Task 4 – Option 3


Resource: Past and present technologies – lesson idea

On my recent prac in a Year one class, I implemented a lesson exploring how past and present technologies differ and how technology has changed over time. In particular, I integrated this topic with the class inquiry topic (Our Town- Margaret River) and how Margaret River had changed over time and particularly, how did the impact of technology change Margaret River?

As a diagnostic assessment, students completed a cut and paste activity where they had to identify the pictures as being past or present. We then explored how modes of transport, shops, hospitals, buildings, cameras, phones and schools have changed over time.

At the end of the unit of work, students developed a labelled diagram of a futuristic school. Students had to critically think about what technologies might be in the future and how this will impact what our classrooms will be and look like.

Differentiation:
Students could be extended by having the teacher scribe how they think the impact of technologies will change our classrooms? Will it be a good or bad thing and why? Or asked, would you like to be in a futuristic school and explain your reasoning. Students could have also produced a digital timeline of technologies or past/present. E.g. produce a digital timeline of how Margaret River has changed overtime using images.

Students could be supported through the use of THINK/PAIR/SHARE, class brainstorms and rotations as a way to generate ideas through social collaboration. Students were also supported by various representations of past and present and how technology has changed over time to further their comprehension of the topic before the final assessment.

Curriculum:
This lesson is linked to the Year 1 HASS curriculum codes: ACHASSK030, ACHASSK029 and ACHASSK028. Also, it can be linked to the Year 1 Digital Technologies curriculum code: ACTDIK001 – Recognise and explore digital systems (hardware and software components) for a purpose. 

Integration:
This lesson idea can be linked to HASS (above) and Art (students creating a diagram of their futuristic classroom).

Limitations: Appropriate scaffolding is needed to continuously monitor student understanding/ progress. I also had to implement a number of mat sessions that brainstormed technologies and the impact of technology in a future class to generate critical thinking and creativity. Students in my class required multiple representations of past and present (not just looking at schools) before being able to complete final task to ensure greater comprehension of the topic.

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