Embedded Files
DIGITAL CITIZENSHIP CURRICULUM
ESMART DIGITAL LICENCES LOGIN (2014**)
FORMATIVE 1 – COMMINICATION SYSTEMS & NAVIGATION SYSTEMS TIMELINES (CANVA)
SUMMATIVE 1 – ANNIMAL COMMUNICATION & NAVIGATION SYSTEMS VS DIGITAL COMMUNICATION SYSTEMS WEBSITE & DESIGN QR LINKED TO GEOCACCHE
FORMATIVE 2 – GARDEN MONITOR (DATA / CODING CHALLENGE) / DATA COLLECTION PRESENTATION temperature, rainfall, and wind affect living organisms and ecosystems
SUMMATIVE 2 – 360 ENVIRONMENTAL DATA MAP & DATA DRIVEN ENVIRONMENTAL DIGITAL SOLUTION DESIGN (COSPACES)
Traversing the Tightrope of Technology
(Age 10 - 12)
Students understand the importance of balancing their technology use with other things in their life and know how to achieve balance through cognitive self-regulation and the application of strategies.
The Best Offense is Kindness
(Age 10 - 12)
Students understand the many types of cyber risks (eg. cyberbullying) and how kindness can be practiced to help create a positive and supportive online community. Students know the strategies to deal with cyber risks as they encounter them, and know how to behave like an upstander to help others.
Building your Shield (Age 10 - 12)
Students understand the attributes or ‘red flags’ of a cyber threat (particularly phishing scams), and know the strategies to identify, deal with, report and remain vigilant to cyber threats.
Having a Digital Heart (Age 10 - 12)
Students understand what empathy is and why it is important. Students learn about the challenge of online disinhibition and the strategies to demonstrate empathy online.
TERM 1 OVERVIEW
TERM 1 OVERVIEW
Term 1: Get the Message? – Sending and Receiving in Smart Systems
Understanding Digital Systems
Strand: Knowledge and Understanding
Sub-strands – Digital Systems
Focus: Explore communication in digital systems, understand how data is transmitted through networks, and create solutions for effective messaging.
Duration: 11 Weeks
UN SDG: Goal 9 – Industry, Innovation, and Infrastructure 🏗️
Digital Tools Integration: Scratch 3.0, Micro:bit, CoSpaces Edu, Green Screen Diorama
Year 5 – Digital Technologies Yearly Scope and Sequence
Year 5 – Digital Technologies Yearly Scope and Sequence
Unit 1: Communication Systems
Project Focus: Geocaching Project, Website Development & Showcase, CoSpaces Communication System Creation, Oral Presentation
Key Learning Objective: Observe and document animal communication patterns digitally.
Scientific Connections: Examine how plants and animals use signals to adapt to environmental changes (e.g., leaves closing at night, frogs signaling rain).
Assessment Submission:
Geocache Linked Activity
CoSpaces / Website Project - Communication System Design
Digital Documentation Spreadsheet
Unit 2: Bits & Bytes – Binary & Garden Monitor Project
Project Focus: Digital Environmental Monitoring through CoSpaces and Data Integration
Key Learning Objective: Analyze plant growth trends using environmental data collected from digital monitoring tools.
Scientific Connections: Understand how binary systems underpin digital data collection and representation.
Assessment Submission:
Environmental Data Spreadsheet
Eco-Friendly Classroom Design (CoSpaces Project)
Unit 3: Digital Citizenship
Project Focus: Responsible Online Behavior and Ethical Digital Practices
Key Learning Objective: Foster safe, respectful, and responsible digital engagement.
Scientific Connections: Explore digital technologies' role in supporting sustainable practices.
Assessment Submission: Digital Citizenship Presentation
YEAR 5 RESOURCES
YEAR 5 RESOURCES
🧩 LEARNING SEQUENCE 1: Introduction to Digital and Natural Communication Systems
🧩 LEARNING SEQUENCE 1: Introduction to Digital and Natural Communication Systems
Focus: Understanding how communication systems have evolved and identifying similarities between digital and natural systems.
Duration: Weeks 1–2 (4 lessons total, 2 per week)
Key Curriculum Links: ACTDIP022, ACSSU043
UN SDG: Goal 4 – Quality Education 📚
📚 Overview:
📚 Overview:
Students will explore how communication systems have evolved (timeline Resource), comparing historical, natural, and modern digital systems. They’ll identify key components of communication systems (sender, receiver, message, protocol) and reflect on the relationship between natural and digital systems.
🧠 Learning Intentions:
🧠 Learning Intentions:
● I understand how communication systems have evolved over time.
● I can compare digital and natural communication systems to identify their similarities and differences.
● I can explain the key components of both systems and how they solve problems.
✅ Success Criteria:
✅ Success Criteria:
● I can identify historical, natural, and modern communication systems.
● I can explain how communication systems transmit and receive messages.
● I can compare digital messaging systems with natural communication systems.
● I can create a timeline showing the evolution of communication systems.
📅 Lesson Breakdown:
📅 Lesson Breakdown:
🔹 Week 1, Lesson 1: What is a Communication System?
🔹 Week 1, Lesson 1: What is a Communication System?
Focus: Identifying what communication systems are and how they work.
Learning Sequence:
Engage (10 mins):
○ Show a mobile phone and ask: “How does this device send and receive messages?”
○ Brainstorm historical communication methods (e.g., Morse code, smoke signals).
○ Display Resource 1 – Timeline Poster to introduce historical communication examples.
Explore (20 mins):
○ Introduce key components of communication systems: sender, receiver, message, protocol.
○ Students create a mind map of key components of communication systems on Mindmaps4Kids and begin Communication systems timeline on Padlet. - Screen capture mind map and put into google slides presentation / Canva presentation.
Explain (10 mins):
○ Discuss the importance of protocols in communication systems.
○ Show Slides 1 – What is a System? to introduce key system components.
Evaluate (5 mins):
○ Exit ticket using Resource 3 – Exit Ticket: Write one key takeaway from today’s lesson.
[Challenge]
● Compare their mind map with Resource 2 – This One That One and identify differences.
[Support]
● Use guiding questions:
○ What was the quickest way to send messages before phones?
○ What made early communication systems unreliable?
Resources:
● Resource 1 – Timeline Poster
● Resource 2 – This One That One
● Resource 3 – Exit Ticket
● Slides 1 – What is a System?
● Jamboard
● Padlet
🔹 Week 1, Lesson 2: Comparing Natural and Digital Systems
🔹 Week 1, Lesson 2: Comparing Natural and Digital Systems
Focus: Comparing natural systems (e.g., bird calls) with digital systems.
Learning Sequence:
Engage (10 mins):
○ Show a Video – Bee Dances to demonstrate natural communication.
Explore (20 mins):
○ Outdoor activity: Observe and record animal communication (e.g., bird calls, ant trails).
○ Compare findings using Resource 4 – Comparison Chart.
Explain (10 mins):
○ Discuss similarities and differences between natural and digital communication systems.
○ Show Slides 2 – Animated Systems.
Evaluate (5 mins):
○ Reflection using Resource 3 – Exit Ticket: Write one similarity and one difference you noticed.
[Challenge]
● Create a digital comparison poster using Canva.
[Support]
● Provide pre-labeled sections for the Venn diagram.
Resources:
● Resource 4 – Comparison Chart
● Slides 2 – Animated Systems
● Resource 3 – Exit Ticket
● Canva
🧩 LEARNING SEQUENCE 2: Exploring Input and Output Devices: Smart Gardens
🧩 LEARNING SEQUENCE 2: Exploring Input and Output Devices: Smart Gardens
Focus: Understanding how input and output devices collect, process, and transmit information.
Duration: Weeks 3–4 (4 lessons total, 2 per week)
Key Curriculum Links: ACTDIP023, ACSSU043
UN SDG: Goal 12 – Responsible Consumption and Production ♻️
📚 Overview:
📚 Overview:
Students will investigate input and output devices, exploring their roles in digital systems. Through hands-on activities with digital sensors and outdoor experiments, they’ll compare how plants respond to environmental stimuli versus how digital sensors collect data.
🧠 Learning Intentions:
🧠 Learning Intentions:
● I understand how input and output devices work in digital systems.
● I can explain how digital devices collect and process information.
● I can compare how plants and digital devices respond to stimuli.
✅ Success Criteria:
✅ Success Criteria:
● I can identify and explain input and output devices.
● I can use digital sensors to collect environmental data.
● I can compare sensor data with plant responses.
● I can create a Digital Input/Output Data Map.
📅 Lesson Breakdown:
📅 Lesson Breakdown:
🔹 Week 3, Lesson 1: Understanding Input and Output Devices: Smart Gardens Lesson
🔹 Week 3, Lesson 1: Understanding Input and Output Devices: Smart Gardens Lesson
Focus: Identifying how input and output devices work in digital systems.
Learning Sequence:
Engage (10 mins):
○ Show images of input and output devices.
○ Ask: “Which devices do you use every day? Are they input or output?”
○ Use Slides 3 – Input and Output Basics.
Explore (20 mins):
○ Hands-on with Micro:bit Sensors: Students use light and temperature sensors outdoors to collect data.
○ Record findings in observation logs.
Explain (10 mins):
○ Discuss how sensor data is inputted, processed, and outputted.
○ Compare digital sensor data with plant responses to sunlight.
Evaluate (5 mins):
○ Reflection using Resource 6 – Input/Output Reflection Sheet.
[Challenge]
● Create a flowchart of the data pathway using Mindmaps 4 Kids
[Support]
● Provide pre-filled observation sheets.
Resources:
● Slides 3 – Input and Output Basics
● Resource 6 – Input/Output Reflection Sheet
🔹 Week 3, Lesson 2: Comparing Digital and Natural Systems
🔹 Week 3, Lesson 2: Comparing Digital and Natural Systems
Focus: Comparing digital sensors with natural sensory responses.
Learning Sequence:
Engage (10 mins):
○ Show Video – Plant Sensory Responses.
Explore (20 mins):
○ Outdoor activity: Observe plants responding to light and water.
○ Compare data from Micro:bit Sensors.
Explain (10 mins):
○ Students create a Venn Diagram comparing plants with digital sensors using Resource 7 – Digital vs. Natural Comparison.
Evaluate (5 mins):
○ Peer discussion and sharing.
[Challenge]
● Present findings using Google Slides.
[Support]
● Provide labeled Venn Diagram templates.
Resources:
● Video – Plant Sensory Responses
● Resource 7 – Digital vs. Natural Comparison
● Google Slides
STEM workshop Smart Gardeners (1).pptxEND OF WEEK 3 QUIZ
END OF WEEK 3 QUIZ
WEEK 4
WEEK 4
🔹 Week 4, Lesson 1: Data Representation with Sensors
🔹 Week 4, Lesson 1: Data Representation with Sensors
Focus: Representing collected environmental data digitally.
Learning Sequence:
Engage (10 mins):
○ Show examples of digital data maps.
Explore (25 mins):
○ Students create their Input/Output Device Data Map using Resource 8 – Data Map Template.
Explain (10 mins):
○ Annotate maps with observations and data analysis.
Evaluate (5 mins):
○ Reflection: Write one insight from their data.
[Challenge]
● Create interactive Data maps using CoSpaces
[Support]
● Pre-filled data map templates.
Resources:
● Resource 8 – Data Map Template
🔹 Week 4, Lesson 2: Presenting Sensor Findings
🔹 Week 4, Lesson 2: Presenting Sensor Findings
Focus: Sharing and presenting findings from digital and natural sensory data.
Learning Sequence:
Engage (10 mins):
○ Recap key learnings.
Explore (20 mins):
○ Finalize Data Maps.
Explain (10 mins):
○ Present findings in small groups.
Evaluate (5 mins):
○ Exit ticket: What was your most surprising discovery?
[Challenge]
● Create an interactive presentation using CoSpaces
[Support]
● Provide a template for presentations.
Resources:
● Completed Data Maps
● Google Slides
WEEK 5
WEEK 5
🧩 LEARNING SEQUENCE 3: Designing Digital Messaging Systems
🧩 LEARNING SEQUENCE 3: Designing Digital Messaging Systems
Focus: Designing and prototyping digital messaging systems to solve real-world problems.
Duration: Weeks 5–6 (4 lessons total, 2 per week)
Key Curriculum Links: ACTDIP023, ACTDIP024
UN SDG: Goal 9 – Industry, Innovation, and Infrastructure 🏗️
📚 Overview:
📚 Overview:
Students will design and prototype their own digital messaging systems, integrating key concepts of data transmission, protocols, and system thinking. Outdoor scenarios will inspire creative problem-solving for real-world communication challenges.
🧠 Learning Intentions (Dylan Wiliam Style):
🧠 Learning Intentions (Dylan Wiliam Style):
● I understand how digital systems transmit messages.
● I can design a messaging system that solves a real-world problem.
● I can test and refine a prototype to ensure it works effectively.
✅ Success Criteria:
✅ Success Criteria:
● I can plan and design a functional messaging system.
● I can identify and address problems in the design phase.
● I can explain how my messaging system follows digital protocols.
● I can present my prototype and its purpose.
📅 Lesson Breakdown:
📅 Lesson Breakdown:
🔹 Week 5, Lesson 1: Planning a Digital Messaging System
🔹 Week 5, Lesson 1: Planning a Digital Messaging System
Focus: Understanding the design principles behind messaging systems.
Learning Sequence:
1. Engage (10 mins):
○ Show examples of modern digital messaging systems (e.g., email, chat apps).
○ Ask: “What problems do these systems solve?”
○ Use Slides 4 – Messaging Systems Overview.
2. Explore (20 mins):
○ Students brainstorm communication problems (e.g., sending alerts in remote areas).
○ Create rough plans for a digital messaging system using Miro or Canva.
3. Explain (10 mins):
○ Discuss digital system protocols (e.g., TCP/IP, IP addresses).
○ Students annotate their plans with protocol examples.
4. Evaluate (5 mins):
○ Share design ideas with peers for feedback.
[Challenge]
● Create a digital mockup of the system interface using Figma.
[Support]
● Provide a template for system design diagrams.
Resources:
● Slides 4 – Messaging Systems Overview
● Miro
● Canva
● Figma
🔹 Week 5, Lesson 2: Prototyping the Messaging System
🔹 Week 5, Lesson 2: Prototyping the Messaging System
Focus: Building prototypes for digital messaging systems.
Learning Sequence:
1. Engage (10 mins):
○ Show examples of messaging prototypes (e.g., weather alert systems).
2. Explore (25 mins):
○ Students build their messaging prototypes using Scratch 3.0 or Tinkercad.
3. Explain (10 mins):
○ Reflect on how protocols were implemented in their prototypes.
4. Evaluate (5 mins):
○ Peer review prototypes using a feedback form.
[Challenge]
● Integrate multiple protocols (e.g., IP, HTTPS) into their design.
[Support]
● Provide pre-built Scratch templates for messaging prototypes.
Resources:
WEEK 6
WEEK 6
🧩 LEARNING SEQUENCE 4: Debugging Digital Communication Systems
🧩 LEARNING SEQUENCE 4: Debugging Digital Communication Systems
Focus: Testing, debugging, and refining digital messaging systems.
Duration: Weeks 7–8 (4 lessons total, 2 per week)
Key Curriculum Links: ACTDIP024
UN SDG: Goal 11 – Sustainable Cities and Communities 🏙️
📚 Overview:
📚 Overview:
Students will learn how to identify and fix errors in digital systems, understanding the importance of debugging for reliability and effectiveness.
🧠 Learning Intentions (Dylan Wiliam Style):
🧠 Learning Intentions (Dylan Wiliam Style):
● I understand why debugging is important in digital systems.
● I can test my messaging system for errors.
● I can fix identified problems to improve system reliability.
✅ Success Criteria:
✅ Success Criteria:
● I can systematically test my system for errors.
● I can apply debugging strategies to resolve issues.
● I can explain how debugging improves system performance.
📅 Lesson Breakdown:
📅 Lesson Breakdown:
🔹 Week 7, Lesson 1: Introduction to Debugging
🔹 Week 7, Lesson 1: Introduction to Debugging
Focus: Understanding the importance of debugging in systems.
Learning Sequence:
Engage (10 mins):
○ Play a debugging challenge game on Code.org.
Explore (25 mins):
○ Students test their prototypes for bugs.
○ Record issues and attempt initial fixes.
Explain (10 mins):
○ Introduce common debugging strategies.
Evaluate (5 mins):
○ Peer feedback on bug resolution.
[Challenge]
● Identify multiple pathways for bug resolution.
[Support]
● Provide a debugging checklist.
Resources:
● Code.org
ASSESSMENT
ASSESSMENT
Challenge Time! (30 Minutes)
Challenge Time! (30 Minutes)
Select one challenge below to complete.
These project challenges are designed to get you playing with and using different digital systems.
9. App Planning Sheet.pdfChoice 1: Designing a User Interface App.
Use the 'App Planning' sheet to the left to create a simple user interface app that helps to solve a need or problem people have. Answers and diagrams can be completed in PowerPoint or Microsoft Word.
Before you start, consider the following:
What will your app be about? Develop a business name and category: eg. online store, location maps, events, education, health and wellness, news, restaurants and food.
What common characteristics will you need to include in the home screen of your app? (refer to common elements poster).
Think about certain features standing out over others, different fonts and colours as well as different characteristics.
Consider the problem your app will aim to combat in simple terms and what a solution needs to achieve.
Consider what data would need to be available for it to work, what data may need to be exported.
Something More?
Something More?
Binary Numeral System Challenge
What is binary?
What is binary?
The binary numeral system is a way to write numbers using only two digits: 0 and 1. These are used in computers as a series of "off" and "on" switches. In binary, each digit's place value is twice as much as that of the next digit to the right (since each digit holds two values).
Complete the 'Binary Name Challenge' below to write your own name in Binary code.
Sound Confusing? Here's a cute puppet video to explain it better:
BINARY NAME CODE CHALLENGE.pdfPage updated
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