- Log into j2e and go into JIT
- Close the templates box and select “mix”
- Choose picture + text then tick
- Add the title What forms of transport did Chestnut use at the weekend?
- Draw a picture in the picture box of some forms of transport
- Click on the + which will make a new page
- Choose the 4 boxes with graph, text, text and picture
- Graph – click on the folder to load your graph
- Text – write about what your graph shows
- Text – write a sentence about one of the forms of transport
- Picture
- Laptops
- Click * then “pictures” then camera then the picture button
- Search for a picture using the world button
- When you have found a picture, double click then ok then cancel
- Click * then pictures and you should see your new photo – click on it
- PCs
- Go to j2e5, click on pictures, search for a picture using the world button and drag it onto your page
- Go back to JIT, click * then click on your picture
- Laptops
Y3 How do I create graphs in JIT?
- When could we use this in other lessons?
- Next time/challenge: Combine graphs with text or pictures
Y4 What is a mindmap and how can I make one?
- Watch the video about mindmaps.
- Explore the tools on
- www.text2mindmap.com
- Coggle (Log into Google, go to Drive, create New – more – Coggle)
- Mind Mup
- Use one of these tools to create a mindmap about what you know about the Egyptians
Success steps
- recall ideas from topic;
- classify ideas;
- understand branch structure/rules of mindmaps;
- explore new software with curiosity and positivity;
- load blog.
Try copying and pasting this into www.text2mindmap.com then add your own tabs.
St Mark’s
Year 3
Ash
Miss Adkins
Beech
Mrs Emsen
Chestnut
Mrs Banfield
Mrs Corfield
Year 4
Elm
Fir
Holly
Measuring the speed of sound!
We went out onto the playground to measure the speed of sound armed with only a piece of string and a weight – here’s how we did it:
- We figured that speed was something to do with time and distance, so we needed a way of measuring both.
- Distance:
- Mr Williams (stood on a few whiteboards!) is 1.75m so we measured that with string 4 times making 4 x 1.75 = 7m.
- Then we folded the string into 7 equal lengths to make 1m. We cut another piece of string to this 1m length.
- Time:
- Fact – a 1m long pendulum swings every 1 second.
- We made a 1m long pendulum using our 1m measure and tying the weight to the end.
- Speed of sound:
- Speed = distance divided by time
- The aim was to use a pair of claves to make a sound and bounce the sound off a wall from 50m away continuously for 100 seconds. The sound would travel 100m between hit and echo (and by hitting in a regular beat would travel another 100 before hitting the claves again)
- We measured 50m by using the 7m string 7 times then the 1m once.
- The pendulum kept swinging off course and hitting the goalposts to which they were tied. Eventually we managed 38 seconds, during which we had hit the claves 59 times which worked out to be 329m/s for the speed of sound
- The real speed of sound is 340m/s so we were only 11m/s out – only using string to work it out!
Y56 LQ: What have I learned about programming?
- Spend a short time finishing or adding something to your project
- Play at least three games by a range of people in the class
- Complete the End of unit reflection under How did that go on the menu bar above?
- Save your Scratch project as your name, eg “Y6 game Bob H.sb2” in your folder
- Screenshot (Printscreen) some views of you game and code – copy them into your Scratch j2e file.
- Add a comment to your j2e file, perhaps saying what went well (WWW) and what could be better (EBI = even better if)
Y3: How do I make a car game in Scratch?
- Log into Scratch: https://scratch.mit.edu/
- How to create a smoking car game: http://code-it.co.uk/wp-content/uploads/2015/05/scratch_smoking_car_game.pdf
- If you have finished ALL OF the instructions….Challenge – use these blocks to give a message if you come off the road:
- In j2e make a page called “Scratch Car Game”
Y4: What have learned about programming?
- Play own and others games;
- Save Scratch project in your folder
- Fill out Maze game reflection form in
- Make a j2e5 page called Scratch Maze Game
- Look at the colour levels on j2review – what colour do you think you are? Do you think you are “Basic” = following instructions; “Advancing” = changing and adapting code; “Deep” = coming up with your own code?
- Write this in a learning coversation on your Scratch Maze Game file
Song for Shakespeare play
Y6 How do I create my Scratch maths game?
Getting started
- Log into Scratch and open your project from “my stuff”
- If you couldn’t log in last time but saved your game, go to create then “file” – “upload from my computer”
In Scratch
- Keep checking your game plan for the next bit of code to do
- If you are not sure how to do something:
- TRY IT FIRST
- don’t give up too soon
- keep thinking it through
- think it through with a partner
- Find an example or use a template:
- There are some ideas and examples to follow here
- Bubbles tables game planning (if you need it…):
- Ask a question on the How do I…? form
- Use the help sheets at the front
- Try to use as many types of code as possible – PUSH YOURSELF
- TRY IT FIRST
Reflecting
- In “my files” start a learning conversation for your Scratch game plan; reflect on what you have achieved
- Screenshot (print screen) your sprite code and paste into your scratch game plan
Y3456 Music survey
Please start today’s Computing lesson by completing this online survey.
- How did people gather information like this before online surveys or even the Internet existed?
- What are the benefits?
- What are the disadvantages? dangers?
- What would you like to find our about by doing a survey? Who and what would you ask?