Lesson Planning

About

In this activity you will work in groups to plan a lesson that addresses outcomes from the NSW Science and Technology K-6 and Technology Mandatory Years 7-8 syllabuses. You can choose to use any of the approaches and technologies that we have introduced over the last two days, or a particular technology that your school has access to, for this lesson. For example, you can create a lesson that involves students creating projects Scratch or that uses an Unplugged approach.

We can help you with any questions you have about the curriculum, mapping these activities to the NSW syllabuses or the technologies that you plan to use during the activity. At the end of the session the lesson plans that have been created will be shared and discussed with the other groups.

Key Terms

algorithm, computational thinking, computational concept, computational perspective, coding, visual programming, general-purpose programming, hybrid coding environments, sequences, loops, parallelism, events, conditionals, data, operators, testing, debugging, reset, remixing

Materials

Templates

• K-6 Science & Technology Lesson Plan
• 7-8 Technology Mandatory Lesson Plan
• Blank Lesson Plan (for other Key Learning Areas)

Syllabuses and Guides

• NSW Science & Technology K-6 Syllabus (2017)
• NSW Technology Mandatory (Years 7-8) Syllabus (2017)
• NSW Education Standard Authority’s Digital Technologies and ICT Resources Guide
• Research Article: Computational Thinking Task Design and Assessment

Resources Links

Unplugged Resources

• Code.org’s Computer Science Fundamentals Unplugged Resources
• Computer Science Unplugged
• TryComputing Lesson Plans

Coding Puzzles Resources

• Lightbot
• Code.org’s Learn Page
• Scratch Debug It Studio: Unit 1

Scratch Resources

• Scratch Homepage
• Creative Computing Curriculum Guide
• UCL ScratchMaths
• Code Club Scratch Projects

Pencil Code Resources

• Pencil Code Homepage
• Pencil Code Quick Reference Sheet
• Pencil Code Teacher’s Manual

Micro:bit Resources

• Microsoft’s MakeCode
• Code Club Micro:bit Projects
• Micro:bits 4 Primary School - Resources
• Microsoft’s Micro:bit - Introduction to Computer Science Course

Session Outcomes

Computational Thinking Framework

Computational Concepts

Computational Concept	How the Concept is Addressed in the Session
Sequences	You may include the teaching of Sequences in the lesson plan that you create in this session. For example, you may include the My Robotic Friends activity in your lesson, which will demonstrate the importance of the order and preciseness of instructions when creating algorithms for computers to follow.
Loops	You may include the teaching of Loops in the lesson plan that you create in this session. For example, if you are using Scratch when teaching Coding in your lesson, then you may show students Scratch’s repeat block, which will cause a Sprite to follow commands over and over again.
Parallelism	You may include the teaching of Parallelism in the lesson plan that you create in this session. For example, if you are using Scratch when teaching Coding in your lesson, then you may include an activity where two or more Sprites are following commands at the same time.
Events	You may include the teaching of Events in the lesson plan that you create in this session. For example, if you are using Micro:bits when teaching Coding in your lesson, then you may ask your students to create a project where the Micro:bit plays a tone when one of the buttons are pressed.
Conditionals	You may include the teaching of Conditionals in the lesson plan that you create in this session. For example, if you are using Micro:bits when teaching Coding in your lesson, then you may ask your students to create a project where the Micro:bit plays a tone on a certain condition (such as when the acceleration measured by the Micro:bit is greater than a certain amount).
Data	You may include the teaching of Data in the lesson plan that you create in this session. For example, you could include the Binary Numbers activity from the Computer Science Unplugged resources in your lesson. The Binary Numbers activity could help your students understand how data is represented in various forms on computers.
Operators	You may include the teaching of Operators in the lesson plan that you create in this session. For example, if you are using Pencil Code when teaching Coding in your lesson, you may suggest that students use the random block from the Operators section to make the Turtle draw shapes in random positions of the Canvas.

Computational Practices

Computational Practice	How this Practice is Addressed in the Session
Being incremental and iterative	You may have activities in the lesson plan that include opportunities for your students to be incremental and iterative when Coding. For example, if you are using Scratch for teaching Coding, you may have an activity where students build up a large project iteratively (one part at a time).
Testing and debugging	You may include activities where students have to engage in testing and debugging code in the lesson plan that you create in this session. For example, if you are using Scratch for teaching Coding, you may ask students to identify and fix bugs in the Scratch Debug It projects (which you learned about on Day 1 of the workshop).
Reusing and remixing	You may include activities where students have the opportunity to engage in the reusing and remixing of existing projects in the lesson plan that you create in this session. For example, if you are using Scratch for teaching Coding, you may ask students to remix some projects that members of the Scratch community have made and make some changes to their remixed copy.
Abstracting and modularising	You may include activities where students have the opportunity to engage in abstracting and modularising when Coding. For example, if you are using Scratch when teaching Coding, you may ask students to create custom blocks that combine common instructions into one block. Alternatively, if you are using Pencil Code when teaching Coding, you may create functions that perform common instructions (for example, drawing a circular pattern of dots).

Computational Perspectives

Computational Perspective	How this Perspective is Addressed in the Session
Expressing	You may include activities where students can use Coding for personal and creative expression in the lesson plan that you create in the session. For example, if you are using Pencil Code when teaching Coding, you could ask students to draw a scene with the Turtle that is related to the students’ interests (such as a Beach or Mountain scene).
Connecting	You may include opportunities for your students to connect and collaborate with other learners during the lesson that you create a plan for in this session. For example, if you are using Scratch when teaching Coding, you could ask students to share their projects through Scratch Class Studios. The students could review and remix each others’ projects that are in the Class Studios. You could also run an activity similar to the Pass It On! activity from the Creative Computing Curriculum Guide. In that activity, students “pass on” their projects to other students, who make their own changes to it.
Questioning	You may include opportunities for your students to engage in questioning when completing the activities in the lesson plan that you create in the session. For example, if you are using Micro:bits, you may ask your students to collect data (such as measurements from the accelerometer) with the Micro:bits and analyse the data, as part of a scientific experiment.

New Science and Technology (K-6) Syllabus Outcomes

Stage 1

Stage 1 Outcome	How the Outcome is Addressed
ST1-2DP-T: uses materials, tools and equipment to develop solutions for a need or opportunity	You may include an activity that addresses this outcome in the lesson plan you create in this session. For example, you may ask your students to create a Digital Story in ScratchJr.
ST1-3DP-T: describes, follows and represents algorithms to solve problems	You may include an activity that includes the description, following and representation of algorithms in the lesson plan that you create in this session. For example, you may use the Lightbot game to show your students the importance of sequencing instructions correctly when solving problems with Coding.
ST1-11DI-T: identifies the components of digital systems and explores how data is represented	In the lesson plan that you create, you may include an actvity where your students identify components of digital systems and also explore different representations of data. For example, you may have an activity in your lesson where students create tables of data about each other (such as height and eye colour).

Stage 2

Stage 2 Outcome	How the Outcome is Addressed
ST2-2DP-T: selects and uses materials, tools and equipment to develop solutions for a need or opportunity	You may include an activity that addresses this outcome in the lesson plan you create in this session. For example, you may ask your students to create a Digital Story in Scratch.
ST2-3DP-T: defines problems, describes and follows algorithms to develop solutions	You may include an activity that includes the definition of problems, description and following of algorithms in the lesson plan that you create in this session. For example, you may ask your students to complete Code.org’s Frozen, Minecraft or Star Wars tutorials, which involve writing algorithms to solve different puzzles.
ST2-11DI-T: describes how digital systems represent and transmit data	You may include an activity that involves the description of the ways that digital systems represent and transmit data. For example, you could include the Image Representation activity from the Computer Science Unplugged resources in your lesson. That activity involves explaining the different ways that images can be represented and displayed on computers.

Stage 3

Stage 3 Outcome	How the Outcome is Addressed
ST3-2DP-T: plans and uses materials, tools and equipment to develop solutions for a need or opportunity	In the lesson plan that you create in this session, you may include an activity in which students develop solutions for different needs and opportunities. For example, you could include an activity where students develop an instructional game to teach Mathematics concepts to their younger peers in Scratch.
ST3-3DP-T: defines problems, and designs, modifies and follows algorithms to develop solutions	In the lesson plan you create in this session, you may include an activity in which your students define problems, as well as design, modify and follow algorithms. For example, you may ask your students to identify and fix problems in Scratch Debug It! projects, which involves modifying an algorithm someone else has implemented.
ST3-11DI-T: explains how digital systems represent data, connect together to form networks and transmit data	In the lesson plan you create in this session, you may include an activity in which students learn about how digital systems represent data. For example, you could use the Binary Numbers activity from the Computer Science Unplugged resources to demonstrate how data can be represented in digital systems.

New Technology Mandatory (7-8) Syllabus Outcomes

Technology Mandatory (7-8) Outcome	How the Outcome is Addressed
TE4-1DP: designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities	In the lesson plan that you create in this session, you may include opportunities for your students to design and develop a solution to an authentic problem. For example, you could ask your students to develop an app (with a tool such as Code.org’s App Lab) which provides information about a particular topic that is relevant to your students.
TE4-2DP: plans and manages the production of designed solutions	In the lesson plan that you create in this session, you may include an activity in which students plan and manage the production of a designed solution. For example, your students may design and plan the development of a digital solution, such as an app in Code.org’s App Lab in the example above.
TE4-3DP: selects and safely applies a broad range of tools, materials and processes in the production of quality projects	In the lesson plan that you create in this session, you may include an activity where students combine a range of tools, materials and processes to develop a project. For example, if your students create a project with Micro:bits, they would be combining a software project (the code in Microsoft’s MakeCode) and hardware (such as the sensors on the Micro:bit).
TE4-4DP: designs algorithms for digital solutions and implements them in a general-purpose programming language	In the lesson plan that you create in this session, you may include an activity in which students implement algorithms (write Code) in a General-Purpose Programming Language (a Text language). For example, you may ask your students to use Pencil Code to create programs, which involves Coding in a Text language (CoffeeScript).

AITSL Professional Teacher Standards

Standard	How this Standard is Addressed
2.1.2: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.	In this session you will work together with other teachers to develop a lesson plan, which could involve a variety of different and engaging teaching activities.
2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful	The lesson plan that you create in this session will involve integrating ICT (specifically Coding) into your learning and teaching. You may use activities that encourage students to create projects that are relevant and meaningful to them. For example, many of the activities in the Creative Computing Curriculum Guide encourage students to create Scratch projects that are related to their own interests.
3.3.2: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.	The lesson plan that you create in this session would involve the selection and use of a variety of teaching strategies. These strategies could help students develop their knowledge, skills, problem solving and creative thinking. For example, students could improve their problem solving ability, in th context of Coding, by identifying and fixing problem in the Scratch Debug It! activities from the Creative Computing Curriculum Guide.
3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning.	In the lesson plan that you create in this session, you may adapt the activities from the resources that you have learned about in the workshop or that you have found from other sources. You may also plan out the resources that would be needed for the lesson. For example, you may need to use Micro:bit devices in the lesson that you plan.
4.5.2: Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.	In the lesson plan that you create in this session, you may include strategies that address the safe, responsible and ethical use of ICT in your teaching. For example, you may discuss the ethics of re-using and remixing in Scratch, as well as the reasons that credit should be given to original authors of projects, images and music that students use for their own projects.
5.1.2: Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.	In the lesson plan that you create in this session, you may include some assessment strategies to check your students’ understanding of different computational concepts. For example, you may use multiple choice quizzes (for example, through the Diagnostic Questions website) to ask your students about what different Scratch blocks do.
5.3.2: Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning	When creating your lesson plan with the group in this session, you may participate in assessment moderation activities. For example, you may look at Scratch projects that community members have created and shared, and discuss how these would be assessed.
6.2.2: Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.	The lesson plan that you create in this session may address knowledge and practice that your school is currently prioritising. For example, the lesson plan may involve activities that help students develop their STEM skills.
6.4.2: Undertake professional learning programs designed to address identified student learning needs.	The lesson plan that you create in this session may include activities that address identified student learning needs. For example, if your students have difficulty with a particular mathematical concept (such as co-ordinates in Geometry), you could include a Coding activity where this concept is applied (such as a game in Scratch).

ACARA General Capabilities

Literacy

Literacy Element	How this Element is Addressed
Composing texts through speaking, writing and creating	In the lesson plan that you create in this session, you could include opportunities for your students to compose texts. An example of this could be the creation of Digital Stories in Scratch.
Text knowledge	As above, if you include activities where students compose texts (such as Digital Stories in Scratch) in your lesson plan, then your students could have the opportunity to develop their Text knowledge alongside learning Coding.
Grammar knowledge	As above, if you include activities where students compose texts (such as Digital Stories in Scratch) in your lesson plan, then your students could have the opportunity to develop their Grammar knowledge alongside learning Coding.
Word knowledge	As above, if you include activities where students compose texts (such as Digital Stories in Scratch) in your lesson plan, then your students could have the opportunity to develop their Word knowledge alongside learning Coding.
Visual knowledge	In the lesson plan that you create in this session, you could include opportunities for your students to develop their Visual knowledge. For example, you could include an activity where students have the opportunity to draw images with Code (for example, creating patterns in Pencil Code).

Numeracy

Numeracy Element	How this Element is Addressed
Estimating and calculating with whole numbers	In the lesson plan that you create, you may include an activity where your students have to estimate and calculate with whole numbers. For example, if you ask your students to complete puzzles in the Lightbot game, they will have to calculate with whole numbers when controlling the Lightbot character.
Recognising and using patterns and relationships	In the lesson plan that you create, you may include an activity in which your students reognise and use patterns and relationships. For example, you could include a Pencil Code activity, where the students have to identify the relationship between the degrees and turns that the Turtle makes, in order to draw a circular pattern.
Using fractions, decimals, percentages, ratios and rates	In the lesson plan that you create, you may include an activity in which you use fractions, decimals, percentages, ratios and rates when Coding. For example, you could include an activity in which students create a melody that plays on a Micro:bit. To play musical notes on the Micro:bit, your students may have to learn about fractions and how these relate to the duration of musical notes.
Using spatial reasoning	In the lesson plan that you create, you may include an activity in which students have to use spatial reasoning. For example, you may include an activity where students create a program in Pencil Code, which could involve commanding the Turtle to different spots on the Canvas (a Cartesian plane).
Interpreting statistical information	In the lesson plan that you create, you may include an activity in which students have to collect and interpret statistical information. For example, you could include an activity in the lesson in which students collect data (such as temperature or light sensor measurements) with a Micro:bit and analyse these data with descriptive statistics.
Using measurement	In the lesson plan that you create, you may include an activity in which students use measurements when Coding. For example, you could include an activity where students use the measurement from a Micro:bit’s compass sensor to create a program that displays the compass reading (North, South, East or West) on its LED display.

Critical and Creative Thinking

Critical and Creative Thinking Element	How this Element is Addressed
Inquiring – identifying, exploring and organising information and ideas	In the lesson plan that you create in this session, you may include an activity in which students have the opportunity to identify, explore and organise information and ideas. For example, you could ask your students to research a problem in the local community (from sources on the Internet) and develop a technical solution to address this problem.
Generating ideas, possibilities and actions	In the lesson plan that you create in this session, you may include an activity in which students generate a variety of different ideas, possibilites and actions, and implement these in Code. For example, you may ask students to create a Digital Story in Scratch. In the process of planning and implementing the Digital Story, the students will likely generate a variety of ideas, possibilities and actions.
Reflecting on thinking and processes	In the lesson plan that you create in this session, you may include opportunities for students to reflect on their thinking and processes when Coding. For example, there are Reflection Prompts in many of the activities from the Creative Computing Curriculum Guide, which could help you get students to reflect on their thinking, as well as the processes they have taken to develop their projects.
Analysing, synthesising and evaluating reasoning and procedures	In the lesson plan you create in this session, you may include opportunities for students to analyse, synthesise and evaluate reasoning and procedures. For example, you could ask your students to explain the approaches that they have used to create projects in Scratch. That explanation would involve the student having to analyse, synthesise and evaluate their own reasoning and procedures when Coding.

Information and Communication Technology Capability

Information and Communication Technology (ICT) Element	How this Element is Addressed
Applying social and ethical protocols and practices when using ICT	In the lesson plan that you create in this session, you may include an activity in which students have to apply social and ethical protocols. For example, you could include an acitivity in which your students remix a project in Scratch, in which you explain the purpose of the remix tree and ask students to change 10% or more of the project’s contents.
Investigating with ICT	In the lesson plan that you create in this session, you may include an activity in which students have to investigate with ICT. For example, you could ask your students design and develop projects that could be a solution to a problem in the local community. That activity could involve researching a problem through Internet sources.
Creating with ICT	In the lesson plan that you create in this session, you may include an activity in which students create a digital solution. For example, you could ask your students to create an app with Code.org’s AppLab.
Communicating with ICT	In the lesson plan that you create in this session, you may include opportunities in which students communicate with ICT. For example, you could encourage students to share their projects with the Scratch community and to give feedback to other students using the comments feature of Scratch.
Managing and operating ICT	In the lesson plan that you create in this session, you may include an activity in which students manage and operate ICT in a variety of ways. For example, if you use an activity involving Micro:bits, your students will learn how to connect the Micro:bit to a computer and how to run a program that is created in Microsoft’s MakeCode on the device.