DT: Integrated Topics with iPads and other devices

Pirates, Recycling and a whole heap more…. Starter Ideas

Also see 101 ideas for iPads, iPads Tips and PD

All Free!

Some apps we got via “Gone Free” for a day sites.

Teacher Resources

Storyboards-

Graphic organisers

Contents

Animals - Farms - Zoos

Buildings - in our City

Playgrounds

Pirates

Rubbish & Recycling

Under the Sea

Water Wheels

Animals - Farming - Zoos

Great ideas for integrated topic and Social Sciences with iPads/ 1:1

Creating Apps

Create stories about farming or sequences of activities.

Tell us about the unit outcomes.

Use images, text, voice.

Plan/Design your story.

Draw, take pictures with, voice overs with retell of knowledge.

Create a “video book” in all these apps you can have multiple screens. Send to portfolio App like Seesaw.

Scratch Junior: Use logic, maths, programming skills, oral, visual, problem solving..

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Seesaw/Draw n Tell

Portfolio and reflecting and celebrating Learning. Paid whiteboard app. Drawing and recording. Add/Create video.

Seesaw Activities

Sequencing

ScratchJr Activities

Farm Animation

• Placing objects thinking about scale and perspective
• Coding to tell a story that includes a farming pest.

Animals

Great ideas for integrated topic and Social Sciences with iPads/ 1:1

See also - Social Sciences Skills, Farming

Seesaw Activities

ScratchJnr Activities

Social Sciences Skills

Great ideas for integrated topic and Social Sciences with iPads/ 1:1

See also - Animals

Seesaw Activities

Rubbish and Recycling

Great ideas for integrated topic and Social Sciences with iPads

Creating Apps

Create stories about recycling.

Tell us about the unit outcomes.

Use images, text, voice.

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Plan/Design your story.

Draw, take pictures with, voice overs with retell of knowledge.

Create a “video book” in all these apps you can have multiple screens. Send to portfolio App like Seesaw.

Scratch Junior: Use logic, maths, programming skills, oral, visual, problem solving..

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Seesaw/Draw n Tell

Portfolio and reflecting and celebrating Learning. Paid whiteboard app. Drawing and recording. Add/Create video.

Creating Apps

Five pictures about recycling in our school.

Tell us about the unit outcomes by adding pictures into Keynote etc.Use images, text, voice.

Record a presentation promoting an aspect of recycling. Simple animations.

Voice overs with retell of knowledge.

Camera: Learn about shot taking (magic thirds), learn using a camera to capture a specific thought

Keynote: Present thinking about a topic with pictures, movies, animation.

Creating Apps

Create stories about recycling.

Retell “The Lorax”

Tell us about the unit outcomes.

Use images, text, voice.

Record a movie promoting an aspect of recycling. Ad?

Voice overs with retell of knowledge.

Toontastic: Animation, oral and visual Literacy, can add pictures of self. Tie in with literacy for purpose to inform and entertain.

iMovie: Make movies, record self, oral and visual Literacy. Tie in with Visual Literacy for purpose to inform and entertain.

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Creating Apps

Create music to communicate moods/stories about recycling.

Tell us about the unit outcomes.

Use loops and voice.

Five most important facts about a topic.

Inquiry - compare contrast.

Inquiry - What if?

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Garageband: Create music using musical skills (layers, texture, moods etc.)

Google Drive/ Docs/Present:

Create on a common doc or slide, Literacy for purpose to inform and entertain. Use class email login to create. Great for collaboration.

Creating Apps

Write a story that is turned into a video on the Little Legends Website.

Tell us about the unit outcomes.

Use images, text, voice.

Five most important facts about a topic.

Inquiry - compare contrast.

Inquiry - What if?

Pictures from around school with sentences.

Little Legends: Create a story (audio, images and text)

Telestory, My Story, Story Creator

Story apps with sound, own drawings, pictures from camera. Telestory is voice only.

Creating Apps

Design an Ad to promote R-R-R.

Tell us about the unit outcomes.

Use images, text.

PAGES: Create Poster.

Viewing, Consuming, Interactive Apps

Listen to and retell stories about recycling.

Independent activity.

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Gain knowledge and practise it.

Independent activity.

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At the Dump: Oral and visual Literacy, can add on voice. Simple animations and information. Literacy for purpose to inform and entertain.

Recycle Paradise: Recycle items and learn facts in a simple game format.

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Viewing, Consuming, Interactive Apps

Listen to and read a story.

Independent activity.

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Listen to and read a story.

Independent activity.

Some higher reading level facts included.

Milky: Simple animations in a story with some games set in a recycle plant. Literacy for purpose to inform and entertain.

Earth Day Carol: Story with simple interactive animations.

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Overview Plan for Warren

Year 1

Reflections on what I can do for R-R-R. What are these things?

Tools to Create: Keynote, DoodleCast, TeleStory, Scratch, camera.

Tools for Independent work: Scratch, and the apps on the Viewing - Consuming pages.

Year 2,4

Reflections on what I can do for R-R-R. What are these things?

Tools to Create: Keynote, DoodleCast, TeleStory, Scratch, camera.

Tools for Independent work: Scratch, and the apps on the Viewing - Consuming pages.

See Display Book for WALTs and Success Criteria

Pirates

Great ideas for integrated topic and Social Sciences with iPads

All Free!

Creating Apps

Create stories about Pirates.

Tell us about the unit outcomes.

Use images, text, voice

Plan your Scratch story.

Draw, take pictures with, voice overs with retell of knowledge.

Scratch Junior

Under the Sea

Great ideas for integrated topic and Social Sciences with iPads

All Free!

Open Ended Apps

Create stories about Under the Sea.

Tell us about the unit outcomes.

Use images, text, voice

Plan your Scratch story.

Draw, take pictures with, voice overs with retell of knowledge.

Scratch Junior

DoodleCast Pro

Waterwheels

Great ideas for DT integrated topic and Social Sciences with iPads

All Free!

DDTO Kidspeak Outcomes In this Unit - Highlighted

DDTO 1 Year 1-2 Level 1

• With the help of my teacher I can create, edit, save and open digital content to solve a problem.
• I can name some types of digital devices and what they are used for. I know that digital devices are made by people.
• I can use some applications.
• I can name inputs and outputs of a digital device.
• I know devices save files, and if files are saved correctly, they can be opened again later.

DDTO 2 Year 3-5 Level 4

• I create, edit, save, open share and test digital content to solve a problem. I make choices from the options the teacher gives me.
• I know that digital devices change over time, and they make a difference to people and society (positive and negative)
• Looking at a digital device, I can identify the parts for input, processing and output, and I can describe how they work together.
• I know that people control digital devices.
• I can use a range of different applications, devices and file types to create digital content for a specific purpose.

DDTO 3 Year 6-8 Level 5

• While focusing on context and issues, I can follow the steps to design, create, save, test and evaluate digital content.
• I think about my end user and about social and ethical issues when I create my digital content.
• I can choose the best digital tool and file type for my purpose.
• I can talk about the main features/purposes of the applications I choose.
• I can combine content from different applications.
• I understand what an operating system is and what it does.
• I know about security (viruses, backup, malware, hacking etc.)
• I can use file management conventions and save my digital content in different places.
• I understand that I am responsible for ensuring data is saved responsibly, considering aspects of security and privacy.

Thanks to original developed by Monika Kern and Tara Fagan, Raranga Matihiko

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CTPO Kidspeak Outcomes In this Unit - Highlighted

CTPO 4 Year 9-10 Level 5

• I can solve a problem by coding simple algorithms. My algorithms use sequence, selection and iteration.
• I use algorithms to code simple programs that use inputs, outputs, sequence, iteration and comparative operators.
• To debug algorithms and digital device programs I find the mistakes in my algorithms and fix correct them. I can explain why things went wrong and how I fixed them.
• I know that digital devices use 0’s and 1’s (binary) to represent information.
• I know that a digital device will check files and recognise when they are corrupted.
• I can look at an algorithm and check it is efficient to help a digital device search and sort information better.
• I can look at user interfaces and check for user friendliness and efficiency.

CTPO 1 Year 1-2 Level 1

• I can look at a task and tell others the order of the steps they need to follow (create instructions)
• I can give instructions to others
• I can see mistakes in instructions I give by when others follow them and I can fix them.

CTPO 2 Year 3-5 Level 3

• I can give instructions
• I can follow the instructions from other pupils
• I can find mistakes in the instructions and fix them (debugging).
• I can use my instructions to create a computer program.

CTPO 3 Year 6-8 Level 4

• I can look at a problem and figure out the steps to solve it. I can use a solution and code algorithms for digital device programs.
• I can predict what my program will do based on the code that it receives.
• I understand that there can be different algorithms that solve the same problem.
• In my code I will use inputs, outputs, sequences, and repeat loops (iterations).
• I can debug my program so that it runs efficiently.
• I know that digital devices use bits to store data

Thanks to original developed by Monika Kern and Tara Fagan, Raranga Matihiko

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Open Ended Creative Apps

Create animations with water-wheels.With characters explaining some of the unit outcomes.

Use images, text, voice

Scratch Junior

Open Ended Creative Apps

Plan your Scratch story.

Draw, take pictures with, voice overs with retell of knowledge.

Screen record and send to Seesaw or similar portfolio app.

Open Ended Creative Apps

Create animations with water-wheels. Add clipart to explain with voice focus WALT/outcomes from the unit.

Use images, text, voice.

Demo example here. Zipped Keynote file.

Ready to go copy here. Zipped Keynote file.

Note - scaffold the activity with more preset animations when using with younger pupils.

Keynote

Playgrounds

Great ideas for DT integrated topic and Social Sciences with iPads

All Free!

DDTO Kidspeak Outcomes In this Unit - Highlighted

DDTO 1 Year 1-2 Level 1

• With the help of my teacher I can create, edit, save and open digital content to solve a problem.
• I can name some types of digital devices and what they are used for. I know that digital devices are made by people.
• I can use some applications.
• I can name inputs and outputs of a digital device.
• I know devices save files, and if files are saved correctly, they can be opened again later.

DDTO 2 Year 3-5 Level 4

• I create, edit, save, open share and test digital content to solve a problem. I make choices from the options the teacher gives me.
• I know that digital devices change over time, and they make a difference to people and society (positive and negative)
• Looking at a digital device, I can identify the parts for input, processing and output, and I can describe how they work together.
• I know that people control digital devices.
• I can use a range of different applications, devices and file types to create digital content for a specific purpose.

DDTO 3 Year 6-8 Level 5

• While focusing on context and issues, I can follow the steps to design, create, save, test and evaluate digital content.
• I think about my end user and about social and ethical issues when I create my digital content.
• I can choose the best digital tool and file type for my purpose.
• I can talk about the main features/purposes of the applications I choose.
• I can combine content from different applications.
• I understand what an operating system is and what it does.
• I know about security (viruses, backup, malware, hacking etc.)
• I can use file management conventions and save my digital content in different places.
• I understand that I am responsible for ensuring data is saved responsibly, considering aspects of security and privacy.

Thanks to original developed by Monika Kern and Tara Fagan, Raranga Matihiko

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Open Ended Creative Apps

Overview of ideas for lesson activities:

1. Introduction and play with TinkerCad
2. Create a slide using spirals in TinkerCad - the client you are designing for is a ball! What else do balls like doing?

3. Get a ball to fall and hit some other objects.
4. Change materials to assist with above.
5. Build out the rest of your playground. See Playground design.

TinkerCad

Playground Design for Balls

What do Playgrounds for balls need? Design Criteria

• Friends - other balls with them
• Play equipment - what do balls like to do? Water play? Creative play?
• Fine, gross motor play
• BBQ - eating area - cafe
• Rules for playing
• Grassy area which is cooler

Trees/Shade cloth for shade and more peaceful areas.

Safety - surface made from rubber, bark, foam etc.

Water fountain to drink from

Toilets

Seating - if tired, parents can supervise.

Safety - Fire hydrant

Rubbish bins and recycling

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Video Record and Promote

Video Record and Promote

• Thinking about why design is the best design (see criteria) promote your playground by recording a video. As you ‘flythrough’ and then activate your physics engine tell us about why this is the greatest playground for balls.
• Extra: Tell us the main difference between a playground for balls and humans!

Remember the criteria?

• Friends - other balls with them
• Play equipment - what do balls like to do? Water play? Creative play? Fine and gross motor play
• BBQ - eating area - cafe
• Rules for playing
• Grassy area which is cooler
• Trees/Shade cloth for shade and more peaceful areas.
• Safety - surface made from rubber, bark, foam etc.
• Safety - Fire hydrant
• Water fountain to drink from
• Toilets
• Seating - if tired, parents can supervise.
• Rubbish bins and recycling

Mining

Great ideas for DT integrated topic and Social Sciences with iPads

All Free!

Click for full unit

DDTO Kidspeak Outcomes In this Unit - Highlighted

DDTO 1 Year 1-2 Level 1

• With the help of my teacher I can create, edit, save and open digital content to solve a problem.
• I can name some types of digital devices and what they are used for. I know that digital devices are made by people.
• I can use some applications.
• I can name inputs and outputs of a digital device.
• I know devices save files, and if files are saved correctly, they can be opened again later.

DDTO 2 Year 3-5 Level 4

• I create, edit, save, open share and test digital content to solve a problem. I make choices from the options the teacher gives me.
• I know that digital devices change over time, and they make a difference to people and society (positive and negative)
• Looking at a digital device, I can identify the parts for input, processing and output, and I can describe how they work together.
• I know that people control digital devices.
• I can use a range of different applications, devices and file types to create digital content for a specific purpose.

DDTO 3 Year 6-8 Level 5

• While focusing on context and issues, I can follow the steps to design, create, save, test and evaluate digital content.
• I think about my end user and about social and ethical issues when I create my digital content.
• I can choose the best digital tool and file type for my purpose.
• I can talk about the main features/purposes of the applications I choose.
• I can combine content from different applications.
• I understand what an operating system is and what it does.
• I know about security (viruses, backup, malware, hacking etc.)
• I can use file management conventions and save my digital content in different places.
• I understand that I am responsible for ensuring data is saved responsibly, considering aspects of security and privacy.

Thanks to original developed by Monika Kern and Tara Fagan, Raranga Matihiko

​

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CTPO Kidspeak Outcomes In this Unit - Highlighted

CTPO 4 Year 9-10 Level 5

• I can solve a problem by coding simple algorithms. My algorithms use sequence, selection and iteration.
• I use algorithms to code simple programs that use inputs, outputs, sequence, iteration and comparative operators.
• To debug algorithms and digital device programs I find the mistakes in my algorithms and fix correct them. I can explain why things went wrong and how I fixed them.
• I know that digital devices use 0’s and 1’s (binary) to represent information.
• I know that a digital device will check files and recognise when they are corrupted.
• I can look at an algorithm and check it is efficient to help a digital device search and sort information better.
• I can look at user interfaces and check for user friendliness and efficiency.

CTPO 1 Year 1-2 Level 1

• I can look at a task and tell others the order of the steps they need to follow (create instructions)
• I can give instructions to others
• I can see mistakes in instructions I give by when others follow them and I can fix them.

CTPO 2 Year 3-5 Level 3

• I can give instructions
• I can follow the instructions from other pupils
• I can find mistakes in the instructions and fix them (debugging).
• I can use my instructions to create a computer program.

CTPO 3 Year 6-8 Level 4

• I can look at a problem and figure out the steps to solve it. I can use a solution and code algorithms for digital device programs.
• I can predict what my program will do based on the code that it receives.
• I understand that there can be different algorithms that solve the same problem.
• In my code I will use inputs, outputs, sequences, and repeat loops (iterations).
• I can debug my program so that it runs efficiently.
• I know that digital devices use bits to store data

Thanks to original developed by Monika Kern and Tara Fagan, Raranga Matihiko

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Watch Trucks!

Seesaw Activity

Articulated Dump Truck

Autonomous Dump Trucks

Trucks that drive without a human driver.

Build a Truck with Dash

• Watch video and complete Seesaw activity
• On your plan for a Dash Truck
• Look at the parts in the trays
• Discuss with partner/s about a design that meets the criteria on the graphic organizer.
• Draw your best ideas
• Build - test - iterate.
• Present your best solution.

Onager

Great ideas for DT integrated topic and Social Sciences with iPads

All Free!

Onager - Trebuchet in History

Building Design in the City

Great ideas for DT integrated topic and Social Sciences with iPads

All Free!

Click for full unit

DDTO Kidspeak Outcomes In this Unit - Highlighted

DDTO 1 Year 1-2 Level 1

• With the help of my teacher I can create, edit, save and open digital content to solve a problem.
• I can name some types of digital devices and what they are used for. I know that digital devices are made by people.
• I can use some applications.
• I can name inputs and outputs of a digital device.
• I know devices save files, and if files are saved correctly, they can be opened again later.

DDTO 2 Year 3-5 Level 4

• I create, edit, save, open share and test digital content to solve a problem. I make choices from the options the teacher gives me.
• I know that digital devices change over time, and they make a difference to people and society (positive and negative)
• Looking at a digital device, I can identify the parts for input, processing and output, and I can describe how they work together.
• I know that people control digital devices.
• I can use a range of different applications, devices and file types to create digital content for a specific purpose.

DDTO 3 Year 6-8 Level 5

• While focusing on context and issues, I can follow the steps to design, create, save, test and evaluate digital content.
• I think about my end user and about social and ethical issues when I create my digital content.
• I can choose the best digital tool and file type for my purpose.
• I can talk about the main features/purposes of the applications I choose.
• I can combine content from different applications.
• I understand what an operating system is and what it does.
• I know about security (viruses, backup, malware, hacking etc.)
• I can use file management conventions and save my digital content in different places.
• I understand that I am responsible for ensuring data is saved responsibly, considering aspects of security and privacy.

Thanks to original developed by Monika Kern and Tara Fagan, Raranga Matihiko

​

​

CTPO Kidspeak Outcomes In this Unit - Highlighted

CTPO 4 Year 9-10 Level 5

• I can solve a problem by coding simple algorithms. My algorithms use sequence, selection and iteration.
• I use algorithms to code simple programs that use inputs, outputs, sequence, iteration and comparative operators.
• To debug algorithms and digital device programs I find the mistakes in my algorithms and fix correct them. I can explain why things went wrong and how I fixed them.
• I know that digital devices use 0’s and 1’s (binary) to represent information.
• I know that a digital device will check files and recognise when they are corrupted.
• I can look at an algorithm and check it is efficient to help a digital device search and sort information better.
• I can look at user interfaces and check for user friendliness and efficiency.

CTPO 1 Year 1-2 Level 1

• I can look at a task and tell others the order of the steps they need to follow (create instructions)
• I can give instructions to others
• I can see mistakes in instructions I give by when others follow them and I can fix them.

CTPO 2 Year 3-5 Level 3

• I can give instructions
• I can follow the instructions from other pupils
• I can find mistakes in the instructions and fix them (debugging).
• I can use my instructions to create a computer program.

CTPO 3 Year 6-8 Level 4

• I can look at a problem and figure out the steps to solve it. I can use a solution and code algorithms for digital device programs.
• I can predict what my program will do based on the code that it receives.
• I understand that there can be different algorithms that solve the same problem.
• In my code I will use inputs, outputs, sequences, and repeat loops (iterations).
• I can debug my program so that it runs efficiently.
• I know that digital devices use bits to store data

Thanks to original developed by Monika Kern and Tara Fagan, Raranga Matihiko

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What we have… heritage

What we have… new

Create your Building

Think, plan and design using the Design process (copy to Pages).

A building for the future of Christchurch that captures:

• Design elements to represent Canterbury.
• Building is practical to construct.
• Is suitable for the purpose you have stated.

Build 4-6 iterations trying different keywords.

Explain why your chosen design is the best in terms of the criteria.

NightCafe AI

Example above: Building representing Canterbury, based on mountains, snow and koru. Built for conferences.

Keywords: Futuristic building english modern blue, silver , green swirls colours, shaped like a maori koru (Can you guess what keywords I didn't have for right image?)

Stable diffusion 2.1: Futuristic conference centre building english modern blue, silver , green swirls colours, shaped like a maori koru,

SDXL.9: Futuristic conference centre building english modern blue, silver , green swirls colours, shaped like a maori koru,

SDXL Beta: Futuristic conference centre building english modern blue, silver , green swirls colours, shaped like a maori koru,

Which would be more practical and cheaper to build? Why?

SDXL 1 Pro Model: conference centre building english for 3000 people, modern blue, silver colours, green shapes like a maori koru on exterior

SDXL.9: conference centre building english for 3000 people, modern blue, silver colours, green shapes like a maori koru on exterior

Stable Diffusion v2.1: conference centre building english for 3000 people, modern blue, silver colours, green shapes like a maori koru on exterior

Which would be more practical and cheaper to build? Why? What word is missing that gives better result?

Interior Designs - what functions?

Example above: Building representing Canterbury, based on mountains, snow and koru. Built for conferences.

Combine and Present

In your group decide the best design you will flesh out together.

Promote your design to the Christchurch ‘Council’ and people so that is is chosen as the leading one by the voters.

Use iMovie/ Garageband/ Nightcafe (interior shots?) and other programs to create a promotional video.

Five Criteria

1. 30 sec only - ad length
2. Creative Design that fits purpose
3. Focus on needs and why your design is the solution.
4. Persuasive Language.
5. Credit all sources.

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Showcase your Design

More Tips: Original soundtracks could be done in Garageband, iMovie Tips here.