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PIALBA STATE SCHOOL: DIGITAL TECHNOLOGY PREP SEMESTER 2 UNIT 1 PLAN

Deep Learning Inquiry Cycle Question

Pialba Prep Computers: Handy helpers (Unit 1 Prep)

In this unit students will learn and apply Digital Technologies knowledge and skills through guided play and tasks integrated into other subject areas. Student will:

· recognise and explore how digital and information systems are used for particular purposes in daily life

· collect, explore and sort familiar data and use digital systems to present the data creatively to convey meaning

· describe and represent a sequence of steps and decisions (algorithms) to solve simple problems in non-digital and digital contexts

· develop foundational skills in systems and computational thinking, applying strategies such as exploring patterns, developing logical steps, and hiding unnecessary information when solving simple problems

· work independently and with others to create and organise ideas and information, and share these with known people in safe online environments.

Pedagogical Practices

Levering Digitally

Learning Environments

Learning Partnerships

Pedagogical 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

· Participate in a virtual tour of a shopping centre focusing on the types of information systems people use.

· Online virtual tour or video tour of a home focusing on the types of information systems people use.

· 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.

Information for Prep Teachers

Pialba Prep Computers: Handy helpers (Unit 1A)

Prep Unit – Pialba Prep Helpers

This unit Pialba Prep Computers: Handy Helpers will build our Prep students Digital Technologies knowledge and understanding and Digital Technologies Processes and Production Skills in the P-2 Band. From this Prep Unit, Year 1 students at Pialba State School will build on what our Prep students have engaged in to build their Digital Technologies knowledge and understanding and Digital Technologies Processes and Production Skills in the P-2 Band by completing the Pialba Year 1 Computers: Handy Helpers unit. Both of these unit in prep and Year 1 will provide the scaffolding for successful implementation of the Unit 1 Year 2 Computers: Handy Helpers unit.

Note: It is anticipated that the Year 2 unit will be moved into Year 1 – once A-E data, student survey data and teacher survey data aligns to show where best the P-2 Unit 1 Computers: Handy Helpers Unit is best placed at Pialba State School.

A process of backward mapping the P-2 Band Computers: Handy Helpers unit has taken place with Prep-2 teachers, our #Qld tech Ambassador and Deputy Principal.

Prep students will engage in this unit including modified assessment task and GTMJ at Prep Achievement Level.

Pialba Prep Computers: Handy helpers (Unit 1 Prep)

Purpose of assessment: To identify common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design a simple algorithm to solve a problem. (Assessment for this unit is in three parts. The modified assessment booklet is designed to be used as discrete sections after the relevant topic is taught.) Teacher led

Prep unit building Capacity for Year 1

Pialba Year 1 Computers: Handy helpers (Unit 1 Year1)

Purpose of assessment: To identify the purposes of common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design an algorithm to solve a problem. (Assessment for this unit is in three parts. The modified assessment booklet is designed to be used as discrete sections after the relevant topic is taught.) We do Teacher and Student

Year 1 unit building Capacity for Year 2

Computers: Handy helpers (Unit 1 – Year 2)

Purpose of assessment: To identify the purposes of common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design an algorithm to solve a problem. (Assessment for this unit is in three parts. The C2C assessment booklet is designed to be used as discrete sections after the relevant topic is taught.)

Planning is sequenced across the Term or Semester. Timings of Units are based on data and integration within other KLA’s

KLA: 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)

Differentiation

Content: What

Process: Pedagogy – How

Product: Check for Understanding

Resources

Computers: Handy Helpers Prep Unit–

WALT: students will be introduced to unit and 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 student’s prior knowledge of the unit.


Vocab development (Word Walls)

Spend 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

Teacher to do “I do” Modelling to explore the purpose and content of the subject Digital Technologies.

Do you know how to

· use digital technology – what are these devices you have used or seen?

· program a robot, Use a computer or Use software

Find or create data and information – (link to Maths – integrated in Sem 2 Maths Data Unit)

During Maths lessons Model to students to help them:

· Recognise that computational thinking has similarities to problem-solving used in mathematics. Show and explain many examples to students.

Recognise that there are concepts and thinking skills that underpin learning in Digital Technologies such as:

designing a sequence of logical steps to solve a problem (algorithm).

Model to students and in pairs / elbow partners provide opportunities for students to share their understanding.

Provide students opportunities to logon to computers and IPads and to recognise keyboard letter layout through a typing program (Go Keys)

Formative (Feedback)

Check students understanding through elbow partner and small group discussions of their understanding of What is Digital technologies and that Computational Thinking is similar to problem solving students use in maths.

Check that students can login to a computer or access an IPad independently.

Check students typing letters on keyboard through their recognition of layout.

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

U2B

Expose to more technical or specific DIGITAL TECHNOLOGY 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 Library

https://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

Teacher resources

Introduction to the unit: DigitalTechnologies Years P–2 Band Unit 1

Supporting learning resources

· Alternative projects

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

· C2C: Digital Technologies glossary

· Computational thinking for primary teachers


KLA: Digital Tech


Term: Semester 2

WALT/WILF/TIB

(The What)


(The How)



Differentiation

Content: What



Resources


WALT: make connections with the unit focus and the inquiry questions, and contextualise learning in Digital Technologies and be safe online.

WILF: students sharing the safe online message and can identify 5 people they can talk to for help (parents, teacher, police)

TIB: all students, parents, community need to action safe online practices.



Prior Knowledge Online Safety and collaborating online

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency

Review Online safety and collaborating online

· View Video Being Safe Online https://www.youtube.com/watch?v=d5kW4pI_VQw

· Discuss who is playing games on Xbox, Playstation, Ipads, Computers at home that use the internet.

· Teacher to lead discussion on What does it mean to be safe online at school, home & in the community e.g. town library, school

· Develop a class poster of “What is means to be Safe online?”

· Have the students identify 5 people that they could go to who can keep them safe online. Students to write them onto a Hand template. Create a Class safe online Tree in the classroom.

· View Internet safety of kids K-3 and discuss with students.


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.

L2B







U2B






Websites:

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

Website - Cybersafe and reputation management https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx

Internet Safety for Kids K-3

https://www.youtube.com/watch?v=89eCHtFs0XM


KLA: Digital Tech


Term: Semester 2

WALT/WILF/TIB

(The What)


(The How)



Differentiation

Content: What



Resources


WALT: Understand that digital systems are made up of hardware and software.

WILF: is to identify hardware and software components. .

TIB: understanding how digital systems such as phones, music players’, calculators and game consoles are used at home and at school.



Exploring digital systems and their purposes

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency. Revise Cyber safety

Hardware and software components

Organise a virtual tour of a home using video chat software to view and discuss the digital systems. Teacher leads student discussion by:

· Exploring Hardware - Digital systems in the home such as televisions, smart phones, tablets, laptop computers, desktop computers, and personal devices and comparing these to what we have at school.

· Tour the school to locate the digital systems in use in the classrooms, office, library and other areas. Take photographs or video (using Ipads) of the systems.

· Examine the difference between hardware and software. Create a Poster – use images / pictures

· Examine photographs, images and real-life examples of digital systems such as a keyboard, mouse, mp3 player, camera, and label them. (Label these within your classroom) Create a poster of these (using photos taken) and make labels and put display up on Classroom wall.



Check students understanding through elbow partner and small group discussions of their understanding of Hardware and Software within their classroom.

Evidence of learning

Can the student:

Identify a range of familiar digital systems?

L2B







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

U2B






Hardware and software components

Create a poster and place images from internet, magazines etc and place these under the Headings of Hardware and Software. Label the pictures.

Computer Magazines

Images from internet

Photos taken through Tour of school.


KLA: Digital Tech


Term: Semester 2

WALT/WILF/TIB

(The What)


(The How)



Differentiation

Content: What



Resources


WALT: Understand the different purposes for a range of digital systems. Explore a range of digital systems for different purposes.

WILF: Understand the purposes of and changes in digital systems over time.

TIB: understanding how digital systems such as phones, music players’, calculators and game consoles reinforce our understanding of our past, present and future history of technological devices



Exploring digital systems and their purposes


Purposes of digital systems

Example learning opportunities

· Experiment with and explore the use of different digital systems for a range of familiar purposes and to create ideas and information, e.g.

taking photographs with a digital camera or camera on a laptop and saving them on the computer

using software to create a simple picture (Tux Paint) related to their current learning.

using an electronic whiteboard as an instructional tool

playing computer or IPad games

using software or hardware to record their voice or other sounds (10 second voice recorder device – Ipad app Voice recorder)

· Explore different ways users can input instructions into software such as keyboard and mouse

· Role-play using digital systems. Describing purpose of the different digital systems in different situations such as work (emails and phone calls), recreation (games, photos and drawing) and communication (phone calls and texts on phones).



Can the student:

Describe the purposes of a range of familiar digital systems?

Summative Assessment

Term 3, Week 6

Part A

Purpose of assessment: To identify the purposes of common digital systems.

Part A Everyday Digital Systems

· Identify common digital systems.

· Explain the purposes of familiar digital systems.

L2B







Use technology to record students work; e.g. digital photography tape and video. Important in Assessment

U2B






Purposes of digital systems

Teacher resources

· Slideshow - Digital systems


KLA: Digital Tech


Term: Semester 2

WALT/WILF/TIB

(The What)


(The How)



Differentiation

Content: What



Resources

Linked to Maths Unit Semester 2 Data

WALT: Investigate how digital systems improve meaning.

Recognise and explore patterns in data.

WILF: is to collect and sort data using tally marks. Collect responses from questions and organise into a display (tally). Use digital systems to present data. Create a Graph.

TIB: collecting, organising, posing questions and displaying data allows you to make efficient decisions.



Collecting, organising and presenting data

· Collect data to answer personally significant questions, such as class birthdays, favourite sports, family compositions and lunch boxes. Teacher models questions and collect responses from students by conducting a simple survey and recording responses using a tally. Discuss results with students.

· Teacher models and then students organise data using tables and lists with support.

· Collect and sort data through maths play

collecting groups of blocks and sorting by colour or size

sorting sports equipment by purpose such as bouncing, throwing and hitting

grouping class members by height

· Teacher models the purposes of displaying the data.

Teacher leads discussion to compare data representations to determine the best way of making meaning from the data representation.

· In computer lab Teachers models to use Create a Graph to Create data displays to present data and to insert into a poster or drawing (Tux Paint)




Can the student:

Collect, sort and explore data?

Use digital systems to present data creatively?

L2B








U2B






Student resources

Slideshow — Data sort and display

Teacher resources

Video — Posing questions

Create a Graph - https://nces.ed.gov/nceskids/createagraph/


KLA: Digital Tech


Term: Semester 2

WALT/WILF/TIB

(The What)


(The How)



Differentiation

Content: What



Resources


Linked to Maths Unit Semester 2 Data

WALT: Explore patterns in data.

Represent data as pictures symbols and diagrams. Use digital systems to creatively present data.

WILF: is to collect and sort data using tally marks. Pose questions, collect responses and organise into a display. Use digital systems to present data.

TIB: collecting, organising, posing questions and displaying data allows you to make efficient decisions.



Collecting, managing and representing data

Data can be represented in different forms

· Explore familiar or simple patterns.

· Create data representations, such as weather charts, name and birthday charts, simple calendars, lists, tables and picture graphs.

· Explore different ways in which data can be represented as pictures, symbols and diagrams, e.g. symbols used to represent seasons, traffic lights (red = stop)

· Experiment with different ways of representing patterns such as using materials, text, images or drawing. (Tux Paint)

· Teacher to Model and then students represent simple patterns in different ways, e.g. representing a pattern such as DGDDGGDGGG where the two letters are given distinct representations.

Non-digitally: clap and tap, high/low pitch, up and down hand movement, coloured counters.

Digitally: use a range of software to represent the pattern, such as using two symbols and copying and pasting in a word processor ( …), using a stamp tool in a drawing program to paste images (Tux Paint)



Can the student:

Recognise patterns in data?

Represent data as pictures, symbols and diagrams?


Term 4, Week 6

Part B

Purpose of assessment: To represent data to make meaning, create and share information using collected data to convey meaning.

Part B Data Discoveries

· Collect, sort and organise data to make meaning.

· Represent data in different ways.

L2B







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

U2B






Student resources

Slideshow — Computers make representing data easier

Teacher resources

Supporting learning resource — Data presentation

Supporting learning resource — Representing data

Video — Data displays


KLA: Digital Tech


Term: Semester 2

WALT/WILF/TIB

(The What)


(The How)



Differentiation

Content: What



Resources


WALT: Understand a range of information systems, their purposes and the needs they meet.

WILF: identify an information system from a list, images. State why information systems are used and how they meet different needs.

TIB: students and adults use a variety of information systems everyday.



Creating meaning using information systems


Using information systems to achieve a purpose

· Explore what information systems are.

· Compare familiar and simple types of information systems, e.g. a weather app (BOM or Weather zone), library borrowing system, information screens at shopping centres, internet browsers and menus of software (home screen of a tablet).

Participate in a virtual tour of a shopping centre focusing on the types of information systems people use.

· Explore the different needs met by information systems:

Information needs (web searching, educational apps, weather apps).

Organising information (graphs, tables, lists, calendars).

Recreation needs (computer games, creativity and artistic output supported by drawing programs - Tuxpaint).

Communication needs (emails and social media support increased social communication with friends and family who live in different regions, including Teacher to discuss the comparison with letters – email and phone to Skype).



Can the student:

Identify an information system?

Describe the purpose of an information system and the needs met?

Culminating Activity:

· Use information systems for a purpose such as to:

· locate weather information in class daily,

· view a map of our school, Hervey Bay using Google maps

· play educational game on computer and IPads.


L2B








U2B






Teacher resources

Slideshow - Information systems: Handy helpers

Slideshow - Information systems


KLA: Digital Tech


Term: Semester 2

WALT/WILF/TIB

(The What)


(The How)



Differentiation

Content: What



Resources


WALT: Understand that an algorithm is a sequence of steps.

Explore and follow a range of algorithms.

WILF: is to describe what an algorithm is and recognise and follow a range of algorithms.

TIB: we design steps and sequences to solve problems in everyday life.



Designing steps and sequences to solve problems ~


Understanding algorithms

· Role-play a sequencing activity, e.g. brushing hair or teeth, getting dressed. Teacher models and then Students Verbalise instructions in pairs (Elbow partners) or small groups.

· Students follow Teachers verbal directions and instructions to complete a task, e.g. walk a path, draw a shape, build a 3D shape - blocks or follow a recipe.

· Discuss the term algorithm and explore the different ways an algorithm can be expressed, e.g. as numbered steps, a series of symbols or images, a slideshow, a diagram with numbered annotations, a verbal set of instructions.

· Order sequences of events from stories or books which have a journey storyline. Recognise order is important.

· Use abstraction to identify the most important steps to solve a problem and hide the unnecessary ones.



Can the student:

Describe what an algorithm is and recognise and follow a range of algorithms?

L2B








U2B

Expose to more technical or specific Digital Technology vocabulary.





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

Student resources

· Slideshow - Algorithm role plays

Teacher resources

· Supporting learning resource - Algorithms

· Slideshow - What is an algorithm?

Designing algorithms to solve a problem

Student resources

Develop sheets similar to these – Students will be completing thes ein the Year 2 unit.

· Sheet - Puzzle paths

· Sheet - Happy map 1 © 2013 Code.org

· Video - Unplugged activity: Happy maps © 2013 Code.org

· Sheet - Order the steps


KLA: Digital Tech


Term: Semester 2

WALT/WILF/TIB

(The What)


(The How)



Differentiation

Content: What



Resources


WALT: Program an object to follow a path using words, numbers, symbols and images.

WILF: is to describe what an algorithm is and recognise and follow a range of algorithms.

TIB: we design steps and sequences to solve problems in everyday life.



Designing steps and sequences to solve problems


· Explore a range of software and apps that support writing a sequence of steps (algorithms) such as a slideshow, word processor (numbered steps feature) or image-sequencing application.

· Draw a path on a grid to solve a problem. Using BeeBots and Big Grid Mats in innovation space.

· Write a sequence of steps (algorithm) to solve a simple problem - how to order lunch from the tuckshop, what happened to a character in a story eg The Three little pigs or Cinderella.

· Explore programmable devices, such as simple robotic devices, and program them to move in an intended manner. (Bee Bots first Term 3 (Assessment) and then experiment with Blue Bots Term 4) Using carpet mats - Grids

· Identify different ways to write algorithms, including how movement and direction can be communicated, involving symbols and images (such as arrows), text (such as ‘move forward’, ‘face left’, ‘turn right’), use of numbers (five paces, three squares, 30 cm etc.)

· Draw grids with chalk – ask children to follow a verbal path. Students sitting at side can suggest moves using directions / movement.

· Program a simple floor robot BeeBot (or write instructions for a classmate) to follow a path.

· Use an interactive learning object or game. Use language of location, direction and movement. eg www.code.org/starwars



Can the student:

Represent a series of steps to solve a problem in words, numbers, symbols and images?


Term 3, Week 9 and 10

Part C

Purpose of assessment: To identify the purposes of common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design an algorithm to solve a problem.

Part C Program This

· Follow and describe in plain English a series of steps to program a floor robot.

· Plan a route to program a robot to follow a path.

· Write a sequence of steps and decisions (algorithm).

L2B








U2B






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


Code.org

https://www.bee-bot.us/emu/beebot.html

18 of 27

Assessment Task:

Digital Technologies

Computers: Handy helpers

Band for Years P–2

Prep

Unit 1

Assessment task — Collection of work

Name

Class

Teacher

Date

Task

Recognise and explore digital systems and their purpose.

Collect, sort and organise data to share with the class in an online space.

Explore and work with algorithms to write a sequence of instructions to navigate virtual robots.

Instructions

Assessment for this unit is in three parts. The assessment booklet is designed to be used as discrete sections after the relevant topic is taught.

Part A: Everyday digital systems

Identify common digital systems.

Explain the purposes of familiar digital systems.

Part A: Everyday digital systems can be completed by students by writing responses in the assessment booklet, or teachers may interview students and collect evidence through scribing, recording or other strategy.

Part B: Data discoveries

Collect, sort and organise data to make meaning.

Represent data in different ways.

Create a multimedia class profile in an online space.

Part B: Data discoveries is included in assessment task Collection of work: Teaching notes. Assessment will be based on observations of the use of digital technologies to collect data, make meaning, represent data and organise ideas and information, and student interviews.

Part C: Program this

Follow and describe in plain English a series of steps to program a floor robot.

Plan a route to program a robot to follow a path.

Write a sequence of steps and decisions (algorithm).

Part C: Program this can be completed in this assessment booklet, with teachers scribing written text where appropriate.




Prep

Unit 1


Name

Class

Teacher

Date

Part A: Everyday digital systems

1. Circle digital systems you find in the classroom picture.

Image courtesy of https://www.e-class.in/digital-classroom-for-schools/

2. Draw a digital system you see in your classroom.

3. Choose one of the digital systems below and match it to the description of what it is used for.

Digital system

Draw arrow from Digital System tothe description

Description

This digital system device allows you to watch educational and entertaining programs such as

ABC kids, Sport

This digital system device allows you to

Play games using a controller.

© DET

4. Your teacher will show you an example of some software you have used in class and the computer lab. Explain what the software is used for.

From the photos below decide which device would be best to log onto create a drawing or picture using the Tux Paint Software you have been using in class.

All images courtesy of openclipart.org

smart phone

tablet

Computer

camera

5. If your parents choose to talk to someone, which device should they choose?

a) Mum or dad should use the: ______________________________

b) Why?




Prep

Unit 1


Name

Class

Teacher

Date

Part B: Data discoveries

Data collection

1. Your teacher has helped you pose questions for your classmates to answer about their favourite sports and how they travel to school. As your teacher counts hands to represent students responses, Record the data in the table below for each question:

Data table

Questions

Answers as a tally

What is your favourite sport?

soccer

tennis

basketball

netball

other

How do you travel to school?

walk

car

bus

bike

other

Data representation

2. Choose one set of data you collected (e.g. How do you travel to school?) and use a digital system (e.g. computer and software) to show the data you collected in a picture format. Ensure that you have shown your data in a meaningful way. Use Tux Paint to show this.

3. Explain why you showed your data in this way.

4. Look closely at the pattern : - ABAABAABBB

a) Show the pattern to your teacher without using digital systems. (Counters)

b) Display this pattern in two different ways using a digital system. (Tux Paint)

Sharing data using information systems

5. In an online space create a page to organise and share information with your class about Mr Hill our Health & Physical Education Teacher. Information could include:

· a photograph/image

· text, audio or video recording to provide information about Mr Hill such as:

· name and school he works at

· birthday month

· country of birth or where they live

· why you love to participate in his fun lessons

· image to represent a feature of their personality, what they are known for, or what you like about them.




Prep

Unit 1


Name

Class

Teacher

Date

Part C: Program this

Welcome to Pialba Island. You will need to use the island map to follow and write directions.

1. Follow these directions on the map with a pencil and write or draw the object you stopped at.

Step 1:Start at My Place

I reached the …

Step 2:Move three squares up

Step 3:Turn right

Step 4:Move five squares forward

Step 5:Turn right

Step 6:Move four squares forward

(All images courtesy of http://www.scootle.edu.au/ec/viewing/L350/index.html#)

X

2. The robot needs to:

I need to program a floor robot to solve this problem.

· start at the X

· take as few steps as possible

· pick up both the coins

· drop the coins in the chest.

(All images courtesy of openclipart.org)

In the box below, use words or symbols to program the path for the robot to follow.

Possible words or symbols to use:

turnforwardbackwardleftrightsquarestopgopick up dropmovecoincoinssteps

Instruction

Start/Stop

Years P–2 Band Digital Technologies: Unit 1 — Computers: Handy helpers: Prep Collection of work

Name:

Purpose of assessment: To identify the purposes of common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design an algorithm to solve a problem.

Digital Technologies Knowledge and Understanding

Digital Technologies Processes and Production Skills

Digital systems; Representation of data

Collecting, managing and analysing data

Investigating and defining; Generating and designing; Producing and implementing

Collaborating and managing

Identifies how common digital systems (hardware and software) are used to meet specific purposes.

Uses digital systems to represent simple patterns in data in different ways.

Collects familiar data and displays them to convey meaning.

Designs solutions to simple problems using a sequence of steps and decisions.

Creates and organises ideas and information using information systems and shares information in a safe online environment.

Justifies choice of digital system. Clearly and accurately represents patterns in diverse ways.

Justifies choice of data display.

Designs an accurate, succinct and clear sequence of steps.

Presents information clearly and logically, including original ideas.

A

Compares the purposes of familiar digital systems.

Represents patterns in data using different multimedia.

Manipulates data and displays in a creative way.

Designs a clear and logical sequence of steps.

Effectively organises information by editing and arranging items in the online space.

B

Identifies how common digital systems meet specific purposes.

Represents simple patterns in data in different ways using software.

Collects and displays data to convey meaning using software.

Designs a sequence of steps or instructions to solve a problem.

Creates and organises information for a personal profile. Shares information in a safe online environment.

C

Names a familiar digital system. Represents simple patterns in data.

Displays data.

Follows a sequence of steps or instructions.

Adds information to an information system for sharing.

D

Identifies a digital system. Represents part of a pattern in data.

Gathers own data.

Recognises a sequence of instructions.

Uses an information system.

E

Feedback:

Australian Curriculum

Digital Technologies – Foundation to Year 2:- Unit 1 Prep

Year Foundation to Year 2 Achievement Standard

By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.

Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.

Content Descriptions

Digital Technologies Knowledge and Understanding

Digital Technologies Processes and Production Skills

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)

Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)

Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)

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

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculum

Relevant prior curriculum

It is not assumed that students have prior experience with Digital Technologies. Students will build on a range of understandings and skills from home and other experiences (e.g. care and educational settings).

Curriculum working towards

The teaching and learning in this unit, work towards the following in Years 3-4 Band:

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

· Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

· 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)

General Capabilities

This 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

· Word knowledge

· Visual knowledge

Numeracy

· Recognising and using patterns and relationships

· Using spatial reasoning

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.

Cross-curriculum 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.

Assessing student learning

Assessment name: Handy helpers: Collection of work

Assessment description: Students identify the purposes of common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design an algorithm to solve a problem.

In this unit, assessment of student learning aligns to the following aspects of the achievement standard.



Monitoring student learning

Student 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 observations, consultations and samples of student work, for example:

· recognising and exploring familiar digital systems

· describing the purpose of a digital system

· recognising and exploring patterns in data

· representing data as pictures symbols and diagrams

· identifying an information system

· describing the purpose of an information system

· recognising safe online environments

· describing an algorithm as a sequence of steps in English

· representing a series of steps to solve a problem using words, numbers, symbols and images.

Prep Semester 2 Digital Technology Report Card Comment Bank

A

B

C

D

E

2TPA

2TPB

2TPC

2TPD

2TPE

Digital Technologies: Unit 1 — Pialba Prep Computers: Handy helpers: Prep Collection of work

{Name} justified choice of digital system. {She,He} clearly and accurately represented patterns in diverse ways. {Name} justified the choice of data display. {She,He} designed an accurate, succinct and clear sequence of steps. {Name} presented information clearly and logically, including sharing original ideas.


{Name} compared the purposes of familiar digital systems. {She,He} represented patterns in data using different multimedia. {Name} manipulated data and displayed it in a creative way.{She,He} designed a clear and logical sequence of steps. {Name} effectively organised information by editing and arranging items in the online space.


{Name} identified how common digital systems met specific purposes. {She,He} represented simple patterns in data in different ways using software. {Name} collected and displayed data to convey meaning using software. {She,He} designed a sequence of steps or instructions to solve a problem. {Name} created and organised information for a personal profile. {She,He} shared information in a safe online environment.


{Name} named a familiar digital system. {She,He} represented simple patterns in data. {Name} displayed data. {She,He} followed a sequence of steps or instructions. {Name} added information to an information system for sharing.


{Name} identified a digital system. {She,He} represented part of a pattern in data. {Name} gathered own data. {She,He} recognised a sequence of instructions. {Name} used an information system.

Digital Tech Pre-Moderation

Prep: Unit 1 Semester 2Title: Pialba Prep Computers: Handy Helpers

Curriculum Intent for the Unit (see unit /task description)

In this unit students will learn and apply Digital Technologies knowledge and skills through guided play and tasks integrated into other subject areas .

Learning opportunities support students to:

recognise and explore how digital and information systems are used for particular purposes in daily life

collect, explore and sort familiar data and use digital systems to present the data creatively to convey meaning

describe and represent a sequence of steps and decisions (algorithms) to solve simple problems in non-digital and digital contexts

develop foundational skills in systems and computational thinking, applying strategies such as exploring patterns, developing logical steps, and hiding unnecessary information when solving simple problems

work independently and with others to create and organise ideas and information, and share these with known people in safe online environments.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

Students:

· Identifies how common digital systems (hardware and software) are used to meet specific purposes.

· Uses digital systems to represent simple patterns in data in different ways.

· Collects familiar data and displays them to convey meaning.

· Designs solutions to simple problems using a sequence of steps and decisions.

· Creates and organises ideas and information using information systems and shares information in a safe online environment.

Additional Targeted Teaching Priorities

* Identified from previous assessment & post moderation of Technologies unit and through Levering Digitally through other Key Learning Areas. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment Opportunities

See 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 and understanding, and application of processes and production skills. In this unit this may include providing feedback about a student's ability to:

· recognise and explore familiar digital systems for a purpose

· recognise patterns in data

· represent data as pictures symbols and diagrams

· creatively present data using digital systems

· describe the purpose of an information system

· describe an algorithm as a sequence of steps in English.

Unit Success Criteria and Differentiation

How 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)



· Identifies how common digital systems meet specific purposes.

· Represents simple patterns in data in different ways using software.

· Collects and displays data to convey meaning using software.

· Designs a sequence of steps or instructions to solve a problem.

· Creates and organises information for a personal profile.

· Shares information in a safe online environment.

‘B’ Standard – Success Criteria

(Refer to GTMJ and relevant content descriptors)

· Compares the purposes of familiar digital systems.

· Represents patterns in data using different multimedia.

· Manipulates data and displays in a creative way.

· Designs a clear and logical sequence of steps.

· Effectively organises information by editing and arranging items in the online space

‘A’ Standard – Success Criteria

(Refer to GTMJ and relevant content descriptors + above)

· Justifies choice of digital system.

· Clearly and accurately represents patterns in diverse ways.

· Justifies choice of data display.

· Designs an accurate, succinct and clear sequence of steps.

· Presents information clearly and logically, including original ideas.

Support Plan or ICP Adjusted Content – Refer to ICP

Students:

Tasks: Supported Plan or ICPsDifferentiated 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?

Product

How 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, camps

What 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 Protocols

Refer 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.

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