Kids Can Code #WithMathICan
2 Formative Assessment: What is coding?
1.Begin the class with a formative assessment by asking students: What is coding? Students can record their answers on a padlet board.
2. Share the BrainPop video Computer Programming/Coding to introduce the idea of coding.
3. Next ask the question: What kind of career opportunities are available to computer programmers? Students can also record their ideas on the padlet board.
4. Share the short film Code Stars using youtube and safeshare.tv. Pasting the youtube code into safeshare.tv allows a safe view for watching youtube movies without the ads and suggestions on youtube that are sometimes inappropriate. "Code Stars" is a short film about some of the most innovative entrepreneurs of our day, the kind of companies they work for, and how they use coding in their job.
3 Hook & Direct Instruction
Begin by allowing students to play the game Flappy Bird.
Using code.org, students will learn how to code their own flappy bird game. This "hour of code" lesson provides the direct instruction with 10 lessons which show students how to write code that changes the characters, backgrounds, create different levels of difficulty in obstacles, and more.
When students reach the end of the lessons, they can create their own unique Flappy Bird game. Students can copy the link to their Flappy Bird game and paste it on a new padlet so other students can play their game.
4 Formative/Interim Assessment
Using padlet and discussion, students will self reflect on the World Class Outcomes and Essential Questions throughout their learning experience by clearly explaining their assumptions about the problems they encounter and including supportive details. They will make clear inferences from the inquiry experience. To encourage a growth mindset, ask students:
What problems did you encounter in your code while creating your flappy bird game? How did you fix them?
Did anyone else have the same problem? How did you solve it?
As you were programming your game, did you find something that worked better in your game?
Once the students have coded their own Flappy Bird game and pasted their link onto a padlet, invite teachers and students of all grade levels to play these games. Video tape the students' and teachers' reactions as they play the different versions of Flappy Bird. They can also fill out feedback forms to share what they like most about each game or provide suggestions for improvement.
Watch the videos and read the feedback forms together as a class. On a google doc, write down the trends students notice about what aspects each grade level liked most/least about their games. Draw conclusions about what different age groups like most in a game. Ask students to discuss the following questions:
What were some of the differences in the games this class coded? What did you like about some of the different choices your classmates made?
What changes will you make to your game based on the constructive feedback you received?
They will use this data to code more games.
5 Guided Practice
1. Give students more coding practice using Made with Code. Students can program a Yeti to Dance.
2. Next, using the feedback received from their Flappy Bird game, students choose an audience for their next game creation. Following the lesson sequence for the PlayLab on code.org, students code an original game using the feedback trends they collected to guide their creation.
3. When students have created an original PlayLab game, repeat the same steps as followed with the Flappy Bird game: post the link to their game on a padlet, have a variety of teachers and students play the games, collect feedback.
4. Students can add the new feedback trends to their google doc.
5. Then ask students to grade themselves based on the games they have created so far. Ask students what they would like to do differently on their final, summative assessment.
Differentiation for Advanced Learners
Share the rubric with students. Delete the "1" on a 4 point rubric and move the "4" into the "3" column, etc. Ask the students to write a new "4" for the rubric.
6 Independent Practice/ Summative Assessment
Students will demonstrate an openness to ambiguity in exploring ideas as they design their own game using Roblox. As a group, they will decide what makes their game a success by creating the criteria for a 4 on the rubric. Then students will choose one section of the GVC in which to clearly explain their assumptions (what student believes, but has not proven) about the problem, investigation, or challenge and include supportive details by articulating and reflecting on the evolution of their game.
Students will identify who their target audience will be as part of their “plan” in the engineering design process. Using the data they collected from their Flappy Bird and PlayLab games, students will then design a game for the target audience they choose.
Students will design, code, and create an original game that will challenge the player to move through an obstacle course, solve a puzzle, or overcome some kind of challenge.
Product/Performance & Purpose:
Students will use the engineering design process as they imagine, plan, create, improve, and ask questions in order to design and develop their own Roblox game.
Engineering Design Process
Imagine: In the "imagine" stage of the process, students will share a clear vision of their end product.
Plan: During the "planning" stage, students will identify their target audience and develop a theory for how their game will work.
Create: Students will make sense of problems and persevere in solving them as they begin to create their game in the next stage of the engineering design process. They will test their design theory through the process of inquiry, and make clear inferences from the inquiry experience.
Improve: Students will attend to precision by testing their ideas, assessing their results, and deciding if a new solution is necessary.
Ask Questions: Students will continue to develop and refine their idea by having a test group from their target audience pilot their game and give feedback for improvements before they publish their game for a public audience. To encourage a growth mindset, ask students to reflect on the following questions:
What were some of the suggestions your target audience made? What changes will you make as a result of this constructive feedback?
How has your game evolved during its creation? How do you think it will continue to evolve over time?
Key Standards Supported
Geometric Measurement And Dimension
Identify the shapes of two-dimensional cross-sections of three- dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
Key Standards Supported
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.