This document discusses teaching programming and coding to kids using the app Hopscotch. It provides an overview of Hopscotch's programming environment and commands, which allow kids to program the movement of characters on an iPad screen using block-based coding. Example programs are given, such as drawing country flags by having a character draw lines of different colors and positions. The document emphasizes that Hopscotch makes programming fun and accessible for kids as young as grade 3.

1. KIDS LIKE TO CODE
Programming with Hopscotch
Diane Boulanger

2. PROGRAMMERS ARE YESTERDAY’S AND
TOMORROW’S "ROCK STARS”

3.  Nearly 800 years ago, Al- Jazari created the first automaton, the equivalent of our current robots. Al-
Jazari is one of the greatest engineers of the Islamic medieval period whose history is little known. In his
book (Book of Knowledge of mechanical processes), he describes about 50 different machines whose
features are the basis of modern engineering. The elephant clock is one of his most famous inventions
(Wikipedia image ).
 Without programming, Neil Armstrong would not have walked on the Moon and Canada would not have
built the Canadarm, handled by Colonel Chris Hadfield . As the code.org video shows, without
programming, Steve Jobs would not have been able to develop the Apple company, and Bill Gates the
Microsoft company. The same is true for Facebook , Twitter, and many more. Our economy , banking,
medicine, our security and defense, infrared images, search engines, communications, telephones, e-books ,
games and electronic sports, architecture, journalism, media, advertising, the field of energy and the world
of cinematic arts are all based on programming!
 There are not many schools that teach programming, how to code, even if it is the foundation of
technological innovation. Learn how to code is the essential element for building technological innovations.
From where will come the next generation of programmers if we do not teach? Where our youth will learn
to innovate if students are not allowed to do it? Programmers are in high demand and are highly paid. Do
we want to empower them to find employment later?
 Programming, also called coding, is to give instructions to the computer so that it knows what to do . That's
it. There are many programming languages ​​, all with a different purpose, different structures, different
computers. Some are very simple and others very complex. Learning programming allow students to learn
to solve problems, mathematical concepts and to understand what the technology is. A child can learn from
grade 3 with a block language like Hopscotch. It is a habit of thinking that is well worth a look .

4. HOPSCOTCH
 In 2014, Hopscotch won the
Kapi award for the best app in
educational technology.
Currently, Hopscotch is a
programming environment
available only on the iPad. It
enables primary school
children to learn programming
while having fun. That is true.
From my experience, many
children have fun while coding.
They do so voluntarily at home,
at lunch in my computer club,
because it is really interesting.

5. HOPSCOTCH ENVIRONMENT
 The Hopscotch environment is easy to use. It
shows a monkey, a grid with positions "x" and "y”,
a list of types of commands available and where
to place the instructions. The grid shows the
screen of the iPad. It is divided with Cartesian
coordinates "x" and "y". On the grid, we can see
the coordinates x from 0 to 800 and y from 0 to
1100. When the monkey moved with his finger on
the grid, the x and y coordinates displayed in the
grid changes with the position of the monkey.
 Monkeys or other animals or objects such as the
robot , the octopus or the broom, move on the grid
or iPad screen according to the instructions given
to him. The monkey can only follow the instructions
that the programmer gives. Possible instructions
are included in the section in the upper left under
the headings Movement, Drawing, Control,
Appearance, Variables and Math. It is possible to
have multiple animals or objects that work
together. Another object or animal is added by
tapping the '+' next to the monkey. The instructions
for the behavior of monkeys are under the
rectangle "When play is affected ." The
environment is very simple to use and allows you
to create very interesting programs.

6. HOPSCOTCH COMMANDS
 What do Hopscotch commands look like? Here is a list from the most recent version .
 The following commands allow the monkey and other objects to move.
 move allows to move in the direction that faces the object.
 rotate changes the relative direction of the object.
 change x by changes the value of the X coordinate
 change y by changes the value of the Y coordinate
 set rotation specify the direction of the object.
 set position change the position of the object to a specified location X and Y.
 set speed change of the cruising speed of the object.

 The following commands allow you to draw on the screen of iPad.
 leave a trail Only orders placed inside this command will be written on the screen.
 set line color is used to choose the color of the lines.
 set line width is used to change the size of the line.
 clear removes all the lines drawn on the screen

7.  The following commands are used to control when to start the instructions below.
 When Play Button is tapped. The instructions will take place at the beginning, when the Play button is
tapped.
 When iPad is shaken. The instructions will take place whenever you shake the iPad.
 When the stage is tapped. The instructions will be carried out each time the screen is touched.
 When iPad is tilted down. The instructions will be carried out each time the iPad is inclined down .
 When iPad is tilted left. The instructions will be carried out each time the iPad is tilted to the left .
 When iPad is tilted right. The instructions will be carried out each time the iPad is tilted to the right .
 When iPad is tilted up. The instructions will be carried out each time the iPad is tilted upwardly.
 When <Monkey> is tapped. The instructions will be carried out each time that the animal or the object is
touched .
 When iPad detects a loud noise. The instructions will be carried out each time an external noise is detected
by the iPad .
 When <Monkey> collides with ... edge. The instructions will take place when the object touches the edge .
 When <Monkey> collides with ... <other > Object . The included instructions will take place when the
monkey strikes an object .
 repeat repeats the instructions included multiple times
 wait lets the object wait a few milliseconds before continuing

8.  The following instructions are used to change the appearance of the object or animal on the screen.
 scale by changes the size of the object by the specified percentage .
 set opacity allows an object to become invisible. 100% is fully visible and 0% is invisible.
 change costume can change the appearance of objects .
 bring to the front brings up the object in front of all others.
 send to back places the object behind all others.
 Set text changes the text written by text objects to something else.

 There are two commands in variables and in Math.
 set the variable creates a variable.
 change the variable changes the value of the variable.
 random selects a number between two other numbers specified completely at random.

 A variable is a symbol representing a quantity . This quantity can be changed during the course of the program.
 To add another animal, pressing the '+' next to the monkey. The other animal can work at the same time the monkey.
 There are also commands to manipulate Hopscotch programs created by the students . To create a new Hopscotch program
, we use the command + on the menu. Hopscotch saves its programs on the iPad automatically. Share allows you to send a
copy of program by email. Upload allows programs to be shared with other people with AirDrop .
 Many of the programs discussed in this manual have a link with the code. You can download programs on your iPad by
tapping on each link from your iPad. You only have to tap the monkey and press Open. You will get the message load and
voila! You have my code.

9. FIRST PROGRAM : CAN YOU DRAW A LINE?
 Vashti cannot draw. Her white paper looks
like a polar bear in a snow storm. Her teacher
asked her to draw a line , but she cannot. It is
therefore a point. She thinks she can do
better. She draws all kinds of points. After
some time, Vashti has a collection of drawings
made of points worthy of exposure (Reynolds ,
2003).
 The process of learning to program is quite
similar. We learn gradually, while having fun.
One starts with a line. First, there is an
invisible line. Shortly after, we learn to make
the line visible with several colors and all
lengths and widths. Finally, we can create our
first program made of all kinds of lines. The
result is amazing. It's that simple. In a short
time, we know how to code !

10.  Here's the code to make an
invisible line when you tilt the
iPad left or right. We need
only four commands to do
this. We'll see the monkey
move left or right depending
on the position of the iPad.
 Have you tried?
 Link: http://hop.sc/1fEulL1

11. LINES AROUND THE WORLD
 The simplest programs to write involve only
drawing lines. For students from around the world,
drawing the flag of their country of origin was
natural for a first program and also very personal.
It is also a good time to look at another culture.
 The first flag, the simplest was the Polish flag. My
Polish students found the idea totally awesome .
 The Polish flag program consists of drawing an
horizontal line on an already white background.
For the first line , we have to specify the place
where the animal , the monkey in this case , starts
the line: x = 0, y = 200. It indicates that the red
line and the width of the line is 400 units .
Afterwards, the line is written while the monkey is
on the move. Everything written needs to be
included inside the command leave a trace. To
make the monkey invisible use the command sett
opacity 0. Press the play button and we get the
flag.
 Link: http://hop.sc/1fECjUs

12.  As we were learning French as a second
language, some students wanted to draw the flag
of France. It is also simple. We only need to
draw two vertical on an already white
background.
 Each line drawn is identical except for the color,
the starting position and orientation of the
monkey. First, I make the monkey invisible as it
does not appear on the image of the flag. We
will draw lines with a width of 400 units. What is
essential is to indicate that the monkey will move
vertically by turning up. To do this, turn the
monkey 90 degrees using the command set to 90
degrees . Each line is written while the monkey is
moving . What appears on the screen is inside the
command leave a trail.
 The first blue line begins at position x = 100, y =
0. The second red line begins at position x = 900,
y = 0 .
 Link: http://hop.sc/1fEGIa4

13.  The flag of Japan was also very simple. On a
white background , draw a small red with a width
of 200 and a length of 1 unit in the middle of the
display. The short red line is actually a circle since
the lines have rounded tips .
 With these combinations of lines, it is possible to
make a very large majority of world flags . My
third graders have very easily created flags of
Niger , Ivory Coast, Lebanon, Finland, Benin and
China .
 In our French Immersion class, we also learned how
to write paragraphs. Once the flag is complete,
it is also possible to write about how the program
was written, write a story related to the flag or
do a research on the country. This becomes
another form of writing that can be included in
another app like BookCreator. With BookCreator,
we can create books using images, text and also
the recording of a voice .

14. IPAD KEYBOARDS
 It is possible to have French accents , images and
script of several languages ​​with Hopscotch. In the
Settings / General / iPad Keypad function, it is
possible to add the French and Arabic keyboard
for example. This allows access to French and
Arabic letters. The Emoji keyboard will display a
large selection of designs .
 In Latin America , illiterate adults learn to read by
reading the headlines in order to learn and learn
more about the world (Freire , 1970). It is
possible to learn a second or third language in
the same way. There are free sites that allow
http://www.aljazeera.com/ like to learn English
or Arabic in this way
(http://www.aljazeera.com/). Following this
example , our students can encode the alphabet
of many international languages.
 You can choose the monkey or gorilla as an
object, but also a text object that can be a fish or
a flower. The text object can be a French word or
an Arabic word. Each object is encoded
independently and works in conjunction with other
objects.

15.  With the drawings, it becomes very
easy to decorate a program with a
wide range of icons. The monkey can
be replaced by a flower, a fish, or
glasses.
 In this program, the first object is a
flower. It has been enlarged with the
command scale by percent and
placed at a position x and y on the
screen. The second object is the word
flower in Arabic positioned at a
different location. Presumably it
would be possible to create such a
small program to learn a few words
in a foreign language.
 Link: http://hop.sc/1ky01W3

16. GEOMETRIC FORMS
 The first programs can be planned on paper.
Think about the logic of what we want to
accomplish and be able to see everything with
graph paper can make coding much easier. To
code a square, we think about drawing a side at
a time and to turning 90 degrees between each
line. If the code is slightly different, it will not be
a square. To code a rectangle , the lengths are
slightly different in specific locations . To develop
this type of program , we discussed square,
rectangle , differences between the two , how the
monkey moves , how it should rotate angles to use,
what happens if an angle is chosen differently.
Mathematical discussion between student groups
can become very elaborate. Krpan (2013)
encourages the engagement in mathematical
discussion to develop a mathematical culture. This
culture is often very negative , especially among
girls. Mathematical discourse is a strategy to
promote equity for all students and to develop a
mathematical culture. I think using Hopscotch is
another way to express mathematical concepts ,
another way of talking mathematics that is
accessible to all.

17.  After discussion, we come to this.
 leave a trace (around 100, turn 90 degrees,
move 100, turn 90 degrees
 move 100, turn 90 degrees, move 100, turn 90
degrees)
 Once written, you can test the program with
Hopscotch. My students coded their instructions
and got the result they wanted.
 Link : http://hop.sc/19oR5hD
 By moving and rotating, it is possible to code all
sorts of shapes in two dimensions or the
appearance of three dimensions. This process is
very interesting when you learn to code. There
are several examples of shapes in the suggested
book. Shapes and patterns can also be found
with a simple search with Google Images:
geometric shapes. A fundamental lesson the
student will learn here is that the computer only
does what he is told to do with the code.

18. REPETITIONS
 To code efficiently, it is important
to learn how to code repetitions.
We'll see the difference between
coding each instruction, the
elegance of coding simply with
the power of repetitions. Here is
the code for a simple square.
 We note that the instructions to
move 100 and rotate 90 degrees
are repeated four times. The
code can be made much simpler
by writing these instructions only
once and repeat four times with
the command repeat.
 Link: http://hop.sc/JSD69J

19.  If we want to see the power of
repetition, we can for example code
several squares of several random
widths of several random colors.
Adding repetitions of repetitions, we
see this.
 Link: http://hop.sc/1ftt0Hw
 The innermost repetition is a square.
In the second repetition, we change
the color of the square, the length of
each square. We draw 4 squares in
the 4 positions that you see.
Afterwards, we repeat this 50 times.
Thus we see 200 squares of different
colors and widths. Without repetition,
this code would be quite long to
write!

20.  Here is another example
of repetition. The stars are
a line repeated 36 times
in a random location. A
color chosen at random.
The code starts whenever
the iPad detects a sound.
 Link:
http://hop.sc/JwrpG6

21. VARIABLES
 Link: http://hop.sc/1dpN2jM
 Variables are a place where you can
keep the value of a number. The
value of this number can change
during the course of the program. For
example, you can create a DISTANCE
variable with the value of 2. If one
moves DISTANCE, we will move 2
units. If the distance value is changed
by 3, it will be 2 + 3. The value of
DISTANCE becomes 5. If we now
move DISTANCE, it will move 5 units.
Each command with a variable will
be using the current value of the
variable. The spiral is only write a
line of increasing length repeatedly,
turning a bit at a time.


22. LEARN TO CODE WITH ART
 Link: http://hop.sc/1ftsN79
 Knowing how to code is different from teaching how to
code to a class. When I wanted to teach how to code to
my students , there was no book of instructions or people
to talk to who could explain to me how. The idea came to
me with a mosaic pattern cup that I bought at an
exhibition of the city of Petra at the Canadian Museum of
Civilization in Gatineau, Quebec. Petra, located in
Jordan, is one of the seven wonders of the world.
 To learn the logic of how to code, we first used the art
and paper to replicate with our hands what happens
during a program. We drew the tree with graph paper .
Thereafter, we stuck little pieces of paper , one by one,
from left to right , one line at a time. We made the
collage in the same way it would be done later with
Hopscotch . We glued all the papers of the black line ,
from left to right. Students did not have permission to
proceed differently. Thereafter, they glued the other
brown, orange and green lines , which represent the
layers of soil. They drew the trunk of the tree, 4 lines for
the leaves of the tree and the sky and a small line to the
sun. The students had a good idea of how to proceed.
They knew how to think before touching the iPad. It was
easy to learn Hopscotch commands to replicate this
process.

23. CODE CONCEPTS WITH STORIES
 Link: http://hop.sc/1b6b4Of
 The stories can be a great source
of ideas for projects to be coded.
It is possible to develop several
Hopscotch projects from books
and stories. I always loved the
magic school bus at the water
works. It mentions in the book that
the human body is made of two-
thirds of water. The Hopscotch
program shows this amount in
proportion in a circle. And for fun,
there are children in the water
drops going down like in the
book. The French text, children
and water drops are created with
the Emoji keyboard.

24. BYOD, STUDENTS AND THEIR PASSION
 Link : http://hop.sc/1hbSKZr
 We have in our school 16 iPads that are shared
with the each class students. We also have a
BYOD policy (Bring Your Own Device) where
students are allowed to bring their own electronic
device they can use in class. Many students bring
their own iPad in the classroom. They use the iPads
in class and at home. They often show me new
projects they have made at home.
 Once students begin to code , many become
passionate and continue at home with their own
iPad. While I have confidence in my skills, students
explored Hopscotch and taught me many details
that I had not yet discovered. We literally
worked together. The professor shared his ideas
and also the students. We learned from each
other .
 This idea is from one of my Grade 4 students.
He came one morning and said, ' Madame,
Madame , look at what I did! ' The student is
good in mathematics and he created a program
like this during the weekend. I was really
surprised . The seconds hand really work. We see
how children can learn to code quickly when it's
their passion.

25. GAMES
 Students are passionate about games.
They love to play video games and they
can easily learn how to code games. The
video game industry also employs many
people. Many students like to create
games. They tried racing games, mazes,
surprises. This is an example of games
that you can do with Hopscotch.
 In this game, the mouse turns around, the
dog moves up and down and the cat
moves with the movement of the iPad.
When the cat touches the tree, it moves
slightly. When the cat touches the mouse,
"mm" is written in orange color and when
the cat meets the dog, there are gray
lines that appear because the cat is
afraid of the dog. Often students will try
to redo a part of their favorite game like
super Mario or Minecraft.

26.  Nobody can say that their students cannot
learn to code because they do not even
know their multiplication table. Students
can create in just two lines of code for
each multiplication sentence a little game
to learn the multiplication table.

 My students have learned quickly, without
my instructions that it is possible to share
games with other students using
Hopscotch. They also learned that it is
possible to download games already
programmed and play or edit them.
Many students learn to code games by
modifying the games of others. There is
an interesting collection of Hopscotch
programs to explore in the Hopscotch
network. We can download several
programs already written.

27. SIMULATIONS AND SCIENTIFIC RESULTS
 Link : http://hop.sc/19oR4tY
 There are several scientific ideas that
can easily be modeled by coding.
Students can demonstrate their
understanding of scientific ideas by
coding a model. Here for example,
there is a model of a volcano. There
is magma under the Earth and a
volcanic eruption occurs when the
iPad is shaken. Magma rises to the
surface and the lava comes out. One
of my students did a science project
on the rock cycle. He did research, he
coded a volcano and included a
photo of the model of the volcano in
his project he presented with
BookCreator. The volcano code the
was only a small part of his project.

28.  Since some rocks are solids, the study of the elements of
the periodic table was directly related to my curriculum
on rocks and minerals. We studied some elements such
as aluminum, carbon, iron, they all heard of. Several of
my students have subsequently taken a liking regularly
read my book Atoms ( Grey, 2013) or the captivating
version on the iPad. Atoms quickly became the most
widely read book in my personal library. This gave me
the idea of coding a carbon atom to encourage them in
their exploration of voluntary reading chemistry books.
 Link code of the carbon atom : http://hop.sc/1fttnBP
 My third grade students did an experiment to show
photosynthesis with an aquatic plant . After a few days
in the sun, you could see bubbles on top of the container.
We made a deduction that it was oxygen produced by
photosynthesis. Students used Hopscotch to demonstrate
their understanding of the results. When indicating sugar
on the sheet, you can discuss a common error on the part
of students. Photosynthesis is good for us (Plants are the
lungs of the planet), but also photosynthesis is good for
the plant who must produce its own food (Driver , 1994).

29. THE ENVIRONMENT: THE CAUSE OF THE BEES
 There are several endangered animals,
including the bees. You can learn about
bees in books, magazines and videos of
National Geographic that gives a lot of
information about it. I also saw a very
interesting workshop on the
disappearance of bees at the Biosphere
Environment Museum close to La Ronde in
Montreal. This is a beautiful and
picturesque place to learn while having
fun and think about important ideas on
the preservation of our environment.

 Bees have a special way of
communicating. They dance to tell other
bees the position of flowers in relation to
the sun. The code shows the bee dance.
 Link: http://hop.sc/JujCc0

30. UNDERSTANDING ENERGY NEEDS
 Al Gore, in his presentations and
his many books, made us aware
of global warming and
alternative energy sources
available to us as a society.
Understanding the forms of
energy and their effect on the
environment and our society in
order to make a good decisions
at an election is a big part of the
5th grade curriculum. The
Hurricane Hopscotch program is a
powerful symbol of global
warming. Whether we speak of
decisions to build new pipelines or
new oil wells, understanding is
essential.

31.  Inside Education
(http://www.insideeducation.
ca/) offers several resources
and videos explaining the
technical aspects of the oil
sands of Alberta, which can
give a good starting point
for understanding oil
technologies. It is also
possible to code a program
subsequently to investigate
voting intentions for your
favorite or current problem.

32. SURVEYS
 This type of program allows you to
create a poll or a vote among students.
It can be used to introduce a good
book, ask students a question of
understanding, carry out a survey on
false ideas, vote on important issues or
just on fun questions. In this example, it
is the first myth of the book Think
Again. Do humans always have the
same number of bones? To go to vote,
students who think the statement is true
press on the monkey and those who
think it is wrong press on the octopus.
The votes are stored in a variable. To
obtain the results, press on the gorilla
and the height of the points indicates
what they think. Results on the image
indicate a common mistake: children
think that the number of human bones
is always the same.

33. GREEN PETROLEUM
 In 1985, the hole in the ozone layer has scared
the international community. The images are
available through NASA. We noted the harmful
effects of some chemicals on the ozone layer of
the Earth. Following this discovery , the Montreal
Protocol , an international agreement was created
to eliminate harmful substances in the atmosphere.
 In the same line of ideas , green oil is designed to
provide renewable energy while eliminating the
greenhouse gas emissions that cause global
warming. The process is inspired by nature .
 BFS was the first company to do this research .
The marine microalgae contain a large amount of
fatty acids that resembles oil . Were identified
algae industrial grade and grown in the sun . By
partnering with polluting industries such as cement,
are collected their CO2 to feed the algae. Algae
produce biomass that is subsequently converted
into biofuel.
 The Hopscotch code shows what look like
photobioreactors cultivating microalgae. The
vertical design allows a large area where algae
are exposed to sunlight.

34.  In the grade 3, students are asked to compare
microalgae to plants. Although algae do
photosynthesis, they are not plants. They must not
be confused with the plants with roots , stems and
leaves (Allen, 2014). Students in grade five or six
can take the role of scientists and experiment with
what are the best conditions for the growth of
algae and the effect of development of green
petroleum on the environment.
 Fatty acids produced by microalgae resemble
fossil oil. Initial tests show that the green oil is
powerful enough to fly a small airplane. You can
use the same cars, the same engines . We do not
need to change anything.
 In addition, the production of green oil has a
positive effect on the atmosphere as it eliminates
a ton of CO2 for every barrel of oil used . Two
tons of CO2 are used to produce a barrel of oil
and releases a ton of CO2 in combustion. The net
effect is to remove a ton of CO2 for every barrel
of oil. It may be a solution is , amongst others, for
the energy of the future .

35. DNA
 The science centers including Ontario’s can also
give many project ideas. For example, in the
section of the living earth, there is a billboard that
caught my attention. DNA studies allowed the
discovery of a new species of wild cat in Brazil.
The photo was taken in the dark with an infrared
camera. This animal is in danger and it was
discovered just by looking a bit. The article stated
that if we do not know that some animals exist,
how can we protect them? What does DNA?
Watson and Crick received the Nobel Prize for
Medicine for their discovery of DNA. This is what
the code shows.
 The study of DNA and genes can inspire our
future scientists to develop medical therapies of
the future. For instance, we recently found a
promising way to slow the progression of the HIV
virus using gene therapy (Futura Science, 2014).

36. HEALTH
 Did you know that 80% of
infections are transmitted by
hands? We can often forget
to wash our hands. The
Hopscotch program reminds
us of that.
 Our body has the power of
healing. The placebo effect
certifies when used
homeopathy. The poster
shows how homeopathy
works gives us the
explanation.

37. DES PROJETS QUI FONT DU BIEN
 All the work I did using Hopscotch was with French
Immersion students. Hopscotch has French
commands and could be of interest to French
teachers as well. With Hopscotch , it is possible to
draw all kinds of shapes . Can make drawings of
the schoolyard with the cardinal points. Creating
blueprints of architecture is also quite possible.
My grade 5 students have previously created
models of buildings in three dimensions using
renewable energy. Before building a 3D model ,
it is possible to create a model with Hopscotch
first in 2D. In the journal Science et Vie Junior of
December 2013, a building that is air-conditioned
with algae is discussed. An inspiring model for the
future.
 Link to code efficient building :
http://hop.sc/JSEb1g
 Another article in the magazine caught my
attention. It spoke of a project done in Japan
where the programmer coded virtual reality
glasses that helps people to lose weight. The
glasses change the perception of the size of the
food. Seeing the portions larger makes us eat
less without even realizing it.

38. FIELD TRIPS AND SPACE
 The majority of students do not have the
chance to see a sky without light pollution.
What they see is the moon, the sun and
some stars. Students can leave the city and
see a sky without light pollution. Our
students make an annual three-day trip to
the Mansfield center where it is possible to
observe the night sky away from city lights.
If seeing the sky away from the lights is not
possible, there is always planetariums such
as the Ontario Science Centre where you
can see a more detailed representation of
the stars. Finally, there are the images of
NASA.
 Link code space: http://hop.sc/1fzOx0z
 Here is the code of a model space
made ​​with Hopscotch. It shows the Earth,
the sun and the moon circulating around
the Earth. Look at the shadows of the
moon. What are the problems with this
model of space? Can you create a better
model?

39. CODING AND CURRENT EVENTS
 In the fall of 2013, we received the
news of the ISON comet approaching
the sun. The comet could not continue
after approaching the sun. Some of
my Grade 4 students had heard of
this news. For one of their projects,
they had the choice to create
anything. One of my students
created the comet approaching the
sun. There was also reports about the
NASA Cassini spacecraft with a
picture of Saturn over the planet.
Saturn is pictured here with its
octagonal shape. There are many
things happening around that can
fascinate and excite our students:
Olympics, golf tournaments,
basketball. The range of possibilities
is enormous.

40. ANSWERING STUDENTS’ QUESTIONS
 Students see the dinosaurs at the
Museum, rocks dating back more
than 6 billion years at the Science
Center or they ask: what comes
first, the seed or the plant?
Students have a lot of interest
about the history of the Earth.
 The book Earth gives an overview
of the history of the Earth. A
typical question would be to
make a time line depicting the life
of the planet. In the Hopscotch
program, when pressing on each
image, the event description
appears.


41. WHEN NATURE INSPIRE SCIENCE
From the invention of velcro to the
aircraft, nature is a constant source of
inspiration for scientists. Jeanine
Benyus (1997), wrote about the
concept of biomimicry where
companies, business and technology
are invited to look at nature as
inspiration for their future
development. The child’s book by
Mat Fournier (2011) also discusses
the history of nature-inspired
inventions. In this example, the tree
takes water fountain clouds its top
and it flows continuously towards its
base. People came to harvest this
water. Similarly, the net placed on
top of a mountain can collect water
from the clouds to redistribute it in
dry areas.

42. THE IMAGE OF THE PROGRAMMER
 If scientists , engineers or programmers
were seen differently or were known differently,
perhaps science and technology would be more
popular. When students are asked to draw a
scientist or an engineer , they often draw what
they saw on television. Images of women who
know coding is almost nonexistent . There is Chloé
in the series 24 or Lisbeth in The girl with the
dragon Tattoo who give a model of a woman who
knows how to code. Does our girls want to be
like these models? There may be Eve, in the movie
Wall- E, which is interesting, but it is a robot . For
the vast majority of students, they have only the
teacher can give them a different image of the
profession. Students must create a new image of
themselves, with Hopscotch. My students created
a logo for a company they could work for later
and also expressed what they thought of coding.
The student’s work reads: I like coding and
rescuing animals.
 Good programming experience may enable them
to appreciate what the engineers and computer
scientists.

43.  Here are the sentiments of my students expressed in a song we wrote in class with the air of YMCA. The most
important message is that they like to code, it is interesting, fun for boys and girls and it is important since it
will allow them to have a job later.

 https://www.youtube.com/edit?o=U&video_id=-7pPrQRhS1A

 Moi, j’aime coder!

 Hé toi, nous travaillons ensemble
 C’est amusant avec Madame Boulanger
 C’est amusant parce qu’on nous donne la chance
 De coder avec Hopscotch

 Hé toi, il y a une place pour toi
 C’est amusant pour les filles et garçons
 Je suis certaine qu’il y aura du travail
 Et c’est intéressant!

 Moi, j’aime coder!
 Moi, j’aime coder!

 Madame nous dit comment faire
 On s’amuse tous les jours
 Et je sais que c’est vraiment important.

 Moi. J’aime coder.


44. CRITICAL ART WITH WORDS
 It is also possible to create critical art with words.
The site Wordle gives an example of the art with
words. We can insert text and then have several
artistic images of words made ​​using the words in
the selected text. Using the TED presentation with
Jonathan Trent about biofuels made ​​from algae,
we can encode important words in an artistic way.
(http://www.ted.com/talks/jonathan_trent_energy_from_floating_algae_
pods.html )
 We may also put words in a Venn diagram or
other schematic representation.
 In another image, a student simply drew the
letters on a background of space. This is also an
interesting exercise to introduce concepts or to
assess knowledge.
 In addition, it might be interesting to encode
Chinese letters or hieroglyphics of ancient Egypt
while studying the contributions of ancient
civilizations. It is an integral part of the social
studies curriculum. The eye of Horus from ancient
Egypt shown above was the protection and was
used for counting fractions.

45. DIFFERENTIATED INSTRUCTION: GIVE A CHOICE
 Our students do not progress all at the same speed and
not all have the same abilities and interests. Using
differentiated instruction , we can change our teaching
style and be more attentive to the needs of our students.
One of the best strategies for a differentiated classroom
is to give students lots of choices to customize their
education and allow them to have more control over their
success (Hume, 2008; edu.gov.on). Students may have the
choice of content and how to produce their work. To code
with Hopscotch, it is not necessary to completely change
our language, science, mathematics or arts program. We
may only need to give more choices of possible activities.
For example, as part of a guided reading in a Grade 3
class, we read and discussed a text about the past and
new phones.
 Afterwards, the students had the chance to create a
poster about the phones. They were not forced to use
paper with crayons. They were able to use an iPad with
Hopscotch. They could choose to create a poster about a
phone that interests them or the evolution of phones so
far, and future inventions. Each student brings his
creativity, interests and personal abilities. Students with
learning difficulties to the gifted ones were able to create
entirely original posters with Hopscotch.

46.  In these examples, I liked the phone
that goes under water since the idea
was quite original. We did not discuss
it in class. The phone the student had
imagined did not even need
protective envelope. In another
example, students used the ideas
discussed in class and added an S-
shaped pattern to emphasize the
phone's display. This code is complex
for a Grade 3 student. The last
example comes from a struggling
student. He loves phones and
indicated that with two images. He
did not quite finish the writing in the
time allowed but he was still able to
succeed.

47. TO GO FURTHER
 In order to introduce Hopscotch to other students
and teachers, it is possible to participate in
HourOfCode at school and online with
#HourOfCode on Twitter. It is organized by
Code.org which encourage teachers and students
to learn how to code. It is held in early December
during the week of Computer Science
http://csedweek.org/ . Our school participated
and shared online on Twitter. With the hashtag
#HourOfCode, you can see who are the people
involved in the world and what they do. We can
also follow people who interest us online and
learn from them without ever having met them.
 Once students understand the principles of how to
code, they can learn with any programming
language because the code structure may change,
but the logic remains the same. Using Hopscotch,
you give a very good basis to your students on
how to code. They will have acquired the skills
and can continue by themselves.


48.  Hopscotch works very well on the iPad. There is
also a Scratch, a language from MIT that allows
you to code stories , games, and animations.
Scratch is an application accessible from the
Internet that runs on the iPad if you include access
to Flash using the Puffin Web Browser. Students
who have mastered Hopscotch can continue with
Scratch in my computer club. Many of my students
work at home with Hopscotch or Scratch because
they love coding.
 In our school we have several iPads and also a
Apple computer to sync all iPads. If you have a
gifted student in elementary school, it is quite
conceivable to use this computer to code robots
built with Raspberry Pi. There are several books
available to explain what to do. The following
TEDx presentation shows that girls were able to
do at the intermediate level with a Raspberry Pi,
a computer the size of a credit card .
 https://www.youtube.com/watch?v=0zJyTY9DMY
E

49.  The organization Black Girls Code (http://www.blackgirlscode.com/ ) encourages girls of color to learn
coding. One of their ideas is that the girls want to learn from people like them. If there are role models
woman who code, girls will want to code too.b The organization offers videos and blogs discussing their
success.
 Khan Academy is a free website ( https://www.khanacademy.org/ ) and an app that offers courses in
mathematics and learning Python programming language . The videos were created by volunteers.
 The magazine HelpKidsCode ( https://www.helpkidscode.com/ ) offers many resources and ideas to teach
students ten years and older and how to code. In addition, the government of Great Britain has
developed a new curriculum to guide teachers with the use of technology. Learn to code is a big part of this
new venture. ( Http://www.computingatschool.org.uk/ )
 In high school, it is possible to code applications that can be installed on an iPad . With MOOCs (Massive
Open Online Courses), it is possible to find very advanced level courses in programming to encode all kinds
of languages. Thierry Karsenti (2013 ) wrote a very interesting article on this topic.
 For example, the programming course at Stanford University provides the tools to learn how to code new
applications on iPads .
 https://itunes.apple.com/ca/course/developing-ios-7-apps-for/id733644550
 If you want to meet people on Twitter discussing coding with young people, you can watch the discussion
hashtag # KidsCanCode .
 There are TV shows completely dedicated to finding ways to help the world while coding. The program Life
App of the Al -Jazeera station is one of them. The purpose of the program is to motivate the audience to
create applications that can change lives .
 http://www.aljazeera.com/programmes/life-apps/2013/11/world-apps-20131124143631150625.html

50.  The program TechKnow from the station Al-Jazeera America also offers many new ideas
on the use of technology. TechKnow is also available on Twitter at @AJTechKnow.
 http://america.aljazeera.com/topics/topic/categories/technology.html
 The organization Computer Science Teacher Association ( CSTA ) has many articles,
resources and ideas to teach computer science.
 http://www.csta.acm.org/
 The organization Re / Code also offers many interesting articles on technology. It
organizes conferences where leaders of major technology companies are invited. You
can learn the new directions of the industry.
 http://recode.net/
 I very much hope for you, if you or your team are doing very innovative educational
projects , you can share them on the international sphere in the WISE conference in Qatar.
They regularly share innovative activities in education worldwide.
 http://www.wise-qatar.org/
 I personally learned to code very young and like all computer scientists and engineers I
know. Students start to like it and they learn while having fun. For those who start young,
coding is playing .

51. REFERENCES
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
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
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
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
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lutte-pour-le-droit-des-filles-a-l-education

 Mansfield Outdoor Centre. http://www.mansfieldoutdoorcentre.ca/

 Musée de l’environnement. http://www.parcjeandrapeau.com/attractions/biosphere-musee-environnement/
 NASA. (2013) NASA Reveals New Results From Inside the Ozone Hole, http://www.nasa.gov/content/goddard/new-results-from-inside-the-ozone-hole/#.Ux8kV_ldWSp

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
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
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
 Lundy, K.G. et al. (2012) La classe en Harmonie, Modulo.

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
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
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 Radio-Canada (1978) Protocol de Montréa;, http://ici.radio-canada.ca/nouvelles/dossiers/kyoto/protocole_montr.html
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
 Reynolds, Peter. (2003) The dot, Candlewick Press.

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
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

54.  TED talks. Jonathan Trent. Energy from floating algae pods. Avec traduction française.
 http://www.ted.com/talks/jonathan_trent_energy_from_floating_algae_pods.html

 TEDx talks. Tom Dubick. How girls should serve their raspberry pies. https://www.youtube.com/watch?v=0zJyTY9DMYE

 The LEAD project. (2010) , Super Scratch Progeamming Adventure!, Hong Kong Federation of Youth Groups.

 Université de Sherbrooke. Faire la classe, mais à l’envers. https://www.usherbrooke.ca/ssf/veille/bulletins/2011-2012/novembre-2011/le-ssf-veille/faire-la-
classe-mais-a-lenvers-la-flipped-classroom/

 Web Urbanist: http://weburbanist.com/2013/05/02/algae-fueled-building-worlds-first-bio-adaptive-facade/

 WISE. http://www.wise-qatar.org/
 Wordle. http://www.wordle.net/

 YMCA instrumental. https://www.youtube.com/watch?v=HYly8Ignaw0

 https://www.youtube.com/watch?v=YTIhuMCPNF0
 https://www.youtube.com/watch?v=nKIu9yen5nc
 http://ici.radio-canada.ca/emissions/medium_large/2013-2014/chronique.asp?idChronique=314706





55.  This book is translated
from the original French:
 Moi, j’aime coder!