By using Microsoft word to collect data on the class on eye colour. This will be collated by using the
developer tool. Firstly the questions must be asked and the variables worked out. In this activity the child's name and the eye colour will be the changing variable. Once we had a group discussion and written on the board of all possible eye colours, the students will write this into word and develop their two drop down menus of all students names and all possible eye colours. Once this is complete the students will go around making sure they have everyone and their eye colour chosen on the list. This activity could be done in small groups of 2-4 students allowing those that need an extra hand at completing this task is done in an collaborative way allowing thinking, discussions and evaluating to occur.
To take this activity further is then to use the information collected to create graphs - how many students have x amount of blue eyes etc. and could be shared up on the interactive white board.
I have chosen to link my activity to the curriculum through the :-
Years 3 and 4 Band Description
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community.
Digital Technologies Processes and Production Skills
Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
Elaborations
- collecting, and sorting data through play, for example collecting data about favourite toys and sorting them into categories such as toys they like or dislike
- locating and purposefully using visual or text data, for example searching through a digital photo library to select an image, taking into account cultural considerations such as awareness of appropriate use of images and audio recordings of deceased persons
- exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
- exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
- using digital systems to organise data to improve meaning, for example using word processing software to create a list of tasks or visualisation software to create a mind map (diagram) showing relationships between characters in a story
- using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing
Cross curricular links
Literacy
The particular elements of Literacy addressed by this content description
Comprehending texts through listening, reading and viewing
- Comprehend texts
- Navigate, read and view learning area texts
- Interpret and analyse learning area texts
Composing texts through speaking, writing and creating
- Compose texts
- Compose spoken, written, visual and multimodal learning area texts
Text knowledge
- Use knowledge of text structures
Word Knowledge
- Understand learning area vocabulary
For further information go to General Capabilities.
Numeracy
The particular elements of Numeracy addressed by this content description
Interpreting statistical information
- Interpret data displays
For further information go to General Capabilities.
Information and communication technology capability
The particular elements of Information and communication technology capability addressed by this content description
Investigating with ICT
- Define and plan information searches
- Locate, generate and access data and information
- Select and evaluate data and information
Creating with ICT
- Generate ideas, plans and processes
- Generate solutions to challenges and learning area tasks
Managing and operating ICT
- Select and use hardware and software
- Manage digital data
For further information go to General Capabilities.
Critical and creative thinking
The particular elements of Critical and creative thinking addressed by this content description
Inquiring – identifying, exploring and organising information and ideas
- Identify and clarify information and ideas
- Organise and process information
Generating ideas, possibilities and actions
- Imagine possibilities and connect ideas
- Consider alternatives
- Seek solutions and put ideas into action
For further information go to General Capabilities.
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