Luke Ranieri 17698506 Assessment One 102087 Sc1a

Lesson Plan
Topic area: Stage of Learner: Syllabus Pages:

Design and Technology Stage 5 31 - 38
Date: Location Booked: Lesson Number: 1/16
Monday 29th January, 2018 Computer Lab
Time: 60 minutes Total Number of students: Printing/preparation
20 -Student access to computers
Special Needs:
(Computer lab)
-PowerPoint presentation
L.S – (Au) (printouts & digital)
J.W – (H) -Assessment Task outline (printouts
& digital)
- Possible projects with Arduino
examples.
- Arduino Project Design Brief.
- Arduino components/parts.
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment - Creative Approaches to - Formulate and analyse
TE4-1DP: designs, communicates design design briefs
and evaluates innovative ideas and - Observing students’ - Factors affecting - Identify the parameters of
creative solutions to authentic ability to collaborate, designing and producing. design
problems or opportunities. discuss, manage, - Research Methods - Identify criteria for success
TE4-2DP: plans and manages the design and implement - Computer-based of design projects
production of designed solutions. design solutions. technologies. - Produce functionally and
- Techniques, materials, aesthetically appropriate
Life Skills outcomes tools and other resources. design projects
TELS-1DP communicates ideas - Project Management - Identify the factors that
and solutions to authentic problems - Collaborative contribute to successful
or opportunities approaches: design teams: work and collaboration.
TELS-2DP participates in roles and tasks of - Collaborate and participate
planning for the production of members, communication in design teams
designed solutions between and within design - Work cooperatively
TELS-3DP participates in the teams, team
production of designed solutions responsibilities.
information is communicated by - Appropriateness of
digital systems. design solutions.
TELS-11TS investigates how - Criteria for evaluation
technology has contributed to and factors to consider.
improvements in our way of life - Safety in the use of
materials, tools and
techniques.
- Developing and refining
ideas.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Literacy, the use & understanding of NESA key - Research Arduino and the possible designs that
glossary terms (i.e. elaborate, reflect, evaluate) can be created, Start looking at coding.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something understanding 1.6 Substantive communication
that requires active construction and requires students to engage in higher-order 1.3 Problematic
thinking and to communicate substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.1 Deep Deep knowledge is key to understanding central ideas and concepts of a topic, and when
knowledge judged on that crucial topic. Arduino basics and coding with a troubleshooting task towards
the end.
1.5 Metalanguage The lesson requires students to acquire relevant metalanguage and IT coding grammar to
successfully complete future project.
2.2 Engagement The use of personal articulation and introduction of the work ahead with the aid of
PowerPoint slides and discussions.
2.6 Student Set out clearly the direction and expectation of what the students are to do and complete
direction and what they are aiming to achieve (with the help of the relevance table.
3.3 Knowledge The goals of the lesson are to build upon the possible already familiar knowledge students
integration have from previous lessons in the design and technology course.
Time Teaching and learning actions Organisation Centred
T/S
0 Before students enter the room: Teacher: T
- Make certain the class is clean and organised, and that - Class hazard examination
hazards are non-existent. - Turn on computers
-Turn all computers on for students to log on and use (reduce - Prepare and Display PowerPoint.
load time in class time). - Prepare Arduino examples.
- RESOURCE: Teacher to display PowerPoint presentation to - Prepare project design brief.
introduce themselves, and state class rules. Large font - Ask students to form a line in front of
accommodation for L.S (Au). the door.
- PLAN B: If PowerPoint is unusable, aim to verbally
demonstrate your introduction. Student:
- RESOURCE: Teacher is to have slides ready to demonstrate
the possibilities and relevance of Arduino. Large font - Line up.
accommodation for L.S (Au).
- RESOURCE: All resources are uploaded to school server. Resources:
- PLAN B: Have printouts of all resources ready. - Computers
- RESOURCE: Have a box of Arduino components and parts - Projector
ready for students to look at. - Internet access
- RESOURCE: Have an enlarged font print for L.S (Au). - Printouts of all resources
- RESOURCE: Have print outs of additional work and tasks. - School server
- PowerPoint presentation
- Whiteboard and markers
- Arduino components
5 Lesson Introduction Teacher: T/S
- Students to make their way into the
- Students may enter in an orderly and quiet fashion. Specify classroom and sit down quietly.
2 at a time. - Mark roll and Head Count.
- Display and Present PowerPoint
- Teacher to immediately mark the roll and do a head count - Display and Present teacher
check. introduction
- Display and Present lesson goals
- NOTE: Students are to be verbally made aware that the - Display and Present subject info
content that follows is of new context. - Encourage students to ask questions
- Check time
- 5 Minute activity: Teacher and Subject introduction. - Display and Present relevance table
- Encourage students to achieve their
- RESOURCE: Teacher to flick through PowerPoint slides and best and assure them about their
spend a minute per slide. future.
- Encourage students to ask questions
>> While reading off slides and talking, walk around the - Check Time
classroom, keeping your face insight of J.W (H).
Student:
>> Teacher introduces lesson goals, brief description of - Proceed into classroom quietly.
qualifications, education, contact info (email and office - Ask questions
room), hobbies and favourite sporting teams and car brand.
>>Information on the D&T subject and what student should Resources:
expect to learn and gain over the next year. - Projector
>> Specify routine for class rules, expectations and - PowerPoint presentation
consequences – Need for routine – L.S (Au). - Class Roll
- Print out
- NOTE: Teacher to ask students if there are any questions.
- PLAN B: If there is no access to computer to present

PowerPoint, provide students with hard copy print outs.
- 2 Minute activity on presenting to the students the

relevance table.
10 - RESOURCE: Teacher to click through PowerPoint slides and

spend 5 minutes on this slide.
- The purpose of the relevance table is to demonstrate and
how and what the lessons and knowledge learnt in D&T is
relevant to the real world of Design out in the working world.
- NOTE: Teacher to reassure to students that if the terms do

not make any sense now, it will become clearer as the
project and lessons progress.
- TIME CHECK – 15 minute mark
15 - RESOURCE: Teacher to flick through PowerPoint slides and Teacher: T/S

spend a minute per slide. - Display and present PowerPoint.
- Show and verbal introduce Arduino.
- NOTE: should all be verbally read out to class and explained. - Time check.
- Encourage questions.
>> While reading off slides and talking, walk around the
classroom, keeping your face insight of J.W (H). Student:
- Take Notes
- RESOURCE: Have an enlarged font print of PowerPoint for - Ask questions
L.S (Au).
Resources:
Topics to cover in slides: - Projector
- What is a Micro-Controller? - Whiteboard
- NOTE: Teacher to ask students if there are any questions. - PowerPoint
20 - Print outs
- What is Arduino? - Arduino components and parts.
- NOTE: Teacher to ask students if there are any questions. - YouTube videos
- Types of Arduino.
- Arduino Uno board

25 - Sensors and Inputs

- RESOURCE: Have a box of Arduino components and parts

ready for students to look at and pass along.
- NOTE: Teacher to allow 5 minutes of time for all students to

have a feel and look at the Arduino components brought to
the lesson.

30
- RESOURCE: Draw up on whiteboard Arduino components,
have students brainstorm what they can create with Arduino,
and brainstorm what components, inputs and sensors may
be needed to build those creations.
- PLAN B: If there is time left in this section, use the following

links for videos on Arduino to demonstrate to the class more
visually what Arduino is and what it is about.
- NOTE: Teacher to make sure subtitles are shown on the

following videos when viewing, adjusting for J.W (H).
What is Arduino – 5 min 57 sec

https://www.youtube.com/watch?v=_h1m6R9YW8c
Top 10 Best Arduino Projects – 5 min 4 sec
https://www.youtube.com/watch?v=vuA5Y1gaQcg
35 - RESOURCE: Teacher to flick through PowerPoint slides and Teacher: T/S

spend a minute per slide. - Display and present PowerPoint.
- Show and verbal introduce Arduino
- NOTE: should all be verbally read out to class and explained. coding.
- Time Check
>> While reading off slides and talking, walk around the - Encourage questions.
Student:
- RESOURCE: Have an enlarged font print of PowerPoint for - Take Notes
L.S (Au). - Ask questions
40
Resources:
Topics to cover in Coding structure and example slides: - Projector
- Whiteboard
- Data types and operators - PowerPoint
- NOTE: Teacher to ask students if there are any questions. - Print outs
- YouTube videos
- What is “Function”?
45
- Control Statements (if, if…else, switch case).
- Loop statements (while, for, do…while).

- Common Functions
50 - RESOURCE: Display on PowerPoint basic Arduino coding

with grammar errors, have students brainstorm what is
wrong with the coding, and what can be done to rectify it.
Offer students to come up to whiteboard and correct the
mistakes.
- RESOURCE: Have print outs of basic Arduino coding and

what they do, to give to the students and see if they can spot
any mistakes in the coding.
- RESOURCE: Have an enlarged font print of PowerPoint for
L.S (Au), can also enlarge the font on the computer screen.
55
- NOTE: Teacher to allow 5 minutes of time for all students to
have a look at the Arduino code print outs and may discuss
with one another what is the coding errors.
- PLAN B: If there is time left in this section, use the following

links for videos on Arduino to demonstrate to the class more
visually what Arduino coding consists of:
- NOTE: Teacher to make sure subtitles are shown on the

following videos when viewing, adjusting for J.W (H).
Arduino Programming Part 1 – 6 min 3 sec

https://www.youtube.com/watch?v=9KAdz3M0uKs
https://www.youtube.com/watch?v=scySICLlhsk

https://www.youtube.com/watch?v=mNrZMsJm-e0
- In the last 5 minutes, have students log out and shutdown

computers, pack up but remain seated, return any unused
paper handouts and return Arduino components and parts.
60 Conclusion of Lesson Teacher: T/S

- Reminder of lesson recall
- Students are asked to recall any new information they have - Inform of next lesson.
learnt in this lesson. - Prompt any questions
- Students are informed of what is expected for next lesson. - state and instruct how the class is to
- NOTE: Teacher to ask students if there are any questions. leave the room.
- Students are to pack up and be ready to leave.
- Students are informed on what is expected of them in Student:
leaving the class room; in and orderly fashion section by - Ask question, pack up and leave when
section. instructed.
Resources:
- N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have learnt that preparation is key, as lesson plans are intensive and require care when
planning. It is important to integrate relevant outcomes and reflect high levels of creativity,
with preparation for the unknown is important in being prepared and thoughtful for the
students’ learning. Differentiation is important in the process, and must be fair and flexible,
and provide the appropriate level of challenge and engage students in meaningful ways.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Learning Arduino Hardware Class contribution to brainstorming on whiteboard;
photographed, printed and filed for evidence of
completion.
Learning Arduino Coding Class contribution to brainstorming on whiteboard;
photographed, printed and filed for evidence of
completion.
Coding Analysis and Class contribution to brainstorming on whiteboard and
troubleshooting. paper print outs; photographed, printed and filed for
evidence of completion.
Other considerations
Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Standards Evidence within this lesson

1.5 - Differentiate teaching Having multiple mediums and methods of the content to be
to meet the specific taught, ready and provided to students of all needs and
learning needs of students abilities in the class, e.g. printouts with enlarged fonts and
across the full range of simplified information for L.S (Au) and printouts with larger
abilities fonts, and always in view of J.W (H).
2.2 Content selection and Content is organised in an appropriate and effective sequence
organisation e.g. what Arduino is > what it consists of > what it can be used
for > what is needed to run it/what is coding > what coding
consists of > how to appropriately code > how to troubleshoot
coding.
2.6 Information and Implementation of Arduino computers and coding for
Communication expanding curriculum learning opportunities for students.
Technology (ICT)
3.1 Establish challenging Stating what will be learnt, and what the journey will be to get
learning goals there with assistance along the way, with each step becoming
more challenging. E.g. Arduino components > Arduino
creations > coding > coding implementation > coding
troubleshooting.
3.4 Select and use Using whiteboard, projector with PowerPoints, physical
resources models, printouts and videos to engage students in their
learning.
3.5 Use effective Use of PowerPoint (visual and verbal), whiteboard (written,
classroom communication verbal and visual), video (visual and audio), printouts (visual
and written) to support student engagement.
4.1 Support student Use of whiteboard brainstorming and coding troubleshooting
participation collaboration to support inclusive student participation and
engagement in classroom activities.
4.2 Manage classroom Using PowerPoints, printouts and visual and verbal ques to
activities manage and instruct the classroom and what is expected to be
learnt, achieved and what behaviour is expected.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
- Computer use for long periods of time may cause Repetition Strain Injury (RSI), thus various
mediums and tasks have been slotted in to break up the use of computers to reduce RSI risk.
- Check with school IT department and their internet restrictions to guarantee access to the
required content for lesson completion (printouts in case of unforeseen issues)
- Typical hazards in classrooms (uneven flooring, chairs in the way, electrical cables and
chords, desk corners and edges etc.)
References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
[I Like To Make Stuff]. (2015, November 10). What’s an Arduino // Maker101 [Video File].
Retrieved from https://www.youtube.com/watch?v=_h1m6R9YW8c
[Zeno Modiff]. (2018, January 1). Top 10 Best Arduino Projects [Video File]. Retrieved
from https://www.youtube.com/watch?v=vuA5Y1gaQcg
[I Like To Make Stuff]. (2015, December 23). Arduino Programming Part 1 // Maker 101
[Video File]. Retrieved from https://www.youtube.com/watch?v=9KAdz3M0uKs
[Video File]. Retrieved from https://www.youtube.com/watch?v=scySICLlhsk
[Video File]. Retrieved from https://www.youtube.com/watch?v=mNrZMsJm-e0
Resources Attached:
You must list all the resources that you have created or found in this space.
Fix the following lines of code so that they will be able to run without any errors:
Troubleshooting Code Task 1:
// digital pin 2 has a pushbutton attached to it. Give it a name:

int pushButton = 2
// the setup routine runs once when you press reset:

void setup ) {
// initialize serial communication at 9600 bits per second:
Serial.begin(9600);
// make the pushbutton's pin an input:
pinMode(pushButton, INP T);
}
// the loop routine runs over and over again forever:

void loop() {
// read the input pin:
int buttonState - digitalRead(pushButton);
// print out the state of the button:
Serial.println(buttonState);
delay(1); / delay in between reads for stability
}
Troubleshooting Code Task 2:
int led + 9; // the PWM pin the LED is attached to

int brightness = 0; // how bright the LED is
inT fadeAmount = 5; // how many points to fade the LED by

void setup() {
// declare pin 9 to be an output:
pinMode(led, OUTPUT);
}

void loop() {
// set the brightness of pin 9:
analogwrite(led, brightness);
// change the brightness for next time through the loop:

brightness = brightness + fadeAmount;
// reverse the direction of the fading at the ends of the fade:

if (brightness <= 0 || brightness >= 255)
fadeAmount = -fadeAmount;
}
// wait for 30 milliseconds to see the dimming effect
delay(30)
}
Lesson Plan

Tuesday 30th January, 2018 Computer Lab
Special Needs:
(Computer lab)
& digital)
examples.

Syllabus outcomes Lesson assessment - Project Analysis - Formulate and analyse
TE4-1DP: designs, communicates - Creative Approaches to design briefs
and evaluates innovative ideas and - Observing students’ design - Identify the parameters of
creative solutions to authentic ability to collaborate, - Factors affecting design
problems or opportunities. discuss, manage, designing and producing. - Identify criteria for success
TE4-2DP: plans and manages the design and implement - Research Methods of design projects
production of designed solutions. design solutions. - Computer-based
TE4-3DP: selects and safely technologies.
applies a broad range of tools, - Techniques, materials,
materials and processes in the tools and other resources.
production of quality projects. - Project Management
- Appropriateness of
Life Skills outcomes design solutions.
TELS-1DP communicates ideas - Criteria for evaluation
and solutions to authentic problems and factors to consider.
or opportunities - Safety in the use of
TELS-3DP participates in the materials, tools and
production of designed solutions techniques.
TELS-5DP follows simple - Developing and refining
algorithms in a range of contexts ideas.
TELS-8DI Identifies how
information is communicated by
digital systems.
TELS-11TS investigates how
technology has contributed to
improvements in our way of life
- Intellectual Understanding, Critical and Creative - Building a deeper understanding of coding and
thinking, ICT, Literacy & numeracy, the use & starting to code and use Arduino together for
understanding of NESA key glossary terms (i.e. basic projects.
elaborate, reflect, evaluate)

This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.

element
1.2 Deep Using relevance table in PowerPoint presentation, which indicates to students that the
understanding knowledge and lessons learnt in this project are applicable to the work or real designers
who have completed their education and have jobs.
1.4 Higher-order Students manipulate information and ideas and transform their meanings and implications.
thinking Combining facts and ideas to synthesise, explain and arrive at an interpretation or
conclusion. Using Arduino coding of different methods to come to complete a design
criterion.
2.1 Explicit quality By teacher and students using criteria to develop and check their own and others’ work,
criteria with detailed and specific task quality give (Arduino coding standards).
integration have from previous lessons in the design and technology course and combine their previous
knowledge with Arduino coding practices.
T/S
load time in class time). - Prepare Arduino mini project
- RESOURCE: Teacher to display PowerPoint presentation to printouts and extension projects.
introduce today’s lesson, and state class rules briefly. Large - Prepare project design brief.
font accommodation for L.S (Au). - Ask students to form a line in front of
- PLAN B: If PowerPoint is unusable, aim to verbally the door.
demonstrate your introduction.
- RESOURCE: Teacher is to have slides ready to demonstrate Student:
the possibilities and relevance of Arduino coding. Large font
accommodation for L.S (Au). - Line up.
- RESOURCE: All resources are uploaded to school server.
- PLAN B: Have printouts of all resources ready. Resources:
- RESOURCE: Have a box of Arduino components and parts - Computers
ready for students to use in the lessons objective. - Projector
- RESOURCE: Have an enlarged font print for L.S (Au). - Internet access
- RESOURCE: Have print outs of additional work and tasks - Printouts of all resources
(i.e. mini projects). - School server
- Teacher to immediately mark the roll and do a head count - Encourage students to ask questions
check. - Check time
- NOTE: Students are to be verbally made aware that the best and assure them about their
content that follows is of continuation from the previous future.
lesson where they were introduced to Arduino. - Encourage students to ask questions
- Check Time
- 5-10 Minute activity: Arduino refresher; teacher to go over
briefly what was covered in the previous lesson. Student:
- Proceed into classroom quietly.
- NOTE: Teacher to ask students if there are any questions. - Ask questions
- RESOURCE: Teacher to flick to PowerPoint slides and spend Resources:

a minute per slide. - Projector
>> While reading off slides and talking, walk around the - Class Roll
classroom, keeping your face insight of J.W (H). - Print outs
- Internet
>> Teacher introduces lesson goals.
10 >> Specify routine for class rules, expectations and
consequences – Need for routine – L.S (Au).

- NOTE: Teacher to reassure to students that if the terms of

coding do not make any sense now, it will become clearer as
the project and lesson progresses.

15 - RESOURCE: Teacher to flick through PowerPoint and spend Teacher: T/
enough time on each slide that all students’ questions about - Display and present PowerPoint.
the slides are answered. - Show and verbal introduce Arduino.
- Time check.
- NOTE: Instruct students that they may follow along with the - Encourage questions.
PowerPoint and teacher by accessing the resource on the
computer in front of them. Student:
- Take Notes
L.S (Au).
Resources:
20 - PLAN B: If there is no access to computer to present - Projector
PowerPoint, provide students with hard copy print outs. - Whiteboard
- PowerPoint
- NOTE: should all be verbally read out to class and explained. - Print outs
- Arduino components and parts.
>> While reading off slides and talking, walk around the - Internet
- NOTE: Slides consist of examples of code, teacher and

student to go over the slides, and teacher to ask and explain
what each section of the scripts are meant for on the
whiteboard.
- NOTE: At the end of the slides, teacher is to ask students if

there are any questions.
- NOTE: Students to be paired up in lots of 2 based on the

birthday buddy grouping system (get the student to line up
from January to December in their birth dates and pair them
up).
25
- NOTE: then students instructed to sit down in their new
groups of 2, stating that you will be remaining in these
groups and expected to sit where your sitting until the end of
the term.
- NOTE: Record in written form where each student is sitting

to prevent students from confusing the seating arrangement
in the future and this will assist is marking the roll.
30 - RESOURCE: Arduino mini projects 1 -5 to be completed by

students, and hand out 1 Arduino Uno board and a few
components (as listed in the resources) to each group. Give
each group a set of mini project printouts.
40 - Students are made aware that they may access the internet
if they are having difficulties and need assistance with coding
or building Arduino boards, and for nothing else, or else the
class rules will be restated.
45 - PLAN B: If there are not enough components for every

group, create groups of 3 instead.
- Students are to load Arduino application and start the mini

projects 1 – 5 from the min projects hand out sheets.
50
- NOTE: students must layout and connect the components
to the board and write code and upload to board. Once a
mini project is completed, students are to put up their hand,
teacher will inspect board and code, and will ask them to
continue to the next.
- NOTE: Students are made aware that each member must

have a turn at building the board and coding at least once.
- NOTE: Teacher to ask students if there are any questions

every 5 minutes.
55
- Let students know that if they are having difficulty, please
let the teacher know.
- PLAN B: If students finish the group mini projects early,

provide them with the extension projects 6-10 to keep them
busy as others continue to complete the first set.
- In the last 5 minutes, have students save work, log out and
shutdown computers, pack up but remain seated, return any
unused paper handouts and return Arduino components and
parts.
- NOTE: Teacher to let students know that next lesson they

will be applying Arduino to the real world with something
that’s alive.

Resources:
- N/A
Reflection
I have learnt that I must think ahead an entire term to plan out each lesson, and to build a
scope on the key ideas and objectives aimed to teach across the term. One must consider
every student’s needs and capabilities when lesson plans are being created, that it takes
more than just one pass to get the lesson plan where it needs to be for use. Creating the
resources is less time consuming then setting out the lesson plan, but both are a challenge
that is achievable and enjoyable.

Learning Arduino Hardware In group, students’ setup and contributed in the layout and
Connections and placement building of the Arduino projects.
Learning Arduino Coding In collaborative groups, students took turns in coding and
running the components and software, working towards
hardware and software harmony.
Coding Analysis, writing and Groups of students wrote code, tested and troubleshooted
troubleshooting. any issues before proceeding with final hardware test.
standard.

1.3 - Demonstrate Using groups of students with each pair having something in
knowledge of teaching common builds relationships, suggests to students that they
strategies that are are naturally meant to be in those groups. Each pair can help
responsive to the each other in their fails and help build each other up to
succeed.
learning strengths and
needs of students from
diverse linguistic,
cultural, religious and
socio-economic
backgrounds
1.5 - Differentiate teaching Having multiple mediums and methods of the content to be
to meet the specific taught, ready and provided to students of all needs and
learning needs of students abilities in the class, e.g. printouts with enlarged fonts and
across the full range of simplified information for L.S (Au) and printouts with larger
abilities fonts, and always in view of J.W (H).
2.1.1 Demonstrate Lesson projects and Arduino coding is laid out in a way to build
knowledge and knowledge and understanding while aiming to a bigger project
understanding of the later down the term, with coding structured in the way of
concepts, substance and gaming levels, a little harder each time, and there is always a
structure of the content helping hand if you were to retry.
and teaching strategies of
the teaching area.
2.6 Information and Implementation of Arduino computers and coding for
Communication expanding curriculum learning opportunities for students.
Technology (ICT) Building on basics learnt in first lesson and expanding the
knowledge and understanding of coding.
3.4 Select and use Using whiteboard, projector with PowerPoints, physical
resources models, printouts and computers with Arduino coding
software to engage students in their learning.
3.5 Use effective Use of PowerPoint (visual and verbal), whiteboard (written,
classroom communication verbal and visual), printouts (visual and written) to support
student engagement.
4.1 Support student Use of groups to get every student involved as the class
participation projects require everyone to be involved.
4.2 Manage classroom Using PowerPoints, printouts and visual and verbal ques to
activities manage and instruct the classroom and what is expected to be
learnt, achieved and what behaviour is expected.
WHS
- Students are placed in to paired groups and may not get along and cause issues, but this is
reduced as students paired themselves based on a shared aspect, their birthday month.
- Typical hazards in classrooms (uneven flooring, chairs in the way, electrical cables and
chords, desk corners and edges etc.)
- Check with school IT department and their internet restrictions to guarantee access to the
required content for lesson completion (printouts in case of unforeseen issues)
- Computer use for long periods of time may cause Repetition Strain Injury (RSI), thus various
mediums and tasks have been slotted in to break up the use of computers to reduce RSI risk.
References (In APA)
Arduino - Home. (2018). Retrieved from https://www.arduino.cc/
Greaves, L., & Walker, Shannon. (2012). Practising positivity in the classroom: A teachers
guide to positive behaviour support. Albert Park, Vic.: Teaching Solutions.
Kearns, K. (2012). Supporting education: The teaching assistant's handbook. Frenchs Forest,
N.S.W.: Pearson Australia.
Resources Attached:
Arduino Mini Project 1:
/*
AnalogReadSerial
Reads an analog input on pin 0, prints the result to the Serial Monitor.
Graphical representation is available using Serial Plotter (Tools > Serial Plotter menu).
Attach the center pin of a potentiometer to pin A0, and the outside pins to +5V and ground.
This example code is in the public domain.
http://www.arduino.cc/en/Tutorial/AnalogReadSerial
*/

void setup() {
Serial.begin(9600);
}

void loop() {
// read the input on analog pin 0:
int sensorValue = analogRead(A0);
// print out the value you read:
Serial.println(sensorValue);
delay(1); // delay in between reads for stability
}
/*
Fade
This example shows how to fade an LED on pin 9 using the analogWrite()
function.
The analogWrite() function uses PWM, so if you want to change the pin you're
using, be sure to use another PWM capable pin. On most Arduino, the PWM pins
are identified with a "~" sign, like ~3, ~5, ~6, ~9, ~10 and ~11.
http://www.arduino.cc/en/Tutorial/Fade
*/
int led = 9; // the PWM pin the LED is attached to

int brightness = 0; // how bright the LED is
int fadeAmount = 5; // how many points to fade the LED by

void setup() {
// declare pin 9 to be an output:
pinMode(led, OUTPUT);
}

void loop() {
// set the brightness of pin 9:
analogWrite(led, brightness);
// change the brightness for next time through the loop:

brightness = brightness + fadeAmount;
// reverse the direction of the fading at the ends of the fade:

if (brightness <= 0 || brightness >= 255) {
fadeAmount = -fadeAmount;
}
// wait for 30 milliseconds to see the dimming effect
delay(30);
}
/*
Blink
Turns an LED on for one second, then off for one second, repeatedly.
Most Arduinos have an on-board LED you can control. On the UNO, MEGA and ZERO
it is attached to digital pin 13, on MKR1000 on pin 6. LED_BUILTIN is set to
the correct LED pin independent of which board is used.
If you want to know what pin the on-board LED is connected to on your Arduino
model, check the Technical Specs of your board at:
https://www.arduino.cc/en/Main/Products
http://www.arduino.cc/en/Tutorial/Blink
*/
// the setup function runs once when you press reset or power the board
void setup() {
// initialize digital pin LED_BUILTIN as an output.
pinMode(LED_BUILTIN, OUTPUT);
}
// the loop function runs over and over again forever

void loop() {
digitalWrite(LED_BUILTIN, HIGH); // turn the LED on (HIGH is the voltage level)
delay(1000); // wait for a second
digitalWrite(LED_BUILTIN, LOW); // turn the LED off by making the voltage LOW
delay(1000); // wait for a second
}
/*
DigitalReadSerial
Reads a digital input on pin 2, prints the result to the Serial Monitor
http://www.arduino.cc/en/Tutorial/DigitalReadSerial
*/
// digital pin 2 has a pushbutton attached to it. Give it a name:

int pushButton = 2;

void setup() {
Serial.begin(9600);
// make the pushbutton's pin an input:
pinMode(pushButton, INPUT);
}

void loop() {
// read the input pin:
int buttonState = digitalRead(pushButton);
// print out the state of the button:
Serial.println(buttonState);
delay(1); // delay in between reads for stability
}
/*
ReadAnalogVoltage
Reads an analog input on pin 0, converts it to voltage, and prints the result to the Serial Monitor.
Graphical representation is available using Serial Plotter (Tools > Serial Plotter menu).
Attach the center pin of a potentiometer to pin A0, and the outside pins to +5V and ground.
http://www.arduino.cc/en/Tutorial/ReadAnalogVoltage
*/

void setup() {
Serial.begin(9600);
}

void loop() {
// read the input on analog pin 0:
int sensorValue = analogRead(A0);
// Convert the analog reading (which goes from 0 - 1023) to a voltage (0 - 5V):
float voltage = sensorValue * (5.0 / 1023.0);
// print out the value you read:
Serial.println(voltage);
}
Bonus - Arduino Mini Project 6:
/*
Blink without Delay
Turns on and off a light emitting diode (LED) connected to a digital pin,
without using the delay() function. This means that other code can run at the
same time without being interrupted by the LED code.
The circuit:
- Use the onboard LED.
- Note: Most Arduinos have an on-board LED you can control. On the UNO, MEGA
and ZERO it is attached to digital pin 13, on MKR1000 on pin 6. LED_BUILTIN
is set to the correct LED pin independent of which board is used.
If you want to know what pin the on-board LED is connected to on your
Arduino model, check the Technical Specs of your board at:
https://www.arduino.cc/en/Main/Products
http://www.arduino.cc/en/Tutorial/BlinkWithoutDelay
*/
// constants won't change. Used here to set a pin number:

const int ledPin = LED_BUILTIN;// the number of the LED pin
// Variables will change:

int ledState = LOW; // ledState used to set the LED
// Generally, you should use "unsigned long" for variables that hold time
// The value will quickly become too large for an int to store
unsigned long previousMillis = 0; // will store last time LED was updated
// constants won't change:

const long interval = 1000; // interval at which to blink (milliseconds)
void setup() {
// set the digital pin as output:
pinMode(ledPin, OUTPUT);
}
void loop() {
// here is where you'd put code that needs to be running all the time.
// check to see if it's time to blink the LED; that is, if the difference
// between the current time and last time you blinked the LED is bigger than
// the interval at which you want to blink the LED.
unsigned long currentMillis = millis();
if (currentMillis - previousMillis >= interval) {
// save the last time you blinked the LED
previousMillis = currentMillis;
// if the LED is off turn it on and vice-versa:

if (ledState == LOW) {
ledState = HIGH;
} else {
ledState = LOW;
}
// set the LED with the ledState of the variable:

digitalWrite(ledPin, ledState);
}
}
/*
Button
Turns on and off a light emitting diode(LED) connected to digital pin 13,
when pressing a pushbutton attached to pin 2.
The circuit:
- LED attached from pin 13 to ground
- pushbutton attached to pin 2 from +5V
- 10K resistor attached to pin 2 from ground
http://www.arduino.cc/en/Tutorial/Button
*/
// constants won't change. They're used here to set pin numbers:

const int buttonPin = 2; // the number of the pushbutton pin
const int ledPin = 13; // the number of the LED pin
// variables will change:

int buttonState = 0; // variable for reading the pushbutton status
void setup() {
// initialize the LED pin as an output:
// initialize the pushbutton pin as an input:
pinMode(buttonPin, INPUT);
}
void loop() {
// read the state of the pushbutton value:
buttonState = digitalRead(buttonPin);
// check if the pushbutton is pressed. If it is, the buttonState is HIGH:

if (buttonState == HIGH) {
// turn LED on:
digitalWrite(ledPin, HIGH);
} else {
// turn LED off:
digitalWrite(ledPin, LOW);
}
}
/*
Debounce
Each time the input pin goes from LOW to HIGH (e.g. because of a push-button
press), the output pin is toggled from LOW to HIGH or HIGH to LOW. There's a
minimum delay between toggles to debounce the circuit (i.e. to ignore noise).
The circuit:
- LED attached from pin 13 to ground
- pushbutton attached from pin 2 to +5V
- 10 kilohm resistor attached from pin 2 to ground
- Note: On most Arduino boards, there is already an LED on the board connected
to pin 13, so you don't need any extra components for this example.
http://www.arduino.cc/en/Tutorial/Debounce
*/
// constants won't change. They're used here to set pin numbers:

const int buttonPin = 2; // the number of the pushbutton pin
const int ledPin = 13; // the number of the LED pin

int ledState = HIGH; // the current state of the output pin
int buttonState; // the current reading from the input pin
int lastButtonState = LOW; // the previous reading from the input pin
// the following variables are unsigned longs because the time, measured in
// milliseconds, will quickly become a bigger number than can be stored in an int.
unsigned long lastDebounceTime = 0; // the last time the output pin was toggled
unsigned long debounceDelay = 50; // the debounce time; increase if the output flickers
void setup() {
// set initial LED state

}
void loop() {
// read the state of the switch into a local variable:
int reading = digitalRead(buttonPin);
// check to see if you just pressed the button

// (i.e. the input went from LOW to HIGH), and you've waited long enough
// since the last press to ignore any noise:
// If the switch changed, due to noise or pressing:

if (reading != lastButtonState) {
// reset the debouncing timer
lastDebounceTime = millis();
}
if ((millis() - lastDebounceTime) > debounceDelay) {

// whatever the reading is at, it's been there for longer than the debounce
// delay, so take it as the actual current state:
// if the button state has changed:

if (reading != buttonState) {
buttonState = reading;
// only toggle the LED if the new button state is HIGH

ledState = !ledState;
}
}
}
// set the LED:

// save the reading. Next time through the loop, it'll be the lastButtonState:
lastButtonState = reading;
}
/*
Input Pull-up Serial
This example demonstrates the use of pinMode(INPUT_PULLUP). It reads a digital

input on pin 2 and prints the results to the Serial Monitor.
The circuit:
- momentary switch attached from pin 2 to ground
- built-in LED on pin 13
Unlike pinMode(INPUT), there is no pull-down resistor necessary. An internal
20K-ohm resistor is pulled to 5V. This configuration causes the input to read
HIGH when the switch is open, and LOW when it is closed.
http://www.arduino.cc/en/Tutorial/InputPullupSerial
*/
void setup() {
//start serial connection
Serial.begin(9600);
//configure pin 2 as an input and enable the internal pull-up resistor
pinMode(2, INPUT_PULLUP);
pinMode(13, OUTPUT);
void loop() {
//read the pushbutton value into a variable
int sensorVal = digitalRead(2);
//print out the value of the pushbutton
Serial.println(sensorVal);
// Keep in mind the pull-up means the pushbutton's logic is inverted. It goes
// HIGH when it's open, and LOW when it's pressed. Turn on pin 13 when the
// button's pressed, and off when it's not:
if (sensorVal == HIGH) {
digitalWrite(13, LOW);
} else {
digitalWrite(13, HIGH);
}
}
*
State change detection (edge detection)
Often, you don't need to know the state of a digital input all the time, but
you just need to know when the input changes from one state to another.
For example, you want to know when a button goes from OFF to ON. This is called
state change detection, or edge detection.
This example shows how to detect when a button or button changes from off to on
and on to off.
The circuit:
- pushbutton attached to pin 2 from +5V
- 10 kilohm resistor attached to pin 2 from ground
- LED attached from pin 13 to ground (or use the built-in LED on most
Arduino boards)
http://www.arduino.cc/en/Tutorial/ButtonStateChange
*/
// this constant won't change:

const int buttonPin = 2; // the pin that the pushbutton is attached to
const int ledPin = 13; // the pin that the LED is attached to

int buttonPushCounter = 0; // counter for the number of button presses
int buttonState = 0; // current state of the button
int lastButtonState = 0; // previous state of the button
void setup() {
// initialize the button pin as a input:
// initialize the LED as an output:
// initialize serial communication:
Serial.begin(9600);
}
void loop() {
// read the pushbutton input pin:
buttonState = digitalRead(buttonPin);
// compare the buttonState to its previous state

if (buttonState != lastButtonState) {
// if the state has changed, increment the counter
// if the current state is HIGH then the button went from off to on:
buttonPushCounter++;
Serial.println("on");
Serial.print("number of button pushes: ");
Serial.println(buttonPushCounter);
} else {
// if the current state is LOW then the button went from on to off:
Serial.println("off");
}
// Delay a little bit to avoid bouncing
delay(50);
}
// save the current state as the last state, for next time through the loop
lastButtonState = buttonState;
// turns on the LED every four button pushes by checking the modulo of the
// button push counter. the modulo function gives you the remainder of the
// division of two numbers:
if (buttonPushCounter % 4 == 0) {
digitalWrite(ledPin, HIGH);
} else {
digitalWrite(ledPin, LOW);
}
}
Lesson Plan

Thursday 1th February, 2018 Computer Lab
Special Needs:
(Computer lab)
& digital)
examples.

Syllabus outcomes Lesson assessment - Creative Approaches to - Formulate and analyse
TE4-1DP: designs, communicates design design briefs
and evaluates innovative ideas and - Observing students’ - Factors affecting - Identify the parameters of
creative solutions to authentic ability to collaborate, designing and producing. design
problems or opportunities. discuss, manage, - Research Methods - Identify criteria for success
TE4-2DP: plans and manages the design and implement - Computer-based of design projects
production of designed solutions. design solutions. technologies. - Produce functionally and
TE4-3DP: selects and safely - Techniques, materials, aesthetically appropriate
applies a broad range of tools, tools and other resources. design projects
materials and processes in the - Project Management - Identify the factors that
production of quality projects. - Collaborative contribute to successful
TE4-4DP: designs algorithms for approaches: design teams: work and collaboration.
digital solutions and implements roles and tasks of - Collaborate and participate
them in a general-purpose members, communication in design teams
programming language. between and within design - Work cooperatively
teams, team
Life Skills outcomes responsibilities.
TELS-1DP communicates ideas - Appropriateness of
and solutions to authentic problems design solutions.
or opportunities - Criteria for evaluation
TELS-2DP participates in and factors to consider.
planning to produce designed - Safety in the use of
solutions materials, tools and
TELS-3DP participates in the techniques.
production of designed solutions - Developing and refining
TELS-5DP follows simple ideas.
algorithms in a range of contexts
TELS-8DI Identifies how
information is communicated by
digital systems.
- Intellectual Understanding, Critical and - Carry out an Arduino project with design
Creative thinking, ICT, Literacy & numeracy, the awareness and purpose, interrelationship of
use & understanding of NESA key glossary terms design and technology, and the transference of
(i.e. elaborate, reflect, evaluate) design to new situations and contexts. While
analysing designed solution and identifying how
it was affected by technologies and tools used in
its development (Arduino hardware and
software).
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.

element
1.2 Deep Using relevance table in PowerPoint presentation, which indicates to students that the
understanding knowledge and lessons learnt in this project are applicable to the work or real designers
who have completed their education and have jobs.
1.4 Higher-order Students manipulate information and ideas and transform their meanings and implications.
thinking Combining facts and ideas to synthesise, explain and arrive at an interpretation or
conclusion. Using Arduino coding of different methods to come to complete a design
criterion.
2.1 Explicit quality By teacher and students using criteria to develop and check their own and others’ work,
criteria with detailed and specific task quality give (Arduino coding standards).
2.2 Engagement The use of personal articulation and introduction of the work ahead with the aid of
PowerPoint slides and discussions.
2.3 High Students are encouraged to take conceptual learning and apply them to real world
Expectations scenarios, while challenging themselves in an intellectual, physical and performance based
situation.
2.6 Student Set out clearly the direction and expectation of what the students are to do and complete
direction and what they are aiming to achieve (with the help of the relevance table.
integration have from previous lessons in the design and technology course and combine their previous
knowledge with Arduino coding practices.
T/S
load time in class time). - Prepare Arduino project printouts and
- RESOURCE: Teacher to display PowerPoint presentation to extension projects.
introduce today’s lesson, and state class rules briefly. Large - Prepare project design brief.
font accommodation for L.S (Au). - Ask students to form a line in front of
- PLAN B: If PowerPoint is unusable, aim to verbally the door.
demonstrate your introduction.
- RESOURCE: Teacher is to have slides ready to demonstrate Student:
the applications of today’s finished project.
- RESOURCE: All resources are uploaded to school server. - Line up.
- PLAN B: Have printouts of all resources ready.
- RESOURCE: Have a box of Arduino components and parts Resources:
ready for students to use in the lesson’s project objective. - Computers
- RESOURCE: Have an enlarged font print for L.S (Au). - Projector
- RESOURCE: Have print outs of additional work and tasks - Internet access
(i.e. bonus projects). - Printouts of all resources
- School server
- Antibacterial wetwipes.
- Teacher to immediately mark the roll and do a head count - Encourage students to ask questions
check. - Check time
- NOTE: Students are to be verbally made aware that the best and assure them about their
content that follows is of continuation from the previous future.
lesson where they expanded their knowledge, understanding - Encourage students to ask questions
and skill in Arduino construction and coding. - Check Time
- 5-10 Minute activity: Arduino refresher; teacher to go over Student:

briefly what was covered in the previous lesson. - Proceed into classroom quietly.
- Ask questions
Resources:
- RESOURCE: Teacher to flick to PowerPoint slides. - Projector
>> While reading off slides and talking, walk around the - Class Roll
classroom, keeping your face insight of J.W (H). - Print outs
- Internet
>> Teacher introduces lesson goals. - Arduino components and parts
10 - Previous lesson’s seating
>> Specify routine for class rules, expectations and arrangement
consequences – Need for routine – L.S (Au).

- NOTE: Teacher to reassure to students that if the terms of

coding do not make any sense now, it will become clearer as
the project and lesson progresses. If you feel like you cannot
complete the project at any time, please feel free to access
the internet for Help on Arduino or preferably get the
teacher to help.
- Students are made aware that they may access the internet
15 - RESOURCE: Teacher to flick through PowerPoint and spend Teacher: T/S

enough time on each slide that all students’ questions about - Display and present PowerPoint.
the slides are answered. - Show and verbal introduce Arduino.
- Time check.
- NOTE: Instruct students that they may follow along with the - Encourage questions.
PowerPoint and teacher by accessing the resource on the
computer in front of them. Student:
- Take Notes
L.S (Au).
Resources:
20 - PLAN B: If there is no access to computer to present - Projector
PowerPoint, provide students with hard copy print outs. - Whiteboard
- PowerPoint
- NOTE: should all be verbally read out to class and explained. - Print outs
- Arduino components and parts.
>> While reading off slides and talking, walk around the - Internet
classroom, keeping your face insight of J.W (H). - Previous lesson’s seating
arrangement
- NOTE: Slides consist of examples of code that are to do with - Antibacterial wet wipes
the project, teacher and student to go over the slides, and
teacher to ask and explain what each section of the scripts
are meant for on the whiteboard.
- NOTE: At the end of the slides, teacher is to ask students if

there are any questions.
- NOTE: Students to be paired up back into their groups from

previous lesson.
- PLAN B: Keep a copy of the previous lesson’s seating

25 arrangement handy in case of a student sitting in the wrong
seat.
- PLAN B: If there are students missing, the partners that are

present may join another group or each other for the day.
- NOTE: then students instructed to sit down in their new

groups of 2, stating that you will be remaining in these
groups and expected to sit where your sitting until the end of
the term.
30
- RESOURCE: A printout of the design brief is to be issued to
every group with step by step guidance and coding to help
the student create a Plant Soil Moisture Meter.
40 - RESOURCE: Arduino main project to be completed by

students, and hand out 1 Arduino Uno board and a few
components (as listed in the resources) to each group,
including 2 Antibacterial wet wipes for each group for testing
the circuit. Give each group a set of mini project printouts.
45
- Students are made aware that they may access the internet
50
- PLAN B: If there are not enough components for every
group, create groups of 3 instead.
- Students are to load Arduino application and start the mini

projects 1 – 5 from the min projects hand out sheets.
- NOTE: students must layout and connect the components

to the board and write code and upload to board.
- If the main project is completed, students are to put up

their hand, teacher will inspect board and code, and students
55 will be given the bonus task and asked to work towards
completion.
- NOTE: Students are made aware that each member must

have a turn at building the board and coding at least once.
- NOTE: Teacher to ask students if there are any questions

every 5 minutes.
- Let students know that if they are having difficulty, please

let the teacher know.
- PLAN B: If students finish the group main project early,

provide them with the extension bonus project handout.
- In the last 5 minutes, have students save work, log out and
shutdown computers, pack up but remain seated, return any
unused paper handouts and return Arduino components and
parts.

Resources:
- N/A
Reflection
As the lesson plan was being created, more ideas and thought was put into future lesson
plans, while the setup for those was the layout of this lesson. This lesson plan has shown me
how to plan for a main project placement in a lesson, and the benefit of this lesson is that it
can be expanded onto in the next lesson if the bonus work is not completed by advanced
students.

Learning Arduino Hardware In group, students’ setup and contributed in the layout and
Connections and placement building of the Arduino projects.
Learning Arduino Coding In collaborative groups, students took turns in coding and
running the components and software, working towards
hardware and software harmony.
Coding Analysis, writing and Groups of students wrote code, tested and troubleshooted
troubleshooting. any issues before proceeding with final hardware test.
Implementation of design The main project helps maintain plant soil moisture levels
solution to real world and helps keep oxygen generation occurring while
applications nurturing a plant’s life. Can be scaled up to large scale.
standard.

1.3 - Demonstrate knowledge Using groups of students with each pair having something in
of teaching strategies that are common builds relationships, suggests to students that they
responsive to the learning are naturally meant to be in those groups. Each pair can help
strengths and needs of each other in their fails and help build each other up to
students from diverse succeed.
linguistic, cultural, religious and
socio-economic backgrounds
1.5 - Differentiate teaching to Having multiple mediums and methods of the content to be
meet the specific learning needs taught, ready and provided to students of all needs and abilities in
of students across the full range of the class, e.g. printouts with enlarged fonts and simplified
abilities information for L.S (Au) and printouts with larger fonts, and always
in view of J.W (H).
2.1.1 Demonstrate knowledge and Lesson projects and Arduino coding is laid out in a way to build
understanding of the concepts, knowledge and understanding while aiming to a bigger project
substance and structure of the later down the term, with coding structured in the way of gaming
content and teaching strategies of levels, a little harder each time, and there is always a helping hand
the teaching area. if you were to retry.
2.6 Information and Implementation of Arduino computers and coding for expanding
Communication Technology (ICT) curriculum learning opportunities for students. Building on basics
learnt in first lesson and expanding the knowledge and
understanding of coding.
3.4 Select and use resources Using whiteboard, projector with PowerPoints, physical models,
printouts and computers with Arduino coding software to engage
students in their learning.
3.5 Use effective classroom Use of PowerPoint (visual and verbal), whiteboard (written, verbal
communication and visual), printouts (visual and written) to support student
engagement.
4.1 Support student participation Use of groups to get every student involved as the class projects
require everyone to be involved.
4.2 Manage classroom activities Using PowerPoints, printouts and visual and verbal ques to manage
and instruct the classroom and what is expected to be learnt,
achieved and what behaviour is expected.
5.1 – Assessing student learning Demonstrating understanding of assessment strategies, including
informal and formal approaches to assess students’ learning and
knowledge of Arduino systems.
5.2 – Provide feedback to students Providing feedback on timing, layout, setup and execution of the
on their learning Arduino main project helps students understand what they have
achieved, where they need to improve, how the need to build on
their knowledge and skills, and where they should aim to go with
the feedback in hand.
WHS
- Students are placed back into their paired groups from the previous week and may not get along and
cause issues, but this is reduced as students paired themselves based on a shared aspect, their birthday
month.
- Typical hazards in classrooms (uneven flooring, chairs in the way, electrical cables and chords, desk
corners and edges etc.)
- Check with school IT department and their internet restrictions to guarantee access to the required
content for lesson completion (printouts in case of unforeseen issues)
- Computer use for long periods of time may cause Repetition Strain Injury (RSI), thus various mediums
and tasks have been slotted in to break up the use of computers to reduce RSI risk.
References (In APA) :
Arduino - Home. (2018). Retrieved from https://www.arduino.cc/
Greaves, L., & Walker, Shannon. (2012). Practising positivity in the classroom: A teachers
guide to positive behaviour support. Albert Park, Vic.: Teaching Solutions.
Kearns, K. (2012). Supporting education: The teaching assistant's handbook. Frenchs Forest,
N.S.W.: Pearson Australia.
Resources Attached:
Arduino Plant Moisture Meter Project Handout:
COMPONENTS:
1. ARDUINO Uno with USB Cable

2. Bread Board
3. Moisture Level Sensor
4. 3 LEDs and Resistors
5. Jumper Wires
CODE:
int LED1 =3;//LED1 is GREEN.

int LED2 =5;//LED2 is YELLOW.
int LED3 =6;//LED3 is RED.
void setup() {
Serial.begin(9600);
//declare pin 3, 5,6 to be output:
pinMode(LED1, OUTPUT);
digitalWrite(LED1,1);
}
void loop() {
int sensorValue=analogRead(A0);
Serial.println(sensorValue);
if (sensorValue>=1000){
digitalWrite(LED1, HIGH); // Green LED on.
digitalWrite(LED2, LOW); // Yellow LED off.
digitalWrite(LED3, LOW); // Red LED off.
}
else if(sensorValue>=350 && sensorValue<950){
digitalWrite(LED1, LOW); // Green LED off.
digitalWrite(LED2, HIGH); // Yellow LED on.
digitalWrite(LED3, LOW); // Red LED off.
}
else if(sensorValue>=0 && sensorValue <350){
digitalWrite(LED1, LOW); // Green LED off.
digitalWrite(LED2, LOW); // Yellow LED off.
digitalWrite(LED3, HIGH); // Red LED on.
}
delay(500);
// wait 500 milliseconds before the next loop to start.
}
Arduino BONUS Project Handout:
/*
Ping))) Sensor
This sketch reads a PING))) ultrasonic rangefinder and returns the distance
to the closest object in range. To do this, it sends a pulse to the sensor to
initiate a reading, then listens for a pulse to return. The length of the
returning pulse is proportional to the distance of the object from the sensor.
The circuit:
- +V connection of the PING))) attached to +5V
- GND connection of the PING))) attached to ground
- SIG connection of the PING))) attached to digital pin 7
created 3 Nov 2008

by David A. Mellis
modified 30 Aug 2011
by Tom Igoe
http://www.arduino.cc/en/Tutorial/Ping
*/
// this constant won't change. It's the pin number of the sensor's output:
const int pingPin = 7;
void setup() {
// initialize serial communication:
Serial.begin(9600);
}
void loop() {
// establish variables for duration of the ping, and the distance result
// in inches and centimeters:
long duration, inches, cm;
// The PING))) is triggered by a HIGH pulse of 2 or more microseconds.

// Give a short LOW pulse beforehand to ensure a clean HIGH pulse:
pinMode(pingPin, OUTPUT);
digitalWrite(pingPin, LOW);
delayMicroseconds(2);
digitalWrite(pingPin, HIGH);
delayMicroseconds(5);
digitalWrite(pingPin, LOW);
// The same pin is used to read the signal from the PING))): a HIGH pulse
// whose duration is the time (in microseconds) from the sending of the ping
// to the reception of its echo off of an object.
pinMode(pingPin, INPUT);
duration = pulseIn(pingPin, HIGH);
// convert the time into a distance

inches = microsecondsToInches(duration);
cm = microsecondsToCentimeters(duration);
Serial.print(inches);
Serial.print("in, ");
Serial.print(cm);
Serial.print("cm");
Serial.println();
delay(100);
}
long microsecondsToInches(long microseconds) {

// According to Parallax's datasheet for the PING))), there are 73.746
// microseconds per inch (i.e. sound travels at 1130 feet per second).
// This gives the distance travelled by the ping, outbound and return,
// so we divide by 2 to get the distance of the obstacle.
// See: http://www.parallax.com/dl/docs/prod/acc/28015-PING-v1.3.pdf
return microseconds / 74 / 2;
}
long microsecondsToCentimeters(long microseconds) {

// The speed of sound is 340 m/s or 29 microseconds per centimeter.
// The ping travels out and back, so to find the distance of the object we
// take half of the distance travelled.
return microseconds / 29 / 2;
}
Rationale:
Education is a vital means to help pupils interact and understand effectively with new
technology, with Design and Technology making a key involvement to this as it provides an
abundance of opportunities for students to study the principles of electronics and
communications technology, and design. Whether at home, in public or at school, students
interact with technology daily, and centennials are predicted to be the most tech savvy
generation so far and there is no inkling of it slowing down.
Since students interact with such a wide range of technologies so often, they might take
these opportunities for granted, as not many know how, where, why and what their
electronics and tech are made of. This is what I am aiming to fix in these lesson plans;
starting anyways. By teaching students that all their electronics are simple at their core,
that coding is like the language they speak at home, they may build a deeper knowledge of
their everyday tech.
I start off lesson one by using it as an introductory lesson to wet their taste buds in the
world of design and technology, by introducing them to Arduino. I chose Arduino because it
is open source, readily available, easy to use, guides are of abundance on the web, and it is
a possible hobby that can teach students about tech, design, electronics, problem solving,
conceptualization, troubleshooting etc. All of which are key elements of design.
Arduino was introduced step by step in explaining the hardware aspect of the product, with
the guide of images and physical models. This helps students grasp the information literally
in their hands and allows them to conceptualize what would have been pure information
download to them. By using visuals and models, students can learn faster, adapting their
enjoyment to education and joining the physical world to their intellectual knowledge. After
all, society is going in the direction of VR (Virtual Reality), but why not use actual reality in
the class room as a teaching strategy to build a students’ deep knowledge and
understanding, resulting in self-motivation.
With Arduino’s hardware shown, I moved on to software, specifically coding, and Arduino’s
coding is simple enough to learn quickly but still challenges student down their education.
The great this about coding is that it is better than speech language, in that a sequence to
do one action in a script can be achieved through thousands of different ways; in other
words, coding with Arduino allows students to express their thinking methods and allows
the teacher to see how the students react, think and problem solve an issue. This makes
Arduino an invaluable educational tool for teachers, students and parents., as there is no
age limit.
Lesson two started off where one left off, some light debugging of codes to get the
students’ minds flowing for the tasks ahead, and I set them up into group to not only build
their communications and teamwork skills; important in industrial design. I did this also to
reduce Arduino cost, share responsibility of tasks and increase productivity of Arduino
construction and coding. Each pair took turns at building the hardware from the handouts
provided and input the coding in to run the hardware for Arduino. However, I didn’t make it
that easy for them, I did place errors and missing characters within a few lines of code in
each task, which means that student can’t just copy and paste the work. This means that
they must go through each line of code to debug the script, building their coding
awareness, problem solving skill increase and creative problem solving is boosted and there
are more ways around coding errors than what is on the paper. This allows another method
for the teacher to gain insight into student progression, level of learning, understanding and
their rationale of thinking.
This is coupled with bonus tasks, providing students with extra work when the necessary
tasks are completed ahead of the class. This extra work is more challenging, requires more
problem solving, code error running and is on a higher level of performance, with student
not having enough time to complete in class, and thus can be used as homework for next
class, with an extra bonus problem include just in case of completion by an unexpected
gifted and talented student.
The final lesson, number 3, is along the similar ‘lines’ of lesson 2, however incorporates a
real world use and problem that can be solved simply with Arduino and allows student to
create and implement the creation at home if wanting to. The Arduino Moisture Plant
Meter is a creation to help detect when the moisture levels in the soil of a plant are low,
medium or high, thus letting the students know if they need to water the plant. This is a
cross curriculum project as it teaches student the basic aspects of agriculture, and that it is
a precise science in keeping plants and food from becoming dehydrated on farms.
The Arduino displays the moisture content through three LEDs, red means low moisture,
yellow means medium and green means healthy. This teaches the student the aspect of
design called colour theory, where colours to humans have certain meaning, influences and
make us have reactions both physically (red equals stop) and mentally (blue equals calm).
As a bonus to that lesson I included a project called Ping Sensor, which if the students
complete, can be used as a motion, object and distance sensor, opening many possibilities
for future creations.
Within my lesson plans I include many notes on print outs, and adjustments for not only if
things don’t go to plan, but also strategies for improving the education of students with
special needs. I place J.W with deaf/hearing impairment in my lesson plan and adjusted to
them by offering direct line of the teacher talking, large font on projector, subtitles on class
videos and the ability to read off the computers with the class. L.S was added with Autism
spectrum disorder and the lessons were adjusted by offering handouts with enlarged fonts,
simplified sentences, computer screen to read off and zoom in on work and aim to follow a
set regime in lessons; starting and finishing lessons the same way each time.
I have learnt much through planning these lessons, and that it is about planning, time
management, expecting the unexpected, sequencing events and being creative in the way a
lesson is constructed and in what it consists of. I believe the lessons I have planned can be
used with some adjustment in a real-world classroom.
Luke Ranieri
17698506

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Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Teaching Indicators of presence in the lesson

- PLAN B: If there is no access to computer to present

- 2 Minute activity on presenting to the students the

10 - RESOURCE: Teacher to click through PowerPoint slides and

- NOTE: Teacher to reassure to students that if the terms do

- TIME CHECK – 15 minute mark

15 - RESOURCE: Teacher to flick through PowerPoint slides and Teacher: T/S

- Arduino Uno board

25 - Sensors and Inputs

- RESOURCE: Have a box of Arduino components and parts

- NOTE: Teacher to allow 5 minutes of time for all students to

- NOTE: Teacher to ask students if there are any questions.

- TIME CHECK – 35 minute mark

- PLAN B: If there is time left in this section, use the following

- NOTE: Teacher to make sure subtitles are shown on the

What is Arduino – 5 min 57 sec

- NOTE: Teacher to ask students if there are any questions.

35 - RESOURCE: Teacher to flick through PowerPoint slides and Teacher: T/S

- Loop statements (while, for, do…while).

50 - RESOURCE: Display on PowerPoint basic Arduino coding

- RESOURCE: Have print outs of basic Arduino coding and

- NOTE: Teacher to ask students if there are any questions.

- TIME CHECK – 60 minute mark

- PLAN B: If there is time left in this section, use the following

- NOTE: Teacher to make sure subtitles are shown on the

Arduino Programming Part 1 – 6 min 3 sec

Arduino Programming Part 3 – 6 min 35 sec

- NOTE: Teacher to ask students if there are any questions.

- In the last 5 minutes, have students log out and shutdown

60 Conclusion of Lesson Teacher: T/S

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

References (In APA)

Troubleshooting Code Task 1:

// digital pin 2 has a pushbutton attached to it. Give it a name:

// the setup routine runs once when you press reset:

// the loop routine runs over and over again forever:

Troubleshooting Code Task 2:

int led + 9; // the PWM pin the LED is attached to

// the setup routine runs once when you press reset:

// the loop routine runs over and over again forever:

// change the brightness for next time through the loop:

// reverse the direction of the fading at the ends of the fade:

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

- RESOURCE: Teacher to flick to PowerPoint slides and spend Resources:

- NOTE: Teacher to ask students if there are any questions.

- PLAN B: If there is no access to computer to present

- NOTE: Teacher to reassure to students that if the terms of

- NOTE: Teacher to ask students if there are any questions.

- TIME CHECK – 15 minute mark

- NOTE: Slides consist of examples of code, teacher and

- NOTE: At the end of the slides, teacher is to ask students if

- NOTE: Students to be paired up in lots of 2 based on the

- NOTE: Record in written form where each student is sitting

30 - RESOURCE: Arduino mini projects 1 -5 to be completed by

45 - PLAN B: If there are not enough components for every