Operations and Algebraic Thinking

Standard

Slide Link

5.OA.A.2

Slide 2

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For Loop Fun Meets Algebraic Formulas

Intended Grade: Five

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Materials:

Teacher: Code.org lesson plan for Course F, Lesson 14: “For Loop Fun;” SMART Board or Chromecast; photos of wind turbines

Students: “For Loop Fun” game sheets, “For Loop Fun” assessments, pencils, dice, Chromebooks, Code.org accounts

Learning Targets:

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• Students will define the term “for loops.”
• Students will explain why “for loops” are often used in coding.
• Students will simulate the creation of “for loops” by playing an unplugged game.
• Students will apply their understanding of “for loops” to Course F, Lesson 15: “For Loops with Bee.”
• Students will compare the use of “for loops” to algebraic equations.

CS Standard:

Grade Span 3-5:

1B-AP-09: Create programs that use variables to store and modify data.

1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

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Core Standards:

Grade Five Mathematics 5.OA.A.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Grade Span 3-5 21st Century Employability Skill 21.3-5.ES.5: Demonstrate productivity and accountability by producing quality work.

ENGAGE:

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1. Show students photos of the wind farm that has been recently created in Union County, Iowa. (These include photos of turbines that

surround this teacher’s farmstead, and also photos of the construction of a wind turbine on this teacher’s property.)

• Watch Code.org “For Loop Fun” video to make a current, real-life connection between “for loops” and the turbines: "For Loop Fun"
• Explain that students will be playing the unplugged game that was shown in the video.

EXPLORE: Play “For Loop Fun” Unplugged: Code.org Level F, Lesson 14

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1. State that the game will help students understand how “for loops” work when writing code for actions that are repeated while keeping track of multiple variables.
2. Follow the script: Code.org Level F, Lesson 14
3. Allow students time to play the game.

EXPLAIN:

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1. Ask students to discuss the following questions:
1. What is a “for loop?”
2. What kinds of things could you do with a “for loop?”
2. Ask students to think about ways they could write a “for loop” with what they know about expressions. Provide examples using a completed game sheet:

With a starting number of 4, an ending number of 18, and an interval of 3: 4 + (3 x 4) + 2 = 18.

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ELABORATE/APPLY:

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1. Working independently, students would now complete “For Loop Fun” Plugged: Code.org Level F, Lesson 15: "For Loops with Bee"
2. Students would also use their completed game sheets to write expressions to represent five of their games.

EVALUATE:

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1. Students would complete the assessment from “For Loop Fun Unplugged:” Code.org Level F, Lesson 14
2. On the back of the sheet, invite students to write responses to these two questions:
1. How is a for loop different from a repeat loop?
2. Why do you think for loops could be useful?

Number and Operations in Base Ten

Standard

Slide Link

NBT.A.1

Slide 5

NBT.A.1

Slide 7

NBT.B.6

Slide 9

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Computing Systems

Intended Grade: Four or Five

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Materials:

Teacher: CS Unplugged Unit Plan: CS Unplugged: Sorting Networks, Sorting Network Template, chalk, large outdoor concrete area

Students: Prerequisite textbook: Hello Ruby: Journey Inside the Computer by Linda Liukas, CS Unplugged Sorting Cards: Sorting Cards: 7 Digit,

CS Unplugged Sorting Network Template: Sorting Network Template, pencils, crayons, markers, colored pencils, 12” x 18” poster paper, Chromebooks

Learning Targets:

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• Students will explain how a Sorting Network algorithm works.
• Students will compare the Sorting Network algorithm to the path that information takes in a computer.
• Students will create a poster to show what they learned, using information from this simulation and Hello Ruby: Journey Inside the Computer by Linda Liukas.
• Students will demonstrate the ability to sort multiple items using data selection.

CS Standards:

Grade Span 3-5:

1B-CS-02: Model how computer hardware and software work together as a system to accomplish tasks

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Core Standards:

Grade Five Mathematics: 5.NBT.A.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Grade Span 3-5 21st Century Employability Skill 21.3-5.ES.5: Demonstrate productivity and accountability by producing quality work.

ENGAGE:

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1. Follow the lesson plan for the “Lesson Starter” section of CS Unplugged: Sorting Networks.
2. For fifth graders, practice using one-digit numbers FIRST so they understand how the task will take place with larger numbers.

EXPLORE:

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1. Complete the “Lesson Activity” section of CS Unplugged: Sorting Networks.
2. Review Exercise 24 on page 92 of Hello Ruby: Journey Inside the Computer by Linda Liukas.

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EXPLAIN:

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1. Compare the “Lesson Activity” to Exercise 24: “Follow the Computer Click” from Hello Ruby: Journey Inside the Computer by Linda Liukas.
2. Use the Sorting Network Template to compare the path of a given set of six numbers to the path of a mouse click to the generation of an image.
3. Students may use this template to draw the example from page 92 of Hello Ruby: Journey Inside the Computer by Linda Liukas.
4. Students would write a brief explanation on the back of the template to share with the class during a teacher-led discussion.

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ELABORATE/APPLY:

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1. Use the Sorting Network Template. Write six seven-digit numbers in the blanks, make copies, and ask students to work with partners to complete the sorting network.
2. Have students work with partners to re-read page 92 of Hello Ruby: Journey Inside the Computer by Linda Liukas.
3. Students will then create posters to show how a computer network works. Students may use drawings or images printed from websites (with appropriate references to sources clearly displayed).

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EVALUATE:

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1. Use the Sorting Network Template. Write six seven-digit numbers in the blanks, make copies, and ask students to work independently to complete the sorting network.
2. Students will write an explanation of how their poster represents computer networking systems. This explanation will be published along with the poster as part of a class display.

Exploring Binary Numbers

Intended Grade: Five

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Materials:

Teacher: csunplugged.org unit plan for Binary Numbers, one set of binary cards for demonstration

Students: one set of binary cards for each student, paper, pencils, “Binary to Alphabet” worksheet, “Binary to Decimal Conversion” worksheet

Learning Targets:

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• Students will define the term “binary numbers.”
• Students will explain how digital devices store information.
• Students will show how binary numbers represent a given base-ten number by applying the algorithm for converting a base ten number to a binary number and a binary number to a base ten number.

CS Standard:

Grade Span 3-5 IB-NI-04: Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination.

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Core Standards:

Grade Five Mathematics 5.NBT.A.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Grade Span 3-5 21st Century Employability Skill 21.3-5.ES.5: Demonstrate productivity and accountability by producing quality work.

ENGAGE:

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1. Following mastery of Standards 5.NBT.A.1 and 5.NBT.A.3, invite students to recall the whole number place values (ones, tens, hundreds, etc.). Give students 15 seconds to generate as many whole number place values as they can: thousands, ten thousands, and so on. Ask students to explain the pattern and how it is generated (5.NBT.A.1).
2. Invite students to start with one, and repeat the sequence, using 2 as the multiplier, rather than 10.
3. Ask students to share their results, but do not reveal the correct sequence until after the “Explore” step of the lesson.

EXPLORE: Modify the lesson plan from csunplugged.org: "How Binary Digits Work"

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1. State that there are patterns in place values that are related to the tiny “bits” of information that tell computers what to do, and that students will be exploring those patterns.
2. Follow the script, using first four binary digit cards, from "How Binary Digits Work", for “Lesson Starter” and “Lesson Activities.”
3. Give students the next two binary digit cards (16 and 32). Using the “On” and “Off” format, have students work with partners to show how to represent the following examples: 18, 20, 23, 28, and 31.

EXPLAIN:

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1. From Item #3 in the “Explore” section, have pairs of students display their responses.
2. Ask other students to determine whether or not the correct binary numbers have been generated.
3. Provide the correct response, with an explanation and demonstration, for each example: 18, 20, 23, 28, and 31.
4. Discuss the implications for computer coding. Relate the activity to the Tynker or Code.org lessons that students have completed during their Computer Science classes: Tynker Login OR Code.org Login.

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ELABORATE/APPLY:

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1. Working in pairs, complete the first column of the csunplugged.org sheet: "Binary to Alphabet".
2. Still working in pairs, choose three numbers under 50 and write them in binary form in the space at the bottom of the sheet.
3. Switch with another pair of students and convert each others’ binary numbers to base ten numbers.

EVALUATE:

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1. Independent Practice: Have each student complete the first five items on the cse4k12.org sheet: "Binary to Decimal Conversion".
2. On the back of the sheet, invite students to write responses to these two questions:
1. How do digital devices store information?
2. You are using computational thinking to convert binary numbers to base ten numbers, and base ten numbers to binary numbers. What does this have to do with Computer Science?

Intended Grade: 5th Grade Materials: Hello Ruby: Adventures in Coding

Peanut butter, jelly, bread, and butter knife

Learning Targets:

Students will understand the importance of creating precise steps when creating algorithms. Student will create a list of steps to make a peanut butter and jelly sandwich, then they will share the list with a small group and work to refine a group algorithm. We will reflect and check as a class. Then students will work to create a algorithm for long division.

CS Standard: 1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

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Core Standard: 5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

ENGAGE: Start by asking the questions some exploratory questions.

Has anyone ever been confused by directions they have be given? For board games, school work, chores?

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Have students share some of their experiences.

Read Hello Ruby: Adventures in Coding chapter 1. Discuss as a class. Help students understand the importance of precise instructions, and introduce the vocabulary word algorithm. Have them use their Chromebooks to find the definition and meaning. Discuss this meaning. Tell the students we are going to work on a couple algorithms.

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EXPLORE:

Algorithm # 1 - Make a peanut butter and jelly sandwich.

Have the students create a list of precise steps to make a PB&J sandwich. Allow them time to formulate their thoughts and record their list. Once students have their list complete break into groups to allow students to refine their algorithms listening to each others thoughts and suggestions. Have each group come up with a more refined algorithm.

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Watch the video → https://youtu.be/Ct-lOOUqmyY.

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EXPLAIN:

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Allow the groups to refine their algorithms, and discuss the importance of have the ability to constantly change and evolve these as more information becomes available. With the revised algorithms create some PB&J sandwiches following their revised steps.

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Have a group discussion.

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Ask questions:

What other tasks could we use algorithms for?

Why do we need to be precise when creating algorithms?

What happens if we give a computer the wrong information or instructions that are not precise?

How could we use this knowledge to teach someone long division?

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ELABORATE/APPLY:

Algorithm #2 - Long Division

Follow the same basic process used for Algorithm #1. Have students individually create a list of steps for long division. Then have them return to their groups and refine their algorithms. Have them create a presentation for the class, where they explain their algorithm and what they have learned from this lesson.

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EVALUATE: Have students journal about what they learned in this lesson, and how they could apply it in their lives.

Number and Operations in Base Ten: Fractions

Standard

Slide Link

5.NF.A.1 and 5.NF.A.2

Slide 12

5.NF.A.1

Slide 14

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Intended Grade: 5th Materials: 1. paper and pencil for each student, 2. several example problems of adding, subtracting and multiplying fractions (to be displayed to the whole class), 3. a list of operations/steps to solve adding, subtracting, and multiplying of fraction problems (to be displayed to the whole class), 4. individual student technology devices to access Code.Org: Lesson 1 of 5th grade Course F (Minecraft), 5. an assessment containing 2 problems of each adding, subtracting, multiplying fractions and a list of possible computational commands/steps.

Learning Targets: Students will be able to demonstrate “Decomposition” while learning to solve addition/subtraction/multiplication fraction problems and while coding in minecraft. They will be able to determine which steps will (or will not) be used for addition, subtraction and multiplication of fractions and which steps will (or will not) be needed to write code to direct their character to its proper location.

CS Standard: 1B-AP-11 (3-5) Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

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Core Standard: (1) Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.) https://iowacore.gov/standards/mathematics/5/grade-5-mathematics

ENGAGE: After learning the individual units of adding/subtracting fractions and the unit of multiplying fractions the students will be introduced to Code.org and Course F, Level 1. In this set of sessions, students will learn how to use commands to effectively move their character to obtain certain objects. As the complexity increases, students will need to select only the needed commands from a list of commands that will allow them to complete each task. Some commands are not needed and some commands will obstruct them from completing their task successfully. After completing Level 1 in Course F, students will then be given a similar task using Fraction Computational commands. Here, students are to write/identify the commands that are necessary to solve the given problems (Adding/Subtracting/Multiplying Fractions). Some commands will be used for some problems, but not for others. The goal will be to use the smallest amount of commands needed to succesfully solve the specific math problem presented.

EXPLORE: Students will have a previous background of computational steps for solving different types of fraction problems (adding/subtracting/multiplying). They will be learning (by using Code.org Course F, Level 1) the commands to move/navigate their character around the minecraft map. In the second lesson (solving fractional computation problems) students will get to explore all the different types of mathematical commands and be able to select the appropriate ones to use for the given problems.

EXPLAIN: In these lessons we will be discussing/reviewing previously learned mathematical knowledge and vocabulary, as well as new coding knowledge and vocabulary. We will specifically be discussing the term “Decomposition” (breaking down larger problems into smaller, step-by-step, problems) to help us accomplish our specific goals in each area. Both of our lessons will have similar demands (choosing the correct and essential steps in order to solve a problem).

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ELABORATE/APPLY: Students will have had experience practicing and applying their newly learned fractional computation knowledge (Adding/Subtracting/Multiplying). They will then get to be introduced to coding a Minecraft character and choosing the appropriate commands for that character to successfully achieve a goal. They will have the opportunity to make mistakes and fix those mistakes during the 12 sessions. When finished with the 12 sessions, the next lesson will be for them to “code”, or correctly choose the commands needed to solve a given fraction computation problem. Discussions will be had after each problem to decide if errors were made or if all commands were necessary to solve the given problem.

EVALUATE: At the end of the lessons, the students will be given an assessment where they have to correctly choose the appropriate commands for solving, addition, subtraction and multiplication fraction problems.

Intended Grade: 5th Grade Materials: 8x8 Grid large size (classroom floor tiles), Copied 8x8 Grid, Computer

Learning Targets:

Students will be able to:

· Actively listen to the feedback and debug the program.

· Communicate when the code isn’t correct so that the person knows what needs debugging.

· Explain why it’s important to give very exact instructions.

· Give accurate instructions at a pace that the person can follow.

· Give a set of precise instructions that programs an object to move efficiently from one point to another.

· Identify where a bug has occurred and be able to correct the code to allow the object to move to the desired destination.

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CS Standard: 1B-AP-15 - Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

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Core Standard:

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SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

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5.NF.1 Use equivalent fractions as a strategy to add and subtract fractions.

5.G.1 Graph points on the coordinate plane to solve real-world and mathematical problems.

ENGAGE: Use Unplugged lesson Sending a Rocket to Mars from on CS Unplugged.

Link: https://csunplugged.org/en/topics/kidbots/unit-plan/sending-a-rocket-to-mars/

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CS Unplugged

CS Unplugged. (2020). Csunplugged.Org. https://csunplugged.org/en/

Begin by asking questions:

Why is it important to give very clear instructions?

Have you ever been given unclear instructions and ended up doing the wrong thing?

Why do you think computers need clear instructions?

Allow time for discussion.

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Ask for two volunteers and give yourself and them the roles of:

Role 1: The Developer (who writes the program) - The teacher will model this initially

Role 2: The Tester (who instructs the Bot and looks for bugs)

Role 3: The Bot (who runs the program)

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You need a large 8x8 grid, I plan to sure the floor tiles in my room.

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Explain the rules:

Teacher: "Our first goal is for the Bot to reach the ball. I’m going to be the programmer, but I’m going to need your help. We are programming the Bot, not just remote controlling it, because ALL the instructions are written before the Bot can follow those instructions. It’s our job to write down clear instructions for the Bot, who is going to be (say the person’s name). (Student's name) will be the Tester and is going to give the instructions to the Bot. The Tester will be on the lookout for bugs.

First of all we need to decide, what programming language are we are going to use for this? I’ve chosen arrows to represent move forward, turn left and turn right. (Draw these symbols on the whiteboard). Debugging is fun because you get a chance to change your program after it’s finished when you notice it’s not working how you thought it should.

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Work with the class to program the Bot to reach the ball.

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EXPLORE:

Give give each student a printed 8x8 grid. Have them write 2 fractions that add up to a whole and one other fraction, that doesn’t make a whole fraction with either of the 2 other fractions. Make sure they know the fractions cannot be next to each other. They want to make it tricky. Now have them partner up and exchange papers. They are now the programmer and need to create the code to get a whole fraction, using forward, turn left, turn right commands we used earlier. Once they have the code correct, have them hand the grids and code back to the owner for Testing. See if the code works, if not trade back and debug code.

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EXPLAIN:

Bring the class back together and discuss how the programming, testing and debugging went. What was hard? What was easy? What could we have changed to make it even better? Could you use different code to get to the same place?

ELABORATE/APPLY:

Plugged Activity: Assign Functions in Minecraft on code.org.

EVALUATE: Students will reflect on the lesson and include what they learned about coding and debugging. They should also include why it is important to have clear and precise instructions. I will also collect the grids and coding to evaluate student understanding.

Measurement and Data

Standard

Slide Link

5.MD.3 and 5.MD.4

Slide 18

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Intended Grade: 5 Materials: Grid paper, connecting cubes, scissors, tape, recording sheets, pencils

Learning Targets:

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Students will know that volume is the number of cubes that fit into a rectangular prism. Students will know that you can find volume by multiplying length x width x height or the area of the base x height. Students will work through problem based tasks creating rectangular prisms to determine a formula that will always work to find volume of a rectangular prism.

CS Standard: 1B-DA-07-Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea.

1B-AP-08- Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

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Core Standard: 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement., 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units., 5.MD.5 Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

ENGAGE: Teacher stands in front of the classroom and says:

“Let’s suppose that you are working at a packaging factory. Your company makes cardboard boxes of different shapes and sizes, for packaging and shipping products. One product you package is little ornaments. Each ornament is the same size, and is packaged in a little cube. You often need to ship more than one ornament at a time, so you pack the cubes in larger shipping boxes. Your first job for the factory is to solve this problem: How can you accurately predict how many of these cubes will fit in a shipping box of a particular shape and size? Once you have found a way to predict the number of cubes, you will need to explain your method in writing. That way, other people working at the factory can use your method, too, and know which box to make for an order of any size.

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EXPLORE: We’re going to do some problems to help us find a way to predict the number of cubes that will fit in a box. Tell the students they will do the following:

-Predict how many cubes fit in the pictured box without building the box and write the first answer in the blank. Draw the box pattern on grid paper, cut it out, fold it, and tape the edges to make the box. Fill the box with cubes to check their first answer, and then write the actual number of cubes that fit in the box. Think about how close your answer (before building) was to the actual count before going on to the next box. Think about why your first answer was or was not close. That way you’ll get better at finding the number of cubes without having to build each box.

EXPLAIN: At the end write the strategies you used. Be ready to discuss why your strategy will always work with the class. Relate this book back to the story about Ruby and how she faced a problem and she had to keep working to find a solution.

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ELABORATE/APPLY: After students have time to explain and discuss formulas that will work to find volume, provide them sometime to work with the formulas that were developed.

EVALUATE: Exit tickets. Define what volume is. Relate the process we used to how Ruby had to problem solved. How is this computer science? FInd the volume of a pictured rectangular prism.

Geometry

Standard

Slide Link

5.G.A.1

Slide 21

5.G.A.1

Slide 23

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Intended Grade: 3-5 Materials: fiber optic cable sample, kids flashlight with fiber optic cables, computer,

Internet connection, graph paper, Hello Ruby: Expedition to the Internet book, map

of Internet cables on ocean floors

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Computer networking and the Internet

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Resources:

Video: Journey to the Bottom of the Internet (https://www.youtube.com/watch?v=H9R4tznCNB0)

Hello Ruby: Expedition to the Internet by Linda Liukas, p.56-57

CSTA. (2020). Csteachers.Org. https://www.csteachers.org/Page/standards

Internet cables on the sea floor map: https://interestingengineering.com/both-the-us-and-russia-are-stalking-the-worlds-undersea-cables

Animated map of Internet cables being laid on ocean floor: https://www.youtube.com/watch?v=9rlUPWpLWOw

Learning Targets:

Students will know that the Internet is housed inside fiber optic cables that lay on the ocean floor after watching the video: Journey to the Bottom of the Internet.

Students will look at the map of places where Internet cables are currently buried around the world. (map provided by teacher)

They will locate 5 - 7 major cities from a variety of continents, where Internet cables exist as a common location, such as Rio De Jenaro, Brazil, New York, Panama, etc. They will discuss reasons why these are chosen as popular spots for Internet cables to connect from other places. They will discuss obstacles in the ocean, such as ocean mountain ranges that would cause obstacles for laying the cables.

CS Standard: 1B-CS-02 Model how computer hardware and software work together as a system to accomplish tasks. (P4.4)

1B-CS-01 Describe how internal and external parts of computing devices function to form a system. (P7.2)

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Core Standard: (5.G.A)Graph points on the coordinate plane to solve real-world and mathematical problems.

ENGAGE:

Teacher will pose the question: How are we able to use a computer to get information from England or India? That is a long ways from our school! Let’s

watch a video that will help us understand this amazing accomplishment a little better.

After viewing this video, in small groups, students will look at copies of the map where known cables lay on the ocean floor.

Video: Journey to the Bottom of the Internet (https://www.youtube.com/watch?v=H9R4tznCNB0)

One more quick video: https://www.youtube.com/watch?v=9rlUPWpLWOw which animates the places where Internet cables are laid.

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EXPLORE: Internet cables on the seafloor map: https://interestingengineering.com/both-the-us-and-russia-are-stalking-the-worlds-undersea-cables

This is a map that the students will have copies in for small group exploration. Students will be tasked to make a list of reasons why cables would be laid in these particular areas and also to make a list of what obstacles would be in the way for laying the cables.

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EXPLAIN:

After creating their lists, students will come back together to share ideas about why cables port in certain cities and also discuss obstacles in laying down the cables.

The teacher will explain to students that no country owns the Internet or the cables that run along the ocean floors. These cables are filled with fiber optic cables that look like this: show sample of a fiber optic cable obtained when my house was connected to the local fiber optic company. Also show the child flashlight that has many fiber optic “sticks” coming out of a flashlight, which has different colored LED’s in it. This will help students understand that Internet signals travel in the form of light and at almost the speed of light. That is how we can talk to England in real time!

The laying of these cables is more reliable than the satellites that fly over our heads transmitting signals to towers.

ELABORATE/APPLY: Using the grid map on page 56 and 57 in the Hello Ruby: Expedition to the Internet, students will then have a chance to develop their own scenarios of problems that an Internet cable may encounter. Using graph paper, they will give the grid coordinates and a brief reason for the problem. Using the map on page 56 students will put in their own dot points with their own troubles and have other groups determine the location of the problem.

EVALUATE:

Using exit cards, students will answer 3 questions about what they learned about the underwater Internet cables that keep the world connected.

What are some trouble areas for having Internet cables lying on the ocean floor?

Why is an Internet cable lying on the ocean floor more efficient than a satellite transmitting data from the air?

Where do many of the same Internet cables connect to on land?

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Intended Grade: 3 - 5 Materials: ¼ “graph paper, pencil, copies of pixels pages from CS Unplugged pixel painter resources

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Unplugged Activity

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Learning Targets: Students will know about binary numbers 0 and 1. We will define that using 0 means a number is on/white and 1 means a number is off/black. Students will be given the definition of a pixel. Using the provided painter pixel pages from CS Unplugged site, students will determine the binary patterns for each picture. Extending this lesson will involve the student creating a simple drawing and giving the binary numbers to another student to see if they can create the same image the original designer gave to them.

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Resources:

Seurat, Georges, A Sunday on La Grande Jatte, 1884-1886, oil on canvas, Chicago Institute of Art, Chicago, IL

https://csunplugged.org/en/topics/image-representation/unit-plan/colour-by-numbers/

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CS Standard:

Understand how images can be stored and represented using digits.� Computational Thinking: Abstraction Computer Science: Data Representation

Understand that the images shown by computers are made up of pixels, each of which can display a different colour, based on digits.� Computer Science: Data Representation

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Core Standard:

5.G.A.1: Graph points on the coordinate plane to solve real-world and mathematical problems.

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ENGAGE: Students will view a picture of pointillism from Georges Seurat’s famous painting of A Sunday on La Grande Jatte, oil on canvas, 1884- 1886. They will have a connection to this topic from a previous art lesson in this technique of painting. Students will view it close up and recall that the entire painting is done with tiny dots and it took Seurat two years to complete.

This style of painting is similar to how a computer shows us an image. Today, we are going to look at pixels and see how just 2 numbers can create an image similar to Seurat’s painting but in a much shorter period of time.

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EXPLORE:

Follow the instructions from this lesson: https://csunplugged.org/en/topics/image-representation/unit-plan/colour-by-numbers/ students will have an opportunity to explore the pattern of 0 and 1 to form an image. Some images are multiple pages that will be joined together with other classmates to make a larger image.

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EXPLAIN:

Each black and white square colored in this activity represents a pixel for a computer to read. These pixels can be in the form of images, like a picture, or they can be in the form of letters like text. Large numbers can be stored and give us limitless amounts of images.

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Vocabulary: pixel, image representation

ELABORATE/APPLY:

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Older students in my multi-aged classroom can/ will apply their knowledge of the x-axis and y-axis to this activity. Once they have understood how the binary numbers code the black and white spaces for an image, they can extend this knowledge to giving coordinates for the black spaces, placing the origin in an appropriate placement to allow for the image to be recreated.

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EVALUATE:

Exit cards with vocabulary for students to write their understanding of a pixel and image representation.

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