Grade 4

June 2022

We put together perspectives, evidence, issue descriptions, and possible solutions for our podcast project on environmental impacts of fashion. Using index cards, we assembled scripts that we then recorded in the podcasting booth.

May 2022

We returned to our podcast project on environmental impacts of clothing. We read an article about how changes in technology have affected how we make, buy, and think about clothing. We drew and shared visual summaries to explain what we learned.

We also analyzed some primary sources that helped us understand how the clothing and fashion industry have changed.

Weeks of 4 & 18 April 

First, we coded our micro:bits to create step counters. The code told the micro:bit to update a variable for step count every time the device was shaken. Then, we designed bands and used 3D printed cases to fashionably wear our micro:bits for a day.

Weeks of 28 February; 7, 14, & 21 March 

We continued working on a podcasting project in which we are exploring the environmental impacts of clothing and fashion. After brainstorming some people we might want to speak to (e.g., a classmate who likes fashion; family members; an expert in science, engineering, or fashion), we drafted questions we might ask them. We also wrote introductions for the people we planned to interview. 

After we finished our interview scripts, we began recording in the podcasting booth. Then, we edited the audio using Garage Band on MacBooks.

Week of 21 February 

Mr. Katz, an Arthur parent and WNYC reporter, met with students in 207 to describe how he conducts interviews and reports for radio and podcasts. He shared video and audio clips, scripts and questions with us. We’re planning to conduct interviews and create podcasts in our class.

In both classes, we discussed Mr. Katz's recommendations for conducting interviews:

1. Write your questions first.

2. Ask follow-up questions.

3. Make eye contact.

4. Speak clearly.

5. Be sure you’re pronouncing their names correctly.

Then, we brainstormed some people we might want to speak to (e.g., a classmate who likes fashion; family members; an expert in science, engineering, or fashion) and some questions we might ask them.

Week of 24 January 

We kicked off a podcasting project in which we will explore the environmental impacts of clothing and fashion. To begin to understand the impact, we analyzed a series of infographics.

Week of 10 January 

We watched a video about the origin of the word algorithm. We discussed how an algorithm is a set of step-by-step rules for solving a problem or completing a process.

Then, we practiced writing detailed and specific algorithms for building Lego structures.

• You could only use words and numbers, not diagrams.

• We tried to use as few words and numbers as possible.

• Pretty quickly, most of us realized that we could tell someone to repeat certain steps. (This is called a loop in computer science.)

We shared our algorithms with peers, who tried to build the structure using our instructions. Some of us improved our written instructions after getting feedback from a peer.

Week of 3 January 

We explored how we can use fewer bits to encode images using a compression technique called run-length encoding.

Weeks of 13 & 20 December 

We engaged in some creative engineering by creating scribble bots using plastic cups, motors, battery packs, switches, hot glue, tape, and markers. A scribble bot works as a motor and spinning arm placed on the side of the bot's body cause it to rock back and forth, moving erratically. When you uncap the markers that make up its legs, it draws patterns.

Throughout the engineering design process, we noticed that changing the number of markers, the placement of the motor, the addition of weights, and the size of the spinning arm were just some of the variables that affected how the bot moved. We also developed some innovations for turning the bot on and off and controlling its speed.

We also discussed an important theme in science and technology: What happens when we design something that we are not able to control or fully understand how it works? Frankenstein's monster is an example in literature. We will return to this theme throughout the year.

Week of 6 December 

We practiced sequencing, using conditionals, and problem-solving in a beach cleanup challenge on Kodable.

For Computer Science Education Week (December 6-10), we also contributed to a secret pixel message. Each student placed five Post-its based on horizontal and vertical coordinates. All digital images are made up of pixels. And some programming languages, like Javascript, use horizontal and vertical coordinates to place objects on a digital page.

Week of 29 November 

We explored an example Scratch story and noticed the sprite:

• • moves back and forth;

  • turns around and heads in opposite direction when it touches the edge of the screen;

  • changes color each time it moves in the opposite direction;

  • moves faster in one direction; and

  • looks like it’s walking.

Next, we analyzed the blocks of code to figure out how the blocks cause the behavior we observed. Then, we started to change the story by editing sprite costumes using paint tools and changing the timing in the code. We also add backgrounds, sound, and additional sprites.

Week of 15 November

We returned to thinking about the connections between weaving and encoding information by comparing multiple representations of the same patterns. We sorted punched cards, binary representations, compression representations, and images of different weaving patterns. We also worked on completing our weaving projects if they were unfinished.

Week of 8 November

We continued our exploration of patterns using the Artist Lab in code.org. We could program the artist to draw lines, move forward, turn at different angles, and repeat some or all steps. This resulted in shapes like squares, diamonds, and stars.

Weeks of 25 October & 1 November

We explored the influence that a mechanical weaving system from hundreds of years ago had on the development of computers.

• First, we analyzed three images that showing a modern version of a Jacquard loom. We noticed that there were punched cards that are hanging above the loom.

• Then, we watched and discussed a video about how a Jacquard loom works. We discussed how Ada Lovelace was inspired by the Jacquard loom to write what are considered to be the first computer programs.

• Next, we looked at some different weaving patterns. All weaving, whether it uses a Jacquard loom or not, involves creating patterns with thread or yarn.

• Finally, we used potholder looms and needles to begin weaving our own patterns with two colors.

Week of 18 October

One of our themes for Grade 4 in digital literacy is to reflect on and create systems for encoding information. We took a look back at a system for encoding information that used a system other than binary code: Morse code. Some of us had relatives who served in the military and were familiar with Morse code.

• First, we watched a video about Morse code. The video that said letters that show up more frequently in English language have simpler codes. We reflected on why that would be desirable.

• Then, we analyzed a map from 1865 showing telegraph cables stretched across Atlantic. The map described the cables, the Morse code system, and the process for laying on ocean floor.

• Next, we looked at a map showing fiber optic cables used for internet today. (We didn't know that computers are connected all over the world using these cables!)

• Finally, we put together a circuit with a switch and lightbulb. Using these devices that allows us to turn a light on and off, we created messages in Morse code. We tried to see if someone else could decipher the message.

Weeks of 27 September & 4 October

We checked out pixel art by making our own. First, we tried to select images that we could sample and still make out what the pixelated version was. We realized that it takes a lot of bits to encode complex images. Then, we began creating physical representations of our pixel art with melty beads. We realized it takes us a longer time than we predicted to encode things by hand even if there’s a limited set of pixels. We had to do lots of counting using the grids we created!

We also continued working with encoding black and white images.

Week of 30 August 

We began exploring how computers store and communicate information. We realized that computers operate using binary code. Binary code has two conditions: 

• 0 or 1

• off or on

• true or false

• positive or negative polarity (for hard drives)

• non-reflective or reflective (for DVDs)

We worked with partners and flashlights to make up our own codes using on or off.