BlendEd Best Practices Unit:I can code, You can code, Everyone can code! Let’s DO this!
Unit Title:
Title and Description
This unit is titled: I can code, You can code, Everyone can code! Let’s DO this!
The description of the purpose of the unit is: Through this unit, students will expand their understand and knowledge of coding using different applications. Through this coding adventure, students will be able to understand how algorithms work when plugged into coding sequences. The basics of coding will be the focus of this unit, while also learning to read, write, and debug code. Reading and problem solving skills will be utilized throughout the unit.
Content Area Skill:
Add Skill(s)
ELA Reading
Writing
Multiple Literacies
Math
Digital Age Skill(s):
Add Skill(s)
Empowered Learner
Computational Thinker
Creative Communicator
Duration of Unit:
10 days
Overview of Unit:
Through this unit, students will expand their understand and knowledge of coding using different applications. Through this coding adventure, students will be able to understand how algorithms work when plugged into coding sequences. The basics of coding will be the focus of this unit, while also learning to read, write, and debug code. Reading and problem solving skills will be utilized throughout the unit.
Empower Learners:
Content Area Skills (NE and ISTE Standards):
| LEARNING OBJECTIVES: | STUDENT FRIENDLY OBJECTIVES: |
| MA 7.2 ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. MA 7.2.1 Algebraic Relationships: Students will demonstrate, represent, and show relationships with expressions, equations, and inequalities. MA 7.2.1.b Represent real-world situations with proportions. |
I CAN solve basic story problems using equations (algorithms) in my coding and programming practices. |
| LA 7.1.6 Comprehension: Students will construct meaning by applying prior knowledge, using text information, and monitoring comprehension while reading increasingly complex grade-level literary and informational text. LA 7.1.6.j Apply knowledge of organizational patterns to comprehend informational text (e.g., sequence/chronological, description, spatial, cause and effect, compare/contrast, fact/opinion, proposition/support). LA 7.1.6.k Select text for a particular purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific viewpoint, predict outcomes, discover models for own writing, accomplish a task), citing evidence to support analysis, reflection, or research. |
I CAN sequence information to solve problems. I CAN select text to understand and solve problems. |
| LA 7.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines. LA 7.2.2.a Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats. LA 7.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes. |
I CAN communication information I learned using a media format of my choice. I CAN use appropriate word choice to write in a format of my choice. |
| LA 7.4.2 Digital Citizenship: Students will practice the norms of appropriate and responsible technology use. LA 7.4.2.a Practice safe and ethical behaviors when communicating and interacting with others digitally (e.g., safe information to share, appropriate language use,utilize appropriate sites and materials, respect diverse perspectives). LA 7.4.2.b Use appropriate digital tools (e.g., social media, online collaborative tools, apps) to communicate with others for conveying information, gathering opinions, and solving problems. |
I CAN use appropriate digital tools to complete projects. |
| ISTE Standard 1: Empowered Learner 1. a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. 1. c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. 1. d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. |
I CAN set a goal with checkpoints to self assess my learning on the topic of coding. I CAN accept and understand my shortcomings in my coding activity. I am able to evaluate my process and fix my mistakes. I CAN follow basic block coding steps and programs. I CAN expand my basic block coding knowledge and explore more challenging applications. |
| ISTE Standard 5: Computational Thinker 5. a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. |
I CAN, through my own learning, assess my coding errors and work through them. |
| ISTE Standard 6: Creative Communicator 6. a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. |
I CAN thoroughly express my learning through a chosen presentation platform. |
Student Friendly Objectives:
See table above
Empower Learner Activity:
Detailed Description:
1. Self-assessment - Google Form
2. Class Discussion/Expectations
See link for project
Presentation Rubric
We will discuss the expectations as a class and determine what works best for each student.
3. Envision and determine goals
As students look through the lesson, I will meet with each student individually to help set goals.
4. Create an action plan
Template
Knowledge Application:
Describe the purpose of the Knowledge Application activity/activities (Formative/Summative)
Artifact Profile:
Title of the Artifact:
Let me show you what I know through my Super Power - Coding.
Detailed Description:
In what ways can coding be a Super Power to help you complete tasks?
Would you rather be left behind or ahead of the game when you graduate from high school? By learning the new skill of coding, you will be ready to take on (most) anything thrown at you in life after high school. You will be better at thinking, communicating, exploring, problem solving, and have a greater understanding for the way technology works. Your job is to explore different coding and programming methods. Upon completion of this project, you will need to report what you have worked on and learned over the past couple of class periods. You will need to determine which method is best for you to communicate what you have learned.
Content Area Skills Addressed:
LA 7.1.6.j, LA 7.1.6.k, LA 7.2.2.a, LA 7.2.2.d, LA 7.4.2.a, LA 7.4.2.b
Digital Age Skills
Empowered Learner
Computational Thinker
Creative Communicator
Link to Rubric
Knowledge Deepening:
Detailed Description:
Tasks
Task 1
Using a choice board, students will be introduced to various coding applications to develop and deepen their knowledge and skills related to problem solving and communication.
The student will work through coding choice board.
Must Do’s: Candy Quest Code an Unusual Discovery Swift |
May Do’s: Any 2 from the tic-tac-toe board because 1 is a must do |
Resources: “I Can Code” Choice Board |
Direct Instruction:
Detailed Description
Learning Path:
| Day # | Description | BlendEd Model | Resources |
| 1 | Introduction and Class Discussion about the future of computer programming and coding. Self-Assessment |
Whole Group Instruction and Individual Work with some group interactions/discussions | Self-Assessment Google Form |
| 2 | Goal Setting and Action Plans | Station Rotation | Template |
| 3-6 | Work through Coding Choice Board | Flex Model | “I Can Code” Choice Board |
| 7-9 | Work on Presentation | Flex Model | Rubric |
| 10 | Present Learning to peers Post-Assessment |
Station Rotation Individual Work time |
Rubric |