Our journey with programming began with
my grade two students learning to direct one another using directional words
(forward, backwards, turn left, turn right, etc.). One student acted as the
programmer while the other student became a robot. This allowed for students to
collaborate and to help one another succeed using basic vocabulary in coding.
Code.org became our next step to
reinforce their knowledge about programming. Students were eager and willing to
try this program. Students were able to choose their course theme from Star Wars,
Frozen, or Mine Craft. Excitement filled the room when students began their course. However, students quickly started to get frustrated as they had to
problem solve in order to complete the task. Students had to try to become more
effective in coding and build their analytical skills.
Next our students were introduced to our
new classmates, Dash and Dot! This is when we developed our task. Our mission was to make a course for Dash to
follow. As a class we decided that we needed a starting point and an end point.
Students decided on the starting and finishing point for Dash and marked the
area with tape. Students then wrote a
code to get to the taped off finish line.
This task integrates ICT, Science and Math
curriculum outcomes. Students began to hypothesize how many meter sticks they
thought Dash would take to travel to the designated end spot.
They modeled math concepts for measurement that
led into more outcomes than expected. Students were using data collection, data
analysis, communication and problem-solving skills. Students moved beyond
non-standard units and measured using cm, as Dash’s distance is measured from
10cm to 100cm.
The idea of angles was also introduced to my
grade two students. Dash turns at different angles so the students had to grasp
this concept. The visual tool used on the Blocky App from Dash and Dot makes
this an easier concept for students to learn. They quickly learned the difference between
90* and 180*.
My students continued to measure and
correct their calculations to see who could get closest to the end spot. We
eventually made two courses for the robots as one course was too busy. Students
even thought to start at the opposite side of the course. It was impressive to
see how students would adjust their calculations, collaborate with one another
and easily spend time fixing their mistakes. My whole class was engaged in this
task. I look forward to continuing this journey with my class, as they are
eager to create more difficult courses for Dash and Dot.
Saint Joseph School - Grade Two
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