Students will analyze a provided math problem with an incorrect answer (bug). Students will demonstrate their understanding of the process by identifying the error, solving the problem correctly and providing an explanation. Math problem solving directly correlates with the step by step process that computer science debugging requires. The purpose of this experience is to provide a jumping off point for a deeper understanding of the Computer Science SOLs. This could be the first time your students are exposed to the vocabulary (algorithm, bug, debugging) and can provide a good foundation of the understanding of the vocabulary in a concrete, low-technology way.
This performance task has the students working as bookkeepers for a P.P.E. Manufacturing Company to see how many P.P.E. they sold by adult and children sizes over a 2-3 month period of time and if their price of production vs cost for consumers to buy was enough that they made a profit or if they needed to make adjustments. This performance task has the students using PEMDAS to better understand how Algorithms and Programming are used in our everyday lives.
Students will create a flowchart to demonstrate order of operations. They will use the flowchart to be able to solve a mathematical problem.
In this performance task, students will have the opportunity to demonstrate the use of flowcharts in Google Draw and then create their own flowchart to show their understanding of the Order of Operations.
Your task as an astronomer is to model the solar system using technology. You and your crew are just one group that have been asked by NASA to chart the solar system in order to create a simulation model for future astronauts. After you have accomplished this, you will present your model to the Director of NASA. They have given you several requirements for the simulation. Your simulation should include a map of the solar system that shows the appropriate distance, location, size and relation to the sun amongst the eight planets. You and your team can use a variety of options to complete your simulation. These include Google Suite tools (such as Google Slides, Google Docs, Jamboard, or any equivalent tool such as Microsoft Office), Coding resources (Scratch.edu, tynker.edu) or 3D printing software (Tinkercad) to present. Your map should also include a short descriptive paragraph for each planet explaining its distance, location, size, and at least 3 facts about the planet. If creating a video, you will still want to include descriptions for the planets as well as the three facts. Presentation to “NASA Directors” must answer the question: how does this simulation/model help future scientists?
Students will create a flowchart showing the evolution of a specific technology including failed attempts at advancement. This task includes research and understanding the iterative process. Easily differentiated.
In this lesson, the student will develop a simple addition algorithm using a flow chart. Students will then translate the flowchart into programming instructions that can be input into the Java language to complete their first addition Java program. Students will then expand on this program to include allowing the user to input the integers from the Java scanner.
This activity will provide the student the skills to demonstrate their ability to create aprogram that makes use of defined functions with return values. In addition, it willexhibit to the student the connection between functions in algebra and functions incomputer programming. *Review of basic Algebra function operation is required.
The goal of this activity is to build critical thinking skills and excitement for Computer Science / Computational Thinking, while laying a foundation of fundamental programming concepts. By scaffolding basic concepts like sequencing and algorithms in an unplugged activity, students who are intimidated by computers can still build a foundation of understanding. In this lesson, students will learn how to develop an algorithm and encode it into a program.By "programming" one another to draw pictures, students experience some of the core concepts of programming in a fun and accessible way. The class will start by having students view a video of a simple program demonstrating how to develop instructions for building a peanut butter and jelly sandwich. Students will start with simple shapes, and progress to the coding of a specific drawing that other students will then try to replicate (“running the program”). If there is a desire to have a more of a Math slant on the lesson, the drawing could take place on graph paper. Students would then use the coordinates to complete the drawing.
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.
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 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.
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.