DAY 11 - Coding and Computer Science for Kids 1
Category: Coding & Computer Science 1
Date: June 25, 2018
Description:
Coding and Computer Science for Kids 1 - DAY 11
 
 

 

♦LEARNING POST-ASSESSMENTS:

ON YOUR LAST CLASS DAY, no notes:

1) Take Computer Science POST-TEST.

2) Take the Coding POST-TEST.

 

 

 


♦CODING & COMPUTER SCIENCE VOCABULARY CHECK-IN AND/OR PRACTICE:
 
♦OPTIONAL: Play Quizlet Live with our class.
 
♦LEARN: Practice in LEARN today in both Quizlet Coding Live and Quizlet Computer Science sets to start today.
 

♦Check Edmodo - Did you already submit BOTH Matching Tests yet?

IF NOT, complete the following:

 
1) Take the Matching QUIZLET Coding Test and submit current score in Edmodo.
 
 
2) Take the Matching QUIZLET Computer Science Test and submit current score in Edmodo.
 
 
♦Based on your current score, STUDY Coding and Computer Science vocabulary terms in Quizlet to prepare for two class FINAL ASSESSMENTS.
 

 

CODING AND COMPUTER SCIENCE - DAY 11
 
Code.org RELAY PROGRAMMING:
 

Lesson Overview:

Students build upon their program writing skills introduced in the previous Graph Paper Programming activity and learn the importance of completing programs in proper sequence and checking programs frequently for bugs. Students run a relay race, where they dash across a space to write an algorithm based on a Graph Paper Programming image. Each student can only write one instruction at a time, and if there is an error somewhere, they need to erase everything back to that point.

 

 
 
Essential Question:

What are bugs, and how do we prevent and fix them?

 

• I can learn to check carefully my own work and the work of others.

• I can test the sequence of completed programs.

• I can practice imagining expected outcomes.

• I can practice completing “thinking tasks” under pressure.

 
 
 

Algorithm — (n.) A list of steps to finish a task. A set of instructions that can be performed with or without a computer.

Bugs — (n.) Problems with your code.

Code — (n.) One or more commands or algorithm(s) designed to be carried

out by a computer.

Debugging — (v.) Fixing problems in your code.

Persistence — (n.) Trying again and again, even when something is very hard.

Program — (n.) Set of instructions for your computer to follow.

Queue — (n.) 1. A waiting line; 2. A sequence of messages or jobs held in temporary storage in a computer awaiting transmission or processing.

Sequence — (n.) The order in which things are done.

 


 

 
 
 
REVIEW:

Think back to our last Abstractions lesson.

Class Participation Questions:

• What did we do in our last lesson?

• Do you remember what a parameter is?

• Is a parameter also a variable? Why or why not?

 

 


Lesson Steps:

1) Graph Paper Programming Review and Debugging Practice

We will practice the Graph Paper Programming first, debug a line of programming that has errors, and then play a relay-type game in two small groups.

Computer scientists are always facing deadlines. The tighter the time crunch, the more tempted a programmer might be to skip important quality checking steps, or push forward without reviewing carefully the work that has already been done. To simulate the pressure of working in these situations, this lesson is structured as a team-based relay.

 

 


 

2) Team-Based Relay Game:

We will break our class into two small groups and line up in relay queues on one side of the room. (If weather permits, we may play outdoors allows for more distance, speed, and excitement).

The practice lesson was easy enough; now let's add some action! We're going to do the same type of thing (create a program describing an image) but now we're going to do it in relay teams, one symbol at a time.

The rules of this relay game are simple:

1) Divide students into two teams.

2) Have each group queue up relay-style.

3) Place an identical image at the other side of the room/gym/field from each team.

4) Have the first student in line dash over to the image, review it, and write down the first symbol in the program to reproduce that image.

5) The first student then runs back and tags the next person in line, then goes to the back of the queue.

6) The next person in line dashes to the image, reviews the image, reviews the program that has already been written, then either debugs the program by crossing out an incorrect symbol, or adds a new one.

7) That student then dashes back to tag the next person, and the process continues until one group has finished their program.

8) First group to finish the program carefully is the winner!

 

Play through this game several times, with images of increasing difficulty.

On the other side of the room (or yard), place one of the graph drawings across from each relay queue. Put a blank piece of paper very near each image.

 


 

Let's review our simple rules:

Each team sends over the first student in line to look at the graph paper image and draw the first programming symbol on the blank piece of paper nearby.

The student then returns to the queue and touches the next student’s hand.

The next student then goes up to the papers, looks at the image, reviews the programming of the previous students, and adds a symbol.

If a student finds a bug in the group’s program, the student should use their turn to X the already written code instead of adding another symbol.

This process repeats until the group is confident that they have programmed the entire image correctly. The speed and energy of the game depends on whether it is being played outdoors or inside a classroom.

A winner is declared when the entire team believes they are done, and the teacher and students check the accuracy of the algorithm in recreating the original drawing.

This game can be played again with multiple drawings or multiple adjustments.

When the game is over, gather the students and ask them about what they learned.

 


Relay Programming Reflection:

• Was it easy to create perfect code when you were working so quickly?

• How easy/hard was it to read the code that the group had already written?

• Did you find any bugs? How did you know they were bugs?

• Was is simpler or more complicated to have several people involved in the creation at different times?

• Are there any tricks that you can think of to make the work easier for the person who follows you?

• What do you wish the person before you would have done to help you be faster? Or what did they do to help you be faster/more accurate?

 


 

♦Check your Accelerated Intro to CS Course Progress so far in your Code.org account:

 
 
The circles will turn green when they are completed correctly.
 
 
 

 

The Farmer 3 Code.org Activity

 

Welcome to debugging! The farmer’s code doesn't work right. Can you spot the problem and fix it so that she can get her field flat and ready for planting? Use all the same blocks arranged in categories: Actions: Move Forward, Turn, Remove, Fill; Functions: Do something; Logic: If there is a pile, hole, path ahead; Loops: While path ahead, do, Repeat, and Counters; and Math: change value; and Variables: Set to value, Rename variable, and New variable.
 

Additional Learning Tasks:

 
1) Log in to Edmodo and check notifications for our Coding and Computer Science group. Check your Profile for Edmodo badges earned so far.
 
2) Log in to your Code.org account and work in your Accelerated Intro to CS Course activities.
 
 
3) Explore and study vocabulary words and definitions using the following Quizlet sets:
(Optional: Join our Coding and Computer Science class by clicking here.)
 
(Study Flashcards and play Match game.)
[We will also play Quizlet Live at school.]
 
(Study Flashcards and play Match game.)
[We will also play Quizlet Live at school.]
 
 
4) Check out additional coding apps and resources using your own devices at home.
 

 
 
  Curriculum Attribution: All Accelerated Intro to CS Course lessons are adapted directly from Code.org, an exemplary non-profit organization committed to educating and empowering students, teachers, and parents with essential coding and computer science technology skills.
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