EDU30059 Teaching Technologies: Assignment 2 Folio

Lesson Plan (Primary)

Artefact 1: Two Lesson Plans
Digital Technologies

Lesson title: Scratch Year level: 3-4 years

Topic: Digital Technologies Duration of lesson: 60 mins
Lesson rationale: What influenced your lesson choice? (E.g. student interest, global/local event)
The purpose of this lesson plan was influenced by the student’s interest, who wanted to explore and recognise digital systems. The student’s wanted to explore
the hardware and software components, which will create a purpose. Students are able to develop their skills in Digital technologies as they are influenced on
how contemporary information system, will be applied in current and future needs.
(Australian Curriculum, Assessment and Reporting Authority, [ACARA], 2018, version 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?
The students background knowledge of the app Scratch is that they will have no prior knowledge of Scratch. This lesson will be an introduction to Scratch, as
the student’s will be able to build and further develop their technological skills. The technological skills will enable the students to think creativity, develop their
systematically reason and work collaboratively (Scratch- About, 2021).
Learning objectives: What will the students learn? Learning environment and resources: Where will this lesson take place? (E.g., indoors, or
outdoors). What resources will you need to have prepared?
 Critical thinking
 Using sequencing Learning Environment:
 Creativity  Inside classroom environment
 Logical reasoning Resources:
 Coding  Computer/ Laptops
 Design  Interactive White Board (IWB)
 The App Scratch
 Self-assessment sheets
EDU30059 Teaching Technologies: Assignment 2 Folio
Assessment strategies: How will you identify what the students have learnt and how will you record this?

The assessment strategies which the teacher will use is a self- assessment sheet, which will record what the students will learn, and they will rate their
knowledge and understanding accordingly within this activity. This lesson will be an introduction lesson which will help the students to make notes and record
their development with using the app. The student will be able to present to their class peers and teacher. This will allow the teacher to observe the students
learning and understanding of the app Scratch, this will be achieved by using self- evaluation which the teacher can further model the students’ knowledge by
asking questions and allowing them to reflect on their work.

Stage of Lesson Approx. Pre-service Teacher’s Actions Student Actions / Tasks

time  What will you do during this time? What will the students be doing 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

Stage 1: 11:00a - The teacher will introduce to the students to the - The students will watch the video as the video will capture
Introduction m coding of Scratch by watching a video on the their attention and engagement in the learning about coding.
How will you gain the - Interactive white board - The student will participate in a class discussion which will
students’ attention, 11:15a https://youtu.be/BNkPT8pbKyE further develop their thinking and understanding.
engage the interest of m - The teacher will discuss that this lesson is - The student will turn on the computers/ laptop and access
the students and about coding, and we are going to learn how to Scratch.
introduce the
concept(s)?
15 mins code by using the Scratch - The student then will follow the directions displayed in the
- The teacher will show an introduction of how to video.
use the app through another video
http://youtu.be/MhgIZQK1exo
- The teacher will then ask the students to turn
on the computer/ laptops and show the
students how to access the app Scratch
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 2: 11:15a - As the students are watching the video and are - The student will follow the instructions of the video
m following the instructions of the video. The - The student will have the opportunity to have a play-based
Body of lesson
- teacher is walking around the room making experience to help the student to explore scratch, while
Describe each activity
and the order in
11:45a sure the students understand the basic extending on their learning and understanding (Albion, 2018).
which they will be m - The teacher will allow some time for the - The students will participate in answering questions asked by
undertaken. students to know some of the features of their teacher.
30 mins scratch as they have some free play
- The teacher will move around the classroom,
making sure that they use their time effective to
address the whole class (Sulla,2018)
- The teacher will be asking the students open
ended questions as they explain their
understanding and knowledge about scratch.

Stage 3: 11:45 - Once the students have had a play on scratch, - The student will sit in front of the interactive whiteboard
Conclusion am the teacher will gather the students in front of - The students will participate in a group discussion as they
How will you draw the - the interactive whiteboard display their scratch game on the interactive whiteboard
lesson ideas together 12 am - The teacher will bring up scratch on the - The student will complete a self-assessment sheet.
so that the students interactive whiteboard and the teacher will ask
can evaluate what 15 mins the students to come up and show what they
they have learnt?
How will you prepare
have learnt from using the scratch
the students for the - Once the students have finished their will be a
next task? group discussion on coding and what the
student through about the app scratch
- By doing this the teacher will hand out a self-
assessment sheet where the student will
complete and hand back to the teacher
EDU30059 Teaching Technologies: Assignment 2 Folio

Artefact 1: Two Lesson Plans

Digital Technologies
Lesson Plan (Primary)

Lesson title: An introduction to programming, by using Bee-bots Year level: K-2

Topic: Digital Technology Duration of lesson: 40 minutes
Lesson rationale: What influenced your lesson choice? (E.g., student interest, global/local event)
The world is shifting in the direction of purely technology run world. As the world is changing, the children are exposed to technology in everyday use by seeing
people on their phones, computers, watching tv. The children use technology by watching tv shows, movies, singing songs and nursey rhymes by using apps
like YouTube, Disney plus and educational programs which they can have access through their iPad or phone. Although it is important for children to learn and
understand that technology can be used for multiple reasons.

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 as a direct link to other areas within the curriculum, for example in numeracy children would have already begun learning about coordinates and spatial reasoning.
In literacy students are aware of grammar and have learnt letter sounds such as propositions, and the children have already been given a depth understanding of the use of
technology area of learning.

Learning objectives: What will the students learn? Learning environment and resources: Where will this lesson take place? (E.g., indoors, or
outdoors). What resources will you need to have prepared?

The learning objectives within this lesson are that each student will be able to Learning environment:
further their understanding of a digital systems by exploring and recognizing  Indoor activity on the floor such as on a matt
the digital system through the robot toys. The children will perform algorithmic
functions and sequences (Australian Curriculum and Assessment Authority Resources:
[ACARA], 2018, ACTDIK001). At the end of the lesson the children will be  Bee- bots
able to recognize the set commands followed by digital system.
EDU30059 Teaching Technologies: Assignment 2 Folio
Assessment strategies: How will you identify what the students have learnt and how will you record this?

 Questioning- The teacher will use open questioning to probe the students thinking and understanding, of algorithms and sequences
 Providing immediate feedback- during the activity, the teacher will provide feedback
 Observation notes- Teacher will make observation notes based on the students thinking and actions as they engage with activity
 Photo samples- Photos of the student’s engagement in the activity and having a collection of group work samples
 Self- assessment- Student will explain their difficulty and if they found any challenges and how they have overcome them.

Stage of Lesson Approx. Pre-service Teacher’s Actions Student Actions / Tasks

time  What will you do during this time? What will the students be doing 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
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 1: 10:00a In this time, I will be introducing Bee-Bots to the 1. On the matt the entire class is setting in a circle.
Introduction m student by demonstrating how to use the Bee-Bots, by 2. Within the circle the teacher will demonstrate how to use the
How will you gain the - starting with how to turn them on and off, and how they Bee-Bots.
students’ attention, 10:10a will program the Bee-Bots. I will also demonstrate how 3. The students will be given the opportunity to program the
engage the interest of m to handle the Bee-bots to ensure that they do not direction or location in which they wanted the bee-bots to go.
the students, and break.
introduce the
concept(s)?
(10mins
) I will be prepared question that will be asked for
example:
How do the Bee-Bots move?
What direction is the Bee-Bots going?
How many steps do you think it will take for the Bee-
Bots to get to their destination?

Once the children understand, what to do with the Bee-

Bots they can start to do the activities. For the children
who are struggling to understand the activity the
teacher will discuss the activity with them again.
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 2: 10:10a The teacher will split the children into groups, based on 1. The students will be spilt in their groups and will be given
m the learning needs and abilities. The groups will consist different sequence cards
Body of lesson
- of students with have similar abilities, as they can help 2. The students will use their sequence cards to instruct a path
Describe each activity
and the order in
10:30a support each other’s strengths. for the Bee-Bots to follow.
which they will be m 3. As the students are creating a path for the Bee-Bots to follow,
undertaken. As the students are working in their groups the teacher they have to create a map for the Bee-Bots by using drawing
(20mins will focus on particular groups that need extra support and illustrations
) and scaffolding to guide their learning.

The teacher will ask questions to the students this will

include:
How are you understanding the activity?
Does anyone need any help?
What direction and location are you making the Bee-
Bots go?

To further extend this activity the teacher will start to

incorporate more difficult levels for the students to do.
The levels will include either literacy or numeracy for
an example, using different letters to create a map and
then commanding the bee-bots to go to those particular
letters and also pronouncing the sounds of the letters.
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 3: 10:30 In this time the teacher, will be observing the groups as 1. Teacher asks the children to meet back in the middle of the
Conclusion am – they are showing their Bee-Bots to their classmates. room, with the Bee-Bots, sequence cards and their own maps
How will you draw the 10:40a The students will start using questions, for their self- which they have designed.
lesson ideas together m reflection as they are asked by the other students. 2. One group at a time each group is encouraged to present their
so that the students program to the rest of the class.
can evaluate what (10mins The questions may include: 3. Once they have shown their program, the students will have
they have learnt?
How will you prepare
) How did you find this activity? question time.
the students for the Do you feel like you have met the criteria for this
next task? activity?
How did you feel working in a group?
What did you find difficult about this activity?
What do you find easy about this activity?

To further extend this activity the students will be able

to give a small presentation on their Bee-Bots to the
front of the class. As they are presenting their Bee-Bots
to the class they can show how they managed to get
the Bee- Bot to do a particular thing. By showing their
peers something new about how to use the Bee-Bot
they can learn and implement this next time they use
the Bee-Bots.
EDU30059 Teaching Technologies: Assignment 2 Folio
Reflection

Within the Australian technological curriculum states its focus on student’s develop their compatible within the 21st century. By researching the curriculum and

understanding its standards, has help support and guide the direction of the two lesson plans. Within the lesson plans, the scaffolding approaches used include a

inquiry- based approaches (Krajcik & Blumenfeld, 2021), which will integrate with other subjects areas and support the students knowledge and understanding

through critical thinking, collaboration, and imagination skills.

The learning activities discuss the importance of the students learning and development within digital technologies. As conveyed in both activities the students

will be supported in developing their 21st century technology knowledge and skills, as they learn about more compacts abilities through coding and programming.

Teachers can use technology resources to access a variety of learning activities, toys, curriculum materials, textbooks and other materials and students are

encouraged to develop their skills in imagination, critical thinking and communication and collaboration, which will help students to participate and develop the

competencies in digital literacy.

The Bee-Bots learning activity provides the students to have the opportunity to create digital solutions through guided play and integrated learning (ACARA,

2018, v 8.4). Within this learning activity the students will learn how to create digital systems and patterns that exists within everyday data which they will have

collected. The teacher will scaffold the students learning as they direct the students to organise and manipulate and present this data, while learning numeracy in

imaginative and creative ways to produce meaning (Albion, 2017). As the students work collaborative together they can allow thoughts and ideas to be

expressed within their group, as they have a discussion and brainstorm about the Bee- Bots, which can lead to deeper understanding of their critical thinking and

reflection on their coding and sequencing skills. (Albion, 2017).

EDU30059 Teaching Technologies: Assignment 2 Folio
Another activity is a Scratch program which involves the visual and digital aspects of digital solutions. Scratch encourages students to develop their own stories

language and games while understanding the aspects of coding, implementing of simple digital, solutions as visual systems with algorithms including branching

and user input. Scratch is a play-based learning activity, which is child- initiated and teacher-support learning that enables the students to explore their own

thinking, creativity and develop deeper thinking. Although the teacher encourages the students learning and inquiry through interactions which will expand on

their higher levels of thinking (Robertson et al., 2018).

EDU30059 Teaching Technologies: Assignment 2 Folio
References

Albion, P., Campbell, C. & Jobling, W.M. (2017). Technologies Education for the Primary years. Deakin University, Cengage Learning Australia.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018) Australian Curriculum: Year ¾ Technologies: ACTDEK0123, v.8.4.

https://doc.acara.edu.au/resources/F-67_HASS-Sequence_of_Content.pdf

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=12983&strand=Digital+Technologies+Knowledge+and+Understanding&strand=Digital+Technologies+Processes+and+Production+Skills&capability=

ignore&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

Mc, S. (2020, November 10). What is Coding? | Coding for Kids | STEM MC [Video]. YouTube. https://www.youtube.com/watch?

v=BNkPT8pbKyE&feature=youtu.be

Mc, S. (2020b, November 17). How to use Scratch for Kids! | Coding for Kids | STEM MC [Video]. YouTube. https://www.youtube.com/watch?

v=MhglZQK1exo&feature=youtu.be

Robertson, N., Morrissey, A., & Rouse, E. (2018). Play- Based Learning can set your child up for success at school and beyond. The Conversation. Retrieved

from https://theconversation.com/play-based-learning-can-set-your-child-up-for-success-at-school-and-beyond-91393
EDU30059 Teaching Technologies: Assignment 2 Folio
Scratch - About. (2021). Scratch. https://scratch.mit.edu/about

Sulla, N., (2018). Students Taking Charge in Grades K-5. (2nd ed). Routledge, Taylor & Francis Group