Waitangi Day Booklet | 7-11 Year Olds | Unplugged Coding
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About this resource
Our Waitangi Day Booklet is here!
Combining two big learning areas – the Digital Curriculum and NZ Histories.
This booklet is designed to help support you in class as you learn about Te Tiriti o Waitangi. Our 4 part short stories give students an overview of what happened before, during, and after the Treaty signing. Students unpack each story to ensure that they know what is happening, and then they can extend their understanding through some coding activities and other fun tasks!
Print it as a booklet or individual activities.
IT’S THE PERFECT PROJECT BASED LEARNING ACTIVITY FOR THE DIGITAL CURRICULUM
This Pack Includes:
Teacher Booklet
- Digital Curriculum
- Year 3-4 Outline
- Year 5-6 Outline
- Assessment Templates
- Printing
- Notes
Student Workbook
- KWL Chart
- Where is Waitangi?
- Story Time 1 – Before the Treaty
- Unpacking the Story – Part 1
- The Journey to Aotearoa
- Find the Meaning – Part 1
- Waitangi Word Search 1
- Crack the Code – Binary Edition 1
- Unscramble the Words
- Flags of Aotearoa
- Story Time 2 – Signing the Treaty
- Unpacking the Story – Part 2
- Find the Meaning – Part 2
- Deliver the Treaty Around the South
- Waitangi Boggle
- Signing the Treaty
- Crack the Code – Binary Edition 2
- Spot and Colour
- Lost in Translation
- Interpreting and Comparing
- Build the Treaty with Code
- Story Time 3 – What Came Next
- Find the Meaning – Part 3
- Unpacking the Story – Part 3
- The Making of a King
- Crack the Code – Binary Edition 3
- The Key Word Challenge
- Waitangi Word Search 2
- The Big 3
- Story Time 4 – Finding a Way Forward
- Find the Meaning – Part 4
- Unpacking the Story – Part 4
- Colour Me In
- Crack the Code – Binary Edition 4
- Summarise with the 5W’s & 1H
- Sequence the Events
- Celebrating the Treaty
- Is the Treaty for Now?
Progress Outcomes Covered
We’ve designed this project to cover a large portion of the Digital Curriculum. Specifically looking at Progress Outcome 2 of Computational Thinking.
In authentic contexts and taking account of end-users, students give, follow, and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.
– Progress Outcome 2
Students will be given opportunities to look at what an algorithm is, and how to use it to find the most efficient way of doing something. They will be able to test their algorithm and correct where they have gone wrong. This brings in the concept of debugging.
This project is the perfect way to introduce coding to children who have not been exposed to algorithmic concepts. Especially with teachers who are wanting to eventually move toward Scratch coding.
About this resource
Our Waitangi Day Booklet is here!
Combining two big learning areas – the Digital Curriculum and NZ Histories.
This booklet is designed to help support you in class as you learn about Te Tiriti o Waitangi. Our 4 part short stories give students an overview of what happened before, during, and after the Treaty signing. Students unpack each story to ensure that they know what is happening, and then they can extend their understanding through some coding activities and other fun tasks!
Print it as a booklet or individual activities.
IT’S THE PERFECT PROJECT BASED LEARNING ACTIVITY FOR THE DIGITAL CURRICULUM
This Pack Includes:
Teacher Booklet
- Digital Curriculum
- Year 3-4 Outline
- Year 5-6 Outline
- Assessment Templates
- Printing
- Notes
Student Workbook
- KWL Chart
- Where is Waitangi?
- Story Time 1 – Before the Treaty
- Unpacking the Story – Part 1
- The Journey to Aotearoa
- Find the Meaning – Part 1
- Waitangi Word Search 1
- Crack the Code – Binary Edition 1
- Unscramble the Words
- Flags of Aotearoa
- Story Time 2 – Signing the Treaty
- Unpacking the Story – Part 2
- Find the Meaning – Part 2
- Deliver the Treaty Around the South
- Waitangi Boggle
- Signing the Treaty
- Crack the Code – Binary Edition 2
- Spot and Colour
- Lost in Translation
- Interpreting and Comparing
- Build the Treaty with Code
- Story Time 3 – What Came Next
- Find the Meaning – Part 3
- Unpacking the Story – Part 3
- The Making of a King
- Crack the Code – Binary Edition 3
- The Key Word Challenge
- Waitangi Word Search 2
- The Big 3
- Story Time 4 – Finding a Way Forward
- Find the Meaning – Part 4
- Unpacking the Story – Part 4
- Colour Me In
- Crack the Code – Binary Edition 4
- Summarise with the 5W’s & 1H
- Sequence the Events
- Celebrating the Treaty
- Is the Treaty for Now?
Review
Love that this incorporates coding with NZ history. Great range of activities within this resource. Easy to follow, I know my class is going to love this!
Kristen P
Progress Outcomes Covered
We’ve designed this project to cover a large portion of the Digital Curriculum. Specifically looking at Progress Outcome 2 of Computational Thinking.
In authentic contexts and taking account of end-users, students give, follow, and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.
– Progress Outcome 2
Students will be given opportunities to look at what an algorithm is, and how to use it to find the most efficient way of doing something. They will be able to test their algorithm and correct where they have gone wrong. This brings in the concept of debugging.
This project is the perfect way to introduce coding to children who have not been exposed to algorithmic concepts. Especially with teachers who are wanting to eventually move toward Scratch coding.
See it in Action
Assessing Your Students
Year 3
- Set 3.1: I can give precise instructions to solve a problem (Move one space to the left)
- Set 3.2: I can describe what I think will happen when I give an instruction
- Set 3.3: I can identify errors in my instructions
- Set 3.4: I can correct errors in my instructions
- Set 3.5: I understand that there are different ways of giving instructions
- Set 3.6: I can find multiple ways to solve a problem
- Set 3.7: I can predict where an object will be by following a set of instructions
Year 4
- Set 4.1: I can break down a problem down into a series of steps
- Set 4.2: I can use symbols to communicate my instructions (R, instead of right)
- Set 4.3: I can test instructions that include symbols and words.
- Set 4.4: I can identify problems (bugs) and fix them (debug)
- Set 4.5: I can write multiple sets of instructions for the same problem
- Set 4.6: I can choose the best instruction to solve a problem
Year 5
- Set 5.1: I can create a written algorithm using symbols and words
- Set 5.2: I can loop repeated instructions
- Set 5.3: I can put my algorithm in a programming environment
- Set 5.4: I can test my algorithm in a programming environment.
- Set 5.5: I can find a bugs and use a simple debugging strategy to fix them
- Set 5.6: I can add to the algorithm in my programming environment (sound, pictures)
- Set 5.7: I understand that computers need clear and precise instructions
Year 6
- Set 6.1: I can create a problem and solve it using an algorithm in a programming environment.
- Set 6.2: I can communicate my algorithm correctly when testing it
- Set 6.3: I can debug a variety of bugs in a programming environment.
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Terms of Use
Everything included in this resource is licensed for a single classroom or family use. It may be photocopied by the original purchaser for his or her classroom only. It may not be put on the internet, sold, or redistributed in any form. If you would like to share this product with your colleagues or friends, please honour the time and energy put into it by purchasing multiple licenses through the avenue you purchased it.
Copying any part of this resource and placing it on the internet is strictly forbidden. This is a violation of the Digital Millennium Copyright Act. Thank you for respecting the copyright.
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