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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
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