EDU30059 Teaching Technologies: Assignment 2 Folio

Lesson Plan (Primary)

Lesson title: Making Bee-Bots Move Year level: 2

Topic: Digital Technologies Duration of lesson: 45 minutes
Lesson rationale: The lesson was crafted in response to the students' enthusiastic interest in robotics and their natural inquisitiveness regarding the workings of technology. The primary
objective is to provide the students with the necessary knowledge and abilities to operate the bee-bot, both in terms of its hardware and software, in accordance with the 2018 standards set forth
by the Australian Curriculum Assessment and Reporting Authority (ACARA).The objective of this lesson is to recognize and analyze digital systems, encompassing hardware and software
components, in alignment with the Australian Curriculum content descriptor ACTDIK001 (ACARA, 2018). Furthermore, students will be led through a sequence of steps to troubleshoot a
straightforward issue in this session (ACTPIP004), and they will code the Bee-Bot with fundamental interactions to facilitate its independent navigation (ACARA, 2018).

Students background knowledge

Example: The children in the group were unfamiliar with Bee-Bots, but had seen them in action and observed their movements. In early years of schooling, students are introduced to using
devices to explore and navigate maps as a foundational skill (ACARA, 2018). This prepares them for future academic years where they will incorporate more advanced technology into their
presentations, such as cameras and interactive whiteboards.
EDU30059 Teaching Technologies: Assignment 2 Folio
Learning objectives: Learning environment and resources: indoors (classroom)

Example:: Preparation:
 To make the Bee-Bot move forward, students can provide it with
precise instructions through programming
 To effectively demonstrate the use of a Bee-Bot, clear instructions and accurate setup are essential.
 Students can program the Bee-Bot to execute multiple instructions.  Ensure the gadget is connected to the interactive whiteboard for clear instructions to all students.
 It is recommended to provide printed copies of instructions for students who require them.
 The YouTube video is ready to play.
Resources:
 Interactive whiteboards for students
 the HDMI port cord
 Bee-Bots
 Bee-Bot mats
 YouTube video

Assessment strategies:
 discussions and comments
 Screenshots and observation images of the Bee-Bot coding
 displaying work
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage of Lesson Approx. Pre-service Teacher’s Actions Student Actions / Tasks
 During this time, what activities will you engage in?
time What activities are scheduled for the students during this period?
 Which questions should you prepare in advance to prompt
the conversation?
 How will you differentiate instruction to meet the needs of all
learners, including those who need extra support and those
who need to be challenged?
Stage 1: 10mins  The students will provide instructions to a robot, which will act as their
The entire class was paying attention teacher, telling it how to move.
Introduction  Before starting the game, the teacher will explain the  Students confidently communicate observations and identify topics for
How will you gain the rules. Then, they will act as a robot and move only in the investigation with Bee-Bots.
students’ attention, direction instructed.
engage the interest of  The objective of the students is to guide the teacher
the students and from one end of the room to the other, using commands
introduce the such as "move forward three steps," "turn left," and "turn
concept(s)? right."

Watch a Bee-Bot video to engage students.

https://www.youtube.com/watch?v=iNg5QLqYP_Y
It would be beneficial to ask students for their feedback on Bee-
Bots.

Stage 2: 25 mins The entire class was paying attention:  If students have any questions about Bee-bots, they can ask.
 The teacher will provide students with a description of  Each student will be provided with an iPad to program their Bee-Bot.
Body of lesson the Bee-Bot
 The teacher will show the code application to the whole
 The teacher will code the Bee-Bot to move while the students watch.
Describe each activity
and the order in which class on an interactive whiteboard.
they will be  Students will use the Bee-bot mat to move their bee-bot
undertaken. from one location to another.
 Teachers will provide each student with a Bee-bot and
iPad along with simple instructions for use and correct
behavior.
EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 3: 10mins  Talking about the advantages and disadvantages of
Conclusion coding a Bee-Bot for students is the purpose of this  Get involved in the class discussion.
discussion.  Respond to the teacher's questions.
How will you draw the
lesson ideas together
 Ask them what they would want to explore in more  Take some time to think about the task you just completed and consider
detail. what you can do to continue learning and improving.
so that the students
can evaluate what  Participants are invited to provide feedback on their
they have learnt? observations during the activity and share any
How will you prepare suggestions they may have
the students for the
next task?

Lesson Plan (Primary)

Lesson title: Preparing a healthy breakfast Year level: 4

Topic: Design and Technologies Duration of lesson: 45 minutes
Lesson rationale: Nowadays, more and more students are showing a keen interest in exploring new breakfast options and taking charge of their kitchen skills. With the increasing concern
over childhood obesity, it's essential for children to gain knowledge about making healthy food choices, maintaining a balanced diet, and understanding the nutritional value of food. This lesson
aims to support these goals. This lesson effectively meets the content descriptors outlined in the Australian Curriculum. Students are encouraged to explore food and fiber production, food
technology, and healthy eating habits in historical and contemporary contexts. Additionally, they will develop important skills in accurately measuring ingredients, using tools and equipment
effectively, and employing safe work techniques when creating designed solutions.

Students background knowledge: The lesson prompts students to recognize and articulate the flora and fauna they carry, alongside educating them on how to elucidate the gustatory
attributes of food, such as texture, color, taste, and scent. The curriculum is rooted in the pupils' curiosity about nutrition and their eagerness to integrate a diverse selection of colorful fruits and
vegetables into their meals. Prior to this, the students received guidance on the protocols and decorum required for food preparation, as well as acquired culinary skills.
EDU30059 Teaching Technologies: Assignment 2 Folio
Learning objectives Learning environment and resources
 Students will learn how to recognize a healthy breakfast option. Learning Environment:
 Students should understand the importance of eating a nutritious breakfast
and be able to explain why. Indoor (food technology room)
 . Students will have the opportunity to create a breakfast smoothie using
ingredients of their choice.
Preparation:
 Students can create a healthy garden for eating at home, school, or in their  have a selection of morning cereals available.
community.
 To safely cook breakfast, students must use appropriate tools and
 YouTube video ready to play.
equipment.  Having the necessary appliances plugged in and ready to prepare smoothies.
 Students can make smoothies using a selection of fruits available.
 For students who require it, a paper copy of the smoothie recipe
 Early finishers task
Resources:
 A morning meal with cereal
 fruit
 blender
 YouTube film clip
 Interactive whiteboard
 Cups
 Straws
 Pencils/Textas
 Chopping board

Assessment strategies:
 Anecdotal notes
 Skills checklist
 Photos and/or video of skills and food being prepared
 EDU30059 Teaching Technologies: Assignment 2 Folio
Stage of Lesson
Stage 1:
Introduction
How will you gain the
students’ attention, engage
the interest of the students
and introduce the
concept(s)?
Approx Pre-service Teacher’s Actions Student Actions / Tasks
. What will the students be doing during this time?
time
10 mins The entire class was paying attention:  Share what you had for breakfast and any changes you
 An explanation of why having a would like to see.
wholesome meal every morning is
important.  offer suggestions for a healthy breakfast option.
 Ask students what you had for  Talk about what they learned from the YouTube video.
Breakfast.  Explain what they were already aware of from the YouTube e video.
 Use a YouTube video on why a healthy
breakfast is the most crucial meal of the
day to engage the class and starting
the learning process.
https://www.youtube.com/watch?
v=wxi4GHg3Kbk
 EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 2: 25min Explicit Teaching
s  Give an explanation of why breakfast is  Discuss the breakfast customs of different cultures and compare them to your own. Share
Body of lesson what other countries and cultures typically eat for breakfast.
one of the most crucial meals of the  Discuss the needs for this garden and how they can grow it, so they have alternatives that
Describe each activity and
the order in which they will day. are healthy.
be undertaken.  breakfast breaks your overnight  Students enjoy the chance to watch the teacher make a
fasting.  smoothie during class and can ask questions about it.
 The fruits of their choosing will be used to make the smoothies made by the students.
 Breakfast gives us the energy
we need to go through the rest
of the day.
 Learn how people grow their
veggies, fruit, and grains to
maintain a nutritious diet.
 Investigate the breakfast
customs of diverse cultures and
historical periods.

Model/Guided teaching
 Prepare a smoothie for the entire class while
practicing proper safety measures and
explaining each step of the process.
 EDU30059 Teaching Technologies: Assignment 2 Folio
Stage 3: Conclusion 10min Check for understanding.
How will you draw the s  Inquire/Exchange/Opinion  Students are allowed to enjoy their smoothie that
lesson ideas together so  Why is it important to have a nutritious Made.
that the students can  Whilst answering questions and providing feedback on
evaluate what they have breakfast?"
learnt? How will you  provide some examples of healthy the lesson.
prepare the students for
the next task?
breakfast options

How can you make sure you are

having
a healthy breakfast? (ideally, own
fruit
and/or vegetable garden)
 What are the tools and equipment we
should keep in mind when preparing a
smoothie?
 What did you like/dislike?

Artefact 2: Critical Reflection

Students get the chance to learn how to send commands that cause a toy to move in the inaugural Bee-Bots exercise, which is accessible via
an iPad app. Students may better comprehend the function and use of digital systems by investigating and recognising hardware and software,
which is a crucial accomplishment criteria for second-year students. Additionally, this initiative offers the possibility to improve overall ICT
proficiency across all subject areas and integrate fundamental mathematical ideas into the curriculum (Albion, 2018). Additionally, through this
practice, students learn that Bee-Bots always keep the same size and feature set, regardless of their position. Students also gain knowledge of
how to read maps and place things on a map, all of which are included in the pertinent content description (ACARA, 2018).
EDU30059 Teaching Technologies: Assignment 2 Folio
The second activity is focused on making a healthy meal and offers children a great opportunity to explore design and technological ideas.
Through this exercise, learners discover the benefits of growing their own food and the value of accuracy while preparing wholesome meals.
The ACTDEK012 and ACTDEP01p AC content descriptors are closely related to this (ACARA, 2018). Students are encouraged to learn and do
research on food preparation management and nutrition throughout their elementary school years since food specialities are linked to AC
design and technology (Albion, 2018). The foundation of the current curriculum is made up of literacy, mathematics, science, and writing, but
Assessment and Teaching of 21st Century Skills (ATCS21) emphasises the need for educators to go beyond these fundamentals and give
students the teamwork and computer literacy skills that are crucial for 21st-century employment (ACTCS21, 2012). In order for our students to
be creative thinkers, lifelong learners, and responsible citizens, we as educators must make sure they have the necessary abilities
(Queensland Curriculum and Assessment Authority [QCAA], 2019). Critical 21st-century abilities may be practiced by students in great detail in
both of the aforementioned lesson plans. Their critical thinking skills will be developed in the first lesson plan, which also exhorts students to
prioritise safety when using digital technology, problem-solve, express themselves creatively, and communicate clearly. The second lesson
plan, according to the Australian Council for Educational Research (ACER), focuses on developing decision-making abilities, establishing a
sense of responsibility, and promoting active involvement and contribution.

Artefact 3: Professional Learning and Development

Presentation
https://youtu.be/IKGmcMAu8qg
 EDU30059 Teaching Technologies: Assignment 2 Folio

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“Bee-Bot® Programmable Floor Robot from TTS Group.” Www.youtube.com, www.youtube.com/watch?v=UoefDHz-IS4. Accessed 8 Aug. 2022.

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