7-8 STEM

Science | Technology | Engineering | Maths

STEM

7-8 STEM

9-10 STEM

10A Maths

Term 2 - 2023

Class Starter - 5 minutes on Typing.com - Login, Student - Google: use school gmail.

Code.org - Creating Apps with Devices (micro:bit)

https://studio.code.org/join/SDBRPH

In the Creating Apps for Devices unit, students explore the role of physical devices in computing. Using App Lab and BBC micro:bit, students develop programs that utilize the same hardware inputs and outputs that you see in the smart devices, looking at how a simple rough prototype can lead to a finished product. Then, students explore how physical devices can be used to react to the world around them using a “maker” mindset to create prototypes with everyday materials.

Input & Output Overview

Description: This unit emphasizes the interactions between inputs and outputs on the micro:bit and an app screen. On their micro:bit, students learn to control inputs like buttons and outputs like the LED Screen. Students also interact with inputs and outputs in App Lab, such as buttons and text inputs and dropdowns. By the end of the chapter, students will be able to create an app that controls a device, similar to many "smart" hardware they may experience in their day-to-day lives.

Goals:

Design and build a physical computing device that integrates physical inputs and outputs with digital apps.
Create app prototypes that use a physical device to control a digital app.

Big Questions:

What inputs and outputs are available on a physical device?
What inputs and outputs are available on an app?
How can we create apps that use a physical device to control a digital app?

Building Physical Prototypes Overview

Description: In this chapter, students focus on how their physical device can interact with the outside world. They learn how to use sensors and the accelerometer to react to the physical environment. They learn to attach external LEDs and buttons that extend the types of devices they can make. Throughout the unit, students use physical materials like paper or cardboard to extend the functionality of their devices. By the end of the unit, students will have created an interactive art project and developed a prototype for a physical device that solves a problem.

Goals:

Design and build a physical computing device that integrates sensors with digital apps.
Create app prototypes that use a physical device to solve real-world problems.
Use physical computing to solve problems in fun and innovative ways.

Big Questions:

How can a physical device use sensors to react to a physical environment?
How can simple hardware be used to develop innovative new products?

Microbits - Kaitiakitanga

Diagram labelling Microbit's buttons and features.

BBC Microbits

Microbits are a great introduction to basic electronics and coding. You can use:

Find out more at: https://microbit.org/

Go to microbit.org/join

Microsoft MakeCode for micro:bitA Blocks / JavaScript code editor for the micro:bit powered by Microsoft MakeCode.

https://makecode.microbit.org/#editor

Kaitiakitanga - Guardianship / Cyber Safety

https://groklearning.com/competition/cyber-comp-nz-en-68-feb-2023/

Minecraft Education - Hapu Build Challenge

Minecraft Creations

The G. Drive folder below

Working in small Hapu groups your challenge is to do a creative build in Minecraft to create something that represents your Hapu.

We are learning to a) Learn, b) create, c) share your Minecraft builds. You will use the 'camera' and 'portfolio' to take photos and export a PDF.

Ancient Scientists believed in the 4 basic elements of the universe, which Our School Hapu are named after the 4 Elements:

EARTH (Papatuanuku - in green),
WATER (Wai - in blue),
AIR (Hau - in white),
FIRE (Ahi - in red)

We need to demonstrate Our School Values: Manaakitanga, Whanaungatanga, Rangatiratanga, Kaitiakitanga.

Our focus this term is Kaitiakitanga: "Kaitiakitanga is promoting guardianship and preservation of the school values, learning and the environment."

John Deere breaks new ground with self-driving tractors you can control from a phoneFully autonomous tractors promise to change how food is grown in America.

Coding-with-Minecraft-1-Introduction-Student-workbook-1

Unit 01 booklet

Unit 02 booklet - events

Coding-with-Minecraft-1-Introduction-Student-workbook-1

Unit 01 booklet - Coding Chickens

Coding with Minecraft_Unit 2 Events_Presentation.ppt

Unit 02 booklet - EVENTS

Coding with Minecraft 2-Events-Student workbook.pdf

Learning to Hack & Repair Saves Money

STEM Minecraft Farming

Watch these videos by the farm workers:

• Farmer within the barn: “Dairy Farming”

• Veterinarian within the barn: “Careers in the Dairy Industry”

• Salesperson by the Driving Shed: “Modern Technology”

• Farmer by the milking machines: “Robotic Milking”

• What is in our food? "Diary Goodness"

Cover Lesson) Learning About Codes

Task 3)

Cracking a Code Worksheet PDF

Task 1)

1) ALL STUDENTS: Do your best on this Computational Thinking Quiz from Bebras.: https://challenge.bebras.nz/index.php?action=user_competition&grp_id=30

When you have finished, take a screenshot of your results and paste it into your own STEM slidesow,

2) Grab a 'Secret Agent - Pigpen Code worksheet" from by the board to solve.

Pigpen CipherWorksheet

cryptography-resources.pdf

3) SOME Students

When you have finished - write your own secret message in Pigpen.
Draw it in Photoshop / Photopea.com using a pen/tablet.
Email your code picture to a classmate to solve. Then try another in Morse code. There's more info on the course below.

Codes and Ciphers – MathigonIntroduction, Binary Numbers, Error Detection, Secret Codes, The Enigma, Public Key Cryptography

Task 2)

Before we use Computers / iPad apps to write computer program code, we will learn about 'old skool' codes to communicate such as:

Morse Code
Phoenetic Alphabet
Maritime Flags (on ships)
Flag Semaphor
Genetic Codes

Use the interactive lesson on Mathigon (left)
If you think it's too hard,
then send me an " . . . - - - . . . "

Term 4 - 1a) Learning About Algorithms

algorithms-twinkl.pptx

Flying Animation

Scratch Repetition

In your STEM slideshow (see right) write your own Algorithm for "Making a Cup of Tea". You must use precise words / clear step-by-step instructions. You can use the pictures / info from the slides below for help

Tello Drones Page:

7-8 STEM Algorithms

Algorithms Task

STEM - WHAT ARE ALGORITHMS?

Term 4

Cyber Smart Month

Geok.nz/cyber

Cover Lesson Info

7-8 STEM Term 3 2022

1c) Learning About Circuits

TinkerCAD.com - Circuits

Class Code: https://www.tinkercad.com/joinclass/XRAQ5LMHC6ZB

2a) Learning To Code Sphero Ollies

Getting Started

If you are using your own smartphone - connect to the Guest WIFI. Download and use the Sphero Edu app

1) Introduction to Sphero Edu

https://edu.sphero.com/cwists/preview/52597x

You need to follow the instructions on the page above to connect to the Sphero Ollie (make sure Bluetooth is turned on).

Block Code 1 - Loops

https://edu.sphero.com/cwists/preview/1671x

Write code to make Ollie travel in a square.

REFACTOR your code with a Loop to make it more efficient.

More Activities

ActivitiesFun ways to learn and code with Sphero robots.

Sphero Bolt - Fraction Fun Day

Fraction Fun - Sphero Bolt Code Link:

https://edu.sphero.com/remixes/3053869

3a) Wonder Project Rocket Challenge

Rocket Challenge

3b) Engineering - Bridge Design

Carboard Construction

Cardtronic Robotics

STEM - Maths - Measurement

Let's practice accurate measurement of items in our class

Bridge ChallengeBuild a bridge using classroom materials and then program Sphero to drive across. This challenge can also include researching different types of bridges and incorporating those concepts into the designs. LESSON OBJECTIVES: • I will identify how Sphero can cross a bridge constructed with inexpensive materials. • I will illustrate the process of determining which code elements would be best suited to accomplish an objective. • I will drive and create a program that moves Sphero over a bridge of my own design. • I will analyze the effectiveness of my work with supporting facts; reflect on the learning. WARNING: BOLT risks being cracked if dropped from a distance of more than 36 inches (3 feet, .9 meters) above the ground.

BridgesA book about different types of bridges for Stage 1. | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

Bridge Design Competition

Your challenge is to design and prototype a bridge for the Ollie to travel safely over a 1m gap

Stage 1) LEARN

Watch the interactive book about bridges. Experiment with recycled materials / found materials which you bring to school (cardboard, newspaper, bamboo skewers, string, glue, woven flax etc).

Stage 2) CREATE - Be the Architects - planning

Your challenge (individual) is to design a scale drawing of a bridge which needs to support a Sphero Ollie across a 1m gap. Add labels and measurements.

Test bridge shapes using the simulators online, like: https://www.kiloo.com/en/construct-a-bridge/ or https://www.engineering.com/GamesPuzzles/BridgeDesigner.aspx

Stage 3) SHARE - Be the Builders

Your team (of 3) will evaluate the designs drawings, then take your team's best design to give to another team to build and test. Your team will then become builders and Test another Architect Team's design.