2

2.0 Lessons Plans

2.1 Lesson plan 1

Stage: 4 Class: 7H TAS Digital Technologies Date: Monday 16th March Time: 75min Lesson time may need modification due to
school lesson could be shorter or longer

Technologies Context Area: Digital Technologies Lesson Topic: Introduction to Arduino Microcontrollers and Code

Syllabus Outcome(s): Indicators of Learning for this lesson: Learning Goals:

5.1.2 selects, maintains, and appropriately Analyse and visualise data to create information and address Students identify and describe the use of
uses hardware for a range of tasks complex problems and model processes and their relationships microprocessors in a range of devices
(ACTDIP037) Students will be able to examine the code of an
5.2.3 critically analyses decision-making
existing software program to describe the input,
processes in a range of information and Implements and modify programs involving iteration and functions in processes, and output
software solutions. a general-purpose programming language, for example:
microcontroller and robotics (ACTDIP030) Students will examine an existing program and identify
functions, assignment statements, variables, and
Standard 3.1 Teacher has set certain challenging Collect and access data from a range of sources (ACTDIP025) constants
learning goals for the students
Overall, this task is an informal formative
assessment where students will understand
NESA Syllabus referenced (NESA,2017)
Arduino and microcontrollers

Any safety and ethical issues to be considered: Resources: List resources you used in preparing the lesson AND those used in the lesson implementation.

Students may have issues using computer and may Whiteboard, Projector, whiteboard markers, Worksheets 1 through 5, Homework worksheet, Exit cards
need an extra helping hand during some sections of
Students need their workbooks and laptops
the lessons. Online safety for students is a concern
as things like cyberbullying or student’s privacy can https://www.arduino.cc/en/main/software - Software download for Arduino Desktop IDE Program that students need on
happen so fast and so often their laptops
ICT Plan and how to protect students while using Arduino Compatible Duinotech Learning Kit but we will only need the computer cord and Arduino board
ICT. Many schools have pre-set ICT plans to help Standard 3.4. Teacher has selected and used appropriate resources
enhance student learning.

Cameron Honeysett Australian Catholic University S00245333

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First Lesson in Sequence

Lesson Content / Indicators of Timing Teaching Strategies / Learning Experiences: Resources and Teaching Strategy: Differentiation:
Learning (What is Taught): (How it is taught) Organisation:
(mins)
T= Teacher Ss= Student

INTRODUCTION students have some understanding of what is expected from them throughout the lesson

General Housekeeping: 5 Min T asks Ss to move into the classroom head to a seat which will be their seat for Class roll Communication Ensure students
the rest of the term with the class with reading
Welcome the students to the
class and settle them difficulties, sensory
T greets Ss and thanks them for moving in and picking their seats fast and Achievable learning
impairment or
efficiently goals and criteria
general learning
T marks attendance difficulties are sat
T to distribute this lessons worksheet to Ss towards the front of
the room near the
While distributing worksheets Ss will need to get out their workbooks and teacher.
Laptops
T to explain to Ss the learning goals for the lesson (By the end of class students
will ….)

DEVELOPMENT

Understanding T reads through the first worksheet and explains the design and production Worksheet 1 Provide extra
microcontrollers and the 25min process guidance and
Worksheet 2 Informal
design and production support for
T asks Ss why it is important to follow the design and production process when Worksheet 3 Questioning students who are
process: *Key
building a circuit and code? (Informal diagnostic assessment of Ss prior Discussions struggling
Questions* knowledge) Projector and
whiteboard Add to learning
- Why is it important to follow the T asks Ss to move to the next worksheet which is titled microcontrollers activities
design and production process
when building a circuit and code? T explains to Ss that there is a word bank and they need to use those words to
fill in the gaps within the paragraph about microcontrollers
T projects the worksheet onto the whiteboard and then discusses answers for Use selection
How could I make this worksheet task with the Ss as a correct answer is discussed it is written in place on the method if no
more exciting? whiteboard volunteers to
T asks if there are any questions about microcontrollers answer questions
Standard 4.1 support student Always make sure teacher asks students if there are any questions after an
participation activity

Cameron Honeysett Australian Catholic University S00245333

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Understanding Pseudocode, T runs Ss through how to install the Arduino software on laptops and then how Publish, circle, Students are
sketches, and code: *Key to open the blink code by projecting onto whiteboard refine encouraged to
30min
concept* examine the code of a Cooperative work at their own
T then brings up requires sketch and tells Ss they need to go to worksheet Worksheet 4,5
program to describe the input, learning pace while
number 4 and 5.
processes, and output Students working through
Ss are to start filling it out silently by themselves as we will come back as a Informal
Laptops worksheets
group and discuss the answers questioning

Once 10minutes have passed T will go through the worksheet and asks
Ss for input as to what they had put down for certain sections How would the
teacher monitor
T aims to refine the Ss knowledge with the help of other students answers and
not just their own input
all students
progress if
everyone is at a
different level due
Standard 4.5.1 Ethical use of ICT to working at their
own pace

CLOSURE
25 Min T revisits the Learning Goals for the lesson and explains to Ss by completing all Homework Learning Goals If students have
the worksheets today you have achieved all of these goals within the criteria worksheet questions that
Metacognitive:
Conclusion of lesson: Decent T hands out a worksheet which is the homework task for students to complete weren’t answered
Reflective practices
time at home within their workbooks. during class they
*Key Concepts*
length to can either stay
Understanding the difference • Write the pseudocode for each of the challenges provided on the behind and ask me
discuss
between pseudocode, code, worksheet one on one or can
and
and a sketch T instructs Ss to write down their name and the 4 steps of the design and email me
close the
*Key Questions* production process on their exit cards
lesson
- What are the names of the 4 T collects Ss exit cards get dismissed 3 at a time to ensure each Ss hands the
steps of the design and teacher a card
production process?
Exit cards
5.1- Assess students learning (This is achieved throughout the whole
lesson)

Cameron Honeysett Australian Catholic University S00245333

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Evaluation of Student Learning:

• Learning goals and success criteria review at start and end of lesson
• Completion of homework to be checked next lesson
• Review of exit card
• Completion of worksheets
• Have a Complete flashing light circuit that has been coded properly

Cameron Honeysett Australian Catholic University S00245333