Grade 1 Creative Communicator Global Collaborator Cornerstone Task Summary

Grade 1 CC/GC Cornerstone Task Summary

• Overview
• Summary
• Task Lesson

• Assessment
• Family Engagement
• Student Considerations

Summary

Students will work with a partner to create code that when interpreted, represents something that is important to them. For the chosen item, students will write or record a sentence that explains the significance of that item for them, their family, and/or their culture. The code will be created using a collaborative digital platform and other students will access the code and interpret it based on explicit directions. Students will be given choices of what to code such as:

• providing code for a robot
• providing code to build a Lego or other creation (10 to 20 LEGO pieces)
• providing code for a computer language such as Scratch Jr.
• providing code to create a drawing on a grid (simple paint by numbers or pixel picture)

Standards

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Considerations

• The students can be given a choice of a number of item types to code—such as an object or a dance—and ways to code it—dances can be coded by using symbols for humans to use, or directions for programming a robot; objects can be coded by using symbols for Lego blocks or using a “paint by number” type approach to draw the object.
• Consider informing families in advance so they can help their child choose an item or action.
• Coding examples - gr1_ccgc_cornerstoneIdeasForCodes Links to an external site.
• Consider using Scratch Jr. or Beebots in a lesson or activity prior to completing this Cornerstone Task.
• Students should have some familiarity with most or all of the code types they will use before completing this Cornerstone Task.
  
• Consider adding constraints on the number of pieces students can use if using Lego's or other building materials.
• If coding in Scratch or Scratch Jr., guide students to take a screenshots of the code to upload or print. Other students can try to figure out what will happen on the screen by “reading” the code.
• When creating pictures on the grid, explain to the students that the columns are named by letters and the rows are named by numbers. If any students have played Battleship they will be familiar with this. Use gr1_ccgc_cornerstoneDrawingCodeExample.pdf Links to an external site. to demonstrate.

ResourceS

More information regarding the use of each of the resources can be located in the Cornerstone Task lesson plan.

Access Points to Consider

• Assist students in brainstorming items that are important to them. Give a wide range of examples so students know that there are many possibilities.
• Provide sentence stems and/or word banks to help students articulate the importance of their item.
  
• Consider presenting only a few choices of code types. Depending on student interest and comfort level, additional options can be presented.
• Assist students in developing their codes. For example, if a few students are coding dances or other movements, as a group create one set of codes for all of them to use. Each can use that set to code their own dance or movement.