5th GRADE
​ LESSON 2: 
SEQUENCES IN MAZE

LESSON MISSION

1.)  I can order movement commands as sequential
      steps in a program.

2.)  I can modify an existing program to solve errors.

3.)  I can break down a long series of instructions into
​      the largest repeatable sequence.

LESSON INTRODUCTION

In today's lesson, you will be learning new concepts and reviewing old ones that you learned last year.  Sometimes, the best way to learn new technology skills is to perform the skill without technology first.  This helps you to gain a better understanding of what you are doing and why you are doing it.
INTRODUCTION INSTRUCTIONS
VOCABULARY TERMS 
First, let's go over the vocabulary terms under the toolbox on the right.
INTRODUCTION ACTIVITY
GRAPH PAPER PROGRAMMING WITH BLOCKS
Now you are going to practice your understanding of these terms by playing a game called Race to the Finish!  In this activity, you will work with your shoulder partner as a team.  Each pair will receive an activity bag with the following items.  Do not open it until I tell you to.
  • Coding Block Manipulatives
  • Drawings on Graph Paper
  • Paper and Pencil
  • Group check card
BAG CONTENTS
The contents of your bag are pictured below.

TOOL BOX

Picture
Look under the toolbox for important terms.
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

sequencing: putting commands in correct order so computers can read the commands

loop:  the action of doing something over and over again

program:  an algorithm that has been coded into something and run by a machine

programming:  piecing together instructions in a specific order using something a machine can read
INSTRUCTIONS
  • Each pair of students will use the Coding Block Manipulatives to write the program needed to draw the picture on the Graph Paper.  
  • You can write it out first if it helps you.  
  • The Coding Block Manipulatives are used by starting at the top and adding manipulative to the bottom.  
  • When you finish programming the first picture with the blocks, one NOT BOTH of you, will bring me your Check Card.
  • When it is your turn, I will come and check them.  
  • If they are correct, I will nod my head yes and give you your second programming card.
  • If they are incorrect, I will nod my head no and give you a try again card.
  • You will program 4 cards in the game.
  • The first pair to program all four cards wins the Race!
​

LESSON ACTIVITY

We will begin today's coding activities by  watching a video about coding.  Follow the instructions below:
LESSON VIDEO
  1. Click on your class icon below to go to your Code.org Classroom.  
  2. Put in your password.  
  3. Click on Lesson 2:  Sequence in Maze  
  4. Put on your headphones and watch the video.  
  5. When you have finished, put your headphones back on the hook and wait quietly until your classmates have finished.
  6. DO NOT GO ON TO THE ACTIVITY UNTIL I TELL YOU TO!
BEFORE THE ACTIVITY DEMONSTRATION
Modeling the Activity
  • Now, I am going to demonstrate how to program.  I will pretend to be a student doing the program.  I will talk about what I am thinking and express the strategies I am using to deal with my frustrations.  I want everyone to watch the screen and listen as I model this for you.  Do not start the activity yourself until I tell you too.
  • Remember, we have been working on "really listening" and not "waiting to talk."  It is very important that you watch and listen so you are not frustrated later.  Save all questions until after the demonstration.
ACTIVITY INSTRUCTIONS
Now it is your turn to do the activity.  When I tell you to, you will follow my instructions to begin the programming activity.  Remember, you will be using the Debugging Process and Pair Programming during the activity.  Let's go over these things one more time before you begin.  
The Debugging Process
Remember, one of the activities you will be required to do is to figure out what coding is incorrect or not needed. To do this, you will need to use the Debugging Process.
  • 1.)  Describe the problem that you are seeing.
  • 2.) Ask yourself -  "What is it supposed to do?"
  • 3.) Ask yourself - "What does it do?"
  • 4.) Ask yourself - "What does that tell me?"
Remember that frustration is part of learning.  Frustration means you are about to learn something and your persistence will pay off!  
PAIR PROGRAMMING
If you run into something that is very challenging or have a question, you will use the Pair Programming Strategy that you learned about in the video.
How Pair Programming Works
  • Remember, in Pair Programming, you are still doing your own work.  
  • When you experience a challenge use the debugging process.
  • If you still have problems or questions, ask your partner to help you.
  • If your partner doesn't know how to help you, the two of you can ask another pair.
The Right Way to Help Classmates
  • Remember, when you help someone, you are not doing it for them.
  • Don't sit in the classmate's chair.
  • Don't use the classmate's keyboard.
  • Don't touch the classmate's mouse.
  • Make sure the classmate can repeat the solution to you out loud.
A Beforehand Tip
  • ​It is very important that when you are doing this activity, that you are thinking of things from the Bird's point of view.  If it helps you can stand up and do the movements yourself.  
Your Turn
  • Now it is your turn.  Click the continue button on your video to go to the maze program.
  • Remember, do your best and try not to get frustrated.  
  • Talk with your neighbor before you program about what you plan to do.  
  • Do they agree with you?  Why or why not?  
  • Did what they have to say change the commands you gave?
  • Remember to use strategies to help deal with frustration so that you can be persistent.
  • ​You Can Begin!  I have the icons embedded below in case you closed out before.

REFLECTION

Congratulations!  You finished Sequence in Maze and accomplished today's mission.  Now, you need to reflect on what you learned.  Below you will see, The Coding Chronicles.  The Coding Chronicles are online reflections of what you have learned.  The questions in the Chronicles will guide your through the reflection process.  When you have finished, click submit and log off of your computer.

MISSION ACCOMPLISHED

CONGRATULATIONS!

Coding Lesson 2:  Sequences in Maze
​
​You have accomplished your mission!

LESSON RESOURCES

​This lesson was created using the following resources.
Code.org
​Studio.code.org. (2017). Code.org. [online] Available at: https://studio.code.org/s/coursef [Accessed 20 Nov. 2017].

AL STATE TECHNOLOGY STANDARDS

The following Alabama State Technology Standards were addressed in this lesson:

​5th Grade Computational Thinker:

Abstraction 
  • Standard 1:  Construct a complex system of numbers, letters, or symbols to represent information.  Example: Complex secret codes in problem solving activities
  • Standard 2:  Publish organized information in different ways to make it more useful/relevant.  Examples: Infographic, student created website. 
  • Standard 3:  Develop and recommend solutions to a given problem and explain the process to an audience.
Algorithms 
  • Standard 4:  Detect and debug logical errors in various basic algorithms.  Examples: Written, mapped, live action, digital
  • Standard 5:  Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.  Example: Move a character/robot/person through a maze 
Programming and Development 
  • Standard 6:  Create a working program in a visual environment using arithmetic operators, conditionals, and repetition in programs in collaboration with others.  Examples: Block-based visual programming language.
  • Standard 7:   Demonstrate that programs require known starting values and need to re-initialize upon program completion.  Examples: Set initial score to zero in a game