A Curriculum Unit using iPad Tablets, for Students with Autism - The Amazing Race

Karina D. Barley
Using iPads for Gifted Children with Autism©
Authored by Karina Barley
Diploma of Teaching,
Graduate Diploma Education,
Masters in Education ©
Use a QR Code reader to learn more about
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or visit us at www.digitallearningtree.com

Karina D. Barley
This presentation was an assignment I created for my Masters in Education.
I majored in Technology (specifically the use of iPads) and Special Education. This
work was done when iPads were first introduced, since then the capabilities have
improved immensely and we now have a variety of tablets and apps to choose
from.
This is a full curriculum unit, initially based on work I did with my Special Education
class, yet it can be applied to students of all abilities, as it can be redesigned based
on your students curriculum.
If you look at my presentation on QR Codes, this tool could easily be implemented
into the unit outline and further engage the students.
Please note, this unit was written with the Australian Curriculum in mind, I have
tried to pick up on references to Australia and included the American equivalent, yet
I may have missed a few sections and for that I apologize. I trust you can still find
this useful, and that the content is essentially universal in regards to inspiring
creativity in the classroom.
Kind Regards - Karina

RATIONALE
I contend that using technology in a gifted classroom with children who have Autism can assist in
transforming their learning. When the iPad™ was released I believed that this technology could
be revolutionary when utilised within the classroom, daily in all curriculum areas.
Consequently, I have designed a unit that can be used for all gifted students (however my
example is for gifted learning students who have Autism) and can be adapted to tailor their
specific abilities, talents and skill set. Primarily the design is for use with an iPad™ but could also
be adapted for use with any mobile technology.
The unit is based on the television program ,The Amazing Race. The program is a race where
teams of two unite to follow prompts, activities and challenges which has them travelling around
the world. They can‟t move to the next activity until they finish the last & the challenges are varied
and unique.
I looked online to see if there were any units similar, surprisingly there was so I have adapted
some of the concepts from these units (Fitzroy High School; Royal Children‟s Hospital Education
Centre; Sebasticook Valley Middle School).
The unit will use an iPad™ and apps to simulate The Amazing Race. I used the following apps:
Google Earth, Geocaching, Keynote, Pages, Kidpaint, Google, Strip Design, Pictello, Story Patch,
Pictello, My Memoir, Jumbo Calculator, & Numbers.
UNIT – THE AMAZING RACE
Using iPad™ Technology & Apps
Karina D. Barley

RATIONALE cont
The unit integrates a number of VELs Standards & domains within the
strands including:
 Communication – Listening; viewing; and responding
 English – reading; writing; speaking and listening
 Mathematics – measurement, chance & data; space
 Humanities - Geography; Geospacial skills
 ICT – for visualizing, thinking, creating and communication
 Technology & Design – Investigating & designing; producing
 Interpersonal Development – Working in teams
 Personal Development – Being the individual learner
 Thinking Processes – reasoning, processing & inquiry; creativity;
reflection, evaluation & meta cognition
Karina D. Barley

Content:
This unit provides a range of experiences:
using various applications on the iPad™
hands on experiences manipulating a variety of media
allows students to move through The Amazing Race unit according to
their ability, pace and application to the work
where children who are capable of higher order thinking & skills can be
extended further
where students have a choice of activities and can choose depending on
their preference, learning style, „intelligence‟ and interest.
where students can do as much work as they have time to do; so
children have lots of opportunities to achieve success
opportunities to self evaluate & reflect on their own learning
Karina D. Barley

Student Preparation & Previous Learning:
In this planning stage teachers ask:
•Where are the children at?
•What have they done before?
•What's the main thing I want the children to learn from this unit?
•How long should this unit go for?
•What other things could the children learn? (through integration)
•What resources can I use?
Perquisite Skills:
•Language of spatial concepts in English and Math
•Geocaching
•Reading maps & learning about types of maps
•Intro to GPS, using a compass & language of maps
•Using Google Earth
•Using other iPad™ applications and familiarisation of the iPad™
•Intro to money
•Thinking skills
•Self direction skills
Karina D. Barley

Unit Outline
This Unit is based on the television program “The Amazing Race”.
Student simulate the game using an iPad™ and Google Earth.
Students are given a series of questions and clues and from the questions research to find out a location
which may be anywhere in the world.
Once they reach the location they will have a series of tasks to choose from and these tasks will be a
choice from Gardner‟s (1983) Multiple Intelligences.
Students can present their work in a variety of different ways, again reflecting their talents and particular
learning style.
Once they complete the task, they can move on to the next clue and set of directions which moves them to
a different location.
The unit can be structured so that the activities around and I alter the tasks and ability depending on the
age and ability of the students.
The activity can be completely student-centred and the teacher can play the role of facilitator and mentor.
Group Level: 9-10 year old Students with Autism (however this unit can be adapted for any student in the
Primary age range).
Students can work individually or in pairs. As most of the students are autistic, one of the areas I may
direct is to encourage socialization skills and team work.
Focus: Geography & Culture
Using iPad™ and apps to navigate around the world
Teamwork & Socialization
Time Frame: Term Unit – Ten Weeks.
This is an integrated unit, so the lessons will be incorporated daily across all curriculum areas.
As previously mentioned, children will go at their own pace.
Karina D. Barley

• To expose students to a wide range of experiences using ICT, the iPad™, the
Internet & the game The Amazing Race
• For students to explore „the world‟ according to their own learning style and
„intelligences‟ (Gardner, 1983; Bloom in Tunnicliffe, 2010)
•To be able to use thinking skills & decision making skills(Bruce-Williams, 2006;
Golding, 2005)
• To develop students‟ use and understanding of language and communication
skills
• To encourage students to think imaginatively, interpretively and critically
• To explore concepts and issues explored in the different cultures, such as
language, food, religion, way of life, community etc
• To be exposed to issues of humanity, ethics and morality and the world in
which we live
• To encourage individual and collaborative learning, self-reflection and
assessment and peer-assessment.
Unit Aims
Karina D. Barley

•Language of space and orientation in English and Math
•Spatial Awareness & direction skills
•Mapping skills
•Literacy – reading, writing & speaking & listening
•Research skills
•Recording data & information
•Writing a journal/diary/log
•Use of various iPad™ apps to retrieve information
•ICT to present and record work
•Internet to search for information
•Thinking skills & decision making
•Goal setting
•Discussion about learning & explaining decisions
•Problem solving
•Compare & contrast particularly people, cultures & environment
•Collaborative, cooperative skills
•Reflective practice
•Presenting ideas, findings and work
Further skills will be developed depending upon which activities the students choose – I’ll
add these to the activity outline and the skills will be based on the Active Thinking
Competencies Table in Tunnicliffe (2010) (Appendix 2).
Skills Developed
Karina D. Barley

Resources
• Make all the resources available within the classroom
• Ensure all of the apps work on the iPad™ and that you‟ve tried them so you can demonstrate if
necessary
• Ensure websites are available such as YouTube, Google, Wikipedia etc. If they are shut down by
the school then seek permission to use this website for the purpose of this work.
Students would need to agree to use the websites responsibly.
• Ask students & parents to contribute to the pool of resources such as boxes, card, cardboard,
pictures, music etc
• Ensure all art supplies are available. Make sure there is paper, pens, paint, etc as well as clay, play
doh, plasticine and other construction materials.
(These may need to be included into the budget)
• Create a space within the classroom that is open-ended so students can move around the room and
that they are not stuck in one space.
• Ask parents to contribute by way of knowledge, assistance in the classroom, providing resources etc.
• Provide video recorders, cameras, etc as well as other multimedia such as DVDs etc.
Again you may need to ask for parents to contribute.
Karina D. Barley

BEGINNING THE RACE
PRE –ACTIVITIES
GROUP WORK
• Workshop/brainstorm continents &
countries
• Use Google Earth on Interactive
Whiteboard to show students how to
navigate to various locations & discover
information about that country
• Show how to use Google and other search
engines to research information & images
• Demonstrate use of Pages, Keynote, My
Memoir & Pictello for diary writing,
journaling & recording their journeys.
• Demonstrate Kid Paint for sketching
important landmarks, plants, etc & show
how to use Scrap App as a photo album.
• Other apps can be demonstrated as they
are needed.
• Show some clips from The Amazing Race
so that students understand visually the
concept of the game.
• I will upload on each iPad a keynote with
the directions.
Children won’t be able to get to the next
task until they have completed the first.
• Establish whether students wish to work alone or in a
team
• Display map of the world in the room, also have
smaller versions laminated for each student
• Design a clue box like the one used in the program to
keep in the classroom
• Students can be a part of the organisation process
Karina D. Barley

TASK ONE:
Inside the Clue Box are cards with the names of various countries on
them.
(You can choose to do all the countries, or compile a list from your brainstorming
activities, or select countries from one specific continent. I would personally have a list of 10-
20 countries as this will make it easier to manage).
• Select a card. This will be the country you will be researching for this unit.
• You can do this unit independently or with another student
(If you choose to work with someone, each person must contribute the same
amount of work)
• Use your iPad™ for all your research, note-taking, journaling & for as much of
your presentation as possible
• You must complete one task before you move onto the next.
The tasks as outlined will be uploaded as keynotes on each student’s iPad.
Karina D. Barley

TASK ONE CONTINUED.
A ROAD BLOCK IS A TASK ALL TEAMS MUST COMPLETE.
YOU MUST COMPELTE THESE BEFORE YOU CAN GO TO
DETOUR...
Once the student has chosen their country they can
answer the following questions:
• Go to Google Earth – Locate your country (Literacy, Numeracy)
• What continent is it in? (Draw, locate on map) (Geography, Literacy)
Go to information and discover:
• Population, language, currency (Write in journal)
• Capital city, famous geographical locations
(Research/Literacy/History/Geography)
• What is the weather like? Any geographical challenges? I.e. volcano,
earthquakes etc. (Science)
• Flag design and colours (Draw and show colours)
• Favourite cuisine, past times and sports (Pictures, describe & sketch)
• How far away in kilometres/miles is this country? (Numeracy)
• What airport will your arrive in? (Geography)
• Come up with your own facts that are different from those listed above.
Extension: Find three facts about your chosen country; three major
buildings; three famous people from this country (History)
Present this information in any way you choose.
Karina D. Barley

ROADBLOCK CONTINUED...
• Once you‟ve explored Google Earth and the internet and
discovered as much as you can about your chosen country,
record your information in your journal using either:
Pages, Keynote or My Memoir or any other appropriate format on
your iPad™.
• Use your journal to keep notes, write ideas, store information etc.
• Use Clipish to find pictures related to your country to add to your
journal. You may sketch ideas or drawings of your information in
Kidpaint
• Use YouTube to store videos, music, recordings etc.
• Do one page on your thoughts about the country you are
researching. Would you like to live there? If so why, or why not?
• Is there somewhere in this country that you MUST visit before
you die. I.e. Is this on your “bucket list”? Why?
• Is there an activity you must do in this country that is on your
bucket list?
• Use Strip Design to add pictures of yourself to photographs of
your favourite locations.
Karina D. Barley

TASK TWO
You may choose one activity from the following
list using your Country as a guide:
Where in the world are we?
•Draw a map of your country & include capital city & other
major cities. Colour your map and code the various aspects of
the map different colours, i.e. rivers can be coloured blue.
•Make a model of a famous building from your country.
•You can do this using construction, or using Blocks or Home 3D on
your iPad™ (Visual-spatial/Logical-mathematics)
Extension: Make a diorama of a famous landmark, city, scene in
history from your country.
Our home is girt by sea!
What is your country‟s national anthem?
•Find a recording of it on the internet (YouTube). If the anthem is in a different language,
find the meaning of one verse and the chorus. (You can try „Google‟ to search for
language interpretation programs eg. Babel Fish)
•What is the purpose of a National Anthem? – Write the answer in your journal
•What other music is prevalent in this country? Using this information, create a Keynote
to present your findings. Add video or sound files. (Musical)
Extension: Write your own national anthem. - What sort of message should an anthem
convey? Use the Garage Band app on your iPad™ to achieve this.
Karina D. Barley

TASK TWO cont...
 Beauty is in the eye of the beholder.
Find a famous artist from your country – they can be modern or
from the past.
•What type of artist are they? How do they work?
•Paint, drawing, pastel etc? Write about the history of your artist
•and find pictures on the internet of their significant work.
•You can use any of the „writing‟ programs on the iPad™ or you may
like to try Strip Design. (Visual-Spatial)
Extension: Use one significant piece of work by your artist and
recreate it, or reinterpret it. You can use any medium you would like,
including Kidpaint on your iPad™.
 Money, money, money...
Find out what currency is used in your country.
•Using Google, or other search engines and using your math‟s skills find prices for: plane
fare, hotels, food for your period of stay, incidentals etc.
•Present this on a spreadsheet using Numbers & calculate how much it will cost to take a
holiday to this country for 10 days. (Logical-mathematical)
Extension: Compare the Australian (or USD) dollar to this country‟s currency. How
much will the trip cost in $AUS/USD & in your country‟s currency?
What is the average income for this country? How much does it cost for
food, rent, gas/electricity etc? Present your findings in a spreadsheet using Numbers.
Karina D. Barley

TASK TWO cont...
 Dead Poet’s Society
Look up famous authors or poets that were born in your country.
•Do a timeline of their life and works.
•Research the books or poems they wrote.
•Choose one that you like.
•Using Pages write a book report about this book. (Linguistic)
•Write an alternative ending to this book or write another poetry verse.
Extension: Choose one of the characters and use Story Patch or
Pictello to write & tell the story of their life.
Write your own poem/story in a similar style to this author.
 Ready, Set, Go
Sport– what are favourite past times?
•What is the popular sport in this country?
•Research the sport and find the rules. Are there teams? What colours do they wear?
•What happens at a particular game? Eg. How does the crowd behave? Do the crowd
wear team colours etc.
•Record a video to explain/demonstrate this skill. (Body-Kinesthetic)
Extension: Find a video of a piece of „play‟ from this game/sport.
Analyse the „plays‟ and recreate in the video showing techniques or improvements.
For example, Australian Rules Football – Show a footballer kicking for goal.
What are the techniques? What could be improved? Display video on your iPad™.
Karina D. Barley

TASK TWO cont...
So you think you can dance
Are there any famous actors/artists? Choose one and do a Keynote
about their life. You could also use Pictello to create a story with
sound, pictures and your own voice.
Is there anything that this country is famous for culturally? Eg.
Ballet, Cirque De Sole, Circus, Theatre etc.
Do a drama skit portraying a cultural event? This can be a dance, a
circus performance, or a mini play. (Body-kinesthetic)
Extension: Design a dance, or drama performance that reflects the
culture of your country. Record using video & present on iPad™
If I could talk to the animals/how does your garden grow?
What does your country look like? If I could talk to the animals who would they be?
Find out what is the natural flora and fauna of this country. Create a list with descriptions.
Does this country have a floral symbol? What is it? Sketch it in your journal using
Kidpaint.
Create a Zoo booklet describing the native animals in your zoo. You may use keynote or
pictello , include pictures, sketches, animal sounds etc. (Naturalist)
Extension: Find out the scientific name of your flora and fauna.
Create a book describing the natural wonders of your country. You may include
pictures, video, sketches, commentary. You need to use the scientific names in your
book. Choose the app you wish to use for presentation. I.e. keynote, pictello, story
patch, pages, numbers etc.
Karina D. Barley Using iPads for Gifted Children with Autism©

TASK TWO cont...
A Day in the Life
Imagine you're a famous person from this country.
Or imagine you are a mum, dad, child, teacher, student
from this country.
•What is your life like?
•How do you live?
•What kind of house do you live in?
•What sort of work do you or your parents do?
•Or if you are a famous person, what are you famous for?
•If you are a person from history, is there anything you did in
your life that you would change? Why?
-Create a Keynote or use Scrap App or My Scrap Life to share what their life is like.
Use Pictello to create a story with sound, pictures and your own voice.
-Write this as a story, report, journal or interview. You can also present as a video or a
picture story using the various art/photography applications.
(Interpersonal/Intrapersonal/Linguistic/Visual-spatial)
Extension: Design a dance, or drama performance that reflects the culture of your
country. Record using video & present on iPad™

TASK TWO cont...
Comic Book Capers
Using Strip Design create any story using pictures, speech
bubbles etc. Make your own Comic Book based on your story.
Your story can be:
• A story of your life
• About an action hero like Superman, Batman etc
(it will be better if you make up your own Superhero)
• An adventure story
You must „mask‟ at least one photograph using the function in
Strip Design.
•Use speech bubbles for your text, so you need to think about
how your characters will talk
•Think about the „message‟ of your comic; the talent your superhero
has & what are values they stand for.
(Interpersonal/Intrapersonal/Linguistic/Visual-spatial)
Extension: Use Kidpaint to draw your superhero. Then mask it out to create a series of
comic books.
The books need to have a theme and link together. Add other characters to make the
story interesting. How are you going to make your story exciting?

TASK THREE
U-TURN
If you finish early you can go back to the Detour and choose another
activity.
Or, you can make a proposal to the teacher about an activity you would
like to do.
Other areas you can research:
•Is there any significant events or celebrations your country is
famous for? Research & report using Keynote.
•Compare the price of airline tickets to your destination? What do
you need to consider when looking for tickets? Display findings in
Numbers
•What inventions originated from your chosen country?
•What agriculture/farming is significant in this country? How do they
achieve this? Use your choice of writing application to show your
findings.
•Fashion/Dress/Costumes – sketch & design your own.

 PIT STOP
The pit stop is the final leg for this part of the
race.
This is where you present your findings & and
show your work to the teacher.
How would you assess your work?
What did you learn?
Go back over your work and make an assessment about its worth.
Is there something you can improve?
Is there something you want to change/add/delete?
Don‟t be afraid to redo something.... it doesn’t
mean it is wrong, it just means you are improving
the original.
Ask one of your peers to read/view your work.
Is there something in the unit you would like to
improve?
Write your thoughts in your journal.

Excellent Very Good Good
Needs
more
work
Poor
Works
independently
Creative –
Has good ideas
Inventive,
Unique,
thoughtful
Work is well
presented &
covers topic
Revised &
Assessed for
improvement
Assessment will be based on children approach the task; how independently they move
through the activities; their level of creativity, wisdom, intuitiveness and astuteness; the pieces
of work they produce; and their own self assessment of their processes and work.
Name:_______________ Project Title:____________________
Teacher Assessment

Excellent Very Good Good
Needs
more work Poor
I did my own
work
I had good
ideas
My work is
unique
My work is
neat, artistic
& covers all
questions
I read my
work & made
improve-
ments
Fill out & make comments
Name:_______________ Project Title:_______________________

Name:
Project:
What are the student‟s
strengths?
Areas to work on.
What stood out?
What did the student say
in their own
assessment?
You can reflect upon the learning experience & write reflective
comments about each student. For example.

CONCLUSION
The Amazing Race is one unit of work that can be utilised using Technology
Assisted Learning using iPads™ for gifted students, including gifted
students with learning disabilities.
Technology is a perfect vehicle to design unites that facilitate a student
centred approach that focuses on a child’s individual talents, learning style
and interests. Using this technology students become designers of their
own curriculum & teachers become facilitators & mentors. Students also
learn to become self assessing through reflection and from this ‘space’
learn how to learn.
The best gift we can gift any student is to give them the ability to know how
to learn, to develop thinking skills and be able to reflect upon their own
work. Building this sense of independence, grows and evolves children to
become the best they can be and reach their potential.

Thank you for joining me today, if you are interested in
learning more please visit us at:
www.digitallearningtree.com
Karina D. Barley : Using iPads for Gifted Children with Autism©
Authored by Karina Barley
Diploma of Teaching,
Graduate Diploma
Education, Masters in
Education ©

A Curriculum Unit using iPad Tablets, for Students with Autism - The Amazing Race

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