NAPLAN Spelling List

Practise and learn these words as you use them throughout the unit:

Educate Resource Technological Television Suitable Money Mobile Environment Culture Fun

Technologies used by children

Learning Intention: We will be able to describe the features of the different technologies children use.

Children are very capable learners. They learn to talk, walk, read, sing, tap dance, play soccer, all before their third or fourth birthday. Their capacity is equally outstanding when it comes to mobile technologies. They often know their way around their parent's phone better than the parent. A study across Australia, New Zealand, the US and Britain found more two to five-year-olds are able to play games on a computer than tie their shoelaces or ride a bike.

Activity 1

• In cooperative learning groups, one member downloads and shares with other group members the Google Doc titled, Technologies Used by Children

  • • As a group, create a shared mind map, to record your group brainstorm of a wide variety of technologies (more than 10) used by children 6 years and under.

    • Use the Lucidchart Tutorial or other application, if needed

• • Add your group’s brainstorm mind map to your shared document

Activity 2

• Continuing in your shared Technologies used by children document, complete the table to outline the features of each of 10 identified technologies and how/why children use it. Allocate technologies to each group member.

• Your table has the following column headings:

  • • • Technology name

      • Power source

      • Size - pocket, bag, hand carry

      • Portable

      • Uses Internet

      • Corded or Cordless/Wireless

      • Main purpose/use - communication, play, music, convenience, cooking, photography, recording.

Activity 3

• As a class, note and discuss the dates of technological change by sharing your responses to the following questions:

  • • • Were there any particular events or reasons that brought about change?

      • What were the significant advances related to children and/or learning?

• Outline how it affects the children’s use/lives/learning

How to manage technology use in children

Learning Intention: We will be able to make recommendations for screen based activities for children.

Technology is a bigger part of children’s day to day lives than it ever was, and with children accessing technology from an earlier age they need to be screen smart from the beginning!

Just as children need a moderate diet of food, so they need a moderate media diet. Healthy habits need to develop from when they are little. Media does not help our children with self-regulation. Media pulls a child’s attention away from itself and hands it over to whatever is on the screen.

Activity 1

• Download and complete the 3 Level Reading Guide to analyse the Australian Bureau of Statistics Australian Health Survey 2011-2012 Results Summary. This will help us to:

  • • Identify current trends in physical activity and screen-based activity time for 2-4 year old children

    • Identify the time recommendations for physical activity and screen-based activity for children

    • Explain the impact on growth and development of screen-based activity

    • Suggest possible future health outcomes

    • Research and provide tips for parents for managing time recommendations

    • Outline the relationship between physical activity time and screen-based time

Activity 2

• Complete the Children, Media and Technology Online Survey to investigate the class’ experiences with technology and media as they grew up

  • Discuss the class' responses

  • Complete a PMI (Plus-Minus-Interesting) of the class' survey results

  • Think, Pair, Share your PMI responses

  • Discuss any links you can see with the ABS Survey and time recommendations

Activity 3

• At home, view the YouTube Video - What are parents doing to limit screen time for young kids. It may also be viewed again in class.

• In groups of four, one student should download, save a copy and share with the group the Overuse Technology Worksheet to:

  • Identify three barriers to meeting recommended screen-based activity time limits.

  • Suggest some ways/tips for helping parents overcome these barriers

Technology use issues

Learning Intention: We will be able to conduct research to support a position about technology issues and young children

Activity 1

Using the BROW process, you will research one of the technology view topics and create an infographic that provides support for or against the topic statement.

• Brainstorm: Select your topic and brainstorm some possible search words, arguments and viewpoints

  • • The topics include:

      • Childhood and technology shouldn’t mix

      • Young children are ‘digital natives’ (have a natural bond with technology)

      • Technology dominates children’s lives

      • Young children are more likely to master technology skills than life skills

      • Exposure to media violence has been linked with aggressive behaviour in children.

• Read: research reports, statistics, articles, views about the topic. You must include:

  • • • • 5 facts and/or 5 expert opinions/research

        • Examples that may be real world, philosophical, historical or economic

        • Numbers, facts and expert opinions

• Organise: gather images, graphs, data that support the argument topic (for or against)

• Write: Create an infographic to support your view (for or against) about the topic. Students might use Piktochart, Canva or other application

• Submit your infographic on your class' Google Classroom

Activity 2

On Google Classroom, use the Star Star Wish format to provide feedback to two or more of your peers.

Activity 1

• In small groups, view a variety of children’s books to explore their features

• In your small group, download, share and complete the Children’s Books Placemat activity sheet to identify the characteristics of children's books:

  • • • words, colour, texture, font, themes, pictures/images, characters, sounds

Activity 2

• Download and save a copy of the Children’s Book Review document

• Select and review one of the children's books by answering the questions in the Children’s Book Review document

Activity 3

• View a variety of children’s digital storybooks. here are some examples

Thinking Global

Community Helpers

People in your neighbourhood

Topsy and Tim meet the doctor

Teeth cleaning - Colgate

• In your Children’s Book Review document and using the T-Chart, compare features of digital story books with those of hard copy books .

  • • Within each of the respective columns, record only details pertinent to that particular format (i.e. hard copy or e-book)

    • In the middle column, record/describe the qualities or attributes that the formats have in common (similar)

Activity 4

• Working in groups of 3-4 and recording in your Children’s Book Review document, brainstorm the benefits of e-storybooks.

Activity 5

• Download, save a copy and complete the Writing Your Story - Student Version Google Slides notes. by following the Teacher Version.

Activity 2

• Continuing using the instructions in the Digital Storytelling Webquest, develop a concept map or mind map to create your children’s story

  • The Read Write Think Interactive Story Map may be of assistance

Activity 3

Continuing with the Digital Storytelling Webquest instructions:

• Using 3-4 pictures of you or a friend that you have on file and the Apple.com - Help for iMovie, create a very short practice story

• Show your finished project to your teacher for feedback.

Activity 4

Continuing with the Digital Storytelling Webquest instructions:

• • Create a Digital Storybook folder on your desktop or in your 9CS Google folder and in it create:

    • • An Images folder, then gather and save images – check for copyright

      • A Music folder, then gather and save music files or sound effects. You may also use music/sound effects from iMovie/Garage Band

Activity 5

Continuing with the Digital Storytelling Webquest instructions:

• • Using a new Google Slides presentation, create your storyboard for your children’s digital story book:

    • • • Be sure to also follow the Task 3 Multimedia Activity Design guidelines and criteria

  • Show your teacher your completed storyboard so you can receive some feedback before starting your iMovie storybook project.

Activity 6

• Create and publish your digital storybook

  • • • • Follow the Task 3 guidelines.

        • Follow the Digital Storytelling Webquest instructions for transferring Google Slides to iMovie

Activity 1

• Using the Children’s TV Program Brainstorm Sheet complete the following activities:

  • Brainstorm and record the kinds of program genres (types, kinds, classifications) found in children’s television programming

  • List the main characters appearing in children’s television programs

  • Consider children's TV shows you have viewed what is the context of the show or character’s setting

  • Themes of children’s television programs

Activity 2

• Download, save a copy and complete the Children and Television - Student Version Google Slides Presentation to record notes on the impact of television on children’s development and learning. Follow the teacher's version to complete yours.

Activity 3

• Using the link to the Australian Children’s Television Standards (ACMA) create an information brochure, infographic, TV Ad or Internet Website for parents to explain the standards. Use the BROW process below to create your presentation:

  • Brainstorm: standards and expectations of parents for their children’s viewing

  • Read: Research the ACMA site for:

    • • The protections for children

      • Descriptions of the C and P program classifications

      • Symbols for the C and P classifications

      • Broadcast band times for C and P programs

      • How to make a complaint

      • 5 tips for parents about children’s TV viewing

• • Organise: the information, pictures and or words

  • Write: Create an information brochure, infographic, TV advertisement or website that would provide guidelines/advice to parents about the standards for children’s television viewing. Your promotional creation should include:

    • • A clearly organised structure

      • A clean, streamlined design

      • An engaging and catchy slogan

      • Relevant image(s) to demonstrate or reinforce the messages about standards for television viewing

  • Submit your finished product via Google Classroom.

  • Your teacher will provide feedback

Activity

• Download and complete the Problem Solving Activity for advertising on television

Learning Intention: We will be able to investigate applications and toys that promote learning in preschool children

Success Criteria:

• Research different technology applications for promoting learning in preschool children

• Outline a variety of educational technology applications for preschool children

• Report on a range of toys that use technology to shape learning in preschool children

Activity 1

• Download, save a copy and complete the Technology Apps and Toys Worksheet by completing the:

  • • Table related to technology apps:

      • • • Learning/educational benefit

          • Name of the application

          • Cost

          • Image

          • Description of the activities used in the application

    • Table related to technology toys:

      • • • Learning/educational benefit

          • Name of the toy

          • Cost

          • Image

          • Description of the use of the toy

• As a class, discuss the results of the research and table completion about technological apps and toys as learning tools for preschoolers