Coding Teachers

CANDACE DAVIS- 7th GRADE ELA

  • In Language Arts the first quarter, the students recreated the quest of Percy Jackson, a literary character, in Scratch. They created various scenes with different backdrops, sprites and dialogue from his quest from the book.  This quarter the students have been working on making a game board with instructions that are clear and concise, using text structures. In Scratch they are going to make a commercial to sell their game using persuasive strategies.

     

MEGAN HAWKES- 7th GRADE SOCIAL STUDIES

  • My Social Studies classes learned the basics of coding at the beginning of the year and have applied that knowledge to a couple of projects throughout the first semester. One project was when they chose a Civil War figure to research and demonstrate their knowledge of the figure's role in the Civil War. Students were given a list of approved figures though were able to ask about doing another person. Though every student needed to include certain aspects in the project they were able to go about it in their own way. Some students created timelines, others a digital story and some even created a game that had you as the Civil War figure.  This allowed for students to challenge themselves and yet not be overwhelmed with the work or the unfamiliarity of coding. This semester we are looking at going a bit further with coding and the projects that students create.  Our first project this semester was to create a Digital Billboard like the ones that can be seen on the sides of the freeway. We will continue to work with coding and having projects that will enhance their understanding of upcoming standards and content, such as Beginning of Modern America and World War I. I look forward to seeing what students created and continue to create in Social Studies!

GAYLE SHARRAH- 7th GRADE SCIENCE

  • This year my students used their coding skills to demonstrate the path of the moon and Earth around the Sun.  A part of this included the phases that the moon goes through and why.  We are moving on to layers of the Earth which will include volcanoes, sea floor spreading, convection zones etc. This year my students used their coding skills to demonstrate the path of the moon and Earth around the Sun.  A part of this included the phases that the moon goes through and why.  We are moving on to layers of the Earth which will include volcanoes, sea floor spreading, convection zones etc.

ADAM SCAFEDE- 8th GRADE MATH

  • In the first semester of this year we have used Scratch to create a slope review. Students used a sprite of their choice to show what different slopes of lines look like. Students enjoyed the challenge of figuring out the coding required for this to happen, but were also able to review math at the same time.

     

    In second semester students will build a program that will let them be able to gather numerical data to complete a statistical analysis project that they will be doing in math. The focus is to use the code to complete a task for them, while also completing a statistical analysis.

     

ASHLEY EVANS- 8th GRADE SCIENCE

  • We are using the block based coding program developed by MIT called Scratch.  This is an introductory program that exposes all students to the basic terminology of coding.  Within Scratch, we are able to differentiate based on the student's ability and comfort level.  We hope to introduce more coding programs through our partnership with Code to The Future that will eventually give students a foot in the door as they consider computer science electives and possibly career paths when furthering their education.

     

    In science we have used Scratch to create presentations that demonstrate knowledge of Newton's Laws of Motion.  We have discussed and explored ways that coding is used in our everyday lives.  This semester the students will be creating a game that is based on particles of matter as well as creating a teaching tool for others about the Periodic Table of Elements.

     

CHEL FREITAS- 8th GRADE SCIENCE

  • The first semester, in summary:

    1. How-to do coding (Coding basics)

    2. After learning about physics, we did a project where students explained the Three Laws of Motion via picture examples.  They had to explain the laws in a text bubble.  Also, they had to demonstrate the motion of each of the Three Laws correctly.  This project also involved using sequencing (reading), cause and effect (reading), if and then statements, etc.

     

    Second semester so far, in summary:

    1. After learning about the parts of the Periodic Table, use it to write their name.  They must use at least 3 elements, have the name of the element, atomic number, etc.  They can use their first and/or last name.  Doing an additional name would be extra credit (extra effort).

    2. Also, they will explain about their element in a text bubble (example, is it a metal, non-metal, etc.).

    3. Using Coding, they will create movement, can change color, etc.

     

MAUREEN HRABAR- CODING ELECTIVE

  • Students in the coding elective explore coding with more long-term projects and assignments. This year, students have used Scratch in addition to learning Python using Codesters. The coding elective is a semester long, and allows for students of all levels to develop their love and knowledge of computer science.