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PIALBA STATE SCHOOL: DIGITAL TECHNOLOGY YEAR 4 SEMESTER 2 UNIT 2 PLAN

Deep Learning Inquiry Cycle QuestionWhat’s your waste footprint?In this unit students will explore and manipulate different types of data and transform data into information. Students will:

identify and explore a range of digital systems and their use to meet needs at home, in school and in the local community, and use a range of peripheral devices to transmit data

define simple problems and identify needs develop technical skills in using a visual programming language to create a digital solution describe, follow and apply a sequence of steps and decisions (algorithms) in non-digital

contexts and when using a visual programming language implement a simple digital solution that involves branching algorithms and user input

when creating a simple guessing game explain how their solutions and existing information systems, such as learning software,

meet personal, school and community needs develop skills in computational and systems thinking when solving simple problems and

creating solutions.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

- Online safety and collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx

Padlet Online Learning Environment USC Pre-service teachers – link to HASS NPDL (New Pedagogies for Deep Learning) unit (working collaboratively in the Innovation, Creativity and Collaboration Centre and Computer Lab)

Deep Learning Competency Focus: (Year 4 NPDL HASS & Digital Technology)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 21DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: To collect and manipulate data to create information. To describe how a familiar information system is used. To draw, identify and explain data types and representations.

Term 4, Week 6/7 S

Part A: Collect and manipulate data to create information. (Linked to HASS Unit – NPDL)

Term 3, Week 6/7 S

Part B: Describe how a familiar information system is used.

Term 3, Week 10 S

Part C: Draw, identify and explain data types and representations.

NOTE: This Digital Unit is integrated into HASS and Science NPDL unit.

https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx



Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital Tech Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Approx. 1 Lesson

WALT: students will be introduced to unit organisation and make connections between prior learning, the project focus and the assessment.

WILF: is through viewing the introduction PowerPoint students will show their prior knowledge through a KWL.

TIB: learning can be differentiated based on students prior knowledge of the unit.

What’s your waste footprint?Prior Knowledge & Unit IntroductionEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Teacher leads students through the Slideshow - What is Digital Technologies? Years Prep-6 and Systems thinking for Years 3-6

Using Resources for Deep student Learning Teachers will Model, Share and check students learning of: Understand that information systems

consist of hardware and software components, and peripheral devices perform input, output and storage functions.

Understand that the same data sets can be represented in different ways.

Discuss how information systems are used at home, in school and in the local community.

Understand that the subject Digital Technologies helps us learn how to make sense of data and create solutions that meet needs.

Understand that projects provide authentic opportunities to apply skills in computational thinking, systems thinking and design thinking to create digital solutions.

Use Teacher as Robot as example

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of cyber safety and being safe online. Safe use of digital equipment. Provide feedback on students prior knowledge.

L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video.

U2B

Expose to more technical or specific HASS vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e3ab29729724/1/digital.html

Refer to Digital Technology Cyber-Safety Poster – 5 P’s for a Positive Digital Footprint.

Slideshow - What is Digital Technologies? Years Prep-6

Slideshow - Systems thinking for Years 3-6

Teacher resources Supporting learning resource - Introduction to the unit:

Digital Technologies Years 3-4 Unit 2 Supporting learning resource - Alternative projects Supporting learning resource - Technologies

essentials https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

Supporting learning resource - C2C: Digital Technologies glossary

Supporting learning resource - Computational thinking for primary teachers

Helpful information Supporting learning resource - Online safety and

collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx

Website - Cybersafe policy http://behaviour.education.qld.gov.au/cybersafety/school-staff/Pages/policy.aspx

Website - IT Security https://isecurity.eq.edu.au/Pages/default.aspx


https://isecurity.eq.edu.au/Pages/default.aspx

https://isecurity.eq.edu.au/Pages/default.aspx

http://behaviour.education.qld.gov.au/cybersafety/school-staff/Pages/policy.aspx






https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e3ab29729724/1/digital.html


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital Tech Year Level Team: add teacher names Term: Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

Approx. 6 Lessons

WALT: explore and evaluate information systems and understand protocols when communicating online.

WILF: Describe how information systems can be used for different purposes?Describe how digital systems and peripheral devices transmit different types of data in an information system?

TIB: understanding how digital systems reinforces our understanding of our place in the world when communicating online.

What’s your waste footprint?Investigating Information Systems Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Cyber safety using resources for connecting over the internet – complete Netiquette and Communication Audit sheet and Good manners

Teacher leads students through the Slideshow - Data sort and display and supporting resource Data presentation

Explore information systemsUsing Resources for Deep student Learning Teachers will Model, Share and check students learning of:• Revise digital systems and peripheral devices.• Create a list of information that people use in

everyday life, such as telephone numbers, addresses, birthdays, movie times and bus times.

• Explore the link between data and information, and how information is stored in digital systems to help solve problems.

• Define the term ‘information systems’ as ‘digital systems, data and people creating and communicating information’.

• Choose a range of familiar information systems and describe the problems they help solve, e.g.o how they meet personal needs. For

example, a GPS gives directions to help a person travel to a place.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of how information systems can be used for different purposes? and how digital systems and peripheral devices transmit different types of data in an information system?

Summative AssessmentTerm 3, Week 6/7Part B - Describe how a familiar information system is used.

Purpose of assessment:. To describe how a familiar information system is used.

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape

U2B





Explore information systems

Student resources

Slideshow - Digital systems Sheet - Digital systems stimulus Slideshow - Data and information Slideshow - What is an information

system? Slideshow - Information systems Sheet - Information systems stimulus Sheet - Information system organiser Slideshow - Data transmission Slideshow - Systems thinking Years 3-6

Teacher resources

Supporting learning resource - Types of information systems

Evaluate information systems

Student resources

Slideshow - Exploring school information

s ystems Sheet - Information system diagram

activity Sheet - Lunch rubbish information

system (database) Sheet - Lunch rubbish information

system (spreadsheet)

Teacher resources

Supporting learning resource - Information system diagram activity: answers

Supporting learning resource - Lunch





o how they meet school needs. For example, a library borrowing system helps the school keep track of books.

o how they meet community needs. For example, an airport arrivals and departures system informs people of the times, gates and where to collect baggage.

• Describe how digital systems and peripheral devices are used in information systems for data transmission, i.e. input, output and storage of data.

• Understand that an information system is a complex system and that the system’s thinking helps us understand how the parts relate to each other, and to the whole system.

Evaluate information systemsUsing Resources for Deep student Learning Teachers will Model, Share and check students learning of:• View a range of school information systems,

such as library borrowing systems, online attendance systems, internet search engines and online tuckshop systems.

• Draw labelled diagrams of familiar personal, school or community information systems. Identify the digital system, people and data components of the systems, explain how the systems are used and describe the needs being met.

• Interact with an information system such as the sheet Lunch rubbish information system (database or spreadsheet):o Discuss and follow protocols for using the

information system.o Add to and modify the data included in the

system.o Select and query the information system.o Identify the needs it addresses.o Discuss how information systems are being

made more sustainable. For example, phone directories changed from a book to a website and then to a mobile app.

and video. rubbish information systems

Collaborate safely online

Student resources

Slideshow - Online communities: Connecting over the internet

Sheet - Online communities Slideshow - Netiquette: A guide to good

manners online Sheet - Communication audit Sheet - Good manners

Helpful information

Website - Teaching ideas for online collaboration https://staff.learningplace.eq.edu.au/teaching/ideas/Pages/default.aspx

Video - We leave traces of ourselves everywhere (ABC) http://www.abc.net.au/btn/information.htm#three


http://www.abc.net.au/btn/information

https://staff.learningplace.eq.edu.au/teaching



Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital Tech Year Level Team: add teacher names Term: Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data

Formative (Feedback)



Resources

Approx. 10 Lessons

WALT: identify different types of data and collect, manipulate and present data using software to create information and solve problems.

WILF: Recognise different types of data?Represent data in different ways?Organise and sort data to create meaning and solve problems?Use software to organise and manipulate different types of data to create information and solve problems?

TIB: data is used in various forms to inform and allow effective decision making.

What’s your waste footprint?Collecting, accessing and presenting data Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency. Revise Cyber safety.

Identify different types of dataUsing Resources for Deep student Learning Teachers will Model, Share and check students learning of:• Discuss different types of data, i.e.

text, numbers, images and sound. Understand that the same data can be represented in different ways, and that this depends on:o different people or communities

that develop the representationso the needs of the audienceo the software options.

• Discuss the data that is collected in the Lunch rubbish information system and other familiar systems, e.g. text, numbers. Identify how the same data could be represented in a different way. For example, in the Lunch rubbish information system, the packaging category ‘compost’ can be written as the text ‘compost’ and be represented with the number ‘1’. An image of a banana skin could be used to represent compost rubbish.

• Examine how data is represented in

Formative (Feedback)Check students understanding through elbow partner and small group discussions of understanding that there are different types of data and the same data can be represented in different ways and to organise and sort data to create meaning and solve problems.

Summative AssessmentTerm 3, Week 10Part C - Draw, identify and explain data types and representations

Purpose of assessment:. To draw, identify and explain data types and representations.

L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2B





Identify different types of

Student resources

Slideshow - Data types Sheet - Coding secret messages Sheet - Lunch rubbish information system

(database) Sheet - Lunch rubbish information system

(spreadsheet) Slideshow - Digital footprints Sheet - Digital footprints Slideshow - Waste footprint and environmental

factor Slideshow - Re-use, recycle, repurpose

Teacher resources

Supporting learning resource - Coding secret messages (Answers calculator)

Supporting learning resource - Lunch rubbish information systems

Supporting learning resource - Spreadsheet software Years 3-6

Helpful information

Website - What is a database? (BBC) http://www.bbc.co.uk/guides/z8yk87h

Website - Plastic oceans (ABC) http://www.abc.net.au/btn/story/s3591476.htm

Website - Landfill (ABC) http://www.abc.net.au/btn/story/s3953606.htm

Website - Upcycling kids (ABC) http://www.abc.net.au/btn/story/s4183196.htm

Collect and manipulate data

Student resources

Slideshow - Computational thinking Years 3-6


http://www.abc.net.au/btn/story/s4183196.htm



http://www.bbc.co.uk/guides/z8yk87h




different ways in a spreadsheet, e.g. date and currency are numbers, graphs are images, and text.

• Discuss the terms ‘digital footprint’ and ‘carbon footprint’. Define the term ‘waste footprint’ as the impact rubbish has on the environment.

• Understand that categorising data is a computational thinking skill that helps people solve problems.

Collect and manipulate dataUsing Resources for Deep student Learning Teachers will Model, Share and check students learning of:• Review data organisation as a

computational thinking skill used to solve problems and create digital solutions.

• Organise student information data in a spreadsheet table. Change the data types and sort the information. Examine how data is represented in different ways in a spreadsheet, e.g. date and currency are numbers, graphs are images, and text.

• Collect and identify different types of data, e.g. personal details including name (text), date of birth (number), eye colour (text), photo (image), voice recording (sound).

• Collect class data to solve a problem. For example, students organise height data in order from smallest to tallest for the class photo:o Organise collected data using

spreadsheet software to create meaning.

o Explore how spreadsheets can automate calculations.

o Explore how spreadsheets can be formulated to reduce user error.

o Sort students from shortest to tallest height.

Summative AssessmentTerm 4, Week 6/7Part A - Collect and manipulate data to create information.(Linked to HASS Unit – NPDL)

Purpose of assessment: To collect and manipulate data to create information.

Slideshow - Organising data Sheet - Student information data sort Slideshow - Class photo height challenge Sheet - Class photo height challenge Sheet - Spreadsheet maths

Teacher resources

Supporting learning resource - Spreadsheet software Yrs 3-6

Supporting learning resource - Spreadsheet maths

Supporting learning resource - Compare word processing and spreadsheet software sample answers

Present data and information

Student resources

Sheet - What is an infographic?

Teacher resources

Website - 5 great online tools for creating infographics (Randy Krum) http://www.coolinfographics.com/blog/2014/10/10/5-great-online-tools-for-creating-infographics.html

Website - Information is beautiful (information is beautiful) http://www.informationisbeautiful.net/

Website - The kids are all bright: infographics for all ages (Simon Rogers) http://simonrogers.net/2014/03/05/the-kids-are-all-bright-infographics-for-all-ages/

Website - Infographic: Oceans of rubbish (Cool Australia) http://www.coolaustralia.org/infographic-oceans-of-rubbish/

Website - Carbon emissions: past, present and future - interactive (Guardian News and Media Limited) http://www.theguardian.com/environment/ng-interactive/2014/dec/01/carbon-emissions-past-present-and-future-interactive

Website - How much CO2 is created by…(Ana Figueiras) http://rethinkingvis.com/visualizations/26

Website - The ugly journey of our trash (Project AWARE) http://www.projectaware.org/infographic


http://www.projectaware.org/infographic

http://rethinkingvis.com/visualizations/26

http://www.theguardian.com/environment/ng-interactive/2014/dec/01/carbon-emissions-past-present-and-future-interactive



http://www.coolaustralia.org/infographic-oceans-of-rubbish/

http://www.coolaustralia.org/infographic-oceans-of-rubbish/

http://simonrogers.net/2014/03/05/the-kids-are-all-bright-infographics-for-all-ages/

http://simonrogers.net/2014/03/05/the-kids-are-all-bright-infographics-for-all-ages/

http://www.informationisbeautiful.net/

http://www.coolinfographics.com/blog/2014/10/10/5-great-online-tools-for-creating-infographics.html



o Generate a column graph that displays students’ heights in ascending order.

o Practise formatting data using spreadsheet software to enhance meaning. For example, highlight personal data in a graph.

• Practise spreadsheet software skills in solving a range of problems, such as mathematical problems. Explore using formulae to automate calculations.

• Understand that software can help organise, process and manipulate data, e.g.o View a word processing

document with text and images.o View a spreadsheet with data in

columns and rows.o Compare word processing and

spreadsheet software using a Venn diagram.

Present data and informationUsing Resources for Deep student Learning Teachers will Model, Share and check students learning of:• Define the term ‘infographic’ as a

visual or graphical representation of data and/or information that is presented clearly so it is easy to understand at a glance.

• View a range of infographics. Identify different types of data and information presented in infographics, including text, numbers and images such as graphs.

• Evaluate a range of infographics using a graphic organiser such as a PMI. Explain how different representations of data can help people understand information easily.

• Apply design-thinking skills in


drawing a diagram of how class height data could be shown in an infographic. Use text, numbers and images.

• Practise presentation software skills by presenting a range of data in an infographic.


Digital TechnologiesWhat’s your waste footprint?

Band for Years 3–4 Unit 2

Assessment task — Portfolio

Name Class

Teacher Date

Task

Part A: Collect and manipulate data to create information.



Part A: Collect and manipulate data to create information.

Your teacher will provide you with the student resource Spreadsheet and the sheet Lunch rubbish information system (database or spreadsheet) to complete Part A.

You will represent the same data two different ways to create information.

Tick as you complete each step.

1. Collect and record data about your group’s lunch rubbish from a day. ☐

2. Use the data to complete the data table in student resource Spreadsheet (‘Collect data’ tab)

a) Enter the rubbish item names in the spreadsheet. ☐b) Choose the packaging type for each rubbish item. ☐c) Use the sheet Lunch rubbish information system (database or spreadsheet) to

identify the environmental factor for each rubbish item.☐

d) Enter the environmental factor as a number for each rubbish item. ☐3. Create information from the data in your table by:

a) Colour-coding the number cells where you have entered data. ☐b) Sorting the lunch rubbish data using spreadsheet tools. ☐

4. Create a graph of your data in student resource Spreadsheet (‘Create graph’ tab).

a) Use spreadsheet tools to create a column graph. ☐b) Format your graph to create information. ☐

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Use the sheet Lunch rubbish information system (database or spreadsheet) to complete Part B.

1. What need or problem does the Lunch rubbish information system help you, your class or your school with?

2. Tick which digital and software components are part of the Lunch rubbish information system.

Digital components Software components

☐ Computer system ☐ Word processing

☐ Tablet or mobile device ☐ Spreadsheet

☐ Input and output devices ☐ Database

☐ All of the above ☐ Presentation

3. Match the data with the type of data representation used in the Lunch rubbish information system. (Note: an example has been completed for you)

environmental factor text

rubbish item name number

waste footprint text

rubbish category description

number

4. Suggest how the Lunch rubbish information system could be adapted or improved.



1. Your teacher will provide you with data. In each of the boxes draw a different way to show the same data and complete the statement to explain how you have represented the data.

a) I represented the data as

_______________________________

b) I represented the data as

_______________________________

c) I represented the data as

_______________________________

d) I represented the data as

_______________________________

2. Why is it helpful to show the same data in different ways?

We want to help families understand the problem of lunch rubbish.

3. Use words or pictures to share information about the lunch rubbish data in the school newsletter.


Years 3–4 Band Digital Technologies: Unit 2 — What’s your waste footprint? Portfolio Name:

Purpose of assessment: To collect and manipulate data to create information. To describe how a familiar information system is used. To draw, identify and explain data types and representations.

Digital Technologies Knowledge and Understanding: Digital Technologies Processes and Production Skills

Representation of data Collecting, managing and analysing data

Recognise different types of data and explain how the same data can be represented in different ways.

Collect and manipulate data using simple software to create information. Describe how information systems are used.

Effectively uses available lunch rubbish data and gives reasons for representing data in different ways.

Suggests changes to the information system that would better meet the need or adapt it to a different purpose.Automates data in a spreadsheet.

A

Draws or describes a way of representing the lunch rubbish data. Identifies the problem or need the information system addresses.Creates effective data displays using software. B

Recognises different data types.Explains how the same data can be represented in different ways.

Safely uses and manages information systems for identified needs using agreed protocols.Describes how information systems are used.Records and manipulates data to create information using software.

C

Identifies a data type. Recalls a fact about an information system.Enters some data using software. D

Creates a representation of data. Collects some data. E

Feedback:

Australian Curriculum

Digital Technologies- Years 3 and 4

Year 3 and 4 Achievement Standard

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

Content Descriptions

Digital Technologies Knowledge and Understanding Digital Technologies Processes and Production Skills Identify and explore a range of digital systems with peripheral devices for different

purposes, and transmit different types of data (ACTDIK007) Recognise different types of data and explore how the same data can be

represented in different ways (ACTDIK008)

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculum

Relevant prior curriculum

Students require prior experience with the following in Years P-2 Band: Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001) Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002) Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003) Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments

(ACTDIP006)

Curriculum working towards

The teaching and learning in this unit work towards the following in Years 5-6 Band: Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014) Examine how whole numbers are used to represent all data in digital systems (ACTDIK015) Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016) Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021) Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum priorities

SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: What's your waste footprint? PortfolioAssessment description: Students collect and manipulate data to create information. Students describe how a familiar information system is used. Students draw, identify and explain data types and representations.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

collect and manipulate data to create information describe how a familiar information system is used draw, identify and explain data types and representations.

FeedbackFeedback may relate to the development of students' Digital Technologies knowledge, understanding and application of skills. In this unit this may include providing feedback about a student's ability to:

describe how information systems can be used for different purposes describe how digital systems and peripheral devices transmit different types of data in an information system describe how information systems meet personal, school and community needs use a range of information systems to select, search and store different types of information evaluate future uses of information systems and consider sustainability use agreed ethical and social protocols when communicating online recognise different types of data represent data in different ways use software to organise and manipulate different types of data to create information and solve problems use software to present different types of data when creating information and solving problems.

Year 4 Semester 2 Digital Technology Report Card Comment Bank

A B C D E2T4A 2T4B 2T4C 2T4D 2T4E

Digital Technologies: Unit 2 — What’s your waste footprint?

{Name} effectively used available lunch rubbish data and gave reasons for representing data in different ways. {She,He} suggested changes to the information system that would better meet the need or adapt it to a different purpose. {Name}automated data in a spreadsheet.


{Name} drew or described a way of representing the lunch rubbish data, and identified the problem or need the information system addressed.{She,He} created effective data displays using software.


{Name} recognised different data types, and explained how the same data can be represented in different ways. {She,He} safely used and managed information systems for identified needs using agreed protocols, and described how information systems are used. {She,He}recorded and manipulated data to create information using software.


{Name} identified a data type, and recalled a fact about an information system. {She,He}entered some data using software.


{She,He} created a representation of data, and collected some data.

Digital Tech Pre-ModerationYear 4: Unit 2 Semester 2 Title: What’s your waste footprint?

Curriculum Intent for the Unit (see unit /task description) In this unit students will explore and manipulate different types of data and transform data into information. They will create a digital solution that presents data as meaningful information to address a school or community issue (such as how lunch waste can be reduced).

Learning opportunities support students to: Identify and explore a range of digital systems with peripheral devices for

different purposes, and transmit different types of data Recognise different types of data and explore how the same data can be

represented in different ways Collect, access and present different types of data using simple software to

create information and solve problems Explain how student solutions and existing information systems meet

common personal, school or community needs Plan, create and communicate ideas and information independently and

with others, applying agreed ethical and social protocols

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Students: Recognise different types of data and explain how the same data can be represented in different

ways. Collect and manipulate data using simple software to create information. Describe how information

systems are used.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to the development of students' Digital Technologies knowledge, understanding and application of skills. In this unit this may include providing feedback about a student's ability to: describe how information systems can be used for different purposes describe how digital systems and peripheral devices transmit different types of data in an information system describe how information systems meet personal, school and community needs use a range of information systems to select, search and store different types of information evaluate future uses of information systems and consider sustainability use agreed ethical and social protocols when communicating online recognise different types of data represent data in different ways use software to organise and manipulate different types of data to create information and solve problems use software to present different types of data when creating information and solving problems.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Year 3 and 4 Achievement StandardBy the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

Recognises different data types. Explains how the same data can be represented in different ways. Safely uses and manages information systems for identified needs using agreed protocols. Describes how information systems are used. Records and manipulates data to create information using software.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Draws or describes a way of representing the lunch rubbish data. Identifies the problem or need the information system addresses. Creates effective data displays using software.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above) Effectively uses available lunch rubbish data and gives reasons for representing data in different ways. Suggests changes to the information system that would better meet the need or adapt it to a different purpose. Automates data in a spreadsheet.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Technologies Unit or Digital Integration within other KLA’s

the ADDITIONAL TARGETED TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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