Student Teacher: Stephen Klingenberg Children Planned For: Year 5 Date:xxxx

Digital Production/Solution: Digital Citizenship Lesson Sequence Number: 1/6 Scratch Program

Australian Curriculum: Digital Technologies

(Digital technologies Processes and production skills)

 Design, modify and follow simple algorithms involving sequences of steps, branching,

and iteration (repetition) (ACTDIP019)
 Implement digital solutions as simple visual programs involving branching, iteration (repetition),
and user input (ACTDIP020)
 Plan, create and communicate ideas and information, including collaboratively online, applying
agreed ethical, social and technical protocols (ACTDIP022)

Humanities and Social Sciences (Knowledge and Understanding)

Civics and Citizenship

 How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

Health and Physical Education (Personal, Social and community Health)

 Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPSO53)
 Plan and practise strategies to promote health, safety and wellbeing (ACPPSO54)
 Practice skills to establish and manage relationships (ACPPSO55)
 Examine the influence of emotional responses on behaviour and relationships (ACPPSO56)

Intention: In lesson one the students with be introduced to a program called Scratch. This will give the students’ an
overview of what the task will be over a sequence of lessons. The students will be given notes on digital citizenship
and then plan out how to display this information in the scratch program. Lesson one will introduce students to
creating and planning what backgrounds will be used throughout the program.

Assumed Knowledge: Lesson one of the Scratch program will introduce the students to block based coding. This will
mean that the students would not require any prior knowledge to complete/participate in this lesson as this could
potentially be the first time the program has been presented to students.

Lesson Implementation

Lesson Length (60 Resources: Smart Board, 24 laptops Number of students: 24

minutes)

Introduction - Students enter the class and sit on the mat

(20 minutes) - Ask students if anyone has anyone heard or used the program called
Scratch
- Show the students examples of Scratch programs and what can be created
on the program
- Discuss the project they will be creating regarding digital citizenship and
what they are required to complete in the task
- Inform students that Scratch is a block based coding program, when we
 choose each block this creates different effects in the program
- The students will be emailed all the data and information that will be used
in the program
- Show students how to access the email and how to download this to the
Digital Technology Scratch program file
- Discuss the learning objective for the lesson and what the students are
creating in the lesson

Building of the - Hand out the equipment to the students

lesson - Remind students of classroom rules with laptops
(30 minutes) (5 minutes to download and save documents emailed to students)
- Demonstrate how to access the program application and create new project
- To begin the project you need a starting point in the program, this allows
the animation to begin. To do this we need to find the events block on the
left (yellow block) and decide what action is needed to start. This could be
pressing a particular section on the screen, key or icon.
- Once that is completed, we can move onto the program backdrops, each
student will pick 8 different backdrops for the project
- Demonstrate to the students where the backdrop icon is in the bottom right
hand screen and how to access the backdrop library
- When you click on the stages this provides the backdrops menu in the top
left, this allows each background to be modified
- In the code section when the looks block (purple block) is clicked it provides
the blocks to create change in the backdrop (provide example of this)
- Repeat the last 5 steps asking the students the instructions on how to start
and create the backdrop
- Students working independently and collaboratively on Scratch

Conclusion - Instruct the students how to save the program

(10 minutes) - Collect the equipment
- instruct Students sit on the mat
- Ask students * what is Scratch?
* what do we need to do to begin the animation?
* how do we design the back drops?
- Inform students what is planned for the next lesson

Reflection: - Did the students understand the lesson objectives?

- Was the amount of work suitable for the student’s abilities and timeframe
provided?
- What worked well in the lesson, would anything need to change for next
lesson?
- Was the lesson creative and provide student engagement?
- Did the students meet the requirements for this lesson?

How to design sprites and also move on X and Y co-ordinates

Student Teacher: Stephen Klingenberg Children Planned For: Year 5 Date:xxxx

Digital Production/Solution: Digital Citizenship Lesson Sequence Number: 2/6 Scratch Program

Australian Curriculum: Digital Technologies

 (Digital technologies Processes and production skills)

 Design, modify and follow simple algorithms involving sequences of steps, branching,

and iteration (repetition) (ACTDIP019)
 Implement digital solutions as simple visual programs involving branching, iteration (repetition),
and user input (ACTDIP020)
 Plan, create and communicate ideas and information, including collaboratively online, applying
agreed ethical, social and technical protocols (ACTDIP022)

Humanities and Social Sciences (Knowledge and Understanding)

Civics and Citizenship

 How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

Health and Physical Education (Personal, Social and community Health)

 Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPSO53)
 Plan and practise strategies to promote health, safety and wellbeing (ACPPSO54)
 Practice skills to establish and manage relationships (ACPPSO55)
 Examine the influence of emotional responses on behaviour and relationships (ACPPSO56)

Intention: The aim of lesson two will provide the students with the skills and understanding to create multiple
animations and characters. This will allow students to provide characters that are capable to communicate the
project, review the data and present the findings. The next part of the learning intention is students will program
the animations/characters to move along on X and Y axis and also change positions, hide and re-appear throughout
the project.

Assumed Knowledge: The students will build on the prior knowledge and understanding they have developed from
the past lesson on block-based coding. In order for them to effectively continue on the project they will need to
have created a number of different backgrounds and starting block to begin the program.

The students who missed out on the previous lesson will still be able to effectively participate in this lesson but will
be strategically placed within the classroom.

Lesson Implementation:

Lesson Length (60 Resources: Smart Board, 24 laptops Number of students:

minutes) 24

Introduction - Students enter the class and sit on the mat

(20 minutes) - Ask the students about any prior knowledge of the last lesson and what
they created
- Ask how they did what they created in the previous lesson
- Discuss the learning objective for the lesson and what the students are
creating throughout the lesson
- Explain to the students that the characters can move through what
commands you give the animation, like Simon says
- Ask the students to direct the teacher around the room (e.g. the students
say walk forward then remind the students the instructions need to be
 specific for instance move forward 10 steps).

Building of the - Hand out the equipment to the students

lesson - Remind students of classroom rules with laptops
(30 minutes) - Demonstrate to the class how to choose the character and change
costumes
- Show students how to access the character library
(8 minutes to pick characters)
-Explain to the students that the characters move on X (left and right) and Y
(up and down) co-ordinates through the motion menu
- The motion blocks allow the animation to move in multiple directions and
positions this can be through steps or time
- Show students the looks menu has blocks that can hide different sprites and
show animations
- Students to move onto adding these into their program
- Students working independently and collaboratively on Scratch

Conclusion - Collect the equipment

(10 minutes) - instruct Students to sit on the mat
- Ask students * How can I change the characters?
* If I want to make the animation move what do I do?
* what co-ordinates do we use?
- Inform students what is planned for the next lesson

Reflection: - Did the students understand the lesson objectives?

- Was the amount of work suitable for the student’s abilities and timeframe?
- What worked well, would anything need to change for the next lesson?
- Were the students engaged in the content?
- Are the students meeting the classroom expectations. If not, what could be
done differently?

Designing graphs, tables and implementing sound on Scratch

Student Teacher: Stephen Klingenberg Children Planned For: Year 5 Date:xxxx

Digital Production/Solution: Digital Citizenship Lesson Sequence Number: 3/6 Scratch Program

Australian Curriculum: Digital Technologies

(Digital technologies Processes and production skills)

 Design, modify and follow simple algorithms involving sequences of steps, branching,

and iteration (repetition) (ACTDIP019)
 Implement digital solutions as simple visual programs involving branching, iteration (repetition),
and user input (ACTDIP020)
 Plan, create and communicate ideas and information, including collaboratively online, applying
agreed ethical, social and technical protocols (ACTDIP022)

Humanities and Social Sciences (Knowledge and Understanding)

Civics and Citizenship

 How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
Health and Physical Education (Personal, Social and community Health)

 Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPSO53)
 Plan and practise strategies to promote health, safety and wellbeing (ACPPSO54)
 Practice skills to establish and manage relationships (ACPPSO55)
 Examine the influence of emotional responses on behaviour and relationships (ACPPSO56)

Intention: Lesson three of the scratch program the objective is that the students will be introduced to creating
different graphs, tables and background sounds. The students will present the findings and data on cyber bullying
and represent this in two separate graphs, also show a list of the top five news stories on cyber bullying. The
students will introduce background sounds into their program when characters transition into different slides or
movement of objects.

Assumed Knowledge: Building on the knowledge gained from the prior lessons the students will have designed a
starting point for the program, multiple backgrounds and animated characters who can move on x and y
coordinates. This will allow students to start organising the sequence of the project and begin the layout of table
and graphs whilst implement sounds effectively.

Lesson Implementation:

Lesson Length (60 Resources: Smart Board, 24 laptops and headphones Number of
minutes) students: 24

Introduction - Students enter the class and sit on the mat

(20 minutes) - Ask the students about any prior knowledge of the last lesson and what
they created
- Ask how they did what they created in the previous lesson
- Discuss the learning objective for the lesson and what the students are
creating throughout the lesson

Building of the - Hand out the equipment to the students

lesson - Remind students of classroom rules with laptops
(30 minutes) - Model to the class the 2 different graphs and tables (remind students the
data is located in the digital technology folder)
- Identify to the students the sound menu and how to access the sound
library to implement different sound features in their project
- Students working independently and collaboratively on Scratch

Conclusion - Collect the equipment

(10 minutes) - instruct Students sit on the mat
- Ask students * What graph did you find easier?
* Which method would you use again?

Reflection: - Did the students transfer the appropriate knowledge into the correct
graphs and tables?
- Was the task appropriate for the students?
- What worked well, would anything need to change for future lessons?
- Were the students engaged?
- Did the students meet the requirements for the lesson?
Assessment Rubric Excellent Competent Developing

The student shows The student understands The student has some
Ability to navigate the extensive skills and the program and requires ideas on navigating the
program understanding navigating minimal assistance. program and needs some
the program. assistance.

The student is showing The student has shown The student has some
Creativity and design great design and creativity some great ideas and ideas and creativity with
in the project. creativity in the project. assistance.

The student is using class The student can use class The student needs
Use of time in class time effectively throughout time more effectively. reminding to stay on task.
the lesson.

How to communicate on Scratch through words

Student Teacher: Stephen Klingenberg Children Planned For: Year 5 Date:xxxx

Digital Production/Solution: Digital Citizenship Lesson Sequence Number: 4/6 Scratch Program

Australian Curriculum: Digital Technologies

(Digital technologies Processes and production skills)

 Design, modify and follow simple algorithms involving sequences of steps, branching,

and iteration (repetition) (ACTDIP019)
 Implement digital solutions as simple visual programs involving branching, iteration (repetition),
and user input (ACTDIP020)
 Plan, create and communicate ideas and information, including collaboratively online, applying
agreed ethical, social and technical protocols (ACTDIP022)

Humanities and Social Sciences (Knowledge and Understanding)

Civics and Citizenship

 How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

Health and Physical Education (Personal, Social and community Health)

 Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPSO53)
 Plan and practise strategies to promote health, safety and wellbeing (ACPPSO54)
 Practice skills to establish and manage relationships (ACPPSO55)
 Examine the influence of emotional responses on behaviour and relationships (ACPPSO56)

Intention: In completion of lesson four the students will have communicated the information that the project will be
presenting through multiple notes/speech bubbles between each of the characters. This will provide the students
the knowledge and understanding of the timing that is necessary to discuss each note and the timing that the next
part of the conversation begins.

Assumed Knowledge: The knowledge gained on previous lessons the students have built the foundations to the
program this will provide the students with the platform necessary to progress onto narrating the project through
texts and pauses to the characters.

Lesson Implementation:

Lesson Length (60 Resources: Smart Board, 24 laptops Number of students:

minutes) 24

Introduction - Students enter the class and sit on the mat

(10 minutes) - Ask the students about any prior knowledge of the last lesson and what
they created
- Ask how they did what they created in the previous lesson
- Discuss the learning objective for the lesson and what the students are
creating throughout the lesson
- Remind students that the information they provide is from the Digital
technology folder

Building of the - Hand out the equipment to the students

lesson - Remind students of classroom rules with laptops
(40 minutes) - Demonstrate how each sprite can communicate through text and how to
implement pauses between the animations
- Students working independently and collaboratively on Scratch

Conclusion - Collect the equipment

(10 minutes) - instruct Students sit on the mat
- Ask students * What did they achieve throughout the lesson?
* How do we create texts from the characters?

Reflection: - Did the students understand the objective to the lesson?

- Was the amount of work suitable for the student’s abilities and timeframe?
- What worked well, would anything need to change for future lessons?
- Were the students engaged?
- Did the students meet the requirements for the lesson?

Character voice conversations on Scratch

Student Teacher: Stephen Klingenberg Children Planned For: Year 5 Date:xxxx

Digital Production/Solution: Digital Citizenship Lesson Sequence Number: 5/6 Scratch Program

Australian Curriculum: Digital Technologies

(Digital technologies Processes and production skills)

 Design, modify and follow simple algorithms involving sequences of steps, branching,

and iteration (repetition) (ACTDIP019)
 Implement digital solutions as simple visual programs involving branching, iteration (repetition),
and user input (ACTDIP020)
 Plan, create and communicate ideas and information, including collaboratively online, applying
agreed ethical, social and technical protocols (ACTDIP022)

Humanities and Social Sciences (Knowledge and Understanding)

 Civics and Citizenship

 How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

Health and Physical Education (Personal, Social and community Health)

 Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPSO53)
 Plan and practise strategies to promote health, safety and wellbeing (ACPPSO54)
 Practice skills to establish and manage relationships (ACPPSO55)
 Examine the influence of emotional responses on behaviour and relationships (ACPPSO56)

Intention: The learning intention for this lesson is the students will be able to record voice overs for the characters
to narrate the project and communicate what is displayed in the graphs. This will include the students to show the
understanding of using the appropriate timing of each code block and pause to link the voices/sound with the texts
used.

Assumed Knowledge: The students are required to have the characters communicate the program through texts
and have appropriate pauses between each conversation in order to effectively move onto this lesson of creating
the voice recordings between the characters.

Lesson Implementation:

Lesson Length (60 Resources: Smart Board, 24 laptops and headphones Number of students:
minutes) 24

Introduction - Students enter the class and sit on the mat

(10 minutes) - Ask the students about any prior knowledge of the last lesson and what
they created
- Ask how they did what they created in the previous lesson
- Discuss the learning objective for the lesson and what the students are
creating throughout the lesson

Building of the - Hand out the equipment to the students

lesson - Remind students of classroom rules with laptops
(40 minutes) - Show students how to voice record
- Discuss how to adjust the sound
- Students working independently and collaboratively on Scratch

Conclusion - Collect the equipment

(10 minutes) - instruct Students sit on the mat
- Ask students * Who got the sprite to report what the text said?
* How did you do this?

Reflection: - Did the students understand the topic?

- Was the amount of work suitable for the student’s abilities and timeframe?
- What worked well, would anything need to change for future lessons?
- Were the students engaged?
- Did the students meet the requirements for the lesson?

Fine tuning your Scratch

Student Teacher: Stephen Klingenberg Children Planned For: Year 5 Date:xxxx

Digital Production/Solution: Digital Citizenship Lesson Sequence Number: 6/6 Scratch Program

Australian Curriculum: Digital Technologies

(Digital technologies Processes and production skills)

 Design, modify and follow simple algorithms involving sequences of steps, branching,

and iteration (repetition) (ACTDIP019)
 Implement digital solutions as simple visual programs involving branching, iteration (repetition),
and user input (ACTDIP020)
 Plan, create and communicate ideas and information, including collaboratively online, applying
agreed ethical, social and technical protocols (ACTDIP022)

Humanities and Social Sciences (Knowledge and Understanding)

Civics and Citizenship

 How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
Health and Physical Education (Personal, Social and community Health)

 Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPSO53)
 Plan and practise strategies to promote health, safety and wellbeing (ACPPSO54)
 Practice skills to establish and manage relationships (ACPPSO55)
 Examine the influence of emotional responses on behaviour and relationships (ACPPSO56)
Intention: The final lesson on the scratch program the students will be fine tuning the task on cyber bullying and
display a scratch program that includes sounds, animations that move in X and Y axis, characters who can
communicate the project, review information, graphs that display the finding and news headlines.
Assumed Knowledge: This is the final lesson of the topic and students will need to have completed the previous
lessons objectives to finish the final task of fine tuning the program findings.

Lesson Implementation:
Lesson Length (60 Resources: Smart Board, 24 laptops and headphones Number of
minutes) students: 24

Introduction - Students enter the class and sit on the mat

(10 minutes) - Ask the students about any prior knowledge of the last lesson and what
they created
- Ask how they did what they created in the previous lesson
- Discuss the learning objective for the lesson and what the students are
creating throughout the lesson

Building of the - Hand out the equipment to the students

lesson - Remind students of classroom rules with laptops
(40 minutes) - Demonstrate how to adjust the timings on sounds, movement, texts,
animations and backdrops
- Students working independently and collaboratively on Scratch

Conclusion - Collect the equipment

(10 minutes) - instruct Students sit on the mat
 - Ask students * What skills and knowledge have they developed in this
topic?
* What was something you found challenging in this topic?
* What was something that you found easy in this program?

Reflection: - Did the students understand the topic and project?

- Was the number of lessons and time suitable for the students to complete
the assessment task?
- What worked well in class, does the lesson sequence need adjustments for
the future?
- Were the students engaged in the project?
- Did the students develop understanding of digital citizenship and present
this in the scratch program successfully?

Assessment Rubric Excellent Competent Developing

The project is highly creative The project is creative The project is creative with
Creativity and shows excellent ideas. and displays good ideas. some ideas used from
others.
The project is well designed The programming The project some
and uses innovative techniques used has programming errors and
Programming programming techniques. minimal errors and shows little understanding.
students shows
understanding.
The project sound and The project sound and The project sound and
communication are effective communication are well communications have few
Sound/Communication
and designed to high thought out with minimal errors and parts missing.
standards. errors.

Background and sprites are Background and sprites Background and sprites are
well thought-out and is are used effectively present within the project
Background/Sprites
precisely designed to suit the throughout the project. although have limited
project. effect.

Class time was utilised Class time was applied Class time could be used
Time/Effort effectively, and considerable fittingly to complete the more appropriately.
amounts of effort went into project.
completing the final project.