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# 8STZ Digital Technology Unit Planner v.20180328

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```CLEVELAND STATE HIGH SCHOOL - UNIT PLAN
Year 8 SCIENCE & TECHNOLOGY
Digital Technologies
SUBJECT
TOPIC
VERSION DATE
8 STZ
Digital Technologies
21 March 2018
YEAR
DURATION
2018
2 weeks
MACRO GOAL
Students will apply the processes of computational thinking to decompose and generate solutions to a range of problems,
to understand how computational thinking can be applied to coding and programming activities.
1 – Computational Thinking (4 lessons)
We are learning to
(WALT)
What I’m looking for
(WILF)
Analyse information to draw
conclusions
I can name and define the steps in
computational thinking
Understand and follow the
computational thinking process
I can use pattern matching and
abstraction to produce my own
algorithms
Declarative Knowledge
(KNOW)
This is because
(TIB)
Computational thinking helps us to
break down complex tasks and solve
problems
It will be helpful when writing codes
and programs
Procedural Knowledge
(DO)
Computational thinking – decomposition, abstraction,
pattern matching and algorithms
Apply processes of decomposition, abstraction, pattern
matching to develop simple algorithms in a range of contexts.
2 – Algorithms (4 lessons)
We are learning to
(WALT)
What I’m looking for
(WILF)
Organise processes into a sequence of
steps
I can sort steps into order for everyday
activities
Clearly communicate steps so that
someone else can follow them
I can write a series of steps for an
everyday activity that someone else
can follow
Use flowcharts to represent the steps
in an algorithm
I can represent my algorithm using a
flowchart
Declarative Knowledge
(KNOW)
Inputs, Outputs, processes, decisions and flows
1
Unit Planner | Cleveland DSHS
This is because
(TIB)
Algorithms help us to make sure that
instructions are clear and easy to
follow
Computer programs need algorithms
to ensure that the computer completes
a task correctly
Procedural Knowledge
(DO)
Write a series of steps in words; translate a series of steps into
a flowchart using correct symbols and MS Office tools.
CLEVELAND STATE HIGH SCHOOL - UNIT PLAN
Year 8 SCIENCE & TECHNOLOGY
Digital Technologies
3 – Codes (4 lessons)
We are learning to
(WALT)
What I’m looking for
(WILF)
This is because
(TIB)
Represent information using numbers
and symbols
I can write an algorithm using symbols
Codes allow complex messages and
algorithms to be transmitted using a
simple system of symbols or numbers
Write and interpret on-off numerical
code
I can understand and follow an
algorithm using symbols
I can read and write information using
on-off numerical code
Declarative Knowledge
(KNOW)
Code, symbol, on-and-off code
Data in computers is stored and
transmitted using a form of on-off
code called binary
Procedural Knowledge
(DO)
Generating algorithms; representing algorithms; generating
code; interpreting code
4 – Introduction to Robotics (4 lessons)
We are learning to
(WALT)
What I’m looking for
(WILF)
This is because
(TIB)
Observe behaviour of an Ozobot to
determine the meaning of colour
codes
I can relate changes in an Ozobot’s
motor outputs (speed or direction) to
colour codes
Program an Ozobot using pen-andpaper colour codes
I can use colour codes to control an
Ozobot’s movement and complete a
task
Declarative Knowledge
(KNOW)
Inputs and outputs, sensor, motor, codes
ASSESSMENT
TYPE
None
TECHNIQUE
CRITERIA
2
Unit Planner | Cleveland DSHS
Ozobts are simple robots which allow
us to see the outputs produced in
response to simple coded programs
Procedural Knowledge
(DO)
Interpret robot actions; define codes; use codes to control
robot actions
CLEVELAND STATE HIGH SCHOOL - UNIT PLAN
Year 8 SCIENCE & TECHNOLOGY
Digital Technologies
GLOBAL EDUCATION PILLAR
N/A
HABITS OF MIND
Managing Impulsivity – students need to apply the steps of computational thinking to plan a solution before they create an
algorithm
Thinking about your Thinking – by thinking about computational thinking, we need to understand how our own thought
processes work and can be communicated clearly
EXTEND & REFINE KNOWLEDGE
Abstracting – Students will use abstracting to match the decomposed parts of a complex problem to develop an algorithm
or solution.
USE KNOWLEDGE MEANINGFULLY
N/A
ACARA /
CULLICULUM CODES
ACTDIK023
TEACHING & LEARNING SEQUENCE
TOPIC
Computational
Thinking
SUB-TOPIC
TIME
ALLOCATION
 Components of Computational
Thinking
2 lessons
 Applying Computational Thinking
process (unplugged activity)
2 lessons
 Articulating steps (unplugged activity)
2 lessons
Algorithms
Introduction to
3







Computational Thinking PPT
Plicker quiz
Computational Thinking PPT
The Game with No Instructions (prac)
Computational Thinking Homework
sheet
Algorithms PPT
Designing Algorithms (prac resources)
 Algorithms PPT
 Flowcharts
Codes
PRACS & RESOURCES
2 lessons
 Communicating in Code (unplugged
activity)
2 lessons
 On-off Codes (unplugged activity)
2 lessons
 Introduction to Ozobots (unplugged
1 lesson
Unit Planner | Cleveland DSHS







Code PPT
Grid Paper Programming sheet
Grid Paper Programming Images sheet
Grid Paper Programming homework
sheet
Code PPT
On-off drawing sheet
Ozobots and pens
CLEVELAND STATE HIGH SCHOOL - UNIT PLAN
Year 8 SCIENCE & TECHNOLOGY
Digital Technologies
Robots
activity)
 Bowling Challenge (unplugged
activity)
4
Unit Planner | Cleveland DSHS
3 lessons

Ozobot Sheet 1 Coding Challenge



Ozobots, pens and code sheets
Ozobot Sheet 2 Bowling Challenge
Bowling pin sets
```
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