Macht eure Digitalkamera zum 3D Scanner

In dieser Veranstaltung werden wir in der Bibliothek Spandau eine digitale Band zum Klingen bringen. Dafür nutzen wir scratch, makey makeys und alles was euch einfällt was den Strom leitet und wir mit dem makey makey verbinden können. Der Rest entstammt eurer eigenen Phantasie. Gemeinsam programmieren wir damit unsere eigene Band. Die Fortgeschritteneren können eine Band komplett alleine erschaffen, die Anfänger konzentrieren sich auf ein Instrument. Zum Schluss lassen wir alles gemeinsam erklingen. Der Kurs vermittel die Grundlagen der Programmierung mit scratch und sensibilisiert außerdem für das Grundwissen rund um das Thema Stromleitung. Der Spaß und die Kreativität stehen aber im Zentrum dieses Events. Bitte meldet euch bei den Veranstaltern, wenn ihr an diesem Kurs teilnehmen möchtet. Möchtet ihr online daran teilnehmen, könnt ihr nur in scratch programmieren. Sprecht aber mit uns, je nach Teilnehmerzahl können wir evtl. ein paar makey makeys verleihen. Holt euch diese dann bitte ein paar Tage vorher in der Bibliothek ab.

Sorting like a computer

In this lesson, the students get to know a sorting algorithm (bubble sort) and carry it out according to the instructions, sorting everyday things (e.g. potatoes). This activity is suitable for elementary school children ages 6 to 8 and beyond. It does not require any digital tools (unplugged activity).

Goals of the activity:

The students

• practice computational thinking by breaking down the sorting process into individual steps

• get to know the term "algorithm" ("rule of action")

• create their own sorting algorithm, note it down and test it

• learn, read and execute a flowchart

• get to know and apply the sorting algorithm "Bubblesort"

• be able to explain why it makes sense for computers to use this algorithm

Duration: 2 hours (120 min) or two individual lessons

Note: The interdisciplinary topic of the lesson is " The potato". Therefore potatoes that the children have harvested the day before are used as sorting objects. The smaller potatoes are then boiled and tasted together.

Desirable prior knowledge: The children are already familiar with unplugged coding in the form of arrows and the principle that robots carry out individual steps one after the other.

Instructions:

A smaller amount of the potatoes is laid out in a circle. The children are given the task of sorting them according to size. Then another part of the potatoes is laid out and sorted. The process is verbalized in its sub-steps. The class is divided into groups of three. Each group is instructed to write down (or record) the sorting steps in such a way that a robot can follow these steps and carry them out. All work results are presented in a circle, the method of presentation and the process are discussed and, if possible, tested.

Now individual elements of a flow chart are presented and explained: start / end, instructions, query. Little by little, the bubblesort algorithm is developed together with the children until the (simplified) flowchart is complete. Individual sub-steps and queries are played through. With the complete flowchart some potatoes are sorted according to their size. Here one child is the robot, another reads the instructions, a third and fourth are the “counters” for the loops. If there is enough time, the sorting can be repeated in groups of four. The flowchart is then fixed and hung up in the classroom.

Material:

Items to sort (here: potatoes), a tape measure for cases of doubt, paper and pens for group work, colored elements for the cardboard flowchart, a large sheet of paper, markers, glue stick

(This activity is a contribution to the EU Code Week Online Bootcamp MOOC of the European Schoolnet Academy)

 

Together we will learn to understand the code of our robotic pillar and to program it according to our ideas. Then you will compete against each other in teams and use the caterpillar to find the answers to a quiz on a current topic (here: science, history of the potato).

This activity is suitable for elementary school children aged 5 to 8.

Goals:

The students

• learn a basic concept of problem solving ("Make, Test, Improve")

• learn to program a simple robot ("Lernraupe Flitzi"/ Code-a-Pillar) with tangible program-blocks

• develop a positive attitude towards coding

Duration: 1.5 hours (90 min)

Instruction:

The students are introduced to the functionality of the learning caterpillar. They examine the individual components, suspect the instruction behind them and check their assumptions. Subsequently, destinations in the classroom are approached in increasingly complicated ways (turns, avoiding obstacles, possibly shortening multiple instructions through repetitive loops). If several caterpillars are available, the students can also experiment independently in small groups for a while.

The reply cards are arranged in a grid under a floor mat. The class is divided into two (or more) teams, each with a different starting point for the caterpillar. The quiz questions are asked one after the other. As a team, the students use the programming cards to create the code that the caterpillar needs from its starting position in order to get the correct answer or to complete several correct answers in the correct order. Then they put the program modules together accordingly, start the caterpillar and (hopefully) solve the quiz problem.

Material:

At least one "Lernraupe Flitzi" (Code-a-Pillar), programming modules, 1 set of cards with the program symbols for each team, start and finish markers, quiz cards, answer cards or pictures, floor mat. This activity can also be carried out with Beebots, Bluebots or similar robots.

(This activity is a contribution to the EU Code Week Online Bootcamp MOOC of the European Schoolnet Academy)