Lesson Plan #1

Topic area: 3 – Data Stage of Learner: 4 – Year 8 Syllabus Pages: 20

Handling
Date: August 14 Location Booked: Comp Lab Lesson Number: 1/3
Time: 60 minutes Total Number of students 30 Printing/preparation
Start of Topic Sheet x 15
(cut in half)
Ensure all links are still valid

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment • importance of • define and compare
4.2.1 identifies and uses Start of Topic Sheet information to data with information
problem solving In-class discussion society, particularly
processes when in electronic form • explain the process
creating solutions of deriving information
from data and apply
the process to a given
scenario
Cross Curriculum themes & General capabilities Explicit subject specific concepts and
skills
Key Competencies – use mathematical ideas and
techniques, using technology, working with teams, Students are able to independently
and communicate ideas and information recall the relationship between data
and information
ICT
Students are able to independently
Literacy list three examples of how information
impacts on society

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets high 2.2 Engagement regulation
and explicit expectations and develops positive relationships between teacher and 2.3 High Expectations 2.6 Student direction
students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing 3.3 Knowledge
all cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Deep The entire lesson is built on the idea that students are cooperatively constructing definition
understanding of the terms “data” and “information”, and using these definitions to define the relationshi
between those terms.
2.3 High The focus on collaborative discussion during this lesson will enable students to develop the
expectations confidence in risk-taking. The content presented during this lesson is largely influenced by
input of the students.
3.5 F The lesson content focuses on the impacts of technology on society. This can be seen
Connectedness especially when the video from AITSL is played – relates school itself to the “real world”.

Time Teaching and Organisation Cen

learning actions T
5 Teacher writes Teacher: Asks students to enter room. T
“Information
and Data” on Explains Start of Topic Sheet.
board, and
engages with Student:
students by Enter room, and settle into their seats.
holding up Start
of Topic Sheet Pass around Start of Topic Sheet.
[diagnostic
assessment], Answer questions about sheet, and ask any questions they may have
and asks (especially new students).
students
questions such Resources: Start of Topic Sheet [Teacher Developed Resource]
as “What do we
write on the
Start of Topic
Sheet?” and
“Where does it
go at the end of
the lesson?”.
 Students should
be able to
answer that the
Start of Topic
Sheet is used to
document their
own thoughts
and knowledge
about content
during the first
lesson of a
topic, and; it will
be handed to
their teacher at
the end of the
lesson.

Students have
previously
encountered
this sheet at the
beginning of
previous topics.

10 With the person Teacher: Marks roll. S

next to them,
students discuss Student: Get in pairs.
their prior
knowledge Work on Start of Topic Sheet.
about data and
information, Resources: Roll
and data
handling. In
these pairs,
students fill out
the first two
columns in Start
of Topic Sheet.

The third and

final column is
to be filled out
as the lesson
progresses

While students
complete this
activity, teacher
marks roll.

15 Teacher Teacher: Instructs students T

instructs one
student from Student: Decide who will write on board.
 each pair to
approach the One from each pair writes on board.
board with their
worksheet, and Resources: Whiteboard markers
to write
something from
the “What I
Know” column
on the board.

During this
time, students
make a copy of
the mind map in
their own
books.

20 Once each pair Teacher: Invite students to ask questions or ask comments. S
has written
their Student: Ask questions and add comments.
contribution on
the board, Resources:
teacher asks
25 students if there
is anything else
they would like
to add, or ask
questions
about.

Students have
the opportunity
to answer their
peers’ questions
before the
teacher
answers.
30 Teacher Teacher: Introduces video. T
introduces the Plays video.
video by saying
“We’re going to Student: Watch video.
watch a video Take notes on thoughts and questions using video as stimulus.
35 about
education, and Resources:
the impacts of 21st Century Education (3:40)
information and https://www.youtube.com/watch?v=nA1Aqp0sPQo
data on society.
This will show (Can be ended at 1:00, 2:00 or 3:00 depending on attention span of
us some real-life students).
examples which
are happening
around us right
now.”
Teacher plays
video 21st
Century
Education,
stopping once
every minute to
discuss its
information
with students.
Afterward,
teacher asks if
there is
anything else
students would
like to add to
the mind map
on the board,
and writes these
contributions on
the board.

During this
time, teacher
engages whole
class in
discussion
about each idea,
using student
input to make
connections
between
different key
words and
concepts.

Students are
likely to respond
with real-life
examples
pertaining to
the impacts of
information on
education,
employment,
and the
economy
(particularly in
regards to
technology).

More advanced
students may be
 able to make
connections to
the social
implications of
information on
society, and
between the
skills and
knowledge
developed in
this subject, and
the skills and
knowledge
which are
required by
emerging
employment
and economic
demands and
opportunities,
as mentioned in
the stimulus
video.

Teacher guides
students to
make a list of
different
aspects of
society
information has
an impact on.
This list should
include social,
ethical,
economic,
security/privacy,
educational,
employment.
This list should
also be
accompanied by
a brief
discussion of
examples for
each, and how
they personally
affect students’
lives.

40 Teacher Teacher: Explains activity. S

instructs
 students to split Ensures students are safely and appropriately using internet facilities.
into small
groups, and Student: Split themselves into small groups.
45 then explains
the following Take research notes.
activity, writing
a list on the Resources: Computers with Wi-Fi capabilities
board for
students to
refer to.

Students split
into small
groups (three or
four) based on
students’ own
preference. In
groups,
students
research data or
information, as
allocated by
teacher for ten
minutes.
Students make
notes of key
words and
concepts in a
shared Google
Docs document.
(One document
per group.)

50 Teacher Teacher: Explains task to students S

instructs
students to pair Student: Create Venn diagram with peer
up with a
student who Resources: Venn Diagram Creator website
researched This resource enables students to digitally create their own Venn Diagram
what they did http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
not. Pairs
should consist
of one student
whose group
researched
data, and one
whose group
researched
information.

In pairs,
students access
Venn Diagram
 Creator website
and create a
Venn diagram
using the key
words and
concepts from
the previous
activity.
55 Teacher Teacher: T
engages whole
class in Student:
discussion
about their Resources:
findings.
Students may
find it difficult
to vocalise a
concluding
statement.

Teacher will
thus guide
students to
conclude that
data and
information are
different but
closely related
concepts.

60 Using student Teacher: Enables students to vocalise the definitions and relationship of data T
input, and and information.
findings from
previous Reminds students to hand in their Start of Topic sheets
activities,
teacher guides Student:
students to Construct definitions as a class.
construct
definitions of Copy down definitions.
both data and
information, Hand in Start of Topic sheets.
and to define
the relationship
between the Resources:
two.

The definition of
data should
resemble “raw
facts without
context” or
“computer
information”
and; the
definition of
information
should resemble
“data with
context” or
“data which has
been processed
like a person
does”.

Students write
these
definitions in
their books, and
ask any
questions they
had about the
lesson to their
peers, and their
teacher.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

For this lesson (and indeed, this whole topic), I am attempting to move to activities which
require students to work independently, and in small groups (as opposed to larger groups
which centre on the teacher).

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Diagnostic assessment – what Start of Topic worksheet
do my students think about
data, information and
information technology
Students are able to Discussion – comments and questions
independently recall the
relationship between data
and information

Students are able to Discussion – comments and questions

independently list three
examples of how
information impacts on
society

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
3.3 Use In this lesson, a range of activities are used – group work, worksheets,
teaching collaborative research, cooperative research, videos, and discussion in
strategies various group sizes.
5.1 The Start of Topic is a form of diagnostic assessment. Students are also
Assess student constantly being informally assessed through discussion and the work
learning they produce.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Students need to be aware of tripping hazards – wires and bags.

Students also need to be monitored while accessing the Internet. Even if students
correctly engage with safe and appropriate behaviours, they may still come across
inappropriate content during their research.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

AITSL. (2012, May 7). 21st Century Education [Video file]. Retrieved August 9, 2017, from
https://www.youtube.com/watch?v=nA1Aqp0sPQo

ReadWriteThink. (n.d.) Retrieved August 7, 2017, from

http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Resources Attached:
You must list all the resources that you have created or found in this space.
 Start of Topic Sheet

Student Name: Topic Name:

What I Know: What I Want to Know: What I Learned:

x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________

Start of Topic Sheet

Student Name: Topic Name:

What I Know: What I Want to Know: What I Learned:

x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
x__________________ x__________________ x__________________
 Lesson Plan #2

Topic area: 3 – Data Stage of Learner: 4 – Year 8 Syllabus Pages: 20

Handling
Date: August 15 Location Booked: Comp Lab Lesson Number: 2/3
Time: 60 minutes Total Number of students 30 Printing/preparation
Ensure all links are still valid
Bring Start of Topic sheet
from last lesson

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment Data and information • explain the process
4.2.2 designs, produces Poster
• importance of of deriving information
and evaluates appropriate Class discussion information to from data and apply
solutions to a range of society, particularly in the process to a given
problems electronic form scenario

Data forms • convert data

• analogue between analogue and
• digital digital forms
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities Students are able to explain the
process of the conversion between
Key Competencies – use mathematical ideas and analogue and digital forms with peer
techniques, using technology, working with teams, support
and communicate ideas and information

ICT

Literacy

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets high 2.2 Engagement regulation
and explicit expectations and develops positive relationships between teacher and 2.3 High Expectations 2.6 Student direction
students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing 3.3 Knowledge
all cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.4 During this lesson, students will be introduced to fairly complex concepts. These include ho
sound works in both analogue and digital formats.
2.3 During this lesson, there are quite a few instances where students will be introduced to fair
complex concepts which are built on simple ideas. It is important that students take the risk
to state the obvious.
3.5 The revival of vinyl albums in recent years enables students to connect the content in this
lesson to knowledge in their lives. The vinyl album is a connection to current technology.

Time Teaching and Organisation Centred

learning T/S
actions
5 Teacher marks Teacher: Asks students to enter room. T
roll as
students Marks roll.
collect their
Start of Topic Student: Enter room, collect sheets from last lesson, and settle
sheet from last into their seats.
lesson.
Resources: Roll, Start of Topic sheet from last lesson
10 In pairs, Teacher: Instructs students to engage in discussion with the S
students person next to them about a shared or interesting item on their
discuss one lists.
shared or
interesting Engages in discussion about concepts covered last lesson.
item on their
15 Start of Topic Writes notes on the board.
sheet for three
minutes. Student: Engages in discussion with person next to them.

Teacher Engages in discussion about concepts covered last lesson.

engages whole
class in Writes notes in their books.
 discussion
about data, Resources:
information,
their
relationship,
and the
different kinds
of impacts
information
technology has
on society.
Student pairs
share the topic
of their
discussion.
During this
discussion,
teacher writes
list on board,
and each
student takes
notes in their
books.

20 Teacher Teacher: Uses student input to explain how gramophones T

passes around work, and how that relates to the analogue format of sound.
vinyl album
25 while Writes notes on the board.
projecting
Gramophone Student: Listen actively, partake in discussion, and ask
image onto questions for their own clarification.
the board.
Students are Write notes in their books.
encouraged to
feel the Resources: Vinyl album, CD/USB, and Gramophone image
grooves in the (http://a1.mzstatic.com/us/r30/Purple6/v4/09/f8/99/09f899bf-
vinyl album as 8115-c93b-007b-6ee2965cd874/screen480x480.jpeg)
teacher gives
explanation as
to how it
works.

Sound is
‘measured’ by
the needle in
the form. The
needle takes
the vibrations
of the vinyl
 album and
transfers it to
the box to a
box in order to
“make” sound.

Teacher draws
a sound wave
on the board,
and guides
students to
the conclusion
that analogue
sound waves
are
continuous.
Teacher writes
this statement
on the board,
and students
copy it into
their books.

Teacher asks if
students know
what analogue
and
continuous
mean. If not,
teacher
provides
definitions,
and students
write this into
their books.

30 Teacher plays Teacher: Plays song in Windows Media Player. S

a song on
mute in Student: Watches visualisation and discusses observations and
Windows inferences with person next to them.
Media Player.
35 Teacher right- Resources: Windows Media Player, speakers
clicks the Now
Playing
window and
chooses the
visualisation
“Bars and
Waves” >
“Scope”.

Teacher
engages
students in
brief class
discussion
about what
the waves
represent.
Students
should be able
to answer that
the waves are
meant to
represent
sound waves.

Teacher asks
students what
they notice
about the way
the
visualisation
waves differ
from those on
the board.

Students
discuss this
with the
person next to
them for five
minutes.
During this
time, teacher
allows the
song to
continue
playing while
muted.
Teacher also
walks around
room once,
speaking to
pairs to
facilitate their
 thought
process.

During this
time, any
discussion
which takes
place can be
used as
formative
assessment.

40 Student pairs Teacher: Encourages students to share their ideas, guides T

share their students to conclude that data is discreet and thus digital
thoughts as sound is discreet.
teacher writes
their ideas on
the board. Student: Listen actively, partake in discussion, and ask
These questions for their own clarification.
observations
may include Resources: Analogue and Digital Sound Waves image,
“not (http://www.klipsch.com/images/blog-images-
continuous”. imported/2015/09/Digital-and-Analog-Wave.jpg)
Teacher guides
students to
consider what
they learned
last lesson
about data
and how it is
usually
represented as
discreet points.

Teacher guides
students to
the conclusion
that what they
are seeing in
the Windows
Media Player
window is a
series of data
points which is
made to look
more like
sound waves
for human
understanding.
 Teacher
projects
Analogue and
Digital Sound
Waves image
on the board,
and students
copy it into
their books.

45 Teacher Teacher: Instructs students how to go about the activity, and is S

explains the very specific with details.
following
50 activity, and Writes a simple list so that students have something to refer to
explains that if they become confused.
the poster will
55 need to be Student: Creates a poster about the differences between
submitted at analogue and digital images in a group.
the end of the
lesson. Resources: Butcher’s paper, coloured pencils/pens/texts

In small groups
(three to four),
students
create a poster
on butcher’s
paper about
the differences
between
analogue and
digital images.

During this
time, teacher
walks around
room and
monitors
progress of
students.

60 Teacher Teacher: Instructs students to write their name on posters. T

engages whole
class in Student: Write their names on posters.
discussion,
and students Prepare for their next class.
share the
contents of Resources:
their posters.
Teacher uses
student input
to make notes
on board, and
students copy
notes into
their books.

Teacher
concludes
class by asking
students to
consider how
computers
view
information,
and that the
next lesson
will address
that.

Teacher
collects
posters for
formative
assessment.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Resources can be every day objects and concepts. The vinyl album, and the WMP
visualisation are likely to be items students are somewhat familiar with, and will enable
students to connect the concepts learned in this lesson to the real world.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Students are able to explain Posters – information and relevant images
the process of the Class discussion, including any questions asked
conversion between
analogue and digital forms
with peer support

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
4.3 Managing Activities are designed so that students’ success depends on their ability
challenging to collaborate with their peers, and behave in a cooperative manner. They
behaviour are pressured by peers so that their peers may succeed.

5.1 Students are constantly being informally assessed through discussion and
Assess the work they produce.
student
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Students need to be aware of tripping hazards – wires and bags.
Students also need to be monitored while accessing the Internet. Even if students
correctly engage with safe and appropriate behaviours, they may still come across
inappropriate content during their research.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Gramophone image [Image] (n.d) Retrieved August 8, 2017, from

https://itunes.apple.com/au/app/vinyl-the-real-record-player/id571600993?mt=8

Signal-to-noise ratio [Image]. Retrieved August 9, 2017, from

http://www.klipsch.com.au/blog/digital-vs-analog-audio

Resources Attached:
You must list all the resources that you have created or found in this space.
 Lesson Plan #3

Topic area: 3 – Data Stage of Learner: 4 – Year 8 Syllabus Pages: 20

Handling
Date: August 16 Location Booked: Comp Lab Lesson Number: 3/3
Time: 60 minutes Total Number of students 30 Printing/preparation
Ensure all links are still valid
Print 30 of each
- Binary Flashcards
- Binary to Decimal sheet
- Binary to Hexadecimal sheet
- Bin, Hex and Dec sheet
- Bin, Hex and Dec glossary

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment Data coding such • perform simple
4.5.1 identifies the Worksheets
Class discussion
as calculations on
benefits of collaborative • decimal and data coding
work practices when binary
completing a task
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Students are able to code switch
Key Competencies – use mathematical ideas and between hexadecimal, binary, and
techniques, using technology, working with teams, decimal with peer support
and communicate ideas and information

ICT

Literacy

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets high 2.2 Engagement regulation
and explicit expectations and develops positive relationships between teacher and 2.3 High Expectations 2.6 Student direction
students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing 3.3 Knowledge
all cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.1 This lesson focuses on the relationship between different data codes – binary, decimal, and
hexadecimal
2.4 Tasks are constructed to support social support in all students.

3.5 The code-switching between hexadecimal, decimal and binary are related to the real-life
contexts in which real computer scientists worked. Even though there is a temporal
difference, the connection is still authentic.
Time Teaching and Organisation Centre
learning T/S
actions
5 Teacher marks Teacher: Asks students to enter room. T
roll as
students Student: Enter room, and settle into their seats.
settle into
their seats. Resources: Roll.
10 Teacher Teacher: Instructs students to discuss their findings. T
instructs
students to Uses student input to create mindmap.
discuss their
findings about Student: Engage in discussion, ask questions and add comments.
Copies down mindmap.
how
computers
Resources:
perceive data
from last
lesson. If
students are
hesitant,
teacher
encourages
them to
discuss this
briefly in
pairs.
Students may
mention “1s
and 0s”, “the
Matrix” or
even the
words
“hexadecimal”
or “binary”.
During this
time, teacher
makes a note
of which
students
contribute key
words to be
noted as part
of formative
assessment.

Using
student
input,
teacher
creates a
mind map on
the board.
Students
copy this
down into
their books.

Teacher also
engages
students in
discussion
about key
words and
concepts as
this occurs.
This includes
asking
questions
such as “But
what do we
do with the
1s and 0s?”
and “If
humans
made
 computers,
then what
does that tell
us about
binary?”
(This answer
to this
question is
that humans
made binary,
and can
process it.

15 Teacher uses Teacher: Discusses binary with students. T

student input
from previous Student: Discusses binary with other students, and shares with teacher.
activity to
progress the Uses flashcards to facilitate their learning.
discussion to
the concept of Resources: Binary Flashcards [Teacher Developed Resource]
binary, and
how humans
can
understand it.

Teacher
explains to
students that
the more
familiar “1s
and 0s” which
constitute
binary
represent
data and
instructions
for computers
to store and
process.

Teacher asks
students what
kind of
number
system
humans use.
Students may
be able to give
the answer
“decimal”.
 Teacher
introduces the
conversion of
decimal-
binary using
Binary
Flashcards.
Teacher hands
out a copy of
Binary
Flashcards to
each students.

Using these
flashcards,
teacher works
through the
first question
on sheet with
the whole
class.

20 In pairs, Teacher: Instructs students about activity. S

students
complete Surveys student progress
Binary to
Decimal Student: Completes worksheet.
25 worksheet
with the help Resources: Binary to Decimal worksheet
of Binary
Flashcards.
30
Teacher
encourages
students to
ask the person
next to them
for help if
they struggle
before
requesting the
help of a
teacher.

During this
time, teacher
allows
students to
work without
teacher
interference
unless
 specifically
engaged by
students.

After ten
minutes,
teacher walks
around the
room once to
monitor
student
progress
(formative
assessment).

35 Teacher Teacher: Engages students in discussion using visual stimulus. T

shows
students Student: Engages in discussion, and listens to the contributions of peers.
Image of
binary Resources: Image of binary instruction
instruction (https://ak2.picdn.net/shutterstock/videos/18451504/thumb/1.jpg)
and asks
“What’s the
problem with
this?” and
“How
readable is
this to
humans?”

Student
answers may
include “It
isn’t readable”
or “The
numbers
don’t mean
anything”

Teacher uses
student input
to discuss the
concept that
hexadecimal
is a means to
make it easier
for humans to
read and
process the
information as
binary.
 Teacher
relates this to
the complex
nature of
software, and
that early
code was
written using
hexadecimal.
Teacher asks
students to
raise their
hand if they
have heard of
hexadecimal
previously.
(Formative
assessment).

Teacher
writes a list on
the board of
decimal to
hexadecimal.

40 Students Teacher: Instructs students about activity. S

complete
Binary to Surveys student progress
Hexadecimal
45 worksheet Student: Completes worksheet.
with peer
support as Resources: Binary to Hexadecimal worksheet
required.
50 Bin, Hex and Dec worksheet (based on
Teacher http://east82.com/howto/ip_addressing/docs/Conversion_Worksheet.pdf,
encourages with some modifications to formatting such as making space for students
students to to write on the sheet, removal of the answers, and increasing font size and
ask the person changing font type to Comic Sans MS for enhanced readability)
next to them
for help if
they struggle
before
requesting the
help of a
teacher.

During this
time, teacher
allows
students to
work without
teacher
interference
unless
specifically
engaged by
students.
Even then,
teacher
should avoid
helping
students too
much. It is
important
that students
have time to
develop the
skills they are
learning.

After five
minutes,
teacher walks
around the
room once to
monitor
student
progress
(formative
assessment).
Again, teacher
should not
interfere
unless
specifically
engaged by
students.

If it is evident
that students
are struggling,
teacher stops
this activity to
go through
more answers
on the board
with the
whole class,
and works
through
questions
from Binary to
Decimal
worksheet.
 On the other
hand, if it is
evident that
students are
excelling,
teacher hands
out Bin, Hex
and Dec
worksheet

55 Teacher hands Teacher: Instructs students about activity. T

out
60
hexadecimal Student: Uses glossary to mark the worksheet of their peers.
glossary, and
instructs Responds to prompts by teacher.
students to
peer-mark Resources: Binary, Decimal, and Hexadecimal glossary sheet [Teacher
one another. developed resource]

Students swap
their
worksheets
with the
person next to
them, and
mark their
peer’s work.

Teacher asks
students to
raise their
hand to
indicate how
well they did
on the past
two
worksheets in
the following
outcomes:
more than
50% correct,
more than
75% correct,
and 100%
correct.

This enables
the teacher to
gauge how
well students
understood
how to
convert
between
binary,
decimal and
hexadecimal.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I worry that this lesson will leave students confused. I am assuming that the teacher has laid
groundwork for students to work without significant teacher input. However if this is not
the case, the concepts covered in this lesson would require a revision lesson in which the
teacher heavily guides the students through the concepts.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Students are able to code Solutions to worksheets
switch between Class discussion – notes next to name on roll
hexadecimal, binary, and
decimal with peer support

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
2.5 Literacy The activities in which students convert between binary, decimal and
and numeracy hexadecimal codes require the development of both literacy and
strategies numeracy skills. This activity is conducted in pairs so that students receive
social support to further differentiate the activity.

5.1 Students are constantly being informally assessed through discussion and
Assess the work they produce.
student
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Students need to be aware of tripping hazards – wires and bags.
Students also need to be monitored while accessing the Internet. Even if students
correctly engage with safe and appropriate behaviours, they may still come across
inappropriate content during their research.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Bell, T., Witten, H., W., Fellow, M., Adams, R., McKenzie, J., Powell, M., & Jarman., S. CS Unplugged:
An enrichment and extension programme for primary-aged students (2nd ed.) New Zealand.
Retrieved from http://csunplugged.org/books/

Binary code wall animation thumbnail [Image]. (n.d.). Retrieve August 10, 2017, from
https://www.shutterstock.com/video/clip-3191083-stock-footage-binary-code-wall-animation.html

Computer Science & Engineering for K-12. (2015). Binary to decimal conversion. Retrieved August 9,
2017, from http://cse4k12.org/binary/bin2dec.pdf

Computer Science & Engineering for K-12. (2015). Hexadecimal to binary conversion. Retrieved
August 9, 2017, from http://cse4k12.org/binary/convert_hex2bin.pdf

Robert’s Virtual Networking. (2009). Binary, Decimal, Hexadecimal Conversion Exercises. Retrieved
August 9, 2017, from http://east82.com/howto/ip_addressing/docs/Conversion_Worksheet.pdf

Resources Attached:
You must list all the resources that you have created or found in this space.

Binary Flashcards:
 Binary, Decimal, Hexadecimal Conversion Exercises

1. Binary to decimal
a. 11001011 ________________________________
b. 00110101 ________________________________
c. 10000011 ________________________________
d. 10001111 ________________________________
e. 11100011 ________________________________
f. 00000100 ________________________________
g. 00010010 ________________________________
h. 00111111 ________________________________
i. 10101010 ________________________________
j. 01010101 ________________________________

2. Decimal to binary
a. 213 ________________________________
b. 9 ________________________________
c. 67 ________________________________
d. 99 ________________________________
e. 23 ________________________________
f. 143 ________________________________
g. 6 ________________________________
h. 1 ________________________________
i. 197 ________________________________
j.252 ________________________________

3. Binary to hexadecimal
a. 11001100 ________________________________
b. 11110001 ________________________________
c. 00110001 ________________________________
d. 11000010 ________________________________
e. 10100100 ________________________________
f. 10100111 ________________________________
g. 11101100 ________________________________
h. 11111100 ________________________________
i. 00111111 ________________________________
j .00000011 ________________________________
4. Hexadecimal to binary
a. 0x45 ________________________________
b. 0xFA ________________________________
c. 0x5D ________________________________
d. 0x99 ________________________________
e. 0x03 ________________________________
f. 0x6B ________________________________
g. 0xDD ________________________________
h. 0xFE ________________________________
i. 0x22 ________________________________
j. 0x18 ________________________________

5.Decimal to hexadecimal
a. 233 ________________________________
b. 21 ________________________________
c. 9 ________________________________
d. 75 ________________________________
e. 188 ________________________________
f. 56 ________________________________
g. 4 ________________________________
h. 121 ________________________________
i. 94 ________________________________
j. 201 ________________________________

6. Hex to decimal
a. 0x5A ________________________________
b. 0xCC ________________________________
c 0x97 ________________________________
d. 0x40 ________________________________
e. 0x07 ________________________________
f. 0x3D ________________________________
g. 0xF1 ________________________________
h. 0xFB ________________________________
i. 0x82 ________________________________
j. 0xE4 ________________________________
 Decimal – Hexadecimal – Binary
Glossary
Decimal Hexadecimal Binary
0 0x00 0000
1 0x01 0001
2 0x02 0010
3 0x03 0011
4 0x04 0010
5 0x05 0101
6 0x06 0110
7 0x07 0111
8 0x08 1000
9 0x09 1001
10 0x0A 1010
11 0x0B 1011
12 0x0C 1100
13 0x0D 1101
14 0x0E 1110
15 0x0F 1111
Justification
In this assignment, each of the lessons have been planned according to the characteristics
of both problem-based learning and project-based learning pedagogies. The shared aspects
of these pedagogies entail an emphasis on student-centred work, work in small groups,
connections of the work to the real world, and the importance of an open and ongoing
dialogue of assessment and feedback (Briggs, 2015; Khan & Abid, 2017; Lee, Blackwell,
Drake & Moran, 2014; Segedy, Kinnebrew & Biswas, 2012; Tarmizi & Bayat, 2012).

An assumption made in the design of these lesson plans is that students possess developing
interpersonal and research skills. That is, students are encouraged to utilise their personal
devices and peers in order to research any unfamiliar concepts before they engage with
their teacher. This is assumed to be true even when not explicitly stated in lesson plans, as
these choices embody the main aspects of both project-based and problem-based learning
(Briggs, 2015; Khan & Abid, 2017; Lee, Blackwell, Drake & Moran, 2014; Segedy, Kinnebrew
& Biswas, 2012; Tarmizi & Bayat, 2012).

Each lesson plan is designed to contain multiple activities in which students engage in group
work. Above all, there is a focus throughout all three lessons on small group work. Reynolds
(2016) found that small group work enables students to develop their skills and knowledge
better than independently or in whole class situations. In addition, the focus on small group
work throughout the lessons enables students to develop their interpersonal and social
skills (ACARA, 2015). As aforementioned, this focus on small group work is also supported
by both project-based and problem-based learning (Briggs, 2015; Lee, Blackwell, Drake &
Moran, 2014; Khan & Abid, 2017; Tarmizi & Bayat, 2012).
There is also an assumption that throughout the three lessons the teacher is
constantly engaging with students about their understanding, their skills, and the quality of
their work. That is, students are constantly being assessed, and are receiving feedback in
order to better facilitate their learning (Segedy, Kinnebrew & Biswas, 2012).
In addition, each lesson plan ends with a conclusive review of the lesson’s content,
and the second and third lesson plans begin with a brief revision of the previous lesson’s
content. This is cohesive with the findings of Konrad, Keesey, Ressa, Alexeeff, Chan, and
Peters (2014) who state that teachers must explicitly tell students what key points they are
expected to have learnt during a particular lesson.

In the first lesson, students watch a video about the current challenges impacting on their
own education, on the employment market they will be entering at the end of their school
career, and the role of information on both. The video was chosen as it enables students to
connect with the content as their lives are now, and how their lives will be affected in the
future by the same content. This is one of the main characteristics shared by both project-
based and problem-based learning (Briggs, 2015; Lee, Blackwell, Drake & Moran, 2014;
Khan & Abid, 2017; Tarmizi & Bayat, 2012).
In addition, the video provides information using visual and audio forms, and is thus
a tool for differentiation, as well as a tool to develop students’ literacy as the teacher
guides students to comprehend this multimedia text (Fitzgerald, 2016). This activity is
planned to further develop students’ knowledge and skills as the teacher pauses the video
periodically in order to engage students in discussion about its content, and students
engage in small group discussion to further explore the content (Reynolds, 2016).
Also during the first lesson, students collaboratively construct a Venn diagram. This activity
enables students to develop their social capabilities, ICT skills, and numeracy skills. That is,
the construction of a Venn diagram enables students to learn about what a Venn diagram
is, and how it is used, and; using an interactive module to construct the diagram enables
students to both create and communicate with ICT (ACARA, 2015).

The second lesson begins with small group discussion about the Start of Topic sheet from
the previous lesson. This then progresses into whole class discussion about interesting or
shared content contained on the sheet. The activity is structured this way so that students
will support one another to contribute to the class discussion, and; so that students will
receive informal feedback about their knowledge from their peers (Reynolds, 2016). Each of
these notions overlaps with the main aspects of problem-based and project-based learning
(Briggs, 2015; Lee, Blackwell, Drake & Moran, 2014; Khan & Abid, 2017; Tarmizi & Bayat,
2012).
In addition, the second lesson includes an activity in which students create posters
based on their collaborative research. This miniature research project enables students to
develop their literacy skills through their knowledge of how to construct a poster, the
summarising skills required to construct an effective poster, the comprehension of online
texts, and composition of the poster itself, and; their ICT skills through safe use of ICT while
researching the content (ACARA, 2015).

In the third lesson, there are multiple scaffolded opportunities for students to develop their
numeracy skills. At the beginning of this lesson, students are given flashcards to use as a
tool to help develop their numeracy stills, and to support their learning as a scaffolding
tool. The first worksheet also contains an integrated visual scaffolding tool, which will help
to lower cognitive load of students (Jang, Schunn, & Nokes, 2011).
Toward the end of the lesson, one activity is planned with flexibility so that the
teacher can simultaneously differentiate for both high achieving students who require
extended challenges, and for students with lower skills who require more support.

Overall, these lessons were planned based on the diverse needs of students, a mixture of
problem-based and project-based learning, and the development of students’ literacy,
numeracy, and ICT capabilities. The decisions made are supported by state curriculum
documents, and by current education literature.
References

ACARA. (2015). General Capabilities. Retrieved August 9, 2017, from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian Institute for Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Ministerial Council for Education, Early Childhood Development
and Youth Affairs. Retrieved August 3 2017, from http://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Board of Studies, Teaching and Educational Standards NSW. (2003). Information and
Software Technology. Retrieved August 3, 2017, from
https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/info_soft_tech_710_syl.pdf

Briggs, S. (2015). 10 Tips For Effective Problem-Based Learning: The Ultimate Instructional
Solution. Retrieved August 4, 2017, from
http://www.opencolleges.edu.au/informed/features/problem-based-learning/

Department of Education and Training NSW. (2003). Quality teaching in NSW public schools.
State of NSW. Retrieved August 3, 2017, from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf

Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy
Learning: The Middle Years, 24(2), 17.

Fruchter, R., & Lewis, S. (2000, December). Mentoring and reverse mentoring in P5BL. In
2nd Asia Pacific Conference on PBL, Singapore.

Jang, J., Schunn, C. D., & Nokes, T. J. (2011). Spatially distributed instructions improve
learning outcomes and efficiency. Journal of educational psychology, 103(1), 60. doi:
10.1037/a0021994

Khan, Z. H., & Abid, M. I. (2017). Role of laboratory setup in project-based learning of
freshmen electrical engineering in Pakistan. International Journal of Electrical Engineering
Education, 54(2), 150-163. doi: 10.1177/0020720916689103

Konrad, M., Keesey, S., Ressa, V. A., Alexeeff, M., Chan, P. E., & Peters, M. T. (2014). Setting
clear learning targets to guide instruction for all students. Intervention in School and Clinic,
50(2), 76-85. doi: 10.1177/1053451214536042

Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: Redefining
teaching and learning in higher education through project-based learning. Interdisciplinary
Journal of Problem-Based Learning, 8(2), 2. doi: 10.7771/1541-5015.1426

Reynolds, T. (2016). Striving for Discussion: An Analysis of a Teacher Educator’s Comments

in
Whole-Class Conversation. Studying Teacher Education, 12(2), 205 – 221. doi:
10.1080/17425964.2016.1192035
Tarmizi, R. A., & Bayat, S. (2012). Collaborative problem-based learning in mathematics: A
cognitive load perspective. Procedia-Social and Behavioral Sciences, 32, 344-350. doi:
10.1016/j.sbspro.2012.01.051