🗓️ Term 1: Keys to the Future – Digital Systems and Algorithms

Focus: Understand digital systems, how they function, and how algorithms are created and tested to solve problems.

Duration: 10 Weeks

UN SDG: Goal 4 – Quality Education 📚 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.)

Unit: Inputs & Outputs

Project Focus: Understanding Digital Systems, Networks, and Natural Patterns through Coding and Algorithms

• Key Learning Objective: Unpack the components of a digital system and explore how inputs and outputs function in a network.

• Scientific Connections: Explore natural networks (e.g., tree root systems, bird migration paths, ant trails) and map them using algorithms.

• Core Activities:

  • CoSpaces School Tour (including photos of natural observations)

  • Nature-Inspired Problem Solving: Bird Migration and Ant Trails

  • Debugging Exercises

  • Explore Coding and Decoding Systems (e.g., Morse Code, QR Codes)

• Assessment Submission:

  • CoSpaces Virtual School Tour

  • Google Slides Debugging Presentation

  • Scratch Project: Ant Trail Simulation

  • Bird Migration Simulation with Code

🧩 LEARNING SEQUENCE 1: Introduction to Digital Systems – Understanding Components and Networks

Focus: Understanding the key components of digital systems and how they interact to process, store, and communicate information.
Duration: Weeks 1–2 (4 lessons total, 2 per week)
Key Curriculum Links: ACTDIK013, ACSSU043
UN SDG: Goal 4 – Quality Education 📚

📚 Overview:

In this sequence, students will explore the fundamental components of digital systems, including hardware, software, input devices, and output devices. Through interactive discussions and outdoor analogies, they will learn how data moves through systems and how networks connect digital devices. Real-world comparisons to natural systems, like tree root networks and ant colonies, will highlight similarities in data flow and resource sharing.

🧠 Learning Intentions:

●        I understand the key components of digital systems (hardware, software, input, output).

●        I can identify how digital systems are connected in a network.

●        I can compare digital systems to natural systems (e.g., tree roots, ant colonies).

✅ Success Criteria:

●        I can name and describe hardware and software components in a digital system.

●        I can explain how digital systems communicate within a network.

●        I can identify similarities between digital networks and natural systems.

●        I can represent a digital system using a simple diagram or model.

📅 Lesson Breakdown:

🔹 Week 1, Lesson 1: What Are Digital Systems?

Focus: Identifying hardware, software, input, and output devices.
Learning Sequence:

●        Engage (10 mins): Show a laptop, tablet, and smartphone. Ask, “What do these devices have in common? How do they process information?”

●        Explore (20 mins): Students handle devices and identify hardware (e.g., screen, keyboard) and software (e.g., apps, operating systems). Use the analogy of a recipe (software) and kitchen tools (hardware).

●        Explain (10 mins): Discuss input (e.g., typing on a keyboard), processing (e.g., CPU running calculations), and output (e.g., sound from speakers).

●        Evaluate (5 mins): Students sketch a labeled diagram of a digital system showing hardware, software, input, and output.

Outdoor Integration:

●       Compare inputs out outputs of a plants lifecycle to inputs and outputs of a digital system. 

• Biological Sciences – Cross Compare components of a digital system with the human Brain using Mindmaps4Kids

●        Document tree observations in a digital journal using Seesaw.

Resources:

●        Digital devices (laptop, tablet, smartphone)

●        Diagram templates

●        Outdoor area for tree observation

●        Book Creator: www.bookcreator.com

Support Adjustments:

●        Provide labeled diagram templates.

●        Use visuals for hardware and software identification.

●        Pair students for peer support.

Extension Adjustments:

●        Ask students to research one advanced hardware component (e.g., GPU).

●        Challenge them to create a digital presentation on hardware-software interactions.

🔹 Week 1, Lesson 2: How Do Digital Systems Communicate?

Focus: Understanding networks and data flow.
Learning Sequence:

●        Engage (10 mins): Show an image of a network (e.g., home Wi-Fi network). Ask, “How does data move between these devices?”

●        Explore (20 mins): Students role-play as data packets moving between devices in a classroom network simulation.

●        Explain (10 mins): Introduce basic network terms: server, client, data packet.

●        Evaluate (5 mins): Exit ticket: “Draw and label a simple home network.”

Outdoor Integration:

●        Observe ant colonies and how ants move food/resources through a network-like system.

●        Compare ant movement to digital packet transmission.

Resources:

●        Classroom network simulation cards

●        Outdoor observation journals

●        CoSpaces Edu: Create a simple visual model of a network www.cospaces.io

Support Adjustments:

●        Provide pre-labeled network diagrams for students to match terms.

●        Use color-coded cards in the role-play activity.

Extension Adjustments:

●        Ask students to design a more complex network diagram (e.g., school network).

●        Explore server-client communication using Scratch.

🔹 Week 2, Lesson 1: Comparing Digital Systems to Natural Systems

Focus: Drawing parallels between digital networks and natural systems.
Learning Sequence:

●        Engage (10 mins): Show an image of an ant colony and a digital network. Ask, “What do you notice? How are these systems similar?”

●        Explore (20 mins): Outdoor investigation: observe ant trails and tree root networks. Document findings digitally with Seek by iNaturalist.

●        Explain (10 mins): Compare data flow in digital systems to ant communication and water distribution in tree roots.

●        Evaluate (5 mins): Students create a comparison poster: “Digital vs. Natural Networks.”

Outdoor Integration:

●        Ant observation trails and root system mapping using Seek by iNaturalist: www.inaturalist.org/pages/seek_app

Resources:

●        Outdoor observation journals

●        Digital cameras/tablets for documentation

●        Canva: Design a comparison poster www.canva.com

Support Adjustments:

●        Provide guided comparison templates for posters.

●        Use visual prompts for network comparison.

Extension Adjustments:

●        Challenge students to create a Scratch simulation of an ant trail network.

●        Explore how network errors might compare to disruptions in ant communication.

🔹 Week 2, Lesson 2: Building a Virtual School Tour (Introduction)

Focus: Introduction to CoSpaces for a virtual school network project.
Learning Sequence:

●        Engage (10 mins): Introduce the concept of a virtual school tour. Show example projects in CoSpaces Edu.

●        Explore (20 mins): Students explore CoSpaces Edu basics: creating objects, adding scenes, and basic movement coding.

●        Explain (10 mins): Discuss how networks connect different areas of the school digitally (e.g., Wi-Fi zones).

●        Evaluate (5 mins): Reflection: “What part of our school would you like to showcase in our virtual tour?”

Outdoor Integration:

●        Students identify outdoor locations to include in the virtual school tour.

Resources:

●        CoSpaces Edu Tutorial: www.cospaces.io

●        Outdoor mapping journals

●        Scratch (for flowchart planning)

Support Adjustments:

●        Step-by-step instructions for basic CoSpaces commands.

●        Provide pre-built CoSpaces templates.

Extension Adjustments:

●        Encourage students to add interactive elements to their virtual school scene.

●        Ask students to include sensory data (e.g., sound or light effects).

📝 Formative Assessment:

●        Comparison poster: “Digital vs. Natural Networks” (Week 2, Lesson 1)

●        Virtual School Tour initial plan on CoSpaces Edu (Week 2, Lesson 2)

📝 Summative Assessment (Connected to Final Project):

●        Students will use CoSpaces Edu to begin mapping out their virtual school tour, incorporating insights from digital systems and natural networks.

This sequence sets the foundation for understanding digital systems, how they mirror natural patterns, and how they can be creatively applied to digital projects. 🌱💻✨

🧩 LEARNING SEQUENCE 2: Introduction to Algorithms – Patterns in Nature and Digital Systems

Focus: Understanding algorithms as step-by-step instructions used to solve problems in both natural and digital systems.
Duration: Weeks 3–4 (4 double lessons total, 1 double lesson per week)
Key Curriculum Links: ACTDIP014, ACSSU043
UN SDG: Goal 12 – Responsible Consumption and Production ♻️

📚 Overview:

In this sequence, students will explore algorithms—step-by-step instructions used to solve problems or complete tasks. Through outdoor and digital activities, students will learn how algorithms are present in both natural systems (e.g., ant trails, bee dances) and digital systems (e.g., Scratch coding). Outdoor activities will focus on observing and documenting these patterns, and students will use Scratch 3.0 and Blockly to create digital representations of natural algorithms.

🧠 Learning Intentions (Dylan Wiliam Style):

●       I understand what an algorithm is and how it solves problems.

●       I can follow and create simple algorithms using step-by-step instructions.

●       I can identify patterns and sequences in nature and relate them to algorithms in digital systems.

●       I can represent a simple natural algorithm digitally using Scratch or Blockly.

✅ Success Criteria:

●       I can define an algorithm and explain its purpose.

●       I can create and follow step-by-step instructions (algorithms).

●       I can identify natural patterns and sequences in outdoor environments.

●       I can use Scratch or Blockly to represent a simple algorithm inspired by nature.

📅 Lesson Breakdown:

🔹 Week 3, Double Lesson 1: What is an Algorithm?

Focus: Understanding algorithms and identifying them in everyday tasks and nature.

Learning Sequence:

●       Engage (15 mins):

○        Start with an everyday example: “How do you make a sandwich or tie your shoes?”

○        Guide students to realize these tasks involve step-by-step instructions, or algorithms.

○        Brainstorm examples of algorithms in real life.

●       Explore (30 mins):

○        Activity: Provide algorithm task cards with simple instructions for tasks (e.g., brushing teeth, setting a table).

○        Students follow the instructions and identify the steps.

○        Outdoor Activity: Head outside to observe ant trails or bee dances.

○        Students record the sequence of movements and behaviors using Seek App or Book Creator.

●       Explain (20 mins):

○        Discuss the similarities between natural patterns and algorithms in digital systems.

○        Introduce digital tools like Scratch 3.0 and Blockly.

○        Demonstrate a simple Scratch animation showing an ant following a trail.

●       Evaluate (10 mins):

○        Reflection: Students write down their observed outdoor patterns and compare them to their understanding of digital algorithms.

○        Exit Ticket: “Describe one algorithm you observed in nature today.”

Outdoor Integration:

●       Observe ant trails or bee dances in the outdoor space.

●       Sketch or document sequences using Book Creator or Seek App.

Digital Tools:

●       Scratch 3.0: www.scratch.mit.edu

●       Blockly: www.blockly.games

●       Seek App: www.inaturalist.org/pages/seek_app

●       Book Creator: www.bookcreator.com

🔹 Week 4, Double Lesson 2: Patterns and Algorithms in Nature and Digital Systems

Focus: Identifying patterns in natural systems and representing them digitally.

Learning Sequence:

●       Engage (15 mins):

○        Show a short video of bee dances or ant trails.

○        Ask students: “What patterns do you see? Why do they follow these steps?”

●       Explore (30 mins):

○        Outdoor Activity: Observe ant trails, plant leaf patterns, or bird flock movements.

○        Students document their observations in Book Creator or take photos using tablets.

○        Back in the classroom: Students sketch the patterns they observed and label each step.

●       Explain (20 mins):

○        Discuss how the observed sequences mirror digital algorithms.

○        Introduce Scratch 3.0 and demonstrate how to create a digital version of an ant trail or bee dance.

○        Students create their first simple algorithm in Scratch to represent their outdoor observations.

●       Evaluate (10 mins):

○        Students share their Scratch animations with a partner.

○        Exit Ticket: “How are the patterns in nature similar to the steps in your Scratch project?”

Outdoor Integration:

●       Document natural patterns outdoors using drawings, journals, or photos.

●       Discuss how patterns in nature act like step-by-step instructions.

Digital Tools:

●       Scratch 3.0: www.scratch.mit.edu

●       Book Creator: www.bookcreator.com

●       Seek App: www.inaturalist.org/pages/seek_app

Formative Assessment:

●       Outdoor Algorithm Sketch and Reflection: Students document outdoor observations and annotate key steps in their natural algorithm.

●       Scratch Mini-Project: Create a short animation in Scratch 3.0 showing an observed outdoor algorithm.

Summative Assessment:

●       Digital Algorithm Showcase: Students design a final project in Scratch representing a natural pattern (e.g., ant trail or bee dance).

Include annotated labels explaining the steps of their algorithm and the connection to their outdoor observation. 

🧩 LEARNING SEQUENCE 3: Problem-Solving with Algorithms – Nature’s Solutions and Digital Designs

Focus: Using algorithms to solve real-world problems inspired by natural systems.
Duration: Weeks 5–6 (4 double lessons total, 1 double lesson per week)
Key Curriculum Links: ACTDIP014, ACSSU043
UN SDG: Goal 9 – Industry, Innovation, and Infrastructure 🏗️

Overview:
In this sequence, students will explore how algorithms can be used to solve problems, both in natural ecosystems and in digital systems. They will observe patterns in nature, such as bird migration routes and animal survival strategies, and create their own digital problem-solving algorithms using Scratch 3.0, Blockly, and Tynker. Outdoor learning activities will focus on identifying and documenting nature's problem-solving techniques and translating these into digital solutions.

Learning Intentions (Dylan Wiliam Style):

●       I understand how algorithms can be used to solve problems.

●       I can identify problem-solving strategies in natural systems.

●       I can design a step-by-step digital algorithm to solve a specific problem.

●   I can explain how my algorithm solves the problem effectively.

Success Criteria:

●       I can identify examples of problem-solving in nature (e.g., bird migration routes, animal shelter-building techniques).

●       I can create a digital algorithm using Scratch or Blockly to represent a natural problem-solving system.

●       I can test and refine my digital algorithm to ensure it works as intended.

●   I can explain how my algorithm solves a real-world or environmental problem.

Lesson Breakdown:

Week 5, Double Lesson 1: Nature’s Problem-Solving Systems
Focus: Observing and analyzing how animals use patterns and algorithms to solve problems.

Learning Sequence:

●       Engage (15 mins):

○        Show a video of bird migration routes or beavers building dams.

○        Discuss: “How do animals know where to go or how to build their shelters? What steps do they follow?”

●       Explore (30 mins):

○        Outdoor Activity: Students observe local bird behaviors, ant colonies, or spider webs.

○        Document their findings in Book Creator or using the Seek App.

○        Record the observed steps in the animals' problem-solving processes.

●       Explain (20 mins):

○        Discuss how these observed behaviors are like algorithms (step-by-step problem-solving instructions).

○        Introduce a Scratch 3.0 example showing a bird migration simulation.

○        Model how to create an algorithm showing a bird’s flight path.

●       Evaluate (10 mins):

○        Students sketch their own problem-solving algorithm based on their outdoor observations.

○        Exit Ticket: “Describe one animal problem-solving algorithm you observed today.”

Outdoor Integration:

●       Observe natural problem-solving in outdoor habitats (e.g., bird flight patterns, ant colonies, or beaver dams).

●   Record and reflect on observations using Book Creator or Seek App.

Digital Tools:

●       Scratch 3.0: www.scratch.mit.edu

●       Blockly: www.blockly.games

●       Tynker: www.tynker.com

●       Seek App: www.inaturalist.org/pages/seek_app

●   Book Creator: www.bookcreator.com

Week 6, Double Lesson 2: Designing Digital Solutions with Algorithms
Focus: Creating and testing digital algorithms inspired by natural problem-solving systems.

Learning Sequence:

●       Engage (15 mins):

○        Show a pre-made Scratch project simulating bird migration or ant trail patterns.

○        Ask: “How does this digital simulation represent real-world animal behavior?”

●       Explore (30 mins):

○        Students design their own digital algorithm using Scratch 3.0 or Blockly.

○        Example Project: Create a bird migration route or ant trail simulation with clear step-by-step instructions.

○        Provide support for debugging and refining their designs.

●       Explain (20 mins):

○        Students test their algorithms with peers and refine their code.

○        Discuss challenges faced during the design process.

○        Encourage reflection: “What worked well? What needs improvement?”

●       Evaluate (10 mins):

○        Students share their digital projects with the class.

○        Exit Ticket: “How did your algorithm solve the problem? What did you learn from this activity?”

Outdoor Integration:

●       Reflect on outdoor observations and compare them to their digital creations.

●   Document outdoor findings alongside digital solutions in Book Creator.

Digital Tools:

●       Scratch 3.0: www.scratch.mit.edu

●       Blockly: www.blockly.games

●       Tynker: www.tynker.com

●   Book Creator: www.bookcreator.com

Formative Assessment:

●       Outdoor Algorithm Sketch and Reflection: Students document problem-solving patterns observed outdoors and translate them into flowcharts.

●   Scratch Mini-Project: Students create a simple digital problem-solving simulation inspired by natural observations.

Summative Assessment:

●       Digital Problem-Solving Showcase:

○        Students design a final digital simulation in Scratch showing a natural problem-solving algorithm (e.g., bird migration or ant trail).

Include step-by-step instructions and reflective annotations. 

🧩 LEARNING SEQUENCE 4: Debugging Algorithms – Refining Solutions in Nature and Digital Systems

Focus: Developing problem-solving and debugging skills to refine algorithms, with a focus on natural systems and digital designs.
Duration: Weeks 7–8 (4 double lessons total, 1 double lesson per week)
Key Curriculum Links: ACTDIP015, ACSSU043
UN SDG: Goal 15 – Life on Land 🌳

Overview:
In this sequence, students will explore the concept of debugging, where errors in a system are identified and corrected to ensure efficient performance. They will observe how nature demonstrates self-correcting systems—like plants leaning towards sunlight or animal ecosystems balancing themselves—and translate these observations into their digital projects. Students will refine their previously created digital projects in Scratch 3.0, Blockly, or Tynker and collaborate on creating an interactive CoSpaces Edu Virtual Tour of the school, integrating nature-based observations.

Learning Intentions (Dylan Wiliam Style):

●        I understand what debugging is and why it is important in problem-solving.

●        I can identify and explain errors in natural and digital systems.

●        I can debug and improve my digital algorithm to ensure it works as intended.

●        I can collaborate with my peers to create a nature-inspired virtual school tour using CoSpaces Edu.

Success Criteria:

●        I can identify examples of debugging in natural systems (e.g., plants leaning towards sunlight).

●        I can find and fix errors in my digital project.

●        I can refine my Scratch or Blockly project to improve functionality.

●        I can collaboratively create an interactive virtual school tour in CoSpaces Edu that highlights nature integration.

Lesson Breakdown:

Week 7, Double Lesson 1: Debugging in Nature and Digital Systems
Focus: Identifying and explaining errors in natural and digital systems.

Learning Sequence:

●        Engage (15 mins):

○        Show a time-lapse video of plants adjusting their growth direction towards sunlight.

○        Discuss: “How do plants correct their growth to reach sunlight? What happens if something blocks their path?”

●        Explore (30 mins):

○        Outdoor Activity: Students observe plants in shaded and sunny areas, documenting how they lean or adjust to sunlight.

○        Record findings using Book Creator or Seek App.

○        Discuss parallels with digital systems experiencing ‘errors.’

●        Explain (20 mins):

○        Introduce debugging in Scratch 3.0 or Blockly.

○        Model a Scratch project where an error prevents a character from completing its task.

○        Show the debugging process step-by-step.

●        Evaluate (10 mins):

○        Students revisit their Week 6 digital projects and identify at least two areas for improvement.

○        Exit Ticket: “What is one error you identified in your project, and how will you fix it?”

Outdoor Integration:

●        Observe and document plant responses to sunlight or environmental changes.

●        Reflect on natural debugging mechanisms.

Digital Tools:

●        Scratch 3.0: www.scratch.mit.edu

●        Blockly: www.blockly.games

●        Seek App: www.inaturalist.org/pages/seek_app

●        Book Creator: www.bookcreator.com

Week 7, Double Lesson 2: Debugging Digital Projects
Focus: Applying debugging strategies to improve digital projects.

Learning Sequence:

●        Engage (15 mins):

○        Recap debugging strategies from the previous lesson.

○        Show a real-world example of a failed digital system (e.g., an app glitch).

●        Explore (30 mins):

○        Students debug their Scratch or Blockly projects.

○        Peer Review: Pair students to test each other's projects and identify further bugs.

○        Support students in systematically testing and fixing their projects.

●        Explain (20 mins):

○        Students document their debugging process in Book Creator.

○        Ask: “What steps did you follow to fix your errors? What challenges did you face?”

●        Evaluate (10 mins):

○        Showcase a few successful debugging examples.

○        Exit Ticket: “How did debugging improve your project?”

Outdoor Integration:

●        Connect debugging in digital projects to observed natural corrections (e.g., plants adjusting to sunlight).

Digital Tools:

●        Scratch 3.0: www.scratch.mit.edu

●        Blockly: www.blockly.games

Book Creator: www.bookcreator.com 

Week 8, Double Lesson 1: Virtual Nature-Inspired School Tour – Planning Stage
Focus: Designing a collaborative CoSpaces Edu Virtual Tour that integrates outdoor observations.

Learning Sequence:

●        Engage (15 mins):

○        Introduce the CoSpaces Edu Virtual School Tour Project.

○        Show an example of a virtual tour project.

●        Explore (30 mins):

○        Outdoor Exploration: Students document key areas of the school where nature and digital systems coexist (e.g., garden beds, solar panels, outdoor learning zones).

○        Create storyboards for their virtual tour stops.

●        Explain (20 mins):

○        Teach students how to use CoSpaces Edu to create a virtual environment.

○        Demonstrate adding interactive elements, labels, and animations.

●        Evaluate (10 mins):

○        Students finalize their storyboards and begin setting up their CoSpaces projects.

○        Exit Ticket: “What is one location you’ll include in your virtual tour, and why?”

Outdoor Integration:

●        Identify and document outdoor nature-technology integration points for inclusion in the virtual tour.

Digital Tools:

●        CoSpaces Edu: www.cospaces.io

●        Book Creator: www.bookcreator.com

●        Seek App: www.inaturalist.org/pages/seek_app

Week 8, Double Lesson 2: Virtual Nature-Inspired School Tour – Creation Stage
Focus: Building and refining the virtual tour in CoSpaces Edu.

Learning Sequence:

●        Engage (10 mins):

○        Recap project goals and success criteria.

○        Share progress from the previous lesson.

●        Explore (50 mins):

○        Students collaborate to build their virtual tours in CoSpaces Edu.

○        Include photos, text labels, and interactive features highlighting nature-digital connections.

○        Peer Feedback: Review each other’s virtual stops.

●        Explain (20 mins):

○        Final adjustments and troubleshooting.

○        Reflect on how nature-inspired observations influenced their designs.

●        Evaluate (10 mins):

○        Students present a draft of their virtual tours.

○        Exit Ticket: “What was your favorite stop on your virtual tour, and why?”

Outdoor Integration:

●        Real-world inspiration for virtual stops documented outdoors.

Formative Assessment:

●        Debugging Reflection Journal: Document errors identified and corrected in projects.

●        Storyboard for Virtual Tour: Plan and outline key stops and nature connections.

Summative Assessment:

Interactive Virtual School Tour Project in CoSpaces Edu: Showcase key locations with integrated nature observations and interactive elements. 

SUCCESS CRITERIA

• I can explain the purpose of a coding system and how it functions.

• I can use a coding system to accurately encode and decode messages.

• I can explain how our group's coding system relates to binary encoding and decoding in digital systems.

• I can share my knowledge about my group's assigned coding system to my peers.

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