Deb D▸ U3: English Connections


#cserTask2
The focus is on Digital Technologies and English but we were also covering maths concepts as well. These are the learning experiences each group was engaged in:-
Group 1: Walk the ball to the bucket: In pairs, one student is blindfolded and the other student gives instructions to direct them to put a ball into a bucket.
Group 2: Graph paper drawing: In pairs: One student draws a picture on the graph paper. Other student needs to follow instructions to create the same picture (not to see the completed image) – they need to see if the instructions were easy to follow.
Group 3: Barrier games (letterboxes and toy shop): no written instruction for this game (good for weak writers). Students visiting this section have to place either the letterboxes on the correct houses or the toys on the correct shelf as their partner does (need to have a barrier between them so they cannot see what the other person is doing): active listening!
Group 4: Bee Bot: Students are asked to program Bee Bot to follow directions (e.g. need to get from the school to the supermarket): they will have an image of Bee bot’s instructions and they need to highlight on the sheet what they would press in sequence before they actually do it with the Bee Bot.
Group 5: Unscramble sequence of steps from a procedure / instructions / manual etc. and put steps in correct place on the procedure template.

During time in the computer lab that day students explored www.thefoos.com to work with more plugged activities in coding.

Curriculum Links in Digital Technologies and English:

Design and Technologies Processes and Production Skills: Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)About


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