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===Activity Scratch===
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====Activity Summary====
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Scratch The activity allows students to make the programming object, ie of
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make programs and games with ease. Also, in this
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rich graphical environment, students can locate in space, identifying and
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placing objects in relation to a landmark. It can also compare packages through
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their cardinal (number of elements). These activities are for students of all
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levels depending on the complexity of the task at hand.
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With a combination of activities, it is possible that the students use
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simultaneously the Draw Distance and Scratch.
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====Affordances of the activity====
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* The student can make the programming object.
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* Students can create simple programs and designing video games.
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* Students can program the movement of characters within a
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graphical environment.
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* Students can design avatars (characters or objects)
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* The student can position the objects within an environment.
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* The student may also place or draw, placing an object near or far from
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and appreciate the distance between two drawings.
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* The student can identify objects placed on or under a given benchmark.
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* Students may place an object on or under a given benchmark.
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* Students may place an object above or below a given benchmark.
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* The student can identify the internal and / or outside of an object or a space.
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* Students may place an object within and / or outside of another.
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* Students can compare sets by matching term by term (without
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count) to highlight the concepts provided that, unless more than.
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* Students can compare their answers with those of its peers.
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* The student may be assisted by his peers or by the teacher.
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====Degree of centrality of the activity====
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Scratch The activity helps students to achieve the know-how relating to
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affordances above, has a very high degree of centrality. By
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Therefore, its use can be recommended in the implementation of curricula
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primary. Indeed, in the 3rd year Awakening, Draw Distance and Scracth may be
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combined and become central when spatio-temporal structure.
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The interest for the teacher to work on the XO is justified by several
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reasons. Scratch scenes are closer to the reality that the designs of the book because
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the mobility of objects in them. In the manual first year of primary education, on
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asks the children to draw objects over, under, above, below, beside, etc..
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This can be problematic for those who can not draw. Scratch on avoiding this
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difficulty because they have to move objects that already exist, in case of error, the student has
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nothing to erase, it is sufficient to correct by moving the object.
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====Application pédagogique 1====
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====''Lie within the space''====
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''Level (s)'': 1st year of primary
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''Knowledge'': The terms: over, under, above, below.
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''Savoirfaire'':
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Locate in space by ID or by placing an object on or under, above
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or below a given benchmark. Solve problems involving significant
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involves the spatial structure.
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''History'':
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The teacher provides students with a scene in which there is a trampoline, a cat and a
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balloon. The ball is placed on the trampoline and there is a cat under the trampoline. In addition to
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find a girl whose arms are raised and legs apart completely
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the horizontal below it is a balloon.
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Students are required to identify the position of the ball and the cat in relation to
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trampoline. They are also asked to identify the position of the ball compared to the young
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daughter. The teacher expects the students to be able to answer that:
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*The ball is on the trampoline;
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*The ball is above the trampoline;
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*The cat is under the trampoline;
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*The ball is below the girl;
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The teacher provides a second stage in which there is the young girl and a ball.
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The student must place the ball over, under, above, below the girl.
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====Application pédagogique 2====
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====''Inside or outside''====
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''Level (s)'': 1st year of primary
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''Knowledge'': The terms: inside, outside.
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''Savoirfaire'':
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Locate an object inside or outside a package. Resolve
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significant problems involving spatial structure.
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''History'':
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The teacher provides a scene where a fruit basket and some of which are
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located in the shopping basket and others outside of the basket. The student must identify those
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within and those who are outside.
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It asks students to move two objects from the interior to the exterior of the basket.
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====Pedagogical application 3====
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====''Sets''====
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''Level (s)'': 1st year of primary
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''Knowledge'': The terms provided that, unless and more than.
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''Savoirfaire'':
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Compare sets of objects. Solve problems involving significant
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involve the comparison of ensembles.
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''History'':
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The teacher provides a scene where there are four circles representing four forest
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within which there are animals.
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Students should compare the forest and say what is that all animals that
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another one with the fewer animals than the others, that more animals than the
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others.
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The master is expected that students compare sets by correspondence
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animal by animal.
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To carry out its educational applications, the teacher may:
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*Construct the scene on the XO;
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*The students sent to the grid;
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*Enable students to describe and comment on the scene;
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Orally-ask the first question (identification of objects relative to a benchmark);
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*Allow students time to answer them individually;
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*Allow students time to share, to seek help;
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*How the whole class;
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*Repeat the same procedure for other questions.
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====User Guide of the Scratch====
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Click on the Scratch From Home view XO.
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<image Home view>
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Click on Choose a new pixie from a file, 4 costume categories
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(illustrations) appear (animals, fantasy, people, things).
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<image Scratch home>
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Double-click on Things, objects appear;
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<image folder selection popup>
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Move the cursor over the selected object (such as the trampoline), click on it, and then validate
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OK. The trampoline will appear on the scene.
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<image Things>
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Repeat for other objects.
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Once on the scene, the objects can be placed according to the intentions of learning
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using drag and drop (hold the left button (X) is pressed while
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used the touchpad).
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NB The activity Scratch is extremely rich and complex. It thus lends itself to a large
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variety of educational applications. For more information on Scratch and its
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affordances programming subject visit the Web:
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http://squeaki.recitmst.qc.ca/wakka.php?wiki=ScratchInitiation/v
 
===Moon Activity===
 
===Moon Activity===
 
====Activity Summary====
 
====Activity Summary====
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