Technology Every Day

Overview

This lesson continues “Expressing Identity Through Technology” by helping students notice the technologies they use daily and talk about how those technologies can support expressing who they are. Students will plan a short list and share with a partner before building a class collection.

Learning intentions

• WALT identify technology we use daily.
• WALT list examples of technologies (not just gadgets) used at home and school.
• WALT explain, using simple reasons, how a technology can help someone express their identity.
• WALT work towards a clear sharing goal by planning what we will say before speaking.

Success criteria

• I can name at least 3 technologies I use every day.
• I can tell what the technology does (what it helps me do).
• I can share one idea about how the technology helps me show who I am.

Curriculum links

• Technology — nature of technology and technological practice: recognising that people use technology to solve needs and achieve goals.
• Technology — expressing ideas through technology: communicating thinking about technology and its purpose for particular users.
• English — writing processes (planning): planning a short series of sentences through talk and thinking carefully before sharing or writing.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and focus. Teacher shows 3 quick “mystery technology” clues (e.g., “uses buttons and makes music”, “takes pictures”, “charges and powers devices”) and asks: “Which technology might this be?” Students respond using thumbs up/down and one-word answers.

2. 5–12 min · Think–pair–share: technologies we use. Teacher models thinking: “I use a phone/tablet—this helps me… (connect, take photos, play learning games).” Students pair-share, then raise hands to share one daily technology and one job it does.

3. 12–18 min · Mini-teach: technology includes tools, not only screens. Teacher clarifies the idea of technology as designed solutions (e.g., headphones, cameras, calculators, keyboard, timer, toy tools, assistive devices). Students help sort examples shown on the board into categories: “everyday at home”, “everyday at school”, “helps people”.

4. 18–28 min · Planning time (talk first, then write/share). Teacher hands out a “My Daily Technologies” sheet with sentence starters:

• “I use __________ every day.”
• “It helps me __________.”
• “It helps people show __________.” Students complete 3 rows, using a quick plan first (talk to partner: “What will I say?”), then write. Teacher circulates to check that each technology has a clear purpose.

5. 28–38 min · Sharing and building the class collection. Teacher creates a class chart titled “Technology in Our Lives”. Students take turns presenting one technology and their reason. Teacher records short phrases (technology + job + identity connection). Students listen for similarities/differences and give one supportive comment to peers (e.g., “That matches mine because…”).

6. 38–43 min · Whole-class reflection: what helps identity? Teacher prompts: “Which technologies help us show our interests, feelings, culture, or ideas?” Students give one sentence each (teacher uses “Because…” prompts) and the class adds 1–2 general statements to the chart.

7. 43–45 min · Exit check. Students complete a quick check at their seats: circle one technology and write “It helps me…” (one phrase). Teacher collects to gauge understanding.

Resources

• “My Daily Technologies” planning sheet (3 rows) with sentence starters
• Class chart paper or large whiteboard: “Technology in Our Lives”
• Picture cards/examples of everyday technologies (mix of screen and non-screen)
• Markers, pencils, erasers
• Timer for turn-taking
• Optional: small “identity prompt” cards (sport, music, art, family, hobbies, learning, games)

Assessment

• Teacher observes pair talk for ability to name technology and state its purpose.
• Teacher listens during sharing to assess students’ identity connection (simple and understandable).
• Exit check: sentence “It helps me…” to confirm each student can explain a technology’s job.

Differentiation

• Support:
• Provide a word bank of common technologies (phone/tablet, camera, headphones, laptop, calculator, printer, keyboard, timer, toy robot, smartwatch).
• Use sentence starter strips for students who need structure.
• Offer a checklist: “Name it, tell the job, tell the identity link.”
• Challenge/advanced learners:
• Ask students to include a specific user (e.g., “For me”, “For my whānau”, “For someone with a need”) and a more detailed identity reason (e.g., “It helps me share my art with my community.”).
• Invite a “compare and choose” statement: “I like ___ because… It shows my identity when…”

Extension

• Students draw and label one technology they would like to use more in daily life, then write one sentence: “This would help me show…”