Task 6- Option 2

This week’s topic focuses on Algorithms and Programming. Algorithms are step by step instructions that people give to computers so they can accomplish a specific task. Programming is the way people communicate these algorithms to computers. Several key aspects involved in algorithms and programming include decomposition, abstraction and repetition, which inform people’s decisions about the information they provide to computers. Decomposition is associated with the breaking down of larger tasks into smaller step by step tasks. Abstraction is the sorting of information into relevant and irrelevant information. Repetition is termed a loop and is concerned with repeated actions. Therefore, for this task, I will design an activity which explores sequences of instructions, central to decomposition. In terms of the early years, I will create an activity that allows students to put things into a logical sequence.


  1. The teacher reads The Three Little Pigs to the class.
  2. Teacher plays a YouTube clip of a song about the three little pigs: https://www.youtube.com/watch?v=2s7cz6p7jew.
  3. Whole class discussion about the events in the story.
  4. In groups, students act out the story.
  5. Individually, students create a story map of The Three Little Pigs (using Storyboard or similar application).

Differentiation: Students would have the choice to do this activity on paper, take a photo of it and upload to See Saw or similar application. Students could also verbally describe the events in the story.

  1. In groups, students design a house for the three little pigs out of recycled materials. Students can choose the recycled or natural materials they wish to use.
  2. In their groups, students present their house design, some problems they had and how they fixed the problems. Students can choose to place their information on Power Point, Keynote or a poster.


Design and Technologies:

  • Students explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004).
  • Students generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006).
  • Students use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007).

Digital Technologies:

  • Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006) .



  • Students identify some features of texts including events and characters and retell events from a text (ACELT1578).
  • Students deliver short oral presentations to peers (ACELY1647).
  • Students retell familiar literary texts through performance, use of illustrations and images (ACELT1580).


Chemical Sciences:

  • Objects are made of materials that have observable properties (ACSSU003).


  • Students sequence familiar objects and events (ACHASSI004).

Cross-curricular Perspectives:

  • Sustainability

General Capabilities:

  • Literacy
  • ICT
  • Critical and creative thinking
  • Personal and social capability


  • Storyboard, Power Point, Keynote and See Saw would require scaffolding.
  • This series of activities would be time consuming. This series of activities would be useful for an integrated unit of work.

It is important for twenty-first century students to learn about algorithms and programming because these concepts require students to utilise relevant information to break down problems into achievable tasks and repeat actions to solve these problems. In a society with many worldwide issues, such as global warming, these students will become world leaders. To develop solutions to these worldwide issues, students will require problem solving skills. With continuous evolving technology, it can be argued that technology will be useful in assisting with solving world problems. Therefore, as educators, we need to teach students how to utilise and create technology.






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