pialbastateschool.files.wordpress.com€¦ · web viewpialba state school: digital technology...

PIALBA STATE SCHOOL: DIGITAL TECHNOLOGY YEAR 5 SEMESTER 2 UNIT 1 PLAN

Deep Learning Inquiry Cycle QuestionData changing our world (Unit 2)

Data changing our world

In this unit students will explain how information systems meet local and community needs, represent a variety of data types in digital systems and design and create an interactive spreadsheet and share information ethically.

Students will apply a range of skills and processes when creating digital solutions. They will: explore information systems, including systems that deliver community information and

explain how they meet needs collect, manage and analyse data using a range of software (such as spreadsheets) interpret and visualise data to create information define problems by considering what the need is, what data is required, who the audience is

and how they will interact with the solution, and what features need to be included implement a digital solution that automates the processing of user input and presentation of

information to solve a defined problem apply technical protocols such as devising meaningful file naming conventions and determining

safe storage locations to protect data and information.

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

USC – Pre Service Teachers in the STEM – Technologies (Design and Digital) University Course have been assigned to a Year level from Prep to Year 6 to plan, implement, assess, moderate and review Digital Units and to align with our School Improvement Agenda of Developing Expert Teaching Teams.

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 33DiT_YP-02Band_U1_AT_COW

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

Purpose of assessment: To explain how information systems meet needs. To represent a variety of data types in digital systems. To design and create an interactive spreadsheet and share information ethically.

Term 3, Week 6 S

Part A: Explain how information systems meet local and community needs.

Part B: Represent a variety of data types in digital systems.Term 4,

Weeks 3-7 S Part C: Design and create an interactive spreadsheet and

share information ethically.

Partner Unit Integration: Year 5 Maths Unit 1 – Assessment: 'Interpreting data and posing questions to collect data' Students will use their proficiencies in mathematics and data learning through their Maths Unit Semester 1 Term 1 to complete this Digital Technologies unit.

2018 Information to Year 5 TeachersData changing our world (Unit 2)

Data changing our world

This unit will look a little different with the Assessment task for the Spreadsheet task being changed because this Digital unit is normally integrated into Term 1 Unit 1 Mathematics – Interpreting Data and posing questions to gather data.

As this was completed in Term 1 – We are linking this unit in Semester 2 to the Data within Mathematics.

The modified assessment task (Part C) will be undertaken in 2018 Semester 2 is:“Which is the best time to cross Beach Road to attend Rewards day at the end of the term. Carry out a tally of:1: Type of vehicles (car, bus, motor cycle, taxi, Ute, 4WD)2: Colour of Vehicles (white, blue, red, orange, black, grey, green, purple)“The survey tally will be taken at two different times throughout the day at:

1. 9:00 am for 30 minutes2. 1:50 pm for 30 minutes

The students will use this data to complete the Assessment Task (Part C). They will need to collect the data (vehicle / colours) at the same times but over two weeks. The collection and completion of Part C will be when data is being covered in semester 2 Mathematics unit. (Term 4)

Considerations include:

making it easy to use motivating us to help us know when it is best to walk safe to the Rewards Day activity providing a place to easily record times using drop-down lists validating data entries to ensure accuracy, e.g. recording dates within the two-week timeframe names of Vehicles and colour of vehicle automatically calculating how many vehicles within the period of time over the two weeks.

Digital Technologies - Data Changing our worldPurpose of assessment: To explain how information systems meet needs. (Part A). To represent a variety of data types in digital systems. (Part B). To design and create an interactive spreadsheet and share information ethically. (Part C) world

Assessment Part A and B will be covered throughout the unit : It is only Part C Task which will be modified for 2018 to the task above.


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

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

WILF: is through viewing the introduction PowerPoint students will show their prior knowledge through a KWL.Explaining success criteria for unit.

TIB: learning success is based on students prior knowledge (for differentiating) of the unit and through knowing the unit expectations and success criteria.

Data changing our worldPrior Knowledge Each lesson build Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Curriculum organisationOn IWB, Whiteboard, Butchers paper teacher records students prior knowledge from Slideshows. KWL based on the following

Understand that the study of Digital Technologies allows students, independently and collaboratively, to apply knowledge, practical skills and processes to create innovative digital solutions that meet current and future needs.

Teacher leads students through the Slideshows revision - What is Digital Technologies? Years Prep-6 ,

Recognise that systems thinking helps us understand the interactions between components of complex systems and that when we design a digital solution we need to consider the interaction between digital and human components.

Teacher leads students through the Slideshows revision -, Systems Thinking Years 3–6

• Understand that computational thinking underpins the Digital Technologies subject and its application in helping people to solve problems. Recognise the key strategies that take

up this thinking process.• Teacher leads students through the

Slideshows revision Computational thinking Years 3–6

Formative (Feedback)

Check students understanding through elbow partner and small group discussions of their understanding of the unit outline, success criteria, assessment task and GTMJ. Provide feedback on students prior knowledge.

L2BAllow '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 and video.

U2BExpose 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.

Introduce experimentation of Advanced workbook formulas, menus in excel.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html

Student resources

Slideshow — What is Digital Technologies? Years Prep–6

Slideshow — Systems Thinking Years 3–6

Slideshow — Computational thinking Years 3–6

Teacher resources

Supporting learning resource — Introduction to the unit: Data changing our world

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

Supporting learning resource — Computational thinking for primary teachers

Supporting learning resource — Alternative projects: Data changing our world

Supporting learning resource — C2C: Digital Technologies glossary

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

KLA: Digital Tech Year Level Team: add teacher names Term: Semester 2


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



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



https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html



WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data




Resources

Data changing our worldPrior Knowledge and Curriculum Organisation(Continued)

Prior learning

• Understand that information systems link data, digital systems and people, and so facilitate the creation and communication of information.

• Understand that the ability of people to solve problems and create solutions is helped by the use of software such as spreadsheets, which can speed up data processing and visualisation.

• Teacher leads students through Alternative projects: Data changing our world

Prior learning• Revise key terms from the Years 3–4 Band

such as, ‘digital system’, ‘peripheral device’, ‘user’, ‘algorithm’ and ‘cybersafety’.

• Review understanding of what an information system is, examples of familiar information systems and how they meet needs.

• Reflect on students’ understanding of ways in which digital solutions meet our needs and the needs of our school or local community.

• Revise the concepts of data and information and how data can be organised into categories to create information.

• Revise spreadsheet skills, such as automatically summing rows or columns, formatting cells and sheets, and merging cells used in the Years 3–4 Band.

Introduce the Unit Outline the learning expectations, the assessment task including unpacking the GTMJ with students and discussing A-C Success Criteria.

In Computer lab time introduce Excel (Spread sheeting) – Build student capacity linked to Mathematics Data – Tally – worksheet, formulas, drop down menus)


Check in with students as they build their capacity during computer lab time in learning and developing their use of the spread sheeting program Excel – through linking their learning to their Mathematics Data Unit.

L2BAllow 'wait time' for the student to process information






U2BExpose to more technical or specific HASS vocabulary.





Flowcharthttp://popplet.com/

Venn Diagramhttp://www.classtools.net/education-games-php/venn_intro

Student resources

Slideshow — What is an information

system?

Slideshow — Exploring school information

systems

Slideshow — What is data?

Slideshow — What is information?Teacher resources

Supporting learning resource — Spreadsheet software Years 3–6Helpful information

Website — Digital citizenship principles (Australian Government Office of the Children’s eSafety Commissioner) https://www.esafety.gov.au/education-resources/classroom-resources/digital-citizenshipWebsite — Office of the Children’s eSafety Commissioner: Education resources (Australian Government) https://www.esafety.gov.au/education-resources

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events


https://www.esafety.gov.au/education-resources

https://www.esafety.gov.au/education-resources

https://www.esafety.gov.au/education-resources/classroom-resources/digital-citizenship



http://www.classtools.net/education-games-php/venn_intro


http://popplet.com/







Check for Understanding

Internal monitoring data Formative

(Feedback)


Process: Pedagogy – HowProduct: Check for

Understanding

Resources

Digital TechnologiesInvestigate information systems

WALT: Understand the term information system. Understand that information systems are made up of component parts, including people.

WILF: Identifying community information systems and the component parts of an information system.

TIB: understanding how community information systems are used at school, home and in the workforce helps make connections to the real world.

Exploring information systems Digital Technologies - Each lesson Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Investigate information systems

• Discuss how information systems (slideshow) have been created to solve specific problems using systems thinking. For example, a GPS mapping app helps emergency services locate people during natural disasters; Koala Tracker (Slideshow) collects information about koala populations; and Flying Fox Satellite Tracking system (Slideshow) collects data about flying foxes.

• Discuss how community information systems are used. (SH – Type of information systems)

• Create a display of information systems and label them with the problems they are trying to solve, e.g. a weather app collects data to make predictions about the weather so people can plan for events. (SH – Information Systems Hunt)

• Discuss how components of a system work together and how people are part of the system. Discuss scenarios where a component is missing and how that affects the system.

• Choose an information system. Use systems thinking to break it into its component parts and create an annotated diagram. Include components such as: hardware, software, the people who use the system, the data it collects and how it connects together. (SH – Information Systems organiser)

• Categorise the information system components into their parts (hardware, software, data and people). (SH – Information Systems organiser)


Evidence of learningCan the student: Identify community

information systems?

Identify the component parts of an information system?


L2B

Allow 'wait time' for the student to process information





Use small group instruction and cooperative learning

U2B

Expose to more technical or specific HASS vocabulary.





Student resourcesSlideshow — Systems Thinking Years 3–6Slideshow — What is an information system?Sheet — Information systems huntSlideshow — Koala Tracker website Sheet — Information system organiserVideo — Flying fox research — Sunshine Coast (YouTube, Sunshine Coast Council) https://www.youtube.com/watch?v=3yFZkm76os4Slideshow — Flying fox information systemTeacher resourcesSupporting learning resource — Koala Tracker video questionsSupporting learning resource — Types of information systems Years 3-6Supporting learning resource — Information systems organiser (Answers)Helpful informationVideo — Koala tracker: Alex Harris at TEDxNoosa 2014 (YouTube, TEDx Talks) https://www.youtube.com/watch?feature=player_embedded&v=4fK0kGwg0Vk (Note: This video contains images of sick koalas that may be upsetting to some students. Please assess for suitability.)Video — TurtleCare volunteering (Sunshine Coast Council) http://cms.sunshinecoast.qld.gov.au/sitePage.cfm?code=turtlecare-volWebsite — Koala Tracker (Alex Harris) http://koalatracker.worldsecuresystems.com/Video — Mark Kempton: Neighbors in need (Google) http://www.google.com/intl/is/insidesearch/stories/





strategies

KLA: Digital Tech Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB


(The How)Check for

UnderstandingFormative (Feedback)



Resources

Digital TechnologiesRepresentation of data in digital information systems (Continued)

WALT: Understand how digital systems use whole numbers to represent data.Understand that all digital data types are ultimately represented as patterns of 1’s and 0’s.

WILF: Explanation of how data can be represented in whole numbers and how digital systems represent a variety of data types. Know how to read binary numbers.

TIB: understanding how data is represented helps how they are used at school, home and in the workforce.

Digital Technologies


Representation of data in digital information systems

• Recognise that digital systems process, transmit and store all types of data (including images, sound and text) using two numbers — 0 and 1 (binary digits), and that these numbers represent ‘on’ and ‘off’ electrical states. http://csunplugged.org/binary-numbers/

• Explore different ways of counting with binary (e.g., counting to 31 using one hand or counting to 1023 using two hands).

• Recognise that 8 binary digits (bits) make up a byte and letters can be represented by bytes. https://m.curiosity.com/paths/what-are-binary-numbers-james-mays-q-a-ep-11100-head-squeeze-head-squeeze/?ref=sp

• Recognise that ASCII was developed to represent letters and keyboard characters as binary codes. (Note: Students are only required to recognise ASCII. In depth learning occurs in Years 7–8 Band).

• https://www.youtube.com/watch?v=UPlR4eMMCmI • (SH - Decoding a secret message ) • Examine how whole numbers can be used to

represent text data, and code and decode text messages using whole numbers. https://www.mathsisfun.com/numbers/binary-count-fingers.html

• Examine examples of digital images and understand that digital images are made up of pixels (e.g. by


Evidence of learningCan the student: Explain how data

can be represented as whole numbers?

Explain how digital systems represent a variety of data types?


L2B







.

U2B






Student resources

Sheet — Decoding a secret message

Sheet — Image representation

Sheet — Checking barcodes

Teacher resources

Supporting learning resource — Binary bracelets https://code.org/curriculum/course2/14/Teacher.pdf CC BY-NC-SA 4.0 creativecommons.org/licenses/by-nc-sa/4.0/

Supporting learning resource — Decoding a secret message — answers

Supporting learning resource — Image representation

Slideshow — Barcodes

Supporting learning resource — Checking barcodes (Answers)

Helpful information

Website — Binary numbers (CS Education Research Group) http://csunplugged.org/binary-numbers/

Video — What are binary numbers? - James May's Q&A (Ep 11100) - Head Squeeze (Beacon Solutions Inc.) https://m.curiosity.com/paths/what-are-binary-numbers-james-mays-q-a-ep-11100-head-squeeze-head-squeeze/?ref=sp





Representation of data in digital information systems (Continued

zooming in on a digital image).

• (SH - Image representation )

• Learn how images can be represented as whole numbers, and deconstruct and reconstruct images using a number system. https://www.youtube.com/watch?v=UPlR4eMMCmI

• Explore how digital information systems can read and represent images, text, numbers and sound as digital data (whole numbers). For example a barcode is a series of 1’s and 0’s from left to right. A QR code is a series of 1’s and 0’s in two-dimensional patterns from left to right and top to bottom. https://code.org/curriculum/course2/14/Teacher

• Investigate how barcodes work and self-check for errors.

• (SH - Checking barcodes ) • Create QR codes using QR code generator websites

or software to represent data. For example, students create a QR code class profile, instructions for class activities can be generated as QR codes.

• https://www.qr-code-generator.com/


Website — Binary fingers (Maths is Fun) https://www.mathsisfun.com/numbers/binary-count-fingers.html

Website — What is digital data? (BBC Bitesize) http://www.bbc.co.uk/guides/zx3q7ty

Video — ASCII (YouTube, CS50, Harvard University) https://www.youtube.com/watch?v=UPlR4eMMCmI

Video — How do barcodes work? - James May’s Q&A (Ep 20) - Head Squeeze (Beacon Solutions Inc.) https://m.curiosity.com/paths/how-do-barcodes-work-james-mays-q-a-ep-20-head-squeeze-head-squeeze/?ref=mbptv#how-do-barcodes-work-james-mays-q-a-ep-20-head-squeeze-head-squeeze

Website — QR Code Generator (Visualead) https://www.the-qrcode-generator.com/

Website — Unplugged Binary Bracelets (Code.org) https://code.org/curriculum/course2/14/Teacher



https://www.qr-code-generator.com/



(The How)Check for

UnderstandingInternal monitoring data




Resources

Digital TechnologiesEvaluate community information systems (Continued)

WALT: Understand how information systems meet current and future local community needs.Evaluate information systems to consider sustainability.

WILF: Identifying information systems to meet current community needs through evaluating using sustainability criteria.

TIB: understanding how information systems meets current needs helps to identify information of how information systems can be sustainable to meet future needs.

Digital TechnologiesEvaluate community


Evaluate community information systems

• Select an information system for an in depth study, e.g. the Sunshine Coast Council Turtle Care program or Koala Tracker website.

• Discuss how the information system works to meet the need, e.g. to conserve the turtle population numbers or to report on the health of koalas in specific areas. Identify how the community group uses the information system and how the data collected is represented in a meaningful way. (Video – interview SC Council)

• Investigate sustainability factors of the information system, (Website) e.g.o social sustainabilityo economic sustainabilityo environmental sustainability.

• Identify what features the information system has (or lacks) to enable it to support the needs of the community in the future.

• (SH – Evaluate an information system)

• Create a collaborative analysis of the chosen information system and present it to other class members as a slideshow, movie (Video Studio 10) or mind map. Include:


Evidence of learning

Can the student: Identify how information

systems meet current community needs?

Evaluate information systems using sustainability criteria?

Identify how information systems can be sustainable to meet future community needs?

Summative AssessmentTerm 3, Week 6 Part A: Explain how

information systems meet local and community needs.

Part B: Represent a variety of data types in digital systems.


L2B







U2B






Student resources

Slideshow — Sunshine Coast Council Turtle Care

Sheet — Evaluate an information system

Teacher resources

Supporting learning resource — Information systems and sustainability

Helpful information

Video — Digital information wall (teamLab Inc) http://www.team-lab.net/en/all/products/digitalinformationwall.html

Website — Global fishing watch (Global Fishing Watch) http://globalfishingwatch.org/Website — Sunshine Coast Council: TurtleCare (Sunshine Coast Regional Council) https://www.sunshinecoast.qld.gov.au/Environment/Trees-Plants-and-Animals/TurtleCareVideo — Interview with Sunshine CoastCouncil: Using digital systems to collect data for conservation projects https://learningplace.eq.edu.au/cx/resources/items/9165ae5e-b198-4aa3-90fc-38594446b3d8/0/DiT_Y05-


https://learningplace.eq.edu.au/cx/resources/items/9165ae5e-b198-4aa3-90fc-38594446b3d8/0/DiT_Y05-06Band_U2_InterviewCollData.mp4


https://www.sunshinecoast.qld.gov.au/Environment/Trees-Plants-and-Animals/TurtleCare



http://globalfishingwatch.org/

http://globalfishingwatch.org/

http://www.team-lab.net/en/all/products/digitalinformationwall.html






information systems (Continued)

o the problem the information system seeks to solve

o how data is collectedo how data is presentedo the impacts of the information system on

the communityo the sustainability of the information system

and data.Use (SH – Evaluate an information system)

Complete Assessment Part A and B:

06Band_U2_InterviewCollData.mp4

Flowcharthttp://popplet.com/

Venn Diagramhttp://www.classtools.net/education-games-php/venn_intro




(The How)Check for Understanding

Internal monitoring data Formative DifferentiationContent: What

Resources




http://popplet.com/


(Feedback) Process: Pedagogy – HowProduct: Check for Understanding

Digital Technologies Collecting and managing data

WALT: Investigate how information systems validate different types of data. Define the data needed to solve a problem.

WILF: is to explain how information systems validate different types of data.

TIB: Students explanation of how information systems validate different types of data help define the data requirements for solving problems.

Collecting and managing data Digital Technologies - Each lesson Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Investigate data collection and validation

• Experiment with using information systems to retrieve data, e.g. the dog database, weather app, mapping website, or search engine. (Slideshow – Data & Information systems)

• Categorise the data collected in the information systems, e.g. the dog database categorises information into; dog type, weight, height and exercise requirements.

• Discuss ways of collecting data, such as surveys, experiments, interviews and crowdsourcing. Explore ways the information systems have collected data. (Slideshow – Collecting Data)

• Investigate how the information system organises and manages the data into categories and data types.

• Discuss how data is validated using examples from familiar case studies. Data validation includes checking if data is accurate and suits the purpose. Data validation can be as simple as using a drop down list to restrict users to valid choices. (Video — Turtle data capture)




Can the student: Explain how information systems

validate different types of data? Define data requirements for a

problem?


L2B







U2B






Student resourcesSheet — Dog database (database) Sheet — Crowdsourcing: Working together to make big things happenSlideshow — Data and information systemsSlideshow — Collecting dataVideo — Turtle data captureTeacher resourcesSupporting learning resource — Crowdsourcing

Helpful information

Website — ALA citizen science central (Atlas of Living Australia) www.ala.org.au/get-involved/citizen-science/

Video — Interview with Sunshine Coast Council: Using digital systems to collect data for conservation projects https://learningplace.eq.edu.au/cx/resources/items/9165ae5e-b198-4aa3-90fc-38594446b3d8/0/DiT_Y05-06Band_U2_InterviewCollData.mp4

Website — Crowdsourcing (Code.org)

https://code.org/curriculum/course3/19/Teacher

KLA: Digital Year Level Team: add teacher names Term: Semester 2







http://www.ala.org.au/get-involved/citizen-science/

http://www.ala.org.au/get-involved/citizen-science/




TechWALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Digital Technologies Collecting and managing data (Continued)Investigate data validation in spreadsheets

WALT: Follow and modify and simple algorithms. Represent algorithms. Design algorithms involving branching (decisions), user input and iteration (repetition).

WILF: is to explain the user interface design for a game. Students collaborating safely online using correct etiquette.

TIB: Students safety online in collaborative environments ensure they are ready to enact this in the real world.


Investigate data validation in spreadsheets

• Recall how previously seen information systems use validated data.

• Define the term ‘validation’ and discuss why it is important to validate data.

• Explore data validation tools in a spreadsheet and discuss why different sorts of data validation tools are used, e.g. drop down lists restrict the user to valid choices, cell validation ensures only set formats are used when entering data.

• Collect data on a relevant topic and experiment with managing and validating data in spreadsheet software, create different types of tables and graphs to display the data and compare the results. For example, collect data on classmates’ birthdays using drop down lists for months of the year and restricted range for data entry of years of birth using whole number validation tools.




Can the student: Follow and modify

simple algorithms? Write algorithms? Incorporate

decision-making, user input and repetition into their algorithms?

Check in with students as they build their capacity during computer lab time in learning and developing their use of the spread sheeting program Excel – through linking their learning to their Mathematics Data Unit

L2B


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





U2B






Student resourcesSlideshow — What is data validation?Sheet — Data validation exercises

Teacher resourcesSupporting learning resource — What is data validation?

Helpful information

Website — Apply data validation to cells (Microsoft) https://support.office.com/en-us/article/Apply-data-validation-to-cells-29fecbcc-d1b9-42c1-9d76-eff3ce5f7249?CorrelationId=b7628a8c-f8d0-454b-becb-4f94dd7943c&ocmsassetID=HP010342173&ui=en-US&rs=en-AU&ad=AU

Website — Create a drop-down list (Microsoft) https://support.office.com/en-us/article/Create-a-drop-down-list-7693307a-59ef-400a-b769-c5402dce407b?ui=en-US&rs=en-US&ad=US


https://support.office.com/en-us/article/Create-a-drop-down-list-7693307a-59ef-400a-b769-c5402dce407b?ui=en-US&rs=en-US&ad=US



https://support.office.com/en-us/article/Apply-data-validation-to-cells-29fecbcc-d1b9-42c1-9d76-eff3ce5f7249?CorrelationId=b7628a8c-f8d0-454b-becb-4f94dd7943c&ocmsassetID=HP010342173&ui=en-US&rs=en-AU&ad=AU













Resources

Digital Technologies Collecting and managing data (Continued)Use software to interpret and visualise data

WALT: Understand that software helps us to interpret data to make meaning.Understand that software can visualise data to communicate information in different ways.

WILF: is the creating and ethically communicating digital information.

TIB: Being ethical with digital information is a law requirement.


Use software to interpret and visualise dataEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

• Explore how community information systems visualise data to create information, e.g. mapping, infographics, graphs, diagrams and tables.

• Discuss why data visualisation is important and what the benefits are, such as; it makes complicated concepts easier to understand, it can show large amounts of information, pictures are easier to understand. (Slideshow – Why Visualise Data)

• Discuss how data should be represented ethically to avoid providing misleading information. (Slideshow)

• Discuss software we use to visualise data, such as spreadsheets, graphing apps or programs, posters and QR code generators. (Website QR Code)

• Compare different data visualisations to determine which makes the best meaning. For example, collect a range of infographics for children about cyber-safety and evaluate them. (Website)

• Revise concepts of safe sharing in an online space and the importance of protecting personal information when collecting and sharing data.

• Use data sets to collaboratively visualise data online, e.g. the flying fox data. Collaboratively create different visualisations of the same data and share them safely with the class in an online space. For example, create a graph and an infographic. Discuss how effective each visualisation is in creating information. (Video – SH Visualising Data & Fly Fox)



Can the student: Interpret digital information to

make meaning? Create and ethically communicate

digital information?


L2B







U2B





Student resourcesSheet — Visualising data: Think, pair, shareSheet — Flying fox dataSlideshow — Why visualise data?Slideshow — Ethical representation of data

Teacher resourcesSupporting learning resource — How to visualise flying fox KML data

Video — Visualising KML data filesSupporting learning resource — Flying fox KML mapping data files (data files) ( Note: KML data files can be opened using NationalMap website. For further information view Video - Visualising KML data files )


Website — Information is beautiful (Information is Beautiful) http://www.informationisbeautiful.net/Website — Infographics as a creative assessment (Kathy Schrock’s Guide to Everything) http://www.schrockguide.net/infographics-as-an-assessment.htmlWebsite — Infographic of Infographics (Ivan Cash) https://infographiclist.files.wordpress.com/2011/09/infographic.pngWebsite — Crocodile tracks (The University of Queensland) www.uq.edu.au/eco-lab/crocodile-tracks


http://www.uq.edu.au/eco-lab/crocodile-tracks

https://infographiclist.files.wordpress.com/2011/09/infographic.png

https://infographiclist.files.wordpress.com/2011/09/infographic.png

http://www.schrockguide.net/infographics-as-an-assessment.html

http://www.schrockguide.net/infographics-as-an-assessment.html

http://www.informationisbeautiful.net/




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







Resources

Digital TechnologiesCreating data driven digital solutions Investigate user interface designs

WALT: Investigate features of user interface design.

WILF: explanation of features of a user interface for an existing information system.

TIB: Students are making connections between the interfaces they are using everyday and those that are used within the real world.

Creating data driven digital solutions 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.

Investigate user interface designs

• Discuss Slideshow – User interfaces and Dog Database by:o Exploring examples of user interfaces for

information systems, e.g. touch screens of self-service checkouts, drop-down menus, buttons, or typing search words.

o Identify parts of user interfaces which are used for input and output.

o Investigate different types of information systems, and how they assist users to access information. Identify features of information systems and how the user interacts with the system. (Human Interfaces Website)

oDiscuss user interface features that reduce errors in user input, e.g. clear instructions, drop down menus of valid choices etc.

o Draw an annotated diagram of an existing user interface. Label the major features and identify input and output.



Can the student: Explain features of a user

interface for an existing information system?


L2B







U2B





Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e33ab29729724/1/digital.html

Student resources

Sheet — Dog database (database)

Slideshow — User interfaces

Teacher resources

Supporting learning resource — User interfaces

Helpful information

Website — Human interface design (CS unplugged) http://csunplugged.org/human-interface-design/



http://csunplugged.org/human-interface-design/

http://csunplugged.org/human-interface-design/

https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e33ab29729724/1/digital.html









Resources

Digital Technologies (Continued)Creating data driven digital solutions

Design and implement an interactive spreadsheet

WALT: Use software to process data.Design a user interface for an information system.Create an interactive spreadsheet involving branching.

WILF: use spreadsheet tools, use data validation tools.

TIB: Students are making decisions everyday to ensure accuracy of data inputs.

Creating data driven digital solutions 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.

Design and implement an interactive spreadsheet

• Use spreadsheet software to categorise and format data.

• Use a range of spreadsheet tools to process and present data, e.g. totals, graphs and conditional formatting. (Use websites for Excel)

• Validate the data to be used in the interactive spreadsheet. Use strategies to ensure accuracy of the data and data types.

• Use spreadsheet software to implement decisions and user input in an interactive spreadsheet, e.g. selecting data from a drop-down list.

• Check for errors when implementing a spreadsheet function using data validation tools. (SH – Checking for errors)



Can the student: Use a range of spreadsheet tools

to process data? Implement an interactive

spreadsheet? Use data validation tools to ensure

accuracy of data inputs?

L2B







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

U2B





Student resourcesSheet — The first OlympicsSheet — Checking for errors

Teacher resourcesSupporting learning resource —

The first Olympics (Answers) (spreadsheet)Supporting learning resource —

Spreadsheet software Years 3–6

Helpful informationWebsite — Apply data validation to cells (Microsoft) https://support.office.com/en-us/article/Apply-data-validation-to-cells-29fecbcc-d1b9-42c1-9d76-eff3ce5f7249?CorrelationId=b7628a8c-f8d0-454b-becb-f4f94dd7943c&ocmsassetID=HP010342173&ui=en-US&rs=en-AU&ad=AUWebsite — Create a drop-down list (Microsoft) https://support.office.com/en-us/article/Create-a-drop-down-list-7693307a-59ef-400a-b769-c5402dce407b?ui=en-US&rs=en-US&ad=USWebsite — Overview of formulas in Excel (Microsoft) https://support.office.com/en-us/article/Overview-of-formulas-in-Excel-ecfdc708-9162-49e8-b993-c311f47ca173Website — Quick start: Chart your data in a worksheet (Microsoft) https://support.office.com/en-US/article/Quick-start-Chart-your-data-in-a-worksheet-45AF7D1B-4A45-4355-9698-01126488E689Website — Quick start: Apply conditional formatting (Microsoft)https://support.office.com/en-US/article/Quick-start-Apply-conditional-formatting-6B6F7C2A-5D62-45A1-8F67-


https://support.office.com/en-US/article/Quick-start-Apply-conditional-formatting-6B6F7C2A-5D62-45A1-8F67-584A76776D67


https://support.office.com/en-US/article/Quick-start-Chart-your-data-in-a-worksheet-45AF7D1B-4A45-4355-9698-01126488E689



https://support.office.com/en-us/article/Overview-of-formulas-in-Excel-ecfdc708-9162-49e8-b993-c311f47ca173






https://support.office.com/en-us/article/Apply-data-validation-to-cells-29fecbcc-d1b9-42c1-9d76-eff3ce5f7249?CorrelationId=b7628a8c-f8d0-454b-becb-f4f94dd7943c&ocmsassetID=HP010342173&ui=en-US&rs=en-AU&ad=AU



584A76776D67








Resources

Digital Technologies (Continued)Creating data driven digital solutions Manage a collaborative project

WALT: Manage the creation of an interactive spreadsheet. Understand social and ethical considerations and apply technical protocols.

WILF: students working collaboratively on a project to create an interactive spreadsheet.

TIB: Students need to work collaboratively on projects in their future jobs

Creating data driven digital solutions 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 Manage a collaborative projectDiscuss the following before working on Assessment Part C – Collaborative Task• Discuss social and ethical considerations for online

collaboration and representation of data, including use of personal information.

• Establish agreed protocols for working with and representing data online.

• Conduct a collaborative project to design and implement an interactive spreadsheet.

• Manage project tasks using a checklist.

o Sheet — Project checklist for an interactive

information system

• Manage project files using technical protocols such as using appropriate filenames and backing up different versions of files.

• Create a user interface to match a design plan.• Create an interactive spreadsheet that meets

specified criteria.

Complete Assessment Part C

In 2018 students will collaboratively create an interactive spreadsheet based on “Which is the best time to cross Beach Road to attend Rewards day at the end of the term.



Can the student: Use a project checklist to create an

interactive spreadsheet? Follow agreed protocols when

implementing a project?

Summative AssessmentTerm 4, Week 3-7 Part C: Design and create an

interactive spreadsheet and share information ethically.


L2B







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

U2B




Student resources

Sheet — Project checklist for an interactive information system

Teacher resources

Supporting learning resource — How cybersmart are you?

Supporting learning resource — How cybersmart are you? (Answers) (spreadsheet)


Helpful information

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

Website — IT security https://isecurity.eq.edu.au/Pages/default.aspx

Website — Teaching ideas: Online collaboration ideas (Department of Education and Training) https://staff.learningplace.eq.edu.au/teaching/ideas/Pages/default.aspx


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







Digital TechnologiesData changing our world

Band for Years 5–6Year 5 Unit 2

Assessment task — Portfolio

Name Class

Teacher Date

Task

Part A: Explain how information systems meet local and community needs. Part B: Represent a variety of data types in digital systems. Part C: Design and create an interactive spreadsheet and share information ethically.

Setting the scene

17 of 33DiT_Y05-06Band_U2_AT_Portfolio

How do information systems help solve problems in our community?

Systems thinking can be used to help solve community problems. Look at how the parts of a problem are related to each other and

affect each other.

How can we use data to create our own information systems and share the information safely and ethically?

Years 5–6 Digital Technologies: Unit 2 — Data changing our world: Year 5 Portfolio Name:


Knowledge and understandingof Digital Technologies Process and production skills

Explain how digital systems use whole numbers to represent a variety of data types.

Explain how information systems meet needs and considers sustainability. Define problems in terms of data and functional requirements. Design solutions to address the problem. Incorporate decision making and user interface design into designs and implement their digital solutions using validated data. Manage the communication of ideas and information using agreed protocols.

Explains how a spreadsheet represents different formats of data, making connections with how it uses whole numbers to represent a variety of data types.

Implements an interactive spreadsheet with an effective user interface that addresses the defined need with effective representation of information. Uses a range of validation strategies to ensure data is useful and accurate. Explains how their spreadsheet is an information system that meets needs. Interprets and presents information in a visually appealing format forecasting future reading trends. Justifies why their solution creates information ethically from data.

A

Explains with accurate technical terms how digital systems use binary to represent a variety of data types.

Explains in detail how information systems meet needs and considers a range of sustainability criteria. Accurately describes how defined data will be used. Validates a range of data accurately. Designs user interaction. Implements a functional interactive spreadsheet. Interprets data and presents information. Explains how data has been presented safely and ethically.

B

Explains how digital systems use binary numbers to represent a variety of data types.Explains how information systems meet needs and considers sustainability. Defines data and functional requirements required to solve a problem. Designs a user interface. Implements an interactive spreadsheet using validated data. Manages the communication of information and ideas using agreed social, technical and ethical protocols.

C

Records a binary number sequence.Identifies a range of needs. Defines data to be collected. Designs aspects of a user interface for an interactive spreadsheet. Implements a spreadsheet. Enters and formats data. Communicates ideas.

D

Matches a given data type to a given definition.Identifies a need. Collects data. Identifies aspects of a user interface.Creates aspects of a spreadsheet. Enters data. E

Feedback:

18 of 33DiT_Y05-06Band_U2_AT_Portfolio

Part A: Explain how information systems meet local and community needs

Lone River State School students use an information system at their tuckshop.

Each student has a card with their photograph and a bar code on it.

A scanner connected to a computer uses the bar code to look up information about students, such as their name, class, food allergies and the amount of money remaining in their account.

How information systems meet needs

Record your responses in your portfolio.

1. Describe what needs in the school community this information system would meet.

2. List the different data types that could be stored in this information system.

3. Explain the importance of keeping information up-to-date in this system.

4. Explain how this information system could be sustainable and will continue to meet community needs.

----------------------------------------------------------------------------------------------------------------------------

Part B: Represent a variety of data types in digital systems.

1. The digital number system used by computers to represent data is called the binary number system.

a. A binary digit is called a ________ for short. A sequence of eight binary digits is called a binary number or a ________.

b. Use the blank lines below to give two examples of a binary number.

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

c. Explain what the binary numbers represent.

d. Match the following data formats to the definitions of how they are represented in digital systems. The first one has been done for you.

sound A digital system uses ASCII codes to represent letters, spaces and punctuation.

picture Decimal digits are converted to binary numbers in digital systems.

number Soundwaves are captured by microphones and converted to binary numbers. Speakers change binary numbers back into soundwaves.

text An image is stored as a pixel map. Each pixel has a binary number to show what colour it is.

e. Explain how digital systems use binary to represent two of the data types listed in question 1d. Record your response in your portfolio.

2. A spreadsheet represents data in different formats to allow users to work with the data. For example, if a user wants to add numbers, the cells must be formatted as number.

Information systems should be sustainable.

Complete this table to:

list three different ways data can be formatted in a spreadsheet

explain how the different ways of formatting allow the data to be used

Data format number

How formatting allows data to be used

allows data to be used in calculations

3. Explain how computers represent data in a spreadsheet. Record your response in your portfolio.

----------------------------------------------------------------------------------------------------------------------------

Part C: Design and create an interactive spreadsheet and share information ethically

Discuss how you could create an interactive spreadsheet that will help students keep track of how much they’ve read during a two-week read-a-thon. It also needs to keep a record of sponsors and the amount they are donating. Considerations include:

making it easy to use motivating us to help us reach our goals providing a place to easily record times using drop-down lists validating data entries to ensure accuracy, e.g. recording dates within the two-week timeframe names of sponsors and amount being donated per page read automatically calculating how much money we can collect from our sponsors

having a limit on the number of pages read so sponsors know the maximum amount they may need to donate.

Define data requirements

1. Discuss the features you could include in your solution such as date, time spent reading, number of pages.

There should be at least two data types collected.

You may use a table like the one below to record your planning.

Data required Data type How it is used

Example: Date book was read Date Input. Validated date range used to prove reading only occurred on one of the dates during the two-week timeframe.

I need a tool that can track how many pages I’ve read for our class read-a-thon and the sponsors who are supporting me. It needs to be automated and motivate me to keep going over two weeks.

Design the interactive spreadsheet (Record responses in portfolio)

2. Draw the design of your interactive spreadsheet to show what the user will see and do.

3. Annotate your design to show how you will:

provide a place where the user can record the number of pages read use data validation tools automatically record the total number of pages read over the 2 week timeframe

enhance your spreadsheet to include other data collection and presentation methods you consider would be useful.

4. Work in teams and with your teacher to plan which spreadsheet functions and validation tools you will use.

Record the functions and validation tools you plan to use in your portfolio.

Explain the purpose of the data validation tools you have chosen.

----------------------------------------------------------------------------------------------------------------------------

Implement the interactive spreadsheet (work independently)

5. Create your interactive spreadsheet using software.

Use your design plan to create the user interface. Use spreadsheet functions and data validation tools to create a useful solution that is easy to use and time-

efficient for the user to enter data. Save your spreadsheet in a location specified by your teacher.

Test your solution

6. Use sample data to test whether your solution does what you planned for it to do.

Enter sample data in the spreadsheet. Validate the data. (Check that the data you have entered is correct.)

Fix any errors and enhance your solution as you consider alternatives.

Teacher checkpoint: Show your spreadsheet to your teacher.

----------------------------------------------------------------------------------------------------------------------------

Collect and manage real data

7. Collect, organise and manage your own participation in a class read-a-thon.

Enter the data in the spreadsheet. Validate the data (check that the data you have entered is correct).

Calculate how many pages you’ve read over the two-week timeframe and work out how much money you need to collect from your sponsors.

----------------------------------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------------------------------

Analyse the data and communicate information safely and ethically (Record responses in portfolio)

8. Analyse the data from your spreadsheet. (Use the real data if you participated in the Read-a-thon, otherwise use the sample data from question 6.)

Look at how many pages were recorded during the two weeks.

Calculate how many pages or books could be read over a month, a year and a lifetime.

9. Explain how your spreadsheet is an information system that meets needs now and in the future.

10. Create an infographic to communicate information about a lifetime of reading.

Your data must be communicated using the social and ethical protocols agreed to by your class in order to protect individual people’s identity.

You could create the infographic for your own data or data for a group of children.

The infographic can be computer-generated or hand-drawn.

11. Explain how your read-a-thon data has been turned into information and presented safely and ethically.

----------------------------------------------------------------------------------------------------------------------------

Australian Curriculum

Digital Technologies –Year 5 and 6:- Unit 1 Year 5

Years 5 and 6 Achievement Standard

By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.

Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision- making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Content DescriptionsDigital Technologies Knowledge and Understanding Digital Technologies Processes and Production Skills

Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Design a user interface for a digital system (ACTDIP018) Explain how student solutions and existing information systems are sustainable and

meet current and future local community needs (ACTDIP021) Implement digital solutions as simple visual programs involving branching, iteration

(repetition), and user input (ACTDIP020) Plan, create and communicate ideas and information, including collaboratively

online, applying agreed ethical, social and technical protocols (ACTDIP022)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculum

Relevant prior curriculum

Students require prior experience with the following in Years 3-4 Band: 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) Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011) 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 working towards

The teaching and learning in this unit work towards the following in Years 7-8 Band: Investigate how digital systems represent text, image and audio data in binary (ACTDIK024) Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025) Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026) Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027) Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028) Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030) Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031) Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)

Cross-curricula priorities

Sustainability

Students 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.

General CapabilitiesGeneral 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 Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy

Estimating and calculating with whole numbers Recognising and using patterns and relationships Interpreting statistical information

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

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

Assessing student learningAssessment name: Data changing our world: Portfolio

Data changing our world: PortfolioAssessment description: Students explain how information systems meet needs. Students represent a variety of data types in digital systems. Students design and create an interactive spreadsheet and share information ethically.

Achievement standard

In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

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:

create a collaborative analysis of an information system identifying the problem it strives to solve, how data is collected create digital representations of data such as qr codes and check for errors process data in a spreadsheet create visualisations of data using software.

Feedback

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

identify community information systems identify the component parts of an information system identify how information systems meet current and future local community needs explain how digital systems represent a variety of data types evaluate information systems using sustainability criteria create organised collections of validated data define data requirements for a problem interpret digital information to make meaning create and communicate digital information.

Year 5 Semester 2 Digital Technology Report Card Comment Bank

A B C D E2T5A 2T5B 2T5C 2T5D 2T5E

Digital Technologies: Unit 2 — Data changing our world

{Name} explained how a spreadsheet represents different formats of data, making connections with how it uses whole numbers to represent a variety of data types. {She,He} implemented an interactive spreadsheet with an effective user interface that addresses the defined need with effective representation of information. {Name} used a range of validation strategies to ensure data is useful and accurate. {She,He} explained how their spreadsheet is an information system that meets needs. {Name} interpreted and presented information in a visually appealing format forecasting future reading trends. {She,He} justified why their solution creates information ethically from data.


{Name} explained with accurate technical terms how digital systems use binary to represent a variety of data types. {She,He} explained in detail how information systems meet needs and considers a range of sustainability criteria and accurately described how defined data will be used. {Name} validated a range of data accurately. {She,He} designed user interaction and implemented a functional interactive spreadsheet. {Name} interpreted data and presented information. {She,He} explained how data has been presented safely and ethically.


{Name} explained how digital systems use binary numbers to represent a variety of data types.{She,He} explained how information systems meet needs and considers sustainability. {Name} defined data and functional requirements required to solve a problem. {She,He} designed a user interface and implemented an interactive spreadsheet using validated data. {Name} managed the communication of information and ideas using agreed social, technical and ethical protocols.


{Name} recorded a binary number sequence.{She,He} identified a range of needs. {Name} defined data to be collected. {She,He} designed aspects of a user interface for an interactive spreadsheet and implemented a spreadsheet. {Name} entered, formatted data and communicated ideas.


{Name} matched a given data type to a given definition.{She,He} identified a need. {Name| collected data. {She,He} identified aspects of a user interface. {Name} created aspects of a spreadsheet. {She,He} entered data.

Digital Tech Pre-ModerationYear 5: Unit 2 Semester 1 Title: Data changing our world

Curriculum Intent for the Unit (see unit /task description) Linked to Maths Unit 1 Interpreting Data unit In this unit students will explain how information systems meet local and community needs, represent a variety of data types in digital systems and design and create an interactive spreadsheet and share information ethically.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Students:Knowledge and Understanding:

Examine how whole numbers are used to represent all data in digital systems (ACTDIK015) Examine the main components of common digital systems and how they may connect together

to form networks to transmit data (ACTDIK014)Processes and Production Skills

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Design a user interface for a digital system (ACTDIP018) Explain how student solutions and existing information systems are sustainable and meet

current and future local community needs (ACTDIP021) Implement digital solutions as simple visual programs involving branching, iteration

(repetition), and user input (ACTDIP020) Plan, create and communicate ideas and information, including collaboratively online, applying

agreed ethical, social and technical protocols (ACTDIP022)

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Technologies Unit or Digital Integration within other KLA’s . 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 processes and production skills. In this unit this may include providing feedback about a student's ability to:

identify community information systems identify the component parts of an information system identify how information systems meet current and future local community needs explain how digital systems represent a variety of data types evaluate information systems using sustainability criteria create organised collections of validated data define data requirements for a problem interpret digital information to make meaning create and communicate digital information.

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)

Explains how digital systems use binary numbers to represent a variety of data types. Explains how information systems meet needs and considers sustainability. Defines data and functional requirements required to solve a problem. Designs a user interface. Implements an interactive spreadsheet using validated data. Manages the communication of information and ideas using agreed social, technical and ethical protocols.

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

Explains with accurate technical terms how digital systems use binary to represent a variety of data types. Explains in detail how information systems meet needs and considers a range of sustainability criteria. Accurately describes how defined data will be used. Validates a range of data accurately. Designs user interaction. Implements a functional interactive spreadsheet. Interprets data and presents information. Explains how data has been presented safely and ethically.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Explains how a spreadsheet represents different formats of data, making connections with how it uses whole numbers to represent a variety of data types.

Implements an interactive spreadsheet with an effective user interface that addresses the defined need with effective representation of information.

Uses a range of validation strategies to ensure data is useful and accurate. Explains how their spreadsheet is an information system that meets needs. Interprets and presents information in a visually appealing format forecasting future reading trends. Justifies why their solution creates information ethically from data..

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 Digital Technology 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

pialbastateschool.files.wordpress.com€¦ · web viewpialba state school: digital technology...

Documents