Communication And Technology: Activity Book (BLM) by Teacher Superstore

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www.readyed.com.au/urls/thinking

Author: Jane Bourke Cover Design: Shay Howard

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All websites referred to in this package can easily be accessed from the Ready-Ed website below:

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Acknowledgements: Clip art has been obtained from Microsoft Design Gallery Live and is used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. Cover images sourced for Communication and Technology resource book and activity book: i) Corel Corporation, 1600 Carling Ave, Ottawa, Ontario, Canada K1Z 8R7. ii) Additional images courtesy of IMSI’s Masterclips/MasterPhotos collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA, website: www.imsisoft.com. Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6023 www.readyed.com.au info@readyed.com.au

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that:

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that that educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

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The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘ReadyEd Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above.

Contents Communication & Technology: About This Package........................................................ 4 Task Card Information...................................................................................................... 5 Strategies for Creative Thinking....................................................................................... 6 Extension Ideas for the Classroom................................................................................... 8 Curriculum Links: Outcome Statements VIC, WA, National................................................................................................... 10 NSW, QLD, SA......................................................................................................... 12

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Task 1 - Communication All Around...........................................................................................14 Task 2 - Interesting Inventors........................................................................................................14 Task 3 - Technology Time Capsule .............................................................................................15 Task 4 - Step Back in Time............................................................................................................15 Task 5 - Be an Inventor!.................................................................................................................16 Task 6 - Magazine Mind-Map Montage......................................................................................16 Task 7 - Alphabet Adventure.......................................................................................................17 Task 8 - Alien Communication.....................................................................................................17 Task 9 - Time Travel Technology.................................................................................................18 Task 10 - What If...?........................................................................................................................18 Task 11 - Design a Communication Device................................................................................19 Task 12 - Radio Waves...................................................................................................................19 Task 13 - Aesop’s Fables for the 21st Century ........................................................................20 Task 14 - Quotations Quotations................................................................................................20 Task 15 - A Wonderful WWWebsite............................................................................................21 Task 16 - E-mail - An Exciting Electronic Exchange...................................................................21 Task 17 - Telephones Vs Brains....................................................................................................22 Task 18 - Satellite Study................................................................................................................22 Task 19 - Survivor!..........................................................................................................................23 Task 20 - What’s the News?.........................................................................................................23

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Activity Checklist............................................................................................................. 24 Assessment Sheets.......................................................................................................... 25 Teacher Assessment 1: Sharing Information..................................................................... 26 Teacher Assessment 2: Written Information..................................................................... 27 Teacher Assessment 3: Design Evaluation........................................................................ 28 Teacher Assessment 4: Creativity..................................................................................... 29 Student Self-Assessment ................................................................................................ 30 Further Assessment Tools................................................................................................ 31

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Teachers’ Notes: Communication & Technology

About the Library Activity Package This package is designed to be used in a number of ways: 1. As a learning centre for the classroom; 2. As a library resource package; 3. As a general resource package for a number of themes.

Communication & Technology – A Rationale For Study

Communication and technology are two concepts that have been around since the dawn of time. The advent of electronic communication in the last three centuries has brought about tremendous advances in communication fields. Thinking about the future is usually mindboggling when one considers how far technology has gone just in the last decade or so.

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It is important that students be provided with examples of how technological advances impact the way everyday processes are carried out. By allowing opportunities to reflect on the past and predict the future, students will understand that what is occurring in today’s world will change over time. Many students will go on to leave school and work in a job that does not actually exist at this moment in time, just as jobs such as website designer and mobile phone ring-tone composer did not exist twenty years ago. The content of this learning package focuses on development of communication from prehistoric times to the present. While many advances have been made in communication technology the library resource book has not attempted to cover the entire history of communication or all of the ongoing advances of technology. Instead it has provided a brief overview which will act as a starting point for research in these areas. These related topics can be dealt with while exploring this learning package and many of the task cards involve research into areas such as:

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Prehistoric communication; The development of language; Communication through the ages; Historical inventions; The use of sound and radio waves; Satellite communication; Electronic communication; The computer age and the Internet; E-mail communication; Occupations in the communication industry.

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Teaching ideas and relevant notes have been included where applicable on pages 8-9. Internet resources for the teacher are also listed on these pages as well as extension ideas for the classroom. All websites addresses referred to on these pages are easily accessible by visiting the online index pages for the Library Activity Package resources at the Ready-Ed Publications’ website (www.readyed.com.au/urls/thinking). See page 5 for more details about how this aspect of the series works. Please note that some URLs do not require www at the beginning of the address. Simply type them in as specified on the page or go to the ReadyEd website above. Page 4

Teachers’ Notes: Communication & Technology

Task Card Information students are allowed time at the centre they know what areas they can cover.

Learning Outcomes

Charts containing relevant learning outcomes for all Australian states and territories are included on pages 10-13. This information allows teachers to measure students’ learning according to the subject area and particular strand. Each task has a related learning outcome at the bottom of the card and highlights the thinking skills incorporated into the activity.

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Checklist

A checklist of activities has been provided on page 24 which allows students or the teacher to check off the activities as they are completed. This checklist can be photocopied onto A3 paper and displayed on the wall as part of the learning centre so that when

Cross Curriculum

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The photocopiable activities in this book have been designed as task cards. Ideally, they can be copied onto card and laminated so as to be used several times. Alternatively, teachers can photocopy pages to make up activity booklets for each student. The activities are non-sequential although it is envisaged that students will have read the accompanying resource book before attempting the task cards. Website references have been included on the task cards although they are usually not essential for completing the activity. However, they often provide an excellent starting point and it is often easier than trying to locate relevant library books. See below for more information about the use of Internet references.

The activities in this series explore high interest themes across core subject areas such as Society and Environment, Technology, Science, English, Mathematics, Health and Physical Education. The themes provide a backdrop for creative thinking strategies and different learning styles.

Assessment © ReadyEdP ubnotes l i c at i ons Detailed and assessment proformas have been included at the end of the activities. (See •f orr evi ew puppr p osesonl y• 24-31.)

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Updating of Internet References

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It is now common knowledge that Internet sites disappear from time to time. While all of the sites included in this package were accessible at the time of publication, it is anticipated that many sites will move to a new location, modify their layout or disappear from the WWW completely.

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Ready-Ed Publications endeavours to check all sites on a regular basis and replaces any sites that have moved. In addition, attempts are made to locate missing sites that have relocated to another address. All website references in the Library Activity Package are clearly linked on our website at a specific location. The direct address for this section is: Ideally, it is hoped that teachers using this package will bookmark the above address so that students requiring links always have access to the latest link rather than an outdated one that may still appear on the task card some time after publication. By using the index students do not have to laboriously type in any URLs, greatly reducing the margin for error when trying to locate sites that have long and complicated addresses. The website indexes are clearly set out and easy for students to navigate. Should a broken link or a link that appears to have modified its layout be discovered, then please email fixlink@readyed.com.au with clear details of the topic and task card number. Please note that ALL links that appear in each of the five resource books are included on the above site and are clearly labelled.

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Teachers’ Notes: Communication & Technology

Strategies for Creative Thinking The following creative thinking strategies are used in this book: Problem Reversal  State the problem in reverse. Change a positive statement into a negative one.  Try to define what something is NOT.  Figure out what everybody else is not doing.  Change the direction or location of your perspective.  Flip-flop results – think about achieving the opposite of what you want to achieve, e.g. “I want to increase my fitness. But how could I decrease my fitness?” Think about decreasing sales, failing a test etc.  Turn defeat into victory or victory into defeat, e.g. if I was stranded on the moon after a space shuttle problem, what good would come out of it? I might end up travelling through a worm-hole to another dimension. If I failed a maths test, what good would come out of it? I might focus on doing twice as well in my spelling test. Or I might start going to homework classes and meet new friends and so on.

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Forced Analogies  The idea is to compare the problem with something else that has little or nothing in common, and gaining new insights as a result.  Examples, comparing companies and cows, transport systems and telephone networks, or your brain and a felt pen.

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Morphological Analysis  This strategy explores the concept of devising new inventions, e.g. students could modify an existing object, such as a biro, lunch box or guitar by analysing its features and looking at alternatives.  List the attributes of the situation.  Below each attribute, place as many alternatives as you can think of.  When completed, make many random runs through the alternatives, picking up a different one from each column and assembling the combinations into entirely new forms of your original subject.

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Applied Imagination  Use of prompting questions to elicit new ideas.  How could I adapt this? Modify, magnify, minimise, reverse, substitute, rearrange, combine and so on. The line of questioning needs to be specific to the topic.

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Mind Mapping  Mind Maps® are an excellent method for exploring creative thinking. Tony Buzan (www.buzan.com.au) pioneered the concept in 1970. The technique is an effective method of note-taking and useful for the generation of ideas by associations. Basically, the student starts in the centre of the page with the main idea, and works outward in all directions, producing a growing and organised structure composed of key words and key images, similar to a brainstorm but with more meaning. Mind Maps® can use imagery, colour and direction to illustrate a concept. Emotions and feeling about the particular theme can be given as well. Check for examples: www.mind-mapping. co.uk/mind-maps-examples.htm

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Lateral Thinking  Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old Jacob is upsetting his aunty by playing with the wool. One parent suggests putting Jacob into the playpen. The other parent suggests it might be a better idea to put Annie in the playpen to protect her from Jacob.

Teachers’ Notes: Communication & Technology

Strategies for Creative Thinking Cognitive and Affective Skill Areas Imagination  Students usually only have control over their own thoughts and ideas. Encouraging students to develop their imagination allows them to pretend they are someone else or allows them to look at something from another angle, often exploring things beyond the ‘safe’ boundaries that they most often operate in. Risk Taking  Involves understanding that there can be many solutions to a problem and that one idea may be better than another, however, this does not mean that the original idea is no longer valid.  It is important to note that individual brainstorming acitivities usually produce a wider range of ideas than group brainstorming. Students feel less inhibited and less worried about other people’s opinions which allows them to be more freely creative. Importantly, group work should still be seen as a valuable learning tool as it does allow students to gather a certain perspective that they may not have considered on their own.

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Fluency  Generating a number of ideas and then looking at the best option. This is based on the notion that the more ideas generated, the more chance of being original. Flexibility  Exploring a problem from a different perspective, e.g. through the eyes of someone else.  Addressing a situation from another point in time, or looking for a positive aspect rather than concentrating on the negative aspects (problem reversal). Originality  Thinking of new and innovative ideas to improve the functioning of objects.  Solving a range of problems by taking two old ideas and combining them to come up with something new. Elaboration  Expanding on an already existing idea or fact, perhaps adding a different slant. Curiosity  Answering the who, what, where, when and why about a particular idea or thing.

Relevant Websites:

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Thinking Skills - www.teachers.ash.org.au/researchskills/thinking.htm Creative, Lateral, Logical Thinking - library.trinity.wa.edu.au/teaching/thinking. htm Creativity Tool Kit - www.directedcreativity.com/pages/ToolsImagine.html Mind Mapping - www.mind-map.com/ Teaching Thinking - www.teachingthinking.net/ Creative Thinking Techniques - www.virtualsalt.com/crebook2.htm Creative Quotations - www.creativequotations.com/ The Thinking Classroom - learnweb.harvard.edu/alps/thinking/intro.cfm Edward de Bono’s Resources - www.edwdebono.aust.com/debono/home.htm BubbleDome- www.bubbledome.com/bubbledome.asp?Action=Story

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Competitions and Projects for Schools:

Adam Spencer/University of Sydney Eureka Schools Prize for Lateral Thinking - www.amonline.net.au/eureka/lateral_thinking/index.cfm Odyssey of the Mind - www.odysseyofthemind.com/ Sustainable Living Project - www.sustainableliving.com.au/flash.htm Write Around Australia - www.nestle.com.au/writearound/ Tournament of Minds - www.tom.edu.au/

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Teachers’ Notes: Communication & Technology

Extension Ideas for the Classroom

Some task card activities detailed in this book lend themselves to further exploration in the classroom. For these cards extension activities, relevant websites and key teaching points have been presented below.

1: Communication All Around Demonstrate some Mind Map examples on the board. (See www.graphic.org/links.html) Display Mind Maps around the room. Ask students to discuss their Mind Maps in small groups, explaining what they mean by certain aspects. Compare the differences between each Mind Map. Discuss the reasons for the differences when students are essentially making a Mind Map about the same subject. Encourage the students to discuss how people have different perceptions about real objects.

Task • • • •

2: Interesting Inventors This task card can be reused so that students research EACH of the inventors listed on the card. Students can create several class Inventors books with their finished work. Write a diary entry entitled 24 Hours in the Life of an Inventor. Imagining that the inventors listed never existed, hold a class debate with the topic: “All good inventions would have eventually been invented by someone”.

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Task • •

Task 3: Technology Time Capsule • Students to create a class technology time capsule, using ideas from students’ work.

Task 5: Be an Inventor! • Most inventions occur as people try to improve on already existing objects. They think of what they need and then modify the object to meet those needs. • Allow students to present their ideas to the class. Students may like to work in pairs for this activity. If possible allow students to test out their modifications to the original design. Encourage the students to choose fairly simple and practical objects for the attribute analysis.

Task • • •

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Task 6: Magazine Mind Mapping Montage • An extensive selection of magazines should be provided. Students cut out anything they think is relevant to the concepts of communication and technology. They can add to the gaps by drawing or photocopying the images that they need. Some images can be printed off the Internet using the websites given in the resource book.

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7: Aphabet Adventure Students can write a letter using their new alphabet. A partner deciphers the writing. Gather all charts from students and compile them together into a class ‘big book’. Students to critically analyse each of the alphabet inventions of the class. Adopt the most popular new alphabet and try to use it for an English lesson. Spend time explaining the system (the student responsible will need to present their alphabet workings to the rest of the class). The class can then write a shared story using this system.

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Teachers’ Notes: Communication & Technology

Extension Ideas for the Classroom 11: Design a Communication System If possible allow the children access to some relevant science sites. www.scitoys.com - Scitoys using household items (contains a section on radio waves). www.marconicalling.com/introsting.htm - Marconi Calling Using equipment and materials from the science store room, students can make models of their design. Set aside a box full of an assortment of science items. Students can rate other systems that are devised by classmates. Allow students to modify their design in order to improve the communication. Examples: walkie talkies, torch signalling, semaphore, use of coloured streamers, sound signalling.

Task •

12: Radio Waves www.scitoys.com/scitoys/scitoys/radio/radio.html#crystal - This site contains extensive information about how to build a primitive radio using ordinary items that are usually found in a science store room.

Task •

13: Aesop’s Fables for the 21st Century www.umass.edu/aesop/contents.html - This worthwhile site contains a traditional version of the fable followed by a modernised adaption using humans as the central characters. The entire site is a project undertaken by students at the University of Massachusetts (USA) and is quite extensive.

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Task • • • •

Task 14: Quotations Quotations • www.brainyquote.com/quotes/topics/topic_technology.html - This website contains some very interesting quotes about technology and communication from the likes of Einstein, Bill Gates and many more. • See this website also: homepage.mac.com/juggle5/other/TechnologyQuotes.html

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Task 15: A Wonderful WWWebsite • Students can work with partners for this task which will possibly require more than two lessons. • If students have knowledge of web editing, ask them to create their site using MS Frontpage, Allaire Homesite or Netscape Composer. If possible allow students to upload their work to the school website in the students’ work section. If this is not possible, students can save their work to a disk or CD and take home for further development. • Encourage creative writing or journal writing by introducing students to the world of Web Logs or “Blogs” as they are more commonly known. Internet savvy students can quickly sign up to begin their own weblog at blogger.com. Alternatively, you can set up a class “blog” and allow students to upload their writing to it.

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WARNING: Be careful to check all entries before they are uploaded to the WWW and do not allow the students to learn the site password. Always type it in for them as these websites can be easily modified from any computer. Task 18: Satellite Study • For the EXTRA task, have on hand a selection of science materials such as cardboard cylinders, plastic, electrical tape, aluminium foil, cardboard, elastic bands, paint, cling wrap, Plasticine, string, scissors, craft glue, PVC piping and so on. www.bu.edu/satellite/classroom/model.html - This website provides extensive background on building model satellites.

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Teachers’ Notes: Communication & Technology

Curriculum Links to Outcome Statements

* NB: Victorian Teachers: The SOSE outcomes have been numbered in the order in which they appear in the curriculum documents.

V IC

SOSE: Time, Continuity & Change (TCC) 3. 3, Science: Physic al Sc ienc e (PS) 3. 1, Science: ES 4.2, Technology: Information 3. 1, English: Writing 3. 9

Society & Envir onment (S&E): TCC 3. 1, 3. 2, 3. 3, ICP 3. 1, English: W 3. 1, Technology & Enter pr ise (T&E): TP 3. 1, Science: IS 2. 1, Sc ienc e in Soc iety

Society & Envir onment (S&E): Time, Continuity & Change (TCC) 3. 2, Investigation, Communic ation & Partic ipation (ICP) 3. 17, Science: Energy & Change (EC) 3. 4, 3. 6, Technology: Information, Systems Band B, English: Writing (W) 3. 10

A c ti vi ti es

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SOSE: TCC 3. 3, Science: PS 3. 1, English: Texts 3. 9, Technology: Information 3. 1

Science: IS 2. 1, EC 3, S&E: ICP 3. 2, TCC 3. 1, English: W 3. 1, T&E: TP 2. 1

S&E: TCC 3. 1b, Science: EC 3. 5, Technology: Information, Systems Band B, English: W 3. 10

Task 3

SOSE: TCC 3. 3, Technology: Information 3. 1

S&E: TCC 3. 1, 3. 2, ICP 3. 1, T&E: TP 3. 1

S&E: TCC 3. 1b, 3. 2, ICP 3. 17, Technology: Information, Systems Band B

Task 4

SOSE: TCC 3. 2, 3. 3, Science: PS 3. 1, Technology: Information 3. 1

T&E: S 2. 1, Science: IS 3. 1, S&E: TCC 3. 1, 3. 2,

S&E: TCC 3. 1b, 3. 2, Science: Working Sc ientific ally (WS) 3. 17, EC 3. 4, 3. 6, Technology: Systems Band B

Task 5

Science: PS 3. 1, Technology: Materials & Movement 4. 1

T&E: S 2. 1, I 2. 2, TP 3. 2, Science: IS 3. 1, EC 3, NPM 3

English: W 3. 10, Sc ienc e: Natural & Proc essed Materials (NPM) 3. 11, WS 3. 17, Technology: Information, Systems Band B

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Task 2

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Task 6

SOSE: TCC 3. 2, 3. 3, Technology: Information 3. 1, The Ar ts: Visual Arts 3. 1

Task 7

SOSE: TCC 3. 3, English: Writing 3. 9, 3. 10

Task 8

English: W 3. 3, SL 3. 2, Science: EB 3. 3, EC 3. 5, Science: Earth & Spac e Sc ienc es (ES) 4. 2, PS 3. 1, Science: EB 3, EC 3, T&E: Technology: Systems Band B, English: W 3. 10, Technology: Information S 2. 1 3. 1, English: Writing 3. 9, Speaking & Listening (SL) Speaking & Listening 3. 2 3. 2, 3. 4

Task 9

SOSE: TCC 3. 2, Science: PS 3. 1, ES 4. 2, Technology: Information 3. 1, English: Writing 3. 9

T&E: S 2. 1, S&E: TCC 3. 1, S&E: TCC 3. 1b, 3. 2, ICP 3. 1, Science: EC 3, EB Science: EB 3. 3, EC 3. 6, 3, English: W 3. 1 Technology: Systems Band B, English: W 3. 10

Task 10

SOSE: TCC 3. 2, 3. 3, Science: PS 3. 1, ES 4. 2, Technology: Information 3. 1, English: Writing 3. 9

S&E: TCC 3. 1, 3. 2, 3. 3, S&E: TCC 3. 1a & b, 3. 2, ICP 3. 1, 3. 4, ICP 3. 17, Science: EB Science: EB 3, EC 3, T&E: 3. 3, EC 3. 5, 3. 6, WS 3. 17, English: W 3. 10 S 2. 1, English: W 3. 1

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S&E: TCC 3. 1, 3. 2, 3. 3, S&E: TCC 3. 2, T&E: S 2. 1, The Ar ts: C AI Technology: Systems 3 Band B, The Ar ts: Visual Arts Band B

o c . che e r o t r s super S&E: TCC 3. 1, S&E: TCC 3. 1b, English: English: W 3. 3, 3. 4, V 3. 1 Reading & Viewing (RV) 3. 7, 3. 8a, W 3. 10

Teachers’ Notes: Communication & Technology

Curriculum Links to Outcome Statements Activities

V IC Science: PS 3. 1, Technology: Information 3. 1, Materials 4. 2, English: Speaking & Listening 3. 2

Task 12

SOSE: TCC 3. 2, 3. 3, Science: PS 3. 1, Technology: Information 3. 1, English: Writing 3. 9

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Task 11

WA T&E: TP 3. 2, M 3. 2, Science: IS 3. 1, EC 3, English: SL 3. 4

Na t i o n a l Cu r r i c u l u m Science: WS 3. 17, EC 3. 5, 3. 6, Technology: Designing, Making & Appraising, Materials Band B, English: SL 3. 2

r o e t s Bo r e p ok u S S&E: TCC 3. 1, Science: EC 3, T&E: S 2. 1, English: W 3. 1,

S&E: TCC 3. 1b, Technology: Information, Systems Band B Science: EC 3. 5, 3. 6, English: W 3. 10

English: Writing 3. 9, 3. 10, Reading 3. 5(b)

English: R 3. 1, W 3. 1, V 3. 3,

English: RV 3. 5, 3. 8a & b W 3. 10, 3. 11

Task 14

SOSE: TCC 3. 2, Science: PS 3. 1, Technology: Information 3. 1, English: Writing 3. 9, 3. 10, Reading 3. 5(b), 3. 8(a)

S&E: TCC 3. 1, English: R 3. 1, W 3. 1, T&E: S 2. 1 Science: EC 3, IS 3. 1

S&E: TCC 3. 1b, Science: EC 3. 6, WS 3. 17, Technology: Systems Band B, English: W 3. 10

Task 15

Technology: Information T&E: S 2. 1, TP 3. 1, I 3. 1, 3. 2, Systems 4. 2, English: English: W 3. 1 Writing 3. 9, 3. 10

Technology: Designing, Making & Appraising, Systems Band B, English: W 3. 10

Task 16

Technology: Information T&E: S 2. 1, TP 3. 1, I 3. 1, 3. 2, Systems 4. 2, English: English: W 3. 1 Writing 3. 9, 3. 10

Technology: Information, Systems Band B, English: W 3. 10

Task 17

Science: PS 3. 1, Biologic al Sc ienc e (BS) 3. 2, Technology: Information 3. 1, Systems 4. 2, English: Writing 3. 9

Science: EC 3. 5, 3. 6, Life & Living 2. 8, Technology: Systems Band B, English: W 3. 10

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Task 13

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Science: PS 3. 1, ES 4. 2, T&E: TP 3. 1, M 3. 1 Technology: Information Science: EB 3, EC 3, 3. 1, Systems 4. 2, English: English: SL 3. 4 Speaking & Listening 3. 3

Science: EB 4. 1, EC 3. 6, Technology: Designing, Making & Appraising, Materials, Systems Band B, English: SL 3. 2

Task 19

SOSE: Plac e & Spac e 3. 1, 3. 2, Science: BS 3. 1, ES 4. 2, Technology: Information 3. 1, Systems 4. 2, English: Writing 3. 9

Science: EB 3. 1, LL 3. 7, WS 3. 17, Technology: Designing, Making & Appraising, Systems Band B, English: W 3. 10

Task 20

Technology: Information English: R 3. 1, T&E: S 3. 1, Systems 4. 2, English: 3. 2, TP 3. 3, M 3. 2, I 3. 1, Reading 3. 8(a), The Ar ts: The Ar ts: CIA 3, STP 3 Visual Arts 3. 1

Task 18

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T&E: S 2. 1, English: W 3. 1, Science: LL 3, EC 3

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Technology: Designing, Making & Appraising, Information, Systems Band B, English: RV 3. 5, The Ar ts: Visual Arts Band B

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Teachers’ Notes: Communication & Technology

Curriculum Links to Outcome Statements NS W

QLD

Task 1

Science & Technology (S&T): ES S3. 6, INV S3. 7, Human Society & Its Envir onment (HSIE): CCS3. 1, English: WS 3. 9

Science: Sc ienc e & Soc iety (SS) D2. 4, SOSE: TCC 3. 1, Technology: INF 3. 2, English: Writing & Shaping Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, Society & Envir onment (S&E): Time, Continuity & Change (TCC): 3. 2, English: Strategies 3. 12, Design & Technology: Critiq uing 2. 1

Task 2

S&T: IC S3. 2, INV S3. 7, PP S3. 4, HSIE: CCS3. 1, English: WS 3. 9

r o e t s Bo r e p ok u S Science: SS 2. 2, D2. 4, Energy & Change (EC) 3. 2, SOSE: TCC 3. 1, Technology: INF 3. 2, English: Writing & Shaping Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, S&E: TCC 3. 2, English: Strategies 3. 12, Design & Technology: Critiq uing 2. 1

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Activities

Task 3

S&T: IC S3. 2, INV S3. 7, PP S3. 4, HSIE: CCS3. 1

Science: SS D2. 4, EC 3. 2, SOSE: TCC 3. 1, Technology: INF 3. 2

S&E: TCC: 3. 2, 3. 3, Design & Technology: Designing 2. 3

Task 4

S&T: IC S3. 2, INV S3. 7, PS S3. 5, HSIE: CCS3. 1

Science: SS D2. 4, EC 3. 2, SOSE: TCC 3. 1, Techno logy: INF 3. 2

Science: Energy Systems 2. 4, S&E: TCC 3. 2, 3. 3, Design & Technology: Critiq uing 2. 1

Task 6

S&T: IC S3. 2, INV S3. 7, PS S3. 5, English: WS 3. 9

Science: SS 2. 1, EC 3. 1, Technology: INF 3. 2, TP 3. 1, MAT3. 1, English: Writing & Shaping Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, English: Strategies 3. 12, Design & Technology: Critiq uing 2. 1

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S&T: IC S3. 2, INV S3. 7, Science: SS D2. 4, EC S&E: TCC 3. 2, 3. 3, Design HSIE: CCS3. 1, Ar ts: Arts 2. 3, SOSE: TCC 3. 1, & Technology: Critiq uing Prac tic e 3. 2 Technology: INF 3. 2, T he 2. 1, Ar ts: Arts Prac tic e 3. 2 Ar ts: Visual Arts 3. 1

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Task 7

HSIE:CCS3. 1, English: WS 3. 9,

Task 8

S&T: INV S3. 7, ES S3. 6, English: WS 3. 9,

Science: SS 3. 1, Technology: TP 3. 1, English: Writing & Shaping Cu3. 1, 3. 3, Op3. 1

Science: Energy Systems 2. 4, Earth & Spac e 3. 2, English: Strategies 3. 10, 3. 12, Design & Technology: Critiq uing 2. 1

Task 9

S&T: INV S3. 7, IC S3. 2, ES S3. 6, HSIE: CCS3. 1, English: WS 3. 9

Science: EC 2. 3, SOSE: TCC 3. 1, Technology: TP 3. 1, English: Writing & Shaping Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, Earth & Spac e 3. 2, S&E: TCC 3. 2, 3. 3, English: Strategies 3. 12, Design & Technology: Critiq uing 2. 1

Task 10

S&T: INV S3. 7, IC S3. 2, ES S3. 6, HSIE:CCS3. 1, English: WS 3. 9

Science: EC 3. 2, SS D 2. 4, SOSE: TCC 3. 1, English: Writing & Shaping Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, Earth & Spac e 3. 2, S&E: TCC 3. 2, 3. 3, English: Strategies 3. 12

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Teachers’ Notes: Communication & Technology

Curriculum Links to Outcome Statements Activities

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Science & Tech: INV Science: EC 3. 2, S3. 7, DM S3. 8, PS S3. 4, Technology: TP 3. 1, MAT English: TS 2. 3 3. 1, INF 3. 2, English: Speaking & Listening Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, English: Strategies 3. 10, Design & Technology: Designing 2. 3, Making 3. 4

Task 12

Science & Tech: INV S3. 7, IC S3. 2, HSIE:CCS3. 1, English: WS 3. 9

Science: EC 3. 2, SOSE: TCC 3. 1, Technology: INF 3. 2, English: Writing Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, S&E: TCC 3. 2, English: Strategies 3. 10, Design & Technology: Critiq uing 2. 1

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Task 11

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English: WS 3. 9

English: Writing Cu3. 3, Op3. 3

English: Strategies 3. 11, 3. 12

Task 14

Science & Tech: INV S3. 7, HSIE:CCS3. 1, English: WS 3. 9

Science: SS D2. 4, SOSE: TCC 3. 1, Technology: INF 3. 2, English: Writing Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, S&E: TCC 3. 2, 3. 3, English: Strategies 3. 12, Design & Technology: Critiq uing 2. 1

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© ReadyEdPubl i cat i ons Task 16 • Scf ieo ncer &T ece h:v INV Tecp hnou logr y: p TP o 3. 1,s INe F s Eno glisn h: Sl try ateg• ies 3. 12, r i e w S3. 7, PS S3. 5, English: 3. 2, English: Writing Design & Technology: Task 17

Technology: TP 3. 1, MAT English: Strategies 3. 12, 3. 1, INF 3. 2, English: Design & Technology: Writing Cu3. 3, Op3. 3 Designing 2. 3, Making 3. 4

WS 3. 9

Cu3. 3, Op3. 3

Critiq uing 2. 1

Science & Tech: INV S3. 7, PS S3. 5, LT S3. 3, English: WS 3. 9

Science: SS D2. 5, SS 3. 2, Life & Living (LL) 3. 1, English: Writing Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, Life Systems 3. 5, English: Strategies 3. 12, Design & Technology: Critiq uing 2. 1

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Science & Tech: INV S3. 7, DM S3. 8, English: WS 3. 9

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Task 18

Science & Tech: INV S3. 7, PS S3. 5, PS S3. 4, English: WS 3. 9

Science: EB 3. 1, SS D3. 6, Technology: TP 3. 1, INF 3. 2, English: Writing Cu3. 3, Op3. 3

Science: Energy Systems 2. 4, Earth & Spac e 3. 2, English: Strategies 3. 10, Design & Technology: Designing 2. 3, Making 3. 4

Task 19

Science & Tech: INV S3. 7, ES S3. 6, LT S3. 3, English: WS 3. 9

Science: LL 3. 1, EB 3. 2, Technology: TP 3. 1, MAT 3. 1, INF 3. 2, English: Writing Cu3. 3, Op3. 3

Science: Life Systems 3. 5, Earth & Spac e 3. 2, English: Strategies 3. 12, Design & Technology: Designing 2. 3, Making 3. 4

Task 20

Science & Tech: DM S3. 8, English: RS3. 5, Ar ts: Arts Prac tic e 3. 2

Technology: TP 3. 1, INF 3. 2, English: Cu3. 3, Op3. 3, The Ar ts: Visual Arts 3. 1

English: Strategies 3. 11, Design & Technology: Designing 2. 3, Making 3. 4, Ar ts: Arts Prac tic e 3. 2

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Creative Thinking: Task Cards

Task 1: Communication All Around Materials: Communication & Technology resource book, A3 sheet of paper, coloured markers, pen. Task: Brainstorm the concept of communication. Create a Mind Map® of everything that communication means to you. Your teacher will show you some Mind Map® examples. Organise your headings into clear categories and sub-categories. Examine the art of communication from prehistoric times to the present. Use an A3 piece of paper starting with the heading below:

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Study your brainstorm and answer the following on another sheet of paper. ♦ What do you believe are the three most significant events in the history of communication? Explain. ♦ What “category” of your communication Mind Map® is the most fascinating? Why?

Related Outcome: Students will categorise and organise data and ideas in a meaningful context. Creative Thinking Skills: Brainstorming, Mind Mapping. Subject Areas: Society & Environment/HSIE - Culture, Time, Change & Continuity, English, Technology, Science.

Task 2: Interesting Inventors

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Materials: Communication & Technology resource book, Internet access (optional), library books, pen, paper.

Task 1: Research the work of inventors and their inventions. Choose ONE of the inventors listed below and create a detailed entry for a new encyclopedia series entitled: Great Inventions in History.

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Choose from: Thomas Alva Edison Johannes Gutenberg Christopher Scholes Elisha Gray

Alexander Graham Bell Galileo Galilei David Warren Guglielmo Marconi

Task 2: Imagine that the inventors above never existed. How different do you think the world would be today? Write a page outlining the main differences that might be in place. Related Outcome: Students will retrieve information through the use of a number of source materials. Students will create a written biographical account of a famous inventor. Creative Thinking Skills: Information Retrieval, Flexibility, Problem Reversal, Applied Imagination. Subject Areas: Science, Technology, Society & Environment/HSIE - Time, Continuity & Change, English - Writing.

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Creative Thinking: Task Cards

Task 3: Technology Time Capsule Materials: Paper, pens, Communication & Technology resource book, Internet access (websites listed in resource book). Task: Many people think that “technology” is only something that has been around in the last couple of centuries. Technology is the application of science to industrial processes – so the invention of the wheel 5500 years ago can be rightfully hailed as a “major technological achievement”.

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Choose an area of history that you would like to learn more about. Use the Communication & Technology resource book for ideas. You might like to go back to the prehistoric ages or concentrate on the age of invention in the 1800s, or you might like to look at the modern world. Once you have decided on your “era”, plan the contents of a time capsule which is to be opened up at a date in the future. Choose 10 items that you think typically represent that era. Give reasons for each of your choices and outline the design of your time capsule.

Related Outcome: a) Students will research a particular period of history and outline some everyday items that were used; b) Students will discuss a set of representative objects to be included in a time capsule. Creative Thinking Skills: Applied Imagination, Curiosity, Information Retrieval. Subject Areas: Technology, Society & Environment/HSIE - Time, Continuity & Change.

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Materials: Paper, pens, Communication & Technology resource book, Internet access (websites listed in resource book).

Task 1: On a separate sheet of paper, make a list of everything that you have done today that would not have been possible in the year 1800. For example: ♦ watched cartoons before school ♦ listened to a CD ♦ sent an e-mail to a friend

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Task 2: Choose an event in recent history concerning communication technology. For example, invention of the mobile phone or the World Wide Web. Make a list of all the positive aspects of this development. Then make a list of all the negative aspects that this invention may have brought about. E.g. Mobile Phone: Positive: Safety and security aspect, can call home anytime. Negative: Text messaging can rack up the phone bill!

+ ve

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Related Outcome: a) Students will compare two periods of time in history; b) Students will justify the development of new technology presenting both sides of an argument. Creative Thinking Skills: Morphological Analysis, Problem Reversal. Subject Areas: Technology, Science, Society & Environment/HSIE - Time, Continuity & Change.

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Creative Thinking: Task Cards

Task 5: Be an Inventor! Materials: Technology and Communication resource book, WWW, library books, encyclopedias, pen, A3 and A4 paper. Task: Choose any object that you come into contact with each day. It might be a bicycle, a school bag, a pencil case, a calculator, a tennis racket or a guitar.

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1. Analyse each attribute of your chosen object. Make a chart on Object: Tennis racket strings handle frame a larger piece of paper using this format. Consider all aspects shape of each feature. For example, if you were looking at a tennis length racket, you would first take into account the basic components size of the tennis racket, such as the strings, frame and handle material and then you would look at the attributes of each particular weight component to examine its shape, size, length, weight, sound sound, and material, e.g. what has been used to make this component? 2. Modify one component or aspect of a component and state how this will improve the design of your object. Outline what improvements you expect to occur in the functioning of the object.

Related Outcome: Students will improve on an existing invention by examining individual attributes of an object. Creative Thinking Skills: Morphological Analysis, Curiosity, Subject Areas: Technology, Science, English - Speaking & Listening.

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Materials: Communication & Technology resource book, butchers’ paper, pens, library books/Internet access (optional), a large collection of magazines (older magazines are a bonus), glue, scissors. Task: Create a timeline of changes in technology over a period of time. Try to find pictures of people that represent certain time frames and then surround them with images that were common in that era. It may be difficult to find images for ancient times so you may wish to draw them. Design your montage carefully before sticking any images in place. You may find that some images relate to more than one period and these can be placed in between. Use words and ideas to link your images and time frames. Be creative with the design and experiment with different types of font face. For example you could use headings similar to these below (in no particular order):

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The Golden Age of Radio

The Space Age

The Middle Ages

The Age of Invention 

Related Outcome: Students will represent pictorially the development of communication technology through the ages. Creative Thinking Skills: Categorising, Originality, Elaboration, Imagination, Mind Mapping. Subject Areas: Society & Environment/HSIE - Time, Continuity & Change, Technology, The Arts, Science.

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Creative Thinking: Task Cards

Task 7: Alphabet Adventure Materials: Technology and Communication resource book, library books, WWW access, pen, paper. EXAMPLE Task: Devise a new alphabet. Explain how your alphabet  = the works. You can opt to make it a phonetic alphabet or a pictorial  = on alphabet, similar to the Egyptian hieroglyphics. Make a chart to  = me show what each letter/picture represents. Your new letters may  = time  = a represent sounds OR words.

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2. Explain the logistics of your new communication system. • How does your system work? • How is it better than the Roman alphabet? • How is it different? • How is it worse? • How can it be improved?

 =  =  =  =  =  =  =  =  =  =

s r age you h sh sky fire e smile

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1. Present your new alphabet on a chart and provide detailed instructions for its use.

Related Outcome: Students will explore the use of early alphabet systems and devise their own primitive system to be used as a means of written language. Creative Thinking Skills: Applied Imagination, Fluency, Elaboration. Subject Areas: Society & Environment/HSIE - Time, Continuity & Change, English - Text Strategies.

Task 8: Alien Communication

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Materials: Space and Astronomy resource book, Technology and Communication resource book, library books, Internet access (optional), pen, paper. Setting the Scene: Research the work of SETI by having a look around their website: www.seti.org Task 1: Imagine that you are the Chief Reseacher at SETI and a signal has just been detected in a galaxy far, far away.

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Draw up a proposal: Write down what you think should occur now that a signal has been detected. Your proposal will need to be presented to the United Nations before any action or further communication can occur. In your proposal outline how the signal was detected and where you think it is coming from.

Task 2: Draft out a script of what you will attempt to communicate to this extraterrestrial life form. Describe how the communication will occur, bearing in mind that the aliens will not speak English and may not even be able to talk at all! Related Outcome: Students will explore different communication forms, including radio signals, non-verbal communication and extraterrestrial communication. Creative Thinking Skills: Brainstorming, Flexibility, Imagination, Elaboration. Subject Areas: Science - Earth & Beyond, Technology.

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Creative Thinking: Task Cards

Task 9: Time Travel Technology Materials: Communication & Technology resource book, Internet access, paper or word processor, pens. Setting the Scene: You are from the future, from the year 2050 to be precise. You have been sent back in time using time transport technology that was developed in 2035. Task: Answer the following questions. You may draw illustrations to help explain your answers. You may need a page to answer each question.

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 What communication systems exist in the year 2050?  What communication systems of earlier times are still in place? For example, are websites and e-mail still used?  How did you arrive back in this time frame? How will you return?  Why are you here?

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For more information on time travel be sure to fly over to this website: www.pbs.org/wgbh/nova/time/

Related Outcome: a) Students will explore the possibility of time travel, and use multimedia research tools to gather more information; b) Students will compare two periods of communication technology. Creative Thinking Skills: Brainstorming, Flexibility, Elaboration, Curiosity, Creativity. Subject Areas: Science, Technology, Society & Environment, English - Creative Writing.

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Materials: Communication & Technology resource book, paper, pens. Task: You have two choices: A) Write 1-2 paragraphs in response to EACH of the following scenarios. Investigate the possible outcomes and include what you think might actually happen. Be creative and discuss your writing with a partner. B) Choose ONE scenario below and explore it in great detail. Analyse ALL possibilities and give reasons for your choice.

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♦ What if prehistoric man (cave man) invented radio communication? ♦ What if there were no artificial satellites in space? ♦ What if we communicated with another life form in another galaxy and they spoke English? ♦ What if a computer virus wiped out the WWW completely? ♦ What if everybody had a computer chip planted in their wrists that let people know when other people anywhere in the world wanted to contact them? (Instead of a mobile phone beeping with an SMS message, your wrist would trigger an electric pulse.) Related Outcome: Students will look at a problem from a different perspective and will analyse how some situations could have a positive outcome. Creative Thinking Skills: Brainstorming, Problem Reversal, Elaboration, Fluency, Flexibility, Imagination. Subject Areas: English - Writing, Technology, Society & Environment, Science - Earth and Beyond.

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Creative Thinking: Task Cards

Task 11: Design a Communication Device Materials: Communication & Technology resource book, Internet access (optional), library books, encyclopedias, large sheets of butcher’s paper or A3 paper, pen, coloured markers. Access to a range of science equipment - torches, coloured streamers, tin cans, string, tools, electrical tape and so on.

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Task 1: Design and test a way in which you can communicate with a partner who is 200 metres away from you. You are not allowed to use mobile phones, computers or megaphones or other people as “messengers”.

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You must: • Demonstrate your communication method with another person. • Explain how your system works. It may be along the lines of semaphore, or you may like to devise a primitive walkie talkie or radio device, or invent some form of sign language. Task 2: Test your device and then discuss how you could improve on your design.

Related Outcomes: Students will design, make and appraise a communication device using simple everyday items found in the science store room. Creative Thinking Skills: Applied Imagination, Curiosity, Elaboration. Subject Areas: Science, Technology, English - Speaking & Listening.

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Task: Design a poster that celebrates the wonder of radio. You should focus on at least two of the following: ♦ The “Golden Age of Radio”; ♦ The invention of the radio; ♦ Guglielmo Marconi’s work with radio communication; ♦ A world without radio; ♦ Great moments in radio; ♦ Radio programs; ♦ Radio technology; ♦ Radio stars.

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Materials: Communication & Technology resource book, paper, pen, Internet access.

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EXTRA: Want to know exactly how a simple radio can be made? Check out these websites: 1. www.scitoys.com/scitoys/scitoys/radio/radio.html#crystal 2. electronics.howstuffworks.com/radio1.htm Related Outcome: Students will research the invention and development of the radio. Creative Thinking Skills: Curiosity, Imagination, Logical Thinking, Elaboration, Subject Areas: English - Writing, Society & Environment - Time, Continuity & Change, Technology.

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Creative Thinking: Task Cards

Task 13: Aesop’s Fables for the 21st Century Materials: Communication & Technology resource book, Internet access (essential), paper, pen.

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Task: Using the website below, read some of the traditional fables as told by Aesop in the ancient times. Choose three fables and have a go at rewriting them using the language of the 21st Century. www.umass.edu/aesop/index.php

Challenge: Write an entire fable in the language of SMS. Look B4 U leap!

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Setting the Scene: Aesop was a Greek slave who lived around the time of 500 BC. He wrote a collection of stories that were short yet inspiring. Each of the stories or fables as they are more commonly known, provided a moral and offered useful advice. The stories were all concerned with animals who were used to represent humans and highlight the virtues and failings of human characters. Many of Aseop’s fables have provided us with popular phrases. See how many you recognise as you read some of them at the website listed below.

Related Outcome: Students will understand that people modify language over time to suit their needs. Creative Thinking Skills: Word Play, Originality, Flexibility. Subject Areas: English - Writing, Speaking, Language Strategies.

Materials: Communication & Technology resource book, Internet access, paper, pen.

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Task: Have a close look at the quotes below, noting the time (year) at which they were quoted. Quote One: ”I think there is a world market for maybe five computers.” — Thomas Watson, Chairman of IBM, 1943.

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Quote Two: “The ‘telephone’ has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us.” — Western Union internal memo, 1876.

Problem Reversal: Imagine a world with no telephones and only five computers. Explain how this might have a positive outcome for the world. Give reasons for your ideas and use examples where possible. You can present your ideas using any format you like. You may like to read out your ideas to the class or you could create a wall chart with glimpses of how the world turned out. Related Outcome: Students will understand that people’s ideas and perceptions about new inventions can change over time. Creative Thinking Skills: Problem Reversal, Elaboration, Originality, Imagination. Subject Areas: English - Writing, Society & Environment/HSIE - Time, Continuity & Change, Technology, Science.

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Creative Thinking: Task Cards

Task 15: A Wonderful WWWebsite

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Materials: Communication & Technology resource book, Internet access, A3 paper, pen. (Optional - FrontPage or any other web editor.) Task: Plan your own personal website with the ultimate aim of creating the site using the programs that are available at your school. • Include a section on hobbies or topics that you are particularly interested in. You may even like to make this the complete focus of your website. • Design your site using large sheets of paper that will show what your site will consist of screen by screen. • Include the heading for each page and give details of how people can contact you. For example, you may have a feedback form or a guestbook section. • Think about the look of the site in terms of colour, graphics, headings (banners) and background images. The idea is to make your site as appealing as possible. • If you have access to a scanner, you might like to scan some relevant images to add to the appeal. Related Outcome: a) Students will design a website taking into account all factors that will make their website appealing; b) Using available technology they will attempt to create the website following their plan. Creative Thinking Skills: Originality, Creativity, Imagination, Risk Taking. Subject Areas: Science - Earth & Beyond, Technology and Design, English - Writing.

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Materials: Communication & Technology resource book, Internet access, paper, pen. Background: The first electronic mail (e-mail) message was sent between two computers that were actually sitting next to each other! The first e-mail message said “QWERTYUIOP”. Find out more about the beginnings of e-mail by conducting some research of your own. This website is a good starting point: inventors.about.com/library/inventors/blinternet.htm Task: Create a poster with e-mail as the central focus. Brainstorm what you will include on your poster. Be sure to undertake each of the steps below:

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♦ Research the use of e-mail using the Internet as a starting point. ♦ Create a timeline of events that show the developments that led to e-mail communication ♦ Include the changes that have occurred with e-mail over the last ten years. ♦ Elaborate on the different e-mail systems such as Internet-based Hotmail, Yahoo, and Windows e-mail packages such as Outlook. ♦ Include a list of all the benefits of e-mail, both in the business and social world. Related Outcome: Students will explore the history and development of electronic mail as a modern form of communication. Creative Thinking Skills: Brainstorming, Logical Reasoning, Originality, Elaboration. Subject Areas: English - Writing, Technology.

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Creative Thinking: Task Cards

Task 17: Telephones Vs Brains Materials: Communication & Technology resource book, paper, pen. Task: Using the method of “forced analogy”, compare the amazing invention that is the telephone, to the amazing organ that is the human brain.

Telephone

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• sends messages • receive messages

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Write down ALL the features that you can think of to describe a telephone on one sheet of paper. Now take the other sheet of paper and look at each feature of the brain and see how you can relate it to a telephone. Include physical features, behavioural features and visual features, e.g. a telephone is a message receiver and sender.

Extension: Now, choose another two objects that are relevant to communication or technology. Conduct a forced analogy between them and other common objects and explain your findings to the class. Can’t think? Then try these: a radio Vs the ocean, the Internet Vs a pencil, a mobile phone Vs your school.

Related Outcome: Students will compare two different objects on a number of levels, in order to gain new insights. Creative Thinking Skills: Forced Analogy, Elaboration, Attribute Listing. Subject Areas: English - Writing, Science - Living Things, Energy & Change, Technology.

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Background: Did you know that if we didn’t use satellite technology, we wouldn’t know what tomorrow’s weather would be like, we wouldn’t have any television shows to watch (apart from locally produced programs), we wouldn’t be able to make mobile phone calls and we wouldn’t have the satellite feeds that we receive on the Internet. Find out exactly how a satellite works by visiting this website: science.howstuffworks.com/satellite.htm

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Materials: Communication & Technology resource book, Internet access, A3 paper, pencils, eraser.

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Task: Design your own satellite. Create a complete model and label each part. On a separate sheet of paper identify what material you would use to make each part. State the purpose of your satellite and describe the kind of orbit in which your satellite would orbit. Finally, explain the purpose and function of your satellite to the class. Challenge: Make a mini-model of your satellite using materials found in the science store room (ask your teacher). Related Outcome: Students will design a functional satellite based on their Internet research about how a satellite operates. Creative Thinking Skills: Brainstorming, Inquiry, Creativity, Imagination, Curiosity. Subject Areas: Technology, Science - Earth & Beyond, Energy & Change, English - Speaking & Listening.

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Creative Thinking: Task Cards

Task 19: Survivor! Materials: Communication & Technology resource book, paper, pen, your brain. The Scene: You were travelling via boat around the Pacific Islands when a storm occurred. Your

small boat lost radio communication and capsized. You managed to grab a surfboard and floated to the shores of a desert island. You have no idea where you are and your watch was damaged in the water so you are unable to tell in what direction you drifted. Evidently, you have been stranded on a desert island by yourself! There are hundreds of islands visible and you are fearful that rescuers won’t know which one to search.

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Scenario 1: You have been marooned on the island for two days. Describe how you will communicate your whereabouts to possible rescue teams. Scenario 2: Two months have passed. Your efforts to attract attention have failed, however you have survived on fish and tropical fruits. Rescuers have assumed you have perished. You have come across an old shed in your travels that is filled with all kinds of junk. It looks like the shed is an old research base that hasn’t been used in over 50 years. Describe what you find in there and explain how you will use it to attempt communication with the outside world. Related Outcome: Students will problem solve a situation, viewing the problem from a number of perspectives. Creative Thinking Skills: Imagination, Flexibility, Problem Reversal, Fluency, Risk Taking. Subject Areas: English - Writing, Society & Environment/HSIE - Resources; Place & Space, Science, Technology.

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Materials: Communication & Technology resource book, paper, pen, A3 paper, coloured markers.

Task: The newspaper has been a primary source of news for over three centuries. Brainstorm the various media platforms that we receive news from and find some examples. Include every single form of news that you can think of.

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 Devise a multimedia package that incorporates ALL of the news media forms that you have listed.  Explain in detail how your multimedia news system will operate and highlight its benefits for the modern world.  Think of a catchy name for your product and discuss how it should be marketed.  Design the graphics for the product – if it is a CD you can make an “actual size” graphic for the cover. If it comes in a box or file draw an appropriate design.

Related Outcome: a) Students examine the features of newspapers and their role in today’s society; b) Students will brainstorm and then design a complete multimedia package that will utlise the news technology of today’s world. Creative Thinking Skills: Curiosity, Imagination, Risk Taking. Subject Areas: English - Reading, Society & Environment - Time, Continuity & Change, Technology, The Arts.

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Teachers’ Notes: Communication & Technology

Activity Checklist Photocopy this sheet onto A3 paper and display in learning centre. Students check off the sheets as they complete them.

Ac tivity Na me

T1: Communic ation All Around T2: Interesting Inventors

T3: Tec hnology Time Capsule T4: Step Bac k in Time

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T5: Be an Inventor!

T6: Magazine Montage

T7: Alphabet Adventure

T8: Alien Communic ation

T10: What If . . . ?

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T11: Design a Comm. Devic e

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T12: Radio Waves

T13: Aesop's Fables

T14: Quotations Quotations T15: Wonder ful WWWebsite T16: E-mail Exc hange T17: Telephone Vs Brains T18: Satellite Study T. 19: Sur vivor! T20: What's the News?

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T9: Time Travel Tec hnology

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Teachers’ Notes: Communication & Technology

Assessment and Evaluation Evaluation and assessment complete the model for any learning experience. It is often difficult to assess creativity as many students need the right outlet for their learning. Some students will perform better with oral presentations, some will shine in class discussions, others will display initiative in the design process while many will demonstrate their understanding through written assignments.

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These are only a sample of the questions that need to be addressed at the evaluation stage:

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Did the student demonstrate critical and creative thinking skills?

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 Did the student communicate effectively in written form?  Did the student communicate effectively in oral presentations?  Did the student demonstrate proficiency in appropriate technologies?  Did the student reflect on his/her performance?

Critical thinking includes the ability to evaluate, compare, analyse, detect bias, distinguish fact from opinion, see causal connections, draw conclusions and form effective arguments. Creative thinking, also an important element of effective thinking skills, involves the ability to challenge assumptions and think outside rigid mental sets.

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Sharing Information Written Information Design Evaluation Creative Thinking Evaluation Student Self-Assessment

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Pages 26-30 contain assessment forms to be used at the teacher’s discretion. The forms have been tailored to particular activities and have been categorised as follows:

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The students should be encouraged to complete a self-assessment form as they complete each activity (e.g. set them up in a box as part of the learning centre). Teachers can then use these forms to help them assess the students’ understanding of the learning process.

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Teachers’ Notes: Communication & Technology

Teacher Assessment 1: Sharing Information  This assessment proforma is designed to evaluate the task cards that require oral presentation or group reporting.

Student Name:........................Task Card: ....................................

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Did the student understand the task?______________________________________________ What creative thinking strategies did he/she employ to complete the task?______________ _____________________________________________________________________________

Sharing Information: Did the student demonstrate confidence in sharing his/her learning experience with the class? Oral Presentation: • Was the audience interested in the presentation? • Was note use kept to a minimum?

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_____________________________________________________________________________ YES

• Did the student understand their role as a group member?

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• Did the student dominate the group learning process? • Did the student encourage the participation of other group members?

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Group Work: • Did the student contribute to the group’s overall performance?

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• Was the group effective in achieving the task?

Extra comments:________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Teachers’ Notes: Communication & Technology

Teacher Assessment 2: Written Information  This assessment proforma is designed to evaluate the task cards that require written accounts and assignments.

Student Name:........................Task Card: ....................................

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Displaying Information: Did the student demonstrate confidence in sharing his/her learning experience with the class? Presentation: • Was the layout eye-catching? • Were appropriate materials used to enhance presentation?

(e.g. images/drawings)

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_____________________________________________________________________________ YES

Research Skills: • Did the student grasp the main concept of the task?

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• Has the student shown evidence of library or multimedia research? • Has the student demonstrated proficiency in using the Internet as a research tool?

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Teachers’ Notes: Communication & Technology

Teacher Assessment 3: Design Evaluation  This assessment proforma is designed to evaluate the task cards that require students to participate in the design process.

Student Name:........................Task Card: ....................................

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_____________________________________________________________________________ Design Evaluation: Did the student demonstrate confidence in sharing his/her design experience with the class?

YES

Designing, Making and Appraising • Did the student generate ideas for meeting requirements? • Did the student experiment with practical methods to achieve the task?

© ReadyEdPubl i cat i ons • Has the student shown flair and imagination in their work? •f orr evi ew pur posesonl y• • Did the student justify his/her design? • Did the student choose practical resources?

• Did the student demonstrate initiative and creativity?

• Did the student critically evaluate his/her design?

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• Did the student explore all attributes of the design?

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• Did the student discuss strengths/weaknesses of his/her design? • Did the student analyse how well the task requirements were met?

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Reflection: • Did the student examine their design in terms of meeting the task requirements?

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• Did the student suggest modifications to the design? • Did the student explain how their design works?

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Teachers’ Notes: Communication & Technology

Teacher Assessment 4: Creativity  This assessment proforma is designed to evaluate student creativity and thinking skills.

Student Name:........................Task Card: ....................................

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Creative Thinking Evaluation: Did the student demonstrate confidence in sharing his/her work with the class? Cognitive and Affective Skills: • Fluency - Did the student generate a number of ideas?

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_____________________________________________________________________________ YES

© ReadyEdPubl i cat i ons • Originality - Were new and innovative ideas drawn upon? •f orr evi ew pur posesonl y• • Elaboration - Did the student expand on already existing ideas? • Flexibility - Did the student look at the problem from another perspective?

• Curiosity - Did the student seek out answers and facts?

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• Imagination - Did students venture beyond the “safe” boundaries?

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• Risk Taking - Did the student explore a number of solutions to the problem? Reflection: • Did the student adequately explain his/her Mind Map® activities?

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• Did the student reflect on his/her work and suggest changes?

• Did the student show competency in using the creative thinking strategies (e.g. Forced Analogies, Problem Reversal and so on)?

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Teachers’ Notes: Communication & Technology

Student Self-Assessment

 Complete this sheet at the conclusion after completing each of the task cards.

Name:..................................Task Card: .................................... Explain in your own words what the task was asking:_ __________________________________ ________________________________________________________________________________

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________________________________________________________________________________ What strategies did you use to complete the task?______________________________________

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________________________________________________________________________________ How did you share your learning experience with the class?_____________________________

________________________________________________________________________________ The aspect you enjoyed most about this activity was: (Give reasons.)______________________ ________________________________________________________________________________ ________________________________________________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________________________ The part you liked least about this task was: __________________________________________

How could you have improved your learning experience?________________________________

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________________________________________________________________________________ Strongly Disagree

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Disagree

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Think About ...

Strongly agree

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________________________________________________________________________________

I enjoyed this task.

I learnt new things during this task.

I enjoy sharing my work with the class. I feel my work could be improved. This task gave me something to think about. I was unsure of what this task required. I would like to research this task further. I was satisfied with my end result.

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Agree

Read the following statements and then colour the appropriate circle.

Further Assessment Tools Online Creativity Tests and Resources Creativity Assessment Index www.creativelearning.com/Assess/

Crayola.com - The Power of Creativity www.crayola.com/parents/powercreativity/quizes/print_teachers.cfm

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Smarter Kids.com www.smarterkids.com/

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Six Thinking Hats www.edwarddebonofoundation.com/ Creativity in Young Children - ERIC Digest www.ericfacility.net/ericdigests/ed306008.html

References:

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Fostering Academic Creativity in Gifted Students www.kidsource.com/kidsource/content/academic_creativity.html

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Torrance, E. P. (1977). CREATIVITY in the Classroom. Washington, DC: National Education Association.

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