Scratch – Coding to learn!

Scratch

Scratch is a click-drag-and-drop programming environment that is exceptional for introducing students to programming concepts via Windows and Mac OS X . Students can use Scratch to code their own interactive stories, games, and animations. In the process, they learn to think creatively, reason systematically, and work collaboratively, which are essential skills for society and the classroom.

Target year level: Year 3-6 (Also recommended for high-school students)

Curriculum learning area: Digital Technologies

General Capabilities: Literacy, Numeracy, ICT, Critical and Creative Thinking

Developed by: Lifelong Kindergarten Group at the MIT Media Lab

Why use scratch in your classroom? Scratch introduces students to programming without the daunting pressure of understanding coding/programming language. Beginners are often ‘put off’ when faced with errors in coding, as many programmers are quite abstruse in their language, however scratch aims to overcome this barrier by using a drag-and-drop technique that is readily available to young ages. Scratch uses visual programming language that can be used to construct games, presentations, tutorials, animations, interactive stories and more to create a conceptual understanding or digital materials.

About this resource: Scratch has provided a educational resource for teachers that provides a digital platform for teachers to engage in and share stories, experiences, resources and meet fellow educators via the Scratch Educator Meetups. Note: These meetups are USA centralized. Scratch also provides teachers with an educator account to help manage classroom projects and student programs.

Links to other learning areas:

Art – Drawing experimentation with colour
Mathematics – Plot, graph, demonstrate and application of mathematical concepts
Science – Simulation and experimentation
Languages – Simple quiz input/output, including the recording of sound for feedback
English – Develop a narrative, plot points, characters and actions
All learning areas – Demonstrate a deeper, conceptual understanding of fundamental ideas

Mitch Resnick – Computer Scientist

Mitch Resnick is the director of the Life Long Kindergarten Group and LEGO Papert Professor of Learning Research at MIT Media Lab. Resnick aims to engage students with technology, encouraging them to create and experiment using coding with digital resources. You can find more information about Mitch Resknick here: https://www.media.mit.edu/people/mres/overview/

Scratch program snapshots

Scratch interface home page

Scratch background editor

Scratch character script

Scratch game/ challenge programming code

Programming in Schools using Scratch: A CS4HS: Iterate Workshop by Bruce Fuda

Download this resource to view a complete written document that maps out the Scratch program layout and how you can download/use it in your classroom

January 11, 2017 by sarahjenkins1321

CodeCombat – The dungeon crawling code game

About:
When looking for resources for students, as teachers, we often try to find an educational game that is fun and rewarding for the students. Often this is hard and nearly impossible to do! This is where CodeCombat is different. It has been designed as a game that is also educational. Within the game students will learn to use coding as a magical language that helps them complete tasks and objectives. As they progress through the game it becomes more complex, it even offers students to create levels for fellow students to play.

Price:
CodeCombat is a free to play game. However, it does have the option of adding additional levels for a fee of $9.99.

Use within a classroom:
When using CodeCombat within a classroom it can be diverse in its application. It can be used as a year-long activity that is the main focus of the year’s technology program, as a support in coding or as an after school coding club.

Assessing links:
As this was originally designed as a game that made use of coding for its gameplay, it does not have an assessment aspect to it. So, if you were wanting to use this resource within the classroom it is recommended to create your own assessment tools or look on the CodeCombat site where there is a teachers dashboard. This recent addition has created a community of teachers that share curriculum guides, progress journals, and activities that all link to students experiences within the game.

Year Levels: 3-6

Strand: Digital Technologies Processes and Production Skills

Link to resource: https://codecombat.com/

Cross Curricular and General Capabilities: Critical and Creative Thinking and Information and Communication Technology (ICT)

Curriculum links:
– Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)
-Design solutions to a user interface for a digital system (ACTDIP018)

January 11, 2017 by jessicalou

Sphero Robots! Learning how to program…

Subject: Digital Technologies

Year level: Grade 3+

Strand: Processes and Production Skills

Sub Strand: Digital Implementation

Content Descriptor Example: Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)

General Capabilities:

Literacy
Numeracy
Information and Communication Technologies (ICT) capability
Critical and Creative Thinking
Personal and Social Capability

Links to other learning areas:

Mathematics
Science
Even English and Art!

Link to resource: http://www.sphero.com/education

First impressions

I had never heard of a Sphero until I commenced my third year practicum and had to provide a learning experience involving them. I really had no idea what I was doing, but I quickly learnt that I was just the facilitator during this lesson and the students were in control of their own learning. The students loved the fact that they were teaching me something. All students were engaged in programming and collaborating with their peers to make the Sphero follow their innovative designs they had created.

So, what is a Sphero?

A Sphero is a little robotic ball that can be programmed using an app such as the sphero app, lightning lab or tickle app. You can create a series of instructions using the programming app where the Sphero will then follow the instructions you have created. Sphero can do tricks, dance to music being played, flash different colours AND it is also waterproof and shockproof.

How you could use a Sphero in the classroom

To provide an activity that suits the diversity of students, I would suggest to create a number of self paced challenges that can be completed by the students. Start with simple challenges that slowly progress to more difficult challenges. Students can move on to the next challenge once they have completed the one before. For example, the first challenge could be to program the Sphero to roll in a straight line forward and back. The next challenge could be to make a jump for the Sphero and make the Sphero go over it and return back to the beginning. Create harder challenges by adding corners, hills, obstacles, goals etc. This all depends on what experience the students have with programming. Students will be engaged in computational thinking as they are trying to solve these challenges by formulating the solution.

To incorporate Mathematics, students could design a pathway or maze by creating a 2D drawing to scale. Students can begin creating their pathway or maze using masking tape and items around the classroom making sure they keep to their measurements. They will then need to program their Sphero to complete the pathway or maze. Creating activities like these allow students to work collaboratively and have quality discussions about their understandings. Listening to some of the conversations the students have during this activity can blow you away.

When working with a Sphero, students are investigating, defining and designing their pathway drawing. Students then produce and implement their pathway ready for use considering safety measures. Once they have trialed their pathway, students will evaluate the progress made and discuss what changes need to be made by collaborating and managing.

TIPS

When working in groups, it could be handy to give particular roles to students, otherwise they may spend half the lesson fighting over who gets to do what. These roles could include: programmer, designer, builder, Sphero manager. Then swap the roles around making sure all students have a go at programming.

Allow plenty of time for pack up, otherwise you will be spending half the afternoon doing it by yourself.

Something extra…

Take a look at the Sphero Blog for ideas and inspiration.

Need some assistance with how to use a Sphero? Click here

By Jessica Read

References

School Curriculum and Standards Authority. [2014]. Digital Technologies. WA: Government of Western Australia. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

Sphero. (2016, June 20). Just add imagination [Video file]. Retrieved from https://www.youtube.com/watch?v=hk4HylFFC4c&feature=youtu.be

Sphero. (2015, August 4). What is sphero SPRK edition [Video file]. Retrieved from https://www.youtube.com/watch?v=Yg8LmEkI_0c&list=PLSdn63ba-PlZwLKYDV1I-BaW0ZRqYlXvY&index=5

Sphero. (2016, June 20). Sphero SPRK inspiring in the classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=0yQYr7CIxBc&t=4s

August 10, 2016 by ayusoff

Osmo coding.

Band level: F – 2

Strands and Sub-strands:

Digital Technologies

Digital Technologies Knowledge and Understanding

Content Descriptor:

Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

What is Osmo coding?

Osmo Coding uses hands-on physical blocks to control Awbie, a playful character who loves delicious strawberries. Each block is a coding command that directs Awbie on a wondrous tree-shaking, strawberry-munching adventure.

General Capabilities:

ICT Capabilities,

Creative and Critical thinking,

Personal and Social Capabilities,

Ethical Understanding,

Links to other Learning Areas:

English,

Mathematics.

Links to resource:

https://www.playosmo.com/en/

August 8, 2016 by jevers

Minecraft Hour of Code

Subject:

Technologies

Year Level:

5/6

Strand:

Digital Technologies

Sub-strand:

Processes and Production Skills

Content descriptors:

Design solutions to a user interface for a digital system (ACTDIP018)

Implement and use simple programming environments that include branching (decisions) and iteration (repetition) (ACTDIP020)

Link to other learning areas:

Mathematics – Maps

Link to resource:

https://code.org/mc

General Capabilities:

Critical and Creative Thinking

ICT

About the resource:

Hour of Code is a free online website with scaffolded coding challenges for children of all ages. The range of difficulty makes this a suitable resource for many different year levels and abilities. Students are able to guide themselves through activities with clear objectives while developing problem solving skills by thinking creatively and spatially about solutions to the puzzles. Each new action or objective is introduced before the student needs to use it, so they have a clear understanding of what is required.

Class activity (45 mins):

Discuss with the students the concept of coding and what ‘code’ means.
Get the students to suggest what coding can be used for and give examples of code that they have encountered.
Discuss the term ‘program’ (a collection of written code that causes something to happen). What is it? How is it different to code?
Discuss troubleshooting and debugging. These are terms for creatively coming up with solutions to problems. Ask the students when they have done troubleshooting and debugging.
Introduce the Hour of Code website and how to navigate to the activities.
Talk the students through signing in to the website.
Allow the students to work individually or paired with a buddy if they thrive on peer support.
Pause the students part way through the activities and ask them to share mistakes they have made and how they solved the problem by troubleshooting.
The students may not finish the activities but they can pick up from where they get to in a later lesson.
After the students log off the computers, gather them together and discuss what was easy, challenging, or enjoyable during the lesson.
Discuss the key vocabulary one more time to ensure that the students are clear on its meaning.

Reference:

Learn an hour of code. (2015). Retrieved from https://code.org/learn

[Minecraft advanced code]. Retrieved from http://www.nbcnews.com/tech/internet/hour-code-lures-kids-computer-science-minecraft-theme-n464426

[Minecraft code image]. Retrieved from https://code.org/mc

[Minecraft simple code]. Retrieved from http://www.i-programmer.info/news/150-training-a-education/9209-minecraft-hour-of-code-.html

August 8, 2016 by jevers

Bee Bots for programming and mapping

Subject:

Technologies

Year Level:

3/4

Strand:

Digital Technologies

Sub-strand:

Processes and Production Skills

Content descriptors:

Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)

Work with others to create and communicate ideas and information safely (ACTDIP013)

Investigating and defining

Create a sequence of steps to solve a given task

Designing

Develop and communicate ideas using labelled drawings and appropriate technical terms

Collaborating and managing

Work collaboratively to safely plan and publish steps in a process

Link to other learning areas:

Mathematics – Maps

Link to resource:

http://www.teaching.com.au/catalogue?catalogue=MTA&category=MTA-BEE-BOTS-EARLY-YEARS-ROBOTICS

General Capabilities:

Critical and Creative Thinking

ICT

Numeracy

About the resource:

Bee Bots are programmable robots that students can use for many different activities, such as plotting paths or navigating mazes. The moves they are able make are forward, backward, quarter turn right and quarter turn left. The students will need to familiarise themselves with these movements and understand their limitations.

The programmable robots are accompanied by a free downloadable app the allows the students to explore a digital world with the Bee Bots. They use the same moves and develop the same skills.

Class activity (45 mins):

This lesson may be taught without the students having prior knowledge or use of the Bee Bots but this would speed the process along.

Introduce the Bee Bots to the students and run through the movements with the students (forward 1 space, backward 1 space, 1/4 turn right, 1/4 turn left)
Show the students a simple example on the whiteboard for them to navigate a Bee Bot through. Eg. Forward 2 spaces, turn right, forward 1 space, turn left, forward 3 spaces.
Discuss the task with students. In small groups (>5) they will create mazes using blocks and other materials found in the classroom to navigate their Bee Bot through. As they build their maze, they will record its shape on grid paper and write down the moves their Bee Bot will have to make to make it through.
Criteria:

The Bee Bot must make at least three right and three left turns.
The Bee Bot must travel under a bridge.
There must be at least 15 moves in total

The students will make and map their mazes using their choice of materials.
Encourage students to test their Bee Bots in the mazes throughout the process.
When all students mazes are ready, each group will perform for the rest of the class.
Students will reflect on their own and other students success in a verbal discussion.

Reference:

[Bee Bot]. Retrieved from http://ops4infolit.global2.vic.edu.au/category/bee-bots/

Meet Bee Bot. (2016). Retrieved from https://www.bee-bot.us/

TTS Group. (2011, September 15). Bee-Bot®: a class introduction [Video file]. Retrieved from https://www.youtube.com/watch?v=52ZuenJlFyE

August 8, 2016 by lkstokes

Blockly Games

Games for Tomorrow’s Programmers.

Resource: Blockly Games

Year Level: K – 10

Subject: Digital Technologies

Strand: Process & Production Skills

Sub Strand: Digital Implementation & Creating Digital Solutions

General Capabilities:

Literacy
Numeracy
Information and Communication Technology (ICT) Capability
Critical and Creative Thinking

Links to other Learning Areas:

Literacy
Numeracy

About Blockly Games:

This resource is designed for children who have none to little previous coding experience. Series of games are used to begin teaching computer programming to children of a range of ages. When visiting Blockly’s website it is clear that the creator’s aim is to inspire and encourage tomorrow’s programmers. Activities from this resource start at a basic introductory level that take children through the motions, explaining terms and describing the aim of the games. Children can then work through the activities and finish off on more open-ended, complex programs that incorporate mathematical knowledge and understanding. All games are designed to be self-paced and self-teaching, which builds problem solving skills.

Use in the Classroom:

Blockly is a valuable resource as it incorporates many cross-curricular opportunities. The first game which involves children having to drag blocks that describe animals, such as how many legs and distinct features of a cat, duck, bee and snail.

Student’s will use drag and drop blocks to work through the games and practise their coding skills. These games can be completed individually or easily in pairs if resources are limited. At the bottom of the screen, there is the ability to clear all data which provides the opportunity to start over and encourage students to test out alternative ways.

The website starts at a puzzle which is the least complex game, moving onto mazes and games called bird and turtle. Interestingly Blockly provides children to create a ‘movie’ using their coding skills which can then be saved and shared with peers or their family.

References:

Australian Curriculum and Reporting Authority [ACARA]. (2014). The Australian Curriculum: Technologies. Canberra: Australia. Retrieved from: http://www.australian curriculum.edu.au/Home

Blockly Games. Retrieved from: https://blockly-games.appspot.com/?lang=en

August 7, 2016 by nicoletz

Tynker

Subject: Digital Technology

Year level: K-8

Strand: Digital Technologies Processes and Production Skills

Sub-strand: Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Link to the resource:
https://www.tynker.com/?t=reset

Links to other learning areas:
English, Math, Science, Social Studies

Classroom activity using this resource:

Through Tynker, children are able to establish foundations in Computer Science and programing while developing their critical thinking skills. Students have the opportunity to learn at their own pace as they complete game-like lessons. Lessons may involve interactive learning modules, mini-games, coding projects or puzzles. Children are guided through coding concepts through step-by-step tutorials. Once these are complete, children have the opportunity to experiment with what they have created and put into practice the concepts learned. Once students have mastered Tynker and the various activities it has to offer, they can apply their knowledge and build their own unique and creative game.

How to use this resource:

To apply Tynker in the classroom there are three options available to you as a teacher:

Tynker Standard – this is free and provides basic creativity tools for unlimited number of students, as well as a free 6-hour starter course. All you have to do is sign up.
Tynker Classroom – this costs $399 for a class of 30 children. Hundreds of activities are provided, quizzes and assessments also available and assist in grading students.
Tynker School – this provides teachers with courses for all grades, STEM courses, lessons, activities, quizzes and automatic grading for all year levels. The starting cost if from $2000.

Once Tynker is enabled on devices, it is the teacher’s duty to explain to students what coding is and how to use Tynker. The teacher should also direct students to the tutorials provided by Tynker to further support students understanding about programming.

By Nicolette Zakarias (student number 10331779)

Technologies Curriculum- Resources for Teachers

A community blog for teachers to collate and share resources for teaching the Technologies Curriculum F-10

coding and programming

Scratch – Coding to learn!

Scratch

CodeCombat – The dungeon crawling code game

Sphero Robots! Learning how to program…

Osmo coding.

Minecraft Hour of Code

Bee Bots for programming and mapping

Blockly Games

Games for Tomorrow’s Programmers.

Tynker