SEESAW LOGIN: DIGITAL TECHNOLOGIES RECEPTION

Focus: Understanding the connection between digital systems, nature systems, and the lifecycle of a butterfly.
Digital Tool: Scratch Jr (Link)
ACARA Descriptor: ACTDIK001 – Recognise and explore digital systems (hardware and software) for a purpose.

🧠 Learning Intention:

• I will learn what a digital system is.

• I will explore how nature systems (like tree roots and butterfly lifecycles) are similar to digital systems.

• I will create an animation showing a system using Scratch Jr.

✅ Success Criteria:

• I can explain what a digital system is.

• I can compare tree root systems and butterfly lifecycles to digital systems.

• I can create a simple representation of a network or lifecycle using Scratch Jr.

📚 Activity Overview:

1. Introduction to Networks and Systems:

   • Show images of tree roots and a butterfly lifecycle diagram.

   • Discuss how both are systems:

     • Tree roots: Move water and nutrients through connected pathways.

     • Butterfly lifecycle: Follows a step-by-step sequence from egg to butterfly.

2. Outdoor Observation Activity:

   • Observe systems in our garden.

   • Take photos for Seesaw.

   • Take photos of where the garden is at. Look at the weather. Take photos of the clouds. Observations using a digital camera or Seek App (Link).

3. Scratch Jr Exploration:

   • Students will use Scratch Jr to create animations showing either:

     • Tree Root System Animation (what does a garden need): Water droplet moving through root pathways.

     • Butterfly Lifecycle Animation: Show the lifecycle from egg → caterpillar → chrysalis → butterfly.

💻 Examples of Scratch Jr Activities:

🌳 Tree Root Network Animation:

• Backdrop: Forest or garden background.

• Characters: Water droplet sprite, tree sprite.

• Code Blocks:

  • Move blocks: Make the droplet move through pathways.

  • Start block: Begin movement when tapped.

  • Repeat block: Show continuous water cycling.

🦋 Butterfly Lifecycle Animation:

• Backdrop: Garden or outdoor background.

• Characters: Egg, caterpillar, chrysalis, butterfly sprites.

• Code Blocks:

  • Use movement blocks to transition each stage.

  • Add speech bubbles (e.g., “I’m a caterpillar now!”).

  • Use sound effects for each stage transition.

• Narrative: Animate the sequence showing each lifecycle stage with arrows and movement.

🚦 Pathways Challenge (Extension Activity):

• Create a branching Scratch Jr project showing both systems:

  • One sprite follows tree root pathways.

  • Another sprite follows the butterfly lifecycle.

• Students can switch between systems in their project.

🌿 Outdoor Integration:

• Observe tree root systems and any butterfly lifecycle signs (e.g., eggs on leaves, caterpillars, chrysalises).

• Take photos and share observations.

• Ask: How are these systems similar to digital systems?

🌍 SDG Activity:

• Discuss how technology helps scientists track butterfly migration and plant health.

• Create a classroom poster showing these connections.

📝 Assessment:

• Observation Checklist: Did the student create a tree root or butterfly lifecycle animation in Scratch Jr?

• Reflection Task:

  • Draw and label their outdoor butterfly or tree root observation.

  • Write or dictate a comparison between digital systems and natural systems.

• Peer Sharing:

  • Students share their Scratch Jr animation with a buddy and explain their chosen system (tree roots or butterfly lifecycle).

Focus: Understanding inputs and outputs in both digital and natural systems, with connections to butterfly behavior and plant growth.
Digital Tool: Seek App (Link) | Vex 123 (Link)
ACARA Descriptor: ACTDIK001 – Recognise and explore digital systems (hardware and software) for a purpose.

🧠 Learning Intention:

• I will understand what inputs and outputs are in a system.

• I will observe how plants and butterflies use inputs like sunlight and water to grow and behave.

• I will use digital tools to represent inputs and outputs.

✅ Success Criteria:

• I can identify inputs (e.g., sunlight, water) and outputs (e.g., plant growth, butterfly flight) in nature.

• I can explain how digital systems also use inputs and outputs.

• I can use a digital tool to represent natural inputs and outputs.

📚 Activity Overview:

1. Introduction to Inputs and Outputs:

   • Discuss what inputs and outputs are in a system:

     • Natural Examples: Sunlight (input) → Photosynthesis (output); Water (input) → Growth (output).

     • Digital Examples: Button press (input) → Light turns on (output).

   • Show simple diagrams of inputs and outputs in both natural and digital systems.

2. Outdoor Exploration with Seek App:

   • Use Seek App to identify plants or butterflies outdoors.

   • Ask students to document inputs (e.g., sunlight, water) and outputs (e.g., flowers blooming, butterfly flying).

   • Take photos of their findings.

3. Hands-On with VEX 123:

   • Use VEX 123 robots to demonstrate digital inputs and outputs.

     • Input Example: Pressing a button (input) starts a sequence (e.g., robot moves in a circle).

     • Output Example: The robot plays a sound or flashes lights.

   • Allow students to create simple input-output sequences using the robot.

4. Create a Digital Diagram:

   • Students create a simple visual diagram showing their outdoor observation using inputs and outputs.

   • Example: Sunlight (input) → Caterpillar grows (output).

   • Students can draw this on PaintZ (Link) or AutoDraw (Link).

💻 Examples of VEX 123 Activities:

🌞 Sunlight and Butterfly Movement Activity:

• Input: Press the green button on VEX 123.

• Output: The robot moves forward, representing a butterfly flying towards sunlight.

• Extension: Add multiple inputs (e.g., sound trigger) for different outputs (e.g., spin, move in a zigzag).

💧 Water and Plant Growth Activity:

• Input: Press blue button on VEX 123.

• Output: The robot mimics water movement (e.g., flowing in straight lines).

• Extension: Create a sequence showing water flowing to roots (movement patterns).

🌿 Outdoor Integration:

• Students identify plants and butterflies in their natural habitat using Seek App.

• Discuss observations:

  • What are the inputs for plants? (e.g., water, sunlight)

  • What are the outputs? (e.g., flowers, fruit)

  • What are the inputs for butterflies? (e.g., nectar, warmth from the sun)

  • What are the outputs? (e.g., flight, pollination)

🌍 SDG Activity:

• Discuss how clean water and sunlight are essential for both plants and butterflies.

• Ask: How can we ensure these natural inputs remain clean and abundant?

• Create a 'Nature Inputs and Outputs' Poster showing observations and sustainable practices.

📝 Assessment:

• Digital Diagram Task: Students create a simple digital diagram showing inputs and outputs of a butterfly or a plant using AutoDraw or PaintZ.

• VEX Robot Task: Observe students programming simple input-output sequences on VEX 123.

• Reflection Activity: Students reflect on what they observed outdoors using a sentence starter:

  • “I noticed that plants need ___ to grow, and butterflies need ___ to survive.”

🤝 Differentiation Strategies:

🟢 Support:

• Provide pre-drawn diagrams with labeled inputs and outputs.

• Guide students step-by-step in using Seek App.

• Use simple VEX commands (e.g., one button, one output).

🟦 Extension:

• Challenge students to create a multi-step input-output sequence on VEX 123.

• Ask students to represent both natural and digital inputs/outputs side by side in their digital diagram.

Focus: Identifying and capturing patterns in nature using photography, engaging the five senses, and reflecting on their similarities to digital systems.
Digital Tool: iPad Camera App | Seesaw (Link)
ACARA Descriptor: ACTDIP004 – Follow, describe, and represent a sequence of steps and decisions (algorithms) to solve problems.

🧠 Learning Intention:

• I will identify patterns in nature, like those in flowers, clouds, and leaves.

• I will use an iPad to photograph natural patterns.

• I will use my five senses to explore and describe the patterns I observe.

• I will reflect on how patterns in nature are similar to patterns in digital systems.

✅ Success Criteria:

• I can identify patterns in outdoor environments.

• I can use an iPad to capture clear photos of patterns.

• I can describe patterns using my five senses (sight, sound, smell, taste, touch).

• I can explain how patterns in nature and digital systems are connected.

📚 Activity Overview:

1. Introduction to Patterns and Five Senses:

• Show students images of patterns in nature: leaf veins, flower petals, tree bark, and cloud shapes.

• Discuss how patterns can be seen, felt, and sometimes even heard (e.g., bird songs).

• Introduce the Five Senses Seesaw Activity as a way to explore and document their observations.

2. Outdoor Exploration – Patterns with Five Senses:

• Take students outside with iPads.

• Ask them to observe patterns in flowers, clouds, leaves, or tree bark using their five senses:

  • Sight: What does the pattern look like?

  • Touch: What does it feel like?

  • Smell: Does it have a smell?

  • Hearing: Can you hear anything near it (e.g., rustling leaves)?

  • Taste: (Only if safe and pre-approved, e.g., edible plants or herbs.)

• Students take close-up photos of patterns they observe using the iPad Camera App.

3. Five Senses Reflection on Seesaw:

• Back in the classroom, students upload their photos to Seesaw.

• They fill out a Five Senses Digital Reflection Template on Seesaw:

  • "I saw…"

  • "I felt…"

  • "I smelled…"

  • "I heard…"

  • "I tasted…" (if applicable)

• Students add an audio recording describing their observations.

4. Pattern Collage on Seesaw:

• Create a Patterns in Nature Digital Collage on Seesaw using their best photos.

• Add digital labels to highlight repeating features in the patterns.

• Reflection Prompt:

  • “This pattern helps the plant or animal by…”

  • “This pattern reminds me of…”

🌿 Outdoor Integration:

• Observe patterns in natural elements such as leaves, flowers, clouds, or tree bark.

• Encourage students to connect their observations to their five senses.

• Ask: Why might it be important for plants or animals to have these patterns?

🌍 SDG Activity:

• Discuss how patterns in nature inspire human designs (e.g., honeycomb shapes in buildings, camouflage in clothing).

• Talk about how observing and understanding natural patterns can help us protect the environment.

📝 Assessment:

• Photography Task: Students capture 3–5 clear images of patterns in nature using their iPads.

• Seesaw Five Senses Reflection: Upload photos and complete the Five Senses Digital Reflection Template on Seesaw.

• Digital Collage: Create a Patterns in Nature Digital Collage in Seesaw, combining photos with written or voice reflections.

Reflection Questions:

• What pattern did you find most interesting and why?

• How did your five senses help you notice more details?

• How are patterns in nature similar to patterns in digital systems?

🤝 Differentiation Strategies:

🟢 Support:

• Provide sentence starters for Seesaw reflections (e.g., “I felt…,” “I saw…”)

• Assign a peer buddy to assist in taking photos and documenting senses.

• Offer a visual checklist for each sense.

🟦 Extension:

• Challenge students to create a short video on Seesaw explaining their favorite pattern using their five senses.

• Ask students to create a story about their pattern, imagining it as part of a natural or digital system.

🛠️ Digital Tools Integration:

• iPad Camera App: To photograph outdoor patterns.

• Seesaw: For uploading photos, completing the Five Senses Digital Reflection Template, and creating a digital collage.

Focus: Understanding inputs and outputs in both digital and natural systems through observation, exploration, and hands-on activities.
Digital Tool: iPad Camera App (Link) | Seesaw (Link) Quiver Vision (Link) 
ACARA Descriptor: ACTDIK001 – Recognise and explore digital systems (hardware and software) for a purpose.

🧠 Learning Intention:

• I will understand what inputs and outputs are in digital and natural systems.

• I will identify examples of inputs and outputs in nature.

• I will demonstrate my understanding by capturing examples using an iPad camera.

• I will share my learning using Seesaw.

✅ Success Criteria:

• I can explain what inputs and outputs are in both natural and digital systems.

• I can identify and photograph examples of inputs and outputs in plants and animals.

• I can create a digital collage showing my observations.

• I can upload and share my reflections on Seesaw.

📚 Activity Overview:

1. Introduction to Inputs and Outputs:

• Begin with a class discussion:

  • Input: What goes into a system to make it work (e.g., sunlight for plants, electricity for a light bulb).

  • Output: What comes out of a system (e.g., flowers from plants, light from a bulb).

• Show digital examples:

  • Input: Typing on a keyboard.

  • Output: Text appears on a screen.

2. Outdoor Exploration – Inputs and Outputs in Nature:

• Take students outside with their iPads.

• Guide them to find and photograph examples of natural inputs and outputs:

  • Plants: Input – sunlight and water, Output – flowers or fruit.

  • Animals: Input – food, Output – movement or sound.

• Encourage them to capture close-up images of roots, leaves, or flowers showing these inputs and outputs.

3. Create Digital Input-Output Collages:

• Back in the classroom, students will use their iPads to create a digital collage showing their photos.

• Label each photo with “Input” and “Output.”

• Add brief captions:

  • "The input for this plant is sunlight, and the output is flowers."

4. Reflect and Share on Seesaw:

• Students upload their collages to Seesaw.

• Complete the Seesaw Input-Output Reflection Activity:

  • "One input I observed in nature was…" (e.g., sunlight).

  • "One output I observed in nature was…" (e.g., flowers).

  • "I noticed that inputs and outputs are important because…"

🌿 Outdoor Integration:

• Discuss how inputs (e.g., sunlight, water) help plants grow and create outputs (e.g., flowers, fruit).

• Reflect on what happens if a plant doesn’t get enough water (e.g., no flowers).

🌍 SDG Activity:

• UN SDG Goal 6 – Clean Water and Sanitation 💧

• Talk about how clean water is an essential input for healthy plants and animals.

• Ask: What happens to plants and animals when they don’t get enough clean water?

📝 Assessment:

• Outdoor Observation Task: Students capture and label examples of inputs and outputs in nature using iPads.

• Digital Collage: Students create a labeled collage showcasing their observations.

• Seesaw Reflection Activity: Students upload their collage and complete the reflection prompts.

Reflection Questions:

• What is one similarity between digital and natural inputs and outputs?

• Why are inputs important for both digital and natural systems?

• What happens when a system doesn’t get the right input?

🤝 Differentiation Strategies:

🟢 Support:

• Provide pre-made image cards with labeled examples of inputs and outputs.

• Allow students to focus on just one example of input and output in nature.

• Offer sentence starters for reflections on Seesaw.

🟦 Extension:

• Challenge students to identify multiple inputs and outputs for one plant or animal.

• Ask students to create a short digital video on Seesaw explaining their photos.

• Encourage students to research other examples of input-output systems in nature.

🛠️ Digital Tools Integration:

• iPad Camera App: To photograph examples of natural inputs and outputs.

• Seesaw: To upload photos, create reflections, and share their findings.

Focus: Exploring patterns in nature and transforming them into creative digital and 3D designs.
Digital Tools: iPad Camera App (Link) | Doodle Transform 3D (Link) | Seesaw (Link)
ACARA Descriptor:

• ACTDIK001: Recognise and explore digital systems (hardware and software) for a purpose.

• ACTDIP004: Follow, describe, and represent a sequence of steps and decisions (algorithms) needed to solve simple problems.

🧠 Learning Intention:

• I will explore patterns in nature and capture them using an iPad camera.

• I will create a 3D model inspired by my photo using Doodle Transform 3D.

• I will share my pattern project and reflection using Seesaw.

✅ Success Criteria:

• I can identify patterns in nature (e.g., leaves, flowers, clouds).

• I can photograph a pattern using an iPad camera.

• I can create a 3D digital design inspired by my pattern using Doodle Transform 3D.

• I can share my project and reflection on Seesaw.

📚 Activity Overview:

1. Introduction to Patterns in Nature (15 minutes):

• Show students examples of patterns in nature: leaf veins, flower petals, spider webs, and tree bark.

• Ask:

  • “Where have you seen patterns in nature before?”

  • “Why do you think patterns are repeated in nature?”

• Introduce the lesson goal: “Today, we’ll photograph patterns in nature and turn them into 3D digital designs!”

2. Outdoor Exploration – Photographing Patterns (30 minutes):

• Take students outdoors with iPads.

• Ask them to find patterns in:

  • Leaves

  • Flower petals

  • Tree bark

  • Clouds

• Students take close-up photos of patterns they find using the iPad Camera App.

• Encourage students to focus on details and repeating shapes.

🌟 Differentiation:

• Support: Assist students in finding clear and simple patterns to photograph.

• Extension: Encourage students to photograph multiple patterns and compare them.

3. Digital Transformation – Doodle Transform 3D (30 minutes):

• Return to the classroom and introduce Doodle Transform 3D.

• Students upload their pattern photos into the app.

• Guide students to:

  • Trace key shapes and structures from their photos.

  • Add colors and textures to replicate natural details.

  • Rotate and adjust their 3D design for clarity.

• Reflection Prompt:

  • “How does your 3D design represent the pattern you photographed?”

🌟 Differentiation:

• Support: Provide step-by-step instructions with visuals.

• Extension: Ask students to create multiple 3D models from different photos.

4. Sharing on Seesaw (15 minutes):

• Students upload their pattern photo and 3D digital model to Seesaw.

• Complete the Seesaw Reflection Activity:

  • “I found a pattern in…”

  • “My pattern looks like…”

  • “In Doodle Transform 3D, I created my design by…”

  • “Patterns are important because…”

• Students can add a voice recording to explain their project.

🌿 Outdoor Integration:

• Discuss how patterns in nature help plants and animals survive:

  • Leaves: Patterns help sunlight absorption.

  • Flowers: Patterns attract pollinators.

• Reflection Question:

  • “How might we use patterns to create helpful digital designs?”

🌍 SDG Activity:

• UN SDG Goal 12 – Responsible Consumption and Production ♻️

• Discuss how nature-inspired patterns influence sustainable technology (e.g., solar panels designed like leaves).

• Ask:

  • “How can we use patterns from nature to create better tools?”

📝 Assessment:

Formative Assessment:

• Outdoor Pattern Observation Task: Students photograph patterns in nature using the iPad camera.

• Doodle Transform 3D Task: Students create a 3D model of their observed pattern.

• Seesaw Reflection: Students share their photos, 3D models, and reflections on Seesaw.

Summative Assessment:

• Evaluate students’ ability to:

  • Identify and capture patterns in nature.

  • Represent the pattern digitally using Doodle Transform 3D.

  • Share and explain their project on Seesaw.

Reflection Questions:

• What pattern did you find, and where was it?

• How does your 3D design represent your pattern?

• Why do you think patterns are important in both nature and technology?

🤝 Differentiation Strategies:

🟢 Support:

• Provide guided steps for photographing patterns and using Doodle Transform 3D.

• Use sentence starters for Seesaw reflections.

🔵 Extension:

• Encourage students to create animations from their 3D designs in Doodle Transform 3D.

• Ask students to combine multiple patterns into one digital project.

🛠️ Digital Tools Overview:

• iPad Camera App: Capture patterns in nature through photography.

• Doodle Transform 3D: Create a 3D digital design inspired by natural patterns.

• Seesaw: Share photos, digital models, and reflections with voice recordings.

Focus: Understanding how the five senses (sight, sound, touch, taste, and smell) help us understand our world and how digital tools can record and represent sensory observations.
Digital Tools: iPad Camera App (Link) | Seesaw (Link) | Quiver Vision (Link)
ACARA Descriptor:

• ACTDIK001: Recognise and explore digital systems (hardware and software) for a purpose.

• ACTDIP004: Follow, describe, and represent a sequence of steps and decisions (algorithms) needed to solve simple problems.

🧠 Learning Intention:

• I will explore how my five senses help me observe the world around me.

• I will use a digital tool to record my sensory observations.

• I will create a digital representation of my sensory experiences.

✅ Success Criteria:

• I can identify the five senses and how they help me observe nature.

• I can record my observations using the iPad camera.

• I can create a sensory observation activity in Seesaw.

• I can share my learning with my peers.

📚 Activity Overview:

1. Introduction to the Five Senses (15 minutes):

• Begin with a class discussion:

  • “What are our five senses?”

  • “How do they help us understand our surroundings?”

• Introduce a Five Senses Chart on the classroom whiteboard:

  • Sight 👀

  • Sound 👂

  • Smell 👃

  • Taste 👅 (Discuss safely, no taste activity in this lesson)

  • Touch 🤚

• Explain: “Today, we’ll use our senses to explore nature and document our findings digitally.”

2. Outdoor Sensory Walk (30 minutes):

• Take students outside for a Sensory Exploration Walk with their iPads.

• Guide them to focus on their senses:

  • 👀 Sight: Observe shapes, colors, and patterns. Take photos of interesting visuals (e.g., flowers, leaves, sky).

  • 👂 Sound: Pause and listen to birds, wind, or insects. Record short audio clips using the iPad.

  • 👃 Smell: Encourage students to smell flowers, leaves, or fresh air. Take a photo of what they smell.

  • 🤚 Touch: Ask students to touch tree bark, leaves, or stones. Take photos of the textures.

• Remind students to document their observations in Seesaw, using photos and audio recordings.

🌟 Differentiation:

• Support: Provide sensory prompt cards (e.g., “Can you find something rough?”).

• Extension: Ask students to describe their sensory experience using descriptive words in Seesaw.

3. Creative Digital Representation with Quiver Vision (30 minutes):

• Return to the classroom and introduce Quiver Vision.

• Provide each student with a printable Quiver Five Senses Coloring Page (Available Here).

• Students color the sensory chart, representing their observations from the outdoor activity.

• Use Quiver Vision to bring their charts to life in augmented reality.

• Reflection Prompt:

  • “Which sense did you use the most today?”

  • “How did your observations change when using technology?”

🌟 Differentiation:

• Support: Provide labeled coloring sheets with clear sensory prompts.

• Extension: Ask students to record a voice explanation of their augmented reality chart.

4. Sharing on Seesaw (15 minutes):

• Students upload their sensory observation photos, audio recordings, and their Quiver Vision chart to Seesaw.

• Complete the Seesaw Reflection Activity:

  • “With my eyes, I saw…”

  • “With my ears, I heard…”

  • “With my hands, I felt…”

  • “Using Quiver, I created…”

• Allow students to share their Seesaw portfolios with peers or family members.

🌿 Outdoor Integration:

• Highlight how animals use their senses to survive in nature (e.g., birds using sight to find food, deer using hearing to detect danger).

• Reflection Question:

  • “How do animals use their senses differently from us?”

🌍 SDG Activity:

• UN SDG Goal 4 – Quality Education 📚

• Discuss how technology helps people with disabilities enhance their senses (e.g., hearing aids, text-to-speech tools).

• Ask:

  • “How can technology help people who have trouble with one of their senses?”

📝 Assessment:

Formative Assessment:

• Sensory Photo Documentation: Students capture photos and audio clips representing their sensory experiences.

• Quiver Vision Activity: Students complete and animate their Five Senses AR chart.

• Seesaw Reflection: Students describe their sensory experiences and explain their digital project.

Summative Assessment:

• Evaluate students’ ability to:

  • Observe and document sensory experiences outdoors.

  • Use Quiver Vision to digitally represent their five senses.

  • Share their reflections on Seesaw.

Reflection Questions:

• What was your favorite sensory discovery today?

• How did technology help you share your observations?

• Which sense do you think is most important for animals? Why?

🤝 Differentiation Strategies:

🟢 Support:

• Provide sensory prompt cards with visuals.

• Offer extra support with using the iPad camera and Seesaw.

🔵 Extension:

• Encourage students to create an audio story using their sensory observations.

• Ask students to compare human and animal sensory systems in their reflection.

🧠 Learning Intention:

• I can identify safe and unsafe online behaviors.

• I can explain why it’s important to stay safe when using digital tools.

✅ Success Criteria:

• I can follow simple rules for staying safe online.

• I can identify trusted adults I can talk to if I feel unsafe online.

• I can demonstrate safe behaviors when using digital devices.

📖 ACARA Content Descriptor:
ACTDIP005: Follow safe practices when using digital systems.

🌍 Outdoor Connection:

• Discuss how animals in nature keep themselves safe (e.g., turtles using their shells, birds flying away from predators).

• Compare these behaviors to staying safe in digital spaces.

🛠️ Digital Tools:

• ClassDojo Island (Website) – Use avatars and simple online interactions to practice safe digital communication.

• Seesaw (Website) – Create a poster showing three online safety rules using drawings, text, and voice recording.

📷 Activity Example:

1. Engage: Discuss a story about an animal using a safe behavior (e.g., a turtle hiding in its shell). Compare this to asking for help online.

2. Explore: Students create a Seesaw poster titled "My 3 Rules for Staying Safe Online" and record themselves explaining their rules.

3. Create: Students navigate ClassDojo Island with the teacher's guidance, practicing safe interactions and identifying online safety icons (e.g., a lock for privacy).

4. Reflect: Students share one online safety rule they learned with a partner.

🌟 SDG Connection:
Goal 16 – Peace, Justice, and Strong Institutions ⚖️

• Discuss how following online safety rules helps create peaceful and respectful digital spaces.

📊 Assessment:

• Students’ Seesaw posters are reviewed to ensure they have included three online safety rules.

• Teacher observation during ClassDojo Island interactions.

1️⃣ Ask an Adult First 👩‍👧‍👦

• Rule: Always ask a grown-up before using a device or going online.

• Why: Adults can help make sure the websites and apps are safe.

• Activity Idea: Create a digital poster together using Seesaw or PaintZ with the phrase, "Ask First!"

2️⃣ Keep Your Secrets Safe 🔒

• Rule: Never share your name, address, school, or other personal information online.

• Why: Personal details can be misused by strangers.

• Activity Idea: Role-play scenarios where students decide if it’s safe to share certain information.

3️⃣ Use Kind Words Only 💬❤️

• Rule: Be kind and respectful when talking to others online.

• Why: Words can hurt feelings, even on a screen.

• Activity Idea: Students can create kindness messages using Draw and Tell.

4️⃣ Don’t Click on Unknown Links 🚫🔗

• Rule: Don’t click on strange links or pop-ups.

• Why: Some links might lead to unsafe websites.

• Activity Idea: Show examples of safe vs. unsafe pop-ups and ask students to identify them.

5️⃣ If Something Feels Wrong – Tell an Adult 🚨👂

• Rule: If something makes you feel scared, confused, or upset online, tell a grown-up right away.

• Why: Adults can help keep you safe.

• Activity Idea: Use Seesaw to create a digital “Safe Adult” contact list.

6️⃣ Time Limits are Important ⏳📱

• Rule: Take breaks from screens and follow screen time rules.

• Why: Too much screen time isn’t healthy for your body or brain.

• Activity Idea: Create a screen-time timer craft using recycled materials.

7️⃣ Stick to Approved Websites & Apps ✅🌐

• Rule: Only use apps and websites approved by your teacher or parents.

• Why: Safe apps are designed for kids.

• Activity Idea: Create a digital bookmark list of safe websites together.

Digital Citizenship Focus: Understanding the importance of balancing screen time with other activities for overall wellbeing.
ACARA Content Descriptor: ACTDIP005 – Follow digital safety rules when using digital systems.
UN SDG: Goal 3 – Good Health and Well-being ❤️

📚 Learning Intention:

• I can understand why it’s important to have a healthy balance between screen time and other activities.

• I can identify activities I enjoy away from screens.

✅ Success Criteria:

• I can explain why too much screen time can be unhealthy.

• I can identify at least three activities I can do instead of screen time.

• I can create a simple plan for balancing screen time and other activities.

🧠 Activity Overview:

• Warm-Up Discussion (10 mins): Ask students, “How do you feel when you spend a long time on a screen? What do you like doing away from screens?”

• Storytime Activity (15 mins): Share an animated story about screen time balance using ClassDojo Island or an online story video.

• Activity (20 mins): On Seesaw, students will create a “Screen Time Balance Plan”:

  • Add drawings or photos of activities they enjoy offline (e.g., playing outside, reading a book, riding a bike).

  • Use emojis to represent how screen time makes them feel when balanced vs. overused.

• Outdoor Activity (15 mins): Take students outside for a short mindfulness activity (e.g., listening to birds, looking at clouds, or doing some gentle stretches).

🌳 Outdoor Integration:

• Go outdoors and observe nature quietly for 5 minutes.

• Reflect on how time outdoors makes them feel compared to screen time.

• Take photos of peaceful outdoor scenes to remind them of offline moments.

🛠️ Digital Tools:

• ClassDojo Island: www.classdojo.com – Interactive digital citizenship storytelling.

• Seesaw: www.seesaw.me – Create a “Screen Time Balance Plan” with photos, drawings, and reflections.

📝 Assessment:

• Formative: Students share their “Screen Time Balance Plan” on Seesaw.

• Summative: Students verbally explain one activity they enjoy offline and why it’s important to have screen-free time.

Digital Citizenship Focus: Exploring the concept of digital footprints and understanding the importance of sharing information safely online.
ACARA Content Descriptor: ACTDIP005 – Follow digital safety rules when using digital systems.
UN SDG: Goal 16 – Peace, Justice, and Strong Institutions 🕊️

📚 Learning Intention:

• I understand what a digital footprint is.

• I know that what I share online can stay there forever.

• I can make safe choices about what I share online.

✅ Success Criteria:

• I can explain what a digital footprint is.

• I can identify examples of safe and unsafe information to share online.

• I can create a simple poster showing safe online sharing rules.

🧠 Activity Overview:

• Warm-Up Discussion (10 mins): Ask students, “What kind of things do we share online? (e.g., photos, stories, messages). Do you think everyone should see everything we share?”

• Storytime Activity (15 mins): Watch a short animated video explaining digital footprints (e.g., Common Sense Education's Digital Footprint Lesson).

• Activity (20 mins): On Seesaw, students will:

  • Draw or upload a picture of a footprint.

  • Add safe and unsafe sharing examples around the footprint (e.g., "Safe: My favorite color; Unsafe: My home address").

• Class Discussion (10 mins): Share posters as a group and discuss one thing they learned about digital footprints.

🌳 Outdoor Integration:

• Take students outdoors for a "Footprint Hunt."

• Look for real footprints in the dirt, sand, or grass.

• Compare physical footprints to digital ones, discussing how both leave traces behind.

🛠️ Digital Tools:

• Seesaw: www.seesaw.me – Students create a “Digital Footprint Poster.”

• Common Sense Education (Digital Footprint Resource): www.commonsense.org

📝 Assessment:

• Formative: Students’ digital footprint posters on Seesaw are reviewed.

• Summative: Students explain one example of something safe and one example of something unsafe to share online.

Digital Citizenship Focus: Understanding how to balance screen time with offline activities for physical and emotional well-being.
ACARA Content Descriptor: ACTDIP006 – Follow, describe, and represent a sequence of steps and decisions (algorithms) needed to solve simple problems.

🌟 Learning Intentions:

• I understand the importance of balancing screen time and offline activities.

• I can identify activities that make me feel happy, calm, and healthy.

• I can create a simple plan for balanced digital habits.

✅ Success Criteria:

• I can explain why it’s important to have time away from screens.

• I can list activities I can do offline.

• I can use Seesaw to create a digital poster about screen time balance.

📝 Lesson Plan:

1. Introduction (10 minutes)

• Begin with a story or video about a character who spent too much time on screens and how it affected them.

• Ask students: "How does too much screen time make you feel?"

• Discuss how balance helps our minds and bodies feel better.

2. Activity 1: Screen vs. Green Time (15 minutes)

• Create two lists on the board: "Screen Time Activities" and "Green Time Activities" (e.g., drawing, playing outside, reading).

• Discuss how both are important, but balance is key.

3. Activity 2: Seesaw Poster Creation (15 minutes)

• Students use Seesaw (www.seesaw.me) to create a poster titled "My Balanced Day."

• They will add photos or drawings showing:

  • One favorite screen activity.

  • Two favorite outdoor or offline activities.

• Add a simple plan: "I will spend __ minutes on screens and __ minutes playing outside."

4. Reflection and Sharing (5 minutes)

• Students share their posters with a peer or the class.

• Discuss as a group: "How can we remind ourselves to take breaks from screens?"

🌱 Outdoor Connection:

• Go outside for 10 minutes of "Green Time."

• Encourage students to notice how they feel when they are outdoors without screens.

🌍 SDG Link:

• UN SDG Goal 3 – Good Health and Well-being: Understand the importance of physical and mental health through balanced habits.

🛠️ Digital Tool:

• Seesaw – For creating and sharing screen time balance posters.