Welcome Teachers!
This is a resource that been designed to teach year 5/6 students in the Australian Curriculum Technologies. This resource focuses on the Digital Technologies area in the following content descriptors and elaborations:
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Digital Technologies Knowledge and Understanding:
Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014) Elaborations - describing digital systems as having internal and external components that perform different functions, for example external components for inputting data including keyboard, microphone, stylus; internal processing components including the central processing unit; external output components including speakers, projector, screen; and data and information storage components including cloud and external devices - investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information (ACARA, 2015) |
Digital Technologies Processes and Production Skills:
Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020) Elaborations - experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet - designing and creating a solution that is interactive, using a visual programming language, for example designing a user interface for people with disability, taking into account visibility and size of icons; or creating a quiz that provides feedback on response and allows the user to try again creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow (ACARA, 2015) |
Prior Knowledge Expectations
Before beginning this unit of work, it is expected that the students will already have a database of certain skills. It is expected that they will have knowledge of how to use PPT and complete basic tasks within it such as adding new slides, changing background colours, inserting images, typing information into various slides, and knowledge of how to begin a slide show.
It is expected that these lessons will be completed near the beginning of the unit. It would be prudent to revise the prior knowledge listed above so students are able to easily interact with PPT. Students should not have any knowledge of external and internal components before beginning these lessons. They also should have no or limited knowledge and understandings of animation, slide transition and hyperlinking.
It is expected that these lessons will be completed near the beginning of the unit. It would be prudent to revise the prior knowledge listed above so students are able to easily interact with PPT. Students should not have any knowledge of external and internal components before beginning these lessons. They also should have no or limited knowledge and understandings of animation, slide transition and hyperlinking.
Task Description
This resource is designed to be a web-based inquiry for students. There are three lessons throughout this inquiry in which students can work through at their own pace. This inquiry aims to teach students about the external components of a computer system and how to manipulate PPT by using slide transitioning, animation and hyperlinking. The students will be engaging in a learning through discovery approach, where they will be working to create their own learning and understandings. The students will be engaging in a lot of partner work to assist their learning and help them develop more in-depth knowledge about external components of computers, and ways to manipulate PPT.
Students will be learning through discovery. They will be given the opportunity to play around with the PPT program and try and find their own way to complete a task they have been set. Then the students who are having difficulty will be given more scaffolding to help them work out the finer details of completing the task. This approach to learning allows children to use higher order thinking skills as they have to think of ways in which they can find out the information they need to know. They will need to use their current understandings of the world to construct their knowledge throughout the three lessons in this resource.
By the end of the three lessons, the students will be able to use the template provided to create their own quiz based on the knowledge they have learnt. This quiz will compass all the knowledge they have gained over the last three lessons. Throughout the three lessons, the teacher will be helping various students and will be checking work to ensure that children are not continuing on when they do not yet understand a certain concept.
As this resource involves a lot of inquiry and student discovery learning, it is thought that this resource would be best suited to students in year 6 or to high achieving students in year 5.
Students will be learning through discovery. They will be given the opportunity to play around with the PPT program and try and find their own way to complete a task they have been set. Then the students who are having difficulty will be given more scaffolding to help them work out the finer details of completing the task. This approach to learning allows children to use higher order thinking skills as they have to think of ways in which they can find out the information they need to know. They will need to use their current understandings of the world to construct their knowledge throughout the three lessons in this resource.
By the end of the three lessons, the students will be able to use the template provided to create their own quiz based on the knowledge they have learnt. This quiz will compass all the knowledge they have gained over the last three lessons. Throughout the three lessons, the teacher will be helping various students and will be checking work to ensure that children are not continuing on when they do not yet understand a certain concept.
As this resource involves a lot of inquiry and student discovery learning, it is thought that this resource would be best suited to students in year 6 or to high achieving students in year 5.
General Capabilities
This resource uses the following General Capabilities outlined by the Australian Curriculum:
Literacy - Students will need to use their literacy skills to read through and comprehend the content in the three lessons.
Numeracy - Students will need to use their numeracy skills to use spatial reasoning when inserting images into their PPT presentations. They will need to recognise patterns and relationships when trying to figure out how to put slide transitions, animations or hyperlinks in their PPT presentations.
ICT capability - Students will need to use their ICT capabilities to successfully navigate their way through this series of web-lessons and to try and find solutions to the problems posed to them throughout.
Critical and creative thinking - Students will need to use their critical and creative thinking skills to successfully find solutions to the problems posed to them throughout the web-lessons.
Personal and social capability - Students will need to use their personal and social capability to work with other students to successfully communicate ideas to others and to build on each other's knowledge of a variety of concepts.
Literacy - Students will need to use their literacy skills to read through and comprehend the content in the three lessons.
Numeracy - Students will need to use their numeracy skills to use spatial reasoning when inserting images into their PPT presentations. They will need to recognise patterns and relationships when trying to figure out how to put slide transitions, animations or hyperlinks in their PPT presentations.
ICT capability - Students will need to use their ICT capabilities to successfully navigate their way through this series of web-lessons and to try and find solutions to the problems posed to them throughout.
Critical and creative thinking - Students will need to use their critical and creative thinking skills to successfully find solutions to the problems posed to them throughout the web-lessons.
Personal and social capability - Students will need to use their personal and social capability to work with other students to successfully communicate ideas to others and to build on each other's knowledge of a variety of concepts.
Technologies Curriculum Key Ideas
Project management - The students will need to use the resource within these lessons to successfully and effectively complete the tasks required.
Thinking in technologies: Systems thinking - Students will be able to name and label the external components of a computer system and will be able to explain the use of each of these components. Students will also learn new ways that they can use PowerPoint to make it more fun and interactive to use. They will learn how the use of external components is necessary to the creation of the PowerPoint presentation.
Design thinking - Students will explore PowerPoint and evaluate the different design decisions they can make. Through their exploration, students will be able to make their own design decisions on what to include in their PowerPoint presentations.
Computational thinking - Students will use computational thinking to create a quiz within their PowerPoint presentations as they explore ways to manipulate PowerPoint by animation, hyperlinking and transitioning.
Thinking in technologies: Systems thinking - Students will be able to name and label the external components of a computer system and will be able to explain the use of each of these components. Students will also learn new ways that they can use PowerPoint to make it more fun and interactive to use. They will learn how the use of external components is necessary to the creation of the PowerPoint presentation.
Design thinking - Students will explore PowerPoint and evaluate the different design decisions they can make. Through their exploration, students will be able to make their own design decisions on what to include in their PowerPoint presentations.
Computational thinking - Students will use computational thinking to create a quiz within their PowerPoint presentations as they explore ways to manipulate PowerPoint by animation, hyperlinking and transitioning.
Differentiation
This resource allows teachers to differentiate the learning to suit the needs of students. Students are able to complete the lessons at their own pace, meaning that students who complete the work at a slower pace are not disadvantaged. There are also extension activities for students who complete the work at a faster pace.
Teachers will periodically examine student works to check for understanding and progress before the students advance to the next lesson. The lessons are structured to give teachers the opportunity to see concepts that students may be struggling with, thus meaning they can create learning experiences to reinforce understandings.
The tasks require extensive partner collaboration to increase understanding. Here the students will learn social skills and will be able to learn from each other. If the teacher chooses to assign partners, students who are of a lower ability level can be paired with someone of a higher ability level, thus helping them to achieve deeper meaning. Collaboration of ideas causes students to justify their choices, meaning students are using higher order thinking skills.
The lessons are scaffolded so the students are able to complete them by themselves and with others. The activities require a lot completing practical elements while learning through discovery. Here students are not passively listening to what the teacher tells them to do. They are all able to engage in the learning and practically complete the tasks allocated to them. They are able to learn by doing.
The task undertakes a student-centred approach. This means that students cannot rely on the teacher or other students to tell them the answers to everything. They must become responsible for their own learning and will have to engage in the task in order to achieve the required understandings. The interactive and hands-on approach to this task caters to a large variety of learning styles.
If the students were of a lower ability level, teachers could use this resource to guide students through each step. Rather than having each child work through it at their own pace, they could teach each components of the lessons in a step-by-step process, thus taking a more teacher-centred approach.
Teachers will periodically examine student works to check for understanding and progress before the students advance to the next lesson. The lessons are structured to give teachers the opportunity to see concepts that students may be struggling with, thus meaning they can create learning experiences to reinforce understandings.
The tasks require extensive partner collaboration to increase understanding. Here the students will learn social skills and will be able to learn from each other. If the teacher chooses to assign partners, students who are of a lower ability level can be paired with someone of a higher ability level, thus helping them to achieve deeper meaning. Collaboration of ideas causes students to justify their choices, meaning students are using higher order thinking skills.
The lessons are scaffolded so the students are able to complete them by themselves and with others. The activities require a lot completing practical elements while learning through discovery. Here students are not passively listening to what the teacher tells them to do. They are all able to engage in the learning and practically complete the tasks allocated to them. They are able to learn by doing.
The task undertakes a student-centred approach. This means that students cannot rely on the teacher or other students to tell them the answers to everything. They must become responsible for their own learning and will have to engage in the task in order to achieve the required understandings. The interactive and hands-on approach to this task caters to a large variety of learning styles.
If the students were of a lower ability level, teachers could use this resource to guide students through each step. Rather than having each child work through it at their own pace, they could teach each components of the lessons in a step-by-step process, thus taking a more teacher-centred approach.
Australian Professional Standards for Teachers used
1.2 Understand how students learn - The lessons have been structured to suit needs of year 5/6 students and their capabilities at this age.
1.5 Differentiate teaching to meet the specific learning needs of students across a full range of abilities - The learning is sufficiently scaffolded for the students. The lessons are hands-on and require partner work which will assist struggling students. The students are also able to complete the tasks at their own pace.
2.1 Content and teaching strategies of the teaching area - The lessons are reflective of ideas from the Digital Technologies curriculum. The hands-on, technological component will make the task engaging for students of this age and ability level.
2.2 Content selection and organisation - The lessons have been put into a specific sequence so they build on each other. In the final lesson, the students take the knowledge they have gained over the first two lessons and apply this together to create a PPT quiz on external components of a computer system.
2.3 Curriculum, assessment and reporting - The components being taught in the lessons follow two content descriptors of the Australian Curriculum: Technologies - Digital technologies strand.
2.5 Literacy and numeracy strategies - Students will apply their literacy skills to successfully read through the tasks and effectively complete them.
2.6 Information Communication Technology - Students will be using ICT devices to complete the lessons.
3.1 Establish challenging learning goals - Objectives are outlined at the beginning of every lesson so each student knows that they will need to achieve by the end of the lesson. The objectives are suited to the content being taught and the ability levels of year 5/6 students.
3.4 Select and use resources - The resources selected in the lessons will further enhance and reinforce student understanding of the concepts being taught.
5.2 Provide feedback to students on their learning - Throughout the lessons, the students will be required to approach the teacher to check their understandings. The teacher will provide feedback to the students and assist students who may be struggling.
1.5 Differentiate teaching to meet the specific learning needs of students across a full range of abilities - The learning is sufficiently scaffolded for the students. The lessons are hands-on and require partner work which will assist struggling students. The students are also able to complete the tasks at their own pace.
2.1 Content and teaching strategies of the teaching area - The lessons are reflective of ideas from the Digital Technologies curriculum. The hands-on, technological component will make the task engaging for students of this age and ability level.
2.2 Content selection and organisation - The lessons have been put into a specific sequence so they build on each other. In the final lesson, the students take the knowledge they have gained over the first two lessons and apply this together to create a PPT quiz on external components of a computer system.
2.3 Curriculum, assessment and reporting - The components being taught in the lessons follow two content descriptors of the Australian Curriculum: Technologies - Digital technologies strand.
2.5 Literacy and numeracy strategies - Students will apply their literacy skills to successfully read through the tasks and effectively complete them.
2.6 Information Communication Technology - Students will be using ICT devices to complete the lessons.
3.1 Establish challenging learning goals - Objectives are outlined at the beginning of every lesson so each student knows that they will need to achieve by the end of the lesson. The objectives are suited to the content being taught and the ability levels of year 5/6 students.
3.4 Select and use resources - The resources selected in the lessons will further enhance and reinforce student understanding of the concepts being taught.
5.2 Provide feedback to students on their learning - Throughout the lessons, the students will be required to approach the teacher to check their understandings. The teacher will provide feedback to the students and assist students who may be struggling.
