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Moerkerken Gerry

STUDENT NUMBER NAME OF LECTURER/TUTOR

22209659 Given Name Louise
Surname Moroney
TITLE / TOPIC OF ASSIGNMENT DUE DATE
Lesson Plan 03/08/2017

UNIT CODE / UNIT NAME COURSE

EDUC5474: Information and Communication Graduate Diploma of Education
Technology Curriculum II

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ASSIGNMENT 1 2

Context of Lesson Plan

The lesson plan is developed for a year 9 class roughly middle of the second term or fourth term
depending on the program order. It is assumed that the students have nearly finished creating
solutions for sharing ideas and information online (ACTDIP043) and this lesson is intended to tie
up one loose end, specifically the aspect of accessibility. Students have been working through a 5
week project developing an e-portfolio. In this lesson they will be asked to consider accessibility
on their e-portfolio. Depending on the level of customization the students have developed for the
portfolios the amount of work required to make their website fully accessible may range from no
work, to major amounts of work. If for example, they have used a website builder such as
Weebly, the accessibility of their website may already meet WCAG 2.0 level AA standard, but if
they have developed the HTML code themselves, making their website accessible might be a
considerable amount of work. The Australian curriculum includes accessibility because it is an
important ethical consideration and as such I am choosing to cover this aspect and requiring
students to ensure their solutions are accessible. Prior to covering accessibility I want to start
thinking with the students about the next unit that will be covered, specifically is robotics. I want
to begin this topic by considering software concepts as a whole so that students will begin to
develop an understanding of how systems work. Research shows that the most proficient
programmers are those who have been introduced to programming by representative thinking
(Smith, Cypher & Tesler, 2000). For this reason I want to take a step back with the students and
consider what exactly it is that systems do, and how do they work. I am using a website that was
introduced to me some time ago, developed specifically for this purpose. On the website a direct
comparison can be made with the physical vs. the digital world. The Australian curriculum
demands an investigative role for students when considering robotics. (ACTDIK034). I consider
this first activity to be an investigation in which we hypothesize that software is a representation
of the real world, but discover that it really is an abstraction and even at the best of time, a weak
abstraction.

Lesson Plan

Date:
Class/Group: Time: 4:00 4:45 pm
November 17,
Year 9 DT Room: G26
2017

Topic:
Robotics and Ethics

Curriculum Links: Specific Objectives/Learning Goals:

Investigate the role of hardware and At the end of the lesson students should be
software in managing, controlling and able to
securing the movement of and access
to data in networked digital 1. Understand that robots and software
ASSIGNMENT 1 3

systems (ACTDIK034) in general are an abstraction from the

- Intro to investigating the operation real world
and use of robotic process control 2. Judge whether a website is accessible
systems or not
Create interactive solutions for 3. Prioritize elements on a webpage that
sharing ideas and information online, most benefit from accessibility
taking into account safety, social features
contexts and legal 4. Produce an interactive webpage that
responsibilities (ACTDIP043) is accessible
- creating an interactive web-based
project that provides enterprising
opportunities and complies with
accessibility requirements, for
example using fragments of a web
language to create dynamic
content that supports interactivity
- creating online interactive
solutions for working with others
by combining or modifying online
software tools to support project
work

General Capabilities:
Literacy by considering alternate
means of communicating a message
(in this class, specifically, by audio)
ICT by working with a variety of
ICT tools
Critical and Creative thinking by
critically analyzing user interface, and
creating a better one.

Prior Learning: Resources/Materials required:

Students are expected to come to
class with:
1. Ability to read/write basic
HTML and JavaScript
2. Understanding of the role of
an operating system
3. Completed a website design
as per: (Design the user
experience of a digital
system by evaluating
alternative designs against
criteria including
1. Weebly page
(http://gerrymoerkerken.weebly.com/ict-ii-
lesson-plan.html )
2. Sample Weebly page for students to test
accessibility on and fix any errors. Students
have their own, but sample is for those who
havent completed their own yet.
3. Sample good/bad for accessibility (uploaded to
Weebly website)
4. Computer (Windows 7, and Chrome available)
with Internet connection and connected to
projector probably best to install NVDA and
ASSIGNMENT 1 4

functionality, accessibility, WAVE in advance is possible

usability, and aesthetics
(ACTDIP039)), but have not
yet checked it for accessibly
Lesson Steps
Time: Procedure
5. A couple of printed cards with the same
appearance as those on the Wason website.
6. Students have computers with Windows 7 and
Google Chrome.
7. Students are able to access and download both
WAVE and NVDA
Comments

Catering for Diverse Students

There are several strategies in place for the various
learners of the classroom:

For those who struggle with literacy I have intentionally

kept the vocabulary at a year 9 level, but then for the more
difficult words I will define the words for the students. In
addition there is a short word list with definitions at the
bottom of the webpage.

I have specifically chosen blue as the text colour for the

website and avoided red and yellow. While not fully
research backed there is reason to believe that reds and
yellows can cause have a negative impact on behavior,
especially impacting ADHD and autism students.

I will use proximity and low-level responses to maintain a

positive and safe learning environment. In addition I will
welcome each student and ensure I acknowledge them in
each lesson at least once to develop a sense of belonging.

Developing a website ensures most students can relatively

easily access the work and review it later. This will ensure
students who many fall behind can review the material
later.

Finally, my closing activity have been specifically chosen

to ensure all students participate, but also have an
opportunity to be creative. If nothing else, students will at
least leave the session with a website they can review
later, and a student created video (I will upload it to the
website after class)

Pre-Lesson
- Ensure prepared websites are loaded onto
computer
- Desks are arranged in 4 rows with 5 students each
ASSIGNMENT 1 5

- Cards have been printed and are ready for use

- NVDA is downloaded to computer
- WAVE is downloaded to computer

Introduction (9 minutes)
Ask the students if they had heard of the Mars Climate
Orbiter failure
02 If yes, ask one student if they are willing to share,
otherwise explain what happened (two companies worked
on it and one used imperial and the other used metric, but
they assumed, incorrectly that they were all using the
same standard of measurement)
26 Ask the students if any know of other disasters related to
software failures and are willing to share
Then go through the ones on the website:
Los Angeles air traffic went down because of memory
overload this was a known problem in the system
requiring the system to be reset every 50 days, but a
technician forgot causing the failure.
Therac-25 several patients died due to severe radiation
overdose caused by a race condition in the software
iPhone clock bug The clock adjusted for daylight
savings, but the alarm did not, so the alarm went off 1
hour late!
Pentium chip math bug an error in a lookup table caused
potential math error in floating point division. The
competition (IBM) took advantage and made it seem that
this was much worse than it was. It is estimated to have
occurred 1 time in 9 billion floating point calculations.
IBM on the other claimed it would affect the common user
every 24 days!

6-9 Introduce the topic we are going to work on the last

element of our websites (making them accessible), but
first we are going to get a head start on next topic
robotics, by beginning to understand some common
misconceptions about robotics and software in general and
begin to understand what to look out for when working
with robots.

Lesson (27 minutes)

Activity 1
9 14
Show Michael Bolton website and go over some elements
briefly comparing them to the physical cards. Then flip the
cards on the website and the real physical cards to
investigate whether the software is a good representation.
ASSIGNMENT 1 6

Each time ask the students the key question:

Can we do with the physical card, what the website did? Comment: make
(in some cases the answer will be a clear yes, others will anecdotal notes if
be unsure, and a few are a clear no (ie: 3-sided card) students are
Use the physical cards to demonstrate. answering
14 19 Wason developed what is known as the 4 card problem affirmatively to these
which is a deductive reasoning problem. This was in 1966. questions and
Key Questions: understand the
Why is it a problem if a card doesnt flip? problems, and key
Why is it a problem if a card has 3 sided? differences between
Why is it a problem if clicking one card flips another physical and digital
card? world.
Show the students link to Joel on Software and ask them
to read it for homework.

Activity 2
19 21 Key questions:
Does anyone know if there are standards for accessibility?
(WCAG 1.0, 2.0) show students where these can be
found, but warn them they are large and rather dry
documents. They are more of a reference.
Does Australia have any laws regarding accessibility?
(Yes, but in government only)
What about other countries? (in Canada all companies
with more than 50 employees must meet the WCAG 2.0
level AA standard)

21 28 Introduce website that is not accessible. (The link can be Do students recognize
found on Weebly website) Then use the sound and the importance of
keyboard to demonstrate why it is not accessible. Screen accessibility? Asking
reader would be beneficial I plan to download and use students to close their
NVDA, which is free for Windows. (Idea: students close eyes will be a class
eyes for parts of the demo?) Alternative/Backup: use time decision, but if I
WAVE plugin from Google Chrome to demonstrate what do ask them, is it
a report looks like for your website. helpful?
28 - 36 Key questions:
What elements are most important to consider for
accessibility? (navigation elements, and general layout of
the page)

Final Activity/Homework:
Ask students to work through their e-portfolio site to see if Are students using
it is accessible. If it isnt have a try at fixing some of the accessibility tools to
accessibility problems. (in ICT tutorial presentation, determine if their sites
students will be asked to check their Weebly websites) are accessible?
ASSIGNMENT 1 7

Conclusion (9 minutes) Make sure there are at

36 38 Summarize the key concepts of the lesson: robotics, and last 9 minutes for the
software in general is an abstraction, accessibility is a conclusion.
legal requirement in some organizations in Australia, and Evaluating the
accessibility is not hard! Good coding practices should students work and
have accessibility considered. Next lesson we are going to level of understanding
continue considering robotics, by having a look at the is critical for
development of robotics throughout history. preparing next lesson!

38 - 45 Active closing activity Gallery walk. Each student draws

a picture and a small write-up of what they learned. Then
we video each of their drawings with my video camera
(phone) to build a video of the learning. (idea from:
https://www.edutopia.org/blog/22-powerful-closure-
activities-todd-finley) The video will be uploaded to the
website at the end of the lesson.

Evaluation of Student Learning:

1. Where the students able to answer the questions asked in class, and did they seem to
react affirmatively?
2. Did the students engage/participate in the classroom activities?
3. How well did students apply the classroom learning to their homework assignment?
4. Did the students participate in the conclusion activity and did their work demonstrate
understanding of the key concepts?

Self-Evaluation/Reflection:

Students
1. Were students well behaved in the
class?
2. Was the pace of the class appropriate
for the students (keeping in mind
various learning abilities)?
3. Are the students prepared to go to the
next topic or is more time needed on
this one?
4. Do the students seem to enjoy the
class?
5. What is the class climate and is there
anything I can do to improve it?
Self
1. Did the lesson go as expected and
outlined by lesson plan?
2. What did not go well?
3. What did I do well?
4. What could I improve on?
5. Did I deal professionally with the
students?
6. Did I treat each student with the
respect they deserve?
7. If students didnt seem to understand
the content, are there other ways that
could be explored with to teach it?
ASSIGNMENT 1 8

References
Australian Curriculum (2017). Digital Technologies. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies

Smith, D. C., Cypher, A., & Tesler, L. (2000). Programming by Example: novice programming
comes of age. Association for Computing Machinery. Communications of the ACM,
43(3) 75-81. https://doi.org/10.1145/330534.330544