Intro+to+CT

Kristin Labby, May 2012

(bringing together previous efforts, including Dan Sinkovitz's and adding her own)

=Intro to CT= Lesson presented to 6th-7th grade students over 1 period plus follow-up

Worksheet: [|Computational Thinking Worksheets.docx] Pages 1-3 for students. Pages 4-5 for teachers. Need to post the CSTA and ISTE sheets!

Discussed the vocab on Page 1. Briefly intro the idea that computational thinking is a skill set use to work with technology, but we've all done aspects of it before. I defined it openly as a "problem solving process" I had a student read the definition of the skill listed on their worksheet - or we discussed a few a bit more and I had them fill in the definition. These three terms : data analysis, problem decomposition, and designing algorithms were ones we focused on through this lesson, so I spend a bit more time discussing them.
 * Step 1: Discussion: "thinking about computational thinking"**

We also went through and listed examples of where they may have done/used each skill. The students were actually all really good at this and found examples in life, home, grocery stores, social studies class etc of these skills. I was pleased. This material was taken from : [] and the CSTA and ISTE sheets.

They worked in groups to write the step for either: makign a peanut butter and jelly sandwich; making microwave popcorn; or makign macaroni and cheese (the kind from a box). I told them to write the directions for someone who is not familiar with these things, perhaps someone from another country. Gather the needed materials beforehand. (For added fun, I donned a simple robot costume (piece of tagboard with buttons and dials drawn on). The teacher then tries to follow their directions to complete these tasks. We had time to do one group who had each task during each class.
 * Step 2: The students write an algorithm (page 2 of worksheet).**

Students "de-bug" their code with different colored pens. The students caught on pretty quickly that if they just say "put the two pieces of bread together" (after spreading PB and jelly on them), that robot Ms Labby will just smash the (fake) two pieces of bread together, not in the proper sandwich-making direction. Other little trip-ups were: specifying to open jars, open the microwave (a tupperware box with post-its on it), putting the strainer in the sink before pouring the (fake) noodles in etc. Of course they all thought this was hilarious, and we had to keep them calm.
 * Step 3: Students debug their code.**

Group discussion about knowing your audience (i.e., some people take things VERY literally, (like computers) so you really need to point things out step by step.
 * Step 4: Wrap up.**

For homework I had them fill in question 4 on page 3 of the worksheets, provide an example of how they used "data analysis, problem decomposition, and designing algorithms" in today's activity.
 * Step 5. Homework.**

(If time permitted, we would have had them reflect on other CT aspects, but it was already homework time). Ms Sims plans to do a 15 min wrap-up discussion of those questions on Monday.