AIM: You and your team are challenged to complete the Sphero Maze.
As a team are trying to collect points along the way. You have a limited amount of time per group. The team with the most points wins. This is a game of challenge and strategy.
You will be given time as a team to consider the best approach to achieve the most points.
1) Is it better to collect points or complete the challenge in the fastest time?
2) Collaboratively decide on the best course of action. Assign a driver and support team.
Mazes sourced: Big Activities
Time Allocation: 1 MINUTE PER GROUP
SELECT 3 CUBELETS (one from each category)
Q: What does this cube do and when connect a ____?
Select the link to play all the videos tagged as “cubelets”.
DIIGO CUBELETS LINKS
On Monday 27th April, select students from Year 3, with the support of the Year 6 ICT Mentors participated in a PROGRAMMING WITH APPS session.
The students were introduced to the following concepts:
They experimented with following instructions and thinking computationally through the use programmable Bee-Bots and the Bee-Bot app. These tools are excellent for reinforcing directional and procedural language.
Through the use of visual programming apps, the students also learnt to create simple programs. Apps like Daisy the Dinosaur and Kodable support students to learn to code by solving puzzles. The ability to problem solve is a critical and creative skill for students to develop.
The students were now ready to create their own program using Scratch Jnr. This app has a drag and drop interface designed specifically for programming with younger children.
The students were given the task to collaboratively design a simple story, selecting an appropriate setting and writing an interaction between characters. This task made connections between the story writing process and computer literacy through programming. The ICT Mentors supported and directed the younger students exceptionally well at this stage.
All these apps are available for free. More apps can be found at Programming for Primary Students.
LIGHTS-CAMERA-ACTION – Created with Haiku Deck, presentation software that inspires
Your challenge is to produce an app designed teach another person about a topic for which are an ‘expert’.
You might select a topic that you have inquired into this year at school or from a previous year’s unit of inquiry.
Students had their first information session today about the upcoming day. In one week we will be finalizing our topics and beginning to gather information for our apps.
Students have been assigned the following task.
What topic or subject matter are you going to choose to create your first app?
Consider what makes a good information app?
What would you consider to be the most important information to include?
Who is it written for?
What is the purpose?
BEGIN YOUR UNDERSTANDING OF THE INFORMATION APP USING THE RESOURCES BELOW
It is seems that “the best day ever” is how the students viewed the day.
See our published apps on PLANET BLIPPIT.
It was a challenging and exciting day. Looking forward to the students sharing their knowledge with others.
#blippit #appcreation #salcICLT #ICLT
Please note: the apps created with Blippit are no longer active.
As of March 2014 Blippit has changed to Blippit IO App Maker.
To retain the work of the students this presentation was created.
PS: This week I visited PIMPAMA STATE SECONDARY COLLEGE and saw their design thinking in action. Looking forward to seeing the next stage of their journey.
Today I had an ICT Mentor meeting with students who have nominated to be involved in this leadership group.
The students have been tasked with the role of introducing Beebots to the students and supporting the younger students inquiry. The students will work in pairs to teach and support the younger students learn about basic programming using the Beebots.
We have purchased a variety of ‘maps’ to support this inquiry, as well as the Beetbots and iPads with the Beebot app.
and we have a ‘blank’ map with 15x 15 size squares. Sparkle Box has many fantastic resources for the blank map.
Later in the term these students will work with the younger students to use the Beebots. One possible approach to conducting these sessions is to connect with a picture book and then use the Beebots as a supporting tool.
1) Students will read the book (or use a video of it being read).
3) Students use the blank map to explore the concepts further.
For example, adapt the ‘I went shopping’ game and turn it into ‘One day the Hungry Caterpillar ate _____’.
This photo below has the templates for The Very Hungry Caterpillar by Eric Carle.
Looking forward to this!
These skills and processes not only connect to developing students’ leadership skills, they also support the Learner Profile and Attitudes of the IB Primary Years Programme. From the teacher perspective this will link into many curriculum areas. Finally, it provides us with ways to introduce the TECHNOLOGIES curriculum (for Digital Technologies) to students and staff before implementation in 2014.
Specific to the Digital Technologies curriculum
Digital Technologies processes and production skills
Foundation to Year 2 Content Descriptions
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
Year 3 and 4 Content Descriptions
Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)