Year 2 Resources

This lesson was on the use of patterns in coding. I focused on the AB, ABC, AAB pattern with the lesson being scaffolded between grade levels. Each grade did a hands-on activity creating patterns and learning about debugging when the pattern was wrong.

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Learn how to work on social skills, YES/NO questions as well as categorization using a simple coding activity.

This lesson explored the genre of Expository Nonfiction. The groups learned how to use technology to research, write, and revise animal reports. They used Flip to present their reports.

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Michele took several actions from this class: trying an unplugged coding lesson, re-working a 5 day science unit on coding for her faculty, adding several engineering activities, and designing and testing a new SEL coding lesson.

This lesson focused on typing and gaining the skill of logging into their computer.

This was a coding exploration for our ELL learners in grades 4-6. A collaboration with their ENL teacher helped to set up some pull-out lessons to introduce coding to students. We used Code.org to create a course for the kids to work on at their own pace.

As a summative project for our “New France” unit, students created Scratch videos from the first person perspective of a French Explorer in the 1600’s. They needed to include six details from the life of the explorer and uploaded a relevant background and photograph for their sprite.

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• Additional Resources

Three lesson introduction to Scratch programming. Students create Scratch programs that utilize:

• 2 or more Sprites
• Sprite motion
• Sound
• Background changes
   
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• Sctrach
• Video Example

Students brainstormed issues with basic care and troubleshooting of chromebooks. Then, they each made two pages in the app BookCreator on their care topic of choice. Once the book was put together, it will be used for new entrants to our building, teachers that need a review of tech care, and my class next year.

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• Finished Book

Student and I worked together during an after-school activity period to code with both offline (unplugged) & online activities. We have spent most of our time working with the Sphero BOLTS, first learning how to link them to our devices (Chromebooks) & how to operate them in Drive mode. We are learning to use the Draw and Block code options as well.

• BOLT PowerPack Educator Guide
• Sphero Educator Resource Guide
• Code.org Move it, Move it lesson

Students create a comic strip illustrating an online situation that is inappropriate or makes them uncomfortable. Using what they learned about being a Super Digital Citizen, they show how the problem was resolved.

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Taught students about safe internet searches.

This lesson had students using Flip to share their goals and other information with their parents for conferences.

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Computer Programming, students started with block coding and moved to text coding with Spheros.

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The students were exposed to both offline and online coding activities. We began our lesson by having the students try to direct me out of the classroom door by using verbal directions. We discussed how directions can be very important, especially when creating computer programs and video games. The students were then given some different grids and they needed to get an object from one side to the other using directional arrows. The final task was to create their own algorithm for their partner to use to create a picture. If their algorithm was correct, then their pictures will match.

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This was a beginner’s look at sequences, Algorithms, and Coding. We did a variety of unplugged coding and digital coding activities to teach the students Computer Science Standards, Social and Emotional skills, as well as problem solving.

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After learning about different story elements throughout a novel study, my students used Book Creator to create a digital graphic novel. My students had to include the following story elements: characters, setting, plot, conflict, and resolution, the rest of the design was completely up to them.

• Book Creator

I had my students (after finding a career they were interested in) find an “ideal” living accommodation and complete a budget. Many students found their “ideal” housing was too expensive so they had to find more cost-effective housing. We used the Department of Labor’s, Zillow (or similar), cost of living, and bank websites. The students also used PowerPoint and Excel.

Students took data from a nutrition survey completed by their peers and created real-world solutions and recommendations. Excel was used to organize data and create graphs, PowerPoint was used to create a presentation of these graphs and data, and Word was used to organize all of these thoughts into an opportunity for critical thinking.

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Students were tasked with creating a “How to” book using decomposition skills. The objective was for the students to pick a daily task and break it down into the simplest steps possible. From there, they created “How to” books where they wrote and drew out their steps.

Students will have three materials to choose from: paper, cloth and wood. Students will work together in teams to decide which material they would like to use to build a house for the three little pigs that will not blow over when the big bad wolf comes. After choosing a material, groups will design a house for their three little pigs. Then, they will test their first structure. The teacher will take the big bad wolf (a blow dryer) and try to knock the house down. Then, the groups will have a chance to revise and change their structures. Again, they will test their designs with the big bad wolf. The class will then reflect on their learning and findings.

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Students engaged in a read aloud during library: Twenty-One Elephants and Still Standing. They are also introduced to the Engineering Design Process (EDP). The task is to build the strongest bridge using the EDP.

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Students work as a team to create a leprechaun trap to help understand push and pull motion.

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Students were tasked with creating a car that could climb four different inclined planes at increasing angles. This is a two week activity.

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Students work as a team to create a leprechaun trap to help understand push and pull motion.

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Students collaborate in groups to design and create a prototype of the slowest ramp for a ping pong ball using only paper and tape.

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