ABECEDA VS.GLAGOLJICA

Create your Own Google Logo  and bring it to life using code. Make the Google letters dance, tell a story or create a game. In this activity, students will use a popular programming language designed for kids called Scratch. Scratch was created by MIT and its block-based interface is easy for beginners to understand.  (Scratch is the best introduction to coding for beginners).

Students will have a chance to modify the Google Logo and program each letter with a variety of animations and special effects to create their own unique logo. Students can unleash their creativity and also learn the basics of coding with this simple activity that is perfect for beginners.  Google provides a lot of awesome resources for teachers running this activity in their classroom. They have an extensive lesson plan available and also include extra materials like students certificates to give on completion of the task. (Level: Beginner coders,  Skills: With Scratch and Block)

Croatian language activity:

https://view.genial.ly/5d9ba88ed4cf660f5ef2c76d/game-breakout-python-izazoveucodeweek

English language activity:

https://view.genial.ly/5da85381d3183f0f0e55fecc/game-breakout-python-challengeeucodeweek

Learning objectives:

-use loops to iterate over sequences

-use conditionals to make decisions in your program

-develop critical thinking and problem solving skills

Age level: Lower secondary school

Short description:

This morning you woke up to find out that someone changed your PIN on your mobile phone. On the table next to the bed there was an envelope with 8 different riddles and puzzles...

Your task is to solve a few riddles in Python and choose the right answer. To solve the riddles you'll need some basic knowledge of Python programming - loops, conditions, strings and lists. 

A single puzzle solution leads to the next clue and so on until you discover your three-digit PIN. Good luck!  

Physics and computational thinking

The objective of the activity:

The student combines and applies physical laws with computational thinking and programming. In doing so, the student uses and develops the skills of logical thinking, connects knowledge and insights from physics and coding, or programming.

By working in pairs, the student collaborates and develops communication, critically thinks, develops, and applies creativity.

The student acquires knowledge and abilities for his lifelong learning and future vocations.

 Students agree on organized work in pairs. Now each pair chooses which of the digital tools they will use to combine the application of physical laws and computational thinking, or programming.

 Students suggest their choices: Phyton, Visual Studio 2019, Excel, Unity.

The role of teachers in the activity:

  v  sets goals and tasks of the chosen topic,

  v  encourage students to creative research,

  v  leads the planning process,

  v  proposes modern and current content and methods,

  v  encourages socialization of students, critically evaluates the results of collaborative learning in activities organized in PBL.

The role of students in the development:

ü  the student is the initiator and organizer of work in 

    accordance with their interests and abilities,

ü  actively plans the phases and course of work,

ü  seeks solutions to problems,

ü  participates in self-assessment and evaluation of work results.

The age group of students: 18-19 years.

Fizika i računalno razmišljanje

Cilj aktivnosti:

Učenik kombinira i primjenjuje fizikalne zakone s računalnim razmišljanjem i programiranjem. Pritom učenik koristi i razvija vještine logičkog mišljenja, povezuje znanja i spoznaje iz fizike i kodiranja, odnosno programiranja.

Radeći u paru, učenik surađuje i razvija komunikaciju, kritički razmišlja, razvija i primjenjuje kreativnost.

Učenik stječe znanja i sposobnosti za svoje cjeloživotno učenje i buduća zanimanja.

 Učenici se dogovaraju o organiziranom radu u parovima. Sada svaki par bira koji će od digitalnih alata koristiti za kombiniranje primjene fizikalnih zakona i računalnog razmišljanja ili programiranja.

 Učenici predlažu svoje izbore: Phyton, Visual Studio 2019, Excel, Unity.

Uloga nastavnika u aktivnosti:

  v  postavlja ciljeve i zadatke odabrane teme,

  v  potiče učenike na kreativno istraživanje,

  v  vodi proces planiranja,

  v  predlaže suvremene i aktualne sadržaje i metode,

  v  potiče socijalizaciju učenika, kritički vrednuje rezultate suradničkog učenja u aktivnostima organiziranim u PBL-u.

Uloga učenika u razvoju:    

  ü  učenik je pokretač i organizator rada u skladu sa svojim interesima i sposobnostima,

  ü  aktivno planira faze i tijek rada,

  ü  traži rješenja problema,

  ü  sudjeluje u samoprocjeni i vrednovanju rezultata rada.

Dobna skupina učenika: 18-19 godina.