E.Thomas. EDU30059

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Swinburne University of Technology *

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EDU30059

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Electrical Engineering

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Feb 20, 2024

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EDU30059 Teaching Technologies: Assignment 2 Folio Lesson Plan (Primary) Lesson title: Lego race cars Year level: Grade 3-4 Topic: Design and technology Duration of lesson: 1 hour Lesson rationale: What influenced your lesson choice? (E.g. student interest, global/local event) The interests and enthusiasm of the students inspired this lesson plan. The lesson will cover techniques for comprehending a design challenge and visualising solutions, as well as a methodology for analysing and evaluating finalized ideas and products against a success criterion (Albion, 2017) . This activity is supported by the Australian Curriculum [ACARA], v. 8.4 2018,) as it states that “Visualizing and exploring creative design concepts by generating thumbnail drawings, models, and labelled drawings to illustrate features and modifications”. Students background knowledge: What is your starting point? What do the students already know? What have they done before? How does this lesson connect to or build on their existing knowledge? This lesson plan is designed for students in grade 3 and 4, it should aid in the development of their existing knowledge of design and technology. Prior to grade 3 and 4 students will only have a basic knowledge of design and technology components. Students can utilise their past understanding of technologies and apply it to create products based on their previous experience using tools , equipment, and procedures for creating planned solutions in a safe manner (ACARA, 2018, ACTDEP008). The students make a blueprint of their car before building the physical structure of the car, they will develop their knowledge of car movement, motion, and force throughout this activity.

EDU30059 Teaching Technologies: Assignment 2 Folio Learning objectives: What will the students learn? - Students will be able to describe the movement of a vehicle. - Students will learn how to manipulate the car's speed by pushing and pulling. - Reflective practice, problem-solving, collaborative cooperation, and communication skills are all 21st-century learning skills that will be developed in this activity. - Students will learn about how technologies utilise forces to produce movement in objects through Force and Motion (ACARA, 2019). Learning environment and resources: Where will this lesson take place? (E.g. indoors or outdoors). What resources will you need to have prepared? Learning environment: - This activity can take place either in the classroom or outdoors depending on the students interests and whether. Preparation: - Organise safe open area for students to participate - Collect resources - Have iPads fully charged Resources: - Lego blocks - Balloons - Measuring tape - iPads Safety considerations: - Ensure students are safe and respectful with iPads - Ensure all students have an equal amount of opportunities - Ensure all Lego is collected off the floor after activity is finished

EDU30059 Teaching Technologies: Assignment 2 Folio Assessment strategies: How will you identify what the students have learnt and how will you record this? - Students will video their cars with the iPads to do later reelections - The students will be assessed through the teachers’ observations, discussions and supporting documents - Students will write a personal reflection at the end of the activity. Stage of Lesson Approx. time Pre-service Teacher’s Actions  What will you do during this time?  What prompting questions might you need to prepare?  How will you cater for individual differences?That is, how can you challenge the more able students, and/or scaffold learning for students needing extra help Student Actions / Tasks What will the students be doing during this time?

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EDU30059 Teaching Technologies: Assignment 2 Folio Stage 1: Introduction How will you gain the students’ attention, engage the interest of the students and introduce the concept(s)? 20 minutes - The teacher will introduce the activity by showing the students different styles of cars and having a conversation about how fast they go. - Give a description of lesson and the aim - The teacher will allow the students to begin creating their design of car on the iPads to be ready to build. - Ask the students to write a prediction of how far their car might go and whether they think it will work. - Students will be sitting at their desks listening to the instructions - There will be an opportunity for students to ask questions before they start designing - Students will write a prediction on what might happen - Students will then create their design on the iPads while sitting at their desks. Stage 2: Body of lesson Describe each activity and the order in which they will be undertaken. 25 minutes - Give the Legos to the students to begin building their cars from their design - Remind students to leave a gap at the back for the balloon - Allow the students to have some free play and have races with their cars - The teacher can help students film with the iPads - To prevent any choking from the balloons the students must be sitting and have a teacher supervise - Students will develop their imagination when creating their cars - Students will spend time collaborating with their classmates to promote further development (Varvel et al., 2004) - While sitting students will blow up balloons to different sizes to see how it affects the distance their cars travel - Film with iPads for later reflection - Use a measuring tape to determine how far their cars travelled and who’s travelled the furthest

EDU30059 Teaching Technologies: Assignment 2 Folio Stage 3: Conclusion How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task? 15 minutes - The teacher will ask the students 3 reflection questions.  Was their prediction they made at the start of the lesson correct? Why/why not?  give a short explanation of what they saw  Explain what they think happens between the balloon and the car - The teacher can also start a discussion about the activity asking.  who thinks their car went the fastest and why?  if you put more or less air in the balloon, did it go a short or far distance? - Students will join in on the discussion on how the activity went - Students will finish their predictions of whether they were right - Students will answer the refection questions as a group and in their books with their prediction - When the questions have been answered students are able to watch the videos of their cars and change any refection question answers depending on what they see in the video - Students will then discuss as a class whether they enjoyed the activity and something that they learnt.

EDU30059 Teaching Technologies: Assignment 2 Folio Lesson Plan (Primary) Lesson title: Busy Bee-Bots Year level: Foundation – grade 2 Topic: Digital technologies Duration of lesson: 60 minutes Lesson rationale: What influenced your lesson choice? (E.g. student interest, global/local event) Foundation level to grade 2 Students can represent a sequence of steps and decisions required to solve simple problems (ACARA, 2018, v. 8.4, ACTDIP004). The activity can assist students' digital technology development because they have the opportunity to engage with basic step-by-step procedures to investigate equipment such as robotic gadgets that move in a set way (ACARA, 2018, v. 8.4). Students background knowledge: What is your starting point? What do the students already know? What have they done before? How does this lesson connect to or build on their existing knowledge? Students' current digital technology understanding is emerging in a variety of digital solutions that assist students in identifying and listing simple actions required to accomplish an activity or assessment (ACARA, 2018, v.8.4). Students will work in groups to organise and produce their own ideas and follow the sequence of the story, they will share and work cooperatively, as well as be given opportunity to construct a variety of digital solutions which they have previously developed in prior classes.

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EDU30059 Teaching Technologies: Assignment 2 Folio Learning objectives: What will the students learn? - Students will be able to program the Bee-Bot - Students will work ollaboratively with their classmates - Students will be able to follow directions Learning environment and resources: Where will this lesson take place? (E.g. indoors or outdoors). What resources will you need to have prepared? Learning environment: - The activity will take place on the classroom floor Preparation: - The floor must be clear from any objects - The Bee-Bots must be fully charged - Pictures must be printed for Bee-Bots to follow Resources: - Bee-Bots - Mats/grids for the Bee-Bots to follow Other considerations: - Ensure students are safe and respectful with the Bee-Bots - Ensure all students have an equal amount of opportunities Assessment strategies: How will you identify what the students have learnt and how will you record this? - Questioning - Immediate feedback - Observation notes - Photo or video samples of student work - Self-assessment from the students

EDU30059 Teaching Technologies: Assignment 2 Folio Stage of Lesson Approx. time Pre-service Teacher’s Actions  What will you do during this time?  What prompting questions might you need to prepare?  How will you cater for individual differences?That is, how can you challenge the more able students, and/or scaffold learning for students needing extra help Student Actions / Tasks What will the students be doing during this time? Stage 1: Introduction How will you gain the students’ attention, engage the interest of the students and introduce the concept(s)? 10 minutes - The students will watch a YouTube video of a boy explaining and demonstrating how a Bee- Bot works - The teacher can then go into further detail of how the Bee-Bots work - The teacher can ask the students what they like about the Bee-Bots and if they are excited to learn with them - The students will be put into small groups (depending on the number of students and available Bee-Bots). - Students will watch the YouTube clip - Collaborate with the teacher and classmates during question time - Move to a space to work with their allocated teams

EDU30059 Teaching Technologies: Assignment 2 Folio Stage 2: Body of lesson Describe each activity and the order in which they will be undertaken. 35 minutes - There will be a variety of mats/ grids available for the students to use - A timer will be put on for the students to ensure everyone gets a turn while their team encourages them - The students will spend time exploring the concepts of sequencing steps and decisions with the right and lefts using Bee-Bots (ACARA, 2018) - Students will program the Beebots to move around the mat to get to a desired location - The teacher will use open ended questions to develop the conversations and thinking throughout the activity - Once all students have had a turn with the mat they are able to quietly and sensibly ask to swap with another group close to them - Students will take turns and wait patiently while supporting their classmates with the Bee-Bots - Students can discuss a path or ideas they may have with their classmates or teacher while they wait their turn - Students will discover their own abilities while using the Bee- Bots

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EDU30059 Teaching Technologies: Assignment 2 Folio Stage 3: Conclusion How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task? 15 minutes - Students will pack up the Bee-bots in a safe and sensible manner and return to their desks - The teacher and students will begin a reflection discussion on how they enjoyed the activity and what they found hard - The teacher will give the students feedback on how they went - The students will pack up - Students will join in on the discussion on how the lesson went and give a personal reflection - Students will engage in answering the teachers questions. According to ACARA (2019), technology ensures that all students benefit from learning about conventional, current, and emerging technologies that influence our environment. Individuals, cultures, and communities all around the world benefit from technology, therefore it's critical to create links with students' creative minds and technology in order to help them develop capabilities that will help in the 21st century. These two lesson plans developed for students in foundation- grade 2 and grade 3-4 are connected to design and technology, as well as digital technology. Students will expand their abilities and knowledge not just within technologies, in other subjects also including reading, numeracy, physical science, and history, through the activities presented. Through this activity students will be able to develop digital solutions through guided play and integrated learning in the second lesson, BeeBots (ACARA, 2018, v. 8.4). Students will begin to learn about typical digital systems and patterns that exist within the data they collect while participating in this lesson. The teacher will assist the students in organising, manipulating, and presenting this material, which includes numerical learning, in innovative ways in order to generate meaning (Albion, 2017). Students may acquire 21st century skills by playing with the BeeBots, which includes supporting design abilities and defining how information systems and communication operates (ACARA, 2018, v. 8.4).

EDU30059 Teaching Technologies: Assignment 2 Folio YouTube Link: https://youtu.be/XKx4EddTvjA Reference: Australian Curriculum Assessment and Reporting Authority [ACARA]. Version 8.4. (2018b). Australian Curriculum: F-10 curriculum: Teaching Technologies. Retrieved from: 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 =i gnore&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 =In tercultural+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 Albion, P., Campbell, C., & Jobling, W. (2017). Technologies Education for the Primary Years . Cengage. http://ebookcentral.proquest.com/lib/swin/detail.action?docID=6335503 Antonio’s Game World. (2016, May 31). BeeBots activities and Coding Games: BeeBot game for kids, coding games for kids . https://www.youtube.com/watch?v=uMorb_m_qK0 Bee-Bot. (n.d.). Central Intermediate Unit 10 . Retrieved 29 September 2021, from https://www.ciu10.org/product/bee-bot/ Deunk, M., Doolaard, S., Smale-Jacobse, A., & Bosker, R. J. (2015). Differentiation within and across classrooms (R. and E. of E. Effectiveness, Trans.; A Systematic Review of Studies into the Cognitive Effects of Differentiation Practices) [Urn:nbn:nl:ui:11-32b91640-ff59-4800-abf5-5aabd3ee7719].

EDU30059 Teaching Technologies: Assignment 2 Folio RUG/GION. https://www.rug.nl/research/portal/en/publications/differentiation-within-and-across-classrooms(32b91640-ff59-4800-abf5- 5aabd3ee7719).html Harris, L., & Brown, G. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers’ implementation. Teaching and Teacher Education , 36 , 101–111. https://doi.org/10.1016/j.tate.2013.07.008 Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies , 21 (4), 769–781. https://doi.org/10.1007/s10639-014-9353-5 VanTassel-Baska, J. (2012). Analyzing Differentiation in the Classroom: Using the COS-R. Gifted Child Today , 35 (1), 42–48. https://doi.org/10.1177/1076217511427431

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