In this challenge we are going to code three Micro:Bits to display 1) Characters, 2) The setting and 3) The problem. As an added bonus, students would code each Micro:Bit to randomly choose one criteria from a set list. Big Ideas: Writing a narrative story Computational Thinking (design thinking, logical reasoning, debugging, conditional statements) Probability […]
In this challenge we are going to code the MicroBit to track steps. Using the OnShake command, the Micro:Bit can detect movement. First you will want to create a variable. I called my “steps”. You’ll see from the screenshot below that I increment “steps” by one every time the device detects movement. I also use […]
In this challenge we are going to code a game in which players must catch coins on the Micro:Bit. Big Ideas: Geometry – Location & Movement Computational Thinking (breaking down problems) Conditional Statements Block coding We will use the accelerometer as input to move the LED light patterns. To begin, we will create a sprite […]
In this challenge we are going to code a simple script that plays sounds based on inputs to the Micro:Bit. Our sounds will be triggered by the Pins and input buttons A and B. We will display different LED light patterns corresponding to each input to give an equalizer feel. We will use […]
In this challenge we are going to create a Stopwatch (Countdown timer) and Random Letter Generator using the micro:bit. Our program will use input button A and the LEDs as an output: Button A will trigger a random letter Button A on the timer will start the countdown Step by Step Solution Watch […]
Task: In this activity, students will create a working coin flipping simulator using the Micro:Bit (or online simulation). Learning Goals: • Compare experimental probabilities with the theoretical probability of an outcome involving independent events. • Create simple algorithms that reflect computational thinking • Create visual representations of problems and data • Explore visual programming For […]
As part of the requirements for my latest MPed course, I created swirlly for students to inquire about changing variables and drawing circles. The goal of this course was to explore STEAM – more specifically how to engage kids in arts and mathematics. As a grade 8 math teacher, I thought the spirograph would be […]
In the article “Why the Arts Make Sense in Education” Linda Nathan makes claim that “our young people need to be immersed in artistic experiences (and) they must also develop strong intellectual skills” (p.178) which sounds very similar to Papert’s Mathland when describing LOGO in Mindstorms. “The Turtle World was a microworld, a ‘place,’ a […]
If you would like more resources similar to this one, check out hourofcuriosity.com.
Last Saturday marked the 2nd TEDxKitchenerED at the Centre for International Governance Innovation downtown. I feel very lucky to have had the opportunity to share the stage with some very amazing folks from across Ontario. Check out the speaker line-up here. During intermission, I had an interesting conversation with Jamie Weir, Will Gourley and Dina […]
The notion of “wide walls”, “low floor – high ceiling”, “multiple entry points”, and “personalized learning” have me in a bit of a tiff this morning. Yup, a TIFF. All great ideas and proven to provide confidence in learners when all can be successful but how can we truly provide multiple entry points, “rich” […]
Recently I had the opportunity to visit some very northern parts of our beautiful Province. Full disclosure, I consider Sudbury to be quite north and it isn’t even half way to Sioux Lookout, so I was slightly apprehensive about this trek. I experienced the wonderful Bearkin Airlines and met some very friendly people who could […]
New Blog post. https://t.co/oexDJndPJv Maths + Coding. @scratch @mraspinall @MrOrr_geek @solvemymaths @mathsjem pic.twitter.com/KiUBULLCzl — Joel Speranza (@JoelBSperanza) April 1, 2016 I woke up this morning to a twitter notification from Joel Speranza. In his tweet he shared a post he had written about a Scratch app that demonstrates binomial probability. Check […]
This application will randomly select Rock, Paper or Scissors for two players and determine the winner. Check out the source code and give it a try for yourself! Project Page: https://scratch.mit.edu/projects/102855970/ Source: Demo:
I just finished reading ‘Math war’ more about words than numbers, says Peel teacher. This Peel teacher just happens to be my good buddy Jonathan So and he will give a keynote on the issue April 2 at an annual Peel conference. In the article Jonathan pushes to make kids doers of math instead of just […]
The coding movement certainly has gained a great deal of traction in a very short period of time. When you consider Seymour Papert’s work in the 70s and 80s, the last three years of Hour of Code are only a small, but significant blip on the historical timeline of Computer Science integration as a compulsory credit […]
Last week I had the most fortunate opportunity to attend Microsoft’s E2 Global Educator Exchange conference in Budapest, Hungary. The E2 – Educator Exchange is Microsoft in Education’s annual event recognizing and celebrating the achievements of educators who combine content, pedagogy, and technology in exemplary ways to prepare students for success. This event brings […]
Using voice to mimic moisture content, yelling at this plant makes it happy. You could also use a third party sensor attached to a raspberry pi that actually tracks moisuture but if that is not possible, go ahead and scream! Try for yourself: For more lessons, activities and ideas, grab a copy of my book, […]
In this post I’d like to share three resources to hep you code probability simulators in python. To get started, you ill need a an online python console or you can download it here: https://www.python.org. For more lessons, activities and ideas, grab a copy of my book, Code Breaker, on Amazon here! Once it has […]
The following spiral art can be coded using python. It’s a simple script that can easily be manipulated to explore how different number variables will change the spiral. import turtle colors=[‘red’, ‘purple’, ‘blue’, ‘green’, ‘orange’, ‘yellow’] t=turtle.Pen() turtle.bgcolor(‘black’) for x in range (360) : t.pencolor(colors[x%6]) t.width(x/100+1) t.forward(x) t.left(59)
Project page: https://scratch.mit.edu/projects/97433295/ For more lessons, activities and ideas, grab a copy of my book, Code Breaker, on Amazon here!
Project Page: https://scratch.mit.edu/projects/96741560/#player
This is a guest post by Leah Obach. Follow her at @LeahO77. By Mrs. Leah Obach Since starting the Kids Who Code project, I have introduced my students to a number of different coding tools through classroom activities, Code-a-thon events and coding club. I feel pretty comfortable with several tools, such as Kodable, Scratch Jr. and Lightbot. As a new year begins, I’m stepping […]
With regards Science, Technology, Engineering and Math, David Jonassen classifies “meaningful learning” using five categories: Active: Students should be actively engaged in their learning – typically this will be doing something on a computer, but it could also be taking part in a discussion or an activity away from the computer, such as role-play to illustrate how packets […]
Project Page: https://scratch.mit.edu/projects/96216382/ For more lessons, activities and ideas, grab a copy of my book, Code Breaker, on Amazon here!
Project Page:https://scratch.mit.edu/projects/28112156/#editor For more lessons, activities and ideas, grab a copy of my book, Code Breaker, on Amazon here!
Press “a” to begin. Clouds appear at random. Aliens enter the screen every few seconds. Destroy 10 aliens to win. Press “space” to fire. Project page: https://scratch.mit.edu/projects/95785178/#player For more lessons, activities and ideas, grab a copy of my book, Code Breaker, on Amazon here!
When considering assessment and evaluation, it is important that any culminating activities accurately match the delivery of previous lessons. This week I wrote about Mathland, a place described by Seymour Papert in which students are immersed in mathematics. They construct their own knowledge of mathematics with tangible options and computer coding. Papert was a firm […]
I’ve been reading more and more about Seymour Papert as I continue my research on computational thinking. I’d like to highlight a body of work from one of his books. In Mindstorms, Papert continues to make good evidence of a constructivist approach to learning. Constructivism is basically a theory — based on observation and scientific study […]
Click the green flag. Click “allow” to access mic and camera. Yell at the ball. The louder you yell, the faster the ball reacts. ** Careful not to yell too loudly or the ball may pop! Project page: https://scratch.mit.edu/projects/94612918/
I’ve spent a good portion of the morning working on this Scratch project. The game uses Geometry to control the paddle and determine the direction in which the ball moves. After 5, 10 & 15 points the ball speeds up and black boxes appear which affect it’s behaviour. Check the project page and “See Inside” […]
I am growing a little tired of the coding narrative. Suggesting everyone should code seems quite trivial without any fundamental research as to why we should all be doing that and leaves me feeling offended. Whoa, what? Brian just said “not everyone should code.” No, I didn’t. I’m suggesting that we look beyond coding. Coding […]