Welcome Teachers!
This web quest is designed in alignment with the Year 3/4 standards of the Australian Curriculum for both Technology: Digital Technology.
This website provides examples of resources, such as links to clips, video's and other websites, that would be useful in teaching this subjects within the Year 3 & 4 classroom. There is attached a unit plan and lesson suggestions; which may need to be adjusted based on the learning requirements and the student diversity within the classroom.
Context:
Students will apply their knowledge and understanding of coding and data and how it can be used within the community. Students will be able to recognise and reproduce different types of coding. Students will use their knowledge and understanding of different coding to construct their own codes. Students will practice using their codes and make changes in order for them to the code accurately. Students will create and design their own code and maps based on feedback from peers and teachers from their original codes. Students will make judgments based on how effectively the code worked and make justifications on any changes they would make. Students will present a multimodal map using coding for their assessment piece.
Australian Curriculum: Digital Technologies
Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012).
Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
General Capabilities:
Cross-Curriculum Priorities:
This website provides examples of resources, such as links to clips, video's and other websites, that would be useful in teaching this subjects within the Year 3 & 4 classroom. There is attached a unit plan and lesson suggestions; which may need to be adjusted based on the learning requirements and the student diversity within the classroom.
Context:
Students will apply their knowledge and understanding of coding and data and how it can be used within the community. Students will be able to recognise and reproduce different types of coding. Students will use their knowledge and understanding of different coding to construct their own codes. Students will practice using their codes and make changes in order for them to the code accurately. Students will create and design their own code and maps based on feedback from peers and teachers from their original codes. Students will make judgments based on how effectively the code worked and make justifications on any changes they would make. Students will present a multimodal map using coding for their assessment piece.
Australian Curriculum: Digital Technologies
Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012).
Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
General Capabilities:
- Literacy
- Numeracy
- Information Communication Technology Capabilities
- Critical and Creative Thinking
- Ethical Understanding
- Intercultural Understanding
Cross-Curriculum Priorities:
- Aboriginal and Torres Strait Islander Histories and Culture
- Asia and Australians engagement with Asia
Resources:
KWL - https://www.teacherspayteachers.com/Product/KWL-Chart-595724
What is Coding? YouTube Clip - https://youtu.be/cKhVupvyhKk
Tiddalick the Frog - https://youtu.be/0y3Ta5xcKV4
Aboriginal Symbols - Attached on students page
Millionaire Game - www.usu.edu/ata/docs/Millionaire.ppt
Morse Code Braclets - http://www.arrl.org/files/file/Youth/Morse%20Code%20Bracelets%20Poster.jpg
Morse Code Poster - http://www.arrl.org/files/file/Youth/Morse%20Code.pdf
How do barcodes work? - https://youtu.be/VbHzx4nWqWY
Why Our Kids Must Learn to Code - https://youtu.be/STRPsW6IY8k
The Forest of Silence - Emily Rodda
Hidden Message - http://kidsactivitiesblog.com/27282/secret-codes-to-write-a-coded-letter
KWL - https://www.teacherspayteachers.com/Product/KWL-Chart-595724
What is Coding? YouTube Clip - https://youtu.be/cKhVupvyhKk
Tiddalick the Frog - https://youtu.be/0y3Ta5xcKV4
Aboriginal Symbols - Attached on students page
Millionaire Game - www.usu.edu/ata/docs/Millionaire.ppt
Morse Code Braclets - http://www.arrl.org/files/file/Youth/Morse%20Code%20Bracelets%20Poster.jpg
Morse Code Poster - http://www.arrl.org/files/file/Youth/Morse%20Code.pdf
How do barcodes work? - https://youtu.be/VbHzx4nWqWY
Why Our Kids Must Learn to Code - https://youtu.be/STRPsW6IY8k
The Forest of Silence - Emily Rodda
Hidden Message - http://kidsactivitiesblog.com/27282/secret-codes-to-write-a-coded-letter
Lesson Sequence:
Lesson One: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and describe a symbol.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Lesson Sequence
Introduction
Resources
Lesson One: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and describe a symbol.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Lesson Sequence
Introduction
- Introduce topic and assessment.
- As a class discuss what is a symbol?
- Discuss as a class different examples of symbols that students use e.g. red light is a symbols to stop ect.
- In pairs have students list different types of symbols and where or how they are used.
- Share in a whole class discuss.
- Have students construct this own definition of a symbol.
- Share with the class.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
Lesson Two: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and discuss data and how it is used.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Lesson Sequence
Introduction
Objectives: By the end of this lesson students should be able to identify and discuss data and how it is used.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Lesson Sequence
Introduction
- In pairs, revise on symbols from the previous lesson using WALT and WILF.
- As a class discuss check for understanding.
- Introduce the topic - What is data?
- Discuss different ways data can be represented using example.
- Have students think of their own examples.
- Have students create their own definition of data to acknowledge their understanding of the topic.
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
Lesson Three: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and create coding using Aboriginal symbols to that coding to tell a story or send a message.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Lesson Sequence
Introduction
Resources
Objectives: By the end of this lesson students should be able to identify and create coding using Aboriginal symbols to that coding to tell a story or send a message.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Lesson Sequence
Introduction
- Introduce topic and assessment.
- Watch YouTube clips on What is coding?
- Complete KWL sheet
- Introduce coding topic of the day – Aboriginal symbols.
- Watch "Tiddalick the Frog" as an example of storytelling in Aboriginal culture.
- Model how symbols were used as code.
- Design and create a coded message using Aboriginal symbols as a class.
- Have students create their own message using the Aboriginal symbols
- Students share their message using symbols
- Discuss if this would be use to communicate in todays society and why.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- KWL sheet
- YouTube clip - "Tiddalick the Frog"
- Aboriginal symbols sheets
Lesson Four: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify Morse code as a different type of coding.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
Resources
Objectives: By the end of this lesson students should be able to identify Morse code as a different type of coding.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
- Use “Who Wants to be a Millionaire?” to revise on previous lesson.
- Introduce new coding system - Morse Code
- Discuss when this is commonly used.
- Teacher demonstrates how Morse code works
- As a class, model making a morse code bracelet with you name.
- Have students make their own name also.
- Have students create their own word using the bracelet system and have another student decode it.
- Working is pairs have students create and design their own Morse code to send a message to the class.
- Check the code works to make recommendations for changes as a whole class group
- As a class discuss the benefits and disadvantages of using Morse code today.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
- Morse code sheet
- Beads
- String
- Instructions for making the bracelet
Lesson Five: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and describe airplane communication.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
Resources
Objectives: By the end of this lesson students should be able to identify and describe airplane communication.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
- In pairs or small groups, compare and contract the two coding systems, Aboriginal symbols and Morse code
- Discuss as a class to ensure understanding
- Introduce new coding system - airplane communication
- Have students research how airplane communication works.
- Discuss finding as a class.
- In a writing book or a blog entry discuss how this type of coding is different.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
Lesson Six: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and discuss barcoding.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
Resources
Objectives: By the end of this lesson students should be able to identify and discuss barcoding.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
- In pairs, have students to complete a think, pair, share on the coding systems previously discussed and how they could be used effectively within the classroom.
- As a class, discuss which would work the best and why.
- Introduce the next type of coding - Barcoding.
- Watch YouTube clip - How to barcodes work?
- Discuss as a class the best uses for this type of coding
- As a class, come up with a list of uses for barcodes within the school
- Have the teacher model creating their own barcode
- Have the students create their own barcode
- Have students display their barcode within the classroom and have them write an explain for their barcode below.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
- Paper
Lesson Seven: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and discuss codes in text.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
Resources
Objectives: By the end of this lesson students should be able to identify and discuss codes in text.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
- Again, have the students compare and contract airplane communication and barcoding.
- Discuss as a class examples to when each type of coding would be useful within the community.
- Introduction the next topic - Codes in text.
- Watch YouTube clip - Why Our Kids Must Learn to Code.
- Start reading Emily Rodda "The Forest of Silence".
- Discuss coding within text; what does the author want you to think or feel?
- Have students identify coding within the text and explain what its used for in this case.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
- Paper
- The Forest of Silence - Emily Rodda
Lesson Eight: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and discuss hidden codes.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
Resources
Objectives: By the end of this lesson students should be able to identify and discuss hidden codes.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
- Continue reading The Forest of Silence.
- Discuss the coding within the text.
- Introduce the new topic - Hidden message.
- As a class, discuss different codes that could be used to write a hidden message.
- Have the teacher model writing a coded sentence.
- Have students produce their own coded message.
- Swap with another student and decode the message to find the meaning.
- Have students identify coding within the text and explain what its used for in this case.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
- Paper
Lesson Nine: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to identify and discuss the difference between the different forms of coding learnt in this unit.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
Resources
Objectives: By the end of this lesson students should be able to identify and discuss the difference between the different forms of coding learnt in this unit.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
- Have students complete a KWL to check knowledge and understanding.
- Recap on assessment piece.
- Recap on the different types on coding used.
- Give students activities that allow them to use hands on learning to cater for different learning needs.
- Have students write a description on how they will use coding for the assessment piece.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
- Paper
Lesson Ten and Eleven: Approximately 2 hours
Objectives: By the end of this lesson students should be able to design, create and produce a map for a treasure hunt within the school using one of the prior learnt modes of coding.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
Resources
Objectives: By the end of this lesson students should be able to design, create and produce a map for a treasure hunt within the school using one of the prior learnt modes of coding.
Differentiation: Adjust as per the learning requirements of the students within the classroom.
Introduction
- Teacher lead discussion on expectation of students, how to use the rubric to keep them on track and how teacher conferencing will be completed with feedback for each student.
- Students will firstly need to design the coding they are going to use. Conference with teacher for feedback.
- Students will need to create a key for the code.
- Students will need to create a map for the treasure hunt. Conference with teacher for feedback.
- Students will need to create the map using a multimodal presentation. Conference with teacher for feedback.
- At the end of each lesson, peer review and give feedback to peers to make adjustments.
Resources
- Pens/pencils
- Computer/iPads
- Internet Access
- Books
- Paper
Assessment Rubric:
digital_technologies_rubric.doc | |
File Size: | 526 kb |
File Type: | doc |