Here is a good one. I came across this activity while looking for more advanced ways to use Google Drawings to help teach computational thinking. This is called the Superhero Transformation Project. The idea was originally from the High School Maths Project. It could easily be adapted to an upper primary class.
The project was then taken and adapted Mandi Tolen to include the use of Google Drawings for her students. You can read her blog post here. Using Cartesian Coordinates in this way can is fun and interactive but also it helps students use a context around the graph. Thinking about maths and teaching transformation is one way we move these characters around our grid. This would help students to understand flipping,
Using Cartesian Coordinates in this way can is fun and interactive but also it helps students use a context around the graph. Thinking about how we teach transformation we can move characters around our grid. This would help students to understand the concepts of flipping, translations and rotations. Younger students could use a grid or part of a graph rather than the coordinates.
Many elements are covered in the curriculum in this activity including writing and digital storytelling. If the students were to take screenshots of their work they can import it into a presentation to retell the events that took place in their superhero story. The students can keep with the superheroes theme or we can change it to any character we want.
When students create their superhero in Google Drawings they can save it as a png file which would make the background transparent allowing the superhero to be placed more accurately on the graph.
Mandi used this project outline with her students. I have created a Google Drawings Graph for beginners so anyone can make a copy of it. Once you have imported your superhero you can drag them to spot you would like and perform the task as in the story.
Related Cybersmart Lesson:
Students will be creating their own stories and superheroes online. It is important for them to understand the piracy and plagiarism and their ethical responsibilities online.
Australian Digital Technologies Curriculum
Years 5 and 6
- Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
- Design, modify and follow a sequence of steps (ACTDIP019)
- Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
Years 7 and 8
- Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- Evaluate how student solutions and existing information systems meet needs, are innovative (ACTDIP031)
- Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
Sequencing, algorithm, conditional, reasoning, directions, data, graphs, symmetry, patterns, shapes (regular/irregular), interpret, construct tables using data, grid reference, translations, reflections, rotations, line and rotational symmetry, transformation, Cartesian coordinates, Cartesian plane, positive and negative numbers, order, trial and error
Navigating, explanation, instructions, directions, cause and effect, storytelling, imaginative, creative and narrative texts, illustrations to support text, understanding and interpreting coordinates, participate, contribute, develop ideas, clarify, analyse information, imagery
Creating, designing, interpretation, apply techniques
Criteria, reasoning, thinking processes, evaluate, logical thinking, reflect and adjust thinking, collaborate, respond, communicate