Hour of Code

Each year we participate in Hour of Code. It looks different across the grade levels and we are building our program each year. I love reading about other classrooms through blogs and my Twitter feed.  We are constantly learning how STEM fits in to our daily lives and Hour of Code is a perfect fit. Coding with kindergarteners included coming up with a dance routine. We learned some moves and they chose the sequence-with help from random students and off we went. Check out these moves.

In first and second grade we worked with Botlogic to get our robot home. It was so easy to Air Drop this website to students on our iPads. We talked about various ways to get the robot home by creating different paths using arrows. As we progressed the moves became limited by number and obstacles to overcome. It was a great way for children to sequence their moves and perseverance as it got tougher to move through the levels.

The first video above I was pointing to the movements and actually cueing the students on the sequence of moves. First grade made the leap to watching me point and knowing the appropriate moves. It is exciting to see the progression with students K-2 and coding.

LEGOS for Education-Simple Machines

Each year FUTURES Foundation allows teachers to apply for mini-grants to support programs in the classroom. Simple machines is a unit within our science curriculum.  After some research Lego Education produces kits with step by step directions creating a variety of builds using collaboration, problem-solving and teamwork. Partners again were programmers and builders and switched half way through the steps. This allowed students opportunity to learn the pieces, where they were located, and where to put them when finished.  It is important to have procedures in place when working with Legos. 

Things I learned to have procedures for: 

• How to store the Legos
• where to store the Legos and the building manuals
• taking off the lid-without the pieces flying everywhere
• building in the lid to contain the pieces
• only taking the top tray out when retrieving a piece from the bottom 
• programmer uses the book and gets the pieces for the builder
• builder can ask for help at any time and work together
• switch roles halfway through the building steps

Our 45 minute class sessions went by so quickly and they students begged for more time.  We started with vocabulary clock-wise, counter clock-wise, rods, 2x3, flats, cranks, etc. I would leave them with a question to find out during the build. They needed to talk to one another to have an answer and demonstrate the concept of the build. Once they called me over they could add to the build and even experiment by trading gear sizes or extending pieces. There were so many "Aha!" moments I got to see from the most amazing students. I am so grateful we have organizations like FUTURES Foundation that provide the means of having these experiences for our students. Sofia Walker co-wrote the grant with me and all of 3rd grade benefited from the materials and lessons. She is the BEST!!

Are you better at follow directions or giving directions?

Along the same lines of using tangrams I tried an unplugged activity with our 2nd through 5th grades. While visiting the LEGO store at Disney Springs I was able to buy a container of  selected LEGOS. I bought pieces in sets of 15 so I could make at least 15 bags and maybe even a few in case they were lost. I would put the same pieces in each bag and have 1 master model.  Partners were then asked if they were better builders or programmers? See programming is a set of directions or steps to follow.  After rock, paper, scissors one partner got to pick builder or programmer.


I held the master copy and the programmer was allowed to look and touch the master model as many times as they needed while they told the builder what and how to build, BUT could not touch any of the pieces. Probably the toughest part for the students. The builders were to follow the programmer's directions and when they thought it was done they could check it against the master.

 With the second grades I used fewer pieces which made for a less complicated master model.

Here are some 5th grader programmers and builders.

Everyone was engaged and when we were done we took them apart and I had a different model while they switched roles. We had a breakout session at the end of pros and cons.  It was interesting listening to them give their perspective. Oh and for the 2nd one they had to give directions without using color words. Yes it was a bit tougher. Great learning experience to see how detailed directions needed to be and patience for the builder. It was interesting to see which programmers needed more time with the master model. Some didn't tough it at all where other students literally had to walk over step by step to give building instructions.