Melissa Murakami 17218191

ROBOTICS
Year 5
The 5Es Model
Written by Melissa Murakami #17218191
Image: “nao_fl” (Robots City Amsterdam, n.d.).

PROGRAM RATIONALE
This program focuses on robotics using the 5Es inquiry model. It is important to teach children about robotics because the technology will play a key role in students’ futures, with robotic autonomy predicted to change the economic landscape (Australian Broadcasting Commission, 2017, October 2). The jobs of the future
will be different to the jobs of today; futurist and economists have predicted that robotics will impact many sectors, which include agriculture, retail and medicine (Kaku, 2016; Lacalle, 2017). Children whom undertake this inquiry will come to learn how robots work, how they are built, and how they are changing industry and
employment. Understanding robotic programming will allow children to develop knowledge of how robots work and provide experiences that promote advantageous skills and demeanours, which are suited to predicted technological developments. The initial six lessons of this program will focus on programming and coding
in robotics and will be followed by three other subtopics: mechanical, sensory and societal.
IMMERSION/ENGAGEMENT ADDITONAL TEACHER PLANNING RESOURCES
Images and Video • Students document progress through the inquiry through photographs and video capture. Websites: Other:
Focus text/words • Word Wall: Contributions made during lessons. • Sphero in education - https://edu.sphero.com/ • Nao in education -
• KWL Chart: Contributions will be made throughout the entire inquiry. • mBot in education - http://store.makeblock.com/stem-education https://aisnsw.edu.au/Services/Partnerships_in_Education/STEM/Docum
• Question and Answer board: Students contribute questions and answers displayed on a Q&A wall. This is done by two • Ozobot in education - https://ozobot.com/stem-education ents/2015_Leadership/5F_Brainery_NAO.pdf
different coloured post-it notes; one colour is for questions and the other for answers. • Dash and Dot in education - https://education.makewonder.com/ • Buy Ozobots -
Digital Technologies • Robots: Nao, Sphero, mBots, Ozobots, Dash and Dot, • Google Cardboard VR headsets • Cubelets in education - https://www.modrobotics.com/education/ http://www.edtechs.com.au/Ozobot_s/1613.htm?gclid=CjwKCAjw-
Beebots, Raspberry Pi robots. • Electronics components • LittleBits in education - http://littlebits.cc/education NXPBRB4EiwAVNRLKr48vxHFNQyZ-
• Computer lab with internet access. • Cubelets Video: QezXgpJwq9zyEIkJb9Uy6vZBd7sd2UJ6I3g6D0PQhoCQIYQAvD_BwE
• Class set of iPads with internet access and video editing • LittleBits • mBot and Scratch for STEM education - • Buy Beebots -
http://www.stemeducationstore.com.au/?rf=kw&kw=bee+bot
applications. • Class sets of Raspberry Pi https://www.youtube.com/watch?v=xeRpT6Lx_6A
• Beebot introduction - https://www.youtube.com/watch?v=52ZuenJlFyE • Raspberry Pi robot kit - https://www.buyraspberrypi.com.au/shop/gopigo-
Video • “10 Amazing Robots That Will Change the World” (Geobeats, 2014).
• Sphero MacroLab and OrbBasic - starter-kit/
Incursion • Scitech representative to visit with robots • Guest speaker: Meet an agriculturalist to discuss industry
• Guest speaker: Meet a robotics engineer to discuss robotics in food production https://www.youtube.com/watch?v=CYC1yOTREpg
careers in robotics • Kid Technic school visit • Animation about full automation -
https://www.youtube.com/watch?v=Yvs7f4UaKLo
Excursion • Robocup at Curtin University • Young Engineers LEGO Camp PLAY/PROVOCATION/ INVESTIGATIONS
• Scitech Robotics and Coding workshop • Miss Maud’s bakehouse (food processing automation) Indoor Experiences: Outdoor Experiences:
Sharing • Personal contributions to class website and blog • Demonstrations to other classes and parents • Programming: Create an obstacle course for a robot using classroom and • Programming: Film the videos that are uploaded to the class website
o Video, audio, images and text based • Assembly performance additional items. outside.
Art based experiences • Sphero painting • Self-portrait with emphasis on lines that the Ozobots can • Mechanical: Make a robot perform a specific task, such as measure • Mechanical: Explore the performance differences of robots on a range of
follow lengths of tables. outdoor surfaces, i.e. concrete, grass, mulch, and brick.
Rich Tasks • Publish videos to class website for whole school viewing • Create a LittleBits showcase for the school • Sensory: During sensor exploration with LittleBits, use the environment, • Sensory: Locate and use a natural material during the exploration and
• Present plans and student-built robots to peers and • Create an assembly performance such as light and obstacles. construction of a LittleBits creation, for example a leaf could spin on a
parents • Society: Find a classroom object to consider how robotics in motor and block the light sensor, altering the robots function.
Parent and community • Assembly performance • Take home engagement activities manufacturing could have helped to make the item. • Society: Locate objects around the school and discuss what a robot might
look like if they were designed to manufacture that object, for example a
involvement • Open room demonstrations
brick laying machine might be designed like a crane with a mortar arm.
• Access to online content created by students
TRANSITIONS
Expectations: The teacher will have set expectations for the class, which helps make transitioning a smooth process. The expectations on specific transitioning behaviours will have been made explicit in the first weeks of the school year and reinforced during daily operations. These time-saving transitions may include
procedures that minimise time taken for cleaning, effective organisation of the room, and expected behaviour standards upon entering and leaving the classroom.
Routine: To aid smooth transitioning, the students will be aware of the weekly and daily routines.
Calling attention: Students will be aware of the strategies used by the teacher to call for attention. The teacher will use these strategies to transition students in and out of the lesson introduction, body and conclusion. For example, bup-diddly-bup-bup with the student response of bup-bup.
Explanations: The lesson expectations and outcomes will be made explicit prior to every activity commencement, so that students always know what they are meant to be doing. Additionally, they will know what is next to come.
Timing: The teacher will make count down timers visible, so that students can manage themselves to achieve the outcomes within the given time and prepare to transition to the next activity. The teacher will also use verbal cues for prompting students to ensure timeliness and smooth transitioning.
LINKS TO KEY DOCUMENTS
Time, our place: Framework for school age care in Australia (Commonwealth of Australia, 2011).
• Outcome one, “Children feel safe, secure, and supported” - evident when students contribute ideas, feelings, and constructive feedback openly to effectively collaborate.
• Outcome four, “Children transfer and adapt what they have learned from one context to another” - evident when students synthesise and apply their learning to solve new problems.
• Outcome five, “Children collaborate with others, express ideas and make meaning using a range of media and communication technologies” - evident when students share ideas, provide and receive feedback, and create artefacts that convey meaning.
WHOLE GROUP/ROTATION/EXPLORATION
Maths Experience/lesson Maths Experience/lesson Maths Experience/lesson
Create paths with various angles that can be followed by the Ozobots. Students use a protractor to Collect data from observing a robot’s “random movement” function and construct a display. Students will Time an mBot while it is driven through various student-created obstacle courses. Students use a range of
incorporate a variety of angles in a path of their design. Once they have created their path and used the set their Sphero to automated movements, initially taking note of what types of movements are occurring. different materials to create an obstacle course. Once the track has been created, students drive the mBot
Ozobot on it, they then swap with a peer. Students will measure their peer’s paths to determine the Students will then take a tally of these movements. Using the data collected, students will construct a through it and record the time, which displays decimal places. The students cycle through different peer-
angles they have used in their design. column graph and determine the most and least common movements. created courses before comparing and ordering the decimal times noted to find the fastest and slowest
• “Estimate, measure and compare angles using degrees. Construct angles using a protractor • “Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)” track overall. This may also be used to determine averages using all data collected by the class.
(ACMMG112)” (SCSA, n.d.b.). (SCSA, n.d.b.). • “Compare, order and represent decimals (ACMNA105)” (SCSA, n.d.b.).
• “Construct displays, including column graphs, dot plots and tables, appropriate for data type, with
Resources: Ozobots, markers (black, red, blue and green), protractors and A3 paper. and without the use of digital technologies (ACMSP119)” (SCSA, n.d.b.). Resources: Class set of mBots, iPads, and obstacle course materials (pool noodles, Duplo, buckets,
classroom items, for example).
Resources: Sphero (BB-8 version) and grid paper.

English Experience/lesson English Experience/lesson English Experience/lesson

Students write about what robot they liked most and why. Using a text structure of their choice, students
write an informative text about their favourite robot. They will be required to reflect and recount the
experiences they have had with the various robots to support their point of view. Also, ensuring that they
have proofread and edited their draft before writing a final copy that is shared to the class website.
• “Plan, draft and publish imaginative, informative and persuasive print and multimodal texts,
choosing text structures, language features, images and sound appropriate to purpose and
audience (ACELY1704)” (SCSA, n.d.a.).
Resources
Student writing workbook and computer (with Word and internet connection).
Students create an infographic on the topic “What is Coding?”. They will be required to research for
creative common multimedia and find information, using credible sources. The information and
multimedia collected then needs to be displayed in an infographic by either using a template or creation.
Students will edit their work until it meets the criteria for publishing.
• “Use a range of software including word processing programs with fluency to construct, edit and
publish written text, and select, edit and place visual, print and audio elements (ACELY1707)”
(SCSA, n.d.a.).
Resources
Computer lab with Microsoft Word software, creative commons images, and the internet.
Write a short review on three peer interview videos. Students will participate in watching three different
interviews created by three different peer groups. Students will mark the interview against a peer rubric but
draw upon their own creations to provide informed constructive feedback. They will clarify the content with
the creators if required.
• “Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to
students’ own experiences and present and justify a point of view (ACELY1699)” (SCSA, n.d.a.).
Resources
Peer marking rubric with a comment section for a short feedback paragraph.
Melissa Murakami 17218191
INTEGRATED EXPERIENCE ONE
(Engage)
How do robots move?
The purpose of this lesson is to engage students
with a range of robots.
Achievement Standard/Outcome
• “Clarify understanding of content as it unfolds
in formal and informal situations, connecting
ideas to students’ own experiences and
present and justify a point of view
(ACELY1699)” (SCSA, n.d.a).
• “Implement and use simple programming
environments that include branching
(decisions) and iteration (repetition)
(ACTDIP020)” (SCSA, n.d.c).
Objectives
By the end of this lesson, students will:
• Contribute to a KWL chart by recalling and
describing one or more personal robotics
experience/s and one or more personal
curiosity question/s.
• Use at least two robots before writing a short
essay to make comparisons.
Hook (5 minutes)
Robots will be presented to the class, which will
engage most children. The teacher will showcase
some applications of the robots that relate to the
children’s interest, targeting the students whom
seem disengaged from robotics. For example, the
Nao robot can dance, which may be more
relatable to some children than robotics.
Introduction (10 minutes)
The teacher will have students sit in a discussion
circle, where the inquiry topic of robotics will be
introduced and initial outcomes are made explicit.
Firstly, the teacher prompts students to recall
knowledge about KWL charts and asserts that it
will be used during the robotics inquiry. The
students will then think-pair-share on their
experiences with robots to contribute to the K of
the KWL chart, using post-it notes. After that, the
teacher and students engage in discussion to
create questions for the W of the KWL chart. The
teacher transitions to the comparative task by
drawing on contributions made by the students
and elaborating on the task, how do robots move?
Students are provided a copy of the marking
criteria, engage with two or more of the robots and
then complete a short writing task comparing the
movements of two or more robots.
Experience/Lesson sequence (40 minutes)
• Students work in small collaborative groups
to experience two or more robots (15
minutes).
• Teacher prompts student thinking by asking
questions, outlined in target questions.
• Students move onto write a short essay that
makes comparisons between robots (25
minutes).
• Teacher checks on student progress towards
outcome achievement and provides
appropriate support for student success.
Conclusion (5 minutes)
Students are called back to the sharing circle and
a brief discussion is held for students to
summarise their experiences and work during this
lesson.
Resources
• Robots: Nao, Sphero, mBots, Ozobots, Dash
and Dot.
Key language
- Iteration (repetition)
- Programming
- Clarifying questions and language
- Personal connections
- Informative writing
- Key words
- Comparisons
Target questions:
- “Where have you seen a robot outside of
school?”
- "How is [X] different to [X]?"
- "What must happen for [X] to move that way?"
- “Which parts help [X] to move?”
Strategies for assessment and evidence
collected
Evidence collection via:
• Work samples: Essay / differentiated product
• Photographs: KWL chart progress
• Anecdotal notes taken from observations
Assessment indicators
• English: The student explains at least two
links between the lesson topic and their life
outside of school.
• Digital Technologies: The student perceives
and explains similarities between lesson
robots.
Differentiation
1. Product: Some students may choose to
compare robots using a format other than
writing.
2. Content: Students who require extension will
be able to choose challenge tasks to explore
the robots further.
INTEGRATED EXPERIENCE TWO
(Explore)
How can we make a robot do something?
The purpose of this lesson is to explore
programming as a sequence of commands.
Achievement Standard/Outcome
• “Implement and use simple programming
environments that include branching
(decisions) and iteration (repetition)
(ACTDIP020)” (SCSA, n.d.c).
• “Use a grid reference system to describe
locations. Describe routes using landmarks
and directional language (ACMMG113)”
(SCSA, n.d.b).
Objectives
By the end of this lesson, students will:
• Apply understandings of programming as a
sequence of instructions to make a robot
complete a desired action.
• Use grid references on a map to move a
robot in correspondence to a story that
contains specific locations and landmarks.
Hook (5 minutes)
The teacher asks a student to stand at the front
door and asks them to move one step at a time in
the direction that is said. Teacher writes the list of
directions on the board as they are said. The
student eventually arrives to the giant grid maps
and teacher created stories. The student brings
these items to the teacher and joins their peers on
the mat.
Introduction (10 minutes)
The Dash and Beebot robots will be presented to
the class and the students are informed of the
task. The teacher will demonstrate what is
expected. They will be sorted out into groups and
then given a Dash or a BeeBot, a very large grid
map to place on the floor, and a teacher written
story that contains coordinates. The students need
to read the story aloud and move the robot
accordingly to the coordinates mentioned. They
may choose any route to move the robot to the
correct location but do so working together. The
teacher will make explicit what the assessment
criteria is and display a rubric on the smartboard
for the entire lesson. Students will have to record
themselves taking turns in all roles and meet the
criteria displayed.
Experience/Lesson sequence (30 minutes)
• Students work in groups and decide how to
apply sequences of instructions to move a
robot to a desired location.
• Students take turns to give commands to the
robot, read the story, film and collaborate in
navigational discussions.
• The teacher supports students where needed
and helps keep children on track with the task
and objectives.
• The teacher asks questions to check for
student understandings and key language.
Conclusion (15 minutes)
The teacher will call for students to finish with the
task and review and discuss the video. Students
will evaluate their video against the criteria on the
smart board, give feedback to one another, and
note changes they would make in the future to
make this experience better. The teacher will ask
each group for their feedback upon collecting the
videos and the lesson will then conclude.
Resources
x1 iPad per group, Dash and BeeBot robots, extra-
large grid maps, and differentiated teacher
narratives with map coordinates.
Additional teacher reference:
https://www.youtube.com/watch?v=b7ZrxtjsHKk
https://static.generation-robots.com/6982-
large_default/bee-bot-treasure-island-mat.jpg
https://i.pinimg.com/236x/8d/22/2b/8d222bef68227
568ff3b444fa50b67ba--lego-mindstorms-
coding.jpg
Key language
- Sequence, instructions, ordered
- Directional language: Left, right, up, down and
around.
- Grid coordinates
Target questions:
- "What are doing to do to make the robot move?"
- “How many commands did it take for you to move
the robot here?"
- “Is there another way that could have been
done?”
- “What would happen if there was an obstacle
here?”
Strategies for assessment and evidence
collected
Evidence will be collected by video recordings,
teacher observations and anecdotal notes.
Assessment indicators
- Digital Technologies: The student applies
appropriate commands to move the robot.
- Mathematics: The student uses grid references,
directional language and landmarks to pinpoint
locations and movements.
Differentiation
1. Content: Students who require a simplified
robot may choose to use the BeeBot.
2. Content: Student will be in ability groups and
receive a story that is suitable to ability.
INTEGRATED EXPERIENCE THREE
(Explain)
What is programming/ coding?
The purpose of this lesson is to explain that
programmers uses text-based commands,
commonly known as code languages.
Achievement Standard/Outcome
• “Data is represented using codes
(ACTDIK015)” (SCSA, n.d.c).
• “Use efficient mental and written strategies
and apply appropriate digital technologies to
solve problems (ACMNA291)” (SCSA, n.d.b)
Objectives
By the end of this lesson, students will:
• Demonstrate the connection between codes
and representation by creating a Scratch
animation.
• Use mental strategies to select the correct
numerical value for scripts in Scratch to
achieve an animated effect.
Hook (5 minutes)
The teacher plays one to three Scratch
animation/s from the ‘explore’ tab, which students
choose. The teacher uses this as a platform for
discussion about animations and how students will
be able to make their own during this lesson.
Introduction (10 minutes)
The teacher explains that students will have an
opportunity to create their own animations using
Scratch. The teacher brings up a new project on
the smart board and does a very basic tutorial
work through while engaging in discussion with the
students and receiving their input. The discussion
will be focused on making connections between
the visualisation commands, previously
experienced with robots, and text commands of
Scratch. The teacher will make explicit that the
outcome for this lesson is to understand that codes
hold information, which can be displayed through
the movement of robots or an animated character.
Codes are text based and Scratch provides a
simple example of this. Also made explicit is the
need for numerical values and problem solving
using numbers with the project. Students are sent
to work at individual computers but may
collaborate and engage in feedback cycles with
those around them.
Experience/Lesson sequence (40 minutes)
• Students work individually at a computer to
create an animation in Scratch.
• Students engage with peers and teachers to
receive and provide feedback.
• The teacher provides support if required and
questions students to promote deeper
engagement.
• The teacher provides formative feedback.
Conclusion (5 minutes)
To conclude the lesson, volunteers will be asked to
share their animations with the class. The students
presenting their work will describe their code
sequence and explain the ordering. The students
will be asked to think-pair-share some of the
difficulties they faced with this lesson and how the
challenges were overcome.
Resources
Computer lab with internet access to visit
www.scratch.mit.edu.
Key language
- References to the code and how that code is
displayed in relation to the student’s creation. i.e. “I
have made the code [do this] but after my
character gets to [this part], it stops. I think I am
missing a part in my code.”.
- Mathematical language: references to applying
operators to solve encountered problems.
Target questions:
- Ask, “What will the animation be about and how
do you plan to create that?”
- Ask, "When we were moving robots, we gave
visual commands. How are these commands
different?"
- Ask, "What would happen if this [numerical value]
was increased/ deceased to [numerical value]?"
Strategies for assessment and evidence
collected
Evidence collection via:
• Work sample: progression screen shots and
link to animation.
• alternative) explanation about the
Observations, questioning and anecdotal
notes.
Assessment indicators
- Digital Technologies: The student can make even
one small movement in the animation panel using
the coding blocks.
- Mathematics: The student can change the
numerical value of blocks by using an operator on
the existing number to achieve a desired result
within the animation.
Differentiation
1. Content: Students who would benefit from
mathematics extension may incorporate
numerical values that solve problems by the
teacher. i.e. 99/9 = 11, the animation takes
11 steps to the right.
2. Process: Those who require additional
assistance may choose to edit a sample that
has already been made by Scratch or
complete the same task but paper based.
INTEGRATED EXPERIENCE FOUR
(Elaborate)
How can I program a robot?
The purpose of this lesson is to elaborate on
coding understanding to program a robot.
Achievement Standard/Outcome
• “Data is represented using codes
(ACTDIK015)” (SCSA, n.d.c).
• “Identify and explain characteristic text
structures and language features used in
imaginative, informative and persuasive texts
to meet the purpose of the text
(ACELY1701)” (SCSA, n.d.a).
Objectives
By the end of this lesson, students will:
• Use Scratch codes to create a sequence of
movements represented by an mBot.
• Explain how the text structure is crucial for
moving the mBot.
Hook (5 minutes)
In a voice of curious tone, loudly state “what would
happen if I connect this mBot to last lesson’s
Scratch codes?”. Have students think-pair-share
predictions. Will the robot move? Does the robot
understand text commands? Connect the mBot via
Bluetooth and test the pre-existing code. Please
note, this must be tested before display to ensure
it functions as intended.
Introduction (10 minutes)
The teacher opens discussion and prompts
students to suggest what they might be doing.
Students should have come to state that they will
be programming the mBots using Scratch. The
teacher affirms to the students that this lesson is
an elaboration from the last. Instead of making an
animation, the coding will be used to program the
mBot. However, the outcomes have changed
slightly. The teacher explicitly states that besides
programming the robot, they must explain why the
structure, or order, of the text is crucial for the
robot’s function. The students will provide a written
explanation of this. With the new criteria and
familiarity using Scratch, the students are sent off
to work through their task.
Experience/Lesson sequence (30 minutes)
• Students work individually at their computer
to program a robot using Scratch.
• They engage with their peers and teachers to
receive and provide feedback.
• The teacher provides additional support to
those whom require it.
Conclusion (15 minutes)
Students are called to a sharing circle where each
student demonstrates how their mBot has been
programmed. They recall any difficulties, how
these were overcome, and what they would do
differently in the future. Students are free to ask
each other questions. Once the students have
been cycled through, the lesson is concluded.
Resources
- Computer lab with internet access to visit
www.scratch.mit.edu.
- mBots with Bluetooth module.
Additional teacher reference:
https://www.youtube.com/watch?v=ECSo7I61cOs
Key language
- References to coding in relation to robot
programming.
- Text structure to produce a desired result.
Target questions:
- Ask, “What are the differences between the
animation and using the mBot?”
- Ask, “How could you program this robot to
[perform a certain task]?”
Strategies for assessment and evidence
collected
Evidence will be collected via:
• Work sample: Written (or differentiated
importance of text structure in
programming.
• Observations
• Anecdotal notes
Assessment indicators
- Digital technologies: Applies Scratch codes in
sequence to make at least one physical movement
by the mBot.
- English: Understands and communicates about
the importance of text structure in a programming
context.
Differentiation
1. Learning environment: Students who
performed the previous lesson using paper
based methods will be able to work in a group
together.
2. Product: Students who require additional
assistance with writing tasks may use another
mode to express understanding.
INTEGRATED EXPERIENCE FIVE
(Elaborate)
Do all robots understand the same code
language?
The purpose of this lesson is to elaborate on code
languages through research.
Achievement Standard/Outcome
• “Work independently, or collaboratively when
required, to plan, safely develop and
communicate ideas and information for
solutions (WATPPS32)(SCSA, n.d.d).
• “Use a range of software including word
processing programs with fluency to construct,
edit and publish written text, and select, edit
and place visual, print and audio elements
(ACELY1707)” (SCSA, n.d.a).
Objectives
By the end of this lesson, students will:
• Research to communicate information on the
different types of programming languages.
• Create an informational report that lists and
describes at least five different programming
languages.
Hook (5 minutes)
The teacher puts on a short video where
professionals discuss the best programming
language for beginners to use. After the video, the
teacher has a discussion with the students about
what the video topic. What are programming
languages?
Introduction (10 minutes)
After discussions with the entire class, the teacher
confirms that there are a variety of programming
languages that each write codes differently. These
code languages help us to communicate with
computers, which includes robots, by taking our text
and turning it into binary (behind the scenes). It is
these programming languages that give instructions
of what and how we see content (software and
online, for example) and how robots have the
capabilities for different functions. The teacher can
give an example of the coding behind a webpage by
right clicking and selecting “inspect element”. The
teacher then directs conversation to the lesson
objectives. Students will research at least five
different programming languages and write a report
on them. The report will include a recommendation
on what language a beginner programmer should
start with, based on research.
Experience/Lesson sequence (40 minutes)
• Students collect an iPad and return to their
desks.
• Students work independently or collaboratively
to research on five different coding languages.
• Students take the information found and
communicate it through writing a report in the
word processor.
• Students edit their work until they are satisfied
with the multimodal elements and informational
text in the report.
• Teacher provides formative feedback
throughout to all students and provides
additional support to those whom require it.
Conclusion (5 minutes)
The students will be asked to read through the report
of a peer and reflect on their own work in
comparison. They may ask how their peers work is
displayed differently, how they have used multimodal
elements, and consider the final recommendation.
Pairs will then briefly provide some feedback that
corresponds to the outcomes before the lesson
concludes.
Resources
- Video
(https://www.youtube.com/watch?v=o5e3hQDLcl8)
- Class set of iPads with internet connection and
Google word processor.
Key language
- Research key words: Find, search, reference to
statements, comparisons between information, and
justifying author positions, for example.
- Discussions about determining a recommendation.
- Multimodal elements: Video, text, imagery, and
sound.
- Discussions about aesthetics.
Target questions:
- Ask, “Who are the types of people you are
collecting information from?”.
- Ask, “What are the opinions that are shaping your
recommendation?”.
- Ask, “How are you planning to display and
communicate this information? Is there an order?”.
Strategies for assessment and evidence
collected
Evidence collected via:
• Work samples: Screen shots of drafts and final
copy of an informational report.
• Observational and anecdotal notes
Assessment indicators
- Design and Technologies: The student is searching
for information that develops their understanding of
the topic to provide a recommendation.
- English: The student uses the information collected
to create a multimodal report.
Differentiation
1. Process: Students whom need additional
support may work in groups to collaborate on a
joint report.
2. Content: Students whom need extension may
choose to research more than five
programming languages.
INTEGRATED EXPERIENCE SIX
(Evaluate)
What problems could be solved by
programming?
The purpose of this lesson is to evaluate
programming experiences in context.
Achievement Standard/Outcome
• “Define a problem, and set of sequenced
steps, with users making a decision to create
a solution for a given task (WATPPS27)”
(SCSA, n.d.d).
• “Plan, rehearse and deliver presentations for
defined audiences and purposes
incorporating accurate and sequenced
content and multimodal elements
(ACELY1700)” (SCSA, n.d.a).
Objectives
By the end of this lesson, students will:
• Research and define a problem of their
choice, listing steps on how the problem may
be solved with programming.
• Create a video presentation for teachers and
peers on how programming could be used to
solve a problem of the student’s choice.
Hook (5 minutes)
The teacher presents a range of images to the
class and questions, “what do all these things have
in common?”. Students make a prediction and
then the teacher plays a video. The images all
work because of programming.
Introduction (10 minutes)
The students think-pair-share to consider some
real-world applications of programming. Most
digital technologies will run from a program that is
made up of small and processable lines of code.
The students and teacher discuss how technology,
especially robots, can make our lives easier
because they have been able to solve problems.
For example, washing machines have made
cleaning clothes more efficient by reducing time
and labour. Another example may be robots like
Roomba, the autonomous vacuum cleaner, which
reduces the time and effort spent on cleaning the
floor. The teacher explains to the students that
they will be making a video on any problem that
could be solved by programming, drawing upon
understandings of the past five lessons. The
outcomes are made explicit. They are to work in
groups, define their problem, research and note
the steps that might need to be taken to reach the
solution before creating a video to present to their
class. This lesson should make the students
question the manufacturing process of robots and
link well with the next inquiry subtopic
(mechanical).
Experience/Lesson sequence (40 minutes)
• Students work in groups and discuss
potential avenues in which to proceed.
• They come to a consensus and begin to
research the problem, solution and steps
towards achieving the solution.
• The teacher provides formative feedback to
groups and ensures sound viability.
• Students then use their research notes to
create a video on their chosen topic.
Conclusion (5 minutes)
To conclude the lesson, each group is to review
their notes and footage against the marking
criteria. They make edits where needed to ensure
their video is ready for peer review in the English
lesson to follow. Students may use this time to
reflect on the lesson as a group.
Resources
- Video
https://www.youtube.com/watch?v=THOEQ5soVp
Y
- Class set of iPads with internet access
Additional teacher resource:
https://www.youtube.com/watch?v=Nc31NAujTkA
Key language
- Defining a problem and reaching a solution:
contemplation, questioning, collaboration, and
sharing ideas.
- Discussing plans on how and what to film and
practising for recording.
- Clear statements pitched towards teachers and
peers.
Target questions:
- Ask, “Who has done something like this?”.
Where
- Ask, “What else needs to be considers solving
[this problem?]”.
- Ask, “How come there is a problem with [X]?”.
Strategies for assessment and evidence
collected
Evidence will be collected via:
• Work samples: Research notes, drafts,
scripts and video product.
• Observation and anecdotal notes.
Assessment indicators
- Design and Technologies: Students discuss a
range of needs that could be addressed.
- English: Students collaborate in research,
clarification, and content production.
Differentiation
1. Product: The difficulty of the task may be
reduced by choosing a topic that already
exists. i.e. The Roomba.
2. Learning environment: Students who require
extension may work in smaller groups, so that
there is more ground to cover per individual.
Melissa Murakami 17218191

Assessment Matrix - Year 5 / Year 6

WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Content strand Achievement Objective Assessment
Experience/Lesson Learning Area
standard/ Indicator Learning Area standard/ Indicator
Outcome Outcome
Technologies Digital “Implement and By the end of The student Technologies Digital “Implement By the end of The student
Technologies use simple this lesson, perceives and Technologies and use simple this lesson, perceives and
programming students will use explains visual students will explains
Processes and environments at least two similarities Processes and programming use at least similarities
production skills that include robots before between production skills environments three robots between lesson
branching writing a short lesson robots. that include before writing a robots.
ACTDIP020 (decisions) and essay to make ACTDIP020 branching short essay to
iteration comparisons. (decisions), make
(repetition)” iteration comparisons.
(SCSA, n.d.c). (repetition) and
user input”
(SCSA, n.d.c).
English Literacy “Clarify By the end of The student English Literacy “Participate in By the end of The student
Lesson one: How do understanding of this lesson, explains at and contribute this lesson, explains at
Interacting with content as it students will least two links Interacting with to discussions, students will least four links
robots move? others unfolds in formal contribute to a between the others clarifying and Contribute to a between the
and informal KWL chart by lesson topic interrogating KWL chart by lesson topic
ACELY1699 situations, recalling and and their life ACELY1709 ideas, recalling and and their life
connecting ideas describing one outside of developing and describing two outside of
to students’ own or more personal school. supporting or more school.
experiences and robotics arguments, personal
present and experience/s sharing and robotics
justify a point of and one or more evaluating experience/s
view” (SCSA, personal information, and two or
n.d.a). curiosity experiences more personal
question/s. and opinions” curiosity
(SCSA, n.d.a). question/s.

WA Curriculum WA Curriculum
Experience/Lesson Learning Area Content strand Achievement Objective Assessment Content strand Achievement Objective Assessment
standard/ Indicator Learning Area standard/ Indicator
Outcome Outcome
Technologies Digital “Implement and By the end of The student Technologies Digital “Implement By the end of The student
Technologies use simple this lesson, applies Technologies and use simple this lesson, applies
programming students will appropriate visual students will appropriate
Processes and environments apply commands to Processes and programming apply commands to
production skills that include understandings move the production skills environments understandings move the robot.
branching of programming robot. that include of programming
ACTDIP020 (decisions) and as a sequence ACTDIP020 branching as a sequence
iteration of instructions to (decisions), of instructions
(repetition)” make a robot iteration to make a robot
(SCSA, n.d.c). complete a (repetition) and complete a
desired action. user input” desired action.
(SCSA, n.d.c).
Mathematics Measurement “Use a grid By the end of The student Mathematics Measurement “Introduce the By the end of The student
Lesson two: How and geometry reference this lesson, uses grid and geometry Cartesian this lesson, uses Cartesian
can we make a robot system to students will use references, coordinate students will coordinates,
do something? Location and describe grid references directional Location and system using use the directional
transformation locations. on a map to language and transformation all four Cartesian language and
Describe routes move a robot in landmarks to quadrants” coordinate landmarks to
ACMMG113 using landmarks correspondence pinpoint ACMMG143 (SCSA, n.d.b). system to move pinpoint
and directional to a story that locations and a robot in locations and
language” contains specific movements. correspondenc movements.
(SCSA, n.d.b). locations and e to a story that
landmarks. contains
specific
locations and
landmarks in all
four quadrants.
Melissa Murakami 17218191
WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Content strand Achievement Objective Assessment
Experience/Lesson Learning Area
standard/ Indicator Learning Area standard/ Indicator
Outcome Outcome
Lesson three: What Technologies Digital “Data is By the end of The student Technologies Digital “Whole By the end of The student
is programming/ Technologies represented this lesson, can make Technologies numbers are this lesson, can make even
coding? using codes” students will even one used to students will one small
Knowledge and (SCSA, n.d.c). Demonstrate small Knowledge and represent data demonstrate movement in
understanding the connection movement in understanding in a digital the connection the animation
between codes the animation system” between panel by
ACTDIK015 and panel using ACTDIK015 (SCSA, n.d.c) numerical making a
representation the coding values and numerical
by creating a blocks. representation change to the
Scratch by creating a coding blocks.
animation. Scratch
animation.
Mathematics Number and “Use efficient By the end of The student Mathematics Number and “Select and By the end of The student
Algebra mental and this lesson, can change Algebra apply efficient this lesson, can change the
written students will use the numerical mental and students will numerical value
Number and strategies and mental value of Number and written use mental of blocks by
place value apply strategies to blocks by place value strategies and strategies to using an
appropriate select the using an appropriate select the operator on the
ACMNA291 digital correct operator on ACMNA123 digital correct existing number
technologies to numerical value the existing technologies to numerical value to achieve a
solve problems” for scripts in number to solve problems for scripts in desired result
(SCSA, n.d.b) Scratch to achieve a involving all Scratch to within the
achieve an desired result four operations achieve an animation.
animated effect. within the with whole animated effect.
animation. numbers”
(SCSA, n.d.b).
WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Achievement Assessment
Experience/Lesson Learning Area Objective
standard/ Indicator Learning Area Content strand standard/ Indicator
Outcome Outcome
Lesson four: How Technologies Digital “Data is By the end of Applies Digital Digital “Whole By the end of Applies
can I program a Technologies represented this lesson, Scratch codes Technologies Technologies numbers are this lesson, numerical
robot? using codes” students will use in sequence to used to students will changes to
Knowledge and (SCSA, n.d.c). Scratch codes make at least Knowledge and represent data use Scratch codes to make
understanding to create a one physical understanding in a digital codes, at least two
sequence of movement by system” changing physical
ACTDIK015 movements the mBot. ACTDIK015 (SCSA, n.d.c). numerical movements by
represented by values, to the mBot.
an mBot. create a
sequence of
movements
represented by
an mBot.
English Literacy “Identify and By the end of Understands English Literacy Analyse how By the end of Analyses,
explain this lesson, and text structures this lesson, understands
Interpreting, characteristic students will communicates Interpreting, and language students will and
analysing, text structures explain how the about the analysing, features work explain how the communicates
evaluating and language text structure is importance of evaluating together to text structure is about the
features used in crucial for text structure meet the crucial for importance of
ACELY1701 imaginative, moving the in a ACELY1711 purpose of a moving the text structure in
informative and mBot. programming text” (SCSA, mBot. a programming
persuasive texts context. n.d.a). context.
to meet the
purpose of the
text
(ACELY1701)”
(SCSA, n.d.a).
Melissa Murakami 17218191
WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Achievement Assessment
Experience/Lesson Learning Area Objective
standard/ Indicator Learning Area Content strand standard/ Indicator
Outcome Outcome
Lesson five: Do all Technologies Design and “Work By the end of The student is Technologies Design and “Work By the end of The student is
robots understand Technologies independently, this lesson, searching for Technologies independently, this lesson, searching for
or collaboratively students will information or students will information that
the same code Processes and when required, research to that develops Processes and collaboratively research to develops their
language? production skills to plan, safely communicate their production skills when required, communicate understanding
develop and information on understanding considering information on of the topic to
WATPPS32 communicate the different of the topic to WATPPS38 resources and the different provide a
ideas and types of provide a safety, to plan, types of recommendatio
information for programming recommendati develop and programming n.
solutions” languages. on. communicate languages.
(SCSA, n.d.d). ideas and
information for
solutions”
(SCSA, n.d.d)
English Literacy “Use a range of By the end of The student English Literacy “Use a range By the end of The student
software this lesson, uses the of software, this lesson, uses the
Creating texts including word students will information Creating texts including word students will information
processing create an collected to processing create an collected to
ACELY1707 programs with informational create a ACELY1717 programs, informational create a
fluency to report that lists multimodal learning new report that lists multimodal
construct, edit and describes at report. functions as and describes report outlining
and publish least five required to at least seven seven different
written text, and different create texts” different programming
select, edit and programming (SCSA, n.d.a). programming languages.
place visual, languages. languages.
print and audio
elements”
(SCSA, n.d.a).

WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Content strand Achievement Objective Assessment
Experience/Lesson Learning Area
standard/ Indicator Learning Area standard/ Indicator
Outcome Outcome
Lesson six: What Technologies Design and “Define a By the end of Students Technologies Design and “Define a By the end of Students
problems could be Technologies problem, and set this lesson, discuss a Technologies problem, and a this lesson, discuss a range
of sequenced students will range of set of students will of needs that
solved by Processes and steps, with users research and needs that Processes and sequenced research and could be
programming? production skills making a define a could be production skills steps, with define a addressed.
decision to problem of their addressed. users making problem of their
WATPPS27 create a solution choice, listing WATPPS33 decisions to choice, listing
for a given task” steps on how create a steps on how
(SCSA, n.d.d). the problem solution for a the problem
may be solved given task” may be solved
with (SCSA, n.d.d). with
programming. programming.
English Literacy “Plan, rehearse By the end of Students English Literacy Plan, rehearse By the end of Students
and deliver this lesson, collaborate in and deliver this lesson, collaborate in
Interacting with presentations for students will research, Interacting with presentations, students will research,
others defined Create a video clarification, others selecting and Create a video clarification,
audiences and presentation for and content sequencing presentation for and content
ACELY1700 purposes teachers and production. ACELY1710 appropriate teachers and production.
incorporating peers on how content and peers on how
accurate and programming multimodal programming
sequenced could be used to elements for could be used
content and solve a problem defined to solve a
multimodal of the student’s audiences and problem of the
elements choice. purposes, student’s
(ACELY1700)” making choice.
(SCSA, n.d.a). appropriate
choices for
modality and
emphasis”
(SCSA, n.d.a).
Melissa Murakami 17218191

References

Australian Broadcasting Commission. (2017, October 2). Q&A: Drones, robots and the future [video].

Retrieved from http://www.abc.net.au/tv/qanda/txt/s4725344.htm

Commonwealth of Australia. (2011). Time, our place: Framework for school age care in

Australia. Barton, ACT: Australian Government Department of Education and Workplace Relations.

Geobeats. (2014, February 20). 10 amazing robots that will change the world [video]. Retrieved from

https://www.youtube.com/watch?v=6feEE716UEk

Kaku, M. (2016, November 23). Jobs of the future will be what robots can’t do [video]. Retrieved from

https://www.youtube.com/watch?v=8eP7nuZgNqU

Lacalle, D. (2017). Face it, technology does not destroy jobs. Retrieved from http://www.dlacalle.com/face-

it-technology-does-not-destroy-jobs/

Robot City Amsterdam. (n.d.) Nao_fl [image]. Retrieved from http://robotscityamsterdam.eu/wp-

content/uploads/2015/11/nao_FI.png

School Curriculum and Standards Authority. (n.d.a). English v8.1. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8

School Curriculum and Standards Authority. (n.d.b). Mathematics v8.1. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-v8

School Curriculum and Reporting Authority. (n.d.c). Digital technologies. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-v8

School Curriculum and Reporting Authority. (n.d.d). Design and technologies. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/design-and-

technologies2