Fibonacci Sequence and Coding Unplugged

Today was our first overcast and rainy day in the garden! The canopy we set up was very much needed this morning.

We discussed Fibonacci/Hemachandra numbers/sequence, and learned that the sequence (0, 1, 1, 2, 3, 5, 8, …) is a sequence of numbers found often in nature. Susan showed, for example, how the reproduction and genealogy of bees follows the sequence—since male bees (striped bees in the image below) are clones of female bees (bees without stripes) and female bees require a male and female bee, the numbers of bees in successive generations end up following the Fibonacci sequence.

We also made “Fibonacci poetry”, where the syllables for each line would follow the Fibonacci sequence (1 syllable for the first line, 1 syllable for the second, 2 syllables for the third, 3 syllables for the fourth, and so on). We came up with some amazing poems!

After we created our poems, Erica Huang joined us to introduce us to “unplugged” coding. We learned that coding consists of the following skills: thinking algorithmically, decomposing, thinking in abstraction, evaluation, and pattern recognition. Erica led us through two activities. The first was a “robot person” activity. We were divided into groups of three—two “programmers” and one “robot”. The programmers had to create a “code” (a series of specific verbal steps) for the robot to execute, with the end goal of finding a certain object in the garden (e.g. a water bottle). We found it quite difficult, especially since we realized how important it was to “calibrate” our steps for each robot—the length of my steps were quite different from Kathleen’s, for example! We really had to think about how to be specific and resilient, even through troubleshooting!

The second activity that Erica led us through was an introduction to digital binary. First, she asked us to create a random 5x5 grid with rocks and sticks. Then, she added an extra row and column to make the grid 6x6. Finally, she asked us to exchange one of the pieces in the grid with a different piece (e.g. a stick for a rock) without her looking, and she showed us how she was able to deduce which piece was changed.

Using rocks as “0’s” and sticks as “1’s”, she also taught us how to write numbers in binary. It was fascinating to see how the language worked! Coming from Grade 2/3 classrooms in our practica, Kathleen and I (Danielle) immediately delved into discussion on how we would translate these concepts to our younger students. We all thought that it was great to be able to use natural, biodegradable manipulatives for this activity and were inspired to use such materials in future math lessons in our own classrooms! Having done a similar activity to the robot in my (Danielle) classroom, I am also excited to try teaching “bits” to my future primary students.

The sun came out this afternoon and illuminated the beautiful new growth embedded in the Orchard Garden.  Red raspberries peaked out of the leaves of the green bushes, red currants began to show their true colors, and radishes pushed their leaves out of the surface of the ground. We have learned to take quiet moments to notice and just be in the garden which has been wonderful. Noticing how quickly the garden has been changing made me grateful for how we all have changed this year too. With a little mentoring and time, we too have changed from students to teachers in many ways. The garden still has lots to teach us though.  

What we learned today is how quickly milk thistle grows back. There were baby plants spread throughout the garden. 

We also learned how quickly seven people can weed! We carefully weeded the garlic plants in less than thirty minutes. Here are the before and after pictures. 

As the day closes at the Orchard Garden, we are reminded of the cycles of growth and transformation that define both nature and our own lives. We are grateful for this season of our journey to be here, learning and growing with the garden as a co-teacher. 

- The Allergy Brigade

(Post by Danielle and Sarah)