Coding with Hopscotch – Sommet de l’iPad 2015 and OMLTA 2015 conferences

Presentation for the iPad conference 2015 in Montreal:  Coder est la nouvelle façon de lire et d’écrire.

 

The presentation is done using Prezi.

http://prezi.com/yvfn7vjgdoss/?utm_campaign=share&utm_medium=copy&rc=ex0share

 

 

Presentation for the OMLTA conference 2015 in Niagara Falls:  Learning to code across the curriculum.

http://prezi.com/b3zwtq2ka4mk/?utm_campaign=share&utm_medium=copy&rc=ex0share

 

Here’s an idea of what I will say.

 

 

 

Here’s the program for the OMLTA conference 2015:

http://www.omlta.org/wp-content/uploads/2014/06/Workshops-Schedule2.pdf

 

Here’s the program for the Sommet de l’iPad 2015:

http://sommetipad.ca/files/ColloqueCRIFPE-SommetIPAD_Programme-2015.pdf

 

The idea of coding is not new

The idea of coding is not new.  The following video (from 1972?) can attest to that.

https://www.youtube.com/watch?v=xMzojQFyMo0

 

In his book Mindstorm, Seymour Papert talk about children doing mathematics by playing.  It surely is more interesting than doing long divisions.

There is an other book by a students of Seymour Papert: Yasmin Kafai who argues that coding should be available to everyone.

 

The National Library of Math Manipulatives has a link to coding activities:

http://nlvm.usu.edu/en/nav/frames_asid_178_g_2_t_3.html?open=activities&from=category_g_2_t_3.html

 

Egyptian carrots

The science program Découverte from Radio-Canada is a constant source of inspiration.  The  March 31, 2013 show is about the buried treasures of Egypt.  With infrared technology installed on a satellite, the archeologist Sarah Parkak was able to locate unknown archeological sites.  She went to Egypt to search on the ground what she had found from the satellite.   She drilled the Egyptian mud and explored the carrot that was taken out.  For each meter of drilling, it corresponds to 1000 years of time.  At 6 meters, we have the Egyptian empire, 6000 years back.  She found amethysts, agates, cornalines, and pots representatives of the high class of ancient Egypt.

http://ici.radio-canada.ca/emissions/decouverte/2012-2013/Reportage.asp?idDoc=282919

IMG_1566

While I could not load the Decouverte program on Nearpod yet, it could be seen on a separate tab using the computer.  The following presentations provides questions to think about before viewing, notes to take after viewing and some mathematics behind the archeologic research.
I’ve just launched a Nearpod Presentation, “Les trésors d’Egypte” and I’d like you to join me!

To review this presentation at your own pace, input this PIN: IQHAL on the Student Box or open this link.

(If you are using a mobile device, you need to have the Nearpod App installed; download it for free here)

Enjoy!

 

Hi there! I just sent you my Hopscotch project!

To see what I sent:

Open this email from your iPad.
Download the latest version of Hopscotch to your iPad from the app store.
Click on the icon (Egypte.hopscotch) below and choose “Open in Hopscotch”.
Enjoy!
https://c.gethopscotch.com/p/9-dwick

 

Is your password password?

Have you ever wondered why the bank machines` keyboards are cold?  My infrared camera tells me it is at 23.6 degrees Celcius.  When we press a key on the bank machine, it does not leave a thermal imprint.

photo 1

 

It is different when we pay items with our debit card at some machines or do online banking on our iPad.

photo 2

 

‘ve just launched a Nearpod Presentation, “Password” and I’d like you to join me!

To review this presentation at your own pace, input this PIN: AVKWJ on the Student Box or open this link.

(If you are using a mobile device, you need to have the Nearpod App installed; download it for free here)

 

A discussion can follow with regards to the impact on society of having invisible light to see passwords.

 

From the grade 4 Ontario Math curriculum:

develop, select, and apply problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
• develop and apply reasoning skills (e.g., classification, recognition of relationships, use
of counter-examples) to make and investigate conjectures and construct and defend
arguments;
• demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by comparing
and adjusting strategies used, by explaining why they think their results are reasonable, by
recording their thinking in a math journal);
• select and use a variety of concrete, visual, and electronic learning tools and appropriate
computational strategies to investigate mathematical ideas and to solve problems;
• make connections among mathematical concepts and procedures, and relate mathematical
ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas,
daily life, sports);
• create a variety of representations of mathematical ideas (e.g., by using physical models,
pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make
connections among them, and apply them to solve problems;
• communicate mathematical thinking orally, visually, and in writing, using everyday language,
a basic mathematical vocabulary, and a variety of representations, and observing
basic mathematical conventions.

 

solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers
to tenths and money amounts, using a variety of strategies;

estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed
time, using a variety of strategies;

 

From the Ontario Science Curriculum:

assess the impact on society and the environment of technological innovations related
to light and sound;
2. investigate the characteristics and properties of light and sound;
3. demonstrate an understanding of light and sound as forms of energy that have specific
characteristics and properties.

Pizzly game

IMG_1560

This program is based on the information from the Radio-Canada Découverte program:

http://ici.radio-canada.ca/tele/decouverte/2014-2015/

Les pizzlys that aired on November 2, 2014 and Le Canada grandeur nature: l’Arctique that aired on May 18, 2014.

The pizzly is a cross between a polar bear and a grizzly bear.  It lives in the Arctic and eats mosses, birds and seals.  In this game, the bear climbed a mountain to try to catch the birds.  It goes down.  While it slides down, the bear encounters some rocks that must be avoided.  The bear is controlled by the movement of the iPad.  The description of the game is in the Nearpod presentation.  I also provided the link to the code of the game.

 

I’ve just launched a Nearpod Presentation, “Pizzly” and I’d like you to join me!

To review this presentation at your own pace, input this PIN: WZOAE on the Student Box or open this link.

(If you are using a mobile device, you need to have the Nearpod App installed; download it for free here)

 

The Hopscotch code for the program:

Download the latest version of Hopscotch to your iPad from the app store.
Click on the icon (Pizzly.hopscotch) below and choose “Open in Hopscotch”.
Enjoy!
https://c.gethopscotch.com/p/vjmqa1s

Youtube video in French on how to code the game:

http://www.youtube.com/watch?v=w7pbqeYsuL8

 

From the grade 4 math curriculum:

develop, select, and apply problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
• develop and apply reasoning skills (e.g., classification, recognition of relationships, use
of counter-examples) to make and investigate conjectures and construct and defend
arguments;
• demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by comparing
and adjusting strategies used, by explaining why they think their results are reasonable, by
recording their thinking in a math journal);
• select and use a variety of concrete, visual, and electronic learning tools and appropriate
computational strategies to investigate mathematical ideas and to solve problems;
• make connections among mathematical concepts and procedures, and relate mathematical
ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas,
daily life, sports);
• create a variety of representations of mathematical ideas (e.g., by using physical models,
pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make
connections among them, and apply them to solve problems;
• communicate mathematical thinking orally, visually, and in writing, using everyday language,
a basic mathematical vocabulary, and a variety of representations, and observing
basic mathematical conventions.

solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers
to tenths and money amounts, using a variety of strategies;
• demonstrate an understanding of proportional reasoning by investigating whole-number
unit rates.

estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed
time, using a variety of strategies;
• determine the relationships among units and measurable attributes, including the area and
perimeter of rectangles.

identify and describe the location of an object, using a grid map, and reflect two-dimensional
shapes.

describe, extend, and create a variety of numeric and geometric patterns, make predictions
related to the patterns, and investigate repeating patterns involving reflections;

 

 

 

From social studies grade 4

Application: assess some key ways in which industrial development and the natural environment
affect each other in two or more political and/or physical regions of Canada (FOCUS ON: Cause and
Consequence; Interrelationships)
B2. Inquiry: use the social studies inquiry process to investigate some issues and challenges associated
with balancing human needs/wants and activities with environmental stewardship in one or more
of the political and/or physical regions of Canada (FOCUS ON: Perspective)
B3. Understanding Context: identify Canada’s political and physical regions, and describe their main
characteristics and some significant activities that take place in them (FOCUS ON: Significance;
Patterns and Trends)

 

From science grade 4:

. analyse the effects of human activities on habitats and communities;
2. investigate the interdependence of plants and animals within specific habitats and communities;
3. demonstrate an understanding of habitats and communities and the relationships among the plants
and animals that live in them.

 

 

From French grade 4:

 

Speaking to Communicate: communicate information and ideas orally in French, using a variety
of speaking strategies and age- and grade-appropriate language suited to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with
diverse audiences;
B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of
aspects of culture in diverse French-speaking communities and other communities around the
world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

 

Speaking to Communicate: communicate information and ideas orally in French, using a variety
of speaking strategies and age- and grade-appropriate language suited to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with
diverse audiences;
B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of
aspects of culture in diverse French-speaking communities and other communities around the
world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes
and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and
effectively;

 

 

Compter les ours polaires avec un satellite

Here’s a nice news item about being able to count the disappearing polar bears using a satellite.  They take 2 pictures two days apart from the satellite.  They locate the white spots.  After two days, the living polar bears would have moved to a different location.  What remains could be rocks or dead animals.  Here’s the Hopscotch code that explains what we see.

http://ici.radio-canada.ca/nouvelles/science/2014/07/18/003-ours-polaires-images-satellites-recherche.shtml

IMG_1541

IMG_1542 (1)

 

Hopscotch code:

https://c.gethopscotch.com/p/d1g9658

 

There is a lot of mathematics involved in this project:  angles, percent, proprieties of a circle.  We made the white spots different sizes.  This involves shrinking to a percentage and seeing the size as a result.

 

From the grade 4 math curriculum:

develop, select, and apply problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
• develop and apply reasoning skills (e.g., classification, recognition of relationships, use
of counter-examples) to make and investigate conjectures and construct and defend
arguments;
• demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by comparing
and adjusting strategies used, by explaining why they think their results are reasonable, by
recording their thinking in a math journal);
• select and use a variety of concrete, visual, and electronic learning tools and appropriate
computational strategies to investigate mathematical ideas and to solve problems;
• make connections among mathematical concepts and procedures, and relate mathematical
ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas,
daily life, sports);
• create a variety of representations of mathematical ideas (e.g., by using physical models,
pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make
connections among them, and apply them to solve problems;
• communicate mathematical thinking orally, visually, and in writing, using everyday language,
a basic mathematical vocabulary, and a variety of representations, and observing
basic mathematical conventions.

solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers
to tenths and money amounts, using a variety of strategies;
• demonstrate an understanding of proportional reasoning by investigating whole-number
unit rates.

 

estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed
time, using a variety of strategies;

 

• identify and describe the location of an object, using a grid map, and reflect two-dimensional
shapes.

• collect and organize discrete primary data and display the data using charts and graphs,
including stem-and-leaf plots and double bar graphs;

 

From social studies grade 4

Application: assess some key ways in which industrial development and the natural environment
affect each other in two or more political and/or physical regions of Canada (FOCUS ON: Cause and
Consequence; Interrelationships)
B2. Inquiry: use the social studies inquiry process to investigate some issues and challenges associated
with balancing human needs/wants and activities with environmental stewardship in one or more
of the political and/or physical regions of Canada (FOCUS ON: Perspective)
B3. Understanding Context: identify Canada’s political and physical regions, and describe their main
characteristics and some significant activities that take place in them (FOCUS ON: Significance;
Patterns and Trends)

 

From science grade 4:

analyse the effects of human activities on habitats and communities;

 

From French grade 4:

 

Speaking to Communicate: communicate information and ideas orally in French, using a variety
of speaking strategies and age- and grade-appropriate language suited to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with
diverse audiences;
B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of
aspects of culture in diverse French-speaking communities and other communities around the
world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

 

Speaking to Communicate: communicate information and ideas orally in French, using a variety
of speaking strategies and age- and grade-appropriate language suited to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with
diverse audiences;
B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of
aspects of culture in diverse French-speaking communities and other communities around the
world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes
and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and
effectively;

 

 

 

 

 

 

Polar bear awareness

I can just imagine two of my least motivated students working hours to create awareness towards the plight of the polar bears.   We would need to have done some research before hand to understand the effect of global warming on the polar bears.

To do this activity, we need white plastic bags, tape, a hair dryer and their own device to record a movie with iMovie or something else.

Here’s a sample of what they could create in the classroom with the hair dryer.

 

Math curriculum

develop, select, and apply problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
• develop and apply reasoning skills (e.g., classification, recognition of relationships, use
of counter-examples) to make and investigate conjectures and construct and defend
arguments;
• demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by comparing
and adjusting strategies used, by explaining why they think their results are reasonable, by
recording their thinking in a math journal);
• select and use a variety of concrete, visual, and electronic learning tools and appropriate
computational strategies to investigate mathematical ideas and to solve problems;
• make connections among mathematical concepts and procedures, and relate mathematical
ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas,
daily life, sports);
• create a variety of representations of mathematical ideas (e.g., by using physical models,
pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make
connections among them, and apply them to solve problems;
• communicate mathematical thinking orally, visually, and in writing, using everyday language,
a basic mathematical vocabulary, and a variety of representations, and observing
basic mathematical conventions.

 

• read, represent, compare, and order whole numbers to 10 000, decimal numbers to tenths,
and simple fractions, and represent money amounts to $100;
• demonstrate an understanding of magnitude by counting forward and backwards by 0.1 and
by fractional amounts;
• solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers
to tenths and money amounts, using a variety of strategies;
• demonstrate an understanding of proportional reasoning by investigating whole-number
unit rates.

 

estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed
time, using a variety of strategies;
• determine the relationships among units and measurable attributes, including the area and
perimeter of rectangles.

identify quadrilaterals and three-dimensional figures and classify them by their geometric
properties, and compare various angles to benchmarks;
• construct three-dimensional figures, using two-dimensional shapes;
• identify and describe the location of an object, using a grid map, and reflect two-dimensional
shapes.

From the Ontario French immersion curriculum:

Listening to Understand: determine meaning in a variety of oral French texts, using appropriate
listening strategies;
A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of
purposes and with diverse audiences;
A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts
about aspects of culture in diverse French-speaking communities and other communities around
the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Speaking to Communicate: communicate information and ideas orally in French, using a variety
of speaking strategies and age- and grade-appropriate language suited to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with
diverse audiences;
B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects
of culture in diverse French-speaking communities and other communities around the world, and of
the appropriate use of French sociolinguistic conventions in a variety of situations.

Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes
and audiences, using knowledge of vocabulary, language conventions, and stylistic elements to
communicate clearly and effectively;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing
drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and
expression, correct errors, and present their written work effectively;
D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of
culture in diverse French-speaking communities and other communities around the world,
and of the appropriate use of French sociolinguistic conventions in a variety of situations.

 

Social studies curriculum

 

Application: assess some key ways in which industrial development and the natural environment
affect each other in two or more political and/or physical regions of Canada (FOCUS ON: Cause and
Consequence; Interrelationships)
B2. Inquiry: use the social studies inquiry process to investigate some issues and challenges associated
with balancing human needs/wants and activities with environmental stewardship in one or more
of the political and/or physical regions of Canada (FOCUS ON: Perspective)
B3. Understanding Context: identify Canada’s political and physical regions, and describe their main
characteristics and some significant activities that take place in them (FOCUS ON: Significance;
Patterns and Trends)

 

Ontario grade 4 Science curriculum

analyse the effects of human activities on habitats and communities;

 

 

 

Passing by the old landfill transformed into gulf club

Many students need to see physically the reality of environmental connections in order to understand.  Before going skating, I mentioned briefly the life cycle of a pencil (in french) and how each Canadian regions were affected by the amount of garbage we produce.  Here, we just have the life cycle of a pencil.  I purchased this poster at the STAO conference.

photo 3 (27)

While going skating, I asked the bus driver to pass by the old landfill that has been closed and converted to gulf club.  I pointed out the site to the students and I took some pictures from the bus.

photo 1 (32)

 

With further reading, students should be able to describe in detail the environmental effect of all the garbage we through out.   I purchased the following book that explains this in detail at the recent French books sale at the Toronto Reference Library.

 

photo 2 (35)

 

 

Banjo Angles

It is fun to learn angles while playing.  It does not feel like math and it removes negative associations with mathematics.  No more negative associations with mathematics.  Students can also learn angles with shaped blocks or by creating a Hopscotch program.  With Hopscotch, the angles are very precise and no longer estimating.

IMG_1511

IMG_1504

 

Here’s a program to create a Hopscotch banjo.  Students are learning shapes,  angles, and also sound.  In this example, the code reacts to sound.  When the iPad hears a sound, the cords vibrate and when you press on the cords, the vibration stops an the cords become straight again.

 

Before I had the chance to discuss this lesson in class, one student who was following me on my Youtube channel already did the program at home and showed it to me:

banjo

 

Other students designed in class different instruments.  Everyone can code something simple to the most complex.  Some students made triangles.  It is a real instrument and I found it quite simple to do and quite creative!  Others designed drums, their own banjo, a guitar or their own way to show vibrations.  Other students decided to make a musical square.  It was also quite creative.

photo 2 (38)

photo 3 (30)

photo 4 (22)

 

photo 5 (12)

photo 2 (39)

 

photo 1 (36)

 

Another way to create a vibration:

 

photo 1 (35)

 

 

 

Ontario curriculum grade 4 expectations:

Math:

develop, select, and apply problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
• develop and apply reasoning skills (e.g., classification, recognition of relationships, use
of counter-examples) to make and investigate conjectures and construct and defend
arguments;
• demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by comparing
and adjusting strategies used, by explaining why they think their results are reasonable, by
recording their thinking in a math journal);
• select and use a variety of concrete, visual, and electronic learning tools and appropriate
computational strategies to investigate mathematical ideas and to solve problems;
• make connections among mathematical concepts and procedures, and relate mathematical
ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas,
daily life, sports);
• create a variety of representations of mathematical ideas (e.g., by using physical models,
pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make
connections among them, and apply them to solve problems;
• communicate mathematical thinking orally, visually, and in writing, using everyday language,
a basic mathematical vocabulary, and a variety of representations, and observing
basic mathematical conventions.

solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers
to tenths and money amounts, using a variety of strategies;
• demonstrate an understanding of proportional reasoning by investigating whole-number
unit rates.

estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed
time, using a variety of strategies;
• determine the relationships among units and measurable attributes, including the area and
perimeter of rectangles.

identify quadrilaterals and three-dimensional figures and classify them by their geometric
properties, and compare various angles to benchmarks;

identify and describe the location of an object, using a grid map, and reflect two-dimensional
shapes.

• describe, extend, and create a variety of numeric and geometric patterns, make predictions
related to the patterns, and investigate repeating patterns involving reflections;

Science curriculum:

2. investigate the characteristics and properties of light and sound;
3. demonstrate an understanding of light and sound as forms of energy that have specific
characteristics and properties.

 

Physical mathematics

 

angle60

photo 2 (36)

serpent_infra

 

Before going skating, students can watch a presentation about angles.  The presentation about the angles made with their body while skating, climbing or doing exercise.  I added take further pictures of student’s angles at the arena in order to estimate the angles they made using their body.  If you are also working with the habitats units, you can see cold blooded animals and warm-blooded animals.

This presentation was launched using two different types of presentation.  First as homework.  Using the homework style, students look at the slides as if it was a Powerpoint presentation.  There is also the live session where teacher and students can interact.  In the live presentation, students can see the presentation on their device as I present it.  I also placed an activity where students can estimates the angles they see and write on the image I posted in real time.  It gives me a quick assessment to see who understands and where the difficulties are.

I’ve just launched a Nearpod Presentation, “Angles” and I’d like you to join me!

To review this presentation at your own pace, input this PIN: CUGNE on the Student Box or open this link.

(If you are using a mobile device, you need to have the Nearpod App installed; download it for free here)

 

A new session on Nearpod is about to start and we are going to learn about: ‘Angles’.

To join my presentation just open this link: http://www.nearpod.com/join/aspyb.

Me 🙂

 

Ontario grade 4  Math curriculum:

identify quadrilaterals and three-dimensional figures and classify them by their geometric
properties, and compare various angles to benchmarks;