Curriculum Links
Learners: Grade 2
Content descriptors:
Design and Technologies - Knowledge and Understanding; ACTDIK002; Recognise and explore patterns in data and represent data as pictures, symbols and diagrams.
Elaborations
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Sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols.
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Making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel.
Design and Technologies - Processes and Production Skills; ACTDIP003; Collect, explore and sort data, and use digital systems to present the data creatively.
Elaborations
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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.
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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.
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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.
Cross Curricula Aspects:
There are none linked to in the curriculum. However, the teacher is able to create their own if required.
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General Capabilities:
Literacy, numeracy, critical and creative thinking, ICT.
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Differentiation:
This sequence can be adapted to suit lower or higher academic based students. It is up to you as the teacher, to know your students and what additions you can make. In the lesson plans, there are the Gardner’s Multiple Intelligences listed, however some are not present, such as naturalist and musical. Some of the work sheets provided can be altered. You may be able to repeat the lesson, by asking different questions, but keeping the same concept if required.
Standards:
By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data.
Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems. (ACARA, 2016).
Process:
Students start by understanding what data is and using picture graphs(pictograms) for simple questions that only have 2 possible answers. The next lesson progresses to where students have a simple question that requires more than two answers, by using colours. Lesson three; students learn how to put this information into a table. Lesson four and five teaches students how to plot information onto a bar graph. Lesson six is a challenge for a formative assessment piece; this means there is no rubric for it as it is just to track how students are progressing. By the end of these lessons, students should be able to collect information and draw their own bar graph, using the correct layout.
Facilities:
For this lesson sequence, students will be primarily based in the classroom, however there is allocation for them to go out into the school grounds in lesson two. These lesson plans require a IWB and class access to internet and IPads or computers.
Links toCurriculum
ACARA. (2015). Australian Curriculum: Technologies. Sydney: Australian Curriculum, Assessment and Reporting Authority. Accessed 25/3/16
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level2
Australian Curriculum Assessment and Reporting Agency. (2016). Digital Technology Curriculum. Sydney, NSW. Accessed 25/3/16
http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f- 10y=F2&s=DIKU&s=DIPPS&p=1&p=2&p=3&layout=1