Students will write the algorithms to get from one point on the map to another. They will then interchange with a partner and see if they can find the location.
These slides contain the vocabulary from the Virginia Department of Education
Students will collaborate with a partner to create algorithms for classroom routines. They will create an illustrated anchor chart for all of the class to follow these algorithms.
This lesson plan uses the Hello Ruby book, Adventures in Coding, by Linda Liukas, to teach students about algorithms and conditional loops. It contains an activity featured from the book as well as other resources that can be used in conjunction with the book. The lesson teaches 2nd grade students what an algorithm is and how they use them in everyday life.
Students write an algorithm to making a sandwich.
Students will give verbal cues to work through a maze of objects on the floor or ground. Students could write an algorithm through the maze and see if the partner could get through without stepping on objects.
Coding in First Grade
This lesson will have students write a program in Python to determine if 2 input words are anagrams of each other or not.
A simple Python program to determine if two words are anagrams
Students will categorize attribute blocks based on their color, thickness and/or size. Optionally, connections to categorizing will be related to robots (e.g. looks, motions, sounds) and coding.
This video explores autonomous cars with a research scientist, engineer, and team lead at the Virginia Tech Transportation Institute (VTTI).
Students will understand the importance of telling stories in order both verbally and with a graphic organizer.
Using a Fluffy pancakes recipe students will identify a recipe as a type of algorithm. Students will identify the part of the recipe that is numbered as the steps or algorithm is numbered. Students are expected to identify that number one step is done before number 2 and so on. Students will work in pairs to create their own algorithm for brushing teeth. Students should work in pairs. One student should create the algorithm and the other should debug the algorithm.
The purpose of this lesson plan is to help students understand, using a practical approach, the difference between brute force and a decrease and conquer algorithm. This approach will use an illustration from history to draw the student into the presentation and then utilize finding the GCF of a number to illustrate the difference in efficiencies
In the field of computer science, there are two approaches to solving a problem. One, being Brute Force, which is the method of just working out the problem until it is solved. This can be related to students with the idea of never giving up, or "I think I can, I think I can". Divide and Conquer is a problem solving method that braeks a larger problem into smaller problems. For example, if you have a big chore such as cleaning a house, start with one room at a time. This lesson applies these two methods to mathematics by using Brute Force to find multiples and common multiple of numbers. While the Divide and Conquer method is applied to fiding factors of a number through divisibility rules.
This activity will allow students to compare Brute Force and Divide and Conquer sorting algorithms.This activity will show the sorting process of a Brute Force algorithm and a Divide and Conquer algorithm that is used by a computer when sorting data.
This activity will show the sorting process using the Bubble Sort Brute Force algorithm that is used by a computer when sorting data without using a computer.
These Pocket Guides are a quick summary of each of the 6 computer science strands for grades K-8. The pocket guides explain what the strand is about and how it increases in complexity from Kindergarten to 8th grade.
Use this CS Unplugged activity to demonstrate how Events work.
This lesson is designed to teach students basic encryption using the Caesar cipher method. This is a simple letter shift cipher that takes a plaintext message and encrypts it into cipher text by shifting each letter of the message by a value between 1 and 25 (1 less than the total number of letters in the English alphabet). This technique was used by Julius Caesar to encrypt messages by shifting each letter of the message by 3 letters. The message would be decrypted by taking each letter and shifting back 3 letters to reveal the plaintext message.