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drawing shapes

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Programming in scratch sphero/olley to navigate an obstacle course - brings in measurement...

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Programming in scratch sphero/olley to navigate an obstacle course - brings in measurement...

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coding robots to create repeated shapes

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Lego Mindstorms Software - searching for the other robot in sumo wrestling challenge

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Lego Mindstorms Software - searching for the other robot in sumo wrestling challenge

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Drawing a tessellation in Scratch

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Opprotunities for usinfg repeat  blocks

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Drawing 2D shapes using scratch - similar to the Frozen activity from Hour of Code

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Drawing 2D shapes using scratch - similar to the Frozen activity from Hour of Code

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Drawing regular shapes using probots. Allow students to explore the repeat button as a more efficient way of drawing shapes.

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Drawing regular shapes using probots. Allow students to explore the repeat button as a more efficient way of drawing shapes.

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I'd really like to try out some of these suggestions.  Have scheduled the Khan Academy hour of code in for this week.  Getting braver - now need technology to pull through.
Thanks everyone.

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Use hour of code Frozen activity. Great demonstration of looping.

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Using loops to give robot fluid movement ina  task.

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Drawing 2D shapes with bots

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Using the same movements over and over again = a loop. Swift takes students through creating loops to make their Byte do the same movements multiple times to get gems.

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Use spiral drawing to investigate patterning

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a volcano moves across the screen and back within a scratch game 

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a volcano moves across the screen and back within a scratch game 

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Angry Birds activity on Hour of Code has lots of opportunities for using repeat blocks.

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Drawing shapes and pictures with ProBot.

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Using multiple spheros to move and hit a specific sound sensor at a particular time repeatedly to create a tune.

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Using EV3 robots, trace a path to make a regular shape. Students quickly realise the value of looping when required to make a range of regular shapes.

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Using EV3 robots, trace a path to make a regular shape. Students quickly realise the value of looping when required to make a range of regular shapes.

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Use tickle to program the robots to make a square shape/\.

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Scratch - use the Scratch guide and create a game of catch - the sprite falls from the sky ad has to be caught in a basket.

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While I haven't taught a specific lesson on this (not currently teaching digital technologies) I have used it in science where they repeat a simple experiment a number of times following specific instructions.

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Use Scratch to have their character do something that then loops.

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Use Scratch to have their character do something that then loops.

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Scratch to discuss the language of movement in maths and geography.
Create a sequence - work in pairs and  test one another.

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using print outs of specific steps and instructions student chose a number of steps eg - right turn, go forward, turn left, if there is a wall in front of me..... etc.  Using lego peices, a paper maze and stpes students work in pairs or groups and follow repetition of  instructions provided to build a maze.

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Use Moana from hour of code

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Loop code to draw 2-d shapes.

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Blockly coding of Dash robots - Cartesian plane work

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Blockly coding of Dash robots - Cartesian plane work

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Programming a sphero ball to keep turning until it has reached 5 turns.

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Programming Edison Robots to loop a sequence of code to complete a task e.g. drive around a solid line

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Programming Edison Robots to loop a sequence of code to complete a task e.g. drive around a solid line

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Completing set activities in Code with loops

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Completing set activities in Code with loops

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One avatar in the game acts as the antagonist. It moves across the screen in a loop to try to stop the main character.

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Using scratch to teach geometry.  Looking at regular 2D shapes students becom familiar with the idea the the length of side and the angle between sides repeats. With this in mind use scratch to draw these shapes without repeat block.  Introduce repeat block to condense code.

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Create a task of moving the animal sprite around the page.

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Using the pen draw a shape, then loop the instructions to draw muliple copies. Relate to robots on an assembly line, the Edison following a line, Groundhog Day etc..

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I like the idea below of student's doing a physical looping demonstration BEFORE moving into identifying how this operates in SCRATCH.

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View the teaching videos with the students to best explain their task. Students then try to create the same thing on their computer. Then have the students use the skills they have learnt to create a looping video type game.

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Use scratch to program the makey makey to make a Simon says light game that students have to mimic by following the correct sequence.  The sequence gets longer if the student gets the right combination.

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Exposure to this program will ensure students understand repetition and looping. Introducing students to the language is important to assist them to be able to apply the concepts outside of Scratch.

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programming bee bots to draw a particular shape, them repeating shape over and over to create a design

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programming bee bots to draw a particular shape, them repeating shape over and over to create a design

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Using scratch to create a loop to repeat instructions to make it through a game

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Programming bee-bot to follow a path repeatedly around certain objects.

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Using the repeat forever button to make a bird sprite appear to be continuously flying across the screen.
Natalie

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Have a student in your class complete a set of instructions and then ask them to repeat the same actions again. Then ask them to do it 5 more times.  Discuss  then how it would have been easier to have them do it and then ask them to repeat it X number of times rather than asking a number of single times.  Relate this to looping.

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Select a tutorial containing the concept of repetition or looping.  From memory, the very first tutorial touches on this. (You have to get the cat to do a dance move which is repeated)

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Using the loop or repeat forever blocks and make it rain tacos or whichever sprite of students choice.

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problem solving the code for a mindstorms robot, that turns away when it senses the wall/line/edge. The need to constantly check.

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Create a code using loops to allow students to turn their robot into a disco ball or a police car

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Create a code using loops to allow students to turn their robot into a disco ball or a police car

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Use Sphero to make a square using same code repeated four times. show how using a loop is more efficient.

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Create a loop in which a sphero robot completes a course a number of time.

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use the loop or repeat functions on scratch

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use the loop or repeat functions on scratch

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Colour a fish then colour a pond glue images on either side of a bamboo skewer and spin to reveal a simple cartoon of a jumping fish

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Create a tessalation using blocks. Engage students to understand how to repeat the pattern. Transfer this thinking and process to a computer based program/ paint design the repeated pattern/ loop.

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Create a tessalation using blocks. Engage students to understand how to repeat the pattern. Transfer this thinking and process to a computer based program/ paint design the repeated pattern/ loop.

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Students are required to program their robot to follow a designated path using either light or sound sensors.

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Use the forever or repeat block in scratch to show how to Loop

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Use the forever or repeat block in scratch to show how to Loop

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Use "Hopscotch" to draw a variety of regular shapes by creating a loop of repeated instructions.

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Use "Hopscotch" to draw a variety of regular shapes by creating a loop of repeated instructions.

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Create a dance for an EV3 robot to do timed to music. Use the repeat loop for the robot to do the same moves for each verse/chorus

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Create a dance for an EV3 robot to do timed to music. Use the repeat loop for the robot to do the same moves for each verse/chorus

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Create a set of instructions for Sphero to explore the classroom.  Students must account for each obstacle and event that Sphero will encounter on his trip.  He must continue to explore in a loop program until the student stops the program.

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From the first hour of code assignment, use scratch and show them the loop feature to draw shapes

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Program EV3s using loops for different types of sensors. 

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Program EV3s using loops for different types of sensors. 

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Create a game where Sprite jumps an object crossing the screen in 'forever' loops. If Sprite touches the object, game over appears.

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Using a known game have students show steps including loops to continue

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Using a known game have students show steps including loops to continue

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And win the game

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Navigate sprite through a maze of obstacles. If sprite hits them the 'forever' loops takes them back to the start of the maze.

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Using Scratch ask students to draw a square.  Then discuss an easier way it can be done using a loop.
This would then lead to students creating their own patterns using loops.

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Use a simple game such as Snakes and Ladders to create a flow chart / diagram to show a loop that allows the game to continue until someone lands on 'Finish'.
Completed flow chart would have examples of branching and looping.

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Programming Bee-bots to draw a square.  Identifying the repeated part of the algorithm.

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Programming Bee-bots to draw a square.  Identifying the repeated part of the algorithm.

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Students experimenting with the concept of repetition in making a Halloween game. A bat is moving on the screen and you must navigate your sprite around it.  If you touch the bat you are back to the start.

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Students are given a specific path to follow using the Lego Mindstorm devices. They must create a forever loop to maintain movement throughout the set of instructions.

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Students made a maze game during a lunch time coding group.