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Students could create a simple map showing the path to the playground, tuckshop and toilets. 

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Students could create a simple map showing the path to the playground, tuckshop and toilets. 

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Find the quickest way to the playground from our classroom.

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Find the quickest way to the playground from our classroom.

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Students could have character retell a story/narrative that they have written.

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Do not have an ipad but like the look of Daisy the Dinosaur. Will enquire at school if I am able to view on theirs. Daisy could walk the coordinates to follow a directed path.

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Do not have an ipad but like the look of Daisy the Dinosaur. Will enquire at school if I am able to view on theirs. Daisy could walk the coordinates to follow a directed path.

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Students organise coding to enable the Foo characters to collect as many points as possible.

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Students select pictograph symbols that represent actions to create a game sequence/ event where ninja foos are challenged to get a star from the alligators mouth.

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Write facts or rules about school and hover above a pre designed map where these would apply.

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Write facts or rules about school and hover above a pre designed map where these would apply.

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sequence story

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recall main points of a story to create a story picture and have interactive controls to pic the parts of the story to retell.

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Daisy Dinosaur has to dance around field in a repeated square pattern, with jumps, turns and moves.

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Students use the program to mover the cat around the screen.  As this was new to the students, much of the time was allowing students to experiment with the program encouraging children to 'have a go' and see what happens.

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Sequence steps to move foo around the screen to achieve the set goal.

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Students created a simple program that taught facts about insects. They needed to move insect across the page using coding to share information. They also had to include more than one page and different ways to start each page. Students were encouraged to identify patterns and use loops.

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Using BeeBots and number cards to make rainbow number facts.

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Using BeeBots and number cards to make rainbow number facts.

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Each has a turn to create a treasure map and gives directions to their partner to help them find the treasure.

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Pick up objects on an adventure - on the way to a destination.

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Pick up objects on an adventure - on the way to a destination.

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have students create a retell recreating the main points of a short story.

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Use the Foos to give/follow directions to a particular object.

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Use the Foos to give/follow directions to a particular object.

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Using Beebot to practice adding +1, +2 or +3 to numbers to complete an hundreds chart 

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Using Beebot to practice adding +1, +2 or +3 to numbers to complete an hundreds chart 

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Move a character through a maze they have drawn as a background

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Follow direction to map pathways at school to go to different areas.

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Follow direction to map pathways at school to go to different areas.

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Using Scratch Jnr  to move the cat character from one specific point on the screen to another

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Bee Bots to program a path to various school locations eg classroom to the toilet block

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Bee Bots to program a path to various school locations eg classroom to the toilet block

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Use a map with a plastic grid over the top (You can create these by buying plastic at a craft store and drawing up the grid for Beebots). Program Beebot on a whiteboard drawing arrows and turns. Then try solutions on the grid.

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Use BeeBots to play Snakes and Ladders, reinforcing numbers and direction

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Use BeeBots to play Snakes and Ladders, reinforcing numbers and direction

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Use the same coding system as Foos to give directions to the tuckshop.  

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Use the same coding system as Foos to give directions to the tuckshop.  

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Thanks for the extensive list of apps. I do not own a ipad to work some of these apps but can see the advantage of perhaps owing one of these in the future. So many changes to work through with this course.

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Thanks for the extensive list of apps. I do not own a ipad to work some of these apps but can see the advantage of perhaps owing one of these in the future. So many changes to work through with this course.

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creating a code for students to program their foo to reach something by jumping, walking, turning etc

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Bluebots - work in pairs. There are letter cards on the mats. Person 1 says a word. Person 2 has to write the code to make the bluebot visit each letter in sequence.

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Bluebots - work in pairs. There are letter cards on the mats. Person 1 says a word. Person 2 has to write the code to make the bluebot visit each letter in sequence.

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I haven't been able to download these apps on the school ipads yet but will organise for this to be done with the IT staff

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I haven't been able to download these apps on the school ipads yet but will organise for this to be done with the IT staff

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coding their sprite to move across the stage, twist and turn to move to a certain spot or object.

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coding their sprite to move across the stage, twist and turn to move to a certain spot or object.

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Year 1s use BeeBots in pairs. one student write a code and their partner has to follow the code to spell out a mystery word.

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Year 1s use BeeBots in pairs. one student write a code and their partner has to follow the code to spell out a mystery word.

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We used the iPad app and actual Beebots to solve simple problems.  How to move Beebot from one place to another - increasing difficulty level of the task as success is achieved.

Following Daisy the Dinosaur through her activities achieves much the same thing, but the hand on programming of the Beebots appeals to the younger learners as well.

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Kindy - Use Bee Bot app to move Bee Bot to the flower.  Supports and reinforces "hands on" Bee Bot.

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Kindy - Use Bee Bot app to move Bee Bot to the flower.  Supports and reinforces "hands on" Bee Bot.

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Scratch Jn is on the XOs and students were to design two screens with a character moving to the other screen.

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Scratch Jn is on the XOs and students were to design two screens with a character moving to the other screen.

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We have used Scratch, with a pre-designed background, and have the students move a character round a maze

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We have used Scratch, with a pre-designed background, and have the students move a character round a maze

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we used hour of Code and crayon physics delux during rotations

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Year 2
We used Scratch Jnr during our DigiTec lessons in term one. Students were expected to write a code that went across two screens that matched so they could create a story. They were also required to do an if then, for example when the soccer ball hit the butterfly in the park it would flutter around. These movements were to be as realistic as possible. Students were encouraged to use loops and sound effects for their characters.
I don't have access to these apps on my computer to show their codes.

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What instructions could be used for the foo to reach the donut - walk one step, jump, and jump again.