sharing our class with the world!

Public Transport Challenge


Here are some resources for our Public transport challenge.

The map:

Moonee Valley TravelSmart Map_




Bus-477 route-



Travel planner

Writing Challenge



Education has the power to transform my life!

A writing challenge has been planned with links to Children’s Week theme: the United Nations Convention on the Rights of the Child, Article 29, focussing on ‘Education has the power to transform children’s lives’.

Here is the UN Conventions on the Rights of the Child:

Article 29 states that:

Your education should help you use and develop
your talents and abilities. It should also help
you learn to live peacefully, protect the environment
and respect other people.


Students will choose one item (from this article) to write about how education will help:

  • use my talents
  • live peacefully
  • protect the environment
  • respect others.

The challenge involves children writing a maximum of 400 words on one of the four items listed above.

Grade 6 children who are residents/study in Moonee Valley and attend the designated participating schools are invited to participate.


Prizes will acknowledge selected student effort and school participation.

ENTRIES OPEN: 24 October, 2017, 10am

ENTRIES CLOSE: 20 November, 2017, 4pm

JUDGING: ends 1 December

PRIZES: allocated from 4 December

TO ENTER: submit entry with entry form, see conditions of entry below.

Entry form: Short story_Entryform

Short story challenge – Conditions of Entry                  

‘Education has the power to transform my life!’

  1. Participants must reside or study in the City of Moonee Valley and attend one of the designated participating schools.
  2. One entry per person.
  3. The writing challenge will be judged on literary merit.
  4. Exceeding the word limit will result in disqualification.
  5. Entries must be the entrant’s own original work.
  6. For the purpose of this challenge, a short story is defined as a work of fiction written in prose or narrative format and does not include poetry or scripts.
  7. Entries must be typed and in a minimum size 12 font and submitted as a text/word document.
  8. Entries will be judged on content and responding to one item from Article 29.
  9. Entries must be verified by a parent/guardian via the entry form and accompanied with scanned entry form.
  10. Entries must be submitted via email to: is
  11. Challenge opens 24 October, 2017, 10am.
  12. Challenge closes 20 November, 2017, 4pm.
  13. The judge’s decision is final and no correspondence will be entered into.
  14. Personal details must NOT be included on the short story document itself otherwise it will be disqualified from the competition.
  15. Submitted entries may be used and published in part or full by the City of Moonee Valley on their websites and other media UNLESS written notice withdrawing consent accompanies the entry at the time of submission.


Digitech/Science Lesson 10- Designing Digital Solutions Project Introduction



I understand the requirements of the designing digital solutions project.


Watch the following videos as a class, then discuss:

  • Does anything surprise you?
  • In what ways has human behaviour changed?
  • What are the seen and unseen results because of the change in human behaviour?


New Information & Application:

Our project:

How can we create something that makes our world a better place/change human behaviour?

My problem could be seeing which cat bowl is more popular for my cats- I could create this on makeymakey:

And this on scratch: Cat-eating Graph


Here is an example that you can choose to use as inspiration if you don’t have an idea of your own you’d like to explore.

See below for some examples of bins that use technology to entertain or inform:





Share & explain rubric-Digital solutions rubric


Create teams of 3- yr 5 /yr 6 & a confident coder


Goal reflection:

In your teams, share any questions you have and discuss initial ideas

Digitech/Science Lesson 9- Combining Scratch and Makeymakey



I can make code in Scratch that communicates with Makey Makey


Venn diagram comparing Scratch & Makeymakey

New Information:

Make groups of 4 (note-these will NOT be the groups for your project).

Watch videos & take notes:

Group 1:

Quick paper circuit video

How to make a #DIY switch w #makeymakey for Interactive Room Challenge! #makered #makerspace

A post shared by (@makerteacherlibrarian) on

Group 2:


control a Tesla:


Group 3:


Group 4:

many projects:

interactive display:


Group 5:

media centre controls:


Group 6:


game controllers:


pressure plate switch:

interactive story telling:


Name 5 different things you could do with a makeymakey and scratch

Create code for your makeymakey to make a sound/ to answer a question/ to move an animation-make it work with your makeymakey

Extension- can you use code to make your makeymakey be an OUTPUT rather than an INPUT?


Goal Reflection:

What sorts of solutions could be created by joining scratch with MakeyMakey?

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Digitech/Science Lesson 8 Introduction to MakeyMakey



I understand how a Makey Makey links with a computer to make a circuit


What is a circuit?

What are conductors?


New Information:

So…..what is a MakeyMakey?

In groups of 3 unbox MAKEY MAKEYs- draw diagram and identify what you see.  Audit what is in them- ensure all can be packed up neatly

Compare their diagrams to these (discuss labels):

The MAKEY MAKEY basically creates a circuit that connects to your computer. When the circuit is complete it replaces keystrokes or mouse clicks- so it creates INPUTS. It can also be wired to create OUTPUTS


The MaKey MaKey is a two-sided circuit board. On the more simple, top side, the MaKey MaKey has 6-inputs: the up/down/left/right arrow keys, as well as the space bar and mouse left click.

Each of those inputs as well as the very important “Earth bar” are available in the form of what I like to call “alligator-bait” connectors. You’ll use the included alligator clip cables to clip right into the hole pairs. This will all be made much more clear in the next section. For now, let’s keep summarizing your MaKey MaKey.

When you flip the board over, you’ve got access to 12 more keys: W, A, S, D, F, and G on the keyboard side, and up/down/left/right mouse movement and left/right clicks on the mouse side. The bottom header has six ground (aka Earth) outputs, while the top header is an expansion/output header. There are also a few LEDs on the back to indicate whether you’re pressing a mouse or keyboard key.

Making Your First Key

The most simple MaKey MaKey key you can make is one that only uses your fingers. Try touching the Earth bar while simultaneously touching the space circle pad. The LED above the SPACE key should light up, and a space command should be sent to your computer.

Now try leaving one finger on the Earth bar while quickly tapping the space button. Getting a feel for it? It should work just like your standard space key!

MaKey Key-Making Materials

To make your “standard” key with the MaKey MaKey you need the following:

  • A connection to a MaKey MaKey input. This can be done using alligator clips on the top side, or jumper wires on the bottom.
  • Connection to a MaKey MaKey ground (Earth). Again, you’ll connect to earth using either alligator clips or jumper wires.
  • Some sort of key material. This is the fun/creative part! There’s a world of MaKey MaKey keys out there. Anything that’s even slightly conductive is just waiting to become a computer input. The classics, of course, are your fingers, bananas, and pencil scratchings.
  • Something to activate the key, by connecting between the key material and the ground input. Your fingers work pretty well for this. Anything even slightly conductive will do though.

Making a Key

Activating a key means creating a closed circuit. For the circuit to work, electrons have to be able to flow from the MaKey MaKey input key to MaKey MaKey’s ground. Usually your fingers will be the missing link between those two:

Let’s try making a bona fide MaKey MaKey key. First, you’ll need to find some sort of key object. Dig around your house, check your fruit basket, your coin purse, or grab a pencil and make a drawing.

Pick out your favorite-colored alligator clip cable, open one of the jaws, and snap it down onto your key. And clip the other end of the clip into one of the MaKey MaKey top-side inputs. SPACE is great for testing purposes:

Now, grab a second cable for the ground connection. Black is the classic “ground color”, but set your own trend and pick whatever you want. Clip one end of one cable into the Earth bar, and let the other end dangle for now.

Open up some sort of text editor (Notepad, Word, TextEdit, etc.) on your computer. Remember that, just as with your boring ol’ keyboard, your computer will interpret keypresses differently depending on what program is active.

Finally! Grab the dangling end of the ground cable with one hand. Make sure you’re touching the metal part of the clip. Then use your other hand to touch the banana, or whatever your key might be. BAM! Space!


MAKEY MAKEY combines with coding- so when you input say a space bar click, it will do whatever the code has told it to- this is how you get it to become a musical instrument.

Have a look at




Your challenges-

Challenge 1:

Simple Circuit: Can you figure out where to plug in the LED on the Makey Makey and complete a circuit by touching playdoh?

(Remember that LEDs have a short leg to indicate the negative side. You need to create a loop for the current to flow!)


Challenge 2:

Can you use people to complete the circuit? Can you add people and the LED still light up? How many people can be in your chain and still complete the circuit?


Challenge 3:

What are insulators and conductors? Use items provided to find out what materials work well as conductors and insulators- create a table with your findings.


Challenge 4:

Create a Makey Makey keyboard using the scratch program:

What objects will be your keys?


Challenge 5:

Building a Switch: What other materials can you use to build your own switch? What materials work? What won’t work? Why?

Explore the possibilities on these videos:



ENSURE ALL IS PACKED UP NEATLY-teacher ensure all boxes have everything they are meant to


Goal Reflection:

Draw a circuit diagram of something you made today-label what the parts are.

What excited you? What are you hoping to find out or explore? What questions do you have?

Digitech/Science Lesson 7 Introduction to coding



I understand how to use simple coding language and techniques


List things that computers can do

Looking back on our binary lesson- what is binary?

New Information:

– discuss- what did you find interesting?



Most websites, games and applications that they use today are developed with this thing called ‘code’…

Image result for coding

These steps are called…..





computer coding is a type of communication that turns binary into more complex commands. It uses simple language/words (as we discovered in our algorithm lesson).

Computer ‘brains’ are a lot simpler than our brains (at present) and cant deal with the intricacies of our style of language. So we use simpler language with much less variety of possibilities and subtle differences- but still can do AMAZING things- the things we listed in our APK

HTML code (Hypertext Markup Language) is the coding language used to create websites-we can expose this coding on any website ……let’s try here! (OPEN UP ‘DEVELOPER TOOLS)


Go to -have a look-what is unusual?

This has been changed by changing the html script/code using a site that does this-


What are some examples of coding languages used to program computers?


  • HTML for websites
  • Javascript
  • Java
  • Python
  • Ruby
  • C++

We will be looking at SCRATCH which is block coding-it hides the script version of the code in blocks that are easy to put together.

For our project in later weeks we will combine Scratch programming with external devices to design a solution to a problem.

If you are working at a level where you have mastered SCRATCH  before you can choose to explore other coding options to communicate with the devices we supply.


discuss block code components

Here are some examples:

And here’s my version:

what’s changed?-‘look inside’

show how simple the code can be:


or how complex- pacman


Go to:

Choose your level of competency and look at videos

Create a game or animation or quiz with a partner on SCRATCH

Starting points:


Here are some extension options for those who want to take their investigation further:


Watch these video tutorials to create SCRATCH programs:

other forms of coding: (this will be looked by yr 5s at during the hour of code in December) – to look at html coding -Ant’s class is created here ready for you to explore-click sign in-choose ‘student’, and get your login details from Ant


Goal Reflection:

  • What are three coding examples you can explain?
  • What are some technical words or acronyms we use in relation to coding (and what they mean)
  • What was something you found easy?
  • What was something you found challenging?
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Digitech/Science Lesson 6- What is a CIRCUIT?


Related image

Image result for funny circuit diagramGoal:

I understand how to make and draw a circuit, and explain how it works.


Discuss your drawings of torches from yesterday- what are pros & cons of the drawings


New Information 1:


So…how is an electrical circuit created?

A circuit needs 3 parts-

  • a cell to give energy,
  • a conductor to conduct the energy,
  • a resistor/load to use up the energy- What are some types of resistors?light bulb, bell, buzzer or motor


When you connect the negative end of the cell with the positive end using a conductor (wire) and have a resistor/load in the middle, you have a complete circuit. Electricity will only travel in a current if the circuit is complete and has no break.


A ‘cell’ contains chemicals. When the chemicals in the cell react, they release energy. This energy gives the electrons in the atoms at the negative end (electrons are negatively charged) an energetic ‘push’.

This energy is carried around the circuit by the electrons to the resistor where the electrical energy is changed into another form of energy, such as light, sound, heat or movement.

The current of electrons then continues having lost its extra energy, through the circuit to the positive end of the cell.

The circuit can be repeated over and over as long as the chemical reaction continues.

Electrons flow through a circuit and are not consumed. It is the electrical energy they carry that is changed into other forms of energy, such as heat and light; nothing is used up or consumed, just changed.


When a torch switch is turned on, it completes the electric circuit, making a complete path for the electrons to flow around.


If you don’t have a cell you have no energy to start things going …..

If you don’t have a conductor, you don’t have anything for the energy to travel along to complete the circuit …..

If you don’t have a resistor, the energy created in the cell doesn’t get used up-if this happens then the energy will come out as heat in the conductor and burn up!-this is called a ‘short circuit’– and is the major cause of electrical accidents …..

You can have many of these parts-many cells (becoming a ‘battery’)/ many conductors- wires in many parts of the circuits/ many resistors – such as a series of lights or lights and buzzers etc

Vocab: electrons, circuit, positive and negative terminals, battery/cell, switch, movement, light and sound resistors, conductors and insulators, chemicals, chemical reaction, current short-circuit

more information available here if students want to clarify or research further:


Discuss and make connections to the role play- what parts were what?

Application 1:

Draw a circuit from the demonstration and explanation

New Information 2:

Scientists use a series of symbols to represent the parts of a circuit- why do you think they do this?

Show symbols (students paste in books):

Discuss open/closed switch & difference between cell & battery.

Discuss what voltmeter & ammeter might measure. (not needed at this level)


Look at these 2 diagrams- T&T- what are the similarities & differences

Which do you prefer? why?

Which do you think scientists prefer? why?

It is important to draw circuits with clean straight lines, as shown in diagram B. Scientists avoid realistic sketches like diagram a-why?

Application 2:

Student review their cutaway diagram of how a torch could work from the last lesson and update or redraw this diagram to include what they now know, such as names/symbols of parts and the need for a complete circuit for the torch to light.


Share & discuss










Application 3:

Introduce snap circuit sets. Show how the symbols for the items are ON the items. Show how they snap together and the many possible circuits that can be created.

In groups of 3 or 4, students should make a circuit using circuit items available.

Once made, students should draw a technical diagram of their circuit using the symbols they have learned. They should give it a title saying what it does. (Students should have labeled the basics – cell/battery, wires, item that uses power/switch)


Circuits should then be tested and troubleshot if necessary

If there’s time, students can make another circuit


Goal reflection:


3 important facts I remember

2 connections I made during the lesson

1 question I still have

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Homework Week 9


Splash Logo

This week I would like you to respond to this video as you would a BTN reflection with 3 facts you recall, 2 questions you are wondering about and 1 insight or understanding that you came to while watching the video- an inference, a connection or a conclusion that wasn’t directly stated in the video!/media/1568044/let-the-electricity-flow

Digital Technologies/ Science- Lesson 5: What is electricity?



I can clarify my understandings about how electricity works


  • Riley turned on the computer.
  • When Barry shuffles his feet on the carpet, his hair gets crazy and stands up.
  • I need to charge my phone.
  • Lightning struck during the last storm.
  • The engineer wired the circuit board.
  • A lot of power is made in the desert using solar panels.
  • After Cameron slides down the slide, he can shock you.


What do all these sentences have in common?


We use electricity every day, but you may not know what it is, how it works and how we can control it. So that you understand electricity, this lesson will build on the science you already know, such as energy, the parts of an atom and types of materials.

How many of these sentences involved an engineer or engineered technology?

Everyone, take a moment to write a sentence that relates engineering and electricity?


New Information:

watch & take notes- discuss & clarify:

What is electricity?

Write down any questions you have.

Demonstration with plasma globe & light ….

electricity demonstration

get predictions before and explanation after-why does this happen?

What are the connections between the 2 videos’ information?


In circle students grouped in pairs- objects arranged in centre.

Teachers to switch on as many of these objects.

Students to record responses to questions, such as:

  • What does the device do?  What makes it go?  How does the device work?  Where does it get its energy from?

Discuss the advantages and disadvantages of batteries and battery-operated devices.


Write down any questions you have.

Students are to imagine that they can see inside the torch and draw in their book a cutaway diagram of what they think they would see.

A cutaway diagram includes a title and a drawing showing what the inside of the object looks like. It includes labels with lines or arrows to indicate the feature.


Goal reflection:

Share observations about the workings of different electrically–operated devices and record at least one question for further investigation.

Share with partners.

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Word of the day

Word of the Day


Definition: A rude expression intended to offend or hurt.
Synonyms: insult,

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