Mbed Arts Unit Plan Inventions Technology Robots Yr5

Brad

Drama Unit Planner: UNIT PLANNER: The Arts: Drama

NAME: Brad

UNIT/THEME/TOPIC Inventions and Technology BAND Primary Years

Year level: 5

OVERVIEW OF THE UNIT This is a unit of work in drama that allows students to look at issues surrounding technology and the impacts it has on our lives and the lives of others in our world. Class Profile/Prior knowledge; The class is a year 5 class who have had some exposure already to drama techniques in previous year levels. Prior knowledge about the issues raised by technology is being concurrently gained through studies in Design and Technology and SOSE. Essential Learnings focus: ❏ Futures ❏ Identity ❏ Interdependence ❏ Thinking ❏ Communication

Key competencies focus:

❏ collecting, analysing, organising information;

❏ communicating ideas and information;

❏ planning and organising activities;

❏ working with others in teams;

❏ using mathematical ideas and techniques;

❏ solving problems;

❏ using technology.

Brad

Strand/s:

Key idea

( one idea for each strand if

using)

Arts Practice

Arts analysis & Response

Arts in Contexts

Students draw from thought, imagination, data and research, and the examination of social and cultural issues, to demonstrate personal aesthetic preference, and provide imaginative solutions and artistic responses to ideas and issues. [Id] [T] [KC1] [KC2]

Relevant Standard 3.3 Works as an individual or in groups to present/perform arts works from each arts form that demonstrate an awareness of social, ecological and/or cultural issues to particular audiences/viewers. [In] [T] [C] [KC2] [KC4]

Unit Outcome(s) these are your outcome statements NOT SACSA

Conceptual (knowledge/understanding) Students will understand that technology affects us all in different ways, sometimes depending on our position in society. Some people benefit from technology, while others may be disadvantaged by it.

Skills ( can do) Students will be able to work together in groups constructively. Students will be able to express their ideas by the use of performance and presentation. Students will be able to view supportively the work of other children in the class

Affective (feel) Students will feel that their work is appreciated by their classmates and develop positive self esteem from this.

Brad Weekly outline of lessons; Lesson one- The Strap Box Flyer The Strap Box Flyer by Paul Jennings is a short story about two inventors, one of whom is a con artist. Focus- children role play characters from the book and create new ones to express different feelings and emotions. Activities: Children create their own character who has been swindled by the con artist portraying what has happened to them in a class circle. Focus on feelings of anger, sadness, shock etc. Children in class circle portray their own undesirable characters that they have created. Focus on expressing untrustworthiness and slyness. In small groups children role play an alternative ending to the story, where the con artist has to face the people he has swindled. Lesson Two- Robots Focus on robots and their place in the world. Activities: Children move around like human style robots . Children improvise a scenario with two robots interacting. Children create a group scenario where they are a team of industrial robots performing a group of tasks. Lesson Three- Inventors Focus on inventors and how they create things from their ideas. Activities: Children mime the use of inventions, and also what people used before the invention was made. Children create a tableau about the invention. Children develop tableau form into a play about the inventions.

Teacher references and resources “ABB Robotics - Cake decorating”, 2009, YouTube, accessed 18th June, . “Aldebaran Robotics' Nao”, 2008, YouTube, accessed 15th June 2009, . “Cookie assembly using robots”, 2007, YouTube, accessed June 15th 2009, . The State of South Australia, Department of Education and Children’s Services, 2004, R–10 Arts Teaching Resource, DECS Publishing, Hindmarsh SA Goerecke, A 1993, Drama across the curriculum, Longman Cheshire Pty Limited, Melbourne, p 84. Jennings, P 1985, Unreal: eight surprising stories, Penguin Books Australia, Ringwood, Victoria “Kraftwerk - The Robots”, 2006, YouTube, accessed June 18th 2009, . “KUKA robot- automotive line spot welding”, 2007, Youtube, accessed 15th June 2009, . O’Toole, J & Dunn, J 2002, Pretending to learn, Pearson Education Australia, Frenchs Forest, p 81. “Popcorn by Hot Butter!!! (Original)”, 2007, YouTube, accessed June 18th 2009, . “Robo Japan 2008 ASIMO Diginfo”, 2008, YouTube, accessed 15th June 2009, . “Robot assembly line”, 2007, YouTube, accessed 15th June 2009, . “RP series Mitsubishi robot chocolate pick and place”, 2007, YouTube, accessed 15th June 2009, .

Brad Weekly outline of lessons; Lesson Four- How technology affects different people Focus-Different people in society and the world have different access to technology, which greatly affects their lives. Introduction with Technology and Change Posters, discussing the different levels of technology in the posters for different people. Activities-Brainstorm what activities children like to do that involves the use of technology. Children mime their favourite activities that rely on technology. In pairs they have to role play a situation where they don’t have that technology. Where do they live, what is their life like compared to ours. What are their favourite things to do? In groups role play a family from the future with much more technology than we have. Are they happier than us or not?

Teacher references and resources Peter Leyden Publishing House 1999, Technology and change, Peter Leyden Publishing, Artarmon, NSW. (10 posters, student worksheets and teachers’ guide.) See Appendix 4 forexamples

Brad Assessment strategies What is being assessed? Students are to be assessed on key drama outcomes as described in Appendix 3: participation, collaboration, leadership, confidence in presenting, consideration for other when they are presenting and responding to drama discussions. Key outcomes to be recognised through observations undertaken by teacher. Another important assessment comes from the students themselves, an example of which is Appendix 2. Students can express their own thoughts and feelings about drama. Also beneficial is an opportunity to give and receive feedback amongst themselves on their role in the drama lesson. Students have to give positive constructive feedback to each other, and be encouraged to share this with a different classmate in each lesson. This approach will build rapport and positive relationships within the classroom.

Evaluation of unit outcomes :indicators; Students can describe the differences that technology cause for different people in the world. Students show that they can work together in groups to produce a presentation as required. Students can express their views and ideas through their presentations. Students are fair and respectful when viewing others’ presentations. Students feel positive about drama and themselves from a collaborative class environment.

Brad

Lesson 2: Robots Expected Outcomes: Students, through activities with movement, improvisation and creating a scenario will gather an understanding of what robots are in our world and what they are used for.

PROCEDURE

RESOURCES

(Activity/ies, methodology/process) Stage 1 – INTRODUCTION This lesson is based on robots of two varieties, the typical “android” idea of robots that resemble people, and also industrial robots that are used in real world situations. Before a short video is shown the students will be asked what they know about robots and asked to give examples of robots.

Please see reference list at the end of the lesson for full details Gwen, the full web addresses messed up the formatting of the columns. Also the Robots lesson appendix 1 CD includes the introduction video and songs as well as the YouTube clips.

What is a robot? Where have you seen a robot? What are robots used for? How do robots move? Some may talk about androids, others may mention robots in industry. The introduction is a short video of YouTube clips that I have joined together showing various types of robots and their functions. As the video is playing student’s attention can be focused on aspects such as how the robots move, and how many tasks they can do. Stage 2 - DEVELOPMENT;

Music that feels appropriate to the robots theme can be played The activity in this lesson is for the students to move and during individual and pair work. behave like robots, but like both types of robots that they Two songs I thought would work have seen and not just as human styled robots. well are Popcorn by Hot Butter, and We are the Robots by Individual work-movement Kraftwerk. “You are one of those human style robots like we saw in the video. Move around the room in the way that these I feel that for the group work the students will need to discuss robots move.” their scenario more and will be better off without background

Brad “How does a robot move?” “How would a robot talk?” “Are your movements smooth, or jerky? Fast or slow?” Students act like robots. Encourage their thinking about how the robots made their movements. Give them minor tasks to perform in a robot style, such as wave to a friend, clap their hands, shake hands with another robot. Ask them to talk in a robotic voice when they interact. Ask them to dance to the music the way robots would. Pick a leader for a robot conga line. Pair work- improvisation Have the students work in pairs to create a small scenario where two robots would interact with each other. It could be an everyday human interaction, but they need to make it relevant to a robot’s life. For example a robot may go to a shop and ask a robot shop keeper for some new batteries because he is feeling tired. “If I were a robot, what are some of the activities that I would do every day?” “What are some of the things I would need if I was a robot?” Students again need to pay attention to their robotic movements and machine voices but also consider what the life of a robot would be like. Group work- creating a scenario. Group the students into groups of four approximately. “Now you are robots like the robots in the assembly lines in the video. Your group has to work together to perform a function of some type.” The function can be something like an everyday activity or anything else that the students decide upon. An examples could be making toast for breakfast; one robot can toast the bread, another can spread butter and vegemite, another can cut the toast in half, and the last robot can move the toast between the ‘workstations’. Other examples could be making a milkshake, planting trees or building a toy. “Are your movements different now that you are a

music in this phase.

Brad different type of robot?” “How should you move now?”(These robots most often have very quick movements.) “What types of noises would you be making now?” (There should be no talking now, only the robots mechanical sounds.) It will be important to have the students pay attention to the fact that these types of robots only perform one simple task of the whole process. Also important to have the students realise that these are continuous or cyclic processes that repeat over and over. Encourage the children to also include the noises that they or their task would make. An extension or variation to this activity for a large group is to have the process performed on a human or for one person perform the process as a human would.

Stage 3 - Conclusion Each group should present their work to the class. Allow each group enough time to complete their process a number of times. The rest of the class can try to figure out what process the group is performing.

Once all the groups have presented it is time for some reflection. Ask some simple questions, “Who enjoyed being robots today?” Invite students to share what they enjoyed about the lesson. “Was there anything difficult about trying to be a robot?” Discuss this as a class. “What kind of robots do we think we would most likely find in our world?” Reflecting on the industrial uses of robots. “Why do we use robots?” If the students respond with answers such as to make things, question why do we use robots instead of people. “Do the robots do a better job than humans?”

Drama assessment and reflection worksheet, appendix 2. Based upon; O’Toole, J & Dunn, J 2002, Pretending to learn, Pearson Education Australia, Frenchs Forest, p 81.

Brad “What jobs that people do would you think can be better done by robots?” Try to have the students bring their SOSE learning into this lesson, now that they have a better understanding of robots. For assessment students can fill out a reflection and assessment sheet to place in their drama journals. Observations of students can also be made and recorded on either individual student or whole class forms.

References and resources “ABB Robotics - Cake decorating”, 2009, YouTube, accessed 18th June, . “Aldebaran Robotics' Nao”, 2008, YouTube, accessed 15th June 2009, . “Cookie assembly using robots”, 2007, YouTube, accessed June 15th 2009, . “Kraftwerk - The Robots”, 2006, YouTube, accessed June 18th 2009,

. “KUKA robot- automotive line spot welding”, 2007, YouTube, accessed 15th June 2009, . O’Toole, J & Dunn, J 2002, Pretending to learn, Pearson Education Australia, Frenchs Forest, p 81.

“Popcorn by Hot Butter!!! (Original)”, 2007, YouTube, accessed June 18th 2009, . “Robo Japan 2008 ASIMO Diginfo”, 2008, Youtube, accessed 15th June 2009, . “Robot assembly line”, 2007, YouTube, accessed 15th June 2009, . “RP series Mitsubishi robot chocolate pick and place”, 2007, YouTube, accessed 15th June 2009, .

Brad

Lesson 3: Inventors Expected Outcomes: Through mime, tableau and play building students gain an understanding of what it is like to be an inventor, and how they think up ideas to meet society’s needs.

PROCEDURE

RESOURCES

(Activity/ies, methodology/process) Stage 1 – INTRODUCTION

Based on Designing Machines in; Goerecke, A 1993, Drama across the Pty

This lesson aims to give students an understanding of curriculum, Longman Cheshire what it is like to be an inventor. Limited, Melbourne, p 84.

Almost any object could be used as an

At the beginning of the lesson have a brainstorm about example of an invention, but posters or inventions. photos could also be used. Use ideas and “What is an invention?”

examples learned about in Design and Technology to engage students.

“Are there any inventions in this room?” Make a list of them. “What are any other inventions that you can think of” Stage 2 - DEVELOPMENT; Individual work-mime Ask the students to mime out an action of using a type of invention. Have them focus on the movements needed to use the invention and how it is held or how it interacts with person. “How do you use your invention?” “Is it heavy?” “Is it easy to use?” Now ask the students, “What did people use before they could use your invention?” “Was there something else that they could still use or some other way to do what they wanted?” Ask the students to mime out the way people did things before they could use the new invention Small group work- role play Ask the students to get into groups and choose one of the

Week 12 Practical Friday 5th JuneMime

Brad inventions that they have been miming. Ask the students to come up with a role play about the discovery of the invention and prompt them with questions. th “When was it invented?” Ask them to act as if they were in Week 11 Workshop Tuesday 26 May- Improvisation, tableau and this time in history play building “Who invented it?” Do they know who invented it?

“What kind of people needed the invention and what did they do beforehand?” “What was it like for these people once they had the invention?” It is important for the students to come up with a play that has beginning, middle and an ending. A good way to ensure this is with a tableau style presentation. Have the students devise a tableau to suit their invention story. Encourage them to try to show as much as they can in each tableau because they don’t have the use of voice or movement. Now that the students have a well defined beginning, middle and ending for their story they can work further to build a play around them.

Stage 3 – Conclusion Allow each group to first present their tableau, and then their play.

Drama assessment and reflection worksheet, appendix 3. Based upon;

When all groups have presented have some reflection time.

O’Toole, J & Dunn, J 2002, Pretending to learn, Pearson Education Australia, Frenchs Forest, p 54.

“Who feels like they were an inventor today?” “What makes an inventor want to create new things?” “Why does society always want new inventions or ways of doing things?” “Do we have too many inventions in our lives?” “Are there some inventions we don’t need?” “Are there people who don’t have these inventions?” This is a lead in to the next lesson and a link to the students’ SOSE studies. Similar assessments to lesson 2 are appropriate for this

Brad lesson, though the tableau exercise gives a chance to observe the students as they plan their story, trying to fit as much detail into each freeze frame, making it as real and communicative as possible. It would be worthwhile taking note of how the tableaus come together, for example does one student take charge, or is it a collaborative effort. Though observations are a worthwhile assessment method, it isn’t possible to observe every student in the class for particular outcomes. If only a few students at a time are targeted there will be a greater chance of actually be able to see the progress those children are making. Observations can then be recorded onto a class or individual student form.

Brad

Appendix 2

Assessment and reflection sheet. Name___________________________

Date________________

Unit and Lesson__________________________________ Thinking about today’s lesson; What was something you enjoyed? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________

What was something that you found difficult? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________

Ask another student in the class to something about what you did in the drama lesson. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________

Write about what someone else in the class did today in drama. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________

Student’s name Responds to DramaShares and describes ideas and feelings about drama

Is considerate while others are presenting

Shows confidence in Presenting

Shows Leadership in Group Work

Collaborates in Group Work

Participates in Drama Lesson

Brad

Drama Assessment Sheet

Date when students displays outcome

Brad

Technology and Inventions Cross Curricular Mind Map