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EDU30059 – Teaching Technologies Assignment 2: Folio Laura Lamers-Janes 102 328 801 Monday 27 th September 2021

Artefact 1: Two lesson plans Lesson title: Making Bee-Bots Move Year level : 2 Topic: Digital Technologies Duration of lesson: 45 minutes Lesson rationale: This lesson has been created based on the interest the students are showing towards robotics and how things work. Students will explore how to make the bee-bot move with the use of software and hardware (Australia Curriculum Assessment and Reporting Authority [ACARA], 2018). This lesson aligns with the Australian Curriculum content descriptor ACTDIK001 to recognise and explore digital systems (hardware and software components) for the purpose (ACARA, 2018). During this lesson, the student will also follow and describe a sequence of steps to solve a simple problem (ACTPIP004) they will provide the Bee-Bot simple interactions to move in an indented manner (ACARA, 2018). Students background knowledge: This is the first time these students have used Bee-Bots, however, they have had the opportunity to watch bee-bots move around, however, have not been able to control these. Students during their Foundation and year 1 schooling have had some experience using devices and explore and navigate maps (ACARA, 2018). This activity is a step towards what students will be exploring in their following years at school, where they will add further devices such as cameras and interactive whiteboards to their presentations.

Learning objectives: • Students will be able to give instructions to a Bee- Bot to move forwards • Students will be able to give more than one instruction to the Bee-Bot Learning environment and resources: Learning Environment: - indoors (classroom) preparation - Have a Bee-Bot set up with simple instructions for demonstration - Connect the device to the interactive whiteboard so that all students can follow how to input instructions - Print out paper copies of instructions for those students who will need to follow - YouTube video ready to play Resources: - Student iPaInteractiveative Whiteboards - HDMI cord - Bee- Bots - Bee-Bot mats -YouTube video

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Assessment strategies: - questions and discussion - Observation and Screenshots shots of codes for Bee-Bot - Presenting work

Stage of Lesson Appr o x. time Pre-service Teacher’s Actions Student Actions / Tasks Stage 1: 10mi n s Whole class tuning in: - Start with an instructions game. The teacher is going to pretend to be a robot, and can only move where you tell me to move. Students aim is to get the teacher from one corner of the room to another. - students need to use phrases such as; * go forward 3 steps * turn left * turn right Watch a Bee-Bot video to capture students interest https://youtu.be/7Zn1FGHow58 - ask questions to students, what do you think about Bee-Bots? - Students will give the robot (teacher) the instructions to move - Students discuss what they saw and what they want to explore further with Bee-Bots

Stage 2: 25mi n s - Teacher will share what a Bee-Bot is to students - Using the IWB the teacher will share the app for coding so that students can see - Teacher will input a code and will show students how a Bee-Bot can move - Teacher will assign a Bee-Bot to each student and provide them with an ipad Will provide clear expectations for use of Bee-Bots and expected behaviour - Whole class will use the Bee-Bot mat to move their Bee-Bot from one point to another - Students can ask questions about Bee-Bots - Students will watch the Bee-Bot move based on the teachers coding. - Students will use thrown iPad and create a code for their Bee-Bot to move Stage 3: Conclusion 10mi n s - Discuss what the students found easy and difficult with coding a Bee- Bot - Ask, what they would like to explore further - An opportunity to provide feedback about what was observed during the activity, - Participate in a class discussion - Answer questions by the teacher - Reflect on the activity and how they would like to further their learning.

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Lesson title: Preparing a healthy breakfast Year level : 4 Topic: Design and Technologies Duration of lesson: 45 minutes Lesson rationale: Over the last term students have started to show an interest in what are alternatives to their current breakfast and how they can make changes and have some independence into making their breakfast. With the current stance on childhood obesity, this is a lesson that can teach children how to make healthy choices and can an understanding on how to have a healthy body but having a well-balanced diet and understand the nutrition of meals. This lesson aligns with the Australian Curriculum content descriptors ACTDEK012 Investigate food and fibre production and food technologies used in modern and traditional societies (ACARA, 2018) as the students will be exploring how they could have a vegetable garden to sustain healthy eating. This lesson will also align with content descriptor ACTDEP016 select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACARA, 2018) as the students will need to accurately measure ingredients as required and understand the need for accuracy. Students background knowledge: Students have been spending time describing and identifying the familiar plants and animals we wear and have been able to describe the sensory properties of foods based on texture, colour, taste and/or smell. This lesson is moving with the interest the students have shown concerning healthy eating and what changes they can make to include a variety of different coloured fruits or vegetables into their diet. Students have explored the kitchen and have previously been introduced to the rules and hygiene required when working in the kitchen and preparing food.

Learning objectives: • Students will be able to name a healthy breakfast food • Students will be able to provide a valid reason as to why they need to eat a healthy breakfast • Students will prepare a breakfast smoothie using ingredients of choice • Students will be able to explore how to have a healthy eating garden at home or school • Students will be able to safely use required tools and equipment to prepare breakfast Learning environment and resources: Learning Environment: - Indoor (food technology room) Preparation: - have a variety of breakfast cereals on display - YouTube video ready to play - Equipment needed to make smoothies ready and plugged in - A variety of fruit is available for students to make smoothies - Paper print out of smoothie recipe for students that need - Early finishers task Resources: - breakfast cereals - fruit - blender - YouTube film clip - Interactive whiteboard - Cups - Straws - Pencils/Textas - Chopping board

Stage of Lesson Appr o x. time Pre-service Teacher’s Actions Student Actions / Tasks Assessment strategies: - Anecdotal notes - Skills checklist - Photos and/or video of skills and food being prepared

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Stage 1: 10mi n s Whole-Class - Introduction to the importance of starting the day with a healthy breakfast - Ask students what did you have for breakfast - Engage the students and start knowledge building with a YouTube clip – Why is a healthy breakfast the most important meal of the day?’ https://www.youtube.com/watch? v=vQ3XNgoa8U8 - share what that had for breakfast and what change they could make - contribute ideas as to what a healthy breakfast choice could be - Share what they learnt from the YouTube clip - Explain what they already knew about from the YouTube clip

Stage 2: 25mi n s Explicit Teaching - Explain that breakfast is the most important of the day * breakfast breaks your overnight fasting * breakfast provides us with the energy to keep going throughout the day - Explore what people in the past and other cultures have for breakfast and how people grow their grains, fruit and vegetables to eat healthily Model/Guided teaching - prepare a smoothie for the whole class to watch, making sure to use proper safety measures and explain the steps - Share and discuss what they know other countries, cultures have for breakfast and how this is similar and/or different to them - Discuss how they can create their garden for healthy options, and what this might need. - Students to observe the teacher making a smoothie, and to ask any questions. - Students will make their smoothie using their fruit of choice

Stage 3: Conclusion 10mi n s Check for understanding - Question/Share/Feedback - why do we need to eat a healthy breakfast? - Can you recall some healthy choices for breakfast? - can you recall what other cultures have for breakfast? - How can you make sure you are having a healthy breakfast? (ideally, own fruit and/or vegetable garden) - What are the tools, equipment that we need to be aware of when making a smoothie? - What did you like/dislike? - Students are allowed to enjoy their smoothie that made - Whilst answering questions and providing feedback on the lesson.

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Artefact 2: Critical Reflection The first activity using Bee-Bots is providing students with an opportunity to explore and identify hardware and software by experimenting with how to provide instructions on an iPad through an app to make the toy move (ACARA, 2018). This activity is guiding students to the achievement standard by year 2, to identify how digital systems have and are used for a specific purpose. All learning areas of the AC draw on the general capability of ICT (Albion, 2018) and in this activity, there is also a cross-curriculum with mathematics. The students are learning how to interpret a map and provide a location to an object, which is content descriptor ACMMG044 and also understands that the Bee-Bot does not alter in size or features regardless of position change, content descriptor ACMMG045 (ACRA, 2018). The second activity relating to creating a healthy breakfast is a way for students to explore design and technologies within the curriculum. The students are being allowed to explore the benefits of growing their produce, and understand how accuracy is important when creating a healthy breakfast. This linking directly to the AC content descriptors ACTDEK012 and ACTDEP01p (ACARA, 2018). During the primary school years, food specialisation is linked to the AC design and

technologies, as the students are allowed to explore and investigate the safe handling of food preparation and the importance of nutrition (Albion, 2018).

I agree with the Assessment and Teaching of 21 st Century skills (ATCS21) that states whilst reading, writing, maths and science are the pillars of the current curricula, we as teachers must go further to ensure students are prepared for 21 st Century employment. Employees need to have skills such as collaboration and digital literacy (ACTCS21, 2012). As teachers it is our job to make sure we are preparing our students to be ready for employment in the 21 st Century and are giving them the tools to be innovators, lifelong learns and responsible global citizens (Queensland Curriculum and Assessment Authority [QCAA], 2019). The two lesson plans above are giving the students to work on the 21 st Century skills. Lesson plan one is allowing the students to develop their critical thinking through problem-solving, being creative, communicating with others and being safe whilst using digital technologies. The second lesson plan is working on students decision-making, identifying alternatives, participating and contributing (Australian Council for Educational Research [ACER], 2021). Artefact 3: Professional Learning and Development Presentation Youtube Link - https://youtu.be/oBlzsQ48EU8

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Reference: ACER. (2020, July 27). Teaching and assessing 21st century skills . Australian Council for Educational Research - ACER. https://www.acer.org/au/discover/article/teaching-and-assessing-21st-century-skills Albion, P., Campbell, C., & Jobling, W. (2018). Technologies Education for the Primary Years [E-book]. Cengage Learning Australia. Australian Curriculum Assessment and Reporting Authority [ACARA]. (2018). Digital Technologies . https://www.australiancurriculum.edu.au/f-10- curriculum/technologies/digital-technologies/? year=12984&strand=Digital+Technologies+Knowledge+and+Understanding&strand=Digital+Technologies+Processes+and+Production+Skills&capability=ig nore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT %29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Int ercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia %E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false Australian Curriculum Assessment and Reporting Authroity [ACRA]. (2018). Mathematics . The Australian Curriculum Assessment and Reporting Authority. https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?

year=11753&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probability&capability=ignore&capability=Liter acy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT %29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Int ercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia %E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false Bee-Bot® Programmable Floor Robot from TTS Group . (2011, September 15). [Video]. YouTube. https://www.youtube.com/watch?v=52ZuenJlFyE Queensland Curriculum & Assessment Authority [QCAA]. (2019). Preparing Students for a Changing World . https://www.qcaa.qld.edu.au/senior/senior- subjects/general-subjects/21st-century-skills