Year 5 Task Overview: Communication and Navigation Systems

Project Title: "Exploring Communication and Navigation: Nature vs. Technology"

Learning Intentions & Success Criteria

Learning Intentions:
Students will:

• Investigate and compare animal communication and navigation systems with digital communication systems (e.g., emails, GPS).

• Design a digital learning experience by creating a CoSpace that demonstrates their understanding of these systems.

• Generate a QR code that links to their CoSpace and attach it to a geocache tub.

• Develop spatial awareness and digital literacy by using Google Maps and GPS to locate geocaches in an outdoor activity.

Success Criteria:
I can:

• Explain similarities and differences between animal communication/navigation and digital communication/navigation systems.

• Create a CoSpace that effectively presents my research on these systems.

• Generate a functional QR code that links to my CoSpace and attach it to a geocache tub.

• Use Google Maps and GPS to successfully locate geocaches during the class activity.

FORMATIVE ASSESSMENT RESEARCH (TIMELINE)

Formative Task (Timeline Creation)

• Title: “Communication & Navigation Systems Timelines”

• Tool: Canva Timeline Templates

• Objective: Create a visual timeline comparing key events and developments in:

  • Animal communication (e.g., evolution of bird songs, whale calls).

  • Animal navigation systems (e.g., migration patterns, echolocation).

  • Digital communication (e.g., invention of email, social media).

  • Digital navigation (e.g., development of GPS, Google Maps).

SUMMATIVE ASSESSMENT TIMELINE

• Title: “Animal Communication & Navigation Systems vs. Digital Systems”

• Tool: CoSpaces

• Objective: 

  • Explanations of animal and digital communication/navigation systems.

  • Comparisons between the systems.

  • Embedded visuals, videos, and diagrams.

  • A QR code linking to CoSpace simulation, which will be attached to a geocache.

CoSpaces Project Research and Digital Elements Guide

This guide will help you research and gather information for your CoSpaces project on how Australian animals communicate and navigate, and how these systems compare to digital communication and navigation technologies. It also outlines the digital elements required in each scene to ensure an interactive and engaging experience.

Step 1: Choose an Australian Animal

Select an Australian animal that has unique ways of communicating and navigating. Some examples include:

• Kookaburra – Uses loud calls to mark territory.

• Lyrebird – Mimics other bird calls and even human-made sounds.

• Dolphin – Uses echolocation to find food and communicate.

• Bogong Moth – Uses the Earth’s magnetic field to migrate.

• Platypus – Detects electric signals in water to locate prey.

Use reliable sources to research your animal:

• Australian Museum (www.australian.museum)

• National Geographic Kids (kids.nationalgeographic.com)

• ABC Education (education.abc.net.au)

Scene 1: Introduction

Objective: Introduce the project and engage viewers.

What to Research

• What is communication, and why is it important for animals and humans?

• What is navigation, and how do animals and humans find their way?

• How do digital technologies (phones, emails, GPS) compare to natural systems?

Required Digital Elements

• Floating 3D text panel with a welcome message.

• 3D models of an Australian animal and digital communication tools (satellite, smartphone).

• Animated elements (a bird flying and a satellite orbiting).

• Quiz question based on research that leads to Scene 2.

Scene 2: Animal Communication

Objective: Show how the chosen Australian animal communicates.

What to Research

• How does your animal communicate? (sound, body movements, scent)

• Why does it communicate? (warning others, attracting a mate, finding food)

Required Digital Elements

• 3D environment of the animal’s habitat (forest, ocean, desert).

• 3D model of the chosen Australian animal - Designed in Makers Empire and imported into CoSpaces.

• Animated movement of the animal demonstrating communication (bird flapping, whale opening mouth, bee waggle dance).

• Informational panel explaining how and why the animal communicates.

• Audio upload of the animal’s real sound (recorded from a video).

• Clickable interaction (click on the animal to hear its sound).

• Quiz question with multiple-choice or interactive response.

Scene 3: Animal Navigation

Objective: Show how the chosen Australian animal finds its way.

What to Research

• How does your animal find its way? (migration, echolocation, landmarks)

• What senses does it use? (sight, sound, smell, Earth’s magnetic field)

Required Digital Elements

• 3D environment showing navigation of chosen animal, with coded simulation. eg. animated movement (birds flying in formation, bat using echolocation).

• Informational panel explaining how and why the animal navigates.

• Quiz question with multiple-choice or interactive response to move to the next scene.

Scene 4: Digital Communication Systems

Objective: Show how humans use technology to communicate.

What to Research

• How do humans communicate digitally?

• How do digital systems speed up communication?

• How do they compare to animal communication?

Required Digital Elements

• 3D models of devices (phone, laptop, satellite) in a home environment. 

• Animated messages appearing between 3D characters (text bubbles or screens).

• Clickable objects explaining digital communication.

• Informational panel comparing digital and animal communication.

• Quiz question with multiple-choice or interactive response.

Scene 5: Digital Navigation Systems

Objective: Show how GPS and digital maps help humans navigate.

What to Research

• How do humans use GPS to find their way?

• How does GPS work (satellites, triangulation)?

• How does it compare to animal navigation?

Required Digital Elements

• 3D model of Earth with GPS satellites orbiting.

• Interactive Google Maps-style display showing a simulated navigation path.

• 3D character using a GPS device (phone, car navigation).

• Animated step-by-step navigation (zoom-in to a map, route appearing).

• Informational panel explaining how GPS works.

• Quiz question with multiple-choice or interactive response.

Scene 6: Comparing Animal and Digital Systems

Objective: Compare nature’s and technology’s communication and navigation systems.

What to Research

• How is animal communication similar to digital communication?

• How is animal navigation similar to GPS?

• What are the key differences?

Required Digital Elements

• Floating infographic comparing animal and digital systems.

• 3D models of an animal communicating vs. a digital device.

• Clickable hotspots revealing similarities and differences.

• Quiz question with multiple-choice or interactive response.

Scene 7: Reflection & QR Code

Objective: Reflect on learning and share the project.

What to Research

• What did you learn about your animal?

• What was surprising?

• How can this knowledge be useful in real life?

Required Digital Elements

• Floating text prompts asking reflection questions.

• QR code linking to the project.

Final Step: Geocache Activity

• Hide a 3D geocache container in one of your scenes.

• Viewers must find it to reveal GPS coordinates for a real-world location.

Tips for Researching Effectively

• Use trusted sources like museums, science websites, and documentaries.

• Take short notes instead of copying text word-for-word.

• Watch videos of your animal to understand its movement and sounds.

• Summarize your findings in your own words for CoSpaces.

Team Roles

1. Researcher: Gathers detailed information about animal and digital systems.

2. Timeline Designer: Creates the Canva timeline.

3. Website Developer: Builds the website and ensures all content is included.

4. QR Code Manager: Creates and attaches the QR code to the geocache tub.

5. Navigator: Records the geocache GPS coordinates and shares them.

Unit 1: Years 5-6 (Australian Curriculum v9.0)

1. Design algorithms involving nested control structures and represent them using flowcharts and pseudocode (AC9TDI6P05).
   Students use GPS and Google Maps to navigate, understanding digital location algorithms.

2. Explain how existing and emerging digital systems and their components are used to meet needs (AC9TDI6K02).
   Students explore digital navigation tools (GPS) and compare them with natural navigation in animals.