"coding ourselves"

Big Idea:

1. Locations can be described using positional language, maps, and grids.

2. 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, concurrent, and repeating events

  • C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes

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 give and follow multi-step instructions involving movement from one location to another, including distances and half- and quarter-turns

Social-Emotional Learning (SEL) Skills 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 build relationships and communicate effectively as they apply the mathematical process 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 work collaboratively on math problems – expressing their thinking, listening to the thinking of others, and practising inclusivity – and in that way fostering healthy relationships.

Language: Oral Communications

1.1 identify purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks

2.1 identify a variety of purposes for speaking

2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

Social Studies: Map and Globe Skills Continuum

• uses relative direction (e.g., right, left, in front, behind) to explain location and movement

• uses non-standard units of measurement (e.g., footprints, blocks, houses)

• uses relative location (e.g., near, far, up, down) to describe the location of a person or object

Review directional language (e.g. move forward, jump, turn left, turn right, up, down, half turn, quarter turn, clockwise, counterclockwise):

• Stand at the classroom door and have students take turns giving you directions to come to the front of the class (or to your desk or other location that requires at least one turn). Discuss what details were needed to help you get to your spot.

• Explain that the students will be giving directions to a partner.

• Review safety considerations in terms of moving about the space.

Day 1:

• Form the students into pairs. One partner will join the teacher to get further instructions. The second partners will spread themselves around the space.

• The first partner will be told to give directions to their partner in order to move their partner around the room and then have them return to their original position. They can only use oral instructions using directional language with no physical contact.

• Have the first partner begin to give directions to the second partner.

• After a few minutes, gather the students to discuss what worked and what was challenging. Discuss what types of information they needed to give their partner to have them move successfully around the room. The discussion may include confusing instructions or running into objects or other students.

• Partners reverse roles and play again.

Regroup and provide new challenges that address different types of coding events. After each round discuss how the instructions relate to coding. Record ways these instructions could be written in block coding.

Sequential events:

Students ask their partners to make a figure 8 around objects (e.g., desks). Have the students decide how to set up, and move the desks for the task.

Repeated events:

Students ask their partners to do the same set of instructions multiple times. To mimic repeating code, the instructions should be given at the beginning. For example: “Take 3 steps, turn right a quarter turn. Do this 4 times.” This is a segue to eventually learn “loops”.

Concurrent events:

Form groups of three and have two of the students start at different spots. The partner giving directions has both students follow the same or different set of instructions simultaneously.

A minute to talk: In partners, describe one thing you have learned today (30 sec each).

Day 2

Have students review their experiences from the day before.Then:

• Have students write down a set of instructions that they give to their partner. Their partner must predict what the instructions will do (e.g., make a triangle). Have them check the prediction.

• Ask students to take a set of instructions and perform them in the opposite order. Did the outcome change? Will the outcome always be the same or different?

• Ask students to think about what types of transformations can be performed with this activity (reflections are hard in this task). Students can work with instructions using quarter and half turns (rotations) as well as translations.

Discuss the appropriate listening and speaking skills needed for this activity.

Share some of the written directions created by the students. Discuss how these instructions relate to coding, and consider how changing the instructions changes the outcome.

Discuss the benefits of standard measures of distance (e.g., floor tiles) versus non- standard measures (e.g., steps, foot length)

Have a final discussion about what worked and what was challenging.

• Review the three types of coding events and ask the students when they were giving instructions for each type (e.g., :

  • Sequential: When making the figure 8, they are giving a sequential set of instructions.

  • Concurrent: Two students are following directions simultaneously

  • Repeating: Making the sides of a square multiple times.)

• Discuss real-life applications of this activity (e.g., reading a map (link to cardinal directions as well), coordinates on a grid, GPS, dance routines, quarter and half turns on an analog clock).

Barrier games (similar to Battleship game): Students work with a partner. Each partner has the same map or coordinate grid and a token. A barrier is between the partners (e.g., file folder or large book). One partner gives directions (forward, back, right, left, quarter turn counterclockwise, etc.) to the other while moving their own token. When the directions are complete, compare where the two tokens ended up.

Ask students to take a set of instructions and alter them. For example, how would you have changed the instructions so that a square becomes a rectangle whose sides are not all the same length?

Ask students to think about how they would reproduce this activity using block code. For example, what code would you write to have a sprite move in the same way?

Use floor tiles or markings on the gym floor to create a simple grid. Label with the cardinal directions. Create instructions using cardinal directions.

Explore the following unplugged activity from CSunplugged.org - 4 lessons

Opportunities for Assessment

Using anecdotal notes or a checklist to record your observations, check if student can:

• Use half and quarter turns effectively

• Follow a peer’s directions

• Give clear and precise directions

• Make reasonable predictions

• Explain reasoning

• Note difficulties

Form a small group to gather students with similar difficulties work through the task together. Provide feedback using the success criteria.

Student self assessment:

• Did my instructions work?

• Was my prediction reasonable? Why or why not?

• What did I do when my partner did not move as I expected?

• What was difficult for me?

• What will I try next?

SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric