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Curricular Connections Accordion
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Grade 1: C3. Coding: Solve problems and create computational representations of mathematical situations using coding concepts and skills. C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events.
Cycle 1: Ordering - Arranges natural numbers in increasing or decreasing order.
Spatial Sense- Gets his or her bearings and locates objects in space using specific vocabulary (in front, behind, right, left, above, below, on, under, between, near, far).
Objectives Accordion
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Learning Goals
Students will be able to...
- Organize a set of physical movements into a logical, step-by-step sequence (an algorithm) using ScratchJr blocks
- Interpret and execute movement commands based on directional blocks (e.g., up, down, left, right).
- Work effectively in a group to design, practice, and present a cohesive dance routine, troubleshooting any errors in their sequence."
Success Criteria
I can...
- Identify and use the correct ScratchJr blocks to represent my chosen dance moves in order.
- Perform the dance routine as it is sequenced by the ScratchJr blocks.
- Work with my team to complete the task.
Material Accordion
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Required Materials
- Printed off ScratchJr blocks.
- Speakers.
- Paper, scissors and glue.
Optional Materials
Follow-up activity: In smaller groups, the children use Scratch cards to create their own dances for another group to perform. Students will give the other group their Scratch card sequencing directions.
Additional Coding Resources & Activities:
Students can also use Scratch to create their own dance
Coding for All Scratch and Dance Workshops
Lesson Accordion
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| Activity | Description |
|---|---|
| Prior Knowledge |
Knowledge of directionality (up, down, left, right). It would also be beneficial for students to have had some previous experience using ScratchJr. |
| Minds On |
Minds on (2 minutes): Code Ms/Mr ___ around the classroom! Ask students to povide instructions for you to move around the classroom (move 5 steps forward, 2 steps left) while ensuring you do not run into any barriers (garbage bins, projectors, desks). |
| Model |
Model (5 minutes): Put the students in groups of 4 or 5. Explain that they are semi-finalists at a Dance-Off Competition. They must do the performance of a lifetime to win the trophy! |
| Practice |
Practice & Present (20 minutes): Each group will receive a ScratchJr blocks sheet. They must cut out and organize their blocks to create a dance sequence. Students should think of a school-appropriate song that would go with their sequence. They should also practice the moves that are laid out in the sequence. Each group will now perform their dance to the music. The winner will be determined by all of the children clapping for their favourite performance (or invite a host judge to determine the winner). |
| Consolidation |
Consolidation (3 minutes): wrap-up discussion will touch on the importance using all of the commands and having them in the right sequence. |
| Modifications & Accommodations |
Limit the total number of blocks (steps) a group must use to create their sequence to a fixed, smaller number (e.g., maximum of 5 blocks). OR The group must include a repeating element in their dance sequence (e.g., Left, Up, Left, Up) and must then represent this sequence as efficiently as possible (e.g., using a Loop/Repeat block if you have one, or simply identifying which part repeats). |
Assessment Accordion
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Formative
Ask each group to write down the final 3 blocks of their sequence. Then, say ""Freeze!"" and have everyone quickly line up those 3 blocks on their desk; collect them as they exit.
Goal: This quick, competitive task assesses if students can accurately recall and physically represent a small, final portion of their group's algorithm, making sure they understood the sequencing right up to the end.
Extension Accordion
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Cross Curricular Connections
Language Arts: Journal prompt: How does dancing make you feel? What is your favourite dance move and why?
As a class, research how dance is unique in different cultures.
Extend Your Thinking
Follow-up activity: In smaller groups, the children use Scratch cards to create their own dances for another group to perform. Students will give the other group their Scratch card sequencing directions.
Additional Coding Resources & Activities:
Students can also use Scratch to create their own dance
Coding for All Scratch and Dance Workshops