KINDERGARTEN
Although there was no outright addition of coding to The Kindergarten Program (2016), it is where the foundation of coding begins with the use of positional language. Overall Expectation 17 (Frame DLMB) has learn- ers focus on the location and movement of objects. Specific Expectation 17.2
focuses
on understanding and using vocabulary to explain terms such as “above,” “below,” “for- ward” and “backward.” In having educators provide rich provocations or invitations for learning that allow opportunities for explor- ing and implementing this vocabulary, stu- dents are provided the basis they need to be- gin coding. In addition, daily routines, such as getting dressed for outdoor learning and washing hands, support students in under- standing sequencing of events.
A sample provocation could be:
Create a code that shows the steps you would take to help keep the school yard clean.
Students could create a code that shows things like putting out a recycling bin, doing a daily/ weekly clean up or not letting people eat on the playground.
GRADE 1
In Grade 1, students are expected to under- stand how to code a sequential event. Sequenc- ing is when you create a code that moves in a specific order.
A sample prompt for students might be:
Your class wants to create a butterfly garden to help the environment. Create a code that shows all the items you will need to help make this garden a success.
Students may choose to answer by including things like a pair of gloves, a bag of dirt, water- ing can and seeds.
GRADE 2
In Grade 2, the expectations become a little more complex with the introduction of con- current events. Concurrent events are two cod- ing events happening at the same time. This expectation caused us to do some research to find out how best to understand the concept behind it. We came to the understanding that it could be represented in different ways de- pending on whether it was being done using unplugged or plugged coding. For unplugged coding, two codes or actions happen concur- rently. To teach this concept, an educator may want to begin with a kinesthetic approach, such as having students move in different ways
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 33
at the same time (e.g., move your right hand and jump on your left foot). A question for a concurrent code on a grid could be:
After an Earth Day event at the local com- munity centre, your class breaks up into two teams to help pick up more garbage in the neighbourhood. Create a concurrent code to show the two different routes that each team took back to the school. Which way was faster? Explain your thinking.
In this case, students would then use a grid to create two possible ways to begin at the same place but take different routes to get to the end. The first code may move to the left of the “go” while the second code may move to the right of the “go.” Each code would then move in dif- ferent squares on the grid but eventually make their way back to the school.
GRADE 3
In Grade 3, students learn about repeating events. As the name implies, repeating (or looping) uses parts of the code that repeat or make a loop. These events lend themselves to activities that are embedded in the number expectations (e.g., skip counting, addition, subtraction, multiplication). An example of a repeating event could be a prompt such as:
A local landscape architect has created a plan for your community vegetable garden. They suggest that you make four identical rows of vegetable plants for the garden. Each row should have no more than ten plants in total and you
should try to have no more than four of any one type of plant in the garden. How many of each type of plant do you need for your garden? Cre- ate a repeating code to show your answer.
Students would have the option to show how their code repeats in different ways:
• Option 1: Students’ code would show the number of plants that they use repeatedly in the four rows. They use the “loop” sym- bol to group a specific type of plant (e.g., carrots) and then have a number beside it (e.g. 4 [carrot]) to show the number of times that it repeats.
• Option 2: Students may choose to add the total number of each type of plant for the week then have it repeat for four weeks to represent the number of weeks in a month. For example, if I plant three cucumber plants in each row, I would need 3 x 4 cucumber plants for the garden.
WHY UNPLUGGED CODING?
Unplugged coding, we believe, is the precursor to plugged coding. It allows students to un- derstand the purpose of a grid and use proper positional language and precise and effective communication skills prior to using technolo- gies. Occasionally, when students begin using technology, such as robotics prior to this scaf- folding, they are used in non-educational ways and treated like “remote control cars.” The stu- dent may become frustrated when the robot doesn’t move as intended.
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