HOW DO GPS SYSTEMS WORK?

(Algorithm Design)

Digital Technologies (5-6) Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition). 

By using the content descriptor related to algorithm design, modification, and iteration, students learn about the principles behind GPS technology and how it works. 

By exploring the ways in which animals navigate in their habitats and comparing them to the principles of GPS technology, students can develop a deeper understanding of the interplay between technology and biology in enabling organisms to survive and thrive in their environments. 

• How might scientists use GPS technology to study the behaviour and movement patterns of animals in the wild?

• How might the study of animal navigation inspire the development of new navigation technologies for humans?

ANIMAL NAVIGATION SYSTEMS (Magnitoreception)

Biological Sciences (5-6): Examine how particular structural features and behaviours of living things enable their survival in specific habitats

(AC9S5U01)

Students learn about the numerous ways in which animals use navigation skills to survive in their habitats. For example, many animals have evolved specialized structures and behaviours that enable them to navigate through their environments with precision, such as the ability to detect and use the Earth's magnetic field or sense and follow scent trails.

• How do animals use their senses to navigate through their environments?

• How do animals use landmarks, celestial cues, and other features of their environments to find their way?

• How do animals adapt their navigation strategies to different habitats, such as deserts, oceans, or forests?

GPS UNIT OVERVIEW (Systems Thinking)

Understanding Digital Systems: Using GPS devices or apps for geocaching

Data Collection and Interpretation: Utilizing GPS coordinates to locate caches

Data Representation and Transmission: Understanding how GPS coordinates are digitally represented and transmitted

Algorithms and Programming: Interacting with GPS algorithms to calculate routes and determine locations

Networks: Exploring the Global Positioning System network through geocaching

Impact of Digital Systems: Experiencing the recreational and learning impacts of digital systems like GPS.

Safety and Ethics: Discussing digital safety, ethics, and environmental responsibility in geocaching,

• Water bug data collection: The distribution of different water bug species can indicate the health of the water body. For example, the presence of certain pollution-sensitive species might indicate good water quality.

• Digital Technologies: Data units are analyzed using different algorithms and methods to generate useful insights. This might involve identifying patterns, making predictions, or informing decision-making processes.

• River systems: When a stream reaches a certain point, it might split into two or more channels based on various factors such as the slope, underlying rock type, and water flow. This can be seen as a decision point where the water "chooses" its path.

• Coding (Branching): In a program, a decision point could be an 'if' statement, where the program checks if a condition is true or false and then takes the appropriate path.

The students have designed an AR (augmented reality) Metaverse Nature Space experience that focuses on the bush tucker plants in our natural surroundings. The aim is to create immersive experiences that educate and raise awareness among all students and visitors about how the Kaurna Indigenous people of South Australia have used a diverse range of bush tucker plants for food, medicine, and cultural practices. The project is designed to provide a holistic view of these plants and their significance to the Kaurna people. 

The metaverse AR experience project allows students to collect data on student's knowledge, as well as provide scavenger hunts and provide additional information. The Metaverse experiences also aim to educate students and visitors about how the Kaurna people used other plants for various purposes, such as for making tools, weapons, and shelter. These AR experiences also link to videos of ATSI students sharing their cultural knowledge and understandings. 

MINDMAPS FOR KIDS

The Year 3/4 Digital Technologies content descriptor "Explore how digital systems use parts of the device to communicate data.'

'Students learn to understand the real-world applications of both digital systems and basic biological needs and how they are interconnected in our modern world. 

ARE BRAINS LIKE COMPUTERS? 

Year 3/4 Biological Sciences: Living things have basic needs, including food and water.

Students identify the parts of the brain that are relevant to the particular digital components in a digital system.

Exploring how AI processes data and makes decisions based on that data.

How do AI systems and Swarm Systems in nature collect and process data in similar ways?

INPUT / OUTPUT NATURAL SYSTEMS 

(LIFECYCLE OF A PLANT - ALGORITHMS)

Biological Sciences (Year 3/4) - "Living things can be grouped on the basis of observable features and can be distinguished from non-living things" (ACSSU044)

When teaching about inputs and outputs in Digital Technologies, students identify and describe the inputs and outputs of each stage of a plant's lifecycle, as well as the sequence of steps and decisions (algorithms) involved in each stage. 

Plants: Plants require several inputs to grow and reproduce, such as sunlight, water, and nutrients from the soil.

Plants produce several outputs during their lifecycle, such as oxygen through photosynthesis, seeds or fruits for reproduction, and dead leaves or plant matter for decomposition. 

INPUT / OUTPUT DIGITAL SYSTEMS (PERIPHERAL DEVICES)

Digital Technologies (Year 3/4) - ACTDIK009: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them. 

Just as plants require specific inputs to grow and reproduce, digital systems require specific input devices to receive data or instructions from users.

Just as plants produce different outputs during their lifecycle, digital systems produce different types of output based on the data or instructions they receive, which can be displayed or communicated to users through various output devices. 

Automated Greenhouse Project: Students design an automated greenhouse that uses digital input devices to control the environment for optimal plant growth. Input devices could include temperature and humidity sensors, light sensors, and a programmable microcontroller to adjust the output devices, such as heating and cooling systems, watering systems, and artificial lighting.

Students are introduced to Indigenous South Australian bush tucker focusing on the three local First Nations Peoples of the hills: Kuarna, and Peramangk. Students explore the significance of the bush tucker plants to the local environment and Indigenous culture. The focus of the task is placed on the importance of understanding the inputs and outputs of the environmental use of bush tucker plants by the First Nations Peoples of the Adelaide Hills and Murray Bridge region.

Students use the Qlone app to scan the bush tucker plants in our Nature Space and identify their different parts, such as roots, stems, leaves, and fruit. 

Students research one of the following digital systems that has inputs and outputs similar to the plant life cycle:

Computer operating systems - Like plants, operating systems take in inputs (user commands, data) and use internal processes to produce outputs (applications, files, system functions).

Artificial intelligence systems - Similar to how plants can adapt to their environment, AI systems can adapt to changing inputs (data) to produce different outputs (predictions, recommendations, actions).

Data storage systems - Like how plants store energy for later use, data storage systems store information for later use.

Computer networks - Like how plants have interconnected parts, computer networks have interconnected devices that allow for the transmission of information and communication.

Image recognition systems - Similar to how plants can identify different parts of their environment, image recognition systems can identify and categorize different objects within an image.

Search engine algorithms - Like how plants have specific growth patterns, search engine algorithms have specific patterns for ranking and organizing search results based on user inputs (keywords, search queries).

Students research First Nations Peoples of South Australia bush tucker plants and develop their understanding of how they have a sophisticated understanding of the local ecosystem, and use a range of practices to ensure that they can sustainably harvest resources and maintain the health of the land. Students examine the inputs and outputs of indigenous plants with the land (see information below). 

HOW COMPONENTS OF A DIGITAL SYSTEM CONNECT TO FORM A NETWORK  

Digital Technologies Content Descriptor: Examine the main components of common digital systems, and how they may connect together to form networks to transmit data.

Students explore the similarities of a tree network system network and cross-compare with internet network models. They learn about mycorrhizal networking transmission of resources across a tree root system. By exploring these similarities and comparisons, students can develop a deeper understanding of the concepts of networks and systems in both digital and biological contexts. 

An internet network and a tree root system share some similarities in terms of the way they function as networks. They share similarities in terms of their function as networks and their ability to adapt and evolve over time. By exploring these similarities and differences, students can develop a deeper understanding of the concept of networks and their role in different contexts. 

THE WOOD WIDE WEB - HOW TREES SPEAK TO EACH OTHER

Biological Sciences Content Descriptor: "Recognise that the growth and survival of living things are affected by the physical conditions of their environment" 

Students consider how information and resources are transmitted and shared between different parts of a system. In a digital system, networks are used to transmit data between different devices, allowing them to communicate and share information. Similarly, in biological systems like tree root systems, networks of roots are used to transport nutrients and water between different parts of the tree.

In a digital network, different devices are connected in a specific way to allow for efficient communication and data transmission. Similarly, in a tree root system, the structure and organization of the roots are optimized to maximize the uptake of nutrients and water from the soil.

Comparing Tree Root System Model to A Network Model.

A hub tree is a type of network topology in which all the devices are connected to a central hub or switch, and the hub or switch is in turn connected to a main trunk line. The hub tree topology is commonly used in local area networks (LANs), where devices are connected to a central hub or switch using Ethernet cables.

Hub Tree AR Model: From our Nature Space

 Comparing the branching structure of a tree's root system to distribute resources. In a tree root system, each root branch supports the growth and health of the tree above. Similarly, in an internet network, each node or server is connected to other nodes, allowing for the sharing and distribution of data and resources. 

PBL: Networked Sensor System: As a part of their project, students are asked to design a networked sensor system that monitors environmental conditions in a specific location, such as a garden or park. 

Digital Technologies Content Descriptor:  Investigate how digital systems are used to meet specific needs and consider future developments" (ACTDIK008). 

Students explore how the Muddwatt kit uses a digital system to convert energy into usable data by collecting soil from the hub tree of focus. 

1. Collecting and analyzing data: Students use the MudWatt kit to collect data on the bacteria's growth and activity over time. They use this data to create graphs, tables, and other visual representations to analyze and interpret the data.

2. Data visualization: The data collected from the MudWatt kit is used to teach students about data visualization. Students use a variety of software tools to create graphs and other visualizations that help them understand the patterns and trends in the data.

3. Data interpretation: The data collected from the MudWatt kit can be used to teach students about data interpretation. Students can learn how to draw conclusions from the data and how to make predictions based on the patterns and trends they observe.

Biological Sciences Content Descriptor: Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met" (ACSSU002).

Students use Muddwatt kits to collect data on a selected hub tree from our nature space by placing the kit in the soil near the base of the tree. The kit collects data on the microbial activity in the soil and generates electrical energy from the bacteria present. Students then use this data to make comparisons between the resources needed in a tree's root system and those needed in an internet network.

To make these comparisons, students first observe the structure and function of a tree's root system, noting how it transports and distributes resources to the rest of the tree. They then compare this to the structure and function of packets of data sent through internet networks, noting how they are transported and distributed to their destination.

Using the data collected from the Muddwatt kits, students also compare the microbial activity in the soil near the tree to the data transmission in an internet network. They explore the similarities and differences in how these systems use resources and energy to function, and discuss the impact of these systems on the environment.

Digital Microscope (Patterns in Nature) Investigations -Students can gather different natural items around our nature space, and categorise natural items by different observable features and then use Zoomy to re-categorize the data patterns they observe under the digital microscope. 

General Capability: Data management: The ability to collect, manage, and analyze data using digital tools and technologies.

CURRICULUM CONNECTIONS

Mathematics (Data Collection) - Identify questions or issues for categorical variables. Collect data, organise into categories and create displays using digital pictographs. 

Digital Technologies - Representation of Data (Abstract Thinking).

Students explore how the Fibonacci sequence appears in natural patterns, such as the arrangement of leaves on a stem, the spiral pattern of a pinecone or the branching pattern of a tree. Students can investigate how these patterns can be modelled mathematically and then use digital technologies such as coding or 3D printing to create models or simulations of these patterns.

Students then learn about how these patterns are used to create the diversity of life on Earth and how they can be modelled mathematically. They explore how digital technologies such as bioinformatics, machine learning or artificial intelligence can be used to analyze and interpret these patterns.

Finally, students investigate how the Fibonacci sequence and other mathematical concepts are used in digital technologies such as computer graphics, animation or cryptography. 

Year 6 Biological Sciences Content Descriptor: Identify how scientific knowledge has changed peoples' understanding of the world and is refined as new evidence becomes available (ACSHE098)

Students are introduced to examples of digital technologies that have been inspired by nature, such as robots that mimic the movements of animals or computer algorithms that are modelled on the behaviour of ant colonies. Students research how these technologies work and how they have been developed based on observations of living things.

PBL: Students investigate the properties of natural materials and how they can be used to design digital devices. For example, spider silk has been studied for its strength and flexibility and could be used to create more durable and resilient cables for electronics.

The objective of this project is to create a sustainable house solution that meets the needs of a particular community while being environmentally conscious and energy-efficient.  

The first step was to identify the community that the sustainable house solution would be designed for. This involved researching and analyzing the community's needs, culture, and lifestyle patterns to inform the design process. This step was critical to ensuring that the house design would be tailored to meet the specific needs of the community. 

Students conducted research and analyzed data on the community's demographics, climate, topography, and cultural factors that influence their housing needs. This information was used to inform the design process and ensure that the house solution would be sustainable and energy-efficient while meeting the community's preferences. 

Based on the research and analysis, students develop a design concept that addresses the community's needs and preferences. They created floor plans, elevations, and 3D models using SketchUp software to give a realistic representation of the design. The design focused on sustainability, energy efficiency, and affordability. 

Vintage Innovation is a both/and mindset. It’s the overlap of the “tried and true” and the “never tried.” It’s a mash-up of cutting edge tech and old school tools. It’s the overlap of timeless skills in new contexts. Vintage innovation is what happens when engineers use origami to design new spacecraft and robotics engineers are studying nature for innovative designs. 

(Dr John Spencer, 2023)

WHERE - Nature Play - Non-Specific

WHAT - iMovie app on Digi Tech iPads. 

Activity Challenge (see below):

STEP 1: Students work in pairs / small groups (using the Digi Tech iPads) to take photos of beautiful scenes/flora/fauna (at least 4-6 photos) found around our nature space. Discuss how to take a good landscape/perspective/zoomed-in photo.

STEP 2: Students select their favourite photo to present a brief David Attenborough (style) video recount / information report about an area of our nature space or flora found within it. (see student example to the right).

STEP 3: Demonstrate to students how to use iMovie to overlay their images/documentary videos to the green screen. It is suggested that small groups take turns using the green screen, while the remaining students work on independently assigned tasks on the computers.

ICT Capability: Digital content creation: The ability to create and produce digital content, including text, images, audio, and video.

(LINKED TO NATURE INVESTIGATIONS FUN WITH CLAY ACTIVITY)

Students can either use the clay models they have made during the 'Nature Investigations' activity or find natural items in our nature space to create short 'Stop Motion Videos' using the app 'Stop Motion Studio.' 

Stop Motion studio has been distributed to all classroom iPads (but please double check before embarking on this activity). 

ICT Capabilities

Data management: The ability to collect, manage, and analyze data using digital tools and technologies.

Digital content creation: The ability to create and produce digital content, including text, images, audio, and video.

iMotion is a user-friendly app for all ages. Students will need to have teams of at least 3 for this activity. One student can act as a photographer, one student moving the items in the scene and one student pressing the photo capture button.

Digital Technologies - (Algorithms in Narratives and Information Reports) - Narrative and Information Report structure and visual language to create shared stories and understanding of concepts linked to coding (Sequencing & Digital Fluency). 

Digital Fluency - Digital Fluency is the ability to discover, select, evaluate, and use information and technology effectively and ethically. 

Literacy Connections (Creating Literature) - Create texts that adapt language features and patterns encountered in literary texts.

WHERE - Nature Space

WHEN - Bookings available for Digi Tech iPads.

WHAT - Teachers will need to book Digi Tech iPads to use and distribute to small groups/pairs of students. Students use Book Creator to either create a Comic Book Narrative in Nature Play or begin an Information Report on the flora and fauna found around our school.

Early Years - Nature Play Book Creator Data walk Portfolios

Picture Graphs - Living and non-living things photography data hunt. Represent Data from Nature Play in different ways Collect data using technology e.g. take photos with a tablet, digital device, or digital microscope (Zoomy).

Please watch the video above with your students as a quick tutorial on how to use the different features of Book Creator. 

CURRICULUM CONNECTIONS

Digital Technologies - (Algorithms in Narratives and Information Reports) - Narrative and Information Report structure and visual language to create shared stories and understanding of concepts linked to coding (Sequencing & Digital Fluency). 

Digital Fluency - Digital Fluency is the ability to discover, select, evaluate, and use information and technology effectively and ethically. 

ICT Capability - Digital content creation: The ability to create and produce digital content, including text, images, audio, and video.