Grade 1: Learning to Code
"hens run away from fox"
(Adapted from: OAME)On a computer? Click "file" then "make a copy" to save and make changes.
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*Note: Code.org offers additional lessons in French
Content
Big Idea:
Locations can be described using positional language, maps, and grids.
Slides and flips are transformations that change the position of a shape and possibly its orientation, but they do not change its size and shape.
Expectations:
Algebra
C3. solve problems and create computational representations of mathematical situations using coding concepts and skills.
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events
C3.2 read and alter existing code, including code that involves sequential events, and describe how changes to the code affect the outcome
Spatial Sense
E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them
E1.4 describe the relative locations of objects or people, using positional language
E1.5 give and follow directions for moving from one location to another
Social-Emotional Learning Skills (SEL) in Mathematics and the Mathematical Processes
A1. Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.
In this lesson, to the best of their ability, students will learn to think critically and creatively as they apply the mathematical process connecting ( make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports) and communicating (express and understand mathematical thinking, and engage in mathematical arguments using everyday language, language resources as necessary, appropriate mathematical terminology, a variety of representations, and mathematical conventions) so they can make connections between math and everyday contexts to help them make informed judgements and decisions.
Learning Goals
We are learning...
to direct each other around different obstacles to an end point by giving and receiving accurate directions.
Success Criteria
I can…
communicate using directional words (e.g. go forward, turn right, turn left, go backwards…) to direct a character from one point to another.
follow oral instructions given to me using directional words (e.g. go forward, turn right, turn left, go backwards…) to get a character from one point to another.
Materials
large format T-chart (e.g., Smartboard, chart paper, white board
sample Scratch animation program, Hen Runs Away From Fox on Scratch (or as an upload from this link )
sufficient enlarged copies of the code for Hen Runs Away From Fox
internet connectivity
one or more devices to access a visual program
a free account for yourself and possibly your students from Scratch from this web address: Scratch - Imagine, Program, Share OR from Blockly Games at this web address: Blockly Games and Blockly
an uploaded Scratch file or remixed copy of the sample.
Vocabulary
vocabulary related to orientation, movement, and perspective e.g., move forward, move backward, turn right, turn left, turn right one-quarter turn (90 degrees), turn left one-quarter turn (90 degrees), reverse, rotate, and flip
Pedagogy
Number Talk Resources
Fosnot “Minilessons for Early Addition and Subtraction” / “Mini Lessons for Extending Addition and Subtraction”
Minds On
Gather your students together in a group and introduce the concept of animation. Use the following key questions to facilitate a conversation about animation and cartooning.
What is a cartoon?
What is animation?
What is the difference between a cartoon and animation? (Cartoons are two-dimensional, non-realistic drawings that are often caricatures or stylized. Animation is the process or action of creating an illusion of motion. It can be done in a variety of styles and methods.)
How is animation made?
What are some of the ways used to animate characters?
Show them examples of flipbook animation or the 5-minute short film by world famous Canadian animator Norman McLaren, who drew right on film as well as used stop motion animation.
Have students describe actions and events that can happen thanks to animation that can’t happen in real life e.g., flying cats, exploding bananas, clocks jumping over tall buildings.
Action!
Summary: Students are given the small piece of visual code provided (or you can create something similar with another block coding platform, preferably free). Students modify 1 to 4 pieces of the code.
Explain to your students that everyone is going to learn how to write some computer code that will make an object move across the screen and perhaps even appear to fly.
Show the students the sample Scratch animation, Hen Runs Away From Fox, ideally on a smart board or projected on a white board or wall with an LCD projector. Ask the students what they think about this animation?.
Ask students what objects can move in real life. Ask them what objects can fly in real life? List their answers on a 2-column T-chart on large paper or elsewhere.
Now ask them what objects they would like to see move or fly on the screen. List their answers. They might come up with a few crazy ideas.
Next have each student create a plan for themselves based on the following steps and record the students’ answers on chart paper:
• Choose a character
• Choose a building or other scenery
• Make the scenery move
• Keep the flying object stationary
You will need to show students how to work the control panel for the block coding platform of your choice. You will need to show them how to:
add characters (sprites) to a program
add and change backgrounds
increase and decrease the size of the characters (sprites), and,
how to rotate and turn objects.
Hand out or project copies of the code that makes objects move or fly. Project, post, or hand out an enlarged version of it or give them copies.
Have the students study the sample code carefully. Ask them what is one thing (use the term “variable” parenthetically) in the code that it seems they might change. Ask them how the change might affect the program. They may or may not have any ideas. Write down a list of their ideas and post it as an anchor chart. If you can display an enlarged version of the code, mark their changes on the code. (There are 1 to 4 obvious variables that can be changed.)
On a device, have the students try changing one variable in the sample code, observe, describe what happened orally, and explain to the rest of the class their theory about why this might have happened.
Circulate and help the students to create their flying or moving animation. Let them work at their own pace.
If any of the students’ animation isn’t working, explain to them that they will need to debug their program, that debugging is the process of identifying and removing errors by working through the code on successive occasions, testing each variable, one at a time. Tell them that “debugging” is a helpful skill to know not just in coding, but throughout life.
As the students finish their code, help them add instructions to a project, click the button: “See project page”. Give the project a title, add instructions and credits, then click “Share.”
Consolidation Ideas
At the end of the session, gather the students together to share the results of their work. Organize a flying and moving character showcase.
Ask half of the students to show their projects, while the others view them. Then switch. Have the students reflect on what worked, what problems were encountered, how problems were solved (debugged) and what strategies were used to overcome problems. Ask them specifically if they tried any of the following strategies and to evaluate how well they worked and which they found most helpful and why.
• Try talking out what you’re working on with someone.
• Try out small bits of code at a time to figure out what’s happening at each step.
• Look closely at the blocks on the tutorial or activity cards or the sample code to see if they are the same or different from the blocks you’re using.
Independent Task / Assessment Opportunities
Opportunities for Assessment
Assessment for Learning
Your introductory discussions about animation will provide you with some initial assessment evidence of student background knowledge and misconceptions.
Assessment as Learning
Observe whether students are able to use the following strategies to help improve their work and solve problems:
• Talk out what they’re working on with someone else.
• Try out small bits of code at a time to figure out what’s happening at each step.
• Look closely at the blocks of code on the tutorial or activity cards or the sample code to see if they are the same or different from the blocks they’re using.
Assessment of Learning
Observe and document other skills that students are demonstrating.
Assessment of Learning
Use observations of students at work, work samples, and conversations with students to assess understanding and determine teacher moves..
Assessment of Learning
The finished product, a piece of code that animates an object and the resulting animation, will demonstrate whether a student can create or modify block code.
SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric
Technology
