Schoolwide Hour of Code - 1st Grade
Have you ever wanted to design your own app or video game? It takes learning code!Let’s watch a video about the Hour of Code where you can learn more. What types of items are designed with codes? What kinds of jobs use coding? Today we are going to join millions of other people around the world who are participating in the Hour of Code. Show the Hour of Code event map so students can see that they are part of this Global Initiative and talk about what students notice on the map. As first grade studies countries, tie that into the discussion. Ask students to locate the country most recently studied and identify the location of participants in that country. Raise your hand if you remember participating in the Hour of Code last year? All students, teachers and even our Head of School is going to participate again this year. Today is our day so let’s put on our “I Coded! CHS Hour of Code 2015” stickers and get started!
2 Direct Instruction
- Writing code is like writing directions.
- We are going to use Blockly to code with Angry Birds.
- We are going to say code to move on a Twister mat
- We are going to write code to get one sticker to another sticker on a grid.
3 Guided Practice and Independent Practice at the with Angry Birds
- Have code.org open to Angry Birds on the SMART board and explain that it uses Blockly which blocks that are lines of code.
- Ask for student assistance as teacher models how to get the Angry Bird to move.
- Once the first couple of blocks are moved have students come up to the SMART board to complete the first challenge.
- Explain that students will be working with their iPad partner today and give a reminder about what paired programming looks like and sounds like. (Taking turns, suggesting alternatives to partner, etc...)
- Show students how to access the webclip (looks like an icon on the iPad) for code.org’s Angry Birds.
- Students open the Angry Bird webclip and start by practicing with the examples that we completed as a class.
- Students can then move through the lessons with their partner at their own pace.
- Teacher observation is a continual assessment of the student working through the levels. Mastery is achieved when the Angry Bird reaches the desired destination.
4 Guided Practice and Independent Practice at the with Twister
- In ½ groups, students go to the Twister mat where an Angry Bird is put on the mat along with another Angry Bird character.
- The teacher stands on the Angry Bird and the students gives directions (lines of code) which the teacher follows to get to the other character (forward, left, right)
- Next, the teacher chooses a location for the Angry Bird, and a location for the other character and each group member sitting along the edge of the mat gives one line of code.
- With more experience, one group member chooses a location for the Angry Bird, one group member chooses a location for the other character to navigate to and each group member sitting along the edge of the mat gives one line of code.
- From there, students can give one line of code at a time and the student moves one space at a time or use more than one line of code and the student moves multiple spaces. (The teacher may introduce the “repeat” code at this time.)
- Teacher observation is a continual assessment of the students giving the lines of code and the student following the lines of code. Mastery is achieved when the student reaches the desired destination.
5 Guided Practice and Independent Practice at the with a Grid
- Each of you will have a paper grid with 2 themed stickers on it. Your goal is to get one sticker to the other sticker the quickest way possible with the fewest lines of code.
- Show a sample and draw the first few arrows with pencil as I ask for help from the students.
- Continue with the process until the sticker has reached the other sticker
- Show how to transfer the code to the horizontal lines at the bottom of the page.
- Explain that when they complete the bottom, they will have created a program.
- Students use their unique grids to complete their own program.
- Students bring the grid to the teacher and may need to continue to work on the program at the bottom if it does not reflect the codes written on the grid.
6 Wrap Up
Bring the students back to the carpet to talk about “codes” they used in the different activities. Differentiated learning occurs with individual versus multiple lines of code at one time and the potential use of the repeat code. Additional differentiation occurs with the path that is taken on the paper grid.