Scratch Playground

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Integrated Technology Studies

  Course Title:

  Coding Fundamentals

  Course Number:

  9009200

  Career Cluster:

  Information Technology

  CIP Number:

  0511020109

  Course Type:

  Orientation/Exploratory

  CTE Standard(s) or benchmarks

  • 07.02 Define the term “algorithm,” and explain how it relates to problem-solving.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Real-life Algorithms.” See CPALMS resource ID# 209804.

• Career Connection

  
  

  Algorithmic thinking is an important skill to learn because it allows software engineers and computer science developers to outline efficient procedures to solve errors and complete a specific task. This lesson encourages students to use their critical thinking and problem-solving skills.

• Learning Objectives

  
  

  Students will be able to:

  • Define and use the basic steps in algorithmic problem-solving.
  • Use block coding to develop a set of step-by-step procedures to complete a given task.
  • Recognize different algorithms that solve the same problem.
  • Identify the most effective algorithm.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Block coding (beginner level).
  • Basic concept of binary numbers/objects.

• Guiding Questions

  
  
  • How can real-life algorithms be used in problem-solving?
  • What criteria makes an algorithm efficient?

• Procedure

  
  
  1. Teacher will introduce the term “Algorithm” as a sequence of steps that an individual follow to complete a task. See Teacher Notes for additional information.
  2. Teacher will then distribute the case study “Real-Life Algorithm” to students to read (see CPALMS resource ID #209804).
  3. Students will be divided into pairs and briefly answer the following questions:
     • What do you notice about all of Liliana’s algorithms?
     • What similarities and differences do you notice in her algorithms?
     • Which do you believe is the most effective algorithm? Why is that the most effective?
  4. Teacher will distribute 2 blank pieces of paper per pair. Students will work together to develop an algorithm in which they act out as Liliana making the sandwich, in this case, drawing a rectangle shape for the sandwich bread. One student will give specific commands to draw a rectangle shape (acting as a sandwich), the other student will draw the shape based on the instructions given. Make sure students are swapping roles as well.
     • Students are only allowed to use the following commands:
       • Pen Down
       • Pen Up
       • Move Forward
       • Move Backwards
       • Turn x degrees
  5. Students will share their findings. Teacher will reinforce the concept of algorithm and the importance of performing a task that is exact, unambiguous, and precise.
  6. Students will then be introduced to block coding using Scratch (see Teacher Notes) for an independent drawing activity of a sandwich. Provide students with the Scratch Sandwich Project attachment for the directions.
  7. Teacher will then give students a few minutes to discuss and compare algorithms from Scratch.
  8. To bring the lessons to a close, the teacher will have the students identify the similarities and differences in the algorithms for drawing different shapes.
     • How do your algorithms differ from one another?
     • Do you notice one algorithm to be more effective and efficient than the other? How so?

• Teacher Notes

  
  
  • Students will need Scratch accounts for this lesson. Teachers may choose to use the Scratch Teacher account feature. Visit https://scratch.mit.edu/educators/#teacher-accounts for more information.
  • You can use algorithms to help describe things that people do every day (brushing teeth, making paper airplanes, dressing up for school etc.)
  • An efficient algorithm is also a sequence of tasks with the least number of steps, while keeping to be exact, unambiguous, and precise.
  • In step #8, it is likely you will see variations in how the algorithms are written – this is perfectly fine, provided the desired result was achieved.

• Optional

  
  

  Accommodation Idea:

  • Reduce the number of shapes that are required to complete the “The Scratch Sandwich Project” to 1-2 shapes for students who needs modified assignments.