Unit plan includes...
Unit Plan
Introducing Digital Technologies Through Algorithms Unit Plan
This Technology unit has been designed to introduce digital technologies to younger students; specifically, the purpose, structure and features of algorithms.
It consists of 3 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
This unit plan includes the following resources:
- Step by Step Introductory Worksheet for Coding – Pirate Adventure
- Blank Algorithm Grid – Color
- Blank Algorithm Grid – Black and White
- Cut and Paste Algorithm Grid – Black and White
- Cut and Paste Algorithm Grid – Color
- 15-Step Algorithm Sequence Sheet – Lower Primary
- 10-Step Algorithm Sequence Sheet – Lower Elementary
- 8-Step Algorithm Sequence Sheet – Lower Elementary
- Pirate Pete’s Three Algorithm Quest
Overview
Objectives
- To understand the concept of an algorithm by listing steps to move an object around a map.
- To consolidate understanding of algorithms by creating a set of instructions.
- To follow a sequence of steps and identify these as an algorithm.
This Digital Technologies unit provides excellent opportunities for cross-curricular integration. As directional language and sequencing are explored in detail throughout the unit, it lends itself particularly well to meaningful integration with Numeracy. Procedure texts also provide a rich example of algorithms in action, allowing for successful integration with Literacy.
Prior to commencing the unit, create an algorithms display in the classroom. Display word wall vocabulary and posters that will stimulate the students’ interest and assist in their learning. For examples of teaching resources to display in your classroom, browse the Technology category on the Teach Starter website.
Some of the resources which accompany this unit plan may need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
Lessons
NSW Curriculum alignment
- STe-1WS-S
Observes, questions and collects data to communicate ideas
- STe-6ES-S
Identifies how daily and seasonal changes in the environment affect humans and other living things
- ST1-1WS-S
Observes, questions and collects data to communicate and compare ideas
- ST1-3DP-T
Describes, follows and represents algorithms to solve problems
- ST1-4LW-S
Describes observable features of living things and their environments
- STe-1WS-S
Observes, questions and collects data to communicate ideas
- STe-6ES-S
Identifies how daily and seasonal changes in the environment affect humans and other living things
- ST1-1WS-S
Observes, questions and collects data to communicate and compare ideas
- ST1-3DP-T
Describes, follows and represents algorithms to solve problems
- ST1-4LW-S
Describes observable features of living things and their environments
Victorian Curriculum alignment
- VCDTDI014
Recognise and explore patterns in data and represent data as pictures, symbols and diagrams
- VCDTDI014
Recognise and explore patterns in data and represent data as pictures, symbols and diagrams
- VCDTDI014
Recognise and explore patterns in data and represent data as pictures, symbols and diagrams
- VCDTDI016
Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments
- VCDTDI016
Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments
- VCDTDI016
Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments
- VCDSCD021
Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
- VCDSCD021
Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
- VCDSCD021
Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
- VCDSCD022
Sequence steps for making designed solutions
- VCDSCD022
Sequence steps for making designed solutions
- VCDSCD022
Sequence steps for making designed solutions
Australian Curriculum alignment
- ACTDIK002
Recognise and explore patterns in data and represent data as pictures, symbols and diagrams
- ACTDIP004
Follow, describe and represent a sequence of steps and decisions (algorithms) neededto solve simple problems
- ACTDEP008
Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
- ACTDIP006
Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments
- ACTDEP009
Sequence steps for making designed solutions and working collaboratively
Comments & Reviews
Write a review to help other teachers and parents like yourself. If you would like to request a change (Changes & Updates) to this resource, or report an error, simply select the corresponding tab above.
Log in or sign up to join the conversation.
Request a change
Would you like something changed or customized on this resource? While our team makes every effort to complete change requests, we can't guarantee that every change will be completed.
You must be logged in to request a change. Sign up now!
Report an Error
You must be logged in to report an error. Sign up now!
Help
Are you having trouble downloading or viewing this resource? Please try the following steps:
If you are still having difficulty, please visit the Teach Starter Help Desk or contact us.
Contact us