Intro to Coding
Description:
Students will learn basic coding skills using ipads, osmos and ozbots and following up on code.org.
Learning Targets:
Students will be able to complete basic coding tasks
Link:
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Students will learn basic coding skills using ipads, osmos and ozbots and following up on code.org.
Benchmarks/Common Core:
METS.3_5.CI.3 participate in discussions about technologies (past, present, and future) to understand these developments are the result of human creativity
METS.3_5.RI.2 use digital tools to find, organize, analyze, synthesize, and evaluate information
METS.3_5.TC.1 use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)
Objective(s)/Essential Question: What is coding?
Materials/Resources: Ozobots, Osmos, 5 iPads
Introduction/Warm-Up: How does a computer know what to do? Explain to students that a computer doesn’t have a brain like a human. (A computer is really kinda dumb :-) Computers are all around us and the way computers do what we want them to do is by CODING.
Procedure/Activities:
Introduction
Explain how we will use the technology with video overviews of the technology tools
There is a TEAM in STEAM!.
What will our groups look and sound like as we explore today?
Thinking like a scientist… what questions will we ask?
Show students where they will start in the rotations (on smartboard)
Begin rotations. Circulate and remind students about science inquiry.
Have students change groups….take a minute to “debrief” incoming groups
Lesson Conclusion/Summary: What did we learn? How do these learning tools help us learn the language of coding?
Assessment: Formative /Summative: In the last few minutes of class, have students respond to this Kahoot! In teams of 5.
Follow-Up Lesson(s):
Use the hourofcode lessons on code.org to help student get more hands on experience with coding.
Notes/Reflection:
Students need lots of help to ask questions of one another when highly engaged. How can I get them to ask questions of one another? Some possible ways to dig deeper with this lesson include: use sticky notes so kids can leave a “challenge” for the next group as they move to the next rotation. Assign roles to people in the group so that the person not “driving” is charged with “thinking like a scientist”.
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