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Notes for teachers

It is really helpful to have at least one helper (volunteer, assistant, older students) to assist students with stringing the beads. The initial bead needs to have the pipe cleaner end knotted around it so that it doesn’t slip thru and then rest of the beads will be secure.

Any of the books listed are good choices for a teacher read aloud to start the lesson with.

List of Materials for each student:

Plastic Pony Beads in white, red, green
Pipe cleaners
Bowls to put a variety of beads in
Copy of the books: B is for Binary Code: Kid Tech Pioneers - A Rhyming Exploration Through Cutting-Edge Technology by Alex Blaze books
and/or: How To Code A Sand Castle by Josh Funk
and/or How To Code a Rollercoaster by Josh Funk

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Standards

Standards: Applied Processes and Reading

1A-AP-08 Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.

In the context of sprite customization, students can learn to apply a simple sequence of steps (e.g. selecting a tool, drawing, and saving) in the ScratchJr paint editor.

1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development.

1.RL.1 Ask and answer questions such as who, what, where, why, when, and how about key details in a text.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson.

Standards

Math: 1.MP.4 Model with mathematics. Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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Objectives:

Today students will be able to explore coding by:

1) Listening to a read aloud that uses coding vocabulary.

2) Then students manipulate color coded beads and use binary code to spell out their names.

3) Students will add the number of beads in each color in their name to create an algorithm.

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Agenda

Read Aloud: 15 minutes

B is for Binary (poem)

How To Code a Rollercoaster

Discuss Project/Show Example: 5 min

Create names using Binary Code: 20 min

Math Extension: 5-10 min.

Reflection and Sharing: 15 min

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Intro/Driving Question/Opening

Description: What is binary code? Ask students what binary code is? What are some examples of binary code? Why is coding important?

Read Aloud “B is for Binary Code” by Alex Blaze and then read aloud ‘How To Code a Rollercoaster’ by Josh Funk

Go over important vocabulary: binary code, variables

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Hands-on Activity Instructions

Students gather around on reading carpet, or at tables, or desks to listen to essential question: “What is binary coding?”
Discuss lesson objectives.
Teacher read aloud: “B is for Binary Coding” and “How To Code A Roller Coaster”
Go over key vocabulary.
Ask “Who, What, Why” questions about the read alouds
Explain Activity to students: Students will go back to tables and find a copy of “Alphabet in Binary Code” at each seat. Students will have bowls of pony beads to share at each table or station as well as pipe cleaners.
Students will pick a pipe cleaner, bend up a little hook at one end, and use the Alphabet in Binary Code chart to spell out their name using the pony beads. 0=Red, 1=White, Green is a Spacer.
When finished with activity, students will add up the numbers to come up with a total for their name.
Students can use the back of the chart to write out the numbers as they count and add them.
Helpers should be available to help students throughout the activities.
Students may make a bracelet out of the binary code.
Students will come together at the end to discuss insights and questions.

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Assessment

Have students share their finished binary coded name bracelets and insights with class.

Have students share their math algorithms with their classmates.

Journal Prompts for Reflections:

What’s something we learned while working on this project? How did you work thru a challenge?

How did you help others? What’s something else you could create?

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Differentiation

Have older student buddy, para, or volunteer, or peer help mirror activity steps.

Student can pick out color bead and have a buddy string it.

Modify from single activity to partner activity.

Draw out math problem with hash marks instead of numbers to model algorithm.

Remediation

Extension/Enrichment

Encourage creativity and ask questions prompting more explorations with coding.

Journal Prompt:

What’s something you could create next time?

Have students use Minecraft education edition and create a world.

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