SLQ Wiki isaac_region

3D PRINTING WORKSHOP

anonymous@undisclosed.example.com (Anonymous) — Fri, 04 Sep 2020 08:23:57 +0000

3D PRINTING WORKSHOP

In this space you will find the instructions to install Cura, the software used in the 3D printing workshop currently touring the Isaac Region.

For more information on 3D printing on the SLQ Wiki click here.

Downloading & Installing CURA 3.6.0

You can print the Cura Installation Instructions as PDF here.

Visit Github to download Cura.
Scroll down to the bottom of the page until you find the link to download the application (highlighted file in below picture).
Download the highlighted file & install onto your computer.

Install will be as per a standard program installation for Windows, until the steps below:

During the install, a message box will pop up & ask you to “choose Components”. Select the options shown in the picture below & click “Install”.
Once install is completed, Click “Finish” & CURA should open (if not, open it yourself).
When CURA opens, a window will ask you to read & agree to the terms of use. Read the terms in the pop-up window & click only if you agree.
If you agree to the terms, another window will open & ask you to select your printer. We’ll be selecting a printer from “other”. Click “other” & a drop down selection list will appear.
Scroll down & select “Monoprice Mini V2 (E3D)”. Once selected, click “Add Printer”.
A new window will open, called “Machine Settings”. Do not alter any text, simply click “Finish”.

In the next step, we’ll be downloading & installing a “plugin” from the CURA marketplace (free).

Open CURA, if it isn’t already.
Click on “Marketplace”, as shown in the pic below:
Double click on “Cura Settings Guide” to open it.
Click “install” to start the installation.
Click the “Quit CURA” button to complete the install. Cura will close & when re-started, the plugin will be installed.
Re-start CURA to make sure all is working. You should get a window like that in the picture below.

If CURA looks as it does in the above picture, all has gone well. You are now ready to attend the “Basic 3D Printing” Course.

Workshops in Isaac

22/08/2020 | 9.30am - 2.30pm | Carmila
23/08/2020 | 9.30am - 2.30pm | Dysart
05/09/2020 | 9.30am - 2.30pm | Clermont
06/09/2020 | 9.30am - 2.30pm | Middlemount
19/09/2020 | 9.30am - 2.30pm | Glenden
20/09/2020 | 9.30am - 2.30pm | Nebo
17/10/2020 | 9.30am - 2.30pm | Moranbah

Workshop Facilitator

Royce from 3D Print CQ will facilitate the workshops.

I’m Royce, a trade qualified auto-electrician with over 30 years experience & a passion for electronics & design. This experience coupled with a passion for excellence is clearly evident when I design and print my products.

I first became interested in 3D printing when I found a website called “Thingiverse”. I found a really unique design to print, but had no way to do so….

So I bought a 3D printer.

My love of 3D printing grew from then on. I’ve always liked to make things on my lathe or mill, but it’s slow work. With a 3D printer, I can create complex designs & print them in far less time.

I found that there was always a product I needed, but couldn’t find anything on the market, so began designing my own products.

Workshop Material

Workshop Notes provided by 3D Print CQ

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F5F - Children's programming - under construction

anonymous@undisclosed.example.com (Anonymous) — Fri, 24 Jul 2020 12:58:45 +0000

F5F - Children's programming - under construction

This page is dedicated to the resources and information used by Library staff in their First 5 forever programming.

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COMMUNITY CENTRE

anonymous@undisclosed.example.com (Anonymous) — Thu, 08 Apr 2021 17:49:24 +0000

COMMUNITY CENTRE

General Information

The Community Centre is the place in town where people come together as one. This space should be inviting and warm so that all players and NPC's in the village are welcomed to enter. Think of spaces to include that would mean there is lots of community interaction, sort of similar to our own community centres found here in the Isaac Region.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Once you believe you have completed the outlined tasks please let us know in the Q&A section on the Minecraft wiki page. Once we have seen that all areas of your task outline have been completed we will put a tick in the completed column of the building task table.

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EV3 SCHOOL CHALLENGE

anonymous@undisclosed.example.com (Anonymous) — Fri, 05 Mar 2021 10:14:18 +0000

EV3 SCHOOL CHALLENGE

The EV3 School Challenge is an outreach program delivered by IRC's Digital Programming Team, over the space of 9 weeks, in schools throughout the Isaac Community. This program focuses on the use of Lego Mindstorms EV3 software to explore building and coding in a way that inspires and educates students across the region. Students learn to apply science, technology, engineering and math concepts (STEM). They are also encouraged to follow their imagination, learn together and solve problems through creativity.

Below you will find the 9 week session overview.

Session 1: Build Robot

In this session the students will follow instructions to create the base model for their EV3 robot. Upon completion of their robot the students will then be introduced to the coding language that will be used throughout the program

Session Length: 1.5 hours

Session Outcome: EV3 Robot base build complete

Facilitated By: IRC staff

Session 2: Build Challenges

Students will use this session to build the structures required for the challenge board. It is imperative that these pieces are built with precision to ensure that the challenges function as they are supposed to when interacting with the EV3 robot.

Session Length: 1.5 hours

Facilitated By: School - Students & Teacher

Session 3: Coding - Forward & Back

Here the students will learn to code their robot to travel forward, backward and then forward once more. This will be done to certain requirements such as distance and will involve the students learning the difference between travelling by seconds, rotations and degrees.

Session Length: 1.5 hours

Session Outcome:

Understand 'good coding'
Robot Care
Importance of lining up
How does the robot move and what options can be used in achieving this?

Facilitated By: IRC Staff

Session 4: Coding Homework & Building

In this session students will continue their coding work from the previous week, finishing up any tasks they were unable to complete previously. Following on from this they will also continue building any of the challenge pieces still needing to be constructed.

Session Length: 1.5 hours

Facilitated By: School - Students & Teachers

Session 5: Coding - Circle

Students will use this session to learn how to code their EV3 to move around turns and follow along the path of a circle.

Session Length: 1.5 hours

Session Outcome: Understand how to code the robot to move and turn in tight spaces.

Facilitated By: IRC Staff

Session 6: Coding & Challenge Introduction

This session will see students once again finish up any coding from the previous session that they may need to complete. As well as this they will watch the EV3 Lego Robotics challenge video for an overview providing insight in to what challenge they may choose to take on and code in future sessions. Once they have done this they will then set up the challenge board with all of the pieces they have constructed to make sure that everything is in line and in place as it should be.

Session Length: 1.5 hours

Facilitated By: School - Students & Teachers

Session 7: Start Challenge

After setting up the board with the challenge pieces the students will once again watch the video overview of the Lego Robotics challenges. In doing this they will together select 1 challenge task that they will take on and code. The session will then continue with the students working on their selected challenge, planning, coding and building the necessary attachments.

Session Length: 3 - 3.5 hours

Facilitated By: IRC Staff

Session 8: Build Attachments & Plan/Develop Code

This session will be a continuation from Session 7 in the previous week. Students will follow along with their challenge plan and develop their code as well as continue building the attachments needed for their EV3 robot.

Session Length: 1.5 hours

Facilitated By: School - Students & Teachers

Session 9: Complete Challenge

This is the final week in the EV3 School Challenge program. The first hour of this session will be set aside for the students to make any last minute adjustments to their code or build that they may feel are needed. After this, each team will bring their robot to the challenge board and compete against each other to see who can complete the chosen challenge in the 1 minute time limit that has been allocated.

Session Length: 1.5 hours

Facilitated By: IRC Staff

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EV3 INTRODUCTORY WORKSHOP

anonymous@undisclosed.example.com (Anonymous) — Fri, 22 Jan 2021 13:10:19 +0000

EV3 INTRODUCTORY WORKSHOP

The introductory workshop allows participants to engage with the EV3 and Lego Mindstorms software. Feel free to continue your learning here or on the Mindstorms webpage.

Time Frame: 1hr 30 m

Battery: Ensure that the battery is fully charged each session.

Focus

Giving members of the public and potential future participants of the Lego Robotics program the chance to experience EV3 building and coding in a workshop setting.
Exploring the very basics of using the Lego Mindstorms kit.
Learning how to build a basic robot.
Learn how to code the robot to move.
Discussing different types of sensors and what type of situation or challenge you may choose to use them in.
How to program the colour sensor.

Material

LEGO Mindstorms EV3 Core Set.
EV3 Mindstorms computer program downloaded to PC-(App on Ipad can be used if you do not have access to this).
Training mat.
Colour sensor.
Piece of Yellow Paper.
An object for the robot to drive around.

Aim

Build a basic robot.
Code the robot to move forwards 1 metre, turn around an object, and proceed back towards the point in which it first started.
The robot will then be coded to recognise and stop on the colour yellow.

Session Outline

Staff member to introduce themselves and ask participants to do the same.
Discuss the focus and aim of the session. What are we trying to accomplish? (See Aim)
Also remember to let participants know that questions are welcome throughout the session.
Bring out the Lego Mindstorms EV3 Core set and go through the parts, pieces and what their functions are/why we use them.
Show examples both in paper format and video format of robots that can be built using this set.
Now it is time for the participants to work together to build a robot that will be able to carry out the aims discussed earlier. Make sure everyone gets a turn.
Once the basic robot is completed this is where we will now go more in depth in our talks about the colour sensor, how it works, what we want it to do, and where on the robot would be best for us to attach it so that we get the results we want.
After the colour sensor is attached we will then move on to discuss the EV3 mindstorms computer program and its different components - (images available below in the resources section to help in the explanation of this).
Now, with a basic understanding of the coding we will attempt to code the robot to move 1 metre forward, turn around an object and travel back in the direction it came until it reaches the yellow piece of paper and recognises the colour yellow, at which point it will stop.
Once you have successfully coded the robot sit around and discuss other things that we could code the robot to do. What about choosing a different colour? What if we had used a different sensor, like the touch sensor? Would our code have to be change and how might it look if we did change it?

Resources

The below image explains the EV3 brick or 'brain' and what functions each button have.

This image explains how we connect the motors to the EV3 brick and comes in handy when coding.

The following 2 images explore what we call the 'palette' in our EV3 Mindstorms computer programme.

CODING THE COLOUR SENSOR

The below example on coding the colour sensor to stop when it recognises a colour is based on the following aim.

AIM: Code the robot to move 'X distance forward' and then to move backward on the same trajectory until it recognises the programmed colour. Once it has detected this colour it will then stop.

For more information visit: https://www.fllcasts.com/tutorials/147-ev3-basics-course-color-sensor-detect-line-part-1

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F5F TIPS & MESSAGING

anonymous@undisclosed.example.com (Anonymous) — Mon, 16 Aug 2021 14:48:08 +0000

F5F TIPS & MESSAGING

These tips have been provided by State Library for the benefit of developing literacy skills in children aged 5 years and under. For more information on the statewide First 5 Forever program please visit the official website

Take turns talking

Children are programmed to learn language by being in conversation. Take turns talking to your child throughout the day and try to keep the conversation going. The more back and forth turns you have talking, the better.

Wordless picture books

Try reading a 'wordless' picture book with your child. This can be daunting when you are used to being guided by the text, but it can get lots of conversation going. Start by talking about what you see on each page.

Parachute play

Grab a bed sheet and hold an edge each. Use it like a parachute and sing while you make it go up and down, side to side and around together. Try singing Grand Old Duke of York or Row, Row, Row Your Boat while you play.

Cultivate vocabularies

The number of words your child knows has most likely just exploded. Keep this expansion of vocabulary going by adding information about what something is doing. Model the use of verbs like 'play', 'go' and 'walk'. Throw in interesting ones as well like 'slurp', 'slither', or 'paddle'.

We're going on a sound hunt

Encourage your child to listen carefully for different sounds by going on a 'sound hunt'. See if your child can find a squeaking sound, a chirping sound, a loud sound or a soft sound. They will be making all kinds of brain connections!

What can we do now?

Stuck for ideas on what to play next? Looking at books can spark ideas, or go outside and have a nature hunt to see what you can find.

Location, location, location

Give your child opportunities to use location words like in, on, under, or beside by asking 'where' questions. Borrow books such as Where is the Green Sheep? from your local library to reinforce this language.

Broaden horizons with books

Sharing books with your child broadens their knowledge of the world and sparks their imagination. There are things in books that we don't see every day, like snow and polar bears, castles and dragons or lava and volcanoes! Give your library card a workout to access lots of different books.

That doesn't rhyme

Try to 'trick' your child by switching a word that rhymes out for a word that doesn't. For example, 'Up above the world so high, like a diamond in the tree'. Make the alternative words as ridiculous as you like.

Past tense practice

You may have noticed that your child's sentences are longer. They might have started using past tense verbs like 'walked' and 'jumped'. They won't always get it right and may say things like 'goed' instead of 'went'. They are still figuring out how our complicated language works!

Use comments too

Asking questions can keep your child engaged, but throw some comments in there too, like “He'cheeky, that Dingo!” Think out loud about what you notice on some of the pages as well, for example: “I think he might be hiding.”

Rock the microphone

Use spoons or hairbrushes as microphones and have karaoke session. Face one another and perform a duet!

Counting back songs

There are lots of songs that involve counting back from five! Five Speckled Frogs, Five Little Ducks, Five Little Monkeys Jumping on the Bed, Five Cheeky Monkeys Swinging in the Tree. Hold up fingers to show the numbers as you count backwards.

Dress up for pretend play

Put together a basket or box of old clothes for dress-ups. Your child will enjoy getting in to character for some pretend play.

One plural, two plurals

Your child may be using plurals like 'dogs' or 'legs'. There are some irregular plurals in our language that they may still be figuring out, for example 'feet'. not 'foots'. Your child should eventually pick these up as they hear the correct words.

Explore a book by it's cover

Try looking at the front cover and talking about what you see with your child before diving in to a book. It's often interesting to see what they notice.

Freestyling

Make up a rap about what you are doing, or about your day. Get your child to help you come up with words that rhyme.

The anatomy of a book

Now and then, point out different parts of the book and name them. Use language like 'pages', 'words', 'front', 'back' 'cover' and 'title'. Over time, your child will build up lots of valuable knowledge about how books and print work.

Body percussion

Use your body to make sound while you sing your favourite songs. Clap, tap and stomp along to the rhythm.

Questions to spark deeper thinking

You can ask open-ended questions while playing with your child to spark their imagination and creativity. Try “Tell me about what you've done” or “How could you use that?” They make think of a new direction that they might like to take the play.

Sequence it

Use sequencing words when talking about your day. For example: “First i'll put away the shopping, then i'll make us a sandwich”

Letter spotto

Your child will be gradually gaining an understanding about how print works. Try pointing out the letters from their name in books, and on signs or packaging. As time goes on, you can have fun going on letter hunts and even word hunts.

Vary your singing voices

Try singing in different ways. Use a loud singing voice, then a whisper voice. Sing in character voices or make your voice go really high and really low.

Explore open ended materials

Provide some bits and pieces like blocks, cardboard boxes, feathers, leaves or sticks. Wait a bit before asking your child what they want to do or make. They might want to explore the materials before they come up with an idea.

Take turns as you read

Each time as you read with your child, try to get them involved. This might mean they turn the pages, point things out and take turns talking while you read. Think of its as a conversation and the book is just a tool to help it along.

Paying attention to detail

As your child gets older, they will enjoy books with more complicated or detailed illustrations. Children love to look carefully and discover all of the things going on in the detail of the illustrations.

Take more turns in the conversation

Be in the moment and when you can, try to make it last a tiny bit longer, by expanding on what your child says. 'You see the duck?“ (Pause) “It's putting its head underwater, looking for some food”. Pause and wait for a response . More turns in the conversation = more opportunities to learn.

Learning in the kitchen

Cooking and preparing food offers endless learning opportunities for your child including hearing and using new words, measuring, following the steps of a recipe and seeing how the ingredients change throughout the cooking process. Your child will get to use all of their senses too!

How fingers rhymes help with writing

Action songs like Incy Wincy Spider help build the fine motor control that your child needs to hold a pencil to draw and write. By joining in with the actions they will gain more control over all the little muscles in their wrists, hand and fingers.

Guess the missing rhyming word

Choose books with rhymes and let your child fill in the rhyming word. This will help them later on with being able to hear and manipulate sounds in words.

Take a breath and wait

Remember to leave pauses in your conversations with your child. You don't have to do all the talking all the time! Give them time to think and process what is happening and to respond.

Explore and experiment

Conduct simple science experiments together. Ask what will happen if…? Watch what happens and talk about your findings together.

Musical freeze

Play a game of musical freeze where your child stops moving when the singing or music stops. Stop and go games are great for building listening and self-regulation skills.

Explore alphabet books

Try sharing an alphabet book with your child. Talk about how the pictures on the page start with the same sound, for example 'sand', 'sun', 'star', 'socks'. Hearing and manipulating sounds in words is an important part of learning to read and write.

How chores can improve language

Get your child involved in jobs around the house and give simple instructions for them to follow: “Can you find the sock that matches this one?” or “Let's pick up all the cars first”. Your little helper will be building their concentration and oral language skills.

Storytelling skills and sequencing

Act out familiar stories using dress-ups, puppets or props. This will help to develop your child's storytelling skills, including the ability to put events into an order that makes sense.

Clean up little star

Pack up time? Sing this little song to the tune of Twinkle Twinkle: Clean up, clean up little star, stop and clean up where you are. Time to put our toys away, we'll get him out another day Clean up clean up little star, stop and clean up where you are.

It's OK to skip pages

Remember you don't have to read a book word for word, from front to back. It's okay to skip pages, make up different words, or just talk about the pictures. It's about spending time together, growing a love of reading and books.

Understand instructions

Your child may be ready to follow a two-step instruction like “pick up your toy and put it in the box” or may still need instructions broken down step-by-step, especially if the task or the objects are new to them. Follow their cues and give them as much support as needed.

Rhyming word matching game

Put together a collection of toys or items that rhyme. For example a car and a star, a sock and a block, a cat and a hat. Can your child match the words that rhyme as you name the objects? Help out by modelling first if you need to.

Singing and working memory

Songs can help to build your child's working memory. Try songs that add onto earlier parts like She'll Be Coming Round the Mountain. Backward-counting songs are also good, or songs where you have to remember a long list, like the Alphabet song.

Savour the sound of new words

Reading is a wonderful way to build your child's vocabulary. Books contain words that we don't use very often. Children savour the sound of new and interesting words. If needed, give them a similar word, show them, or do an action that helps them understand what the word means.

Name your feelings

Use language to tell your child about your feelings. For example “I'm tired, so i think we should have some quiet time”. Modelling how to use language to communicate and regulate emotions will teach your child a valuable lifelong skill.

Musical statues, with a twist

Play musical statues where your child has to freeze when the music or singing stops. Make it trickier by getting them to freeze in different positions, for example, standing on one leg, or with arms in the air. This helps with understanding instructions.

Revisit the favourites

Repeat your child's favourite books again and again. Little ones love revisiting familiar stories and delight in knowing what comes next.

Write a shopping list

Get your child involved in writing a shopping list. This is a real-life literacy activity that will show them that reading and writing is part of our everyday lives.

Choosing books

Let your child choose some books when you visit the library. Trying different books is part of fostering a love of reading. It doesn't matter if a book doesn't turn out to be very interesting, you can just return it and get some more!

Race and chase

Sometimes you just need a high energy activity. Go outside and play chasing games or have races. Talk about first, second and third.

Which word doesn't rhyme?

Say three words. Two rhyme and one doesn't, for example 'dog, log, sun'. Can your child pick out the word that doesn't rhyme?

Scat Session

Have a little jazz 'scat session'. Improvise with some wordless vocals and have your child sing the sounds back to you. Start with easy consonant and vowel combos like 'shalalala' or 'doobedoobedoo'.

Look for rhythm, rhyme and repetition

Share books with rhythm, rhyme and repetition. Check your local library for Dr Seuss books or anything by Lynley Dodd. There are loads more fantastic ones that the library staff can help you find.

Wonder out loud

Share your wonderings out loud with your child. The statement 'I wonder…' can encourage some deep thinking from your child and invite responses in the same way that open-ended questions do.

Same and Different

Talk about same and different while you play. How are the puzzle pieces the same? How are they different?

Take turns as you read

Each time as you read with your child, try to get them involved. This might mean they turn the pages, point things out and take turns while you read. Think of it as a conversation and the book is just a tool to help it along.

Tell us more

Encourage your child to think a bit deeper and tell you a little more about what they are thinking. Try saying “Tell us more” or “Why do you think that?” or “Do you have any different ideas?”

Send a postcard

Send a postcard to a relative or friend. Write your child's words for them or get them involved in writing or drawing a message.

Be word detectives

When you come across a new word in a book, instead of explaining it right away, try asking your child what they think it means. Perhaps reread the sentence and see if they can pick it up from the context clues.

Secure word knowledge through repetition

Reading the same books over and over will allow your child to build a solid understanding of the words used and their meanings. The repeated exposure will make their new word knowledge secure.

Make comparisons

Talk about same and different. How is your child's outfit the same as yours today? How is it different?

Make a book

Make little books about a family event. Use photos or drawings and write down your child's words as they recount the experience. You can both enjoy looking back on it later!

What was the story about?

Talk about the story after you've finished reading. Who were the main characters? What were they like? Did something go wrong in the story? How was the problem fixed? This will develop your child's ability to retell a story.

Monitor for understanding

Watch your child's body language and expressions to see if they understand what you are saying. Rephrase, clarify or give an example if needed.

Tuning into language patterns

As your child sings and rhymes, they are unconsciously 'tuning in' to the patterns and sounds of language, forming the basis of the knowledge he will need when learning about letters and sounds.

After reading the story

After you've closed the book, get out the pencils, pens or crayons and draw about it. Ask your child about their picture and write down their words. This simple extension of the book experience will deepen your child's understanding and give them a chance to use any new words they learnt.
~~HERO-IMAGE ~~

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Tips & Messaging for Staff Program Delivery

anonymous@undisclosed.example.com (Anonymous) — Mon, 06 Jul 2020 16:11:34 +0000

Tips & Messaging for Staff Program Delivery

These tips have been developed by SLQ and can be used to help develop your F5F Programming session and provide guidance in your delivery.

ENGAGING PARENTS AND CAREGIVERS -

Children's library programming is a fantastic way to bring new families into local libraries and build a community. Although children are at the centre of early literacy programs, these sessions are also important opportunities to engage with parents and caregivers. This process may take some time as often adults don't appreciate how important their role is in the session, and it can take time for families to feel comfortable engaging and sharing. Here are some simple tips for involving adults in the program:

Welcome the adults as well as the children
Have a predictable routine, children and adults feel more comfortable when they know what to expect
Let adults know that it's okay if their child can't sit still and needs to wander
If you're using musical instruments or egg shakers make sure there are enough for caregivers and children
Repeat songs and rhymes each week so that adults get to know the words and feel comfortable participating
If adults aren't participating, invite them in “Adults, I need your help with this rhyme, can you help your little one with the words and actions?”
Make sure you thank everyone for coming. Some families will have made a huge effort to get to the library

NEW TO STORYTIME -

If you are new to libraries, the idea of delivering a story time can seem a little daunting. Before you deliver a session consider sitting in on other story time sessions or talking to other staff members about the tips and tricks they use. Preparation is an important part of any successful program, so when possible, choose the books prior to the session. Practice reading the books aloud, as this will give you a sense of the rhyme and rhythm of the book and will help you anticipate what's coming next in the story. When delivering story time consider;

Talking about the title, author and illustrator
Slowing your pace
Involving the children by asking questions
Making sure everyone can see the pictures
Using your voice to make sounds or voices for different characters as you become more confident
Don't forget to have fun, It's infectious!

SPEND TIME TALKING AFTER THE SESSION -

Be available before and after the session and spend time mingling and chatting between the groups of parents and caregivers. Talking with the families is a great way of building relationships and helping individuals feel included in the program and connected with the library. Don't underestimate the positive impact that library programs can have on helping local families establish support networks.

INTRODUCE YOURSELF -

Don't forget to introduce yourself at the beginning of each session, even if you've been delivering for many years. You may think everyone knows you, but they may have forgotten you name or you might have new families joining for the first time. If someone knows your name it makes it easier for them to ask a question and helps to establish a connection with the families attending each session.

SLOW IT DOWN -

Remember to slow down songs, nursery rhymes and stories. Babies and toddlers need time to process information and sounds. The simple trick of slowing nursery rhymes down will give babies and toddlers more time to understand what you are saying. You could also remind parents and caregivers to give even young babies time to respond to their words and questions - they may be rewarded with the little noises that are their child's very first attempts at conversation.

STORYTIME IN ACTION -

Storytime doesn't just have to be about books! A great way of getting children involved in Storytime is by retelling a story that allows them to take on different roles. You might read the story first and then get the children to act it out. Book suggestions for oral storytelling include:

Goldilocks and the Three Bears
The Three Billie Goats Gruff
Wombat Stew - Marcia C Vaughn
We're Going on a Bear Hunt - Michael Rosen

USING YOUR OWN WORDS -

Delivering First 5 Forever key messages to parents and caregivers can often feel awkward and clunky. The best way to make these messages feel authentic is to write them in your own words and practice them. For example, you might change: “Sharing stories and rhymes, singing, talking, and playing with your child is not just fun but good for little brains too” to “Reading, singing songs and talking with your child is how they learn”

CURATE A SELECTION OF BOOKS AT STORYTIME AND RHYMETIME -

A simple way to link families back to the collection and make it easier for them to borrow is to display books during library programs. You might even like to choose your favourite picture books, talk to the parents and caregivers about why they're your favourites. Parents will appreciate having easy access to quality books or recent releases without having to search through the collection.

STEAM AND FIRST 5 FOREVER -

Have you thought about incorporating STEAM in First 5 Forever programming? STEAM fosters a love of learning through science, technology, engineering, artisans maths. STEAM activities and experiences are a hands-on way of building language and literacy skills. Easy ways to incorporate STEAM into your First 5 Forever library program:

Play 'I spy' and help children observe the world around them
Incorporate toys with wheels or blocks into your program
Talk about different colours
Ask questions like “I wonder what would happen if…?”
Read books or sing rhymes that incorporate counting

INCORPORATE OTHER LANGUAGES INTO PROGRAMS -

Most library programs have culturally diverse families and caregivers attending them. Invite parents and caregivers to share words from their language and incorporate it into the rhymes you sing. Use rhymes that you know well and start out simply. For example, try singing Twinkle Twinkle Little Star, starting in English and then changing the word “star” to another language, then doing the same for “diamond” and “sky”. This is a fun way of making culturally diverse families feel included.

TALKING TYPOGRAPHY -

Talk about all the ways typographic choices - including font size, colour and style - are used to tell us things suchnas how the author wants us to read a book, the meaning of words and the rhythm of the writing. This is a great way to increase print awareness, an important early literacy skill. Invite children to tell you how they think a word or phrase should be read to increase interactions. Some books with examples of different uses of typography to check it out include:

Hark! It's Me Ruby Lee by Lisa Shanahan
The Very Cranky Bear by Nick Bland

SING THE SYLLABLES -

Making sounds, hearing sounds and telling the difference between sounds is a key foundation that later supports learning to read. A great way to support children in hearing the different sounds that make up words is to clap the syllables. Talk about the many different sounds you can hear in stories and songs you share and encourage parents and caregivers to do this at home. Some fun ideas include:

Clap or tap the syllables in names as you sing each child's name during a welcome song.
Point out that long words have lots of sounds and short ones very few.

TALK ABOUT POSITIONING -

Encourage parents and caregivers to turn their baby's face towards theirs so their child can see them as they form sounds and words. Positioning is also important when sharing conversations as children will take cues on when it is their turn to talk by taking in the non-verbal cues given. A nod towards a little one can let them know that it's their turn.

LIGHTS! CAMERA! ACTION! -

You don't need the lights and camera, but actions are really important for children to understand the meaning of lots of words used in songs and rhymes. It's important to demonstrate the actions as you say the words so that little ones can make the connection between the two. This is also a great way to support adults from culturally and linguistically diverse backgrounds. We sometimes forget that songs and rhymes that are familiar to us are not for others.

SET EXPECTATIONS FROM THE BEGINNING -

Often we assume that parents and caregivers know what is expected of them and their children. If you are finding certain behaviours or actions from families challenging during your sessions, setting clear expectations in your welcome and introduction can help to address these. By using strength-based language, you are not telling families off but setting blear expectations of how you would like them to engage. Examples of responses to common challenges include:

Invite parents and caregivers to enjoy being in “a little bubble away from the rest of the world' for the duration of the session by turning their phones to silent. How lovely to be able to pretend that nothing else is going on in their busy lives for a little while!
Let families know that Baby Time, Rhyme Time and Story Time session are “built” for little ones and that you expect noise, movement and lots of fun. To make sure everyone is safe ask parents and caregivers to maintain a line of sight with their child.
To encourage parents and caregivers to sing and engage with their little one, remind them that they are their child's favourite person and that their little one would much rather listen to their voice and see their face than yours.

INCLUDE PROPS -

When we use props such as puppets, objects, felt stories, toys, maps, posters and dress-ups we invite interaction and engagement from children and their families. In addition, props can often enhance understanding of vocabulary, concepts and ideas. Some examples include:

If you're reading Possum Magic by Mom Fox show the group a map of Australia and point out the states and capital cities as you go through the book.
Props such as parachutes, lycra pieces or musical instruments are a great way to invite participation from adults. For example “the parachute will only work if all the grown ups help us out!”
Write a letter/shopping list/recipe on a large piece of paper or whiteboard to enhance children's understanding of different types of print. For example, when sharing Dear Zoo, actually write a letter.
Print out a stop sign and put it on a ruler or stick, or use a wooden toy version to hold up in The Magic Hat by Mem Fox when the wizard says “STOP!” Point out the shape and colour of the sign and the letters and tell children to keep an eye out when they are driving around town for signs that look like that one.
When singing Old MacDonald use a range of toys or finger puppets to help children connect the animal name with an example. Assure parents and caregivers that they don't need to be a matching set: they might use a Duplo cow, wooden pig, rubber duck or plastic dinosaur.

POINT OUT THE ENDPAPERS -

Point out the endpapers during Story Time (these are the pages immediately inside the front and back covers). Most children's picture books have incredible endpapers that are an integral part of the story. Margrete Lamond refers to them as the “gateways into picture books”. Point the endpapers out to children and families and use them as an invitation to predict what might happen in the story. Encourage families to look at the endpapers in the books they borrow and share all the things they discover with you next time they are in the library.

DON'T SKIP THE BIG WORDS -

Explain complex or unusual words: don't leave them out or substitute smaller words. If three-year-olds can pronounce and understand the meaning of tricky dinosaur names they can understand the rich vocabulary found in picture books! Young children build their vocabulary by hearing and using words. When we explain the meaning of words using other words, ideas and concepts children are already familiar with we scaffold their understanding. Some of the ways you can scaffold understanding is by using the illustrations or a real object, acting out or demonstrating, or providing a known synonym.

UPSIDE DOWN AND BACK TO FRONT! -

Start a story sharing session with the book upside down and back to front. This is a fun way to enhance children's awareness of how books work. Sit the book you are reading upside down and back to front in your lap.

Start by asking the children if they are ready to hear the story.
Then ask them if they think you are ready to go.
Give them cues to look at the book.
They will tell you that you can't start like that: this gives you the opportunity to talk about which is the right way up, where is the front and back of the book.
Point out the blurb on the back and the title on the front. Talk about the author who writes all the words and the illustrator who creates all the pictures.

PREDICTABLE BOOKS -

Predictable or repetitive books are a good resource to use in sessions as they have structured patterns with rhyming and repetition of phrases and plot lines. They are easy to understand and give children the opportunity anticipate what is going to happen next in the story. Predictable books are important because they allow children to participate in the reading of the story and helps them to experience how the reading process works. For your next story time think about using predictable picture books to get children and families involved and participating in the program. Make sure you leave a long enough pause for very young children (or shy adults) to respond – this could feel like an awkwardly long period of silence but it isn’t for children, they are processing language.

RHYMING BOOKS -

Because early literacy skills are about listening and speaking, rhyme and rhythm play an important role. Rhyme and rhythm help children discriminate sounds and patterns, and this helps them learn about phonics, an essential skill when learning to read. Using rhyme and rhythm isn’t just for Rhyme Time sessions, you might like to consider choosing and reading books at Story Time that have rhyme and rhythm.

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2019 - INTO ORBIT

anonymous@undisclosed.example.com (Anonymous) — Tue, 28 Jul 2020 12:13:33 +0000

2019 - INTO ORBIT

This page is dedicated to specific information for the Lego Robotics challenge - Into Orbit run in 2019 in the Isaac Region.

Resources

Links

PLEASE NOTE: As this is a past challenge we will not be keeping all documents loaded on to the wiki. For more information and resources please visit the First Lego League website.

2019 Timeline

Week 4&5 Royce and Corinna will start travelling to the different towns and discuss progress, challenge build, mat set up.

May

Mentor EOI 6th - 17th
Mentor training 20th - 14th of June
Members EOI 20th - 31st

June

Start: 17th of June

September

Tech Fest 7th

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2020 - CITY SHAPER

anonymous@undisclosed.example.com (Anonymous) — Tue, 28 Jul 2020 12:14:59 +0000

2020 - CITY SHAPER

PLEASE NOTE: At this time (11/05/2020), this program has been cancelled due to restrictions in place around COVID-19.

Resources

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LEGO BUILDER

anonymous@undisclosed.example.com (Anonymous) — Sat, 25 Jul 2020 21:55:19 +0000

LEGO BUILDER

Lego is a great way to relieve stress and engage in meaningful and joyful conversations. As children comment on their Lego creations, they develop important communication skills including the ability to explain ideas, describe their work, talk about the process and verbalise challenges that they had along the way. These little plastic bricks bring a world of imagination and fun to your environment and have never-ending potential.

Resources

Below you will find links to resources that can help to challenge you with your Lego building and develop your design skills:

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LEGO ROBOTICS

anonymous@undisclosed.example.com (Anonymous) — Tue, 28 Jul 2020 12:02:51 +0000

LEGO ROBOTICS

The Lego Robotics program started in 2017 and has grown over the years. Following you will find the ten week session overview and one introductory workshop. The workshop is set to run for 1.5 hours during which participants, aged 9 - 16 years, will have the opportunity to engage with an EV3 and the Lego Mindstorms software.

Resources

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STAFF CORNER

anonymous@undisclosed.example.com (Anonymous) — Mon, 27 Jul 2020 12:42:46 +0000

STAFF CORNER

Staff Resources

Online information on the Lego League: https://firstaustralia.org/programs/first-lego-league/
Lego Robotics Newsletter
Expectations on Parents and Participants
Example Email to Mentors

2019 Staff Training

Library staff members received training on the 20th of February. What follows is an overview of discussion topics and material.

Have a look at the First Lego League Webinar on EV3 and Mindstorms. Feel free to utilize the videos for session preparation as well as throughout your sessions.

IMPORTANT: ENSURE THAT THE BATTERY OF YOUR EV3 IS FULLY CHARGED AT THE START OF EACH SESSION, AS THE BATTERY VOLTAGE WILL CHANGE THE CHARACTERISTICS OF THE MOTOR.

Control Panel

In the Lego Mindstorms EV3 software you will find a control panel divided into three sections.

HINT: While your EV3 is connected to the computer, it won't turn off.

Files:

Naming Conventions and Folder Structure

File: Control Panel

Lego Robotics Mat

Set-up & Pack-up
- Create a tub where each challenge piece has it's place and a picture of the correct pack-up is taped to the bottom and top of the tub.
- Make sure each team member has a role to play in the set-up of the table.
- Ensure that the table set up is clear to all team members and a printed copy of the correct table set up is available at all times.
Lining up the robot
- The lining up of the robot is one of the most crucial tasks when tackling a Lego robotics challenge, choose therefore one or two points on the mat as the designated start point.
- Ensure that all team members know the designated start points and use them for their code
- The challenge mat cannot be altered to show starting points but you can use Lego in the base to make it easier for the team.
- Challenge mats will be cut at the beginning of the 10 week program so do not use the back of the table as an indicator, depending on the table you use during the Tech Fest those line ups will not work.

Session Management

Time Management

Throughout the ten week program each library will hold one two hour session each week and if possible two further four hour sessions closer to the Tech Fest for concentrated work on individual challenge tasks.

It is important that the structure outlined in the 10 week overview is followed as closely as possible to ensure that all teams have the same chance at completing as many challenges as possible. Keep in mind that we try for 4 - 5 challenges for the Tech Fest, otherwise you might not be able to run all challenges you have solved within the 2.5 minutes allocated.

Break your sessions up into workstations and rotate team members as needed. In the 10 week overview you will see that each session is at least broken into two parts or workstations to allow for a change.

Behavior Management

Ensure that your team takes breaks. If your team members are fatigued they will not be able to perform or behave. This can be anything from a 10 minute snack time to a 30 minute outdoor break, depending on the length of your session.

Behavior management plays an important part and is the responsibility of the library staff and parent. Follow library policies and your own common sense when calling your team member to order. Below two approaches that worked well last year in Moranbah.

Timeout Cards:

the Timeout Card is given to participants who do not follow the core values and thereby disrespect either the library space, resources, staff, mentors or team members
The parent and participant will use that time to review the core values and team member responsibilities
cb_ev3_timeout-card.pptx

Leadership Points:

One Leadership point is awarded by each mentor each session for exceptional demonstration of core values and teamwork
The library staff keeps a running tally of the leadership points
The team member with the most leadership points will run the EV3 on the competition day
The next runner up can have also an equally important task and so on

Leadership Points are to reward behavior and to encourage the participants to review the core values regularly.

Teamwork

Establish little working groups that can be swapped regularly to encourage your team members to help and work with each other. Follow the core values and establish an atmosphere where the team members first consult with each other on a problem before asking an adult. Also make sure that problems are tackled and resolved as a team and not as an answer from an adult.

Tech Fest Preparation

Ensure that you are starting with the run-through as outlined in the 10 week overview, these are crucial to ensure that the team understands what will happen on the Tech Fest day and can prepare.
Clean the code with your team and take your teams code with you to the Tech Fest to ensure nothing is missing.
Charge your EV3, the EV3 runs slower when the battery is nearly empty.
Make sure everyone is clear about their role on the day and has prepared their team/individual introduction

Motor or Action Blocks

Files:

Motor Blocks Handy Hints

ALWAYS ensure the battery is fully charged. Battery state WILL affect motor speed & power.
ALWAYS ensure that the large motors have their gears “preloaded” to ensure “backlash” doesn’t cause the robot to skew on start up.
Consider adding a small delay at the start of sequence (code, program, etc) to allow the robot operator to get their hand clear after pressing the “go” button.
Moving slowly when completing a challenge will enhance accuracy. Once task is completed, return to base as fast as possible. Accuracy isn’t required for return.
When using forks or other attachments, use code to “settle” the attachment on the ground before raising to required position. This will improve the “repeatability” of the action.
Consider “gearing” the medium motor to increase torque & accuracy.
ALWAYS ensure the battery is fully charged. Battery state WILL affect motor speed & power.
ALWAYS ensure the battery is fully charged. Battery state WILL affect motor speed & power.

Flow Control/Sensor Blocks

Colour Sensor Handy Hints

Check sensor ports are correct by using the “PORT VIEW” in Mindstorms. This information will only be available or be updated when the robot is plugged into the computer.
When the robot is connected to the computer, the “PORT VIEW” will show what the sensor is reading. This is handy to determine what colour the sensor is “seeing”.
No two COLOUR sensors will read exactly the same, so if using two at the same time, be prepared for discrepancies between the two.
Colour sensors will detect colours on a “picture” or shaded background. This can cause false triggering when travelling over areas that are not distinct colours.

Ultrasonic Sensor Handy Hints

Check sensor ports are correct by using the “PORT VIEW” in Mindstorms. This information will only be available or be updated when the robot is plugged into the computer.
When the robot is connected to the computer, the “PORT VIEW” will also show what the sensor is reading. This is handy to determine what distance the sensor is “seeing”.
The Ultrasonic sensor will struggle to read reliably if the surface in front of it is too small or is sharply angled. This is because the ultrasonic sound wave will bounce off at an angle rather than being reflected back to the sensor.
Using “greater than or equal to” or “less than or equal to” is highly recommended as it means the wait block will react even if a count of two or more is skipped between sensor readings.
When using the ultrasonic sensor, moving the robot slowly will result in better accuracy.

Touch Sensor Handy Hints

Check sensor ports are correct by using the “PORT VIEW” in Mindstorms. This information will only be available or be updated when the robot is plugged into the computer.
When the robot is connected to the computer, the “PORT VIEW” will also show what the sensor is reading. This is handy to determine what state the sensor is in (pressed or released).
The TOUCH sensors do require some pressure to activate. Make sure the frame being used to hold the sensor is sturdy enough to not “flex” when pressure is applied. Too much flex will provide unreliable actuation of the sensor.
Because pressure needs to be applied to activate the sensor, ensure that the robot can apply enough pressure without spinning the wheels or being “skewed” off at an angle.

Mentor Training

The following will be discussed during the mentor training.

Naming conventions and folder structure
Introduction to the coding blocks by the cheat sheets - with robot
1. Coding with the cheat sheets and a EV3 robot
2. Play Button
3. Motor Blocks
  1. Gear train
  2. Medium motor gearing
4. Time Delay
  1. Setting ground zero for lifting operations
  2. Half-second delay after start
5. Touch Sensor
6. Colour Sensor
7. Ultrasonic Sensor
8. Control Panel
9. Loop Blocks
Connection Panel
1. Connecting Robot
2. Port view
3. Memory & Settings view
4. Don't Press Update on the robot during a session - it will take a very long time.
How to program the robot - USB only
Mat
1. Positioning
2. Cutting of the mat
Homework options (self paced introduction at home)
1. knowing the blocks
2. how to set ports correctly
3. how to read a block
4. first problem solving experience in Mindstorms
Core Values and how to get the participants to find solutions themselves:
1. Have the team member read the code back to you
2. Have the team member write out what the robot is supposed to achieve

Training Resources

Back to Lego Robotics

MAKEY MAKEY

anonymous@undisclosed.example.com (Anonymous) — Sat, 25 Jul 2020 21:22:20 +0000

MAKEY MAKEY

This great tech resource works alongside Scratch and is perfect to use with Scratch Program's that you have created yourself, as well as with pre-existing Scratch Program's found on the website.

Resources

These resources provide you with information on the set up of your Makey Makey as well as give you some great ideas on the sort of amazing things that can be created using this tech. The sky is the limit!

Tips

The Makey Makey's are perfect for those people who may be new to coding and not yet have the confidence to create a program from beginning to end. This resource can be creative and fun for all ages despite whether or not the coding is developed by you personally or if you piggy back off of another Scratch program written by someone else.
In order for the Makey Makey to work you must always be connected to earth in some way. It is easiest doing this with either your barefoot or hand but a connection can also be established if you are wearing socks. You can even be connected to earth by holding someone else's hand while they are touching it.

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Floor Piano

anonymous@undisclosed.example.com (Anonymous) — Fri, 24 Jul 2020 11:57:50 +0000

Floor Piano

Using the Makey Makey and Scratch, we are able to create our very own Floor Piano and combine the wonders of tech and coding in a way that allows us to have fun and get physical.

To create your very own floor piano, follow the links below that provide you with all of the information you will need to get started:

As you can see in the image below, the Programming team in the Isaac Region created our very own floor piano. This was an easy to follow project and required only a small amount of materials, as discussed in the 'How to - Floor Piano set up' link above. We enjoyed creating the piano but the real fun started when we connected the Makey Makey to the Scratch Program and began making sweet sweet music!

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BANK

anonymous@undisclosed.example.com (Anonymous) — Wed, 14 Apr 2021 09:19:25 +0000

BANK

General Information

The bank is the space in town where players can go to store items from their inventory, including plot deeds that they might own. This is a very important space and as such should have good levels of security.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

The below images are in line with the 'Medieval/Viking' theme we are trying to continue throughout the Isaac Minecraft space. Please take note that these images are only here to provide you with inspiration for your build. We would still love for you to bring your own creativity to your build all while keeping in mind the cohesive space we hope to create for the Isaac Community to use in future Minecraft programming.

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BARN & FIELDS

anonymous@undisclosed.example.com (Anonymous) — Fri, 05 Mar 2021 15:50:58 +0000

BARN & FIELDS

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BLACKSMITH

anonymous@undisclosed.example.com (Anonymous) — Thu, 08 Apr 2021 18:24:08 +0000

BLACKSMITH

General Information

The Blacksmith provides players and characters with the opportunity to purchase iron products 'forged' at the hand of the local blacksmith.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

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BRIDGE

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:13:58 +0000

BRIDGE

General Information

This bridge connects the main part of town to the outskirts, where the fields and farmlife can be found.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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CAMPSITE

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:09:01 +0000

CAMPSITE

General Information

This campsite is somewhere that a wary traveller may stop to rest.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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UNDERGROUND CATACOMBS

anonymous@undisclosed.example.com (Anonymous) — Fri, 05 Mar 2021 15:50:11 +0000

UNDERGROUND CATACOMBS

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GUARD TOWERS

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:08:19 +0000

GUARD TOWERS

General Information

The guard towers are the first line of defense against MOB's in the Isaac Minecraft space. This will be where guards are posted to take up the responsibility of protecting the townfolk.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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LIBRARY

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:10:36 +0000

LIBRARY

General Information

The library contains all of the knowledge, old and new, of the Isaac space. This is where players might go to learn the history of the town, find out how to farm, or even find maps!

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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PET SHOP

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:12:11 +0000

PET SHOP

General Information

The pet shop provides players and characters with the opportunity to view animals and purchase them as pets.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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SHOP

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:07:48 +0000

SHOP

General Information

The shop is the building in the Isaac space that players can go to and purchase items they may need for gameplay.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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TAVERN

anonymous@undisclosed.example.com (Anonymous) — Fri, 05 Mar 2021 15:50:36 +0000

TAVERN

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TEMPLE

anonymous@undisclosed.example.com (Anonymous) — Fri, 05 Mar 2021 15:49:45 +0000

TEMPLE

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TREE

anonymous@undisclosed.example.com (Anonymous) — Fri, 05 Mar 2021 15:51:22 +0000

TREE

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VILLAGE HOUSE (NEAR BARN)

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:14:40 +0000

VILLAGE HOUSE (NEAR BARN)

General Information

This village house is where the local farmer lives and spends his days.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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VILLAGE HOUSES (All)

anonymous@undisclosed.example.com (Anonymous) — Thu, 08 Apr 2021 17:46:09 +0000

VILLAGE HOUSES (All)

General Information

A village house is somewhere that a local village person may live. Please remember that these are the homes of our NPC's. Realistically these houses should be no larger than the shops in town and should be kept small to keep in theme with the 'old town' feel we are hoping to achieve in Isaac Town.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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VILLAGE HOUSE (RIVER OUTSKIRTS)

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:15:37 +0000

VILLAGE HOUSE (RIVER OUTSKIRTS)

General Information

This village house is somewhere that one of the local village people may live. It may even be a local fisherman!

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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ZOO

anonymous@undisclosed.example.com (Anonymous) — Tue, 09 Mar 2021 15:11:22 +0000

ZOO

General Information

The zoo is a place where players can go and interact with animals that are not usually found in the Isaac Space.

When you are creating these spaces it is important to keep in mind the following questions:

What sort of people come here/use this space (Minecraft characters & NPC's)?
What is the aim of the building? What is it used for? Why?
What time period would this building have been created?
What sort of materials would have been used during this time? What materials suit the aim of the building?
How can you develop this build so that it seems it has been there for a long time?

Task Outline

This area provides a brief outline on the space you have been selected to create. The components that you must complete as part of this task are listed below:

Building - Please ensure this is completed both inside and out. Think about each block you place and make sure it is in line with the information provided to you on the Minecraft Wiki landing page as well as your individual task pages.
Pathway - Pathways are an important part of your creation. Please make sure that when you create a pathway you first explore the surrounding area and identify what other pathways you may be joining up with. Your pathway should flow seamlessly in to these other pathways - think materials and width. Another important aspect to your pathways is shape. We ask that you please try to make the pathways flow more with the natural environment instead of have them just be straight with sharp corners.
Landscape - A very important part of your build is the landscaping. Landscaping helps to establish your creation in to the environment and have it appear as though it has been there for quite some time which is something we definitely want considering our town is very 'Old'. We would like you to make sure that you have 'landscaped' 20 block in all directions from your buildings. This could be building up or lowering the ground levels, planting trees,plants or flowers, or even adding in ponds or very small structures.

Inspiration

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MINECRAFT

anonymous@undisclosed.example.com (Anonymous) — Thu, 22 Jul 2021 08:28:57 +0000

MINECRAFT

General Information

Isaac Regional Council's programming team is currently in the process of developing a town within the SLQ's Minecraft server. Programming in the space is currently being undertaken with a select group of several young people, who have been identified as 'Minecraft Master Builders'. These master builders, along with IRC staff, will continue to build the town space and develop challenges to launch to the wider Isaac Community in Term 4 of 2021.

The Isaac Master builders are held to a code of conduct when entering the Minecraft space. The code of conduct from both SLQ, as well as additional material, is listed below.

QLD Minecraft Rules - SLQ
Please remember to be respectful to one another while online. And always feel free to interact with each other in the chat box. Let your team mates know how great you think their builds are and feel free to explore the structures and creations that everyone has constructed.
We all know how much time and effort is put in to crafting a building or structure. Please do not destroy or alter anything that one of the other master Builders is in the process of creating or has finished creating.
If you begin a project, please remain with that project until you have completed it and been given the 'completed' tick in the building tasks table. This way we don't end up with random structures appearing throughout the space that leave others unsure on what their purpose is.
If you would like to try something out creatively that may not fit in with the theme of the town please utilise the 'creative area' on the outskirts of town (Large walled off area).
Please keep in mind that this is meant to be a 'Cohesive' space. We would like one town where everything works well with one another so before starting your build please make sure to view your allocated task page and think about how you might like to construct your build and what materials you might like to use.

Resources

Previous Master Builders please leave a message on our Feedback Page to help us improve and grow the program. Thank you!

Please follow the link to register yourself as a player on the required Minecraft server. SLQ Minecraft Server - Drustcraft

To register please click on the register button as seen in the image.

Once you click on this you will then be taken to the page in the image below. This gives you the server address and linking code to enter in your Minecraft application. You will need to enter this information as a new server in Multiplayer mode.

In the following section you will find a number of resources to aid in your Minecraft journey. Please explore them at your leisure.

In the table below are the commands we used in the first three Master Builder session - everything about builder tools. You can find many more listed at the links above.

In the table below are the commands we used in the second three Master Builder sessions - everything about NPC's, Shop's and Quest's. You can find many more listed at the links above.

Quests coming soon

Upcoming Sessions

Previous Sessions

Friday 9th June: Let's design some custom skins for our towns people.
Thursday 8th June: Will give time to finish the work form the day before. - There is never enough time for building.
* Wednesday 7th June: Reimagine your buildings in a new world - let James from SLQ guide you as you make final tweaks.
Wednesday 14th April: We will take some time and talk about current and missing buildings, go over the Wiki, missing NPC's and quest's. Tune in to have your say in what need's to be done and what Isaac town is supposed to look like.
Friday 9th April: This session will be the last of the three Master Builder sessions for these school holidays (April 2021). James from SLQ will teach us how to create quests. We will play through all of our new quests, explore the previously created houses without builder mode, NPC and shops. Please follow the Skype meeting link which will be sent to you via Email. Homework for session three is to finish your NPC's (giving them skins, placing them around town and ensure they have a spawn point); ensure there is enough lighting in the town and enough guards; finish your buildings using the guide below. Please let us know if you have got any questions in the Q/A section. Happy Building!
Thursday 6th April: We will learn how to create shops with the NPC around town, how to add items and NPC's to shops. Make sure you know which items you want available for the players to complete quests we will create in our next session.
Wednesday 7th April: James from SLQ will dive into NPC's and Quests. Make sure your buildings are complete as we will need them to place NPC's around the town. James will show us how to create NPC's and how to give NPC items, spawn points and skins.
Monday 15th March: In this session we would like you to focus on finishing off your current builds. After watching the below video please go to the Builder Tasks table below and have a look over your individual task pages. Once you have done this we would like to see you make your way in to the Minecraft space and develop your builds to the outlines listed in these task pages. Once you feel happy that you have completed these projects please let the Isaac Staff know via the below Q&A Section.

Video: Master Builder Session - March Video

Builder Tasks

The below table is dedicated to the building tasks currently underway in our town on the SLQ Minecraft server. Please click on the tasks below for more information regarding your individual builds.

TASK NAME	MINECRAFT USERNAME	STILL TO COMPLETE (As of 3/06/21)
Guard Towers	Kbird	Landscaping (look at the possibility of adding trees, bamboo, grass, flowers etc.)
Shop	Kbird	Landscaping/Pathways
Campsite	Kbird
Library	Ojemoji123	Landscaping/Pathways. See building page - Inspiration pics (less blocklike)
Zoo	Ojemoji123 & ArmyBunny22	Landscaping/Pathways. See building page - Inspiration pics (less blocklike). Is this space animal friendly?
Pet Shop	NotedSoup489865	Landscaping/Pathways. Hole in ground?
Village Houses (All)	All MB participants	Please remember that these are the houses NPC's live in. Keep in mind what size these houses may have been in the time period we are aiming for.
Bridge	QueenofFaerie95 (Flynn)
Blacksmith	QueenofFaerie95 (Flynn)	Landscaping/Pathways. Indoors to reflect more of a blacksmith shop.
Community Centre	MoranbahCoal	Building to be completed. Landscaping/Pathways.
Bank	ArmyBunny22
Temple	seraphina_pekala	Pathway
Underground Catacombs	seraphina_pekala	More pathways and areas to break blocks
Tavern	seraphina_pekala	Pathway
Barn & Fields	QueenofFaerie95 (Codie)
Tree	QueenofFaerie95 (Codie)

NPC's - Shops - Quest's

The below table is dedicated to the NPCs, Shops and Quests in Isaac Town.

Guards:

Functions should include: Protect against Mobs & PvP
Have in their inventory a sword and a shield
Have a spawn point and one path point to come back to after fighting/dying
All guards should wear the same uniform: /npc skin –url https://i.imgur.com/222kB6c.png

NPC's	Function	COMPLETED
(15) Plotmaster
(19) Luna - Temple Priestes	Quest 7 Find Dion; Quest 17 Protect Luna
(20) Dion - Luna's son	Quest 7 Find Dion
Guards	See below	Incomplete
(90) Michael - Storyteller	Shop: Cartographer
(91) Bob the Manager
(92) Bob
(93) Gareth
(94) Clerk Sapphire	Shop:
(96) Mary - Stefan's wife	Shop: General
(97) Olvu
(98) Stefan - Mary's Husband
(99) Harald
(101) Dylan
(102) Rase	Shop: Warrior, Miner	Issue: Players cannot get to Rase
(103) Sergent Tyler
(134) Pub Owner Richard
(135) Flinty	Shop: 'Farm Supplies'
(136) Librarian Prachi	Shop
(137) Melissa	Shop
(139) Sally	“I am all sold out”
(144) Trainer Zane
(145) Jade
(147) Cynthia

If you have any questions relating to the Minecraft Master Builder program outlined above, please direct them to the section below. Please read our Comment Policy before commenting.

~~HERO-IMAGE ~~

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MINECRAFT FEEDBACK

anonymous@undisclosed.example.com (Anonymous) — Fri, 09 Jul 2021 09:29:18 +0000

MINECRAFT FEEDBACK

General Information

Hello Everyone, this page is for the first Minecraft Master Builder program participants. We would like to hear from you what you think of the program and any tips you can give us to make it better in the future. Thank you for your help.

Questions for inspiration

Did you learn something new about Minecraft?
How did you like to code in Minecraft to create buildings faster, or create shops and quests?
Was there something missing from the sessions you would have liked to see?
Was the Isaac program staff helpful? And could you get easily in touch for help?
What do you think we could do better, for even more fantastic sessions?

Please leave your feedback in the provided discussion forum. See above questions for inspiration. Please read our Comment Policy before commenting.

~~HERO-IMAGE ~~

Back to the Minecraft page

OSMO

anonymous@undisclosed.example.com (Anonymous) — Sat, 25 Jul 2020 22:10:59 +0000

OSMO

What is Osmo?

Osmo is a unique educational gaming accessory that opens up your iPad to the infinite possibilities of physical play. Crafted with reflective artificial intelligence, Osmo's advanced technology bridges the real and digital realms. It makes hands-on learning games in which players use objects in the real world to interact with the digital world shown on their ipad. This creates an environment for children where the line between fun and learning is blurred.

Visit your local Isaac Library to enquire about the use of Osmo tech and what opportunities for discovery in this space may be coming up in your area.

How it works?

Put your device in a compatible Osmo Base with the red reflector over the device's camera.
Play with the physical game pieces - draw, code, spell and more.
Osmo scans the table and the child's creations come alive on the screen.

What skills do Osmo games promote?

Osmo offers games for a wide range of of academic subjects, including:

Coding - (Coding Awbie, Coding Jam)
Math - (Numbers, Pizza co.)
Drawing - (Monster, Masterpiece)
Spelling - (Words)
Fundamentals of Physics (Newton)
Spatial Relational Skills (Tangram)

In addition to teaching traditional subject matter, Osmo games foster social-emotional skills like problem-solving, creativity and perseverance. Every Osmo game requires the player to use reasoning to arrive at the correct answer, or even to chart a new path entirely.
~~HERO-IMAGE ~~
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OZOBOT

anonymous@undisclosed.example.com (Anonymous) — Mon, 27 Jul 2020 15:16:27 +0000

OZOBOT

What is Ozobot?

Ozobot is a little toy robot that blends the physical and digital worlds - and teaches kids programming. It is very basic programming, as you simply train the robots to follow patterns on the surfaces that they roll over. Ozobot can identify lines, colours and codes on both digital surfaces, such as an ipad, and physical surfaces, such as paper. You can calibrate the robots to follow lines by holding down a power button. Then you can draw lines for the robot to follow in an app. You can also create race tracks for multiple Ozobots to roll over.

Drop in to your local Isaac library to enquire about interactive learning opportunities with Ozobot tech.

For more information visit the Ozobot page on SLQ Wiki.

Resources

The following links provide information and ideas around activities that can be performed with Ozobots both in your local library, and at home:

~~HERO-IMAGE ~~
Back to IRC Wiki

isaac_region:rightsidebar

anonymous@undisclosed.example.com (Anonymous) — Thu, 23 Jul 2020 12:47:09 +0000

RULES 2019

anonymous@undisclosed.example.com (Anonymous) — Mon, 27 Jul 2020 12:57:06 +0000

RULES 2019

On this page you will find the changes made by our mentors and judges to the Into Orbit challenge issued by the First Lego League.

Please direct further questions to the Q&A page.

Rule Changes 19/07/2019

Royce and I went over the rules for the Lego Robotics challenges and we adjusted some slightly to make them clearer. If you have any questions or find any inconsistencies please let us know so we can clear them up.

Please watch the following video first and make sure to watch this video with your group when deciding on challenges: https://www.youtube.com/watch?v=rgsqoI1O7qU.

CHANGES AS FOLLOWS

CH01 Challenge guide p. 22, Play, R10: Cross out the original rule and substitute: “While the EV3 robot is fully in base you can reset challenges to their original set-up state on the table, unless they have been partially or fully completed.”

CH02 Challenge Updates U08 – Crater Crossing #2: Remove the sentence: “The Gate must be flattened by the end of the Match, but how and when that happens doesn’t matter.”

Challenge Guide p.25, Missions, M04 – Crater Crossing: Under Simply Speaking add the following: “The Robot or whatever agent-craft it sends out needs to cross the Craters Model completely, by driving directly over it” flattening the gate. “Not near it. Not around it.”

CH03 Challenge Updates U05 – Fragile Satellites: Cross out the entire change. Satellites have to be built and rebuilt exactly to building instructions without modifications.

Clarifications Challenge guide p.24, Missions, M01 – Space Travel: The attached YouTube video explains this challenge in detail. The video shows that it is allowed to put the cart down on the first white panel. Mission instructions: “As long as the cart clearly rolls Independently past the first track connection”, you are fine.

Back to 2019 - Into Orbit

I DARE YOU

anonymous@undisclosed.example.com (Anonymous) — Mon, 27 Jul 2020 14:16:55 +0000

I DARE YOU

OVERVIEW

Through this program you will learn to develop and create an 'Interactive Storyboard' in the Scratch Jr app. In doing this you will select a picture book (either from home or from the amazing collection at your local Isaac library) and create your own interpretation of it through the basics of coding. By creating this you will develop a broad understanding of the app and the coding involved in basic movements. This will then aid you in future projects in the Scratch Jr App, the Scratch website, and any other coding endeavors you may wish to undertake.

AIM

To create an interactive storyboard through coding that represents the likeness of the original picture book in which you have chosen. In this instance we will be working with 'I Dare you' by Reece Wykes.

SESSION OUTLINE

Creating the backdrop for the game
In order to begin our storyboard we will need to start with the basics, such as creating a backdrop for the story to take place across. As is in the story we are using, we will be choosing the jungle backdrop as seen in the image below. You will also be able to see, on the right hand side of the image, a big plus sign representing a blank canvas where we can add the additional backdrops. Through this part we will add 4 jungle backdrops.

Backdrop 1: Characters
This storyboard has a number of characters throughout. In order to create a likeness between the characters in the book and the characters we create, we need to be able to edit our characters. Before we do this we will need to delete the existing cat character from our screen. To do this, just hold your finger down on the cat until you see the red X appear. Now that we have no character we can go and add those that suit our story. For this, we select the big plus on the top right hand corner of the screen, which will bring us to the character selection page. Select the yellow monkey and edit using the tools available to create both an orange and blue monkey. You will also be creating a bug character using the fly. In the edit section (represented by the paintbrush button in the top right hand corner) of a character you will find at the top of the screen that you can also edit the name. This comes in handy when you have multiples of the same character such as we are using in this example.

Backdrop 1: Coding the Orange Monkey
Once you have edited your character to create the Orange Monkey and dragged it to a place on the screen that you think suits the story, it is time to begin coding. A great suggestion is to always talk through what you intend to have the character do, this helps to visualise the coding blocks we will need to select in order to have the character achieve this. In this backdrop setting we want the Orange Monkey to speak, make some movement and then follow up with a question. The dialogue we use will be that which is printed in the book (In dialogue block 1, enter: I'm bored –> In dialogue block 2, enter: I dare you…to eat this bug!) You can see this reflected in the code below.

Backdrop 1: Coding the Blue Monkey
Following along with the book, we would like our Blue Monkey to wait while the Orange Monkey speaks and then move toward the fly character that will appear. Once he reaches the fly we have then coded him to make some noises. In this case he is eating the fly so we have recorded some munching noises using the sound blocks. After this has happened we have ended the code with a block that will see us transition from backdrop 1 to backdrop 2.

Backdrop 1: Coding the Fly
Our fly code will appear to be the most difficult to construct in this backdrop. However, this is only due to the movement we want to create in order to give the fly some more 'bug-like' characteristics. We will code the fly to stay hidden for the duration of the Orange Monkey's code and appear soon after. It will then disappear when the Blue Monkey reaches it to simulate that it has been eaten.

Backdrop 2: Characters
In backdrop 2 we will reintroduce our recurring characters, the Orange Monkey and the Blue Monkey. We will also be introducing a new character, this being a bird. We will need to go in and edit the bird so that the colour of it is similar to that of the bird character in the picture book we are following along with. In the book our bird is a beautiful pink colour.

Backdrop 2: Coding the Orange Monkey
In this backdrop the Orange Monkey will be be waiting while the Blue Monkey has dialogue, and then it will move across the screen in a motion following the bird character. When it reaches the bird character we have sound recording similar to that of the Blue Monkey's in backdrop 1, where it will make eating noises then will say 'Delicious' or something along those lines to insinuate that it has eaten the bird. After this the code ends by transitioning us to backdrop 3.

Backdrop 2: Coding the Blue Monkey
The blue monkey will be coded to speak, move and then speak again according to the dialogue in the book (In dialogue block 1, enter: Well I dare you… –> In dialogue block 2, enter: To eat this bird.) This can be seen in the image below.

Backdrop 2: Coding the Bird
We want the bird to be hidden during the initial interaction of the Monkey's, wait, and then reappear after the Blue Monkey has finished speaking. After this the bird will travel across the screen and disappear once the Orange Monkey reaches it.

Backdrop 3: Characters
Backdrop 3 will see the return of our Monkey characters once again. Our new character in this backdrop will be a rock. Characters need not be a 'living' thing, they can be the introduction of any new object to the Scratch project. The Scratch Jr App does not have a rock that we are able to select as a character, but this is where we can get a little creative and make our own. Go to add a new character like we have in previous steps. You will see a blank box at the top right hand side of the character images. Once you have selected this it will be highlighted orange and you can select the paintbrush in the top right hand corner of the screen. This will take us to the editing area that we have used previously. Now is where we select our colour and use our finger to draw a rock of any shape or size we like. Once you are satisfied with your new character creation click the tick on the top right hand corner and it will be added to your backdrop.

Backdrop 3: Coding the Orange Monkey
The orange monkey will be coded only to speak in this backdrop (Dialogue block 1, enter: Right. I dare you… –> Dialogue block 2, enter: To eat this rock) The code is as follows.

Backdrop 3: Coding the Blue Monkey
The blue monkey will be coded to wait for the duration of the orange monkey's code, move down and across the screen after the rock, make some crunching sounds, and then speak. After this the code will end with a transition to backdrop 4, our final backdrop.

Backdrop 3: Coding the Rock
The rock will also be coded to wait for the duration of the orange monkey's code, then will move across and down around the screen, before hiding once being 'eaten' by the blue monkey.

Backdrop 4: Characters
In this backdrop we will be creating 2 additional characters. These characters will be a purple monkey and 'The end'. Our purple monkey will be created in the same way as our other monkey characters, and our 'The end' character will be created just as we did with the rock in the previous background.

Backdrop 4: Coding the Orange Monkey
In our final backdrop this monkey will start off by speaking, then moving forward across the screen before speaking again. After this it will wait, speak some more, wait and then disappear. (Dialogue block 1, enter: I dare you… –> Dialogue block 2, enter: to eat ME! –> Dialogue block 3, enter: hahahahaha)

Backdrop 4: Coding the Blue Monkey
The Blue Monkey will be coded to wait while the orange monkey's code plays out. After waiting it will then speak, wait some more, then move forward across the screen, make a big gulping sound and then speak once again. (Dialogue block 1, enter: hehehehehe –> Dialogue block 2, enter: …)

Backdrop 4: Coding the Purple Monkey
The Purple Monkey is one of our new characters and will not be seen for the first part of coding on this backdrop. It will start out by hiding and waiting like that for quite some time. After this we will code it to appear, move forward and then speak. (Dialogue block, enter: You look bored)

Backdrop 4: Coding the 'The end'
This character will be coded much the same as the Purple Monkey. It will be hidden for the duration of the other character's code before appearing on screen to state 'The end'.

CONGRATULATIONS!!
You have now completed your interactive storyboard and created your very own masterpiece! Now that you have an understanding of how the Scratch Jr program works, you have the coding world at your feet. We would love to hear about any coding creations you dream up in the future.

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SCRATCH

anonymous@undisclosed.example.com (Anonymous) — Sat, 25 Jul 2020 20:53:27 +0000

SCRATCH

What is Scratch?

Scratch is an online platform where you can program your own interactive stories, games and animations - and share your creations with others in the online community. This is a coding based program with easy to follow practices that helps young people to learn to think creatively, reason systematically, and work collaboratively.

What is Scratch Jr?

Scratch Jr is a more introductory program that enables younger aged children to create their own interactive stories and games. In doing this they piece together programming blocks to make characters move, jump, dance, and sing.

Scratch Programming

The following links will lead you to some of the program's created by staff in the Isaac region. Feel free to give them a go and use them as a starting point to develop your own Scratch coding.

Scratch with Makey Makey

In simple terms the Makey Makey is a simple circuit board that you can use to create your own keyboard and connect it to any keyboard. In doing this you are able to connect everyday conducive objects (such as banana’s, paperclips, donuts etc) to your computer and use them as a keyboard.

These can be used alongside Scratch.

Makey Makey's

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SCRATCH JR PROGRAM'S

anonymous@undisclosed.example.com (Anonymous) — Mon, 27 Jul 2020 14:11:51 +0000

SCRATCH JR PROGRAM'S

If you are looking to introduce coding to younger aged children, or would like to start off with something a little more simple, then Scratch Jr is a great resource. It develops basic block programming in a fun and interactive way and encourages the imagination to flourish.

In order to use Scratch Jr you will need to have the app downloaded on to your device at home. The app is free to download through both the Apple App Store and the Google Play Store. You will not need a Scratch account to use this app.

For more information visit the Scratch Jr page on SLQ Wiki.

Resources

The following links will lead you to a variety of Scratch Jr Programming ideas. Feel free to give them a go and use them as a starting point to develop your own Scratch coding.

Tips

Once you have begun a project in the Scratch Jr app it will automatically save. This means that you can always come back to what you were working on previously.
In the top left hand corner of the background screen you will see 2 squares. The first one, which is usually pre-selected, is for a blank screen. The second square however is for your grid. This will bring up grid lines across your normal background screen, making it much easier to determine the moves you would like your character's to make.
This app is a great introduction to Scratch and is very user friendly. We are able to create our Scratch Jr projects using just our hands and imagination so one of the best suggestions we can give is to just have a play around with the app and explore all the different variations you can do. Give yourself permission to get things wrong at times because then you can only learn and create more amazing things from there on in.

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SCRATCH PROGRAM'S

anonymous@undisclosed.example.com (Anonymous) — Mon, 27 Jul 2020 14:43:30 +0000

SCRATCH PROGRAM'S

On this page you will find a variety of information to get you started on your journey with Coding using Scratch. This online platform is a great way to introduce creative thinking into your digital programming and coding adventures.

For more information visit the Scratch page on SLQ Wiki.

Creating a Scratch account

Open your internet browser (explorer, chrome, safari etc) and go to the Scratch website below;
https://scratch.mit.edu/

Once you are on this page you will see a Join Scratch button in the top right hand corner.
Follow the prompts to create your account.

Saving and downloading a project to your computer

CLICK: File
CLICK: Save to your computer
- Make sure to download a .sb3 file
- If your file does not say .sb3 at the end just type it in yourself > Test.sb3
CLICK: Download from your computer
- Go to the location your file has been saved too
- Click on your file
- Click open

Resources

The following links will lead you to a variety of Scratch Programming ideas. Feel free to give them a go and use them as a starting point to develop your own Scratch coding.

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Back to Scratch

isaac_region:sidebar

anonymous@undisclosed.example.com (Anonymous) — Fri, 05 Mar 2021 10:07:06 +0000

Resources
Workshops
- 3D Printing Workshop
- Zentangles Tutorial

SPHERO

anonymous@undisclosed.example.com (Anonymous) — Mon, 27 Jul 2020 13:14:10 +0000

SPHERO

What is a Sphero?

A Sphero is a robotic ball controlled through smartphones and tablets and aims to foster a love of robotics, coding and STEM principles through play. The Sphero is ideal for all skill levels with the only limit being the bounds of your own imagination!

Pop on in to your local library in the Isaac Region to see what the Sphero is all about and delve in to a world of robots and tech.

For more information visit the Sphero page on SLQ Wiki.

Resources

The links below will connect you with some great activities and programs involving Sphero:

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IRC Wiki

anonymous@undisclosed.example.com (Anonymous) — Thu, 30 Jul 2020 13:06:04 +0000

IRC Wiki

What is the IRC Wiki?

This IRC Wiki space is provided by State Library Queensland, while the content is created by Isaac Regional Council staff.

Who is the IRC Wiki for?

The IRC Wiki is for Isaac community members, containing resources complementing workshops held in the region.

Also, serving as a tool to share program material with other professionals in public libraries.

Resources

F5F TIPS & MESSAGING

LEGO BUILDER - Program ideas for engaging sessions with Lego for the ages 6+.

LEGO ROBOTICS - The Lego Robotics workshops with EV3 and Mindstorms.

OSMO - Program ideas for engaging sessions with Osmo's for the ages 6+.

OZOBOT - Program ideas for engaging sessions with Ozobots for the ages 9+.

SCRATCH - Program ideas for engaging sessions with Scratch for the ages 9+ including the use of Makey Makey's.

SPHERO - Program ideas for engaging sessions with Sphero's for the ages 9+.

MINECRAFT - This is a site for our Isaac Master Builders.

Workshops

3D PRINTING WORKSHOP - Here you find material complementing the 3D printing workshop touring the Isaac Region.

ZENTANGLES TUTORIAL - Here you'll find a tutorial video and resources to create your very own zentangles artwork.

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Technology Kits

anonymous@undisclosed.example.com (Anonymous) — Tue, 01 Dec 2020 09:55:21 +0000

Technology Kits

Blue Bots: Use the buttons on the beetles back to code this nifty little gadget. The kit comes with two maps and pathway cards. Perfect for prep and up. Max. 8 participants.

Dash & Dot: Dash and dot work with iPads and the App comes with program ideas or it is possibile to create your own challenges for children aged 6yr+. Max. 4 participants.

Lego Drones: Show participants how to build a Lego drone, keeping aerodynamics in mind, and fly around. Building instructions are included in the app. Max. 4 participants. For ages 9yr+

Makey Makey: Start out easy with a banana piano. Then create game controllers, invent musical instruments, make voting machines, and light up paper circuits. Connect Makey Makey to the world of things around you, and the possibilities are endless! Max. participation also determined by computer availability, the kit 8 has eight connector boxes. For ages 6yr+

Osmo: Participants can count, draw, play, code, puzzle their way through the different games travelling in this tech kit. Max. 7 participants. For ages 5yr+

Ozobot: Utilise the present colour coding in these little robots by drawing pathways with pencils, or participants can code new behaviours for the Ozobot via OzoBlockly. Max. 5 participants. For ages 6yr+

Ozobot EVO: Ozobot Evo can do everything the Ozobot does and you can make Evo talk, with built-in speakers. Also, Evo has a proximity sensor. This sensor allows the Evo to know whether there is an object nearby, allowing it to change direction without bumping into it. Max. 6 participants. For ages 6yr+

Snap Circuit: Get participants started with electronics by following the included handbook providing you with 100+ ways of connecting circuits, propellers, lamps and more. Max. 6 participants. For ages 8yr+

Sphero: Build obstacle paths, use coding challenges and games invented by Sphero to build hours of fun for your community. Max. 5 participants. For ages 8yr+

Resources

IRC Wiki includes Program Ideas and Outlines for:

Scratch, Scratch Junior & Makey Makey with Scratch:
Ozobots
Sphero’s
Osmo’s
eSmart (currently under construction)

SLQ Wiki includes Program Ideas and Outlines for:

IRC Website links to Online Resources for program use: https://www.isaac.qld.gov.au/library-arts-and-culture/e-resources

Children
Busythings
Code.org
Adults
Lynda.com
GCF
Mousing Around

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Youth Week

anonymous@undisclosed.example.com (Anonymous) — Mon, 11 May 2020 15:50:53 +0000

Youth Week

Youth Week is Australia's largest celebration of young people. The annual event focuses on celebrating the talents of young Australians aged between 12 and 25. The week provides young Australian's with an opportunity to express their ideas and views, raise issues which concern them, and act on issues which affect their lives to create and enjoy entertainment. This is the time to acknowledge the positive contributions that the youth of today make to our communities.

Youth Week 2020

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ZENTANGLES TUTORIAL

anonymous@undisclosed.example.com (Anonymous) — Thu, 26 Nov 2020 13:55:26 +0000

ZENTANGLES TUTORIAL

Zentangles are a creative way to relax the mind while producing beautiful images using patterns and colours. Do the session by yourself or have some relaxation time with friends. Here you'll find a tutorial video you can work along with and handy resources you can download to create magical artwork. When you are finished, share your masterpiece by uploading a photo of your work onto the Speak Up Isaac platform in our online art gallery.

Tutorial Video

Follow this link to the IRC Youtube channel to view the tutorial.

Resources

Here you will find further information on patterns and design tips to help turn you into a Zentangle master.

Projects

Here are some other templates and project ideas for you to try.

1. Frog Project

2. Heart Project

3. Animal Photo Project

This project is more advanced, with further steps like tracing and transferring images.

Animal Photo Project Instructions

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