Lesson Overview

Grade: Year 1
Duration: 40 minutes
Class Size: 30 students
Unit: Data Discovery and Design (Lesson 2 of 5)
WALT: We Are Learning To create symbols for different types of data

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Curriculum Alignment (Western Australian Curriculum)

Learning Area: Technologies > Digital Technologies
Strand: Data and Information
Content Descriptions:

• ACTDIK001: Collect, explore and sort data, and use digital systems to present the data creatively.
• ACTDIP010: Explore how simple digital systems use inputs and outputs (abstracted through the use of symbols).
• General Capability: Literacy (comprehension of symbols), ICT Capability (iPad apps, coding with Sphero)

This lesson contributes to early skills in data representation through symbolic communication and supports collaborative problem solving in Digital Technologies.

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Learning Objectives / WALT

• WALT: Create symbols to represent different types of data.
• Success Criteria:
  • Students can design clear symbols that represent specific data types.
  • Students can explain the meaning of their symbols to their peers.
  • Students collaborate to compile their symbols into a shared symbol chart on their iPads.

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Resources

• iPads (each student) with drawing or note-taking app (e.g. Seesaw)
• Pre-prepared templates with pre-drawn symbols (dyslexia-friendly option)
• Spheros or Indi Spheros (for the extension activity)
• Whiteboard or display screen for whole-class discussion
• Symbol chart template on Seesaw for collaborative editing

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Lesson Outline

1. Introduction (5 minutes)

Teacher explicitly introduces the lesson:

• Use clear language to explain that today we will make our own pictures, called symbols, that show different kinds of data (like shapes, colours, or things we count).
• Show simple examples of symbols representing data (e.g., a star symbol for ‘happy’, circle for ‘sad’, triangle for ‘excited’).
• Ask: “Why do you think using symbols is a good way to share information with others?”

Explicit instruction with visual prompts to accommodate all learners, including students with dyslexia.

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2. Explore and Design Symbols (15 minutes)

Activity:

• Students work individually or in pairs on their iPads using the drawing app within Seesaw.
• They choose 3 types of data (e.g., weather types, animal types, feelings) and create a symbol for each.
• Provide pre-drawn symbol templates on Seesaw for students who prefer to modify rather than create from scratch (dyslexia-friendly).
• Encourage creativity while ensuring their symbols clearly represent the data type.

Teacher circulates to support and ask prompting questions:

• “What does your symbol show?”
• “How could someone else understand this without words?”

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3. Collaborative Symbol Chart Creation (10 minutes)

Activity:

• Students share their symbols by contributing to a class symbol chart on Seesaw (teacher-setup collaborative page).
• Students explain their symbols to a peer in small groups or pairs, practising oral skills.
• Teacher facilitates peer feedback and highlights especially clear or creative symbols.

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4. Reflection and Explanation (5 minutes)

• Whole-class discussion allow 3-4 volunteers to explain their symbols to everyone.
• Teacher summarises why symbols help communicate data clearly and how different ideas can be used.
• Reinforce success criteria and celebrate student learning.

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5. Extension Activity (Optional for advanced learners or early finishers)

• Use Spheros or Indi Spheros to physically move on the floor creating a ‘path’ that represents their symbols.
• For example, if a symbol is a star meaning “happy”, students program the Sphero to move in a star pattern to 'show' the happy symbol.
• This links computational thinking to data representation and movement, catering to kinaesthetic learners.

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Differentiation and Inclusion

• Dyslexia-Friendly: Provide templates with pre-drawn symbols and a simple symbol bank on Seesaw to modify. Clear step-by-step verbal instructions.
• Support: Small group support during symbol creation for students needing extra guidance.
• Extension: Use of Spheros for students who grasp symbol creation quickly and enjoy movement/coding challenges.

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Assessment

• Formative assessment through observation of students designing symbols and participating in discussions.
• Students self-assess: Can I explain my symbol? Can I understand my friend’s symbol?
• Teacher records exemplar symbols and oral explanations in Seesaw portfolios for review.

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Teacher Reflection Notes

• Did students achieve the success criteria?
• Were the dyslexia-friendly supports effective?
• How did collaborative learning enhance understanding?
• For next lesson: Consider deeper exploration into coding symbols with Beebots or data collection activities.

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Summary

This lesson actively engages Year 1 students in creating and explaining symbols to represent data, aligned specifically with Western Australian Curriculum requirements. It integrates iPad use, hands-on collaboration, and movement with Spheros to cater to diverse learning styles and abilities, promoting both creativity and early computational thinking skills.