ACTIVITY/ TASK SHEET

All students work needs to be photographed once completed, marked off task sheet and saved under student own folder for assessment.

LIVE Google Sheets Tracking Document to assess students progress

https://docs.google.com/spreadsheets/d/1QUpIui8anKdvc6UIR0qNzpT3bviluUeDZ8k9aDYuFEg/edit?pli=1#gid=0

STAGE 1: Individual Tasks - Choice of 2 activities to be completed

Please put initials against activity, the cut off is a maximum of 6 students per activity.

Activity Name

Activity Instructions

Initials Students doing Activity

Decoder Wheel

(Frugal fun for boys, 2016)

PDF Decoder template

Follow the instructions and click on the link above to get the template.

Binary Numbers Jewellery

(Thinkersmith, 2013)

Choosing a colour to represent the black squares (0) and another colour to represent the white squares (1) and another colour for a space between each letter, create a name or word necklace using the above binary code.

Don’t forget to photograph and add to your student drive.

Lego Board Message

(Little bins for little hands, 2016)

As per instructions above, choose a colour (lego piece) to represent the 1 and 0 binary numbers and a colour for spaces. Create your own lego board message and photograph it.

Graph Paper Programming

(CODE Studio, 2016)

Graph paper programming

Watch video (link) and complete directions of a graph paper design for a peer to complete. Trial yourself to make sure your directions work before making available to other students.

Take a photo of your completed instruction and outcome with you and your partner. Follow instructions as stated above for saving file and ticking of on task sheet

Robotic Friends

(Thinkersmith., 2013)

Robotic friends

Watch this video, then create your own cup pattern for a peer to complete. Take a photo of your completed instruction and outcome with you and your partner. Follow instructions as stated above for saving file and ticking of on task sheet.

STAGE 2: Complete 1 coding message from a peer

STAGE 3 : Completion of relevant activity

Sphero Ball

(Sphero, 2016)

* Extension for Gifted/ Talented students

YouTube video about Sphero

Watch the YouTube link first.

Using the Sphero ball and iPad complete the first activity on Time, Speed and Distance as per attached instructions (click on link).

Activity Sheet to be completed

Code Master Board game

*This game can be played solo

CodeMaster Board game

About the game

Click on the above YouTube link above.

Complete as many levels as possible of the booklet within 10 minutes.

Don’t forget to type in level achieved in live task sheet.

Stage 4: Final Assessment Piece - Scratch

Complete these steps to achieve final assessment piece. Refer to Rubric on the following page. Don’t forget to mark off your live task sheet.

Step 1

Create an account in Scratch if you do not already have one.

https://scratch.mit.edu

Step 2

Complete the Try it out activity

https://scratch.mit.edu/projects/editor/?tip_bar=getStarted

Step 3 (Optional)

Watch this YouTube clip on creating a Scratch program, if this suits your learning style. https://www.youtube.com/watch?v=VIpmkeqJhmQ

Step 4

Choose to watch one video

Watch the YouTube tutorial(s). Optional to watch all 3

How to create a basic game with Scratch

https://www.youtube.com/watch?v=8RIJqEqZ_zU

How to create a paddle and brick game with Scratch

https://www.youtube.com/watch?v=LLSHUFGRoww

How to create a shooting game with Scratch

https://www.youtube.com/watch?v=0u1UvmgriUI

Step 5

Choose which style of game you will create yourself. It cannot be exactly the same as the tutorials. Once complete, you need to download to computer and save in your student file.

Rubric - Creating a game with Scratch

CATEGORY

Excellent

Good

Fair

Needs practice

Game Purpose

Player was clear from the beginning about the purpose of the game and how to win or lose.

Player was somewhat clear about the purpose of the game and how to win or lose.

Player was often unclear about the purpose of the game and how to win or lose.

Player was always unclear about the purpose of the game and had no idea how to win or lose.

Graphics

Designed created very detailed graphics/ backgrounds to make the game look as close to a professional arcade game as possible.

Designed created fun, colourful graphics/ backgrounds that enhanced the game.

Designed created minimal graphics/ backgrounds.

Designed created very few graphics/ backgrounds which made the game feel uninteresting.

Use of code

Code was complex, well written and had no bugs.

Code was advanced, well written and had minimal bugs.

Code was simple, worked fairly well and had a few bugs.

Code was very simple, did not work for much of the time and made it difficult to play the game.

User Interface

The game was clear, well designed and easy to use. The player knew what to do immediately.

The game was relatively clear, but at times the player did not know what to do.

The game was somewhat unclear. The player was able to finish but struggled with how to play the game.

The game was confusing and difficult to use. The player could not complete the game because he/she did not know what to do.

Student Engagement/ Effort

The student consistently put forth his/her best effort throughout this project.

The student made a good effort throughout the project.

Student was sometimes engaged and did fairly good work.

Student was not engaged in the project and did not put in his/her best effort.