F-10 Curriculum (V8)
F-10 Curriculum (V9)
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In this lesson, students act like the inventor of an everyday object that does not yet exist. Students abstract the essential details, and describe what need would be fulfilled by the new object and how, specifically, it functions. They will then translate the description into a format appropriate for modeling the object ...
In this lesson, students will experiment with different ways of creating a path between two points with algorithm design and generalizing patterns. From the patterns, they will be able to generate an algorithm for efficiently traveling through cities in a region.
Investigate home automation systems, including those powered by artificial intelligence (AI) with speech recognition capability. These suggested activities for year levels 7-8 are designed for students using general purpose programming languages JavaScript and Python, with similar content to the visual coding lesson Home ...
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.
Investigate home automation systems, including those powered by artificial intelligence (AI) with speech recognition capability. These suggested activities provide a level of differentiation to cater for students’ range of programming skills. They were developed in collaboration with the Digital Technologies Institute.
Home automation is all the rage. You talk to your mobile phone to control the lights, the fan, the air conditioner, or your pool pump. But how does it work? In this lesson, we explore the AI that could power a home automation system.
For this project, students are introduced to the Arduino microcontroller and Arduino integrated development environment for programming a switch on an air conditioner. This lesson was designed by Cindy Thornton, Flinders Island District High School, Tasmania.
In this lesson we show how to transition from a visual based programming language to using a text-based programming language using the example of a heads or tails coin toss application.
This lesson sequence intentionally uses a visual based programming tool to introduce designing and validating algorithms. Those students who complete this task can move to code the result in any text based language with which they are familiar.
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.
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 model using snap blocks 1 block high and create a code so someone else can build your model.
Students use a visual programming language to create a game or quiz to help members of a community prepare for a severe weather event.
In pairs, explore giving and following a sequence of steps and decisions to build a LEGO® toy.
Retell the story of the Three Little pigs using a light sensing robot such as Ozobot.
Learn how to program a BBC micro:bit using Blockly. No experience required. Learn the basics of programming in Blockly with our full BBC micro:bit simulator.
This PDF presents content descriptions and achievement standards for the Digital Technologies subject in the Australian Curriculum
This PDF outlines Mossman State School's proposal to participate in the Digital Technologies in Focus project.
This tutorial provides detailed instructions to support the learning of Python, a general purpose programming language. The tutorial is designed for educators who are learning to use Python.
This PDF outlines a way in which students can use micro:bits and magnets to create and program metal detectors.