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Standards:

1.AP.PD.1 - Describe the iterative process of program development (including terminology, steps taken, and the logic of choices).

Students will be able to:

Define a list of steps (algorithm) to get a friend from their starting position to their goal.
Identify and fix errors in the execution of an algorithm.
Translate a list of steps into a series of physical actions.

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Warm Up

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Model - Think-Pair-Share

Discuss: Get the attention of the class and let them know that you are stuck! You have this challenge, and you thought you had solved it, but it doesn't seem to be working. Your program has a bug, can they help you fix it?

Take a moment to walk them through the rules:

Start at the compass rose
Follow the instructions step-by-step
End at the treasure

(Optional: Walk through your program using your fingers on top of the map, under the document camera. Express frustration when your fingers end up off the map, instead of at the treasure.)

Think: My program says "East, East, North". Can you figure out why my program doesn't work?

Pair: Let students work together to see if they can figure out what the program is supposed to say.

Share: Ask students if anyone was able to figure out a way to solve the problem. When you get a correct answer, let the students know that they are great at debugging!

Discuss: Ask the students if they could tell how you were feeling when you couldn't figure out the answer. They might suggest that you were "mad" or "sad". Instead of telling them "no", describe that you were feeling a little bit mad, a little bit sad, and a little bit confused. When you put all of those emotions together, it makes a feeling called "frustration". When you are "frustrated" you might think you are mad, sad, or confused -- and you might be tempted to give up -- but frustration is a natural feeling and it's a big hint that you are about to learn something! Instead of quitting, practice persistence. Keep trying over and over again. After a few times, you will start to understand how to debug your problems!

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Partner Worksheet

Each of these algorithms has a mistake. Can you find the mistake and cross it out?

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How does it feel when you can’t figure out an answer?

Move It, Move It

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Tips to Help With Frustration

Count to 10
Take deep breaths
Journal about them
Talk to a partner about them
Ask for help

Tips for Being Persistent

Keep track of what you have already tried
Describe what is happening
Describe what is supposed to happen
What does that tell you?
Make a change and try again

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Vocabulary

Algorithm - A list of steps to finish a task.

Bug - Part of a program that does not work correctly.

Debugging - Finding and fixing problems in an algorithm or program.

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Activity

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Create an algorithm to get from the compass to the treasure.

Print this out in handouts in the lesson plan.

Hand each group of 2-3 students a *Map Activity, as well as the blank papers for the grid on the ground. Allow students to either cut the halves of each map apart, or fold the sheets in half so that each map is clearly visible (without distraction.)

Set-Up: In each group, each player will get a task.

Player 1: Choose/set-up the map to play

Player 2: Programmer

Player 3: Walking Machine

Directions for Class:

Decide who will take each job.

Have player 1 set a grid on the floor made up of pieces of paper (as shown on one of the Move It Maps) except with the gem paper facing the ground.

Player 3 will start by standing on the page with the compass rose.

Player 2 will then guide player 3 step-by-step through the paper maze using the provided arm signals.

When player 2 gives the signal to “STOP”, player 3 will flip over the page that they are on. If that page is a gem, then the maze was a success!

If there is time, let everyone rotate positions and go again!

Note that the rules are not the most important thing here. Feel free to clarify if the students have questions, but if the students are playing a bit differently than described, you don't need to hold them to the letter of the game. The crucial bit is that they are moving from immediate instructions to giving two or three instructions before the Walking Machine moves.

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Decompose It!

Remember:

Break problems down into steps

What should you do first?
What should you do second?
Does it repeat any actions? � - You could use a loop!
Use a pencil to sketch out each step if it’s helpful.

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Wrap Up

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Reflection

Move It, Move It

Choose one:

What are the four directions on a compass rose?

How can you remember these?

Draw another way we could have given instructions without using our arms.
Draw your favorite part about that game.

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