as well as self-reflection to consider the design process, planning and outcome.

Things to consider whilst designing:

  • Shape
  • Size
  • Presentation
  • Materials needed
  • Safety (e.g. sharp edges on the toy)

Year Level: 4-5

Learning Area: Technologies – Design and Technologies

Strand: Process and Production Skills

Sub-strand: Designing

Content descriptor:  Develop and communicate design ideas and decisions using annotated drawings and appropriate technical terms

Link to Other Learning Areas: English, Mathematics and The Arts

Cross-curriculum priorities: Sustainability

General Capabilities: Critical and Creative Thinking, Literacy, Numeracy, ICT capability.

A PDF version of this activity can be found here.

References:

Resource link: http://www.teachitprimary.co.uk/resources/y5/designing-and-making/toys/designing-a-moving-toy/13259

Image from: https://www.google.com.au/search?q=design+a+moving+toy&sa=X&espv=2&biw=1366&bih=662&tbm=

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!

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Sploder – Game Maker

hp_retro_arcade_night

Subject: Digital Technologies

Year Level: 5

Strand: 

Digital Technologies processes and production skills

Sub Strand:

Digital implementation -Design a user interface for a digital system, generating and considering alternative designs (ACTDIP018)

Link to the resource:

Sploder – Make your own Games, Play Free Games

Cross curriculum priorities and general capabilities: 

Literacy

Information and Communication (ICT)

Critical and Creative Thinking

Personal and Social Capability

Links to other learning areas: 

Mathematics – Shape, Geometry and Measurement

A classroom activity using this resource: 

This game making website it incredible and will hook students in from the get go. It encourages students to be interested in digital technologies while incorporating the gaming world which the students of today cannot get enough of. I would recommend using this website in either groups of 2, 3 or even singular if their is enough computers for each student so you can really assess what each student can do. You could begin with having students brainstorm and create a mind map of what they would like in their very own video game from genre to traps and mazes they would like to include. Once the games have been completed students can go back onto the website and play their own and other students games from not only their classroom but all around the world.

5_sploder_retro_arcade_creator

How to use this resource:

This resource is so simple to use which is why love using it with students as its step by step nature reduces the need for questions. This website walks you through step by step with prompts and choice for you to make as well as explaining each step.

  1. Go to the website provided
  2. Click on “Make a game” (located at the top of the page)
  3. Follow the prompts
  4. Once your game is saved and completed it will be uploaded and you can play each others games

 

Beebots: Digital technologies

sketchup

Website: SketchUp

Year level:

  • 4

Strand and Content descriptor:

  • Processes and production skills
  • Use simple visual programming environments that include a sequence of steps (algorithm) involving decisions made by the user (branching) (ACTDIP011)

Links to other learning areas:

  • Visual arts- Development of artistic processes and techniques to explore visual conventions when making artworks: shape, colour, line, space, texture (ACAVAM111)
  • English-   Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Cross curriculum priorities and general capabilities:

  • ICT
  • Critical and Creative Thinking

How to use SketchUp when teaching computational thinking in Technologies:

SketchUp is a user-friendly program with applications from that start of the design process, all the way through to final constructions of digital 3D designs. It was initially made for architects, but is a useful tool to prepare students with real-world skills in design and technology. Students create 3D designs using algorithms, patterns and models, as outlined in the ‘Computational Thinking’ section of the School Curriculum and Standards Authority.

Students can learn about shapes, estimating sizes, design, visual appeal, colours, textures/materials, critical and creative thinking such as problem solving and testing designs out. I used this program with a year 4 class. Students had a checklist and were required to follow instructions carefully to successfully design and create buildings. They needed to think about size, shape, materials, practicality and visual appeal. On the Smartboard, we demonstrated basic design ideas. Students were encouraged to experiment with these and challenge themselves. Because it is such a diverse program, it caters for a range of ability levels. Students who were confident could go above and beyond what the task required of them.

Students were highly engaged for extended periods of time and were passionate about getting their task completed, some challenging students were asking if they could keep working through lunch on their designs.

SparkleFish

sparklefish-logo

“The world we have created is a product of our thinking. It cannot be changed without changing our thinking.”
–Albert Einstein

How will SparkleFish benefit your students?

Using this creative application will give your students the opportunity to construct their own understandings of word formations and sentence structures.

SparkleFish encourages students to explore and discover the different kinds of vocabulary such as adjectives, nouns, verbs and exclamations that may be found within a piece of writing.

This application guides students in creating vocabulary that can be rearranged in their own order to, enhancing key understandings of literacy concepts.

Students are able to practice using their voice projections and pronunciation, an opportunity to improve and reflect on their own skills throughout the experience.

How would Scratch work in your classroom?

SparkleFish is an application which provides audio/visual instructions for students to record their voice. Each instruction asks students to record themselves speaking particular vocabulary e.g. animal, noun, body part etc. Using the student driven words, the application processes all words to make a story.

Students are able to use the “buzz” words and story lines to construct their own creative writing.

Students are encouraged to be imaginative when adding different types of words to their stories.

saying-later-words-ipad-sun-girls-800w

How would you integrate Scratch within the curriculum?

Below is an example of SparkleFish used in a year 2 digital technologies lesson.

Subject: Digital Technologies

Year Level: 2

Strand: Digital Technologies –Processes and Production Skills

Sub Strand: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Cross Curriculum Priorities and General Capabilities:

  • Literacy
  • Critical and Creative Thinking
  • Information and Communication Technology (ICT) capability

Links To Other Learning Areas: English

Activity: SparkleFish can be used to extend students’ skills within a literacy activity. During a creative writing lesson, the application allows students to think of new and creative ways to start a story. Prompting various forms of vocabulary, SparkleFish teaches students the correct format and creative ways to use adjectives, nouns, verbs etc. throughout a story. Students are able to construct their own unique piece of writing with the correct vocabulary and format.

How do you use SparkleFish?

Where do i find SparkleFish?

http://sparklefishapp.com

Word Mover

Word Mover

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Year Level:
1-6

Learning Areas: Technologies and English

Strands:

Sub Strand:

  • Digital Technologies Knowledge and Understanding
  • Responding to Literature
  • Examining Literature
  • Interpreting, Analysing, Evaluating
  • Text Structure and Organisation

Description:
ReadWriteThink’s Word Mover mobile app is used to supplement classroom instruction, reinforce concepts taught in class, and offer increased student engagement through the use of tablet devices and their associated functionality within the Western Australian Curriculum.

Word Mover allows children and teens to create “found poetry” by choosing from word banks and existing famous works; additionally, users can add new words to create a piece of poetry by moving/manipulating the text.

Features:

  • Multi-user poem storage
  • User management with the ability to delete or restore within 2 weeks
  • 6 poem categories, each with the ability to personalize
  • 12 backgrounds for stylizing poems
  • Helpful how-to information available throughout app
  • Auto-saving of poems as they are created
  • Viewing of finished poem for proofreading
  • Ability to save poem to photos
  • Ability to print poem on a wireless printer
  • Ability to send poem by e-mail

Word Mover is an educational app for all ages that adds creativity and fun to the learning process.

Link:
https://itunes.apple.com/au/app/word-mover/id52997152?mt=8

Below are other interactive mobile apps related to the Learning Areas of Technology and English for primary school students.

Phonics – Tic Tac Toe Interactive Game
Year Level: 1-4

Link:
https://itunes.apple.com/au/app/phonics-tic-tac-toe-interactive/id465184366?mt=8

Description:
Practice your phonics skills with a partner in this classic game. Each tic-tac-toe grid gives you a range of questions to develop and test your knowledge of letter sounds. Count syllables, match words with the same ending or beginning sounds, or identify blends and digraphs to make your mark on the grid.

Sight Words by Little Speller
Year Level: F-2

Link:
https://itunes.apple.com/au/app/sight-words-by-little-speller/id420828421?mt=8

Description:
Learn to recognise and spell 220 of the most common English words by dragging letters to make the word shown. Tap the letters to hear their sound. You can also record your own voice saying the letters.

Classcraft

Mind Map

Subject: Digital Technologies

Year Level: Year 4-6

Strand: Design and Technologies processes and production skills

Sub Strand:

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

https://www.google.com.au/search?q=class+craft+picture&biw=1301&bih=641&tbm=isch&source=lnms&sa=X&ved=0CJ4BEPwFKAFqFQoTCNjrm5HfnccCFeYfpgodXTYMnQ#imgdii=9tIKTwJawk89iM%3A%3B9tIKTwJawk89iM%3A%3BX15QkfWDqOhTpM%3A&imgrc=9tIKTwJawk89iM%3A

https://www.google.com.au/search?q=class+craft+picture&biw=1301&bih=641&tbm=isch&source=lnms&sa=X&ved=0CJ4BEPwFKAFqFQoTCNjrm5HfnccCFeYfpgodXTYMnQ#imgdii=9tIKTwJawk89iM%3A%3B9tIKTwJawk89iM%3A%3BX15QkfWDqOhTpM%3A&imgrc=9tIKTwJawk89iM%3A

Link to the resource:

http://www.classcraft.com/

Links to other learning areas:

Health: Encourages students to think of the needs of others and provokes values such as empathy and compassion. It also provides the opportunity for students to display leadership.

Mathematics: Students have to use basic counting strategies to calculate their point value.

Literacy: Provides consequences in terms of completing homework, or to complete writing tasks if students fall into battle for displaying incorrect behaviour or not meeting expectations of the teacher.

Use as a classroom resource:

Classcraft is a free, online, educational role-playing game that the teacher and students play together in the classroom. The main purpose of the resource is for the teacher to manage classroom behaviour. It is also used to engage and motivate students in the classroom.

Classcraft improves:

  • Student engagement and motivation through providing real risks and rewards
  • Academic performance
  • Personal skills such as collaboration, empathy and leadership as students are placed in teams of five or six students for the duration of the year. Students learn to consider the needs of others before they take actions for themselves in the game.
  • Classroom management by changing the classroom into a role-playing experience and by making learning fun!
https://www.google.com.au/search?q=class+craft+picture&biw=1301&bih=641&tbm=isch&source=lnms&sa=X&ved=0CJ4BEPwFKAFqFQoTCNjrm5HfnccCFeYfpgodXTYMnQ#imgrc=9tIKTwJawk89iM%3A

https://www.google.com.au/search?q=class+craft+picture&biw=1301&bih=641&tbm=isch&source=lnms&sa=X&ved=0CJ4BEPwFKAFqFQoTCNjrm5HfnccCFeYfpgodXTYMnQ#imgrc=9tIKTwJawk89iM%3A

Classcraft constantly provides opportunities for students to earn rewards and run risks. From this, the game is relevant to all students and all members of class are influenced to participate in order to survive in the game. If a student does well academically, or helps another student with their homework they can gain experience points which unlock real rewards such as having permission to eat in class or being able to sit with a friend for the day. If a student runs the risk of turning up to school late, or by not completing homework, they might fall in battle and will be spending their recess, or lunch in detention.

It can be used on the computer to display the game to the students projected through the Smartboard, or can be downloaded on students laptops, or tablets.

 

 

 

Book Creator

Mind Map

Subject: Digital Technologies

Year Level: Foundation – Year 10

Strand: Digital Technologies Processes and Production Skills

http://www.redjumper.net/blog/2013/10/4-compelling-ideas-using-book-creator-classroom/

http://www.redjumper.net/blog/2013/10/4-compelling-ideas-using-book-creator-classroom/

Sub strand: Using digital systems

2.4 Identify, explore and use digital systems ( hardware and software components) for personal and classroom needs.

 

 

Links to the resource:

http://www.redjumper.net/bookcreator/education/

https://itunes.apple.com/au/app/book-creator-for-ipad-create/id442378070?mt=8

Cross curriculum priorities and general capabilities:

Book creator allows teachers to easily cover the following cross curriculum priorities, sustainability, Asia and Australia’s engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. For example,  around Clean Up Australia Day, usually carried out in the first week of March, students can create an eBook about how the school carries out this particular event and provide images of their involvement.

It also allows the ability to include the general capabilities of the Digital Technologies Curriculum. For example, it firstly covers the information and communication technology capability through using an iPad or computer. It also allows students to use their creative thinking in processes of designing their eBook.

 

Links to other learning areas:

Science, English, Society and Environment, LOTE, Mathematics, Health, Music.

 

Using this resource in a classroom:

Book Creator is the the No. 1 book app for the iPad in 80 countries. It is very popular due to the fact that students are easily able to design and create digital content in a variety of ways. Book creator is open-ended so therefore, students can use their creativity to create children’s picture books, photo books, journals, text books and more.  Once they have finished, they can also email, print, or share their eBook on AirDrop, Drop Box, or YouTube. The app is also designed to  allow students to even publish their books to the iBooks store.

It can be used educationally, or as an early finishing reward. Teachers can use the app as a diagnostic, formative or summative assessment before, during or after learning experiences. Teachers can easily access the students creations through DropBox, YouTube or by getting the students to print it out.

The app is a very creative resource that can be used in the following learning areas:

Science

https://www.pinterest.com/pin/75998312439001605/

Science: Students can create scientific reports that outline the features required to complete scientific investigations. They can also insert images into the eBook from the investigation to further back up their conclusion and findings. Students can also apply their newly learnt knowledge to label body parts, the solar system, or elaborate on how body systems work.

Mathematics: Teachers can get students to create brainstorms using the eBooks as a diagnostic assessment to help understand what students already know about a particular topic.

Society and Environment: To cover cross-curricular links, students in upper primary can complete an assignment where they are required to label Australia’s neighbouring countries on a map inserted into the eBook, and write about Asia’s involvement with Australia. You could also extend this further and ask students to choose one of Australia’s neighbouring countries and present a diagram or table showing the differences and similarities between both countries.

how-to-tie-ebook

http://www.redjumper.net/blog/2013/10/4-compelling-ideas-using-book-creator-classroom/

English: Students can write a variety of texts such as procedure texts, information reports and reflections just to name a few. An example of a procedure text is ‘How to tie a shoelace’ which would be aimed at lower primary but is an easy idea to start off with. LOTE: Japanese, French and Italian are the most popular languages to be learnt during primary school. Remembering particular words can become challenging, so students can use the app to create personal dictionaries of new words learnt each lesson.

Health: Students can create eBooks designed to advertise the importance of non-healthy habits, for example smoking. Students can print out their eBooks and place them in the school library, or around the school to get their message across to their wider community.

Music: Students can record themselves playing a particular instrument, write about the instrument and include steps require to be able to play the instrument.

 

How to use this resource

Book Creator can be bought from iTunes for intended use on the iPad, or from the Windows Store for intended use on a PC.

After purchasing the app, a guide to using the resource is available so it becomes clear on how to use the main features of the app.

The following link provides great support if any questions or problems arise while using Book Creator.

http://support.redjumper.net/hc/en-us/categories/200370471-Book-Creator-for-iPad

 

Teacher Resource Agriculture

Subject
Design and Technologies

Year Level
5 & 6

Strand
Design and Technologies Knowledge and Understanding

Content Descriptor
Investigate how and why food and fibre are produced in managed environments (ACTDEK021) (ACARA, 2015).

Link to Resource
http://www.piefa.edu.au/units/agtechnologies.pdf
Investigating technologies in agriculture

Cross Curriculum Priorities
Sustainability, Asia and Australia’s Engagement with Asia

General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Ethical Understanding, Information Communication Technology (ICT), Personal and Social Capability, Intercultural Understanding.

Links to Other Learning Areas
Science, Humanities and Social Sciences.

How To Use This Resource
This is an online resource, that can be printed, for teachers to use to guide them in a unit of work for Years 5 and 6 in Design and Technologies. The PDF is arranged in accordance to the 5E’s Framework for Inquiry Based Learning. It begins with a set of fact sheets, and then delves into each stage of the 5E’s: Engage, explore, explain, elaborate, and evaluate. Within each stage there are suggested activities, however the teacher is able to select activities and modify them to the numbers in the class and the range of abilities within the class. Activities are also able to be modified depending on the majority of learning styles within the classroom, or simply to make the information more engaging for the particular group of students. The activities suggested are in a logical order and can be worked through as the PDF progresses, however, activities can be plucked from the pages at random to suit the teacher’s own plans.

A Classroom Activity Using This Resource
Instead of reiterating an activity from the book, I am going to make a suggestion of an activity that utilises the fact sheets at the beginning of the PDF. In a class of students with moderate to high abilities, create a whole class brainstorm on the board of any type of technology that they can think of. Guide them towards technology used in producing food and fibres (eg. food processing units, tractors, and harvesting technology). Students are then grouped into threes and are assigned a simplified fact sheet from the PDF (Farm Facts, Meat and Livestock Industry, Fishing and Aquaculture Industry, Cotton Industry, Pork Industry, and Forestry Industry). The fact sheets are very detailed and students will not relate to many of the facts listed and some are difficult to comprehend, so they should be modified by the teacher for ease of reading for the students. The teacher should ensure that there is at least one strong reader to read out loud to each of the other students within the group. Students are given time to write:
3 of the most interesting facts on their sheet
2 pieces of technology used in the industry of their fact sheet, and
1 question of something that they would like to know more about.
Students put their information into a table and then present their table to the class. As groups are presenting, the students in the audience are asked to write a question about something they would like to know about the industry being presented. In addition to seeing the students’ interests within the topic, this activity is aimed at engaging students with the topic and instilling the mindset of inquiry.

 

Reference List

ACARA. (2015). Australian curriculum: Design and technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10?layout=1

Primary Industries Education Australia. (2015). Investigating technologies in agriculture. Retrieved from http://www.piefa.edu.au/units/agtechnologies.pdf