Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 102 result(s)
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Global poverty map analysis – AT

Students were introduced to ways of measuring human wellbeing and the geographical factors associated with the distribution of wealth. They were provided with a choropleth map showing the percentage of each country’s population living on less than $2 …

Global poverty map analysis – AT | Samples | Work samples | Resources

Communications timeline – AT

Students sequenced teacher-provided images of different forms of communication, from oldest to newest, along a timeline. The teacher then questioned the students about the choices they made. The question, along with a transcript of the student’s answer, …

Communications timeline – AT | Samples | Work samples | Resources

Communications timeline – ABOVE

Students sequenced teacher-provided images of different forms of communication, from oldest to newest, along a timeline. The teacher then questioned the students about the choices they made. The question, along with a transcript of the student’s answer, …

Communications timeline – ABOVE | Samples | Work samples | Resources

Creating a place – ABOVE

Students conducted surveys and collected data about different environments. Students then used the data to inform their drawings of imagined places and wrote reflections on the process and the choices they made. The entire task took place over a one-week …

Creating a place – ABOVE | Samples | Work samples | Resources

Creating a place – AT

Students conducted surveys and collected data about different environments. Students then used the data to inform their drawings of imagined places and wrote reflections on the process and the choices they made. The entire task took place over a one-week …

Creating a place – AT | Samples | Work samples | Resources

My map and globe– ABOVE

Students completed a series of activities associated with world maps and globes. First, after examining a series of printed maps and discussing the locations of continents, oceans and geographic regions, students produced their own labelled map of the …

My map and globe– ABOVE | Samples | Work samples | Resources

My map and globe – AT

Students completed a series of activities associated with world maps and globes. First, after examining a series of printed maps and discussing the locations of continents, oceans and geographic regions, students produced their own labelled map of the …

My map and globe – AT | Samples | Work samples | Resources

'Stolen' – ABOVE

Students were engaged in a series of activities associated with the theme of reconciliation. Students listened to a teacher-reading of ‘The Shack that Dad Built’ by Elaine Russell and completed a tabular comparison of lives and experiences. Students listened …

'Stolen' – ABOVE | Samples | Work samples | Resources

'Stolen' – AT

Students were engaged in a series of activities associated with the theme of reconciliation. Students listened to a teacher-reading of ‘The Shack that Dad Built’ by Elaine Russell and completed a tabular comparison of lives and experiences. Students listened …

'Stolen' – AT | Samples | Work samples | Resources

Entrepreneurs - ABOVE (HASS)

Students studied examples of businesses associated with entrepreneurs. They identified the characteristics of each entrepreneur, the strengths of the business and created general categories associated with entrepreneurial behaviour. Students then adopted …

Entrepreneurs - ABOVE (HASS) | Samples | Work samples | Resources

Then and now – AT (Year 1)

Students talked about schools in the past – ‘then’ – compared to the present – ‘now’. They drew pictures and wrote a simple text to illustrate and describe schools in the past and present. The teacher supported students in editing, scanning and including …

Then and now – AT (Year 1) | Samples | Work samples | Resources

Comparing countries – ABOVE

Students selected two countries, one in Africa and one in South America. With teacher guidance, they undertook a structured inquiry to identify and compare the geographical features of each country. Students recorded their word-processed findings and …

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Brochure: A referendum to change Australia’s Constitution - AT

Students created a brochure outlining both the ‘yes’ and ‘no’ cases for Australia becoming a republic. This brochure would be distributed to members of the public before the vote which took place in 1999. The task was completed after an introductory unit …

Brochure: A referendum to change Australia’s Constitution - AT | Samples | Work samples | Resources

Entrepreneurs - AT (HASS)

Students studied examples of businesses associated with entrepreneurs. They identified the characteristics of each entrepreneur, the strengths of the business and created general categories associated with entrepreneurial behaviour. Students then adopted …

Entrepreneurs - AT (HASS) | Samples | Work samples | Resources

Federation: for and against – ABOVE

Students were provided with a selection of primary and secondary sources detailing the key figures and events that led to Australia’s federation in 1901. The task involved extracting arguments for and against federation and then recording this information …

Federation: for and against – ABOVE | Samples | Work samples | Resources

Brochure: A referendum to change Australia’s Constitution - ABOVE

Students created a brochure outlining both the ‘yes’ and ‘no’ cases for Australia becoming a republic. This brochure would be distributed to members of the public before the vote which took place in 1999. The task was completed after an introductory unit …

Brochure: A referendum to change Australia’s Constitution - ABOVE | Samples | Work samples | Resources

Comparing countries - At

Students selected two countries, one in Africa and one in South America. With teacher guidance, they undertook a structured inquiry to identify and compare the geographical features of each country. Students recorded their word-processed findings and …

Comparing countries - At | Samples | Work samples | Resources

Community walk map – ABOVE

Students undertook a supervised walk around the local community and recorded the journey on a template map containing key marker points. The teacher then interviewed the student, posing questions about the journey. A transcript of the interview is included …

Community walk map – ABOVE | Samples | Work samples | Resources

Community walk map – AT

Students undertook a supervised walk around the local community and recorded the journey on a template map containing key marker points. The teacher then interviewed the student, posing questions about the journey. A transcript of the interview is included …

Community walk map – AT | Samples | Work samples | Resources

A significant place – AT

Students selected a significant site in their local area from a list provided by the teacher. Working with the teacher, and supported by the teacher-librarian, students posed a series of questions about the building or place and researched answers to …

A significant place – AT | Samples | Work samples | Resources

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