technologies curriculum

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Paddock to Plate: Get your hands on my food.

Subject: Design and Technologies

Year Level:3-4

Strand:Design and Technologies – Knowledge and understanding

Sub strand:Food and fibre production

Yesr 3 – Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them

Year 4 – Types of technologies used in food and fibre production or processing, including how they are used to help meet consumer needs

Link to the resource

http://www.primezone.edu.au/item_details.php?item_id=413&item_type=resource&content_list_id=2

Cross curriculum priorities and general capabilities

Critical and creative thinking (CCT),Personal and social capability (PSC),Information and Communication Technology (ICT),Literacy (LIT), Sustainability

  • Literacy
  • Numeracy
  • Critical and creative thinking
  • Personal and social capability
  • Ethical understanding
  • Intercultural understanding.

Links to other learning areas

English,

Science – Science understandings – Chemical Science – A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)

Science – Science as a Human Endeavour – Nature and development of science – Science involves making predictions and describing patterns and relationships (ACSHE050)

A classroom activity using this resource

This is a well structured resource that allows the teacher to teach a lesson exploring the process of food from the paddock to the plate. It involved the students working through learning stations where they explore the ways in which food changes from the raw state to make it suitable for consumption. The stations offer different processes such as chemical changes in food or the processing of a food item. The stations are inquiry based and hands on allowing for addressing student misconceptions and creating thought and discussion to promote ideas.

How to use this resource

This useful learning resource includes the lesson plan, power-point and all the printable classroom support resources to match. It is very easy to follow and provides opportunities for extension activities and further research. It is clearly laid out with suggested assessment and student reflection sheets for reporting the groups findings back to the class. This lesson links well with the Science curriculum when investigating states of matter and the changes that occur.

 

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Codeable Crafts

Codeable Crafts provides children a gentle introduction to computer coding skills. Students have access to record, animate, share and review drawings. Templates are made available for students to name, animate using coding blocks and attach voice recordings before sharing anonymously. Start your students’ coding capabilities safely and easily with Codeable Crafts.

Subject: Technologies

Year Level: K-3

Strand: Digital Technologies

Sub-Strands:

Knowledge and Understanding Digital Technologies:

  • Explore components of hardware and software and their use

Process and Production Skills:

  • Follow, describe and represent algorithms
  • Collect, explore and sort data, and use digital systems to present the data creatively

Content descriptor examples:

  • playing with and using different digital systems for transferring and capturing data (ACTDIK001)
  • collecting, and sorting data through play (ACTDIP003)
  • experimenting with very simple, step-by-step procedures to explore programmable devices (ACTDIP004)

Why use Codeable Crafts in your classroom?

  • Simply drag puzzle shaped coding blocks to experiment with different concepts
  • Children create their own characters and stories
  • Save work to edit or build on at a later date
  • Share animations among peers in the class
  • Excellent cross-curricular opportunities

Platforms:

Android

Cost:

Free

Cross-Curricular Priorities:

  • Arts
  • English

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Cork the Volcano – Hands on Coding for Primary Students

 

 

 

 

 

Introduce your students to coding and continue to develop their skills throughout their primary years!

Use Cork the Volcano to teach students coding and engineering skills. Designed to be played in pairs, students also learn the fundamentals of teamwork, collaboration and participation. Puzzlet’s ‘plan, program, play’ model combines physical manipulation with digital play.

Subject: Technologies

Year Level: K-5

Strand: Digital Technologies

Sub-Strands:

Knowledge and Understanding Digital Technologies:

  • Explore components of hardware and software, and their use
  • Structure and representation of data

Process and Production Skills:

  • Collect, explore and sort data
  • Follow, describe and represent algorithms

Content descriptor examples:

  • exploring and identifying hardware and software components of digital systems when creating ideas and information (ACTDIK001)
  • experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device (ACTDIP010)
  • applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need (ACTDIP018)

 

Why use Cork the Volcano in your classroom?

  • Students begin to think in ways they are not accustomed to while engaging in a game that extends their learning beyond a screen
  • Students have the opportunity to physically manipulate their codes and see the results of their plan
  • Availability to curriculum links and lesson plans here

Platforms:

Android, iPad, iPhone, iPod Touch

Cost:

App is free

Packages start from $99.99

Cross-Curricular Priorities:

  • Mathematics
  • Science
  • Literacy

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Turtle Academy

Resource: Turtle Academy (https://turtleacademy.com)

 Year Level: Year 3 – Year 10

 Subject: Digital Technologies

Strand: Process and Production Skills

Sub Strand: Digital Implementation and Creating Digital Solutions

 General Capabilities:

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

 Link to Other Learning Areas:

  • Literacy
  • Numeracy
  • The Arts

What is Turtle Academy:

Turtle Academy is a learning program that teaches the LOGO programming language by allowing users to move a turtle as they learn the basics of programming. The site aims to teach children all over the world in a fun and easy environment.

 Classroom Use:

This online programming site allows students from a range of ages to complete the tasks in a self-paced, engaging environment. Turtle Academy supports students to develop programming skills using an alternate language, it also links well with multiple other leaning areas and general capabilities.

Content Descriptors:

  • Recognise different types of data and explore how the same data can be represented in different ways. (ACTDIK008)
  • Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input. (ACTDIP020)

References:

Turtle Academy. (2017). Retrieved from https://turtleacademy.com

Ashlee Higgins

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Think & Learn Code-a-pillar

Resource: “Think & Learn Code-a-pillar” 

Subject: Digital Technologies

Year Level:F-2

Strand:Digital Technologies processes and production skills

Sub strand:Using digital systems

2.5 Follow, describe, represent and play with a sequence of steps and decisions needed to solve simple problems..

Link to the resource: 

Website: https://www.commonsensemedia.org/app-reviews/think-learn-code-a-pillar

Cross curriculum priority and General Capabilities:

Literacy (LIT), Numeracy (NUM), Critical and creative thinking (CCT) and Information and Communication Technology (ICT) capability

Links to other learning areas:

English, mathematics and science

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

Content Elaboration: experimenting with very simple, step-by-step procedures to explore programmable devices. For example providing instructions to physical, virtual objects or robotic devices to move in an intended manner such as following a path around the classroom

About this resource: The Code-a-pillar App hones in on the players ability to problem solve through a fun and engaging introduction to coding and sequencing. By the clever use of a familiar character and with splashes of vibrant colour, the player is easily immersed in the fundamental lessons that the App offers. Available for free download on a number of devices including iPhone, android, iPad and Kindle Fire, this App allows the player to command the code-a-pillar through a maze-like playing field. Reaching the target is the key, done so by manoeuvring the code-a-pillar via various tap and drag commands. These commands are to be carefully thought through, as if a mistake is made the player will need to locate it, and remedy it. A typical level construction will see each maze increase in difficulty, challenging the players ability to adapt and develop different strategies.

Snapshots from the “Think & Learn Code-a-pillar” App.

                

Accompanying the Code-a-pillar App is a Code-a-pillar robot. It is a colourful, bright and engaging motorised caterpillar that comes with 8 additional tail pieces and a red target disk. Each tail piece can be added to the caterpillar to make it perform different actions, including turn left or right, straight and pause. Extra tail pieces can be purchased to make the code-a-pillar travel further. The same style of logic is required by the user, who needs to achieve the target by implementing the correct sequence of commands in the form of the various behaving pieces.

Resource used in the classroom:

Using the Code-a-pillar app and robot in the classroom will enable students to develop an understanding of the foundational skills of coding, problem solving, and sequencing.

  • Large clear placemats with multiple squares can be used to develop students coding. A picture can be placed under one of the squares. Starting at the bottom of the placemat, students will attempt to correctly code the caterpillar so it reaches the picture.
  • During mathematics students can make predictions of how far the caterpillar will move for every time they make it travel make it go forward.
  • Students can write about the code-a-pillar in literacy.

By Felice Crisp

References: 

Australian Curriculum, Assessment and Reporting Authority (2016). Taken from website:http://www.australiancurriculum.edu.au/https://youtu.be/iYEKD1Befg8

http://www.pocket-lint.com/review/136360-code-a-pillar-the-pre-school-coding-caterpillar

https://www.commonsensemedia.org/app-reviews/think-learn-code-a-pillar

 

Kodable

Subject: Technologies

Year Level: Pre-primary-5

Strand: Digital Technologies

Sub Strands:  

  • Process and Production Skills
  • Knowledge and Understanding

Content Descriptors Examples:

  • Digital implementation – (year 3) Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) Create and communicate ideas and information safely
  • Representations of data – (pre-primary) Data can have patterns and can be represented as pictures and symbols

Cross Curriculum Priorities and General Capabilities:

  • Critical and Creative Thinking
  • Information and Communication Technology
  • Literacy
  • Numeracy

Links To Other Learning Areas:

  • Mathematics
  • The Arts (Media Art)

 

 

Kodable is a fun and engaging coding website designed for use by teachers and parents (click HERE to launch the Kodable website). It can be set up for use as a class technology teaching tool where students can work through coding levels that gradually increase in difficulty. The results are recorded and can be easily accessed by the teacher to monitor the individual students progress.

It is easy to set up and use and the bright graphics and easy to follow instructions make it very user friendly. Students use directional symbols in the correct order to instruct the Kodable monster which way to move throughthe maze. Reward coins can be collected along the way and use to purchase new monsters

There are structured lesson plans for each year group for the teacher to follow and detailed resources that support the lessons. Each child has an individual login so the site can also be accessed at home.

The “Kick start” introductory offer contains 6 weeks of lesson plans and online activities. After this time the cost is $300 for 42 weeks of student lessons and scaffolded curriculum (US curriculum).

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Blue-Bot Floor Robot

Resource: Blue-Bot Floor Robot 

Ages: 6+

Subject: Technologies

Year Level: Yr 1+

Strand: Digital Technologies

Sub strand: Digital Technologies Processes and Production Skills

  • Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Overview of Resource: The Blue-Bot  Floor Robot is run through bluetooth and connected to the Blue Bot app on Apple or Android devices. The Blue-Bot Floor Robot helps students to code, debug and simulate algorithms that align with the computing curriculum. Students are able to use the app to plan an algorithm on the screen of their device and send it remotely to the Blue-Bot Robot which will then perform the algorithm.

Link to more information about the resource: https://www.bee-bot.us/bluebot.html

Cross curriculum priority & General Capabilities: 

  • Information and communication technology capability
  • Critical and creative thinking
  • Numeracy
  • English

Links to other learning areas: Mathematics

Content Descriptors: Give and follow directions to familiar locations (ACMMG023)

Content Elaborations: 

  • Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance
  • Understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions
  • Interpreting and following directions around familiar locations

 

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Move The Turtle

Screen Shot 2016-08-09 at 8.40.32 pm

Subject: Technologies

Year Level: 1-5

Strand: Digital Technologies

Sub Strands:  

  • Process and Production Skills

Content Descriptors Examples:

  • Use data to solve a simple task/problem (ACTDIP003)
  • Share and publish information in a safe online environment, with known people (ACTDIP006)
  • Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)
  • Create a sequence of steps to solve a given task

Cross Curriculum Priorities and General Capabilities:

  • Critical and Creative Thinking
  • Information and Communication Technology
  • Literacy
  • Numeracy

Links To Other Learning Areas:

  • Mathematics
  • Science
  • The Arts (Media Art)

Click here to visit the Move the Turtle webpage.

Platform: iOS (iPad, iPod and iPhone)

Cost: $2.99

Move The Turtle in the Classroom:

Screen Shot 2016-08-09 at 9.20.38 pm
Move the Turtle is a fun and engaging way to learn programming procedures. Each new level of achievement increases in difficulty and teaches a new command that directs the turtle to make a sound, draw a line, reach a star etc. It also has a free play ‘compose’ option which allows students to move the turtle however they want.

By completing the sequenced tasks, students learn:

  • How to plan complex activities composed of simple elements
  • How to reuse previously completed work
  • How to use graphics, spatial orientation and sound in programming
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Gamestar Mechanic: Learning to Design Video Games

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Gamestar Mechanic

Subject: Technologies

Year Level: 3-7

Strand: Digital Technologies

Sub Strands:  

  • Digital Systems
  • Representations of Data

Content Descriptors:

  • Digital systems and peripheral devices are used for different purposes (ACTDIK007)
  • Different types of data can be represented in different ways (ACTDIK008)
  • Digital systems have components with basic functions that may connect together to form networks which transmit data (ACTDIK014)
  • Data is represented using codes (ACTDIK015)

Cross Curriculum Priorities and General Capabilities:

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

 

Links To Other Learning Areas:

  • Mathematics
  • Science
  • The Arts (Media Art)

Click here to visit the Gamestar Mechanic Website.

Platform: Web

Cost: $2 per student

Gamestar Mechanic in the Classroom:

Screen Shot 2016-08-09 at 8.14.56 pmGamestar Mechanic is a game based digital learning resource designed to teach the guiding principles of game design and systems thinking in a highly engaging and creative environment. Gamestar teaches students to design their own games by completing different self-paced quests while learning to build game levels. Gamestar Mechanics perfect for educators seeking to introduce designing or programming to students and there is no requirements for previous study in this area. Gamestar Mechanics was designed with the understanding that game design is an activity that allows learners to build technical, technological, artistic, cognitive, social, and linguistic skills suitable for the current and future world. Another benefit of using Gamestar Mechanics as a resource in the classroom, teachers do not need to be experts in game design. The resource comes with a curriculum that can be used to scaffold a class, with the teachers taking a role of guide and mentor. The lessons are designed to spur a range of interactions between students and the game, and students and each other. teachers serve as a facilitator for student discussion, reflection and ideation.

It has been designed to work in both formal and informal learning environments.

 

Click here to access the Gamestar Mechanic Teacher Pack.

 

Sphero- SPRK Edition
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Sphero- SPRK Edition

SPHERO-1

 

Subject: Digital Technologies

Year Level: Year 2

Strand: Digital Technologies Processes and Production Skills

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

Elaboration: Experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to robotic devices to move in an intended manner, such as following a path around the classroom.

Link to the resource:

http://www.sphero.com/education

Lesson adapted from: http://www.timberdoodle.com/Articles.asp?ID=387

General Capabilities:

  • Numeracy
  • Critical and Creative Thinking
  • Information and Communication Technologies
  • Personal and Social Capability

Links to other Learning Areas:

Mathematics, Science

Description of the resource:

Sphero is the latest in programming technology for kids and adults alike. This device is a robotic ball that can be controlled by the tilt, touch or swing of an iPhone or tablet device. Compatible with both Apple IOS and Android applications via blue tooth, it is single or multi-player allowing you to engage in a virtual world while playing in the real world.

If you draw a shape on your tablet, Sphero will follow.

Swing your iPhone like a tennis racket, Sphero becomes the ball.

SPRK_Blog_Photo_3_sspngp

A classroom activity using this resource:

Incorporating the mathematics concepts of time, speed and distance through experimentation (science) and collecting of data. The settings on Sphero needed for this activity are roll and stop.

Before getting started ensure that Sphero is connected to the iPads and are aimed in the correct direction. Students place masking tape on the floor at the starting point. Program the speed and time in which students wish Sphero to roll (Start with 3 seconds as a minimum and a low speed and gradually build by changing one of the variable). When ready, press play on the device and allow it to roll. Mark again with masking tape how far Sphero rolled. Students can use a measuring tape to measure the distance that Sphero rolled. Students should records the results before changing a variable (speed and/or time) and continuing.

This activity can be adapted for higher level students by considering other variables and including more complicated commands such as changing directions.

Sphero SPRK Inspiring in the Classroom: