Here goes another post that must begin with the lament that I have fallen behind in my posting. So many amazing things have been happening in the lab. The 3rd grade learned how to use the Micro:bit and made their own Micro Pets. Second grade conducted research about different habitats and then built museum displays to share what they had learned. Meanwhile Kindergarten and 1st grade extended their programming skills with our friend Robo-Mouse. With this animal theme in mind, I've decided to consolidate these grade level units into one post and to vow, yet again, to stay on top off my writing schedule in this current grading cycle.
So let's begin at the beginning, Kindergarten and 1st grade worked with the Robo-Mouse, though they used the robot in different ways. Kinder learned to assemble the tiles to copy mazes from the task cards and then to program Robo-Mouse to navigate to the cheese at the end. As they became more proficient, they began creating their own mazes, recording these on grid paper, and recording their algorithms as well. They worked in groups that changed each day so that they could learn to work with different people and experience multiple perspectives. Teams built mazes to challenge other groups and learned a lot about debugging in the process.
Most of the first graders used Robo-Mouse last year and so only needed a short refresher lesson before they were ready to go. I started them on a series of building challenges related to their mazes. "Build a maze in which the robot must turn left 3 times to get to the cheese" and "build a maze in the shape of a letter" were just a couple of them. They also worked with the algorithm cards to plan their solutions before programming the robot. The cards are a big help when debugging programs for the long and winding mazes they like to build. Flexible groupings were an important part of the unit for 1st grade too as they created lengthy algorithms, often with multiple solutions. At the end of the unit with first grade I brought out Scratch Jr, which they had not used much in class yet this year. I challenged them to create mazes and then to write a program that guided the character through that maze. Touching the walls was not allowed, so they needed to run their code through many iteration before it worked perfectly.
On to second grade now. I started with an overview of note taking practises on Brain Pop Jr and a scavenger hunt for information on Britannica School. I am working on building them up to the point where they can choose how to share their learning at the end of a unit and part of that is helping them to become more independent learners. After learning to use these resources, teams selected a habitat and one of the animals from that habitat to be the topics of their research. They took notes in their journals and then planned what their display would look like. Then using everyone's favorite building material, cardboard, they executed their plans. As they were building, I made a point of teaching best practises for attaching pieces of cardboard to one another. (I have instituted a ban on tape in the lab, but that is a rant for another time.) Each display was accompanied by a card describing the habitat and listing facts about the animal. I was impressed by the attention to detail so many of the groups put into their projects. Another part of these sustained builds is helping students become better long term planners. I often see them hurrying to be done in a 45 minute class period which never results in the best work.
Finally, third grade was introduced to the Micro:bit. I've written about that in previous posts this year, so I won't go on about it again. I spent a lot of time this unit working on the differences between inputs and outputs. I likened it to cause and effect which they are familiar with from the ELA lessons. At first, we focused on using a particular input each day to create different outputs. They learned to use the buttons, accelerometer, and I/O pins to scroll text, create pictures, and show animations. We also got out the alligator clips and LEDs to do some physical computing which everyone found really exciting. The final project was creating a model pet with the Micro:bit adding a layer of interactivity to their builds. I was really excited to see all of the different was the different teams used the Micro:bit. On most it was the face or mouth showing the different moods of their creatures. Some learned to use the music blocks to add sounds to their animals and several used the Micro:bit to animate flapping wings and wagging tails. It was a fun unit to teach and I am really looking forward to next year when this group starts using the Raspberry Pi now that they have this grounding in physical computing.
