Technology Learning Area Plan

UNIT TITLE: Sphero Chariot STEM Challenge

UNIT OUTLINE

SPRK STEM challenges are fun, interactive activities that challenge students to use creativity and teamwork to move through simple steps of the design process in order to build Sphero-based creations. In this challenge, there are optional activities that provide students time to learn about chariots as they were used throughout history. Students will brainstorm designs for their chariots both individually and in groups. The teams will then have sufficient time to build their own Sphero chariot to race. Also, as a class the students build a macro for Sphero to navigate the course.

YEAR LEVEL ACHIEVEME

NT STANDARD

TECHNOLOGY – By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions and how digital systems are connected to form networks.Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program. Students plan and document processes and resources and safely produce designed solutions for each of the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

CONTENT DESCRIPTOR

S

Digital Technologies

Year 5 and 6Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)Design a user interface for a digital system (ACTDIP018)Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)

Design and Technologies

Year 5 and 6Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use(ACTDEK023)Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020)Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

ASSESSMEN Build a chariot for a Sphero robot and design a program to navigate a class designed course.

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TTHIS UNIT ACKNOWLEDGES THE FOLLOWING WEBSITES AS THEY WERE USED THROUGHOUT THE UNIT:

http://www.sphero.com/education

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator

Effective Communicator Active Investigator

Designer and Creator Quality Producer

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CROSS CURRICULA PRIORITIESCatholic Ethos Aboriginal and Torres Strait

Islander Histories and Cultures Asia and Australia’s Engagement

with AsiaThe overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices, which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflect the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. Traditional knowledge and practices2. Culture and natural heritage3. Spirituality

And to critically examine and/or challenge:1. Social constructs 2. Prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and

traditional Asia4. Connect Australia and Asia5. Communicate effectively with people of

the Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. The gift of creation2. An attitude of responsible stewardship

And to critically examine and/or challenge:1. The impact of human interaction with

the natural, built and social environment

2. Current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:

1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

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GENERAL CAPABILITIES Literacy Numeracy Information and

Communication Technology Critical and Creative

ThinkingStudents become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: Interpret, analyse, evaluate,

respond to and construct increasingly complex texts (Comprehension and composition)

Understand, use, write and produce different types of text (Texts)

Manage and produce grammatical patterns and structures in texts (Grammar)

Make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

Use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to

plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: Pose insightful and purposeful

questions Apply logic and strategies to uncover

meaning and make reasoned judgments

Think beyond the immediate situation to consider the ‘big picture’ before focussing on the detail

Suspend judgment about a situation to consider alternative pathways

Reflect on thinking, actions and processes

Generate and develop ideas and possibilities

Analyse information logically and make reasoned judgments

Evaluate ideas and create solutions and draw conclusions

Assess the feasibility, possible risks and benefits in the implementation of their ideas

Transfer their knowledge to new situations

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Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: Recognise that everyday life involves

consideration of competing values, rights, interests and social norms

Identify and investigate moral dimensions in issues

Develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong

and can I be sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason,

emotion, duty or self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions,

values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated

characteristics of their own cultures and the cultures of others

recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures

consider what it might be like to ‘walk in another’s shoes’

compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding

take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

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LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

describe the engineering design process brainstorm a variety of potential designs for a Sphero Chariot

I will be able to: describe the engineering design process brainstorm a variety of potential designs for a Sphero Chariot

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

Main Goal: Build a Sphero Chariot to race PART ONE: Introduction Break students into groups • Briefly introduce Sphero and how it works• Describe engineering design process (below)• Describe the Chariot Challenge and show students the different materials available to build with, as well as, any guidelines they need to follow.

PART 2: Individual Brainstorming

Student Resources: iPad or tablet with Sphero Macrolab loaded.

You can get Sphero Macrolab for free from the iTunes app store or Google Play.

Sphero that has been fully charged

For this challenge, the following materials are recommended. Feel free to be creative and use different materials for your class.

Materials for Chassis and Wheels (Legos, Knex, cardboard, CDs, etc.)

Large space on the floor for building the race track

Tape to outline the course

Teacher Resources: STEM1.pdf

ASSESSMENT OPPORTUNITIES

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This section gives students time to generate concepts on their own, it may be challenging to think of 8 unique ideas but challenge them to think of crazy and weird designs.

Each student has a blank piece of paper and folds it into 4 quadrants. Using both sides of the page have them draw 8 different potential designs

TECHNOLOGIES LANGUAGE

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LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

Research chariots throughout history Present information about a chosen chariot focusing on

design and function

I will be able to: Research chariots throughout history Present information about a chosen chariot focusing on design and function

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

Main Goal: Historical Research

PART 3: Historical Research in groupsStudents will perform research on chariots throughout history; the primary focus of their research will be around the design and function of them

Assign each group to a historical time/region (ie Ancient Egypt, Rome, Greece, Chinese, Celtic/British)

Provide the students with some information about the chariots in that culture or they just do web searches.

Part 4: Historical PresentationsHave each group come up and present for 4-5 minutes. Each presentation should include the following:

Photo of a chariot from their region What material were they made of? What were chariots used for? How many wheels and how big were the wheels? How many horses/other animals were used to pull them? 1 other interesting fact about chariots in that culture

While each group presents, you can fill in a table that is drawn on the whiteboard that describes the different characteristics of the different chariots.

Student Resources:

Teacher Resources: Possible websites for information

http://www.reshafim.org.il/ad/egypt/timelines/topics/chariot.htmhttp://www.britannica.com/technology/chariothttp://www.bible-archaeology.info/chariots.htmhttp://news.discovery.com/history/ancient-egypt/king-tut-chariot.htmhttp://www.gizmag.com/the-chariot--historys-first-personal-transport-concept/10123/

ASSESSMENT OPPORTUNITIES

Presentation on chariot design and function

TECHNOLOGIES LANGUAGE

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LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

Create a chariot track Create a chariot macro

I will be able to: Assist and the design and creation of a class track Create a chariot macro

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

PART 5: Individual re-brainstorm - 10 minutesAfter learning about the different chariots from history, have students fold another piece of paper into quadrants and sketch 8 new ideas. Each student identifies their favorite designs to bring to the team.

PART 6: Build the track as a class – 30 minutesBuild simple track on the floor with masking tape.

PART 7: Create the chariot Macro - 30 minutesThe screenshots on the below display the macros for a track 10 feet X 5 feet. With a little guess and check, you can easily modify the Macro to fit dimensions of the course your class has built.

Student Resources:

Teacher Resources:

ASSESSMENT OPPORTUNITIES

TECHNOLOGIES LANGUAGE

LEARNING AND TEACHING STRATEGIES

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WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

Build and test a chariot the group has designed Present chariot and explain the features of their design in terms of

materials and design

I will be able to: Build and test a chariot the group has designed Present chariot and explain the features of their design in terms of

materials and design

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

Main Goal Part 8: Groups pick design they will build – 20 minutesAs a group, students will choose a design to build and what materials they plan to use.

PART 9: Build and test chariot – 90 - 120 minutesGroups have time to build and test their chariots

PART 10: Present Chariot and why you think it will work - 20 minutes

Each group will present for 3-4 minutes about the following: Why they chose the design they did What the hardest part of building was How they expect it to perform, do they anticipate any problems?

Student Resources:

Teacher Resources:

ASSESSMENT OPPORTUNITIES

TECHNOLOGIES LANGUAGE

LEARNING AND TEACHING STRATEGIES

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WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

Race chariots Reflect on their chariot’s performance

I will be able to: Race chariots Reflect on their chariot’s performance

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

Main Goal PART 11: Race chariots against autopilot - 60 minutesTeams race chariots against the autopilot Sphero in tournament or other format.

Part 12: Reflection and discussion – 40 minutesEach individual should write up their reflections on the activity and discuss their findings as a class. Some potential prompts and questions that you may want to ask are:

What worked and what didn’t? How would each student do things differently in the future? Why do the students think that the culture they studied used the chariot that they did?What materials worked best?What was the most challenging part of the activity?How did the size of the wheels or other design characteristics impact the results?What materials worked best?What was challenging and what worked well within your team?

Student Resources:

Teacher Resources:

ASSESSMENT OPPORTUNITIES

TECHNOLOGIES LANGUAGE

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Educational ModificationsCLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diary

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Daily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials

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Appendix 3

Assessment Task Sheet and Criteria Sheet

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Assessment Task SheetStudent Name: Year Level:

Name of Task: Sphero Chariot Race Teacher:

Learning Area/s: TechnologiesDate Commenced: Date Due:

Type of Task: Oral Written OtherTask Conditions: Individual Pair Group Work

In Class Homework OtherOpportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

Task Description (needs to include purpose and audience)

Welcome to the Chariot Sphero Challenge. In this challenge you will have 2 weeks to create a sphero chariot that will be able to race around a chariot track. We will be judging your chariot on the following rubric.

Procedure

Tasks to think about doing to enhance your Chariot!1.) Design a prototype of your chariot on paper. Make this sketch as realistic and part

labelled to help you when assembling it. 2.) You can create your Chariot out of anything you want. Just remember that the week of

{insert date} you will be racing them. 3.) Grab an iPad and take pictures of this process and share your learning with others. 4.) Each group will present for 3-4 minutes about the following:

Why they chose the design they did What the hardest part of building was How they expect it to perform, do they anticipate any problems?

Finally have fun and work together to accomplish this! Great teams succeed because everyone is doing their part.

Resources

iPad with Sphero MacroLab loaded. You can get Sphero MacroLab for free from the iTunes app store. Sphero that has been fully chargedFor this challenge, the following materials are recommended. Feel free to be creative and use different materials for your class. Materials for Chassis and Wheels (Legos, Knex, cardboard, CDs, etc.) Large space on the floor for building the race track Tape to outline the course

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Learning with Faith and Vision

Chariot Sphero Challenge

Criteria A B C D E

The student work demonstrates evidence of:Function Chariot functions

extraordinarily well, and holds up during the test runs.

Chariot functions well, and holds up during most of the test runs.

Chariot functions well, a few pieces fall off.

Chariot functions pretty well, but deteriorates under typical stresses.

Fatal flaws in function with complete failure under typical stresses.

Construction -Materials

Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected and there was an attempt at creative modification to make them even better.

Appropriate materials were selected.

Assistance was required to select appropriate materials for the chariot

Inappropriate materials were selected and contributed to a product that performed poorly.

Group Presentation Extensive information about your chariot and reflection and problem solving was evident

Information about chariot makes sense, attempts are made to reflect on problems

Information about chariot makes sense, but is basic

Information is not clear about your chariot and lacks detail

Lack of information and detail on chariot.

Construction - Care Taken

Great care taken in construction process so that the Chariot is neat, attractive and follows plans accurately.

Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive Chariot.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive Chariot.

Construction required assistance from teacher. Many details needed refinement for a strong or attractive Chariot.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive Chariot.

Feedback

Signed: Date:

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