Hi there, below will be the content we will be covering as well as any related resources. To get the most out of each topic, in most cases, we will spend three sessions on each one.
Grade 1 /2 Students have begun work on their new topic, and yes, it is another one of those "Mr Garcia did these all the time as a kid" things I like to do to make me get all the nostalgic feels (and hope the students like too) - Flipbooks.
I'm sure a lot of you did these too (Mine were mostly done on the corner of my math book when I wasn't learning my 12 times tables)
To begin with, we looked at some of my old flipbooks (I told you it's always about me remember) and how they worked, talked about how the human eye perceives images and how those images can look like they are animating (when we change them fast enough)
https://www.youtube.com/watch?v=Un-BdBSOGKY&t=5s
https://www.youtube.com/watch?v=uuNzPewyefo&t=57s
We are going to be making some physical Flipbooks soon, but before that, we had some practice making digital ones on iPad, which you can see in the image,
(and click here to see Ted D's animating! - https://drive.google.com/file/d/1M2wDleDa1wlZye0cX2Mnx23axhkOlkqM/view?usp=share_link)
It is always handy to know what the weather is going to be where we live (will it be cold, colder, or snowing today!), and to do that we might look up a weather report. A Meteorologist is someone that studies the atmosphere and its effects on the Earth's surface (including the weather) - sounds like a fun job.... so you are going to do it for the next few weeks.
We are going to research a place in the world, and then write up a 7 -day forecast.
We will be looking at things like temperature, precipitation, humidity, and more.
Oh, and after that, we will learn how to use a green screen to film our own, accurate weather report with animations and graphs.
Today we are going to learn how to create our own digital, interactive books using Keynote and Powerpoint.
The best part about making a digital book is we can add a whole bunch of things that normal books can't, including videos, animations, drawings and much more... and of course use fancy transitions (because they look cool).
As this is something you have never done before we are going to spend a little more time on it as well as learn other skills you will need in the future like typing on a keyboard (trust me, you are going to be doing that last bit a LOT!)
Ok, you have been asking for it for a while now, so it's time to give it a go, 3D printing!
But before we can print things in 3D, we need to do the hard part.... make them.
So, we are going to use an app on the iPad called Tinkercad that will allow you to make 3D models using geometric shapes. It can be tricky to get your head around 3 dimensions (heck, I have issues doing it in real life sometimes) so these next few classes will require a bit of focus.
The goal of these lessons will be to learn how to, then print, our own personilsed keyrings.
This is going to be a longer topic than most as we are looking at Animation.
First, let's talk about what animation is and how it works.
We will then look at a series of different animation mediums (hand drawn, clay, stop motion, computer, etc) and talk about how they work.
Then it's time for the main project, you are going to get into production teams and make your own animation using the stop motion technique.
There is a lot involved in this including:
Planning
Script writing
Stroy boards
Characters and Props
Backgrounds
Filming it (iPad)
Adding audio
...and more?
Soon.. for now as we reflect on your Term topic of sustainability, we are going to look at how structures are made. We saw a bunch of them in Mini Melbourne last week and today, I want you to make your own.
Before you start making your own creation (that's next week) I want you to try and re-create a landmark you have been to.
This could be The Cross on Mount Macedon, The Sydney Opera House, anything that you have seen in real life.
Do a little research and find out what the structure you are wanting to re-create is made from (The Cross on Mount Macedon for example is made from steel, concrete and terracotta tiles) and try and use the same materials in Minecraft to make it.
Ok, that title is an interesting one.... let's go on a trip!
https://fuse.education.vic.gov.au/pages/minimelbourneee
Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments (VCDTDI016)
Yes, Minecraft, and in particular, Minecraft Education.
I am going to be using this over the next few weeks as we explore the school's theme of 'sustainability' this term - how?, well, you will have to wait and see.
Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (VCDTDI014)
Collect, explore and sort data, and use digital systems to present the data creatively (VCDTDI015)
We spent a bit of time inside the last Term, so, time to get outside (while the weather is still allowing us to do so).
This week we will be getting creative and trying our hands and digital art, in particular, painting landscapes and portraits.
Now, this can be tricky on a digital device, but like all good art, it isn't about trying to find a unique to capture and create a scene or idea.
A great artist that does this is David Hockney, who, after a very long career doing traditional art, switched to an iPad to create some amazing works.
David Hockney at the NGV:
https://youtu.be/BgfwGgcC5SE
Design and Technologies:
Generating
Visualise, generate, and communicate design ideas through describing, drawing and modelling (VCDSCD019)
Producing
Use materials, components, tools, equipment and techniques to produce designed solutions safely (VCDSCD020)
Hi Grade 1 and 2, as this week, is a bit split (sorry, some of you won't have a class this week, but we can catch up on what you missed next week!) I thought we would get outside get moving and modelling (no, not that modelling) and look at a technique called Photogrammetry.
This is a technique where you can make 3D models from combining images (digital photos) that can be super detailed and can save a lot of time. Here is an example below:
https://sketchfab.com/3d-models/apple-snail-shell-599fa8a581954b1fa8d4591c937159c3
What other things have you seen that might use this special digital technique?
Collect, explore and sort data, and use digital systems to present the data creatively (VCDTDI015)
I'm sure you have seen them all over the place the past few years, but they have been around for a while, and can do a lot more than just 'check in' the supermarket!
Here is an example of a QR code before we begin.
QR stands for "Quick Response." While they may look simple, QR codes are capable of storing lots of data. But no matter how much they contain, when scanned, the QR code should allow the user to access information instantly – hence why it's called a Quick Response code.
In this topic we are going to look into QR codes and how they work, what information they can transmit and create our own for the school - but first, let's go on a QR hunt!
I have placed a series of QR codes around the school, each will give you some info. In groups, hunt these all down and decode the secret code I have made.
Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (VCDTDS019)
Collect, access and present different types of data using simple software to create information and solve problems (VCDTDI021)
Last week we went on a QR hunt (did you find them all?), but today we are going to figure out how they actually work (it's actually not that hard, but very clever) so we can make our own for around the school (and home if you really want).
One of the best things about QR codes as we discovered last week, is, unlike barcodes (which need a special barcode scanning laser) QR codes can be read by any camera.
Discuss our QR hunt last week.
I wonder: How do you think QR codes actually work?
I know: Let's find out exactly how they do work
I think: What could be the best uses of QR codes around the school
I create: Make your first QR code and test that it works
Let's chat about it using this resource as a guide: https://www.sproutqr.com/blog/how-do-qr-codes-work
There are many online tools and apps that can convert the data you want into a QR code (and free of course) so, think about what you want for your first code (remember, the point of QR codes is to give someone a lot of helpful data quickly) and use the link below to generate it.
Next week in the last part of this topic, we will think about how we can use QR codes around the school and how they can be helpful.
QR Code Generator (we will talk about how to use this tool before you start): https://goqr.me/
Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (VCDTDS019)
Collect, access and present different types of data using simple software to create information and solve problems (VCDTDI021)
Last week we got all technical and found out how QR codes work and you made one of your own, today we are going to actually use them to be helpful.
I think: How could QR codes be used around Macedon Primary School to make certain tasks easier for students, teachers or visitors?
I share: Share your ideas with the class, let's come up with a list of possibilities or any advice we can share
I create: Like last week, we are going to use the QR generator to make our codes (link below)
I challenge: Can you be even more creative with your ideas? Remember, QR codes can send URL redirect links, is there a way we could make these more interactive (like, film a video and put it on YouTube, create a QR code for this which will then play when you scan the code - but hey, that's my idea, don't steal it đŸ˜‰ )
QR Code Generator: https://goqr.me/
Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (VCDTDS019)
Collect, access and present different types of data using simple software to create information and solve problems (VCDTDI021)
Yes, you wanted to blow something up, so in this week's bonus lesson will do just that, but, before we blow anything up, let's learn 'how' things like rockets work and explore things called 'chemical reactions'.First, let us have a look at Rockets:
https://www.youtube.com/watch?v=1yBwWLunlOM
So, how does it take off?, well, that is a formula of: T = v dm/dt
T = thrust
v = velocity
dm = change of mass
dt = change in time
Ok, I can see you all scratching your head, so here is a picture that might help it make more sense:
https://www.grc.nasa.gov/www/k-12/airplane/Images/lrockth.gif
Now, it's our turn to make a rocket go boom (kinda'), we will be trying out this formula, but using a different chemical reaction: NaHCO3 + HC2H3O2 or better known as: Baking Soda and Vinegar
SAFETY FIRST! The teacher (that will be me) will be doing this experiment on the oval wearing safety goggles, all students will need to be at a special part of the oval as spectators. If you want to do this experiment at home, make sure you talk to an adult about it first (and you need to explain how it works I think too!)
Science: Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes (VCSSU045)
So, if I do this, you do that... simple right? This is the basis of the coding we will be looking at today.
Today will be our first lesson in coding, what it does and how it works. Trust me, it's actually not as tricky as it sounds.
We will be using an app on the iPad called Scratch Jnr to create an interactive scene all made (in the background) with code you come up with.
Don't worry, I will do an example first and then you will make your own (probably way better than mine!)
Last week we used block coding to control a little cat on a screen, now, let's upgrade those skills to control a robot. We will also learn a bit of math with terms such as angles, percentage, heading, direction, and other big words like velocity, incline, decline and more.
In our final block coding session we will use all our coding knowledge and control something else, our Sphero Robots!... but in a small twist, we will make it a bit of a coding competition!, which team will get to the goal first?
Time to shift our creative coding skills to a different topic, and instead of coding robots, we will be making music! but instead of getting out some instruments, we will be using similar concepts we have learnt in the past (blocks, sequencing, repetition) and using those to make some sweet music (or in our first session, a lot of noise!)
Let's get conducting! (using Chrome Music Lab)
https://musiclab.chromeexperiments.com/