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

Deep Learning Inquiry Cycle QuestionComputers: Handy helpersIn 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 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

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

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

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

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 assessment booklet is designed to be used as discrete sections after the relevant topic is taught.)

Term 3, Week 5 S

Part A Everyday Digital Systems Identify common digital systems. Explain the purposes of familiar digital systems.

Term 4, Week 6 S

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.

Term 3, Week 9 & 10 S

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).

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

Computers: Handy Helpers – Prior KnowledgeEach lesson KWL and 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 Explore the purpose and content of the

subject Digital TechnologiesRecord students prior knowledge on:What problems in your life need solving?Could you program a robot to clean your room?Do you know how to use digital technology – what are these

devices? how to create a website? create your own game? create your own apps? Create a video game create an animation program a robot Use a computers Use softwareFind or create data and information – (link to

Maths – integrated in Sem 2 Maths Data Unit) Recognise that computational thinking has

similarities to problem-solving used in mathematics.

• Recognise that there are concepts and thinking skills that underpin learning in Digital Technologies such as:o hiding unneeded details (abstraction)

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

L2B

Allow 'wait time' for the student to process information

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

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

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

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

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 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

Teacher resources

Introduction to the unit: Digital Technologies 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

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



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

Planning is sequenced across the Term or Semester. Timings of Units are based on data and integration within other KLA’sKLA: Digital Tech Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB






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.

Computers: Handy Helpers – Prior Knowledge Online Safety and collaborating online

Each lesson KWL and Vocab development (Word Walls)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 Use supporting websites and class

discussion. What does it mean to be safe

online at school, home & in the community e.g. town library, McDonalds Wifi.

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

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

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https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx



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



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



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






Planning is sequenced across the Term or Semester. Timings of Units are based on data and integration within other KLA’sKLA: Digital Tech Year Level Team: add teacher names Term: Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

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

WILF: is to identify hardware and software components. 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.

Computers: Handy Helpers - Exploring digital systems and their purposes ~ Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency. Revise Cyber safety

Hardware and software components Explore digital systems in daily life such as

televisions, smart phones, tablets, laptop computers, desktop computers, and personal devices.

Organise a virtual tour of a home using video chat software to view and discuss the digital systems.

Tour the school to locate the digital systems in use in the classrooms, office, library and other areas. Take photographs or video of the systems and interview the people using them.

Compare older devices to their modern counterparts; discuss how the uses have changed over time such as a CD player and an mp3 player.

• Examine the difference between hardware and software.

• Examine photographs, images and real-life examples of digital systems such as a keyboard, tower, mouse, mp3 player, USB stick, camera, digital microscope, and digital microphone and label them. (Label these within your classroom) Create a poster of these (using photos taken) and make labels and put display up on Innovation Space Pin board.

• Create models of digital systems using boxes and construction materials.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their continued understanding of cyber safety and being safe online. Safe use of digital equipment. Hardware and Software identification. Purposes of and changes in digital systems over time (link to HASS and Science Toys unit)

Evidence of learning

Can the student:Identify a range of familiar digital systems?

L2B








U2B





Hardware and software components

Student resources

Sheet - Identifying hardware and software

Teacher resources

Slideshow - Changes in digital systems

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Internal monitoring data Formative

(Feedback)



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

Computers: Handy Helpers - Exploring digital systems and their purposes ~ Each lesson KWL and Vocab development

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

Purposes of digital systemsExample 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.o taking photographs with a digital camera or

camera on a laptop and saving them on the computer

o using software to create a simple photo story to recount a special event

o using an electronic whiteboard as an instructional tool

o using software to create a mind map of ideas or instructions

o saving and retrieving datao drawing a digital picture to add to a story or

recounto sequencing pictures to tell a storyo playing computer gameso using software or hardware to record their voice

or other soundso video recording a message or instructions.

• Explore different ways users can input instructions into software such as keyboard, mouse, touch screen, stylus or a game controller.

• Role-play using digital systems. Describing purpose of the different digital systems in different situations such as work (emails, messages, and phone calls), recreation (games, photos, movie making, movie viewing and drawing) and communication (phone


Can the student:Describe the purposes of a range of familiar digital systems?

Summative AssessmentTerm 3, Week 5Part APurpose 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 A Everyday Digital Systems Identify common

digital systems. Explain the

purposes of familiar digital systems.

L2B








U2B





Purposes of digital systems

Teacher resources

Slideshow - Digital systems

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calls, video calls, and texts).

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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 2WALT/WILF/TIB






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. 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.

Computers: Handy Helpers - Collecting, managing and representing data ~ Each lesson KWL and Vocab developmentCollecting, organising and presenting data• Collect data to answer personally

significant questions, such as class birthdays, favourite sports, family compositions and lunch boxes. Create questions with guidance, and collect responses from classmates by conducting a simple survey and recording responses using a tally.

• Organise data using tables and lists.

• Pose questions, collect responses and organise into a display.

• Collect and sort data through play, e.g.o collecting groups of blocks and

sorting by colour or sizeo sorting play equipment by

purpose such as climbing, bouncing, throwing and balancing

o grouping class members by height

o selecting photographs from a collection for a specific purpose, such as tell a story or describe a place.

• Discuss purposes of displaying the data.o Compare data representations

to determine the best way of making meaning from the

Formative (Feedback)


Can the student:Collect, sort and explore data?Use digital systems to present data creatively?

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

U2B





Student resources

Slideshow — Data questions

Slideshow — Data sort and display

Teacher resources

Video — Posing questions

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data representation.• Create data displays with

common software to present data creatively such as a movie, slideshow, photo story, image, chart, poster, word art or drawing.

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 2WALT/WILF/TIB






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.

Computers: Handy Helpers - Collecting, managing and representing data ~ Each lesson KWL and Vocab development

Data can be represented in different forms

• Recognise that people look for patterns in data and that these patterns can help us understand the world around us, make decisions and solve problems, e.g. patterns in seasonal temperature and rainfall, patterns in games.

• Explore familiar or simple patterns.

• 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, sound, images or drawing.

• Represent simple patterns in different ways, e.g. representing a pattern such as DGDDGGDGGG where the two letters are given distinct representations.o Non-digitally: clap and tap, high/low



Can the student:Recognise patterns in data?Represent data as pictures, symbols and diagrams?

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

Summative AssessmentTerm 4, Week 6Part BPurpose 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 B Data Discoveries

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

U2B





Student resources

Slideshow — Computers make representing data easier

Teacher resources

Supporting learning resource — Data presentation

Supporting learning resource — Representing data

Video — Data displays

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

pitch, up and down hand movement, coloured counters.

o 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

Collect, sort and organise data to make meaning.

Represent data in different ways. Create a multimedia class profile in an

online space.

Assessment




Check for UnderstandingInternal monitoring data




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

Computers: Handy Helpers Creating meaning using information systems ~ Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

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).o 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:o Information needs (web searching, online

encyclopedias, educational apps, searching a library catalogue, weather apps).

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

o Recreation needs (computer games, creativity and artistic output supported by



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

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

U2B





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

Teacher resources Slideshow - Information

systems: Handy helpers Slideshow - Information

systems

Sharing online Teacher resources Sheet - Activity: Creating a

weather information system Sheet - 5Ps for a positive

digital footprint

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everyday. drawing programs - Tuxpaint).o Communication needs (emails and social

media support increased social communication with friends and family who live in different regions, including video calls; compare with letters and phone).

weather information, borrow a library book, view a map or location, search for an application, locate and use a website, send an email, play an educational game.

Assessment








Resources

WALT: Understand the two rules of online behaviour: We do not

share personal information.

We need to report things that are not safe or break the rules to an adult.

WILF: Students identifying online safe knowledge and practices.

TIB: changes to technologies over time have

Computers: Handy Helpers Creating meaning using information systems ~ Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency. Revise Cyber safety, hardware & software and digital systems.

Sharing online

• Discuss online safety protocols.• Create, organise and share information in a

safe online space. For example, add drawings or work to an online space to share with parents or other classes. (Onenote / class blog)

• Practise using online safety protocols while online.



Can the student:Recognise safe online environments?

Other Resource Websites:Website — eSafety information

(Australian Government, Office of

Children’s eSafety Commissioner)

https://esafety.gov.au/esafety-

information

Website — Zippep’s astro circus

(Australian Government, Office of the

Children’s eSafety Commissioner)

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

resources/classroom-resources/zippeps-

L2B







Use technology to

U2B





Teacher resources

Sheet — Activity: Creating a weather

information system

Sheet — 5Ps for a positive digital footprint

Supporting learning resource —

Online safety and collaborating

online

https://learningplace.eq.edu.au/cx/re

sources/items/726812f5-1880-4e74-

a15e-d93ad5bd0269/0/DiT_YP-

10_SLR_OnlineSafety.docx

Website — Cybersafety policy

http://behaviour.education.qld.gov.a

u/cybersafety/school-staff/Pages/

policy.aspx

Website — IT security

https://isecurity.eq.edu.au/Pages/def

ault.aspx

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https://esafety.gov.au/education-resources/classroom-resources/zippeps-astro-circus


https://esafety.gov.au/esafety-information

https://esafety.gov.au/esafety-information

impacted on people’s daily lives and their digital footprint with safety.

astro-circus

Website — Daniel Morcombe Child Safety Curriculum Prep–Year 2 (TLF S5392) Note: Lesson 8 — Phone and online safety https://learningplace.eq.edu.au/cx/resources/file/23c8dc44-e367-b13d-e85a-0336f75a4c9b/2/S5392.zip/section-01/section-01.html.

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

Website — Cybersafety and

reputation management

https://oneportal.deta.qld.gov.au/Ed

ucationDelivery/educationandict/

cybersafetyandReputationmanageme

nt/Pages/default.aspx



Active Learning Engagement

(The How)





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

Computers: Handy Helpers Designing steps and sequences to solve problems ~ 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. Understanding algorithms• Role-play a sequencing activity,

e.g. brushing hair or teeth, getting dressed. Verbalise instructions in pairs (Elbow partners) or small groups.

• Follow verbal directions and instructions written in English 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



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.





Student resources

Sheet - Algorithms - make a vegemite and cheese sandwich

Slideshow - Algorithm role plays

Teacher resources

Supporting learning resource - Algorithms Slideshow - What is an algorithm?

Helpful information

Video - Cooking demonstration: how to prepare 'Bugs on a branch' https://learningplace.eq.edu.au/cx/resources/items/9959dfbc-fce5-9af5-74f2-2ddcbc08375a/0/BugsOnABranch - Cooking_Sm.mp4

Designing algorithms to solve a problem

Student resources

Sheet - Puzzle paths Sheet - Happy map 1 © 2013 Code.org

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https://learningplace.eq.edu.au/cx/resources/items/9959dfbc-fce5-9af5-74f2-2ddcbc08375a/0/BugsOnABranch%20-%20Cooking_Sm.mp4









https://learningplace.eq.edu.au/cx/resources/file/23c8dc44-e367-b13d-e85a-0336f75a4c9b/2/S5392.zip/section-01/section-01.html




everyday life. 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.


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

Sheet - Feed the animals Slideshow - How to write an algorithm:

Feed the animals Sheet - Order the steps

Explore information on Kids National Geographic http://www.natgeokids.com/au/category/discover/animals/








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

Computers: Handy Helpers Designing steps and sequences to solve problems ~ Each lesson KWL and Vocab developmentDesigning algorithms to solve a problem• Explore a range of software and apps that support

writing a sequence of steps (algorithms) such as a slideshow, word processor (numbered steps feature), spreadsheet or image-sequencing application.

• Draw a path on a grid to solve a problem. • Write a sequence of steps (algorithm) to solve a

simple problem, such as how to download images from a camera to a computer, how to make a slideshow on a particular topic, how to order lunch from the tuckshop, what happened to a character in a story.

• Explore programmable devices, such as simple robotic devices, and program them to move in an intended manner. (Bee Bots, Blue Bots and Ozobots) 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.)



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

Summative AssessmentTerm 3, Week 9 & 10Part CPurpose 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

L2B







U2B






Designing algorithms to solve a problem

Student resources

Sheet - Puzzle paths Sheet - Happy map 1 © 2013

Code.org Video - Unplugged activity:

Happy maps © 2013 Code.org

Sheet - Feed the animals Slideshow - How to write an

algorithm: Feed the animals Sheet - Order the steps

Explore information on Kids National Geographic http://www.natgeokids.com/au/category/discover/animals/

https://www.bee-12 of 30

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

http://www.natgeokids.com/au/category/discover/animals/







steps and sequences to solve problems in everyday life.

• Program a simple floor robot (or write instructions for a classmate) to follow a path or complete a similar challenge using an interactive learning object or game. Use language of location, direction and movement. www.code.org/starwars

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).


bot.us/emu/beebot.html

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http://www.code.org/starwars

Assessment Task:

Digital TechnologiesComputers: Handy helpers

Band for Years P–2

Year 2 Unit 1Assessment 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.

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Name Class

Teacher Date

• Part A: Everyday digital systems

1. Circle digital systems you find in the picture.

2. Name a digital system.

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3. Choose one of the digital systems below and explain what it is used for.

Digital system Explanation

© DET

4. Your teacher will show you an example of software.Explain what it is used for.

All images courtesy of openclipart.org

smart phone tablet laptop camera

5. Which device should Cathy choose to take on holiday?

a) Cathy should take the: ______________________________

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I have a smart phone, a tablet, a laptop and a digital camera. I can only take one on holiday and need to decide which device would be best.

b) Why?

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Name Class

Teacher Date

Part B: Data discoveries

Data collection

1. Think of some questions you could ask your classmates e.g. about their favourite foods/activities or ways they travel to school. Choose one or more of your questions and interview five classmates. Record your data in a table, like the one below:

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.

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

4. Look closely at the pattern below.

ABAABAABBB

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

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

Sharing data using information systems

5. In an online space create a page to organise and share information with your class about a character or celebrity who you look up to or admire. Information could include: a photograph/image text, audio or video recording to provide information about your chosen

character/celebrity such as:o name and ageo birthday montho country of birth or where they liveo why you look up to or admire themo image to represent a feature of their personality, what they are known for, or what you like about

them.

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Name Class

Teacher Date

Part C: Program this

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

Step 1:Start at the penguin

Step 2:Move five squares forward

Step 3:Turn right

Step 4:Move two squares forward

Step 5:Turn left

Step 6:Move six squares forward

Step 7: Turn left

Step 8: Move one square forward

(All images courtesy of openclipart.org and clker.com)

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

I reached the …

X

2. The robot needs to:

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:

turn forward backward left right square stop go pick up drop movecoin coins steps

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

Start/Stop Instruction

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Years P–2 Band Digital Technologies: Unit 1 — Computers: Handy helpers: Year 2 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

implementingCollaborating 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 Year 2Year 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 DescriptionsDigital 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 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 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.

Assessing student learningAssessment 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.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.

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 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.

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.

Year 2 Semester 2 Digital Technology Report Card Comment Bank

A B C D E2T2A 2T2B 2T2C 2T2D 2T2E

Digital Technologies: Unit 1 — Computers: Handy helpers: Year 2 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-ModerationYear 2: Unit 1 Semester 2 Title: 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 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 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.

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)

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.

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 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

Documents

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