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grade 5 students have built lego robots, they have now gone onto Hour of Code, they will then go onto develop ciding for new robots the school has purchased

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grade 5 students have built lego robots, they have now gone onto Hour of Code, they will then go onto develop ciding for new robots the school has purchased

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Year 2 

Students were learning about making ice cream.  They wrote the procedure into a power point,
added pictures and sound.  Students had
to think about what the overall effect was when they placed the picture and
text onto their slide.  Did it need to be
smaller, larger, centred, off to one side. 
Did the picture cover the text? 
Could they use a different font? 
Smaller, larger.  Were the
headings different to the text?  

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Year 2 

Students were learning about making ice cream.  They wrote the procedure into a power point,
added pictures and sound.  Students had
to think about what the overall effect was when they placed the picture and
text onto their slide.  Did it need to be
smaller, larger, centred, off to one side. 
Did the picture cover the text? 
Could they use a different font? 
Smaller, larger.  Were the
headings different to the text?  

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Beebots
Students worked together to decide what our town should have. Hospital, oval, swimming pool, park, houses, shops road etc. Then each child child one of these on a piece of paper to place under the clear grid beebot mat. The children had to write directions on how to get to a specified part of the town.

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Science Life Cycle
Learnt how to access the internet to look for pictures on their animal and save a picture into their own file. Then they looked for information on the animal and copied text and pasted into a word doc to save to learn how to take out information for their report. They learnt new ways to use technology and were very excited and pleased with themselves.

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Probots were used to introduce the concepts of sequencing steps, writing algorithms and debugging. In mixed ability groups,(yr 3/4 and 5/6) students then had to design a race track for their probots to go around, write the necessary algorithms and program the probots to complete the task.
Equipment needed:-  probots (1 per team of 4-6), large sheets of paper, textas, a large area to work in.
This task worked because it really developed the concept of debugging as the algorithms became quite lengthy, the further round the track the probot went.
It was also good to have mixed ability grouping so the students could support each other.
I found with the younger grades it was necessary to keep the tracks simple (right angle bends only) as they have not yet covered the concept of angles in Maths. Time constraints was also another huge factor that affected this task.

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Students have to use their newly learned ideas from an entrepreneurial program (Emerging Entrepreneurs) to come up with an idea that solves a real-world problem. They then test this idea against a range of criteria provided through the program (eg. customer interest via interviews) before designing a beta version at little to no cost to themselves. Once designed, the students will design a marketing approach in order to sell their product using a range of software and hardware that we've introduced students to over the term (eg. robotics, scratch, javascript/website, apps, 3D printing, online presentation software).
We're not finished yet as the students have a semester to complete the whole course including the product creation and marketing but so far, the students are keen and hard to hold back!

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Teaching a new dig tech eg Flash can be met with blocks and reluctance at fear of effort or the unknown but, taught well, can lead to fun and greater ability to learn through mistakes and desire to take skill further. This 

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Teaching a new dig tech eg Flash can be met with blocks and reluctance at fear of effort or the unknown but, taught well, can lead to fun and greater ability to learn through mistakes and desire to take skill further. This 

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Adobe Flash
Advice to others- be prepared; be prepared to work on the fly, expect the unexpected and be prepared to troubleshoot; don't let initial reactions put you/others off; persevere; use hard learning as lesson in itself.

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Children have been taught how to use parts of Gamemaker.  they now have to make a maze game relating to the Science topic we are doing about being prepared for a cyclone.

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Children have been taught how to use parts of Gamemaker.  they now have to make a maze game relating to the Science topic we are doing about being prepared for a cyclone.

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I do not currently teach digital technologies but I am keen to learn more.

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this is used for entry into the Lego mindstorms groups that is run after school.

Students are given the task of modifying an everyday object to perform a different function.
The students work collaboratively on the task and present as a group.
At the end students rate themselves and teammates on their effort and participation.
The presentation panel rate their end product.
This effectively selects students that are going to commit the time and energy to an after school activity and selects students that have the creativity to apply to problem solving. in the past student have developed mousetrap powered cars  , clothes peg shooting galleries and conceptual designs for sweeper robots powered by a spinning top.

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Teacher introduces 'Hour of Code - Star Wars: Building a Galaxy Code' http://code.org/. In pairs, students decide how they are going to complete each activity. Students then explain their answers to the class. Work through all activities until students develop a better understanding. Students will develop their  understanding and competencies at different stages.

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Students explore simple coding by completing introductory Scratch cards, then move to a class project, followed by developing their own mini project. I hope to have time to have a collaboration session where students can provide feedback to

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Practical Example- In pairs students worked through course 2 at code.org.  They then transferred knowledge and skills gained to developing simple algorithms to move each other on a grid.
Resources - Hour of code (code.org), large grid floor mat and arrow cards.
Advice - Highly engaging; project based; self paced; allowed 6 year olds to identify a problem and produce solutions; developed team skills.

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Speaker Housing
Research background on speakers and their design.
Explain the problem
Design a solution
What resources required
(we used wood, acrylic, 3d print, CAD
Constraints on design
Time to complete
Skills required
Assembly
Testing
Changes
Evaluation

WIW
Collaboration, creativity of students engaged in a practical activity that they can take with them and use with their music device.

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Used coding and robotics to navigate themselves or the robots around obstacles to get to home. During this time students problem solved, collaborated and sequenced steps to get to their goals.

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Students started working with Hour of Code and then moved onto Scratch.

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Students used a sentence builder app to assist with students who were unable to construct a sentence and successfully create a short text.
- Ipad
-Created student engagement

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Use an ipad and a comic strip make

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Students use Scratch and MakeyMakey to develop a prototype for a real world application. They developed their idea as far as possible and then others in the class had to test and give feedback.

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- Students use Keynote to present work/type work
- iPads, Keynote
- Keynote is easy to use. Students explore and self-teach. They become creative as they find new applications in Keynote.

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I encourage teachers to use BeeBots regularly to practise and revise basic maths concepts.
We do time, multiplication, addition and subtraction basic facts and we find that student are always engaged when using the beebots and collaborate and problem solve together.

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Using Scratch, students designed, produced, tested and evaluated a maze game and an animation.  I encouraged students to test each block of coding immediately in order for them to see if their program worked.  This facilitated higher order problem solving as they worked out how to program events such as: changing their sprite's costume, or the background, sending a broadcast message, using initialisation etc.

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Year 4/5 Students were given a problem to solve ie. Using the EV3's, 

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Year 4/5 Students were given a problem to solve ie. Using the EV3's, 

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Year 3. Children completed Hour of code activities, then transferred their knowledge of block based programming to Kodu where they had to design a simple game within design constraints. The culmination was an afternoon when they got to share and play each others games, and give helpful feedback.

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Year 3. Children completed Hour of code activities, then transferred their knowledge of block based programming to Kodu where they had to design a simple game within design constraints. The culmination was an afternoon when they got to share and play each others games, and give helpful feedback.

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F-2 example

I used Scratch JNR on the iPads for the students to apply
their understanding of location, direction and geography.  

Students explored north, south, east, and west, left and
right.  They needed to develop a program
to follow a set of instructions with a friend.

Once students mastered this I had them write their own set of
instructions of what they would like to get scratch to do and challenged a
friend to develop their program.

Resources used

iPads, between 2 with Scratch JNR

Laminated cards with instructions of what to do.  For example “Get the cat to walk left, turn
and walk right 4 steps.”

It worked well as students were engaged and challenged.  They loved applying their understanding to
create their own program and challenging their friends. 

 

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F-2 example

I used Scratch JNR on the iPads for the students to apply
their understanding of location, direction and geography.  

Students explored north, south, east, and west, left and
right.  They needed to develop a program
to follow a set of instructions with a friend.

Once students mastered this I had them write their own set of
instructions of what they would like to get scratch to do and challenged a
friend to develop their program.

Resources used

iPads, between 2 with Scratch JNR

Laminated cards with instructions of what to do.  For example “Get the cat to walk left, turn
and walk right 4 steps.”

It worked well as students were engaged and challenged.  They loved applying their understanding to
create their own program and challenging their friends. 

 

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I use BeeBots regularly not only to practise coding the shortest / longest paths or to give directions, but also to practise and revise basic maths concepts.
For example, I have printed off a range of times represented in different ways (digital, analogue, written) or different ways of representing a number (number, word, place value, picture, etc.). I then tape these representations onto the back of a Beebot mat and the students program Beebots to match the different representations. Students are always engaged while using the Beebots and I love the way that they help eachother when they are stuck. They are an excellent tool to use in the younger years.

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Designing a game to represent their WPH & S activities. They had to collaboratively develop a game (using Gamestar Mechanic) to show how they would navigate safety through a variety of virtual workplace problems.

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Students linked Geography & maths elements.  Working in a p,1,2 classroom I broke students into year levels and allocated them a pokemon team.  We then took images of pokemon and placed them near features in the school and photographed them.  We printed off the features and created a school map using a clear mat for the beebots.  Each team then had to create pathways using the beebots using varying difficulties - p: the shortest path to their pokemon, 1's: the shortest path to their pokemon avoiding competitors pokemon & 2'sshortest path removing all competitors pokemon along the way.
The process of evaluating their pathways was supported by using beebot direction arrows laminated, so they engaged in a process of evaluating through out. It was great to see the application with increasing complexity across the year levels.

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Students learnt about algorithms and computational thinking. They had to draw a simple path on their iPads to navigate a maze from the image of a Bee Bot to the Angry Bird. Students then created a representation of this path creating their own algorithm to represent the path taken. They shared their algorithm with a partner to see if the partner could successfully navigate the maze using the designed algorithm. Students discussed with each other solutions to the visual representation if the algorithm didn't work and other ways they may have designed the algorithm including the use of repetition symbols t (iteration) to simplify the algorithm. The student discussions were rich and engagement high. The opportunity to work with others, discuss issues, problem solve and refined their algorithms supported all students to achieve success.

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Students used Lego WeDo to link Science and Technology curriculum using robotics. They worked collaboratively to design and program a Mars lander robot to navigate a path, use sensors to identify objects in path and navigate around these. Students initially came to the teacher and asked for solutions to why their program wasn't working. The success behind this activity was the teacher stepping back from directing and allowing the students to collaborate, explore, problem solve, troubleshoot, fail and try again, evaluate, redefine and learn from each other.

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Using Beebo and a floor mat featuring a town scene, the children took turns to collect a toy person from a particular landmark of their choosing. Various strategies were used by the children to plan how they would program BeeBot and support given to each other when the programming they had used was not successful.

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Hour of Code
Students used code.org to firstly gain their Certificates for Hour of Code. An excellent introduction for them (and the teacher) in using coding to develop skills. Both Year Levels will go on to develop a game

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Students worked in pairs to give and follow directions using bee bots and mats
The kids are engaged and loved working with someone to achieve set goals. The lights and noises that bee bots make were a winner

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Year 4 students created their own coloured musical "playable" virtual xylophone.

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Ozobots
My students were given the task of coding their bot to perform a dance to certain criteria. For instance, it had to demonstrate certain coding features; and had to stay within a defined square, whilst also going for a certain number of seconds. Students had the opportunity to debug their codes so that it met all criteria.

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We recently purchased Ozobots so the students have had an opportunity to design games, paths, puzzles etc in small groups with the Ozobots.  This has been great as they are able to get immediate feedback about their programming and how successful it was/wasn't.  Lots of opportunities for problem solving.

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Year 4
Students will create their own game

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Students used Carnegie Mellon online tutorials to learn the basics of programming Lego EV3 in Labview (moving, turning, sensors, loops- 6 lessons). They then chose a CM mini challenge to complete as the as the practical design task.  This worked because the tutorials related to the CM mini challenges, and explored robotics for various purposes. This was an improved experience from using the Labview ‘silent’ tutorials in Robot Educator.

Students were grouped in ‘challenge groups’ of 3, where group managers were appointed who normally do not engage with leading, organising, completion of activities etc. Those who normally ‘lead’ were tasked with learning to support and follow. Groups were expected to develop collaboration skills ad were supported when issues arose. This worked because students were focused on improving their weaker group-working skills.

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Students choose a robotic device ev3, sphero, ozobot, edison and program their chosen device to solve a current problem they have in their life. Eg coding robot to help tidy up room by sensing objects on floor and moving to required location, having trouble waking up in morning so coding robot to wake when light in room reaches a certain value. Students enjoyed having control over both the device and the problem they were opting to solve.

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After working through a game using Game Maker, students designed their own games with a set of rules. The students were highly engaged because it was an activity related to their interests.

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This term I introduced the students to the Hour of Code and we have been exploring the different coding activities on the website.  The students are highly engaged as it is based around current fictional characters from their favourite movies and tv shows.  The programs are really good for challenging students understanding of special awareness, sense of direction and problem solving when things don't go right.  There is also a good level of literacy in the program which helps students to extract the important information for each task.

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After a short introduction to the codes in Scratch Junior, students followed a youtube tutorial to create a space game.  From this they have programmed a race with 3 animals.  They have also used the message codes to send a message to 3 animals looking for a cat who has disappeared and then a message to the cat to reappear.  The smiles were endless and it was so empowering for them to problem solve, test, retest and evaluate each of the 3 projects.

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Students program robots to seek out coloured M and Ms on the floor, recognise their colour and sort them into coloured piles, as quick as possible

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Example: Design a virtual representation of a local historical village showcasing additional suitable dwellings and structures that would have been present in the Pioneer Days. Children were to study elements of what materials would have been used, types of building that would have been present, structures designs that would have been seen and eliminate any elements that would not have been around during that time period.

Resources: Historical Village website (tourism purpose with example photos from the period), Picture Queensland's historical photos database, MinecraftEdu custom building world for virtual village construction.

Advice: Beyond basics of how to use MinecraftEdu (easily taught and practiced) it is important to start with what would buildings of the day have looked like. What materials would have been used, what types of buildings would have been present (e.g. a corner store/ supplies shop NOT a modern supermarket). Break kids up into teams for the build. Set clear expectations and rules for in world on task behaviours along with suitable consequences for breaking said rules. Limit time to ensure a heightened level of on task behaviours. Have a 'polishing crew' complete the final touches of the finished village and to add extra flourishes that would have been outside of the initial requirements.

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Sorry, I can't contribute a Robotics example as I haven't taught robotics for some years (over a decade to be exact).  I'll have an example, soon I hope.

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Students identified a concern with bullying behaviour between some students at the school. Using Scratch and storyboarding, they developed a short narrative that explored the consequences of bullying; how it impacted on victim and issues for perpetrator and bystanders. Animations were viewed in the library at special screenings and used by teachers to generate discussion on issue in wide contexts.

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Using a Beebot students were required to design maze for the beebot to travel through following a sequence of location directions. The students then tested and evaluated their maze. Through a process of collaboration with peers they were able to adjust as necessary. The students were very engaged in this process. A follow on from this activity would be for students to develop the sequence of directions for another group to complete the maze.

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Students designed an experiment in the create4space unit by Quberider to be carried out by the astronauts on the ISS. Used a pi computer and senses board. Used python to code the computer to collect the data. Data to be analysed when it gets back to Earth.

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After reading text, class drew their own story map. We took the map, enlarged it and used grid references for Beebots. Children wrote their code to get to Grandma's house using arrows. They tested their code with the Beebot on the map.
Children were really motivated and engaged because they owned the project.

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Hour of Code with student choice of theme to ensure students are engaged. My advice; this is a free online resource that covers the expectations of visual coding including iteration. It is also a great option to introduce the class teacher to visual coding.

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Introductory lesson to beebots using the treasure map, moving from point A to final destination. Model how to use, directional language, etc, then student chooses travel from A to B and direction. Discussion of whether there is just one way to go, or various paths. Also discussion if the beebot does not complete the task, how we could modify the step required so that the task is completed successfully. Reinforcing that we learn from doing and from re-evaluating our thought processes.

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Students had developed basic programming skills with the Lego EV3 robots using sensors and changing motor settings. In teams of 2 or 3 students were asked to come up with a program and create a robot that would stay inside an arena (a large white vinyl mat with a large black circle on it near the edges). The robot could not leave the circle but had to use forward and backward motors to move around inside the black circle. This was a lead in activity to the students developing their own battle bot to battle other robots. As they succeeded in this activity other parts were added to the task eg find an object on the mat as the robot moved around then attack the object. Kids (boys in particular) knew that these activities were being done to develop their battle bot and were keen to complete the activities successfully. Blogs on the Learning Place were used to allow students to share ideas on robot construction and program development.

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Edino boards  - Students using the board to simulate effects eg heart beat using the led lights. Morse code etc

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Year 6 students used Hopscotch to complete a series of maths activities - they needed to draw on their knowledge of angles and properties of shapes, as well as explore hopscotch coding in order to make shapes and then tessellations from these.

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Year 6 students used Hopscotch to complete a series of maths activities - they needed to draw on their knowledge of angles and properties of shapes, as well as explore hopscotch coding in order to make shapes and then tessellations from these.

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Through year 4 and 5 students have worked through Scratch and Hour of Code to gain understanding and skills in coding, game design, and digital technologies as a whole. Students have been required to design, plan and then code their own original game.

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Students wanted to create a game to replicate their skiing camp for students who couldn't go. They explored tutorials on Scratch and then designed a game using scratch and makey makey

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Junior Space Design Competition
Students were set a challenge to create a 60sec max presentation to persuade people to sign up for the first Mars settlement - Argonom.  Students have researched, collected data,listened to TED talks, Spoken to experts, used previous design ideas and discovered design solutions for the problems of terraforming Mars.  The great part was it involved a volunteer group of students at lunchtime, who were mad keen about space and who all brought some knowledge, ability or skill to the table. They decided to use iPads to make an iMovie trailer, and I facilitated.

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After a brief introduction to how they work courtesy of YouTube students were given a 'brief' of what they needed to achieve. They plan and test their steps and adjust as required to meet their brief. With each passing week I have added more complex steps to their brief. I have seen students move from a guess and check method to using informal units of measurement to estimate during the planning process. This has allowed them to plan more efficiently to meet their brief and this has been very much a student driven learning experience.

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Use of code hour to go through tutorials and then to work in groups to design a game. Evaluate continually to improve their game.

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Ipad App Machinarium - year 8

Students played the ipad game machinarium - a science based game. Students played the game and had to identify all science concepts. they then had to design experiments to show these concepts in the class room and finally evaluate how well the game taught the concepts compared to the class room activities.

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Year 6: Students were introduced to basic coding this year with Scratch as out resources are fairly limited. They used code blocks to create basic movement to complete a story of how Migrants moved to Australia. Students enjoyed using Scratch.

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Year 6: Students were introduced to basic coding this year with Scratch as out resources are fairly limited. They used code blocks to create basic movement to complete a story of how Migrants moved to Australia. Students enjoyed using Scratch.

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Problem Solving                Use a makey makey to design a means of allowing students with disabilities to participate in classroom activities eg; create larger keys for a child with visual impairment

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Problem Solving                Use a makey makey to design a means of allowing students with disabilities to participate in classroom activities eg; create larger keys for a child with visual impairment

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Students were encouraged to use recycled material and create a shopping bag. This was done individually. A plan was created, then they copied their plan and could make adjustments where needed to improve their design at the end.

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Use Ozobots and the program Ozoblockly to create a virtual maze so that the Ozobot is programmed to follow specific instructions in order to be successful in the completion of the maze.  Students work in small groups of no more than 4.

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Create a coded sequence to move and animate dash Robots using ipad app Blocky.

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In Science/Geography  students learning about push and pull and directions.  In groups they design and build a trailer for a bee bot and they moved items around a town build my them

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Bee Bots.  Year 2. Students learnt about how transport has changed over time and designed and created a trailer that Bee Bots were able to push and pull with ease. Bee Bots are then programmed to move the trailer through a path and then attempt to back their trailer (push) into one of the squares.

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Students were introduced to basic coding this year. They used code blocks to create basic movement and complete a set course of action.

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Summary: Students worked through some introductory lessons on Scratch and built up their skills and knowledge through this. They were then asked to design an interactive animation that gave information about themselves.
Resources: Scratch program (offline version), device/laptop, prior knowledge of commands
Advice: I found that one of the best ways for the students to learn was to "play" and try different things. As I explained to them they weren't going to break anything by trying different commands. I also encouraged creativity and trying new/different things. Peer tutoring also works really well as there was a range of ability with some students working on Scratch at home and some just working on it at our club.

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Students were introduced to Scratch through a set of tutorial lessons. Once they had completed these tutorials in pairs / individually they had to design a game using Scratch. They had to plan the game in terms of purpose/ theme/ design/sprites and programming. There was a lot of checking/ re-testing and modification going on as students tried to complete a working game that their peers could play. At the end, students played the games and provided constructive feedback to their peers.

Students took ownership and responsibility for their game because it was their idea 'their baby'. Pair work gave students more confidence as they were able to problem solve together when they struck a problem.

Students had a lot of big ideas in their original plans, but as weeks went by, their games became simpler as they realised how much work was involved in each element of programming their game. So their was constant testing and modifying going on throughout the whole process.

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Maths/Geography
Students design a map on gridlines, use understanding of coordinates, North point, scale, legends and directional language to add structures and landforms and to bury and hide treasure etc then provide an algorithm to find these hidden items for another class member to try. Option for individual task or in groups.

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Children have the story Fairytale News read to them and they use the beebots to deliver a newspaper to the relevant house on a prepared mat.

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In Maths/Geography students were learning about directions,  how to give directions and mapping. Students were given a big map of the local community. They were then asked to go from one icon to another, but in order to do so they needed to describe their path using directional language. Some students just said 'left, right, forward' etc, others extended themselves and used terms like 'go north, north-east, west, 'south-east' etc. Once they'd done their descriptions they then tested them out with the Bee-bots. They were very excited, engaged and had a great time.

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Students are familiar with Blue-bot and Bee-bots. For their Maths Groups this week, students had to create their own grids for the Bee-bots to travel over. It had to be linked to the multiplication and division facts they had been learning. Students created the map, designed the questions on task cards and wrote the answers on their grid. They also tested their cards and grids. This was successful as it fostered collaboration, was using a medium they had high interest in and was extremely engaging.

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In year 3 science students are learning about living and non-living things. Students had been given a number of different living things and had to create a branching key to show how they would classify each individual living thing. Once the branching key was complete students were given the task of classifying a new living animal that had been discovered. Students then classified the living animal and explained

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In Geography we are learning about mapping familiar places. Students were given a grid and pictures of our playground equipment. The students marked out their grid placing the equipment in the approximate locations and were then asked to navigate a bee bot around the playground visiting each piece of equipment. They then gave their peers challenges using verbal instructions to get from one piece of equipment to another navigating the bee bot.

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In Geography we had been learning about simple maps and directionality.  We created a simple map of our classroom on a 10x10 grid suitable for use with Beebots.  The challenge was to code the Beebot to visit various features on the map.  Various challenges were included to build skills - moving in a straight line; including one turn; including numerous turns; including a 360 turn; visiting several features to get to an end point.  Success was achieved by completing the challenge.  Students had a smaller version of the grid and small car to represent the beebot when planning their code.  Students worked in teams to plan their coding.  Beebots were then set in action to test the plan.  Success meant the team could progress to the next challenge.  An unsuccessful attempt lead to further discussion and adjustment to the plan.  The students were very motivated to achieve the higher challenges and encouraged each other to succeed by making suggestions to other groups about how to solve problems.  It was necessary to ensure that more capable students were grouped with less capable students and that the lower challenges were easily able to be achieved by all.