Stephanie Conroy

Unit title: Robot Tales Duration: 5 weeks

Year Level: Years 3 and 4 Learning Design and Technologies and Digital
Area/Subject: Technologies

Unit Plan Overview

This unit will cover content for years 3 and 4 in both strand of Design and Technology and Digital Technology. Students will be investigating the use of
coding to control the movement, sounds and images displayed by robots (Lego EV3 robots), generating and producing a story and acting their story out with
the robot as the centre focus using all the different aspects explored (movement, sound, images). This will be done in small groups which incorporates
collaborating ideas and managing involvement and time and gives opportunities to creating props to better help their short story be displayed accurately. At
the end of the unit students will present their stories to be assessed by the teacher and will each evaluate their contribution as well as evaluate and discuss
what worked well and what they could have changed. The unit uses a lot of collaborative work and is designed to incorporate a STEAM approach, using
cross-curriculum techniques. It relies on previous experiences with technology and aims to carry student learning further into the curriculum of both Digital
Technology and Design and Technology.

Assessment
Assessment Task Summary Type Date/Time
(Formative/Summative
Students should present in small groups a story using the robot which shows the use of coding to Summative Assessment Final week/lessons
control the EV3 robots movements, sounds and images. This should demonstrate their ability
to manipulate a robot in multiple ways using coding. This will be assessed by the teacher as
well as evaluated by each member of the group.

Throughout the unit students will be monitored and assessed on individually being able use Formative Assessment Throughout the unit plan
coding to manipulate the robot as well as how they design their story to incorporate the use of
the robots movements, sounds and images. This is done by the teacher monitoring each
groups progress constantly throughout the unit.

Australian Curriculum
Achievement Standard:
Digital Technologies:
By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs.
They describe features of technologies that influence design decisions and how a range of digital systems can be used.
Stephanie Conroy
Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions
meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for
identified needs using agreed protocols and describe how information systems are used.

Design and Technologies:

By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs.
They describe features of technologies that influence design decisions and how a range of digital systems can be used.
Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against
identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and
drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques
and demonstrate safe work practices when producing designed solutions.
Technology:
Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate
and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of
steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They
use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when
collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

Content Descriptions

Digital Technologies:
Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Design and Technologies:

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Science:
Science involves making predictions and describing patterns and relationships (ACSHE050)
Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
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The Arts:
Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)

Mathematics:
Create and interpret simple grid maps to show position and pathways (ACMMG065)
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
Interpret and compare data displays (ACMSP070)

Curriculum Priorities Pedagogy

Dimensions of teaching and learning
Curriculum intent General capabilities
Literacy: Students will learn how to create texts, learn coding, communicate ideas to various audiences
Critical and creative thinking: Students imagine, generate, develop and critically evaluate ideas. They
identify and explore technologies information and knowledge.
Personal and social capability: Students work cooperatively, sharing resources, processes, making group
decisions and showing leadership.
Ethical understanding: Students show socially responsive principles when collaborating with others and
creating, sharing and using technology
Intercultural understanding: Consider how technologies can be used in diverse communities

Cross-curriculum priorities
This unit is integrated into STEAM as it uses all aspects of Science, Technology, the Arts and Mathematics
and so all of these subjects are crossing over.
Relevant prior curriculum Curriculum working towards
Students require prior experience with the following: The teaching and learning in this unit work
Design and Technology: towards the following in Year 5 and 6:
Explore how technologies use forces to create movement in Design and Technology:
products (ACTDEK002) Critique needs or opportunities for designing, and
investigate materials, components, tools, equipment and
Digital Technologies: processes to achieve intended designed
Recognise and explore patterns in data and represent data as solutions (ACTDEP024)
pictures, symbols and diagrams (ACTDIK002) Generate, develop and communicate design ideas and
processes for audiences using appropriate technical terms
and graphical representation techniques (ACTDEP025)
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Develop project plans that include consideration
of resources when making designed solutions individually
and collaboratively (ACTDEP028)

Digital Technologies:
Design, modify and follow simple algorithms involving
sequences of steps, branching,
and iteration (repetition) (ACTDIP019)
Plan, create and communicate ideas and information,
including collaboratively online, applying agreed ethical,
social and technical protocols (ACTDIP022)

Differentiation Supportive learning environment

The learning experiences within this unit can be differentiated by increasing:

- the frequency of exposure for some students
- the intensity of teaching by adjusting the group size
- the duration needed to complete tasks and assessment
- the help provided and examples given to make task easier
- -Choosing ability groups to work in rather than letting the students choose their own groups

For guided and/or independent practice tasks:

- student groupings will offer tasks with a range of complexities to cater for individual learning needs
- discussions with other students or groups to develop multiple ideas

Sequencing teaching and learning Teaching strategies and learning experiences

(Dot point focus for each lesson to show sequence of teaching and learning)
Lesson 1:
-Teacher Directed
-Student directed
-students learning about coding from the teacher and then learning through practice
Lesson 2:
-Teacher Directed
-Students learning about the assessment from the teacher and then discussing the assessment piece with their
groups (collaboration).
Lesson 3:
-Student centered
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-Students designing their own assessment piece and creating
Lesson 4:
-Student Directed
-Each group collaboratively presenting their assessment piece as the teacher marks their work
Lesson 5:
-Teacher Directed group collaboration
-Teacher sets up the collaboration groups and begins the discussion of evaluating the knowledge learnt in the
five weeks

Teaching sequence
Lessons Teaching and Learning Sequence Resources
Lesson 1: Lesson objectives Resources:
Investigating and Students will investigate in small groups how coding on the IPads -EV3 robots
Defining affect how the EV3 robot moves. -IPads

In this phase, students investigate the basic movements, images and Attachments
sounds that the EV3 robot makes depending on the coding placed
onto the device. In the first session, the teacher will go through the
instructions with the class. The basic movements will be discussed
as a class and then students will design a path using graph paper
and then practice coding the robot to follow their design.

In the following sessions, students will practice coding the EV3

robot to follow movements as well as investigating coding the robot
to make different sounds and/or songs, and investigate coding the
robot to display images on the screen. By the end of the week
students should have a good idea on how to code the EV3 robot.

Lesson 2: Lesson objectives Resources:

Generating and Students, in a small group, will start designing a short story with -Booklet for designing story
Designing their robot as the main character. Students will need to plan the plot -IPads
for their short story, and what movements, sounds and images they -EV3 robots
want their robot to do. They can also begin thinking about props
they may incorporate into their short story.
Attachments
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In this phase, students design their short story including predicting
what coding they will need to get the robot to do the movements
and sounds they have planned. In the first session, the teacher will
explain the assessment piece. Students will make groups and begin
drafting their story in a booklet that is provided by the teacher.
There will be prompt questions and discussions to help students
come up with ideas before they begin their work. This will be
monitored by the teacher and examples will be shown. Students
will also decide the roles each student will play, making sure
everyone is playing a part in creating their assessment piece.

In the following sessions the students will continue designing their

story and the coding with drafts being checked by the teacher. After
the design students can begin practicing coding for the story. It is
up to the students to design what coding will work best for their
story and what props they will use to add to the story.

Lesson 3: Lesson objectives Resources:

Producing and Students will begin producing their short story and coding their -Resources for designing props e.g. cardboard, paper, pens,
Implementing robot for the short story. Students will also have the opportunity to paint etc.
design and produce props for their short story. -IPads
-EV3 Robots
In this phase, students finish designing their story and begin
producing the coding and props for their assessment piece. In the Attachments
first session students will finish their drafts and begin producing the
coding for their EV3 robots. Props can also be made with a variety
of resources provided by the teacher. Students will be able to
practice setting out the story.

In the following sessions, students will finish designing their props

and be close to finishing their short stories, coding, and props.
Students will have time to practice going through their short stories
and deciding the roles each will play during the presentation.
Students can make adjustments and changes to their coding and
story throughout the practice time and ask others (including the
teacher) for ideas.
Stephanie Conroy

Lesson 4: Lesson objectives Resources:

Evaluating Students will finish their assessment piece and present to the class -IPads
while evaluating what they have completed in the last few weeks. -EV3 robots
-props
In this phase, students will finish and present their short stories. In
the first session students will be given time to finish up the final Attachments
pieces to their assessment and have time to practice, in their group,
the story.

In the following sessions students will finish up their assessment if

more time is still needed or begin presenting their assessment piece
to the class. Each group will have time to set up their props and
then can begin to present to the class as the teacher marks them.
After every group has presented students will have time to evaluate
their assessment piece on what went well, what could be changed,
and what they liked about other groups presentations. This can be
done in an individual reflection and then discussed with each group,
coming up with a list of ideas on what could be improved or
changed.

Lesson 5: Lesson objectives Resources:

Collaborating and Students will collaborate in their groups and as a class with -EV3 robot
Managing discussions on what worked well in their assessment and what they -IPads
could have done differently.
Attachments
In this phase, students reflect on their assessment and discuss what
happened over the last few weeks. In the first session, students will
join their group with another one and discuss everything that went
well, or didnt go well in their assessment. Students can reflect on
the evaluation they did in the previous lesson to help prompt
conversation about the assessment pieces. They will be able to give
reflections on the presentations and ideas on what could be done
differently next time. Students will also be given the opportunity to
show others how they did certain movements, sounds or images in
their coding.
Stephanie Conroy

In the following sessions students will collaborate with all the

groups, doing the same as in the first session. Afterwards the class
will come together and discuss everything they had ideas on and
what they could have done differently. Students can also ask other
students questions on their coding techniques and discuss what
other things they could use coding and the EV3 robot for. This
begins a new discussion on where else coding may be used outside
of these lessons.

References
Stephanie Conroy

ACARA (2017). The Australian Curriculum. Retrieved 15 April 2017, from

http://www.australiancurriculum.edu.au/science/curriculum/
John Hattie & His High Impact Strategies. (2017). The Australian Society for Evidence Based Teaching. Retrieved 18
April 2017, from http://www.evidencebasedteaching.org.au/hattie-his-high-impact-strategies/