Year 5 Digital Technologies Unit of Work: -, 2016

Topic CODING, GAMING AND ROBOTICS Length: Term 2 and ½ Term 3Ye

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Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses.

By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.

In Year 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems.

They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent.

When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems.

Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information.

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

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

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

Design a user interface for a digital system (ACTDIP018)

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)General

Capabilities

Literacy Numeracy ICT capability Critical and creative thinking Ethical behavior Personal and social capability Intercultural understanding

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o Aboriginal & Torres Strait Islander histories & cultures o Asia & Australia’s engagement with Asia

Report outcomes1. Identifies and reads code2. Designs and codes a game involving branching and loops 3. Acquires, stores and identifies different types of data

Week Learning & teaching strategies and Assessment 1-10 Introduction to coding

Students watch the videos below. URL’s are provided below, however, teachers can access them through SharePoint https://portal.sac.sa.edu.au/sites/studentlearn/Year5/SitePages/Introduction%20to%20coding.aspxVideos: https://www.youtube.com/watch?v=THOEQ5soVpYhttps://www.youtube.com/watch?v=tfZTg-n_-7ghttps://www.youtube.com/watch?v=CvSOaYi89B4

Words and concepts about coding:Algorithm https://www.youtube.com/watch?v=FHsuEh1kJ18Loops https://www.youtube.com/watch?v=JoKTqHCni0M https://www.youtube.com/watch?v=mgooqyWMTxk

Debugging https://www.youtube.com/watch?v=g9lQgtcHGRg https://www.youtube.com/watch?v=ILgKunIAdqM

STUDENT TASK: Students choose a course from one of the levels below, depending on their level of coding. Students spend 1-2 lessons getting familiar with coding. Beginner: https://studio.code.org/s/course1 Intermediate: https://studio.code.org/s/course2 Advanced 1: https://studio.code.org/s/course3 Advanced 2: https://studio.code.org/s/course4

ASSESSMENT 1: Students play https://studio.code.org/s/course3/stage/3/puzzle/1 for 15 minutes only. Their level is recorded. If students complete the 12 levels they go onto the next stage https://studio.code.org/s/course3/stage/5/puzzle/1 MODIFIED ASSESSMENT 1:Students play https://studio.code.org/s/course3/stage/2/puzzle/1 for 15 minutes only. Their level is recorded.

HIGH MEDIUM DEVELOPINGThe student completes all 15 levels of pencil artist, which is Stage 3 in the given time framehttps://studio.code.org/s/course3/stage/3/puzzle/1 In addition, they complete at least 3 levels of Stage 5.

The students completes at least 6 levels of pencil artist, which is stage 3 in the given time framehttps://studio.code.org/s/course3/stage/3/puzzle/1

The student completes less than 6 levels of pencil artist, which is stage 3 in the given time frame

GAME DESIGNGive student their assessment rubric/task so they are aware of their long term goal (ie to design and make a game using Scratch).Discuss criteria but don’t let them start yet.

As a class, discuss what makes a good game. Useful website: http://www.bbc.co.uk/guides/zw96tfr#zpxbgk7

Scratch introductionIntroduce students to Scratch. Work through, step by step as a class how to make a maze game.Useful video link tutorial:https://www.youtube.com/watch?v=jFnTQ34dZcYUseful resource: Maze code explained word doc.

Work though, step by step as a class how to make a pong game.Useful video link tutorials:https://www.youtube.com/watch?v=9TYA3XTpYGMhttps://www.youtube.com/watch?list=PL2E6EED8E1A69F2A5&v=DwVPy0iAJ2MUseful resources: Stick code and pong game code explained word documents.

Word though, step by step as a class how to make a space invaders gameUseful video link tutorial:https://www.youtube.com/watch?v=8RIJqEqZ_zU

Allow student to play and explore pre-made scratch games by other people online https://scratch.mit.edu/explore/projects/games/ Once they play a game they can look inside and see the code.

SCRATCH ASSIGNMENT: Game design

1. Copy right: As a class read through the terms and conditions of Scratch https://scratch.mit.edu/help/faq/#about-scratch 2. Students will need to create a folder on their h-drive called Scratch. Inside this file they need to create 2 other folders, one for images and the other for audio.3. When working with Scratch students need to save their projects within Scratch. The file extension is .sb4. Students can insert their own images and audio into their Scratch games as long as they fall under Creative Commons. Show students the websites below which can be used to locate

images: https://pixabay.com/http://photopin.com/

http://pics.tech4learning.com/5. Using the sites below, students can download sounds to use for their Scratch game. Most downloads are in .mp3 format.

http://soundbible.com/http://www.purple-planet.com/http://www.bensound.com/royalty-free-music/2 Scratch audio formats are usually WAV or AIFF. If students download an audio file from one of the sites they can change the file extension by doing the following.1. Download the audio file you'd like to use and save it.2. Open Audacity (you can install this from the SAC application catalogue).3. Click, file, import audio4. Once audio has imported, select file, export audio5. From the file type drop down menu select AIFF or WAV then save6. You audio is ready to import into your Scratch project.7. Open Scratch project.8. Select your sprite or background (which ever you want the sound on)9. Select sound, import and find your audio file. This will import it into your Scratch project.

6. Go through the assessment rubric with students. Make sure they are clear of what is expected.7. Students should brainstorm ideas, theme for their game before they begin designing their game.8. Students will need to create a free Scratch account. Before doing this, class teachers will need to send home a permission letter.9. Once parental permission has been received class teachers will need to assist students setting up their account. They need to:

- Create a unique online Scratch name. Their name choice needs to be recognizable by other class members (ie Natmoose for Natalia, CatD11 for Cartia D etc).- Students can then create online or offline and upload. They need to be shown how to do this.

10.Class teachers will need to create a free class Scratch account. This will enable students to upload and share their Scratch projects collaboratively as a group. Limit student uploads to 3 uploads each. They can always delete a game if they’d like to add another. Example of 5JV Scratch class studio: https://scratch.mit.edu/studios/1986772/

ASSESSMENT 2: Game rubricASSESSMENT RUBRIC FOR SCRATCH GAME

Task: Design a game using scratch with multiple levels.CATEGORY HIGH MEDIUM DEVELOPING

Sprites At least one hand drawn sprite.

At least one sprite has been edited with

drawing tool.

No edited sprites.

Backdrops At least 3 backdrop changes.

At least 2 backdrop changes.

No backdrop changes.

Game The game is an original game

design.

The game is a remix of a referenced existing game.

The remix is not referenced.

Game Game is challenging. Levels get

progressively harder.

Game is challenging but not impossible.

Game is easy or impossible.

Levels At least 3 levels which get

progressively harder.

At least 2 levels. 1 level.

Score Keeps score. Goals are reached, objects are collected and/or avoided for points.

There is a variable for scoring which works some of the

time.

There is no variable for scoring.

User friendliness There are clear written instructions

for the user. Game is fun to play.

There are instructions for the user. The game is

playable.

There are no written instructions. The

game is unplayable.

Programming mechanics

Code is ordered neatly and the

program resets itself every time.

Most code is ordered neatly and the

program resets itself most of the time.

There is no apparent order with the code and or the program doesn’t reset itself.

ASSESSMENT 3: ASSESSMENT RUBRIC FOR DATA

CRITERIA HIGH MEDIUM DEVELOPINGFolders and storage

Created folders for Scratch and sorted all audio and images appropriately

Created folders for Scratch and sorted most audio and images appropriately

Did not create folders for Scratch or sort audio and images appropriately

Uploading and downloading

Independently uploaded .sb files to Scratch online and downloaded image/audio files

With support uploaded .sb files to Scratch online and downloaded image/audio files

Did not upload .sb files to Scratch online and or downloaded image/audio files

File formats Independently converted .mp3 files to .AIFF files and embedded in .sb files

With support converted .mp3 files to .AIFF files and embedded in .sb files

Did not convert .mp3 files to .AIFF files and embedded in .sb files

Hour of Code:Students visit this site https://www.khanacademy.org/computing/hour-of-code/hour-of-code-for-teachers/a/using-hour-of-code-in-your-classroom and choose and complete a one hour online coding course.

CODING WITH ROBOTICSChoose and master a robotic device (Lego MindStorm, Dash/Dot or Sphero). Resources are available on SharePoint. Time spent on this will depend on when the teacher can get access to the iPads. Provide further evidence to support you knowledge of:a) What is an algorithm? b) What is branching? c) What is a loop?ASSESSMENT 4: Observation of students and marking of their record of learning. They need to show evidence of and provide an explanation of algorithms, branching and loops. Examples of assessment are on the following pages

HIGH

MEDIUM