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Create a maze with obstacles for robots to complete. Very engaging and students worked collaboratively to problem solve and trial solutions.

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Create a Maze with obstacles
collaboratively and program Robots to successfully complete the maze

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Year Level/s Band: 3-4Practical Example - Design Thinking Summary:             Resources Used:

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Year Level/s Band: 3-4Practical Example - Design Thinking Summary:             Resources Used:

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Design a game - board with defined rules. Develop a procedural text on how to play the game. Sequence rules and consequences.

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Design a game - board with defined rules. Develop a procedural text on how to play the game. Sequence rules and consequences.

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Program Sphero or Olley to navigate obstacles.

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Program Sphero or Olley to navigate obstacles.

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Incorporating digital tech into our science. Shadow and light.
REsources: Movie maker and imovies.
Students to develop a storyline using storyboards that incorporates the topic of light. Students then use ipads or laptop computer to produce the movie.
This is new to the cohort and a trial as a new digital assessment.

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Have students design a robot that could be sent into a disaster zone to aid in search and rescue or to drop something to help survivors.

Materials various design programs and websites

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Code a simple alarm system using scratch to interact with the makey makeys.  Attach alarm to an object they would like to secure. Eg bike

Advice:
When Makey Makey is attached to bike or whatever item they would like to secure, make sure students understand how to complete the circuit by earthing it.

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Dragster/Racerbot
Students design and build a robot and link to their choice of controller. Competition where students work in groups of 4 with each assigned a group role.

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Problem Solving Coding Task, Years 5-6
Predominant uses for the tasks are:
- Understanding the complexities of the robots
- Problem Solving
- Team building

Students had to program their robots to move around a volcano and land within 5cm of the peoeple needing to be rescued. Students can make their own volcano and people through the use of lego. Students will need to understand the concepts of trial and error until they find the right blocks of code to use.

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Create an app that guides tourists around some of our local heritage sites.
Students record information on software that plays when person touches an image that matches what they are seeing, Kids love it as they get to experience lots of different hardware and software as well as working as a team to design and plan all of the links. It gives pride and  importance of their local area

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Year 6

Practical Example - Design Thinking Summary:
In the unit Steady Hand Game, students apply their knowledge of electrical energy and their understanding of the Design and Technologies processes and production skills to create a prototype electrical Steady Hand Game. The unit culminates in students presenting their designs at a technology expo.

Resources Used:
Design Thinking, Design Process, Prior knowledge, Research skills, Circuit diagrams, Prototyping, Peer Evaluating, Wires, Buzzer, LED,

Advice for other Teachers - Why it worked:
This unit is engaging. It is an extension of a previous Science unit and allows students to demonstrate their creativity through both theoretical and practical application. Beware of the costs as we are currently sourcing materials and will be charging students a minimal fee enabling them to keep the electrical components.

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Year Level/s Band – Years 3-4

Practical Example - Design Thinking Summary [2-3 sentences] – I haven’t done this yet but I am thinking of incorporating it into my term 4 planning. Students need to propose a plan for the end of year break up party with the problem being needing an inexpensive but fun farewell party. They would need to design an appropriate question survey class members on preferences, present data with a proposal using digital technologies and present it to the class teachers. Curriculum links with Maths and English.
Resources Used: iPads, Computers.
Advice for other Teachers - Why it worked [2-3 sentences]: I am hoping this would work well as it would be student driven and motivated.

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Using a Sphero robot, designs means for transporting food/items into flooded areas after a cyclone. Robot has to be capable of travelling on land and water. haven't tried this yet, but a term 4 piece of work.

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Students design a maze that solves an issue linked to their science unit. they write a series of steps and peers evaluate.

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Using BlueBot/Ozobot/any bot to create a game for practising direction.

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Haven't done this but using Minecraft for Rowan of Rin to create Rin and the various stages of the development of the main character.

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My students have used playground swift (Apple app) to create a sequence of steps to solve the problem of moving the byte, collecting gems, toggling switches, etc.
Resources: iPad, playground swift app
It worked well. I had students in pairs to work together and set them up for success from the beginning by explaining that it wasn't the end of the world if they didn't get it the first go. We also spoke about perseverance, determination and a never give up attitude. Engagement level of all students were very high.

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Designed a flowchart for The Lorax. It explored the effects of what would have happened and what actually happened to look at the different impacts of decisions.

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1. Students list character traits of two characters.
2. Students create a Venn diagram to compare their characters (choose anything eg. personality, language choices, physical descriptions.
3. Think/Pair/Share their Venn Diagrams with like ones.
4. Whole class share through discussion and diagrams are displayed around the room.
This works well as it helps students evaluate themselves, encourages peer talk and provides an opportunity for many facets of characters to be analysed and recorded by the whole class. Student ownership

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Using Scratch, create a guessing game to identify a mystery number. The children will need to plan ahead to work out how to provide clues and repeat guesses to enable the player to guess higher or guess lower.

This worked as the children were able to work collaboratively. They had access to an expert if required

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Students are designing their own guessing game in scratch.  First we explicitly teach the basics of the coding program.  Student then explore three different types of branching quiz programs.  They decide who they are designing it for and why.  Next they create a flow chart of the branching they will need.  Then create it on scratch.  This will show the teacher that the level of knowledge they have about visual coding.  Then they get to evaluate other students work with a worksheet.  The reason this works well is that most students are excited to be creating their own game.

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Using Connection Models to compare and analyse a movie and book 

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Using Connection Models to compare and analyse a movie and book 

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Creating an animation
Students are currently exploring different film making programs within their groups. They will need to decide on a group leader, visual controller, designer and editor. They need to evaluate the best resource and people for the task. From there, they will plan and implement the task - while re-evaluating and reflecting throughout to produce the best outcome as a group. So far it is working well. Students have suprised me with their creativeness and natural ability to use each other's strengths. As a teacher, I needed to step aside and release control of the procedure so students could explore and learn independently. I've learnt a lot from them!

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Design a Light Maze.
Students were to design a maze to reflect light from one end to the other. This links to Science unit. Students had to write a sequence of steps to create the maze.
Students also then were to write code in order to get sphero from one end of the maze to the other.
Resources: mirrors, torches, cardboard, sphero, ipads, tickle software
Advice: May need to use something other than cardboard. Sphero frequently knocked it down.

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Create a game in Scratch to practise basic facts or times tables.

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Design Thinking Summary
Students were challenged to program a probot to follow a given pathway from A to B. Students were given the mat with the pathway drawn on it, as well as math equipment eg ruler, large protractor.
Why it Worked
Visual support structures provided basic tools and resources which enabled the student to focus on programming the probot. Math concepts related to measuring and identification of angles were covered in math lessons prior to challenge. Scaffolding of activities supported the development of skills to help with challenge eg drawing a right angle triangle using the probot.

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Forces Unit
implementing design/technology to create something that demonstrates a particular force - using materials.
Film design made and identify forces shown - video presentation...

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Lightbot - create algorithms/sequence of steps for a robot to follow, with increased level of difficulty as game progresses. It works because it's a game, and it easily allows students to work in pairs to assist each other. It's engaging and offers hints when students are really stuck. My kids ask to play it if there is any free time with laptops!

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Build Ozobotropolis
Students worked in groups to build a Ozobot suburb; a collection of A4 pages for the line-following Ozobots.  The suburbs will be joined together into a room-sized city for display at a parent information night on on Digital Technologies.
Resources;
Ozobots, pens, paper.
Students managed to maintain interest, rapidly generating ideas that could be tested. The technical aspects of getting the seperate pages to work together fostered group problem solving and were a great context to develop skills in role management within a project.

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Beginning a game making competition for students to showcase their skills and knowledges.

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Using Scratch program to create an activity where a character has to find all the elements of a persuasive essay

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Using Scratch program to create an activity where a character has to find all the elements of a persuasive essay

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Students to investigate, problem solve, design and create a Zen garden model (both digital and concrete) for the SEP. Then they are to create alife size Zen garden - producing a funding model, group digital designteam roles, materials, all incorporating probem solving skills.

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Students to investigate, problem solve, design and create a Zen garden model (both digital and concrete) for the SEP. Then they are to create alife size Zen garden - producing a funding model, group digital designteam roles, materials, all incorporating probem solving skills.

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Creating a quiz using Scratch to answer questions on Living and Non-living in Science.

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After conducting an erosion experiment (sand/rocks.pebbles in a tidy tray with water poured over) following given steps, the students then designed a way to stop the erosion they observed.  They thought of a number of ideas based on research and data that we had viewed and used an elimination process to decide on the best way to proceed using natural and man made materials.
Experiments were then redone with the added materials and videoed with iPads.
They then evaluated their design to discuss strengths and weaknesses.
Time restraints did not allow us to turn these into a power point presentation.
Tips: Ensure that the students know all the materials available to them and allow more time!!

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Building skills in Scratch to create guessing game.
Example lead up activities

Shape mats to follow instructions/ blue bots to create obstacle course.

Creating flowcharts using PPoint/ bubbleus to show an algorithms including simple branching.

Students were highly engaged as it was really hands on.
We've also been using book creator for analysing and sharing opinions about traditional stories.

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Year 5's completed the Maze task - have not gone into detail as others have done this.

Students were given a scenario about a student in their class who struggled with math.  This student had a fixed mindset and would give up every time he/she was faced with a challenging task.

Students had to create and design a video, using the iPads, to share with the school what a fixed mindset looked like and then how to solve this problem by filming different scenarios.

Students used iMovies, Toontastic and the recording tool to complete this multimodal task.

It was successful because students had ownership of this activity and then showed the school how students can change their mindset by following simple steps.  Even students who could not write their scenarios out, had success showing me what it looks like through a video presentation.

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Create a game in Hopscotch to test knowledge of any unit of study - specifically thinking about science

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Create a game in Hopscotch to test knowledge of any unit of study - specifically thinking about science

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(materials unit)

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Practical Example - Design Thinking Summary: Design an interactive quiz game and accesses/teaches peers a scientific concept.

Resources Used: Hopscotch App

Advice for other Teachers - Developed students confidence/skills first
- Peer tutoring
- Ability for students to work on project in their own time
- Platform to share final products

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Yea 5/6 (Design a user interface for a digital system (ACTDIP018)) Activity - Year 5 & 6 students designed a user interface for an App that solves a problem.                 Students will need to consider the following: Title • How will you create your graphics     •Emphasis on the area of the screen to draw the viewer’s attention                         •Using icons for consistency for end users.                               •	What alternate design could you use? •	Discuss some ways that can be used to make important information on a user interface easy to find •	Discuss agreed ethical and social protocols Sketch a design for a user interface.  Resources - I used a App UI Template that I created in word.  Student designed it it pencil and then colored it in when they were happy with their design.  The activity worked really well, the student then went on to create their design using a visually programming app software program.

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Yea 5/6 (Design a user interface for a digital system (ACTDIP018)) Activity - Year 5 & 6 students designed a user interface for an App that solves a problem.                 Students will need to consider the following: Title • How will you create your graphics     •Emphasis on the area of the screen to draw the viewer’s attention                         •Using icons for consistency for end users.                               •	What alternate design could you use? •	Discuss some ways that can be used to make important information on a user interface easy to find •	Discuss agreed ethical and social protocols Sketch a design for a user interface.  Resources - I used a App UI Template that I created in word.  Student designed it it pencil and then colored it in when they were happy with their design.  The activity worked really well, the student then went on to create their design using a visually programming app software program.

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Create a maze game that solves an issue faced by students in Year 5. This could be - natural disaster, stranger danger, online safety, bullying, digital footprint etc. Students use the engineering design process to develop game and share with their peers.

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STEAM club Year 4
Building robots in a focused setting with multiple resources. Students create, share and problem solve together. Resources of robots, ipads to control. Advice: student led versus teacher directed, questioning and problem solving through student led identification and collaboration.

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Create a simple guessing game using a visual programming language.

Design content for guessing game

have questions that help learning in a subject

allow the player to input choices by entering an answer.

Defining the problem

who will play?

what are you making?

why make it? (purpose)

explain why it best suits the purpose.

Designing the guessing game

decomposing into parts

Algorithm of the guessing game

draw a flowchart

Implementing the guessing game does it have:

easy navigation

user input

decisions (branching)

shows correct and incorrect answer
Evaluating the guessing game

Ask two class mates to play and review your game

From C2C Tech unit using SCRATCH

Introduce students early to SCRATCH and let them explore, ensure they understand and use ‘if then’ ‘if then else’ and ‘repeat until’ blocks.

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Next year, I would like to investigate and give the students an opportunity to write a 'choose you own adventure' quest in the vein of the Rowan of Rin novel. Incorporate Scratch.  Is this possible???

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Next year, I would like to investigate and give the students an opportunity to write a 'choose you own adventure' quest in the vein of the Rowan of Rin novel. Incorporate Scratch.  Is this possible???

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Yes / No Game
Students had to design a yes/no question game. The Students had to practise using Scratch and how to identify the different types of blocks.
Resources: Scratch
Advice: I would practise the assessment with an exemplar and use paper blocks to practise with.

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Students were tasked to animate something inanimate using iStopMotion on their iPads. They had to present their short animation and discuss what they did (how), challenges and possibilities.
Resources: iStopMotion, iPads and inanimate objects
Advice: Had a range of responses. Need to keep an eye out for students who wish to recreate the entire works of JJR Tolkien. I got some students to storyboard/comic strip what they wanted to create and encourages students to 'share' techniques/tips

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Project making
Designing and making bridges using limited resources.
Data collection, research of bridge design. Resources available, timeframes. Design drawings and amendments. collaboration.

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Once students understand the basics of 'scratch' they need to create their own program or game.
Students use a given layout with squares for questions and answers as a practice. They use this layout to design a quiz game- using links and other scratch commands.

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Year 6
Students required to design, resource and build a water filter to be used in a natural disaster scenario.  Only re-purposed materials to be used.
The 'Resources' team member was required to organise the collection of materials.
It worked because students were allocated jobs. Also the task required students to build a second filter to address the shortcomings of their first filter. The task also had a rigorous reflection section built into it

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Create a game in scratch to enhance their learning in any subject e.g multiplication facts, spelling, review of concepts in Geography or Science.

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Students were asked to use Scratch Jnr to create a scene from 'The Lorax' with characters moving, and speaking.
Resources: iPads and Scratch Jnr ap

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Students design a new bee bot map based on the story of the Lorax. Using information gleaned from the book student depict Thneadville, the Onceler's store and the Truffula tree forest. They then use this map to retell events

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I often access or refer to 'Toolkits' created by other teachers involved in Design Minds for SLQ
http://designminds.org.au/
I've used lessons from the 'Getting started with design thinking' toolkit with my year 5 class.  And although the toolkit is pitched at years 7-10, I have still been able to use or modify activities for younger students.  They have so far liked the activities I have done with them.  Interestingly, just over half (approximately 60%) can see things from another person's perspective ('E' activity).  I found this quite insightful as the English curriculum in particular, asks students to do this - to view issues/themes/ideas from many perspectives.  Given that many of them don't really have this skill at the age of 10, then as teachers, we need to reflect on this and think of ways to facilitate this kind off thinking - this kind of analysis.

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Students use Scratch to design a simple maze game. The game construction teaches students about branching and repeating. Simple way to learn how coding works.  Students learn about Sprites and how to develop steps so the sprite can be manipulated to perform actions. Students are all very engaged and it is amazing how quickly they learn and adapt to the new language of programming.

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Students played and reviewed three different online games. They Used criteria to review the games. The same criteria was used when they made and evaluated their own games. We watched some clips from Good Games SP to build up game related vocab

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Student were asked to create a guessing game that would include an if, else component.

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Students compare similarities and differences between a narrative and a movie. Students use a variety of templates, venn diagrams and flow charts to map how they are similar and different

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Students design an app that would be used as a warning/ preparation system for severe storms (Geography Unit 2).
Resources: MIT APP Inventor.

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Children are to design and construct a model to aid in the oral explanation of how shadows can explain Day and Night, Sunrise and Sunset and the movement of the Sun and Earth, explaining years and day time periods.  Students had to devise step by step instructions on how they would construct their model.  Students also had to evaluate the model's effectiveness with aiding in their oral presentation and suggest improvements.
Resources: everyday objects, paints, boxes, polystyrene balls, torch, etc.
Advice:  This activity was multifaceted and the students displayed a solid understanding of Science knowledge.

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Webquest on any subject.  Students directed to create a webquest on how to code an Edison robot and include extension coding tasks.

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Year Level/s Band 5-6:
Practical Example - Design Thinking Summary: Students designed a 3D maze for Sphero to navigate through.  Each team had to include standard movements and then 2 more of their own.  The team had to program their sphero to complete the maze and each team got to try the other mazes.
Resources Used: Sphero robotics, cardboard and tape. iPads to program Sphero.
Advice for other Teachers: Make sure you have lots of space and limit the space allowed for the maze to occupy.  It was quite a competition! The kids enjoyed making sphero jump.

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Students are given about a dozen choices for an afternoon structured play activity. To determine the best suited activity for students they classify each activity by certain criteria (inside/outside, active/sedentary, creating/playing etc...) students use branching questions to determine what is the best activities for them to choose.

RESOURCES: PC, Tyranobuilder (digital book creation software that allows branching with choices) and iPads.

Advice: Have exemplars, break down project step by step, start with discussing goals and build solutions around the goals

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Year 5/6

Students in teams were tasked to program the EV3 robots to move around the mat. Follow the black line, use 3 different sensors, collect blocks and return to base.

Students were shown the basic codes with simple tasks during their explicit learning time.
Ensure - a basic bot is ready so students can adjust it to save constructing time.

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Year

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students used side by side charts to compare the differences between two types of text on same topic. They then used this information to write about which text they prefer and why.

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Year 3/4 Learning to care for their environment unit.

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Year 3/4 Learning to care for their environment unit.

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Students decided to focus on rubbish and where it should be placed. They decided to create posters and a (Scratch or Powerpoint) game which would help educate students about the right bins to use.

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Band: 3-4         Example: Students were asked to design a water bottle cooler that would insulate the temperature of the water. Resources Used: Students had to test a variety of materials to use with insulation/conduction properties (bubble wrap, newspaper, paper towel, masking tape, fabric, 600ml plastic water bottle. They then construct their model, fill it with water and leave it for a period of time before measuring the temperature of the water. Ideally the water temperature should stay the same and not move down.

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Band: 3-4         Example: Students were asked to design a water bottle cooler that would insulate the temperature of the water. Resources Used: Students had to test a variety of materials to use with insulation/conduction properties (bubble wrap, newspaper, paper towel, masking tape, fabric, 600ml plastic water bottle. They then construct their model, fill it with water and leave it for a period of time before measuring the temperature of the water. Ideally the water temperature should stay the same and not move down.

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Advice: Ensure materials are ready to go and students are supervised during construction.

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Design Task 5/6
To Design an App specifically for students, Parents and Teachers to track positive learning behaviours in students. The students have to design an app that can track successful learning behaviours and share with parents. Included must be some form of reward system. Peers evaluate the possible level of engagement with the students and determine possible success in building positive behaviours at the school.

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Design a Behaviour Reward System App that studentsd 

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Design a Behaviour Reward System App that studentsd 

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During our unit Rowan of Rin the children had to design a 3D computer based model of a useful bag carry neccesary items in to travel up the mountain.  Peers gave feedback on improvements.  After all criteria were met students then made their own out of repurposed materials.
Resources: Solidworks; Sketchup; Autodesk Fusion 360.
Students were able to refine their designs prior to actually making them.

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used scratch to create a revision game for the life and living unit. It was a true false game.

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Students design a presentation about road safety for a younger audience.
What I'd do next time :
- students collaborate in pairs
- provide choice of medium to students

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Our school farm is underutilised and needs attention. The students are redesigning the space to include functional uses, year level needs, relaxation, and curriculum needs.
The students are really engaged with the project to help use the space wisely and sustainably. They are problem solving as they work through - what works for some year levels won't work for others etc

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Students create a brochure, using Pages, Office suite or Keynote for the public about natural disasters and what to do.

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Students create a brochure, using Pages, Office suite or Keynote for the public about natural disasters and what to do.

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Interview and collate class data.
Research local councils emergency disaster websites. Use these as hyperlinks.

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Students interview people re their experiences and preparedness for natural disasters.
Students collate class data.
Students use

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Created a mini inquiry unit for students to test the new "FBI" robots (Ozobots). Had to plan the learning they would need to do based on the success criteria built into the activity. Had to create a map with particular lengths within the pathway and use sensors to progress robots on the pathway. Fantastic learning that included design thinking, covered many subject areas and was highly engaging. Was for grade 3.

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Created a mini inquiry unit for students to test the new "FBI" robots (Ozobots). Had to plan the learning they would need to do based on the success criteria built into the activity. Had to create a map with particular lengths within the pathway and use sensors to progress robots on the pathway. Fantastic learning that included design thinking, covered many subject areas and was highly engaging. Was for grade 3.

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Research characteristics and habitats of insects and design own.  Limited access to digital technologies meant we could not take it further than making our insect with resources available.

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Year 3-4

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Packaging (science unit)
Students investigate different materials, test their properties, then design a package to send a fragile object overseas

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Students are required to create Packaging design for a breakfast cereal. They would need to consider the target audience and what information should be included within the design, including design elements and principles. This would follow English unit analysing existing package design and the intention on audience.

(Year 4)

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First they sketch a basic plan. Next they use Google Sketchup to make a 3D digital version of their house which can be modified to include "modern features"

I used YouTube a lot to watch videos about "how to use Google Sketchup.

Students were very engaged to see a 3D image that they were building on their own and to their own specifications

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Students use knowledge of connection circles and flow models to plot events in a book and same movie. They then place them side by side and evaluation the similarities and differences.
Grade 5 content.

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Year level 3-4
Think of a target audience and create a yes/no game for revision.  Students plan out their procedure and cut out steps.  Create in Scratch and test it out on target audience.
Resources - Scratch
Advice - This is our first year using Scratch and developing this game was a great first step to using Scratch.  So much room to expand on students ability too.

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Students work collaboratively to create a 'playlist' for their school disco. They can produce a playlist of mp3 and/or mp4 files.
Students can collect authentic data from all students and teachers at the school (we currently have 33 students), source the files etc and compile a playlist.
Resources:
Internet, iPads, excel, projector, desktops.
This is currently just an idea in the 'Think Tank' phase, but I can imagine my students being very excited about doing it.

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Pose problem - How can we protect this special place. Make it relevant by surveying people in the community. Design a visualization of possible solutions and problems that may arise. Decide on the best way to get message out with focus on digital technology. ipad app to show marked paths and rubbish bins. Take digital photos and compile into a virtual tour map highlighting significant places to educate people. Design a animated message about looking after our special place aimed at the younger generation of our community." Scratch" characters can relay message.

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similar to others as have not created this yet, but from participating in this course has given me the idea.
Yr Level 5-6
Design Thinking Summary
students create a resource of simple games, challenges, that teachers can use when on camp.
Resources
imovie
http://ibuildapp.com/
http://appinventor.mit.edu/explore/get-started.html
Advice
cannot share any advice but rather seek it as at this stage just a concept that I have

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Students had to design an app that would help society in some way. They had to find a problem that needed fixing and then think of what they needed in their app to solve this problem. What other problems could arise.
We didn't get a chance to make the apps but their ideas were really creative and they found the task very engaging.

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Students were asked to design a way of promoting a Roald Dahl book they had read in class. Students decided to make a game in scratch using some sprites to represent characters from the book.

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Students were asked to design a way of promoting a Roald Dahl book they had read in class. Students decided to make a game in scratch using some sprites to represent characters from the book.

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Students design and create a game using PowerPoint. 

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Students design and create a game using PowerPoint. 

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Design thinking task
The school grounds has a huge litter problems. You will need to gather information and present it in different ways and create a solution by using a sequence of steps and decisions to solve the problem.
Resources:
written survey
draw.io

Advice: It works well as it is making the children more aware of  how important this issue is not just in their own backyard but world wide

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Is it Living Unit - Science

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Have not implemented this yet but am thinking of modifying our current Health task to include the Digital Technologies Learning Area next year.  Current assessment task is students design and produce a cyclone safety brochure.
Year Level/s Band - 5-6
Design Thinking Summary - The Mackay City Council is looking to develop an app which will keep residents updated on vital information during a cyclone watch and/or cyclone warning and provide regular updates in real-time as well as provide general tips/information on how to keep safe during a cyclone.
Resources - MIT App Inventor
Advice for other Teachers - As I said I haven't tried it yet but it has been floating around in the back of my head since I started this course.  I'm keen to give it a go next year!