Week 3-4, Term 4, 2016
Follow and create instructions about directions and angles through coding.
Give directions to locations using grid references, turns, and points of the compass.
Context: Coding; Whole class task, Group teaching
Strand & Achievement Outcome (NZ Curriculum)
Maths - Geometry & Measurement
Use linear scales and whole numbers of metric units for length, area, volume, and capacity, weight (mass), angle, temperature, and time.
Position and orientation
Use a co-ordinate system or the language of direction and distance to specify locations and describe paths.
Learning Experiences (see section in red)
This learning experience is following on from the previous week where, on reflection, there was a need to focus on geometry, in particular on maps and directions.
Day 1: Students work through slides 2-3 of the presentation, Directions and Angles. Once they get to slide 4, students need to work through courses 2-4 on code.org [Before coding hands-on, we want students to be able to understand the basics of coding].
Animations/ Maths whizz are also being worked on.
Independent work: students working on animations/ maths whizz/ code.org.
Students meet to work through slides 5-7.
Day 3: Leave students to work out how to complete the instructions using coding and sphero. Get students to take photos of the process and screenshots of the final coding.
Day 4: Meet with students to discuss angles, compasses, and grid references and the relationship between directions and points of the compass.
Day 5: In pairs or groups of 2, continue with slides 8-9 in the directions/angles presentation.
Resources and Links Text
Lightning Lab (iPad application)
Youtube clip: https://www.youtube.com/watch?v=isFier5xBd4
Compass; Bearing; Degrees; Protractor; Right angle; Straight line; Supplementary/ complementary angles
Through watching and editing the video footage of this lesson, I came to realise how this lesson could have been completed in a shorter time than what it was. Students were engaged, however by the end of the lesson, students had lost interest and were wanting to move onto something different. I need to be thinking about how I could better managed time of the lesson, and keep the students engaged right until the end. Bringing out the sphero could have assisted with this and given another purpose to the lesson. Students could then have been set the challenge to translate their directions from the presentation into coding of the sphero. I also felt that use of the ipad airplayed to the TV is not especially necessary throughout the entire lesson. There were a number of occasions when students were working out or talking to each other about their learning and I appeared to have missed it as I was trying to prepare the next slide on the iPad. This could be prevented by preparing the iPad slides prior to meeting with each group. This would save time while allowing me to observe students learning more.
Things to note
Consciously think about how I can complete lessons in shorter lengths of time (to hold student engagement).
Create lessons which are more interactive for the students.
Encourage more student discussion.
Prepare explain every slides prior to group teaching.