Exploration: the final frontier - Digital technologies and PBL at OLOL Seven Hills

Stage 3 at Our Lady of Lourdes Seven Hills have been integrating the digital technologies strand from the new Science and technology K-6 syllabus in their project based learning activities for Exploration: the Final Frontier.

Students were investigating the solar system, and in particular, comparing the liveability of MARS in the solar system to Earth using the Earth liveability index.  

Based on their research, students created a large map in groups to represent the features of Mars using google Mars as an aid, and the liveability/non liveability on the planet. 

They then had a choice to either program Spheros as a simulated Mars Rover to identify features on their map, or use Scratch to present animated information using sprites on the program to show the liveability of objects on the planet. 

Program and Outcomes met

Key information about the program
The students entry events were videos of the original Lost in Space and then looking at the new Lost in Space and how digital technologies have changed.

Students inquired about the possibility of living on another planet.   Their 1st benchmark was: what makes a planet habitable?  As a result of their brainstorming they realised only Mars could be liveable. Students worked in pairs to constructed their own liveability index and then compared earth with Mars 

A key event for students knowledge and engagement in this project was going to see the Mars Rover at the Powerhouse and visiting the Sydney Observatory straight after benchmark 1.

Organisation and documentation of student's work for the project was arranged through Google classroom. Students were grouped for their projects in Google classroom to streamline submission and marking of group assignments.  

Google classroom also provided a great way of students sharing their own expertise in programming in Scratch or with the Spheros.  


Students created Screencastifys to support other students.

The program was integrated with the English program which was looking at animation through the links of  watching an animation on Planet unknown.



Reflection on the program so far
Teacher Lucy Messina reflects that she and the other teachers are pleased with the outcome from their beginning steps in the digital technologies programming area but will adjust things for next year based on their new skills and understanding around this syllabus and with programming.  

Children at all levels were engaged and learning at all levels and teachers took it on board and happy to experiment and also let the students be experts at certain times.  Having an integrated program with clear and purposeful connections to the digital technologies syllabus was also a key factor in the success of the learning program.

St. Finbar’s exploring the use of Blue-Bots in Mathematics

At St. Finbar’s Glenbrook, the children in Stage 2 and Stage 3 have been using Blue-Bots to explore measurement concepts and developing coding programming skills.

Stage 2 Exploring Perimeter with Blue-Bots

Stage 2 students used the Blue-Bots to explore the measurement concept of perimeter. As this was their first experience with this kind of robotic technology. The students began by estimating how far a Blue-Bot travels with each programmed forward move. They confirmed the distance by measuring accurately with rulers or tape measures. Children converted these measurements between mm and cm.

Then students were introduced to the symbols of coding. In teams, they were challenged to programme (code) their Blue-Bots in teams to travel a perimeter of more than 80cm. They recorded their programming code in their Mathematics books. Students verbally discussed in their group and wrote reasoning statements to prove how they have been successful or the changes they needed to make to fix the programming code if they were not successful.

After this session, the children in Stage 2 also used the Lightbots Website (link below) to further explore basic coding programming concepts.  http://lightbot.com/flash.html

Stage 2 Blue-Bot Obstacle Course

The children used their understanding of basic coding programming concepts to create an obstacle course for their Blue-Bots to travel through.

The students worked in small groups of 4. They coded their Blue-Bots to travel through the course and return to their original starting position. The students recorded the coding instructions used in their Mathematics books, so that they had a point of reference as they programmed their Blue-Bots. Students then collaborated, communicated and problem solved their way through trying to fix the programming errors as they trialled their Blue-Bots navigating through the obstacle course.

 

Stage 3 Exploring Area with Blue-Bots.

Stage 3 students used the Blue-Bots to explore the measurement concept of area. The students began by estimating how far a Blue-Bot travels with each programmed forward move. They confirmed the distance by measuring accurately with rulers or tape measures. Children then worked with a scale of 1 movement forward = 15 or 16cm.

Once introduced to the symbols of coding. In teams, they were challenged to programme (code) their Blue-Bots in teams to travel an area of more than 1800 square centimetres. Students worked out the mathematical calculations for their programmed areas and recorded their programming code in their Mathematics books. Students verbally discussed in their group and wrote reasoning statements to prove how they have been successful or the changes they needed to make to fix the programming code if they were not successful.