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Year Level: Years 3 and 4 Learning Design and Technologies and Digital
Area/Subject: Technologies
Assessment
Assessment Task Summary Type Date/Time
(Formative/Summative
Students should present in small groups a story using the robot which shows the use of coding to Summative Assessment Final week/lessons
control the EV3 robots movements, sounds and images. This should demonstrate their ability
to manipulate a robot in multiple ways using coding. This will be assessed by the teacher as
well as evaluated by each member of the group.
Throughout the unit students will be monitored and assessed on individually being able use Formative Assessment Throughout the unit plan
coding to manipulate the robot as well as how they design their story to incorporate the use of
the robots movements, sounds and images. This is done by the teacher monitoring each
groups progress constantly throughout the unit.
Australian Curriculum
Achievement Standard:
Digital Technologies:
By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs.
They describe features of technologies that influence design decisions and how a range of digital systems can be used.
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Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions
meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for
identified needs using agreed protocols and describe how information systems are used.
Content Descriptions
Digital Technologies:
Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
Science:
Science involves making predictions and describing patterns and relationships (ACSHE050)
Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
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The Arts:
Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
Mathematics:
Create and interpret simple grid maps to show position and pathways (ACMMG065)
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
Interpret and compare data displays (ACMSP070)
Cross-curriculum priorities
This unit is integrated into STEAM as it uses all aspects of Science, Technology, the Arts and Mathematics
and so all of these subjects are crossing over.
Relevant prior curriculum Curriculum working towards
Students require prior experience with the following: The teaching and learning in this unit work
Design and Technology: towards the following in Year 5 and 6:
Explore how technologies use forces to create movement in Design and Technology:
products (ACTDEK002) Critique needs or opportunities for designing, and
investigate materials, components, tools, equipment and
Digital Technologies: processes to achieve intended designed
Recognise and explore patterns in data and represent data as solutions (ACTDEP024)
pictures, symbols and diagrams (ACTDIK002) Generate, develop and communicate design ideas and
processes for audiences using appropriate technical terms
and graphical representation techniques (ACTDEP025)
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Develop project plans that include consideration
of resources when making designed solutions individually
and collaboratively (ACTDEP028)
Digital Technologies:
Design, modify and follow simple algorithms involving
sequences of steps, branching,
and iteration (repetition) (ACTDIP019)
Plan, create and communicate ideas and information,
including collaboratively online, applying agreed ethical,
social and technical protocols (ACTDIP022)
Teaching sequence
Lessons Teaching and Learning Sequence Resources
Lesson 1: Lesson objectives Resources:
Investigating and Students will investigate in small groups how coding on the IPads -EV3 robots
Defining affect how the EV3 robot moves. -IPads
In this phase, students investigate the basic movements, images and Attachments
sounds that the EV3 robot makes depending on the coding placed
onto the device. In the first session, the teacher will go through the
instructions with the class. The basic movements will be discussed
as a class and then students will design a path using graph paper
and then practice coding the robot to follow their design.
References
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