pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Data changing our world. In this unit students will explain how information systems meet local and community needs,

OneSchoolUnit Plan

Name: Unit 2 - Digital Technologies Years 5-6 Band (V8)Duration: 20 Weeks

Year Level: Years 5, 6

Applicable Learning Areas/Subjects: Digital Technologies

Unit Plan

Data changing our worldIn this unit students will explain how information systems meet local and community needs, represent a variety of data types in digital systems and design and create an interactive spreadsheet and share information ethically.

Students will apply a range of skills and processes when creating digital solutions. They will:

explore information systems, including systems that deliver community information and explain how they meet needs collect, manage and analyse data using a range of software (such as spreadsheets) interpret and visualise data to create information define problems by considering what the need is, what data is required, who the audience is and how they will interact with the solution, and what features need to be

included implement a digital solution that automates the processing of user input and presentation of information to solve a defined problem apply technical protocols such as devising meaningful file naming conventions and determining safe storage locations to protect data and information.

For further information to support teaching of the unit, view the:

Band plan Topic overview Supporting learning resource - Technologies essentials https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

Suggested partner units include:

English Year 5 Unit 1 - Examining and creating fantasy texts English Year 6 Unit 1 - Short stories Mathematics Year 5 Unit 1 - Assessment: 'Interpreting data and posing questions to collect data' Mathematics Year 6 Unit 1 - Assessment: 'Interpreting and comparing data displays'

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 28

Unit Plan Plan Name: Unit 2 - Digital Technologies Years 5-6 Band (V8)

Years: 5, 6Learning Areas/Subjects: Digital Technologies

Duration: 20 Weeks

reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyWhen planning and conducting ICT activities, including online activities, teachers need to refer to and apply all relevant policies and guidelines. Read the supporting learning resource Online safety and collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx for advice and links to policies and resources.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.




Duration: 20 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Data changing our world: Portfolio (Yr 05, 06)Students explain how information systems meet needs. Students represent a variety of data types in digital systems. Students design and create an interactive spreadsheet and share information ethically.

Portfolio Digital Technologies Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Assessment Connections between learning

and assessment Exploring information systems Collecting and managing data Creating data driven digital

solutions

Resources Attachments Plan Resource Bank

Assessment Portfolio - Data changing our world:

Portfolio (Yr 05, 06)




Duration: 20 Weeks

Australian Curriculum

Digital Technologies- – Years 5, 6

Years 5 and 6 Achievement StandardBy the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.

Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision- making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Content Descriptions

Digital Technologies Knowledge and Understanding Digital Technologies Processes and Production Skills Examine how whole numbers are used to represent all data in digital

systems (ACTDIK015) Examine the main components of common digital systems and how they

may connect together to form networks to transmit data (ACTDIK014)

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Design a user interface for a digital system (ACTDIP018) Explain how student solutions and existing information systems are

sustainable and meet current and future local community needs (ACTDIP021)

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)

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of



Duration: 20 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Years 3-4 Band:

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007) Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008) Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009) Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011) Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012) Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Years 7-8 Band:

Investigate how digital systems represent text, image and audio data in binary (ACTDIK024) Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025) Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026) Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027) Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028) Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030) Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031) Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)




Duration: 20 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Interpreting statistical information

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesSustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.




Duration: 20 Weeks

For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Data changing our world: PortfolioAssessment description: Students explain how information systems meet needs. Students represent a variety of data types in digital systems. Students design and create an interactive spreadsheet and share information ethically.Achievement standardIn this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

create a collaborative analysis of an information system identifying the problem it strives to solve, how data is collected create digital representations of data such as qr codes and check for errors process data in a spreadsheet create visualisations of data using software.

FeedbackFeedback may relate to the development of students' Digital Technologies knowledge, understanding and application of processes and production skills In this unit this may include providing feedback about a student's ability to:

identify community information systems identify the component parts of an information system identify how information systems meet current and future local community needs explain how digital systems represent a variety of data types evaluate information systems using sustainability criteria create organised collections of validated data define data requirements for a problem interpret digital information to make meaning create and communicate digital information.




Duration: 20 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

6 Lessons Assessment Lessons 1-6: Assessment

1 Lesson Connections between learning and assessment Lesson 7: Connections between learning and assessment

8 Lessons Exploring information systems Lessons 8-15: Exploring information systems

8 Lessons Collecting and managing data Lessons 16-23: Collecting and managing data

7 Lessons Creating data driven digital solutions Lessons 24-30: Creating data driven digital solutions

30 Lessons Total Unit




Duration: 20 Weeks

Teaching Sequence

Topic Assessment Topic Duration 6 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will generate evidence for assessment at key junctures in learning from other topics.

Lessons Teaching and Learning Sequence Resources

Lessons 1-6

Assessment

Key idea Assessment of learning

Student resources Assessment task - Data changing our world: Portfolio

Teacher resources Assessment task - Data changing our world: Portfolio - Model response Assessment task - Data changing our world: Portfolio (Part C) - Model response

(spreadsheet) Assessment task - Data changing our world: Portfolio - Teaching notes Assessment task - Data changing our world: Portfolio - Observation checklist

(spreadsheet)

Attachments Topic outline




Duration: 20 Weeks

Teaching Sequence

Topic Connections between learning and assessment Topic Duration 1 Lesson

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will investigate the unit focus and types of thinking in Digital Technologies for Years 5-6 Band. They will make connections with relevant prior knowledge, understanding and skills in preparation for learning and assessment in Digital Technologies for Years 5-6 Band.


Lesson 7

Connections between learning and assessment

Key ideas Curriculum organisation Prior learning

Curriculum organisationStudent resources

Slideshow - What is Digital Technologies? Years Prep-6 Slideshow - Systems Thinking Years 3-6 Slideshow - Computational thinking Years 3-6

Teacher resources Supporting learning resource - Introduction to the unit: Data changing our world Supporting learning resource - Technologies essentials

https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

Supporting learning resource - Computational thinking for primary teachers Supporting learning resource - Alternative projects: Data changing our world Supporting learning resource - C2C: Digital Technologies glossary Supporting learning resource - Online safety and collaborating online

https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx

Helpful information Website - Cybersafety policy http://behaviour.education.qld.gov.au/cybersafety/school-

staff/Pages/policy.aspx Website - IT security https://isecurity.eq.edu.au/Pages/default.aspx Website - Cybersafety and reputation management

https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx

Website - Digital citizenship principles (Australian Government Office of the Children’s eSafety Commissioner) https://www.esafety.gov.au/education-resources/classroom-resources/digital-citizenship

Prior learningStudent resources

Slideshow - What is an information system? Slideshow - Exploring school information systems Slideshow - What is data?

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28



Duration: 20 Weeks

Teaching Sequence

Topic Connections between learning and assessment Topic Duration 1 Lesson

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will investigate the unit focus and types of thinking in Digital Technologies for Years 5-6 Band. They will make connections with relevant prior knowledge, understanding and skills in preparation for learning and assessment in Digital Technologies for Years 5-6 Band.

Lessons Teaching and Learning Sequence Resources Slideshow - What is information?

Teacher resources Supporting learning resource - Spreadsheet software Years 3-6





Duration: 20 Weeks

Teaching Sequence

Topic Exploring information systems Topic Duration 8 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will explore and evaluate community information systems, investigate the components the systems are made up of and understand how digital systems use whole numbers to represent data.


Lessons 8-15

Exploring information systems

Key ideas Investigate information systems Representation of data in digital information systems Evaluate community information systems

Investigate information systemsStudent resources

Slideshow - Systems Thinking Years 3-6 Slideshow - What is an information system? Sheet - Information systems hunt Slideshow - Koala Tracker website Sheet - Information system organiser Video - Flying fox research - Sunshine Coast ( YouTube, Sunshine Coast Council)

https://www.youtube.com/watch?v=3yFZkm76os4 Slideshow - Flying fox information system

Teacher resources Supporting learning resource - Koala Tracker video questions Supporting learning resource - Types of information systems Years 3-6 Supporting learning resource - Information systems organiser (Answers)

Helpful information Video - Koala tracker: Alex Harris at TEDxNoosa 2014 (YouTube, TEDx Talks)

https://www.youtube.com/watch? feature=player_embedded&v=4fK0kGwg0Vk (Note: This video contains images of sick koalas that may be upsetting to some students. Please assess for suitability.)

Video - TurtleCare volunteering (Sunshine Coast Council) http://cms.sunshinecoast.qld.gov.au/sitePage.cfm?code=turtlecare-vol

Website - Koala Tracker (Alex Harris) http://koalatracker.worldsecuresystems.com/ Video - Mark Kempton: Neighbors in need (Google)

http://www.google.com/intl/is/insidesearch/stories/

Representation of data in digital information systemsStudent resources

Sheet - Decoding a secret message Sheet - Image representation Sheet - Checking barcodes




Duration: 20 Weeks

Teaching Sequence




Teacher resources Supporting learning resource - Binary bracelets

https://code.org/curriculum/course2/14/Teacher.pdf CC BY-NC-SA 4.0 https://creativecommons.org/licenses/by-nc-sa/4.0/

Supporting learning resource - Decoding a secret message - answers Supporting learning resource - Image representation Slideshow - Barcodes Supporting learning resources - Checking barcodes (Answers)

Helpful information Website - Binary numbers (CS Education Research Group)

http://csunplugged.org/binary-numbers/ Video - What are binary numbers? - James May's Q&A (Ep11100) - Head Squeeze

(Beacon Solutions Inc) https://m.curiosity.com/paths/what-are-binary-numbers-james-mays-q-a-ep-11100-head-squeeze-head-squeeze/?ref=sp

Website - Binary fingers (Maths is Fun) https://www.mathsisfun.com/numbers/binary-count-fingers.html

Website - What is digital data? (BBC Bitesize) http://www.bbc.co.uk/guides/zx3q7ty Video - ASCII (youTube, CS50, Harvard University) https://www.youtube.com/watch?

v=UPlR4eMMCmI Video - How do barcodes work? - James May's Q&A (Ep 20) - Head Squeeze

(Beacon Solutions Inc.) https://m.curiosity.com/paths/how-do-barcodes-work-james-mays-q-a-ep-20-head-squeeze-head-squeeze/?ref=mbptv#how-do-barcodes-work-james-mays-q-a-ep-20-head-squeeze-head-squeeze

Website - QR Code Generator (Visualead) https://www.the-qrcode-generator.com/ Website - Unplugged Binary Bracelets (Code.org)

https://code.org/curriculum/course2/14/Teacher

Evaluate community information systemsStudent resources

Slideshow - Sunshine Coast Council Turtle Care Sheet - Evaluate an information system

Teacher resources




Duration: 20 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Supporting learning resouces - Information systems and sustainability

Helpful information Video - Digital information wall (teamLab Inc)

http://www.team-lab.net/en/all/products/digitalinformationwall.html Website - Global fishing watch (Global Fishing Watch) http://globalfishingwatch.org Website - Sunshine Coast Council: TurtleCare (Sunshine Coast Regional Council)

https://www.sunshinecoast.qld.gov.au/Engironment/Trees-Plants-andAnimals/TurtleCare Video - Interview with Sunshine Coast Council: Using digital systems to collect data

for conservation projects https://learningplace.eq.edu.au/cx/resources/items/9165ae5e-b198-4aa3-90fc-38594446b3d8/0/DiT_Y05-06Band_U2_InterviewCollData.mp4





Duration: 20 Weeks

Teaching Sequence

Topic Collecting and managing data Topic Duration 8 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will investigate how information systems organise and manage data and use software to interpret, visualise and represent data


Lessons 16-23

Collecting and managing data

Key ideas Investigate data collection and validation Investigate data validation in spreadsheets Use software to interpret and visualise data

Investigate data collection and validationStudent resources

Sheet - Dog database (database) Sheet - Crowdsourcing: Working together to make big things happen Slideshow - Data and information systems Slideshow - Collecting data Video - Turtle data capture

Teacher resources Supporting learning resource - Crowdsourcing

Helpful information Website - ALA citizen science central (Atlas of Living Australia) www.ala.org.au/get-

involved/citizen-science/ Video - Interview with Sunshine Coast Council: Using digital systems to collect data

for conservation projects https://learningplace.eq.edu.au/cx/resources/items/9165ae5e-b198-4aa3-90fc-38594446b3d8/0/DiT_Y05-06Band_U2_InterviewCollData.mp4

Website - Crowdsourcing (Code.org) https://code.org/curriculum/course3/19/Teacher

Investigate data validation in spreadsheetsStudent resources

Slideshow - What is data validation? Sheet - Data validation exercises

Teacher resources Supporting learning resource - What is data validation?

Helpful information Website - Apply data validation to cells (Microsoft)

https://support.office.com/en-us/article/Apply-data-validation-to-cells-29fecbcc-d1b9-42c1-9d76-eff3ce5f7249?CorrelationId=b7628a8c-f8d0-454b-becb- f4f94dd7943c&ocmsassetID=HP010342173&ui=en-US&rs=en-AU&ad=AU

Website - Create a drop-down list (Microsoft) https://support.office.com/en-us/article/Create-a-drop-down-list-7693307a-59ef-400a-b769-c5402dce407b?ui=en-US&rs=en-US&ad=US


C:\\Users\\pnkge\\AppData\\Local\\Temp\\Temp1_c2c-year-05-06-dit-unit-02-V8.zip\\Resources\\Documents\\DiT_Y0506Band_U2_SS_WhatIsDataValid.pptx



Duration: 20 Weeks

Teaching Sequence




Use software to interpret and visualise dataStudent resources

Sheet - Visualising data: Think, pair, share Sheet - Flying fox data Slideshow - Why visualise data? Slideshow - Ethical representation of data

Teacher resources Supporting learning resource - How to visualise flying fox KML data Video - Visualising KML data files Supporting learning resource - Flying fox KML mapping data files (data files) (Note:

KML data files can be opened using NationalMap website. For further information view Video - Visualising KML data files)

Supporting learning resource - Online safety and collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx


staff/Pages/policy.aspx Website - IT security - Cybersafety information for teaching staff

https://isecurity.eq.edu.au/Pages/default.aspx Website - Cybersafety and reputation management


Website - NationalMap (© Commonwealth of Australia) http://nationalmap.gov.au Website - The kids are all bright: infographics for all ages (Simon Rogers)

http://simonrogers.net/2014/03/05/the-kids-are-all-bright-infographics-for-all-ages/ Website - QR Code Generator (Visualead) https://www.the-qrcode-generator.com/ Website - Monitoring flying-fox populations (Commonwealth of Australia)

http://www.environment.gov.au/biodiversity/threatened/species/flying-fox-monitoring Website - Information is beautiful (Information is Beautiful)

http://www.informationisbeautiful.net/ Website - Infographics as a creative assessment (Kathy Schrock's Guide to

Everything) http://www.schrockguide.net/infographics-as-an-assessment.html Website - Infographic of Infographics (Ivan Cash)

https://infographiclist.files.wordpress.com/2011/09/infographic.png




Duration: 20 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Website - Crocodile tracks (The University of Queensland)

www.uq.edu.au/eco-lab/crocodile-tracks Website - Teaching ideas: Online collaboration ideas (Department of Education and

Training) https://staff.learningplace.eq.edu.au/teaching/ideas/Pages/default.aspx Website - Digital citizenship principles (Australian Government Office of the

Children’s eSafety Commissioner) https://www.esafety.gov.au/education-resources/classroom-resources/digital-citizenship





Duration: 20 Weeks

Teaching Sequence

Topic Creating data driven digital solutions Topic Duration 7 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will work together to design and create interactive spreadsheets to solve problems.


Lessons 24-30

Creating data driven digital solutions

Key ideas Investigate user interface designs Design and implement an interactive spreadsheet Manage a collaborative project

Investigate user interface designsStudent resources

Sheet - Dog database (database) Slideshow - User interfaces

Teacher resources Supporting learning resource - User interfaces

Helpful information Website - Human interface design (CS unplugged) http://csunplugged.org/human-

interface-design/

Design and implement an interactive spreadsheetStudent resources

Sheet - The first Olympics Sheet - Checking for errors

Teacher resources Supporting learning resource - The first Olympics (Answers) (spreadsheet) Supporting learning resource - Spreadsheet software Years 3-6

Helpful information Website - Apply data validation to cells (Microsoft)

https://support.office.com/en-us/article/Apply-data-validation-to-cells-29fecbcc-d1b9-42c1-9d76-eff3ce5f7249?CorrelationId=b7628a8c-f8d0-454b-becb- f4f94dd7943c&ocmsassetID=HP010342173&ui=en-US&rs=en-AU&ad=AU


Website - Overview of formulas in Excel (Microsoft) https://support.office.com/en-us/article/Overview-of-formulas-in-Excel-ecfdc708-9162-49e8-b993-c311f47ca173

Website - Quick start: Chart your data in a worksheet (Microsoft) https://support.office.com/en-US/article/Quick-start-Chart-your-data-in-a-worksheet-45AF7D1B-4A45-4355-9698-01126488E689

Website - Quick start: Apply conditional formatting (Microsoft)




Duration: 20 Weeks

Teaching Sequence

Topic Creating data driven digital solutions Topic Duration 7 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will work together to design and create interactive spreadsheets to solve problems.

Lessons Teaching and Learning Sequence Resourceshttps://support.office.com/en-US/article/Quick-start-Apply-conditional-formatting-6B6F7C2A-5D62-45A1-8F67-584A76776D67

Manage a collaborative projectStudent resources

Sheet - Project checklist for an interactive information systemTeacher resources

Supporting learning resource - How cybersmart are you? Supporting learning resource - How cybersmart are you? (Answers) (spreadsheet) Supporting learning resource - Online safety and collaborating online

https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx


staff/Pages/policy.aspx Website - IT security https://isecurity.eq.edu.au/Pages/default.aspx Website - Cybersafety and reputation management


Website - Teaching ideas: Online collaboration ideas (Department of Education and Training) https://staff.learningplace.eq.edu.au/teaching/ideas/Pages/default.aspx






Duration: 20 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Assessment Topic outline - DiT_Y05-06Band_U2_TO_Assessment.docx

Sequence - Connections between learning and assessment Topic outline - DiT_Y05-06Band_U2_TO_ConnLrnAssess.docx

Sequence - Exploring information systems Topic outline - DiT_Y05-06Band_U2_TO_ExplorInfoSys.docx

Sequence - Collecting and managing data Topic outline - DiT_Y05-06Band_U2_TO_CollectManaData.docx

Sequence - Creating data driven digital solutions Topic outline - DiT_Y05-06Band_U2_TO_CreatDataSol.docx

Sequence Sheet - Checking barcodes

Sheet - Checking for errors

Sheet - Crowdsourcing: Working together to make big things happen

Sheet - Data validation exercises

Sheet - Decoding a secret message

Sheet - Dog database (database)

Sheet - Evaluate an information system

Sheet - Flying fox data

Sheet - Image representation Sheet - Information system organiser




Duration: 20 Weeks


Sheet - Information systems hunt

Sheet - Project checklist for an interactive information system

Sheet - The first Olympics

Sheet - Visualising data: Think, pair, share

Slideshow - Barcodes

Slideshow - Collecting data

Slideshow - Computational thinking Years 3-6

Slideshow - Data and information systems

Slideshow - Ethical representation of data

Slideshow - Exploring school information systems

Slideshow - Flying fox information system

Slideshow - Koala Tracker website

Slideshow - Sunshine Coast Council Turtle Care

Slideshow - Systems Thinking Years 3-6

Slideshow - User interfaces

Slideshow - What is an information system? Slideshow - What is data validation?




Duration: 20 Weeks


Slideshow - What is data?

Slideshow - What is Digital Technologies? Years Prep-6

Slideshow - What is information?

Slideshow - Why visualise data?

Supporting learning resource - Alternative projects: Data changing our world Supporting learning resource - Binary bracelets https://code.org/curriculum/course2/14/Teacher.pdf CC BY-NC-SA 4.0 https://creativecommons.org/licenses/by-nc-sa/4.0/

Supporting learning resource - C2C: Digital Technologies glossary

Supporting learning resource - Checking barcodes (Answers)

Supporting learning resource - Computational thinking for primary teachers

Supporting learning resource - Crowdsourcing

Supporting learning resource - Decoding a secret message - answers Supporting learning resource - Technologies essentials https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

Supporting learning resource - Flying fox KML mapping data files (data files) (Note: KML data files can be opened using NationalMap website. For further information view Video - Visualising KML data files)

Supporting learning resource - How cybersmart are you?

Supporting learning resource - How cybersmart are you? (Answers) (spreadsheet)

Supporting learning resource - How to visualise flying fox KML data Supporting learning resource - Image representation




Duration: 20 Weeks


Supporting learning resource - Information systems and sustainability

Supporting learning resource - Information systems organiser (Answers)

Supporting learning resource - Introduction to the unit: Data changing our world

Supporting learning resource - Koala Tracker video questions Supporting learning resource - Online safety and collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx

Supporting learning resource - Spreadsheet software Years 3-6

Supporting learning resource - The first Olympics (Answers) (spreadsheet)

Supporting learning resource - Types of information systems Years 3-6

Supporting learning resource - User interfaces

Supporting learning resource - What is data validation?

Video - ASCII (YouTube, CS50, Harvard University) https://www.youtube.com/watch?v=UPlR4eMMCmI

Video - Digital information wall (teamLab Inc) http://www.team-lab.net/en/all/products/digitalinformationwall.html

Video - Flying fox research - Sunshine Coast (YouTube, Sunshine Coast Council) https://www.youtube.com/watch?v=3yFZkm76os4 Video - How do barcodes work? - James May's Q&A (Ep 20) - Head Squeeze (Beacon Solutions Inc.) https://m.curiosity.com/paths/how-do-barcodes-work-james-mays-q-a-ep-20-head-squeeze-head-squeeze/?ref=mbptv#how-do-barcodes-work-james-mays-q-a-ep-20-head-squeeze-head-squeeze

Video - Interview with Sunshine Coast Council: Using digital systems to collect data for conservation projects https://learningplace.eq.edu.au/cx/resources/items/9165ae5e-b198-4aa3-90fc-38594446b3d8/0/DiT_Y05-06Band_U2_InterviewCollData.mp4

Video - Koala tracker: Alex Harris at TEDxNoosa 2014 (YouTube, TEDx Talks) https://www.youtube.com/watch?feature=player_embedded&v=4fK0kGwg0Vk




Duration: 20 Weeks


Video - Mark Kempton: Neighbors in need (Google) http://www.google.com/intl/is/insidesearch/stories/

Video - Turtle data capture

Video - TurtleCare volunteering (Sunshine Coast Council) http://cms.sunshinecoast.qld.gov.au/sitePage.cfm?code=turtlecare-vol

Video - Visualising KML data files Video - What are binary numbers? - James May's Q&A (Ep 11100) - Head Squeeze (Beacon Solutions Inc.) https://m.curiosity.com/paths/what-are-binary-numbers-james-mays-q-a-ep-11100-head-squeeze-head-squeeze/?ref=sp

Website - ALA citizen science central (Atlas of Living Australia) www.ala.org.au/get-involved/citizen-science/

Website - Apply data validation to cells (Microsoft) https://support.office.com/en-us/article/Apply-data-validation-to-cells-29fecbcc-d1b9-42c1-9d76-eff3ce5f7249?CorrelationId=b7628a8c-f8d0-454b-becb-f4f94dd7943c&ocmsassetID=HP010342173&ui=en-US&rs=en-AU&ad=AU

Website - Binary fingers (Maths is Fun) https://www.mathsisfun.com/numbers/binary-count-fingers.html

Website - Binary numbers (CS Education Research Group) http://csunplugged.org/binary-numbers/


Website - Crocodile tracks (The University of Queensland) www.uq.edu.au/eco-lab/crocodile-tracks

Website - Crowdsourcing (Code.org) https://code.org/curriculum/course3/19/Teacher

Website - Cybersafety and reputation management https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx

Website - Cybersafety policy http://behaviour.education.qld.gov.au/cybersafety/school-staff/Pages/policy.aspx


Website - Global fishing watch (Global Fishing Watch) http://globalfishingwatch.org/

Website - Human interface design (CS unplugged) http://csunplugged.org/human-interface-design/

Website - Infographic of Infographics (Ivan Cash) https://infographiclist.files.wordpress.com/2011/09/infographic.png




Duration: 20 Weeks


Website - Infographics as a creative assessment (Kathy Schrock's Guide to Everything) http://www.schrockguide.net/infographics-as-an-assessment.html

Website - Information is beautiful (Information is Beautiful) http://www.informationisbeautiful.net/

Website - IT security https://isecurity.eq.edu.au/Pages/default.aspx

Website - Koala Tracker (Alex Harris) http://koalatracker.worldsecuresystems.com/

Website - Monitoring flying-fox populations (Commonwealth of Australia) http://www.environment.gov.au/biodiversity/threatened/species/flying-fox-monitoring

Website - NationalMap (© Commonwealth of Australia) http://nationalmap.gov.au

Website - Overview of formulas in Excel (Microsoft) https://support.office.com/en-us/article/Overview-of-formulas-in-Excel-ecfdc708-9162-49e8-b993-c311f47ca173

Website - QR Code Generator (Visualead) https://www.the-qrcode-generator.com/

Website - Quick start: Apply conditional formatting (Microsoft) https://support.office.com/en-US/article/Quick-start-Apply-conditional-formatting-6B6F7C2A-5D62-45A1-8F67-584A76776D67

Website - Quick start: Chart your data in a worksheet (Microsoft) https://support.office.com/en-US/article/Quick-start-Chart-your-data-in-a-worksheet-45AF7D1B-4A45-4355-9698-01126488E689

Website - Sunshine Coast Council: TurtleCare (Sunshine Coast Regional Council) https://www.sunshinecoast.qld.gov.au/Environment/Trees-Plants-and-Animals/TurtleCare

Website - Teaching ideas: Online collaboration ideas (Department of Education and Training) https://staff.learningplace.eq.edu.au/teaching/ideas/Pages/default.aspx

Website - The kids are all bright: infographics for all ages (Simon Rogers) http://simonrogers.net/2014/03/05/the-kids-are-all-bright-infographics-for-all-ages/

Website - Unplugged Binary Bracelets (Code.org) https://code.org/curriculum/course2/14/Teacher

Website - What is digital data? (BBC Bitesize) http://www.bbc.co.uk/guides/zx3q7ty

Assessment Planner - Data changing our world: Portfolio

Assessment task - DiT_Y05-06Band_U2_AT_MR_Portfolio.docx

Assessment task - DiT_Y05-06Band_U2_AT_MR_Portfolio_Spreadsheet.xlsx Assessment task - DiT_Y05-06Band_U2_AT_Portfolio.docx




Duration: 20 Weeks


Assessment task - DiT_Y05-06Band_U2_AT_Portfolio_ObsCheck.xlsx

Assessment task - DiT_Y05-06Band_U2_AT_TN_Portfolio.docx

Assessment Assessment task - Data changing our world: Portfolio

Assessment task - Data changing our world: Portfolio - Model response

Assessment task - Data changing our world: Portfolio - Observation checklist (spreadsheet)

Assessment task - Data changing our world: Portfolio - Teaching notes

Assessment task - Data changing our world: Portfolio (Part C) - Model response (spreadsheet)




Duration: 20 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Data changing our world: Portfolio (Yr 05, 06)Type Portfolio

Date

Description Students explain how information systems meet needs. Students represent a variety of data types in digital systems. Students design and create an interactive spreadsheet and share information ethically.

Learning Area Digital Technologies

Knowledge and understanding of Digital Technologies Process and production skills

Explain how digital systems use whole numbers to represent a variety of data types. Explain how information systems meet needs. Define problems in terms of data and functional requirements. Design solutions. Incorporate decision making and user interface design into implemented digital solutions using validated data. Manage communication of information using agreed protocols.

A ◄Explains how a spreadsheet represents different formats of data, making connections with how it uses whole numbers to represent a variety of data types.

◄

Implements an interactive spreadsheet with an effective user interface that addresses the defined need with effective representation of information. Uses a range of validation strategies to ensure data is useful and accurate. Explains how their spreadsheet is an information system that meets needs. Interprets and presents information in a visually appealing format forecasting future reading trends. Justifies why their solution creates information ethically from data.

B ◄ Explains with accurate technical terms how digital systems use binary to represent a variety of data types. ◄

Explains in detail how information systems meet needs and considers a range of sustainability criteria. Accurately describes how defined data will be used. Validates a range of data accurately. Designs user interaction. Implements a functional interactive spreadsheet. Interprets data and presents information. Explains how data has been presented safely and ethically.

C ◄ Explains how digital systems use binary numbers to represent a variety of data types. ◄

Explains how information systems meet needs and considers sustainability. Defines data and functional requirements required to solve a problem. Designs a user interface. Implements an interactive spreadsheet using validated data. Manages the communication of information and ideas using agreed social, technical and ethical protocols.

D ◄ Records a binary number sequence. ◄Identifies a range of needs. Defines data to be collected.Designs aspects of a user interface for an interactive spreadsheet.Implements a spreadsheet. Enters and formats data.Communicates ideas.

E ◄ Matches a given data type to a given definition. ◄Identifies a need. Collects data. Identifies aspects of a user interface. Creates aspects of a spreadsheet. Enters data.




Duration: 20 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

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