Kindergarten:
Identity | Skills | Intellectualism | Criticality | Joy |
“As children’s sense of belonging and contributing develops, they begin to experience their role in relation to both community and place.” My community is a part of my identity and my culture is reflected in my community. I am valued as a integral part of my community. | Belonging & Contributing: • their sense of connectedness to others; • their relationships with others, and their contributions as part of a group, a community, and the natural world; • their understanding of relationships and community, and of the ways in which people contribute to the world around them. | I will make connections between my identity, community, and the meaningful places in my life. We all need to be heard and have a voice in the groups to which we belong. | I will wonder and question what I observe in my community. Who is there? What buildings are important to me? Why? How might I create a community story with maps and code? | I will learn a new way of communicating through coding. I will be proud of my coding story that I can communicate with others. |
Integrating Coding Naturally into Play: Beebot
Learning Experience courtesy of Klara Redford
Grade One:
Identity | Skills | Intellectualism | Criticality | Joy |
| Personal & Social Development Mathematics: Algebra; C3. solve problems and create computational representations of mathematical situations using coding concepts and skills Visual Arts: D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings; | I will cultivate rigour when learning is meaningful. | My passions and interests can drive acquisition of new knowledge My success requires failure & practise | My brain can creatively solve sequential mathematical code problems! My origami is beautiful! |
Grade Two:
Identity | Skills | Intellectualism | Criticality | Joy |
My stories value my culture and shares a part of me. Our stories are a gift to the listeners Stories build community inside and outside of the classroom | Personal & Social Development Mathematics: Algebra; C3. solve problems and create computational representations of mathematical situations using coding concepts and skills Social Studies;A3. describe some of the major groups in their community, including different types of families, and some of the ways in which traditions and heritage are passed on by such groups | Storytelling is a method of preserving peoples’ histories and cultures | Canada is made up of various communities that have diverse traditions and celebrations. Which communities’ cultural traditions and celebrations are found on the calendar? | My voice is valued. |
Rita Cox, Former TPL librarian Storytelling
Scratch
Invite learners to create/build a story that shares a part of their culture/community
Grade Three:
Identity | Skills | Intellectualism | Criticality | Joy |
I can be a steward of the environment I understand the outdoors is full of adventure & discovery | Personal & Social Development Mathematics: Algebra; C3. solve problems and create computational representations of mathematical situations using coding concepts and skills Social Studies: B3. describe major landform regions and types of land use in Ontario and some of the ways in which land use in various Ontario municipalities addresses human needs and wants, including the need for jobs | I can list some things/factors that allow me to go outdoors? I can list some things/factors that can stop me from going outdoors? | Activities I can do outdoors are.... How do we as world citizens’ activities affect the environment? Who /what has the power to harm or hurt nature? | I love to do… outdoors? Why? |
Hudson Bay Lowlands
Canadian Shield
St. Lawrence Lowlands
Mentor Text
Scratch- modify your world to resemble Ontario’s landforms
Grade Four:
Identity | Skills | Intellectualism | Criticality | Joy |
We are learning that people can communicate in different ways. | read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes (Grade 4 Mathematics, 2020) | I can choose a medium (mode) that allows me to communicate what I think/know. Communication is multimodal. | How might we use different modes to communicate our knowledge? What modes have been used historically by different cultures? Why does that matter? | When we choose a medium that plays to our strength, magical things can happen! |
Grade Five:
Identity | Skills | Intellectualism | Criticality | Joy |
Food is an important element of cultural identity. How might using different recipes in mathematics help us to understand elements of culture? | solve problems and create computational representations of mathematical situations using coding concepts and skills (Grade 5 Mathematics, 2020) Procedural writing, documenting steps | What evidence of math exists in the real world? How might learning about food connect to systems in the human body? How is learning connected? | What role does food play in culture, connection and relationships? What is food insecurity and how is it connected to systems of oppression? | I can learn to follow a recipe and make food for my family or people I care about. Learning about cooking and/or baking from someone can foster connection and story! I can make a new type of food! |
*This lesson involves the baking of chocolate chip cookies and should be modified to include food from different cultures and origins (e.g., baking or cooking with algorithms)
Grade Six:
Layered Texts
Identity | Skills | Intellectualism | Criticality | Joy |
We are learning about the historical roots of numbers. | We are learning to align lines of code, through text based coding, within a mathematical algorithm. | Why and where is it important to understand numerical value systems? | How has the history of numbers been honoured? What value do certain numbers have for different communities? | What numbers (either positive or negative) bring people joy? |
Grade Seven:
Layered Texts
*for educator review
Benjamin Banneker
Grade Eight:
Layered Texts
Identity | Skills | Intellectualism | Criticality | Joy |
What aspects of a learning environment works best for me? What aspects work for others? What might help others feel valued, safe and want to learn? | We are learning to design and create a prototype that will collect data about variables to help make decisions when designing a safe and welcoming learning environment. | How might we be more aware of the learning needs of others? What is a sensory classroom? How might we create the best learning environments for all? | How might we bring about awareness and design tools to assess environments to meet the needs of learners? How might these tools make positive change for learners? | What part of your learning environment helps you focus, brings you value and calm? |
Honouring our students by creating opportunities to customize our instruction celebrates learning needs and learning differences instead of shunning them. Providing multiple means of representation shows students you have thought ahead about their background knowledge and experience, community and cultural references, and other aids to understanding which communicates a strong desire to see the entire community of learners succeed. This is honour.
Andratesha Fritzgerald, 2020, pg.87
Remix Challenge