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Developed by Holroyd School/Mary Brooksbank/Chalmers Road

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Xbox Kinect – Teaching Document

2 Developed by Holroyd School/Mary Brooksbank/Chalmers Road

Contents

Rationale 3

The Xbox Kinect / Setting up the Xbox Kinect 4

Game Description 7

Rally Ball -‐ Mathematics (Spatial Awareness, 2D and 3D Space) 8

Space Pop -‐ Mathematics (Number Value, Ordinal Numbers, Measurement -‐ Time) 11

Reflex Ridge -‐ English (Talking and Listening) 14

Reflex Ridge -‐ PDHPE (Understanding and applying movement skills) 18

20,000 Leaks -‐ PDHPE (Establishing and maintaining cooperative relationships) 21

20,000 Leaks -‐ Science and Technology (Exploring Physical Phenomena) 24

River Rush -‐ HSIE / Geography (Exploring Different Environments) 27

Kinect Adventures Avatar Creation -‐ Creative and Practical Arts (Creating and Appreciating Artworks) 29



Rationale While brain research and the study of human cognition are continually making new discoveries about how we learn, we do know that the more senses we employ when recording a memory the more intricately woven that new knowledge will be in our minds. Additionally body movement has been shown to improve not only physical health but also priming our brains to be able to learn. Designing a learning sequence using interactive gaming technology involves the creativity of the teacher to unlock the learning potential for the student. There are many skills that a student has the potential to develop when playing a game using a Kinect on an Xbox gaming console. To illustrate how the Xbox Kinect can be used within a learning environment, a teaching support document has been created to demonstrate how the curriculum can be supported in various Key Learning Areas (KLA’s) from K-‐6 and in Life Skills Courses 7-‐12 across the NSW curriculum. Like any learning setting or teaching context, a teacher should not assume that a student always comes with the skills to be able to effectively use this system. They will need to be provided with adequate time to familiarise themselves with both the concepts within a game and the ways in which you can interact with this game. They will also need a number of opportunities to practise the skills associated with each interactive learning environment. There are a number of fundamental skills in the following KLA’s that have the potential to be addressed through learning opportunities based on the Xbox Kinect. These include:

v Mathematics: Spatial Awareness, 2 Dimensional Shapes and 3 Dimensional Space. v Mathematics: Number, including number value and ordinal number value. v English: Talking and Listening / Communication. v English: Visual literacy and an understanding of the genre of the interactive game. v PDHPDE: Understanding movement and applying movement skills. v PDHPDE: Establishing and maintaining cooperative relationships. v Science: Understanding of the nature of the physical environment. v Science: Understanding of the causal relationships of movement and force on objects. v HSIE: Exploring modern technologies and comparing these with previous leisure and information

technologies. v Creative Arts: Exploring the features that make a game attractive. v Creative Arts: Expressing a preference for one visual art form or game over another. v Creative Arts: Performing movement skills, exploring movement and dance concepts.

As well as these KLA skills, personalised learning outcomes can also be written in domains that include communication, physical therapy and movement, social learning and learning leisure skills. These teaching areas are not made explicit in the game software package or in the console information. In the case of the Kinect, the software package 'Kinect Adventures' can be used to support the individual and group learning needs of students, whether they have adjusted learning needs or whether they are able to access curriculum from K-‐12 without additional supports. The following document outlines key learning content areas from courses and KLA’s in the NSW Curriculum. It then organises learning content into lessons that support learning in a way that is meaningful both in and outside of the game (Kinect Adventures). Further links are made to alternative software titles and all learning content areas are supported by a Smart Notebook package available with this learning support document. Microsoft has established a Kinect Education Facebook page which allows users to share lesson plans, ideas and resources based on the Kinect. The Facebook page can be found by clicking the following link http://www.facebook.com/KinectForEducation. Microsoft also has a Kinect Education webpage which has a range of lessons plans and other support material. The webpage can be found at http://www.microsoft.com/education/en-‐us/products/Pages/kinect.aspx#3.



The Xbox Kinect The Xbox Kinect, like the Nintendo Wii and PlayStation Move, is a motion-‐sensing gaming system. It allows students the opportunity to interact and engage with meaningful gaming content. The Kinect is different as there are no controllers. Controller-‐free gaming means your body controls the action. This results in a far more immersive gaming experience. With every jump, kick and step you’ll be moving your body which means it is not only fun, it is also beneficial to the body. As the Kinect is controller-‐free the gaming content is widely accessible. This is particularly beneficial for students who may have difficulty operating a standard gaming controller. Along with the Xbox console is the Kinect Sensor. The sensor has a built in camera which picks up movement. The sensor is designed to be placed lengthways above or below a TV or Interactive Whiteboard (IWB). The sensor is capable of tracking up to six people, including two active players. In order for players to participate, the current Kinect sensor requires them to be in a standing position. Unfortunately, this means that the sensor has difficulty tracking those students who are in wheelchairs.

Setting Up The Xbox Kinect The Xbox is relatively easy to setup. When setting up the Xbox console and Kinect sensor the first thing you need to take into account is that the sensor will need to be placed either above or below an IWB. (Unless you are fixing the sensor in a permanent position, it will generally be easier to place the sensor below the board). Note: If there is a large distance between the sensor and the Xbox Console, which also needs to be connected to the Audio/Video outputs on the IWB, you may need to purchase a USB extension cable for the Kinect Sensor. These can be purchased for approximately $10 (eBay is a good place to start).

NOTE: The console is designed to either lie horizontally or stand vertically. It is recommended in a school setting that where possible you lay the console horizontally. This way is much more stable and as people can be rather boisterous when playing it. This ensures that there is a reduced risk of the console being knocked over. If a console in a standing position happens to fall over during gameplay the game disk may be damaged. Step 1: Positioning the Kinect Sensor.

Place the sensor below the IWB. Use a table or other piece of furniture to place the sensor at the required height.

Tips to get the best body tracking and speech recognition from the Kinect: • Where possible position the sensor away from direct sunlight. • Position the sensor somewhere between 0.6m and 1.8m off the

floor. • Position the sensor in the centre of the IWB. • Position the sensor so it can tilt and automatically adjust. • Position the sensor near the edge of a flat stable surface (If it is positioned to far back on a surface it will

not be able to pick up your feet). • When you first unpack the console and sensor there may be a piece of packing foam between the base of

the sensor and the sensor head. Remove the foam.



Step 2: Connecting the sensor to the console.

Plug the sensor into the AUX port on the back of the console. The port is colour-‐coded orange. Step 3: Plugging in the power supply.

Plug the power supply into the power socket in the rear of the console. Step 4: Connecting the component Video/Audio cable to the console.

Plug the component Video/Audio cable into the large socket in the rear of the console.

Step 5: Connecting the console to the IWB

To connect the console to the IWB you need to locate the IWB’s output panel. It should look similar to the one on the right. It will generally be located near the computer which is connected to the IWB. Plug the component Video/Audio cable in the colour-‐coded Video In and Speaker Audio points.

When you are ready to play the Kinect simply use the projector’s remote to switch the input settings from ‘Computer’ to ‘Video’.

The rear of the console with the cables connected



Step 6: Setting up your playing area

When setting up your playing area you need to keep in mind that the Kinect needs to see your entire body. Things to consider when setting up the playing area:

• Clear the area between the sensor and the players. • When playing with two players, stand back 2.4m from the sensor. • Make sure that the play space is at least 1.8m and not wider or longer than

3.6m. • Make sure the room has bright, even lighting.

How to Videos:

Positioning the Kinect Setting up the Play Area



Game Description

When creating this teaching document all lesson content is based on the game ‘Kinect Adventures’. Kinect Adventures comes with the Xbox Kinect Package making it readily available from the outset with no need to initially purchase additional software. In addition, the five mini-‐games within Kinect Adventures showcase the numerous features of the Kinect and serve as a good starting point for students to practise the movements and actions associated with the Kinect. Each mini-‐game also supports two player cooperative play. Note: If the Xbox Kinect console is utilised as a regular teaching tool we recommend the purchase of additional software titles such as those detailed in this document. Kinect Adventures may become un-‐motivating for some students after repeated use.

In 20,000 Leaks, the player's avatar is in a glass cube underwater. The player/s positions his or her limbs and head to plug cracks as crabs, fish, sharks and swordfish cause cracks and holes in the cube. As difficulty increases, up to five leaks must be plugged at a time to earn Adventure Pins. Each game consists of three waves, which end when time expires or when all leaks are plugged. Extra time left over at the end of each wave is added to the Adventure Pin total.

In River Rush, one or two players stand in a raft and work together to pick up the Adventure Pins scattered throughout the winding rapids. The raft is controlled by stepping left or right to steer and by jumping to lift the raft. There are many secret places that you can get to by taking ramps. There are considerably more Adventure Points there than on the river. Crashing into obstacles such as barrels, logs or rapid markers will causes the player to lose points.

Rally Ball is similar to handball. The player uses his or her limbs and head to hit balls at blocks and targets which are at the end of a virtual hallway. When certain targets are hit, the ball splits into multiple balls which can be handled simultaneously. Each game consists of three rounds, each with a different set of blocks and targets. Rounds end when time expires or when all blocks and targets are destroyed. Extra time left over at the end of each round is added to the Adventure Pin total.

Reflex Ridge is a track-‐and-‐field inspired game, but played on a moving platform in an environment similar to a wooden roller coaster or mine cart. One or two players (in split screen) race on a platform, jump over hurdles, lean away from obstacles and duck to avoid hitting their heads on low beams. Jumping in place makes the platform move faster along its rail. Adventure Pins are earned by avoiding obstacles or touching ones scattered throughout the course. The game is timed, with extra time left over at the end of the course added to the Adventure Pin total.

In Space Pop, transparent balls (soap bubbles) shuttle between holes on the walls, floors and ceilings of a virtual zero-‐gravity room. The player attempts to pop the bubbles by touching them to earn Adventure Pins. Space Pop utilizes depth, requiring the player to move toward and away from the sensor. To move upwards, the player can flap his or her arms. To hover or stay at their current height, the player can hold his or her arms out to the sides.

Rally Ball

Space Pop

Reflex Ridge

River Rush

20,000 Leaks



Mathematics – Spatial Awareness, 2D and 3D space

Outcomes Teaching Intentions K-‐6 SGES1.3 Uses everyday language to describe position and give and follow simple directions. SGES1.1 Manipulates, sorts and represents three-‐dimensional objects and describes them using everyday language. SGES1.2 Manipulates, sorts and describes representations of two dimensional shapes using everyday language.

7-‐10 Life Skills SGLS.5 Uses the language of position in a variety of situation. SGLS.3 Identifies the features of three-‐dimensional objects and two-‐dimensional shapes.

HSC Life skills 4.2 Demonstrates an understanding of position 4.3 Recognises and uses a range of 2 dimensional and 3 dimensional 4.4 Demonstrates knowledge and understanding of distance and direction

For students to: • Recognise that the position of

their body has an influence on activities.

• Recognise that movements in all

directions have an impact on activities.

• Recognise simple shapes and

objects in the game and their features.

Links to Australian Curriculum

Early stage 1 MAe-‐1WM: Describes mathematical situations using everyday language, actions, materials and informal recordings.

MAe-‐15MG: MAe-‐15MG manipulates, sorts and describes representations of two-‐dimensional shapes, including circles, triangles, squares and rectangles, using everyday language

MAe-‐14MG: Manipulates, sorts and represents three-‐dimensional objects and describes them using everyday language.

MAe-‐16MG: Describes position and gives and follows simple directions using everyday language.

7-10 life skills MALS-‐1WM: responds to and uses mathematical language to demonstrate understanding

MALS-‐31MG: identifies the features of three-‐dimensional objects and/or two-‐dimensional shapes and applies these in a range of contexts

MALS-‐32MG: responds to and uses the language of position in everyday contexts

Kinect Adventures Rally Ball



Content

Introduction:

1. Recognise that the position of their body has an influence on activities / Recognise that movements in all directions have an impact on activities: Set-‐up the Kinect and allow each student the opportunity to experience ‘Rally Ball’. Provide support as appropriate. The aim is to give the students a ‘taste’ of the game. Following on from this, stop the activity and explicitly teach a range of movements that are needed to play the game e.g. moving left, right, forwards and backwards and extending limbs. You may choose to play a game like ‘Simon Says’, do the ‘Hokey Pokey’ or simply model the movements and have students copy your actions. Displaying visuals of each movement my also assist learning movements. These can be utilised later in the lesson to support student’s movement when they are taking part in ‘Rally Ball’.

2. Recognise simple shapes and objects in the game and their features: Start with a SMART Notebook activity which introduces some common shapes found in ‘Rally Ball’. Students will be required to match, select and label shapes. Modify activity to suit your learners.

Exploration:

1. Recognise that the position of their body has an influence on activities / Recognise that movements in all directions have an impact on activities: Allow students the opportunity to participate in ‘Rally Ball’. Begin by having a student work alongside you. Model actions required to successfully hit the ball towards the boxes. Emphasise the fact that your movements have an influence on the Avatar in the game. Ensure you demonstrate this with the group. Provide students with the opportunity to experiment with this concept. Provide prompts as appropriate. You may refer to the visuals used earlier in the lesson. Give feedback that supports and describes the movements students are making e.g. ‘great kicking’, ‘you need to stretch your arm out’, ‘move to the left’ and ‘move to the right’. Allow sufficient time for the students to practise the skills and movements associated with activity. To assist students staying within the gaming area you may decide to introduce a gaming mate or setup a designated gaming area (e.g. with masking tape).

2. Recognise simple shapes and objects in the game and their features: Allow students the opportunity to participate in ‘Rally Ball’. Throughout the session pause ‘Rally Ball’ at various points to discuss the 2D shapes present. This might include the shape of the ball and other objects such as the crates/boxes. Discuss the properties of these shapes and the surface the avatar is standing on. (Questions at this stage may include: Can you point to the shape that is round? / What shape is the ball? / What shape is the crate?) When the game is paused you may large printouts of the shapes in the game may be handed out. Have students match these shapes to those on the game screen. When discussing the properties of those shapes in the game have students locate a shape/object with similar properties within the classroom (e.g. can you find a shape that is round?). Alternatively, you may choose to have a pre-‐selected amount of objects which the students can choose from (See SMART Notebook Activity).

Conclusion:



1. Recognise that the position of their body has an influence on activities / Recognise that movements in all directions have an impact on activities: Once the students have had sufficient opportunities to take part, pause ‘Rally Ball’ at appropriate points to summarise key concepts and monitor student progress. Questions at this stage may include: What part of the body are you moving? / Can you move to the left/right? / If the ball is up high/down low what body part would you use? Students may respond verbally or by selecting visual supports. These questions are supported in a SMART Notebook Activity which can be completed at the end of the lesson.

2. Recognise simple shapes and objects in the game and their features: To readdress key concepts and monitor progress students complete SMART Notebook activity based on ‘Rally Ball’.

Assessment

The student will: Recognise that the position of their body has an influence on activities / Recognise that movements in all directions have an impact on activities.

Indicators: • Look at the screen • Maintain focus on the screen (The desired length of time expected will vary depending on

student’s needs) • Stay within the gaming area for a significant period of time (The desired length of time expected

will vary depending on student’s needs) • Respond to the activity through facial expression, body movement, gestures, speech or

vocalisation • Move their body to control their avatar (in-‐game character) in order to respond to the various

stimuli within the game • Controls their avatar in order to successfully complete the activity

The student will: Recognise simple shapes and objects in the game and their features. Indicator:

• Match common shapes / objects found in the game • Select common shapes / objects found in the game • Describe the features of common shapes / objects in the game

Resources Extension Activities / Additional Games

Xbox Kinect

Kinect Adventures

TV/Interactive Whiteboard

SMART Notebook Activities

Movement Visuals

Extension activities can be found in the Holroyd / Mary Brooksbank Numeracy Framework



Mathematics – Number Value, Ordinal Numbers, Measurement (Time)

Outcomes Teaching Intentions K-‐6 NES1.1 Counts to 30, and orders, reads and represents numbers in the range 0 to 20. NS1.1 Counts, orders, reads and represents two-‐ and three-‐digit numbers. MES1.5 Sequences events and uses everyday language to describe the duration of activities.

7-‐10 Life Skills NLS.1 Recognises language that is descriptive of number. MLS.2 Recognises and uses the language of time.

11-‐12 Life Skills 1.1 Demonstrates understanding of number sense 3.7 Estimates and calculates time

For students to: • Recognise numerals 1 to 9.

• Recognise numbers 1-‐999. • Recognise and compare the value

of numbers. • Recognise that activities start and

finish. • Predict the stage (start, middle and

end) of an activity.


Early stage 1 Mae-‐4NA: Counts to 30, and orders, reads and represents numbers in the range 0 to 20.

MAe-‐1WM: Describes mathematical situations using everyday language, actions, materials and informal recordings.

MAe-‐13MG: Sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks.

7-10 life skills MALS-‐6NA: reads and represents numbers

MALS-‐21MG: recognises and relates time in a range of contexts

MALS-‐23MG: calculates and measures time and duration in everyday contexts

Kinect Adventures Space Pop



Content

Introduction:

1. Recognise numerals 1 to 9: Begin by using large printed numbers from 0 to 9 to teach and test student understanding of numbers from 0 to 9. Have students match and select numbers. Students also complete a SMART Notebook activity.

2. Recognise numbers 1-‐9: Model counting to 10 with class. Encourage students to count along with you or they can display the numbers as the class counts. Have students order numbers from 1 to 10 and 10 to 1. Students complete a SMART Notebook activity.

3. Recognise and compare the value of numbers: Provide students with concrete examples of groups of objects and compare groups to determine which group is more or less. Students identify smaller and larger numbers. Students complete a SMART Notebook activity.

4. Recognise that activities start and finish: Reinforce the concept that activities have a start and finish using a computer for 5 minutes with the aid of a timer, running on the spot for 10 seconds and stopping when the timer sounds, sharing an iPad for a set period of time. Discuss what the school bell means at various points throughout the day. Have students indicate the start and finish of an activity using visuals. Use consistent visual supports to indicate the start and finish of school events / activities. Students can use these visual supports throughout the day by updating the class’s timetable. Teach students the sign for ‘finish’.

5. Predicts the stage (start/middle/end) of an activity: Introduce the concept of counting down.

Provide concrete examples e.g. microwave counting down, YouTube video of rocket blasting off, countdown apps for the iPad or Smart Notebook timers. Students using visuals can indicate during these examples the start, middle and end of an activity. Students complete a SMART Notebook activity.

Exploration:

1. Recognise numerals 1 to 9: Set up the Kinect and locate ‘Space Pop’. Pause the game at suitable times and have students locate/identify numerals on screen. You may use a visual of the numeral to support students. For example display the printed number and have a student locate that number on the screen. Ensure each student has the opportunity to take part several times.

2. Recognise numbers 1-‐9: Pause the game at suitable times and have students count the total bubbles on screen. When students are playing ‘Space Pop’ they can count the bubbles as they pop them. Have those students watching count also. One student can keep a tally of the total amount of bubbles popped. Create a scoring table on the whiteboard. Once each student has finished they are given the opportunity to record their score on the table. Alternatively, students can select a card that indicates their score and place it on the table. Students will use these scores later.

3. Recognise that activities start and finish: Allow the students the opportunity to take part in ‘Space Pop’. While the students are playing, pause the game at appropriate times to discuss the auditory and visual cues that indicate the start and finish of the game e.g. the liquid timer on the right of the screen will empty as the game progresses. Restart the game to provide further opportunities for the students to respond to the cues. Support the completion of an activity with a turn-‐taking board. Use language such as ‘Ready, Set, Go’ to indicate the start of an activity and ‘Finished’ to highlight that the activity has finished.

4. Predicts the stage (start, middle and end) of an activity: While two students are taking part in ‘Space Pop’ have the other members of the class group predict the stage of the activity. Support with a visual timeline which depicts the progress of time throughout the game. Where



appropriate, pause the game to discuss with students the current stage of the game and how much time is left. Students can use a timer to indicate the time left in an activity. Provide language support throughout e.g. “You are half-‐way through the game.” Count down from ten with class when ten seconds are left. Sign ‘Finish’ with the class group to indicate when a student’s turn has finished.

Conclusion:

1. Recognise numerals 0 to 9: Students complete a SMART Notebook activity which requires them to match, select and identify numbers found in screenshots from ‘Space Pop’.

2. Recognise numbers 0-‐100: Students complete a SMART Notebook activity that requires them to count the number of bubbles found in screenshots from ‘Space Pop’.

3. Recognise and compare the value of numbers: Once each student has had the opportunity to record a score have students compare the scores of the class group by placing their score on a chart / table or number line. Students can keep a record of their score over a number of games that can be compared from game to game. See SMART Notebook activity for template of table. Using concrete objects have students represent their score e.g. rods, dot cards, counters, etc.

Assessment

The student will: Recognise numerals 1 to 9.

Indicators: • Engage with a numeral through touch • Match a numeral from a choice of 1, 3 or 5 • Match numerals (when all numerals are presented) • Select a numeral from a choice of 1, 3 or 5 • Select numerals (when all numerals are presented)

The student will: Recognise numbers 1-‐999. Indicators:

• Match one, two and three-‐digit numbers • Order numbers 1-‐10 in ascending and descending order • Select their score from a choice of 1, 3 or 5 • Record their score on a table

The student will: Recognise and compare the value of numbers. Indicators:

• Select highest score from a choice of 2, 3 or 5 • Select lowest score from a choice of 2, 3 or 5 • Order a range of scores from highest to lowest and lowest to highest

The student will: Recognise that activities start and finish. Indicators:

• Responds to the auditory and visual cues associated with the start of an activity • Starts the activity at the correct point • Responds to the sign for ‘finished’ • Stops playing once the game has concluded • Maintain attention for the duration of the activity

The student will: Predicts the stage (start/middle/end) of an activity.



Indicators: • Use a visual timeline to determine the start of an activity or event • Use a visual timeline to predict the middle of an activity or event • Use a visual timeline to determine the end of an activity or event


Xbox Kinect

Kinect Adventures



Start/Middle/Finish Visuals

Timers

Laminated Numerals to 9

Extension activities can be found in the Holroyd / Mary Brooksbank Numeracy Framework



English - Talking and Listening

Outcomes Teaching Intentions K-‐6 TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.

7-‐10 Life Skills LS.2 Listens for a variety of purposes in a range of contexts. LS.4 Uses spoken language to interact with a range of audiences.

HSC – Life Skills 3.3 Listens to and follows directions and announcements in a variety of contexts and media 2.10 Gives directions and instructions 2.9 Speaks with others in a range of formal and informal situations

For students to: • Follow directions that assist in

participating in an activity. • Attend to instructions relating

to an activity. • Name or describe an activity

that they choose to engage in.


Early Stage one ENe-‐1A: Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction.

7-10 life skills ENLS-‐1A: listens and responds in familiar contexts

ENLS-‐2A: communicates for a variety of purposes, audiences and contexts

ENLS-‐3A: selects and uses language to communicate according to purpose, audience and context

Kinect Adventures

Reflex Ridge



Content

Introduction:

1. Follow directions that assist in participating in an activity / Attend to instructions relating to an activity: Discuss and demonstrate with students the actions and movements needed to complete the activity. Ensure instructional language is consistent. For example the word ‘crouch’ or ‘jump’ is used every time a student is required to do this action. Display an image of students or staff performing specific movements needed within the activity. Display these images alongside correlated screen captures from Reflex Ridge that may prompt the student to use these exact movements (see SMART Notebook activity). The screen captures highlight the various obstacles in the game. Make reference to the obstacles in the activity and the movements that will need to be performed to avoid the obstacles. Allow sufficient time for students to practice these movements. Select several students to play the activity. While these students are completing the activity discuss with the other students simple instructional language that may assist their peers. For example they could call out ‘arm up’ at the appropriate time within the activity. Also discuss with these students the movements/actions being performed by their peers in the activity.

2. Name or describe an activity that they choose to engage in: (Note: You may need to conduct this part of the lesson once students are familiar with the Kinect Adventures game). Allow sufficient time for students to participate in and become familiar with the 5 activities in Kinect Adventures. Construct a choice board consisting of visuals (PSC) of the 5 activities. Use these visuals to also indicate what activity is currently being played so students familiarise themselves with what the visuals represent. Allow students to make a choice verbally or through the choice board. Reduce the number of choices if necessary.

Exploration:

1. Follow directions that assist in participating in an activity / Attend to instructions relating to an activity: Allow students to participate in the activity. If possible allow students to have a number of opportunities to practice the skills/movements associated with the activity. If needed, pause or restart the activity to allow for reinforcement. If required provide simple one word directions to the student participating in the activity e.g. ‘jump’ and ‘duck’. Allow students the time to demonstrate understanding of the direction and its corresponding movement. Provide feedback while they participate including the language that supports and describes the movements they are making e.g. ‘great jumping’, ‘arm out’, ‘lean left’, lean right’. Reduce prompts as needed.

2. Name or describe an activity that they choose to engage in: Students participate in their chosen activity. Encourage/model language that describes the activities. For example: ‘balls’, ‘raft’, ‘water’, ‘bubbles’ and ‘fish’. Pause game when appropriate to allow time for the student to describe the activity either verbally or through the use of AAC (Augmentative and Alternative Communication).

Conclusion:

1. Follow directions that assist in participating in an activity / Attend to instructions relating to an activity: Summarise the key concepts of the lesson. Select various students to perform specific movements using visual and/or verbal instructions. Play a game such as ‘Simon Says’. When playing the game allow students the opportunity to be ‘Simon’. Display screenshots of the various obstacles found in ‘Reflex Ridge’ and have students perform the movement / action required to dodge this obstacle when playing the game. Consider level of prompting used when assessing student’s ability to follow directions and attend to instructions.

2. Name or describe an activity that they choose to engage in: Discuss with students why they chose a particular activity. Students can do this verbally or through the use of AAC.



Assessment

The student will: Follow directions that assist in participating in an activity / Attend to instructions relating to an activity.

Indicators: • Follow simple one-‐word verbal directions (e.g. ‘jump’) with a physical model to copy from • Follow simple one-‐word verbal directions (e.g. ‘jump’) • Follow a number of simple directions for an extended period of time • Attempt to perform/Performs an appropriate action when presented with an in-‐game instruction

/ cue alongside a verbal prompt • Attempt to perform/Performs an appropriate action when presented with an in-‐game instruction

/ cue • Follow on-‐screen instructions / cues to successfully complete game

The student will: Name or describe an activity that they choose to engage in. Indicators:

• Match a PCS for the current activity being played from a choice of 1, 3 or 5 • Select the PCS for the current activity being played from a choice of 1, 3 or 5 • Update the visual activity timetable to highlight games played, game being played and games to

play • Indicate a preferred choice of game to play verbally or by selecting a PCS • Describe basic features of their preferred game


Xbox Kinect

Kinect Adventures



Images of Movements

In-‐game screenshots

Choice Board

Movements skills associated with the game can be practised during class aerobic lessons or integrated during other PDHPE sessions.



PDHPE - Understanding and Applying Movement Skills

Outcomes Teaching Intentions K-‐6 MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health.

7-‐10 Life Skills LS.8 Demonstrates a range of movement skills across environments. LS.18 Recognises components of a balanced lifestyle.

HSC Life Skills 5.8 Demonstrates movement skills when participating in physical activities, team games and sports

For students to: • Copy actions as demonstrated.

• Perform movements to participate

in an activity. • Coordinate movements at times

appropriate to the activity. • Perform movement skills that

promote a healthy lifestyle.

Content

Introduction:

1. Copy actions as demonstrated / Perform movements to participate in an activity / Perform movement skills that promote a healthy lifestyle: Introduce movement skills based on students’ physical ability and their ability to coordinate movement. Model key movements including ducking, jumping, leaning, bending and pulling. Demonstrate a number of key body shapes that are needed to be made during the game. Provide opportunities for students to practice these key body shapes and movements. Activities may include ‘Simon Says’, ‘Follow the Leader’ or ‘The Hokey Pokey’. Movement skills needed to play the game can be further practised during other gross motor / aerobics programs. If suited to your students’ needs and their current ability discuss the importance of a healthy lifestyle and the benefit of exercise. Ask students what happens to our bodies when we are exercising. Have students feel their heart beat (pulse) before exercise and during exercise. Using a SMART Notebook activity compare images of healthy activities and less healthy activities. Have students sort the activities into the two categories. Have students take their resting pulse rate. Provide assistance when required. Students record results into a table in SMART Notebook.

Exploration:

1. Copy actions as demonstrated / Coordinate movements at times appropriate to the activity: Allow students the opportunity to participate in the activity. If possible allow students to have a number of turns to practice the skills / movements associated with the activity. If needed pause or restart

Kinect Adventures

Reflex Ridge



the activity to allow for reinforcement. Initially, it may be beneficial to play alongside a student so explicit instruction can be given. They will also have the opportunity to copy your movements. Once students have had a chance to play the activity pause the game. To assist students with coordinating their movements display screenshots of the various obstacles in the game. Have students perform the movement / action that is required to avoid that particular obstacle. If necessary model these movements. Following on from this allow the students another opportunity to play ‘Reflex Ridge’.

2. Perform movements to participate in an activity / Perform movement skills that promote a healthy lifestyle: Provide simple directions to participate and achieve success in the game e.g. ‘dodge the barriers’ / ‘collect the tokens’. Provide feedback while they participate including the language that supports and describes the movements they are making e.g. ‘great jumping’, ‘you need to stretch your arm out’, ‘lean to the left’, lean to the right’. Allow students numerous turns to practise and refine their skills. Monitor student progress throughout and focus on those movements which students may be having difficulty with. If suited to your students’ needs and their current ability pause the game at appropriate times to discuss the impact of the activity on their bodies e.g. ‘can you feel your heart beating?’ / ‘are you sweating?’ / ‘are you tired?’. Have students take their pulse for 1 min. Provide assistance when required. Students record results into the table on SMART Notebook.

Conclusion:

1. Copy actions as demonstrated / Coordinate movements at times appropriate to activity / Perform movements to participate in an activity: Summarise the key features of the lesson through reflection and discussion of key body movements. Select various students to perform specific movements using visual and/or verbal instructions. Play a game such as ‘Simon Says’ or display a series of images on the IWB (see Smart Notebook Activity) and have students copy those actions depicted. Display images of people performing different movements and ask students to select a particular image e.g. Point to the person jumping. Questions may include:

• Can you show me a jump/duck/lean? • Can you copy this shape e.g. a star shape?

2. Perform movement skills that promote a healthy lifestyle: Have students compare their resting pulse rate with their pulse rate during exercise. Ask students why their pulse rate during exercise is higher? What causes it to be higher?

Assessment

The student will: Copy actions as demonstrated.

Indicators: • Look at the person performing action • Copy simple actions e.g. side-‐step • Copy complex movements / body shapes e.g. star jump

The student will: Perform movements to participate in activity / Coordinate movements at times appropriate to the activity. Indicators:

• Attend to activity • Attempt movements / actions during the activity • Perform an appropriate action when presented with an in-‐game instruction, cue or obstacle • Perform actions to successfully complete game



The student will: Perform movement skills that promote a healthy lifestyle.

Indicators: • Attempt movements / actions during the activity • Participate for the duration of the activity • Identify healthy and non-‐healthy activities • Recognise that physical activity promotes a healthy lifestyle • Identifies some basic reactions of the body in response to physical exercise


Xbox Kinect

Kinect Adventures



Images of Movements

Timer/Stop Watch

Movements skills associated with the game can be practised during class aerobic lessons or integrated during other PDHPE sessions.



PDHPE - Establishing and Maintaining Cooperative Relationships

Outcomes Teaching Intentions

K-‐6

INES1.3 Relates well to others in work and play situations. 7-‐10 Life Skills

LS.6 Recognises factors that affect personal relationships. HSC Life Skills

3.3 demonstrates communication skills when relating to others

For students to: • Participate alongside a peer during

an activity. • Sharing/Taking turns with peers. • Working cooperatively with a peer

to complete an activity. • Communicating with a partner to

complete an activity.

Content

Introduction:

1. Participate alongside a peer during an activity: To assist students in becoming comfortable with woking alongside a peer provide opportunities for students to participate in parallel play with their peers in a shared space. This can include: playing in a sandpit, water play activities, construction activities and drawing activities on a whiteboard that is divided into 2 equal sections. Discuss and demonstrate what personal space and shared spaces look like. Here you could use a hula hoop to highlight a student’s personal space. You may choose to discuss those people who are allowed into your personal space. This section may be incorporated into your schools behaviour program e.g. Positive Behaviour Learning.

2. Sharing/Taking turns with peers: Provide examples of activities where sharing and taking turns is essential e.g. playing cards / board games. Provide opportunities for students to participate in these activities. Discuss the importance of equal distribution of turns / time / space / objects. Provide opportunities for students to take turns in a single player game with their peers progressing to multiple player games. This sharing may be supported by a visual cue e.g. a turn-‐sequence board.

3. Working cooperatively with a peer to complete an activity: Note: You may choose to focus on this teaching intention once students are happy to participate alongside a peer during an activity and will freely share and take turns with a peer. Prior to playing ‘20,000 Leaks’ demonstrate to students the benefits of working cooperatively together to complete an activity by providing examples of how working collaboratively has had positive effects or made jobs / tasks much easier (e.g. See Lego video). When playing ‘20,000 Leaks’ model the strategies that are effective

Kinect Adventures

20,000 Leaks



for working cooperatively throughout the game. Initially, it may be beneficial to work alongside the student to demonstrate effective cooperation with a partner when participating in the activity (allow the students the opportunity to work together later in the lesson). To further facilitate this teaching, provide students with additional activities that promote working together e.g. creating a floor puzzle, making group artwork and cooking as a group.

4. Communicating with a partner to complete an activity: Note: Again you may choose to focus on this teaching intention once students are happy to participate alongside a peer during an activity and will freely share and take turns with a peer. Provide opportunities for students to engage in activities that require partners to communicate with one another. Barrier games are a great way of developing communication skills as they require a communicator and a listener. Talking Matters Australia has a range of barrier game resources. These will need to be supported through AAC for non-‐verbal students (see http://www.talkingmatters.com.au/resources/downloads/cat_view/2-‐barrier-‐

games). Once students have had the opportunity to take part in a range of barrier games move onto ‘20,000 Leaks’. Model how you could communicate with a partner while playing the game e.g “You fix that leak on your side”, “I will fix the leak on my side” and “Use your foot to fix that leak”. Teacher initially works alongside the student to demonstrate effective communication to participate in the activity. For non-‐verbal students develop a range of PCS to accompany the game that will assist students to effectively communicate with a peer when working together. These can also be used to support speech.

Exploration: Note: Throughout this phase of the lesson video students playing alongside one another.

1. Participate alongside a peer during an activity: Start by demonstrating to students what is expected when two people are playing alongside one another. Do this by playing the game with another student. Allow students the opportunity to participate in the activity with a peer. Support with visual cues e.g. a two player participation board. Mark out a gaming area on the floor (with masking tape). Divide the gaming area into 2 equal sections. You may choose to place a photo of the student within their section of the gaming area. Some students may like to dominate the game and frequently move into the other student’s gaming area. Encourage students to stay within their section of the gaming area.

2. Sharing/Taking turns with peers: Start by indicating when each student will have their turn on the turn-‐sequence board. Use the ‘now’ and ‘finished’ symbols to indicate whose turn it currently is and whose turn has finished respectively. Rotate the order in which students have their turn. Allow students the opportunity to participate in the activity with a peer. Explicitly focus on each student sharing the responsibilities and tasks associated with the game. Support with visual cues e.g. playing space outlined in equal parts on the floor and student photos allocated to a space.

3. Working cooperatively with a peer to complete an activity: Allow students the opportunity to participate in the activity with a peer focusing on working cooperatively without the visual cues. Encourage students to work with a variety of partners. Discuss and demonstrate the benefits of playing ‘20,000 Leaks’ with a partner as opposed to single player. Ask students if it is easier to complete the activity with a partner. Record the score achieved with cooperative play compared to single play.

4. Communicating with a partner to complete an activity: Allow students the opportunity to participate in the activity with a peer. Focus on communicating with a partner through speech, gestures, body language or PCS to successfully complete the game. Reinforce through modelling the use of verbal and gestural/body language which can be used by students when they are working cooperatively e.g. “jump now”, “1, 2, 3 jump” and pointing (to indicate where you would like a partner to move to). Praise communication between students.

Conclusion:



1. Participate alongside a peer during an activity / Sharing/Taking turns with a Partner / Working cooperatively with a peer to complete an activity / Communicating with a partner to complete an activity: Display videos of students playing alongside one another. Praise students for appropriate play with a peer. Highlight those students who are sharing responsibilities/tasks within the game. Praise those students who are waiting for their turn while others are playing. Provide opportunities for students to discuss the benefits of working together when playing games as opposed to playing on their own. Ask questions that focus on the need to communicate and cooperate e.g. “What happened when you didn’t move together?”, “What happened if only one person blocked the leaks?”

Assessment

The student will: Participate alongside a peer during an activity.

Indicators: • Attend to activity standing beside a teacher • Attend to activity standing beside a peer • Freely participate alongside a peer for the duration of the activity

The student will: Sharing/Taking turns with a peer. Indicators:

• Wait for their turn as indicate by turn-‐sequence board • Stay within own gaming area while playing with a peer

The student will: Work cooperatively with a peer to complete an activity. Indicators:

• Share responsibilities/tasks fairly with a peer • Solve problems with a peer to complete an activity

The student will: Communicate with a partner to complete an activity. Indicators:

• Attempts to gain peers attention • Initiates communication with a peer while completing an activity • Use simple speech/gestures/PCS to communicate during an activity • Responds to directions/instructions given by a partner


Xbox Kinect

Kinect Adventures



Chosen parallel play activities

Barrier Games

Turn Sequence Board

Two Player Participation Board

Gaming Mat

Any game that supports side-‐by-‐side cooperative play can be used to support teaching intentions from this lesson. Several teaching intentions from this lesson can be incorporated into schools/classes behaviour program.



Science - Exploring Physical Phenomena

Outcomes Teaching Intentions K-‐6 ESES1.6 Explores and identifies ways the environment influences their daily lives. INVES1.7 Investigates their surroundings by observing, questioning, exploring and reporting.

7-‐ 10 Life Skills LS.6 Recognises some forms and sources of energy. LS.10 Identifies some features of the Earth. LS.18 Participates in an investigation.

HSC Life Skills 1.2 Understands the features of various natural and made environments. 1.6 Recognises the importance of human action in maintaining a balance in nature

For students to: • Recognise the different physical

features of environments. • Recognise how different physical

phenomena influence the environment.

• Recognise how their movements

and/or actions influence their environment.


Stage 2 ST2-‐12MW: Identifies that adding or removing heat causes a change of state between solids and liquids.

ST2-‐13MW: Identifies the physical properties of natural and processed materials, and how these properties influence their use.

7-10 life skills SCLS-‐20LW: explores the interactions of living things with each other and the environment

SCLS-‐10PW: explores a range of forces in everyday situations

Content

Introduction:

1. Recognise the different physical features of environments: Begin by exploring aquatic ecosystems. Display images relevant to the topic e.g. oceans, rivers, estuaries. Students complete a Smart Notebook activity which requires them to match and/or identify aquatic ecosystems from a range of images. The activity also allows students the opportunity to assist in creating a topic board based on aquatic ecosystems. Construct a hard-‐copy version of the topic board created in Smart Notebook. Discuss the common physical feature of aquatic ecosystems (water). Have students

Kinect Adventures

20,000 Leaks



state what is the same in the various images.

2. Recognise how different physical phenomena influence the environment: Allow students to participate in practical hands-‐on experiments that directly demonstrate how different physical phenomena influence the environment. These could include flying a kite on a windy day (alternatively you could show a video of a kite flying), melting ice cubes in the sun, pouring water into a bucket containing an object that will float, or pouring pebbles into a bucket of water so that it overflows. Have students predict what will happen during each experiment. Show students predictions in a Smart Notebook activity.

3. Recognise how their movements and/or actions influence their environment: Allow students to participate in practical hands-‐on experiments that directly demonstrate how their movements / actions influence their environment, for example adding food colouring to water, blowing up a balloon and letting the air out, blowing a paper boat across a tub of water, or rolling a ball to knock over a tower of blocks. Have students predict what will happen during each experiment.

Exploration:

1. Recognise the different physical features of environments: Give each student the opportunity to participate in ‘20,000 Leaks’. Pause activity and have students identify the ecosystem either verbally or through PCS. Students can describe and / or label its features. This can be done using visuals from the topic board, signs, real objects or other aids that can be used to generate discussion.

2. Recognise how different physical phenomena influence the environment: Allow students the opportunity to participate in ’20,000 Leaks’. Pause activity to highlight the cause and effect of the fish hitting the glass and subsequent water leakage. Have students predict what will happen to the environment as more cracks develop. Allow the game to continue without student participation to watch the water level in the tank rise. Discuss if predictions were correct. Once each student has had the opportunity to play ’20,000 Leaks’ conduct a practical hands-‐on experiment to demonstrate how the number of leaks in an item, has an influence over the rate of water leakage. Issue each student with 3 cups (one cup with no holes / one cup with 3 holes / one cup with 5 holes) and have them follow the instructions given by the teacher. Provide assistance as appropriate.

3. Recognise how their movements/actions influence their environment: Ensure each student has an opportunity to participate in ‘20,000 Leaks’. Pause activity after the cracks start to appear and ask students what they are doing (or what could they be doing) in the game to fix the leaks. Allow student to finish game, and then discuss the influence their actions have had on the environment. Return to the practical experiment and allow students to plug the holes in one of the Styrofoam cups (using masking tape). Students predict what will happen when the holes are plugged. Ask students if water will leak from the plugged cup. Students compare the difference between a leaking cup and a plugged cup.

Conclusion:

1. Recognise the different physical features of environments: Return to class-‐created topic board to summarise key lesson ideas. To monitor student progress have them identify the ecosystem in ‘20,000 Leaks’ and its main physical feature/s.

2. Recognise how different physical phenomena influence the environment / Recognise how their movements and/or actions influence their environment: Return to the practical experiments conducted during the introduction and exploration phases of the lessons and complete the conclusion section of each experiment. Compare results with students’ predications.

Assessment



The student will: Recognise the different physical features of environments.

Indicators:

• Match images of a range of different aquatic ecosystems • Select images of a range of different aquatic ecosystems • Identify the ecosystem in the game ‘20,000 Leaks’ • Select images that relate to an aquatic ecosystem • Label different physical features of aquatic ecosystems

The student will: Recognise how different physical phenomena influence the environment.

Indicators: • Participate in hands-‐on experiments • Follow instructions to conduct a hands-‐on experiment • Select an accurate prediction for the outcome of an experiment (from a choice of 1-‐3) • Make an accurate prediction for the outcome of an experiment • Select an accurate outcome when predicating what will happen as cracks appear in ‘20,000’ Leaks’

The student will: Recognise how their movements/actions influence their environment Indicators:

• Participate in hands-‐on experiments • Follow instructions to conduct a hands-‐on experiment • Select an accurate prediction for the outcome of an experiment (from a choice of 1-‐3) • Make an accurate prediction for the outcome of an experiment • Move their body to control their avatar (in-‐game character) in order to fix the leaks in the game,

‘20,000 Leaks’

Resources Extension Activities / Additional Activities

Xbox Kinect

Kinect Adventures



Equipment for Experiments

Have students discuss similarities and differences with other ecosystems.

Conduct additional experiments so students can further investigate the influence both physical phenomena and a person’s actions have on particular environments



Human Society and Its Environment - Exploring Different Environments

Outcomes Teaching Intentions K-‐6 ENES1 Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments. ENS1.6 Demonstrates an understanding of the relationship between environments and people.

7-‐ 10 Life Skills LS.3 Recognises the features of a range of environments. LS.4 Explores the effects of the physical environment on people’s activities.

HSC Life Skills GLS1 Explores the features of a range of environments GLS4 Explores the interrelationships between peoples activities and physical environment

For students to: • Recognise different environments.

• Recognise the features and

characteristics of certain environments.

• Recognise how the features of

certain environments impact on activities.

Content

Introduction:

1. Recognise different environments / Recognise the features and characteristics of certain environments: Use visuals and multimedia to introduce students to a range of environments such as rainforests, desert, coastal and alpine areas. Discuss features and characteristics of these environments. (You may choose to integrate this with a relevant COGs unit of work). Place particular attention on built and natural features. Students complete a Smart Notebook activity which requires them to match/select/label images of various environments. The activity also gives the students the opportunity to discuss the different features and characteristics of each environment. Explicitly teach the language (vocabulary) associated with these features and characteristics.

Exploration:

1. Recognise different environments / Recognise the features and characteristics of certain environments: Have each student take part in ‘River Rush’. Allow students multiple turns. Once each student has had the opportunity to experience the game pause it at an appropriate location and discuss features/characteristics of the particular environment. Ask the students what they can see. Give the students the opportunity to respond verbally or through AAC. Use the Smart Notebook activity, ‘I see’ to assist students in making a response. Direct student focus/responses to the built and natural features of the ‘River Rush’ environment.

Kinect Adventures River Rush



2. Recognise how the features of certain environments impact on activities: Give students the opportunity to take part in the River Rush ‘activity’. Pause the game at relevant sections, such as a ramp or other obstacle, and discuss the impact on the student’s progress in the activity. Ask the student what happened when these obstacles were encountered. Discuss why we need to use a raft. Ask students what feature of the ‘River Rush’ environment allows the use of a raft. Following on from ‘River Rush’ set up an obstacle course. This could be done in your classroom, or outside. When setting up the course select obstacles that will encourage students to perform a range of physical movements or actions. This could include jumping, climbing, side step and crawling. Allow students to take part in the obstacle placing emphasis on the movements the students are performing. For example “This is a ladder. At the ladder we... Climb.” Take photos of the students performing these movements or use PCS.

Conclusion:

1. Recognise different environments. Recognise the features/characteristics of certain environments: Students select a pre-‐made scene of a particular environment; the rainforest, desert, coastal or alpine areas (see relevant resource section). They are given a number of various flora and fauna images (vary amount of distracters based on your learners). From here, students select the correct features for their particular environment.

2. Recognise how the features of certain environments impact on activities: Students complete a cut and paste activity. Students are to identify and select the correct movement for each obstacle.

Assessment

The student will: Recognise different environments.

Indicators: • Match an image from a choice of 1, 3 or 5 for a range of environments • Select an image of an environment from a choice of 1, 3 or 5 • Label different environments

The student will: Recognise the features/characteristics of certain environments. Indicators:

• Select from a choice of 1, 3 or 5 images a feature and/or characteristic of a particular environment e.g. “Find the raft.”

• Label features of an environment • Copy flora and fauna images to recreate a pre-‐made scene of an environment • Group flora and fauna images into their correct environment

The student will: Recognise how the features of certain environments impact on activities. Indicators:

• Observe how the water impacts on the raft • Identify the environment in which the raft is able to operate • Match images of obstacles and their associated physical movements • Select the physical movement associated with the obstacle




Xbox Kinect

Kinect Adventures





Creative and Practical Arts - Creating and Appreciating Artworks

Outcomes Teaching Intentions

K-‐ 6 VAS1.2 Uses the forms to make artworks according to varying requirements. VAES1.4 Communicates their ideas about pictures and other kinds of artworks. 7-‐10 Life Skills LS.1 Experiences a variety of art making activities. LS.5 Recognises that various interpretations of artworks are possible.

HSC Life Skills VALS1 experiences a variety of artmaking activities using a range of materials, techniques and processes.

For students to: • Create/select digital self-‐portraits.

• Appreciate a digital media creation.

• Select preferred digital media

forms when creating an avatar.

Content

Introduction:

1. Create/select digital self-‐portraits: Introduce the concept of self-‐portraits using digital media. Using a camera or an iPad 2 take a portrait shot of a student (or have students take one of another student. If students are using an iPad 2 they are able to take a photo of themselves). If taking a photo is a difficult process for a particular student you may choose to use an existing portrait shot. Give students opportunity to discuss the outcomes of the images. Pay particular attention to features of a self-‐portrait, including eye, hair and skin colour, shapes and sizes of facial features and other distinguishing features. Using Smart Notebook students can label common facial features on their portrait. Students can become familiar with the concept of creating a personal digital avatar by giving them the opportunity to complete an avatar using an online generator. Locate the Smart Notebook activity and follow the links to the online generator. When creating their avatar some students may prefer to make an avatar which isn’t an accurate representation of themselves. Don’t discourage their creative side and allow them the opportunity to finish. Once they have, redirect the student back to the task at hand.

Kinect Adventures

Avatar Creator



Exploration:

1. Create/select digital self-‐portraits / Appreciate a digital media creation: Allow students the opportunity to create their own avatar prior to participating in an activity. Select a student to demonstrate how to create an avatar. Provide prompting and guidance where necessary. Throughout this process pause the creation to generate discussion of particular features the student would like to see in their avatar.

Conclusion:

1. Create/select digital self-‐portraits / Appreciate a digital media creation: Once the avatar has been created allow students to discuss the differences between the digital self-‐portraits taken in the introduction and the avatar created. Language at this stage could include “Do they look the same?”

2. Select preferred digital media forms when creating an avatar: Students will select their preferred image (self-‐portrait, Mii Online Creator or Avatar) and discuss reasons for their choice. Simple language may be used to discuss their selection. For example; good, bad, pretty and colourful.

Assessment

The student will: Create/select digital self-‐portraits / Appreciate digital media creation / Select preferred digital media forms when creating an avatar.

Indicators: • Identify their own photo • Recognise features of a self-‐portrait • Use a self-‐portrait to accurately create their own Mii character/avatar • Select their preferred image • Give reasons for their selection e.g. good, bad, pretty, and colourful

Resources Extension Activities

Xbox Kinect

Kinect Adventures



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