F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This is the first in a series of lessons to transition from visual coding to text-based coding with a general-purpose programming language. This lesson may take two to three 45-minute periods. It introduces how to create variables, get user input and perform maths operations.
In this lesson students will be using components of the LilyPad development kit to create a circuit of LED’s that are controlled using a basic Arduino program, written in the Arduino IDE. Starting with a simple sequence of turning a LED on and off, the students can be challenged to choose a piece of music with a steady ...
Using Ozobots students use and develop unusual types of data: Redefining “What is data?”. This lesson idea was created by Ben Jucius.
In this lesson, students explore how to design and implement a simple Augmented Reality (AR) world to project DNA model using Unity 3D and Vuforia SDK for Unity 3D.
In this lesson, students undertake a research project about “space rocks”. They devise a research question to investigate something they would like to know about space rocks and communicate their ideas within an AR or Virtual Reality (VR) experience.
This lesson sequence is a hands-on approach to the learning about digital systems for years 7–8.
In this lesson sequence, students learn to use pivot tables which have been described as the most powerful tool within spreadsheets.
Play a variation of the game ‘Simon Says’ to develop understanding of sequencing and instructions in programming.
By gathering data on marine turtles, scientists have evidence that helps them work out where turtles migrate and the journeys they take. Scientists can then help to reduce the threats to the turtles’ survival. In this lesson we look at satellite tracking using real scientific data. Explore ways to model, interpret, represent ...
In this lesson sequence use the ‘Odds and evens’ problem as a springboard. Students construct interactive spreadsheets designed to address particular needs. This lesson also demonstrates an approach to programming known as rapid application development (RAD).
This lesson will explore how to program the Sphero using functions and show the benefits of decomposing the behaviour of the Sphero into functions, instead of writing line by line repeated behaviours. This lesson idea was created by Claudia Szabo.
The ‘chaos game’ is a way to see how patterns can result from certain random events. Use this program to run the chaos game, randomly moving the turtle to create a pattern. Have students analyse or fill in or change parts of the pencil code program.
This is the first in a series of lessons to incorporate Graphical User Interfaces (GUIs) into your General Purpose Programming. It follows on from the Visual To Text Coding lesson series.
Natural language processing is growing in importance. We often converse with automatic chatbots for customer service without even knowing. We also use online translation services or mobile apps. But how do these services work? Is there artificial intelligence (AI) in them? Three projects are offered to cater for student ...
In this lesson sequence students learn to code separate modules that perform discrete functions but collectively meet the needs of the solution. They select the most appropriate algorithm based on the type of problem.
Using OzoBots students move an Ozobot about a map with coordinates. This lesson idea was created by Ben Jucius.
The lesson follows an inquiry process in which students use a dataset to answer relevant questions about the turtle population. They consider how to analyse and display the data in order to effectively examine the impact of rising global temperatures on flatback turtle populations.
Students are given a bitmap image made up of coloured pixels. They explain how the image is made up of binary digits that represent each pixel. Students represent 8 colours using binary digits. Teachers assess the student’s demonstrated knowledge/skills using the checklist provided.
Use these challenges created by Kylie Docherty, QSITE to provide opportunities for students to learn how to design and follow a series of steps to program Blue-Bot.
Create a flowchart to represent a sequence of (branching) steps and decisions needed to solve a mathematical problem.
