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EDU30059

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Electrical Engineering

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Feb 20, 2024

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Curriculum (Primary) Lesson title: "Programming a Bee-Bot"; Students' grade level: F–2 Topic: Digital InformationDuration of the lesson: 60 minutes Reasoning behind the lesson: This lesson was developed in response to the students' interest in Bee- Bee-Bots, which are programmable robots, and their desire to learn more about their capabilities and programming methods. They will start using vocabulary specific to programming and learn how to create simple algorithms to operate the device. The exercise aims to teach by doing. Curriculum relationship ACTDIK001: With a defined goal in mind, identify and examine digital systems (hardware and software components). ACTDIP004: Understand, clarify, and demonstrate a sequence of steps and decisions (algorithms) necessary to address basic problems. Connection among curricula: Science ACSIS024: Identify and purposefully research digital systems (both hardware and software). One of ACSIS213's evaluation components is comparing observations with those of others. Background information about the students: The students have seen Bee-Bots, even though they haven't controlled them. Children in Foundation–Year 2 use maps and technology for exploration and navigation, according to ACARA (2018). To increase their comprehension, they must work in groups to produce and share ideas and knowledge. This collaborative approach will enable them to leverage their current talents to produce digital solutions, according to ACARA (2018, v.8.4). Learning objectives: Students will improve their capacity for critical thought as well as peer cooperation. Students will be able to use technology by giving Bee-Bots various orders. Pupils will learn the foundations of programming. Students will learn how to programme Bee-Bot to move past obstacles and forward.Materials and the educational setting: There is plenty of floor space in the technology area where the Bee-Bot setup is demonstrated with simple to understand instructions. Materials Bee-Bots Command Cards

On maps, obstacles can be anything from toys to other objects. Pens for use in mapping The paper map IWB Techniques for Evaluation Methods of evaluation Observing the children while they work: How do they collaborate with others? Are they making use of the language you have programmed? When the children have completed their explanation of what they are doing and how they are doing it, videotape them to offer evidence. This will show their ability to understand, justify, reason, and talk. Stage of Training Regarding the time before service The Conduct of TeachersStudent Assignments / Projects What will the children do with this time? Step 1: SynopsisFor ten minutes· Enquire with kids about technology use at home and in school. To help, give an illustration. In my classroom, I make use of interactive whiteboards. • The class will first discuss what the instructor knows about bee-bots. • To watch the video, click here: uMorb_m_qK0 can be seen on YouTube. • Students discuss the assignment in turns, with a few groups contributing their perspectives. Students watch a movie, turn and speak, begin group work, have a class discussion, and engage in pair sharing. Step 2: 35 minutes of lesson content•Students research classroom pace in groups. • Command cards are given to the kids, and they are told to work in groups. • Through this project, students can learn about the capabilities of the Bee-Bot and try using it. The current task is purposefully left unfinished to let kids experiment with the Bee-Bot. At this stage of the device contact procedure, specific training is not immediately necessary. •Some children should be given a map or a collection of objects to create barriers with in order to foster cognitive development. Using this method, kids can create programming objectives on their own. Working in groups, conducting research, and taking part

Together with their groups, students are actively seeking for chances and developing their creative skills. Section 8.4 (ACARA, 2018).(ACARA-2018). Responding to the open-ended questions making every attempt to get beyond the challenges Step Three: The final fifteen minutesGo over the command buttons and instructions after a few groups have used the Bee-Bot to demonstrate how to operate it. A reflection sheet Discuss how to improve the upcoming classes. observing the recommendations for resource conservation.Engage in a critical evaluation of the assignment. discussing both the achievements and the difficulties encountered What actions will be made going forward to enhance performance? Curriculum (Primary) Lesson title: Healthful and nourishing foodsLevel of instruction: 5–6 Topic: Designing TechnologyDuration of the lesson: sixty Reasoning behind the lesson: Inspired by the excitement that children were displaying in the marble run game, this lesson plan is an excellent way to teach students how to create a cereal box marble run. As they engage on this project, students will be able to develop both individual and collaborative solutions while learning about manufacturing processes (ACARA 2018, V4) The children's rising interest in nutrition and healthy eating served as the inspiration for this lesson plan. The Australian Curriculum standard ACTDEK021, which looks at controlled food and fibre production and preparation to enhance health and well-being, is aligned with this project. In groups of four, students will research nutrient-dense meals, their benefits over unhealthy ones, and their differences. Additionally, they plan to update the Canva poster with updated nutritional data. The Australian Guide to Healthy Eating recommends arranging fruits, vegetables, bread, milk, and other items on a cardboard plate before making the poster (EatForHealth, 2021). Examine the processes and justifications for the regulated production and preparation of food and fibre to promote human growth and well-being. Course Link: ACTDEK021. Students' prior knowledge: they understand the value of maintaining a healthy diet and what constitutes a healthy food. Children were encouraged to bring healthy snacks for recess, particularly fruits because they are beneficial to the brain. The proposed exercise aims to enhance participants'

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current grasp of the topic by making it simpler for them to acquire and polish material in order to develop tailored presentations relating to the topic. Learning objectives: Pupils will acquire information. Why eating a balanced diet is important Further on healthful eating How to categorise food items based on their nutritional content Making a poster with Canva. Fill out the reflection sheet completely.Materials and the educational setting: Design Technology Room: coloured pencils and poster paper self-evaluation form; iPad for research and use of the Canva application to categorise foods into groups (milk, fruits, chips, etc.) that are healthy and unhealthy Methods of evaluation In order to assess the learning outcomes the students have acquired from this experience, the instructor will actively observe the students as they identify and categorise food products in accordance with the Australian Standards Plate. The teacher assesses the students' posters based on the self-assessment tool they have completed and my observations of their performance in both situations. I'll be able to put together a complete portfolio with their self-assessment form and poster by using this way. Stage of Training Around that periodBefore the service The Conduct of TeachersStudent Assignments / Projects What will the children do with this time? Step 1: SynopsisFor ten minutes To start, the instructor will invite the class to brainstorm suggestions for wholesome meal ideas. When they turn, will the pupils turn to speak? Teachers will play a video to assist children understand how food can be classed as healthy.

a-084pqI05U for YouTube viewing Following a briefing from the teacher, the students will work in groups of four.focused on teaching Participating by sharing ideas Course content is the second phase.For forty minutesGive the students instructions to use and classify the resources. Students will be encouraged to work together and conduct research using iPads. The teacher will go around the classroom to scaffold learning. Will invest more time in working with difficult kids and inspiring others to participate. After twenty minutes, the teacher should give the kids instructions to start working on posters.collaborating with peers Utilise as much time as possible to start your investigation and make their posters. Step 3: Coming to a ConclusionFor ten minutesStudents working together in groups Their positions will be gathered by the lecturer and shown in the design technology classroom. The self-reflection paper will be delivered by the technician. The class will be questioned by the instructor about what they liked best about the exercise and what they thought could be improved. showing the class their posts Participating in discussions and completing the reflection sheet 2. Artefact: Self-examination There are, I think, two lesson plans appropriate for the given grade levels. These digital technology lesson plans correspond with the Australian curriculum. Students learn about basic digital systems and data patterns. Through directed play and integrated learning, children in Foundation to Year 2 utilise Bee-Bots to generate digital solutions (ACARA, 2018, v. 8.4). Students will understand digital systems and data patterns after completing this assignment. Methods of evaluation Albion (2017) states that by introducing new numerical concepts, the teacher would help pupils organise, manipulate, and present facts to show their significance. In cooperative groups, students' creativity and conversation are increased. Brainstorming helps improve understanding and knowledge (Albion, 2017). Kids can develop their critical thinking and introspective skills through group projects. Generating a huge number of ideas through brainstorming improves coding and sequencing skills. In the second activity, kids learn about technology and design while preparing wholesome meals. Students are studying the benefits of eating a healthy diet and leading a healthy lifestyle. The AC content descriptors ACTDEK021 from ACARA (2018) are used in this. Students studying nutrition and

safe food handling in primary schools can benefit from a food specialisation that is linked to the Australian Curriculum (AC) in terms of design and technology (Albion, 2018). The Digital Technologies curriculum (version 8.4, 2018) mandates that students organise, manage, and present data that includes numbers, categories, text, photos, audio, and video. They offer a unique interpretation of this data. Students now have more opportunities to improve their critical analysis, creativity, problem-solving, and decision-making skills according to this Design and Technologies lesson plan (ACARA, Design and Technologies, V8.4, 2018). These opportunities have emerged from students developing, refining, and evaluating their ideas about eating a healthy diet. To improve students' skills in a variety of contexts, teachers should encourage each student to complete these two tasks. Students gained more literacy skills by acquiring data, reviewing nutritional fact sheets, and replicating them. The act of collecting graph data improved the participants' numerical skills. They had to count each group exactly and make sure all of their peers responded. Students in both teaching environments have used, developed, and acquired new talents through these exercises. The Australian Curriculum, Assessment, and Reporting Authority (ACARA) claims in its Design and Technologies document (ACARA, version 8.4, 2018) that professionals in this field plan, design, test, modify, and create digital solutions that accomplish their goals. Among these are GUIs and visual software. These days, technology has a significant influence on education, affecting children's learning and personal growth in preparation for future problems. In conclusion, ATCS21 highlights that although science, math, reading, and writing are essential subjects to teach in today's schools, educators also need to go above and beyond these core courses and equip students with 21st-century skills for careers in the twenty-first century.Workers need to be digitally literate and competent to work in a team (ACTCS21, 2012). Teachers must teach their pupils how to succeed in the modern workforce, encourage lifelong learning, and promote global citizenship. Finally, both lesson plans convey skills relevant to the twenty-first century. In conclusion, lesson plan one promotes critical thinking by giving students practice in internet safety, communication, creativity, and problem-solving. In the end, the second lesson plan enhances students' eating habits and helps them embrace a healthier lifestyle.

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