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Unplugged Computational Thinking

with Classroom Manipulatives

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Introduction

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Speakers

Kathy Benson

Program Director

Tequity4All

Meghan Bennett-Marx

Library Media Specialist

Harford County Public Schools

kbenson@tequity4all.org

Meghan.BennettMarx@hcps.org

kbenson@immersivesteam.com

https://bit.ly/ctwithmanipulatives

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Orientation

Need

Easy way to introduce computational thinking to early learners

Approach

Elementary school
Computational Thinking instruction
Stand-alone or interdisciplinary
Unplugged
With classroom manipulatives

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Essential Questions

How do unplugged computational thinking lessons support student learning?
How can classroom manipulatives facilitate the teaching of computational thinking?
What are the core computational thinking skills that can be developed through hands-on activities?
How can we design activities that promote inquiry and problem-solving?

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Objectives

I can define computational thinking and its four pillars (decomposition, pattern recognition, algorithms, and abstraction).
I can use classroom manipulatives to design practical, tangible, unplugged, computational thinking activities.

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Think-pair-share

1 minute

Name some ways you use computational thinking in real life.

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Inquiry Cycle

A way to learn about a new teaching approach.

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Challenge

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Challenge Directions

Work with your partner to solve the given challenge using the provided manipulatives.
As you complete the challenge, discuss the computational thinking skills you practice.
After completing the challenge, you will reflect with the rest of your table. Be prepared to reflect on the strategies you used and how you might use them with students.

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Model Challenge

Equivalent Fractions

Directions:

Use the fraction strips to create different ways to model one whole.
Write equations for the equivalent fractions your made.
With a partner, discuss what you discovered.
Design a classroom activity to address adding like fractions.

virtual fraction strips

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Challenge #1

Animal Pattern Blocks

Directions:

Pick an animal from the pre-kinders website.
Recreate it with virtual or physical pattern blocks.
Discuss how breaking a composite shape into its component parts enriched your understanding.
Brainstorm a classroom activity to use pattern blocks to represent a social studies concept and write an algorithm to replicate it.

Lesson Plan: 0581 gr1-2 Science Pattern Blocks Animals I

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Challenge #2

LEGO CS Vocabulary

Directions:

Explore the CS Algorithms and Programming vocabulary slide deck.
Select one vocabulary term (e.g., Loops). Use LEGOs to complete that activity.
Discuss how creating a model for a vocabulary term enriched your understanding.
Brainstorm how you would use LEGOs to teach the vocabulary term “Modularity”.

Lesson Plan: 000026 - gr2 Computer Science Vocabulary - AP

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Challenge #3

Unifix Cubes

Directions:

Use the unifix cubes to make a growing pattern. Name that pattern.
Use your unifix cubes to represent a landform or body of water.
Discuss how creating a model enriched your understanding.
Design a classroom activity to use the unifix cubes to spell your name and write an algorithm to replicate it.

Lesson Plan: 001208 gr2 Snap block models

virtual unifix cubes

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Challenge #4

Modeling Clay

Directions:

Select one QuiSi card or visualize your own object from your imagination.
Think about the smaller pieces that compose your object. Decide the order you will use clay to represent the pieces. Use clay to make each piece. Put the pieces together.
Discuss how breaking the object into smaller pieces enriched your understanding.
Design a classroom activity to use clay to represent a science concept and write an algorithm to replicate it. .

Lesson Plan: 001274: Art Playdough Workshop

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Challenge #5

Guess My Sprite

Directions:

Partner 1 has the stack of individual cards face down. Without looking at it, put the first card on your forehead with the sprite facing out.
Partner 2 has a page with a cheat sheet of all sprite. Partner 1 asks partner 2 yes or no questions one at a time until partner 1 can guess the card on their forehead. Switch roles and go again.
Discuss strategies to minimize the # of questions needed.
Brainstorm a classroom activity to play “Guess Who” with covers of books.

Lesson Plan: I000507 Ice Breaker Sprites Yes/No

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Challenge #6

Classify This!

Directions:

One partner picks several animals from the deck of animal cards.
The other partner tries to guess what the animals have in common.
Switch roles and go again.
Brainstorm other objects that you could use to teach other classification concepts.

Note: If you don’t have access to the game cards, you can use plastic animal figures instead.

Lesson Plan: Classify This!

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Challenge #7

Geoboard

Directions:

Think of a plant, animal, etc. that is symmetrical.
Use the rubber bands on a geoboard to represent that object.
Discuss how this experience enriched your understanding of symmetry.
Brainstorm a way to use the geoboard for ELA or Math.

Lesson Plan: 001406 Unplugged CT with Geoboards

virtual geoboard

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Challenge #8

3D Shape Scavenger Hunt

Directions:

Pick one 3D shape from the wooden blocks.
Name the shape. Describe each face of the shape.
Go on a scavenger hunt around the room and locate as many objects with that general shape as you can find.
Discuss how the scavenger hunt enriched your understanding of 3D shapes.
Brainstorm a classroom scavenger hunt for a different topic.

Lesson Plan: 001407 gr1 Math 3D Shape Scavenger Hunt

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Reflect

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Brainstorm Thinking Skills

Think-pair-share at your table:

What type of thinking was required during your activity?

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Computational thinking refers to the thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer.

But you don’t need a computer to do it!

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Prepare an Anchor Chart

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Expectations for your Anchor Chart

What computational thinking skills did you use during the activity?

How did the manipulatives help in solving the problem?

What challenges did you encounter, and how did you overcome them?

?

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Anchor Chart Directions

Your table is going to create an anchor chart to describe your challenge to the whole group during the subsequent gallery walk.

Draw a sketch of one product you created with the manipulatives.
List any computational thinking skills you used during the challenge.
Describe any benefits or drawbacks you foresee in using this activity in your classroom.

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Model Poster

Sample Student Work

CT

Challenges

Benefits

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Gallery Walk

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Notice

Praise

Question

Polish

?

Star

Speech

Bubble

Arrow

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Connect

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Connect to your teaching

Brainstorm some ways you can use these manipulatives to elevate computational thinking in unplugged instruction in your classroom.
If time permits, review and comment on posts by others.

Padlet

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Combine Unplugged with Plugged Activities

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Cognitive Load

Cognitive load refers to the amount of information a learner can handle simultaneously.

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A Model of Cognition

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Resources

Amazon Shopping List: Sample Classroom Manipulatives
CT Word Wall: Posters for a CT Word Wall
Bebras CT Challenges: Online Challenges for CT
CS Hands On: Unplugged Lessons for CT

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Thank you

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Speakers

Kathy Benson

Program Director

Tequity4All

Meghan Bennett-Marx

Library Media Specialist

Harford County Public Schools

kbenson@tequity4all.org

Meghan.BennettMarx@hcps.org

kbenson@immersivesteam.com

https://bit.ly/ctwithmanipulatives