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Assssment 2 EUB101.pptx - Microsoft PowerPoint Online - Work - Microsoft​ Edge 2022-06-07 16-16-42

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Assssment 2 EUB101.pptx

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Hi everyone, I’m Vanessa Wilkins and now that Reid has described the digital learning activity in detail and you have seen as example of it, I will just give you a quick rundown on the workflow the students used to create their final artefact.

There were 2 different ways the students chose to document how to count in 2s.

The first was to access the math learning centre website and select one of their apps that represents numbers. They then needed to screen record themselves doing their chosen counting activity.

Once finished, they uploaded their recording to the CapCut app, edited if necessary and saved their video.

The second was to use their ipad to photograph a 100’s number chart in their classroom. A different photograph was taken each time a new number was counted. They then uploaded these photos to CapCut and edited them into a stop motion video. This was also then saved.

As a larger group, they stitched their videos together to create their final product, showing different interpretations of counting in 2s. This was then uploaded to youtube to use as counting practice for the class.

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Question 1.

I acknowledge the traditional owners of the land on which we live, the Turrbal people, and pay my respect to elders past, present and emerging.

This digital learning activity is intended for lower primary students, specifically Year 2 children who are 7 years old. This task optimises the learning areas of understanding, fluency, problem-solving and reasoning in a mathematical setting (ACMNA 026).
The cultural characteristics of this activity is a reflection of the digital age we live but is absent with respect to recognition of diverse students such as First Nations children. However, by forming groups to collaborate with each others, this can help offset the limitations of the cultural characteristics of this digital activity.

I predict that the length of time required to successfully cover the content of this digital activity is 2 weeks. The first week would be the introduction of the number sequences and counting followed by time to work in class in small groups of 3 to create the project. It might be problematic if groups are too large to engage the most students. If this were a solo project, it would disadvantage students with disabilities or children with a low socioeconomic background who do not have the resources to access the internet or a computer at home. In addition, giving the students time in class to work in their groups gives them a chance to collaborate with peers in a supportive environment. For slightly advanced students, this is a project that will allow exploration as they can continue to work on the project at home or consider the digital design aspects beyond the classroom. Students will be considering different programs or styles of learning and using their skills to present a digitally creative artefact (APST 1-5).

The learning outcome of this digital activity is for students to possess by the end of Year 2 the ability to recognise increasing and creasing number sequences by twos from any starting point up to 1000.

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EUB 101 assessment 2

Reids script

Within this learning activity students are required to construct a digital artefact. The artefacts must display an example of their number sequencing knowledge for example count forwards or backwards in twos, threes, fives or tens. This level of number sequencing aligns with the year 2 content descriptions within the Australian curriculum.

Our examples were made using a video-editing app called CapCut. Starting with the ‘New Project’ button a video can be added to the ‘editing reel’. Once videos and or photos are selected the editor can use the ‘cut’ tool to remove certain parts of the video. The video can also be sped up using the ‘Speed’ tool, it can have transition effects using the ‘Animation’ tool and can even play background music using the ‘Add Audio’ tool. Overall the app is practical and easy to get the hang of.

The artefacts must clearly show the process of counting, which can be displayed in many different ways especially in film.

The first section of our video is a stop start animation where a number counting tool changes the colour of selected numbers each frame. Counting in twos starting from 31 and finishing at 51. The second part of the video shows a digital whiteboard from the maths learning centre with numbers 1 to 50 on the board. Each selected number is highlighted displaying backwards counting in twos from 30 to 10. The third section of the video also displays the use of a tool from the maths learning centre, this time it's the blocks tool also known as number pieces. The user highlights two blocks a time and moves those blocks aside starting from 50 and counting backwards in twos to reach 26. The final part of the video uses the number line tool also from the maths learning centre. Similar to the white board tool the user uses a digital pen tool to circle each number counted. Starting from 2 and finishing at 16 demonstrates forwards counting in twos.

The four clips shown within the video on slide five depict likely results of our digital learning activity.

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-need to redo audio
-need to make sure not too long

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Let me know how to make it better

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Here’s my first attempt at a video for our presentation counting in 2s forwards from 2 to 18.

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Celina- Counting in 2's
Reid- Counting in 3's
Vanessa- Counting in 5's
Cathy- Counting in 10's

To 50 (or closest number)

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Number and Algebra- Curriculum code ACMNA026

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Number and Algebra- Curriculum code ACMNA026

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Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026 - Scootle )

Elaborations

- developing fluency and confidence with numbers and calculations by saying number sequences
- recognising patterns in number sequences, such as adding 10 always results in the same final digit

Hi, this is what Cathy and I have chosen for our year level and subject.
Our basic is to film a video or animation about counting sequences. We are hoping to have a video chat with you this weekend to talk about it in more detail and explain better.
Please let us know issues. We have spoken to Jane and she thinks it is a good idea.

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Year 1-2
Students use a stop motion program and take pictures on the ipad. first pic is of a block, next is of 2, next is of 3 blocks etc. the students add background recording of them counting. could also be done in 2s, 5s or 10s. the video is then used for the whole class to practice counting, can be added to youtube

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Students take a picture every couple of days of a piece of bread left in various conditions- inside, in the sun, in the fridge, and make a stop motion video of the results of mould growth

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Music- can fit into curriculum for year 3-5
Each student records themselves playing a beat or singing a tune. The sounds are then uploaded and played together to make a song in garage band.

Visual arts- fits curriculum 3-6
Take a range of digital images of the environment. Close up on colours and textures. Upload them and arrange in a program (??) to make a bigger image. i.e greens and blues put together to make a digital earth collage

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there is a bunch of great examples in this!!!

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https://docs.google.com/document/d/1n5VYlrg5Ub7VSLNToV9596Z6qn-Fp1gUQHVvkIXxyug/edit?usp=sharing

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1. YEAR 4 - Group
Activity
Students are asked to create a story using Powerpoint and must present to class as a group
2. YEAR 3 - Individual - students must choose a book that has already been explored in class to demonstrate knowledge and film and upload to SEESAW app.