MAD DAY - ENVIRO WARRIORS

Watch our learning journey about MAD day.

Our Coding Learning Journey Term 3

Our Coding Learning Journey

Provocation

• In partners, we found different objects around the classroom. We had to close our eyes, while our partners directed us towards the object by tapping a code on our backs.

• Next we tried using Bee-Bot and Tynker Programming Applications. We programmed directions, actions and to get rid of any bugs in the programme. Then we discussed what is coding and what the possible purposes were for it were.

What is coding?

• We discovered that computer programming, also known as coding, is the process of creating software.

Why Are We Learning to Code?

• We found out that coding empowers us to do many things we wouldn't otherwise be able to do. These things include hand-crafting our own websites, becoming a career coder or even starting a technology business.

• After this we learnt about the different motion blocks and other important functions. We also developed a bank of coding vocabulary. Next we explored Scratch Junior before designing a programme for the junior children.

Our design brief

• Design a programme using Scratch Junior that will help teach our junior children about our school values.

The process

• We got into collaborative groups and discussed the Key Competencies we would have to develop and use while taking part in this process. (Managing Self, Participating and Contributing, Relating to others)

• We began to develop a storyboard to plan the sequence of events that our programme would have.

• We leant what the different blocks did.
• We developed our understanding of coding vocabulary.

Interest Projects Term 3

Interest Projects (IPs) - Term 3 2017

Perimeters -

IMPORTANT CHECKPOINTS  

WEEK 3 Big Question and Driving Questions Provoke	Students should have… Research and Plan Have decided on two big questions they would like to learn about and decided on one to follow up on. Checked spelling and display big question and driving questions Decided where  and how they will get the information Started a detailed diary	Teachers will need to… Conference with children around their big question and driving questions. Discussed options between both questions Share class timeline Discussed
WEEK 4 IP Workshop Create	Students should have… Create a draft	Teachers will need to… IN YOUR OWN WORDS Teachers model finding information on net and power phrasing it Check in on the creation of presentation drafts Provide tips where needed (e.g. font choices, colours, choice of images, etc). Take some time to talk the class through setting up a folder in Google Drive to send their presentation (which they can share with you).
WEEK 5 Create	Students should have… Create a draft Revise and Edit	Teachers will need to… Discuss what a good presentation would be like. Make it clear for students - being prepared, loud voice, acting confident, knowing your information, etc. Could the class decide how the room should be set up for presentations? Have the class decide what kind of audience they will need to be while someone is sharing (this helps if they have decided on clear rules). Discuss with the class how you could reward those who share well, also those who ask great questions and provide good feedback. Hapu points? Seating privileges? Explain and facilitate the completion of portfolio samples.
Week 6 Have children choose their slot on a ‘sharing order’ list in your classroom. Explain the process for sharing and giving feedback. Our best examples from students (voted by students, chosen by teachers) will be shared in a syndicate assembly. Possibly some awards given out???? Portfolio sample - Evaluation Rubric??	Revise and Edit Completed their portfolio sample for this project??	Make sure check points have been met
Week 7 Share Evaluate	- Present -	Watch and enjoy!
Week 8	Share with parents	Open up classroom

TERM 3 INQUIRY EVALUATION - Past, Present & Future

Group members:___________

Interest Project topic: Phones

Big Question: How have phones changed over time?

Research	Little research has been collated. The big question has not been answered.	Some research has been used and in their own words. Driving questions have been answered.	Great amounts of research has been collated and written into their own words, to support ideas and add value.
Presentation	Little effort has been put into how things are arranged.	Ideas are organised and it looks good.	Eye-grabbing. Ideas are organised clearly and supported by images/digitally. WOW factor
Presenting	Group members read  their presentation to the audience.	Members are making effort by speaking clearly.	Confident, loud, clear voices Looking at the audience a lot. All members are taking part
Participating and Contributing	This area needs further development	Members have made effort to produce their IP.	All members have taken an active role in the success of my group and support group members
Organisation	No evidence of the learning process has been kept (diary and references)	Diary entries have been recorded and some references are included	Detailed diary and reference list.

Comments:

Great reading with expression and some interesting facts. Well done for ignoring the background noise and just getting on with the task. An awesome second part of your IP with interesting sounds and transitions. The quiz was an great way to find out if Koru 2 were listening and what they learnt through your presentation. Feedback from Koru 2 Children Liked how you persevered in the library with all the noise It was great that you read on without worrying about the mistakes Great quiz at the end really got us thinking

Group reflection:

Sharing our Interest Projects with parents.