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Https://code.org/curriculum/course2/2/Teacher original (translation CLOCK_JZ)
No computer activity.
Algorithms in life: paper airplanes
Course Duration: 20 minutes This time only includes basic activities. In case of ample time, you can join the pre-class introduction and after-school thinking and development
Course overview
In this lesson, we combine the contents of everyday life with algorithmic concepts by making paper airplanes. The goal is to enable students to start building the relationship between the programming environment and the daily environment.
Teaching Plan
start -15 minutes
1) Overview
2) words
3) What to do every day
Events : the algorithm in life -20 minutes
4) Algorithms in life: paper airplanes
Summary -5 minutes
5) Exchange Summary – What have we learned?
Quiz-10 minutes
6) Algorithms in life
Course Objectives
Students learn to:
- The daily behavior of the embodiment, the name of the word.
- Break big things down into smaller tasks.
- Arrange the logical order of each small task rationally.
Preparation instruction
Material preparation, Course preview
Students
- Folding the plane's paper
- worksheets, Algorithms in life: paper airplanes
- Evaluation table: Daily Algorithms
- Scissors
- Glue
Teacher
- See Course Videos
- Familiarity with the course
- worksheets, Algorithms in life: paper airplanes
- Print to each student: daily algorithm evaluation table
Start ( minutes )
1) Review
Take this opportunity to review what you learned in the last lesson. It is suggested that the two interact with questions and groups of students to discuss.
You can refer to the following questions:
- What did we learn in the last lesson?
- What can I do if I have time?
- What's wrong with the content of the last lesson?
- Which part of the last class do you like best?
Tips
at the end, you can leave a positive impression on students by asking "favorite parts" . , increase the motivation for the next activity.
2) words
Review an important vocabulary:
algorithm – pronunciation: alpha-hook-sharpen-think wood
A description of the detailed method required to complete a task. (calculation method, abbreviation algorithm )
3) What do we do every day?
- Ask everyone what they've done before they get to school early.
- Write the answer on the blackboard.
- If possible, write a number in front of each answer to indicate the order in which it happened.
- If the students ' answers are disordered, ask them to organize your order.
- Point out the chaotic place and the orderly place respectively.
- Tell the students that everything you do every day can be turned into an algorithm
- For a few examples, brush your teeth, wash your face, make breakfast, and grow flowers.
- Let's do a more interesting, origami airplane.
Activity: (20 minutes) 4) Life Algorithm work table: paper plane
Tips
Depending on the degree of acceptance of the student, the decision is made whether they are done independently or in sub-groups.
- You can use algorithms to describe everything in your life. Today, we write an algorithm that can help you make an origami plane.
Method Overview :
- Cut off every step of the origami plane from the work table.
- Together, find the correct six from nine options.
- Paste the six in the correct order onto another piece of paper.
- Swap the completed algorithm with the other teams and let them take the algorithm to origami the plane.
- If you are afraid of a paper plane flying to the students, it is advisable to fold the head inward, or cut it off and wrap it around the sharp edges.
Tips
It is too difficult for a student to determine every step of the paper plane. First guide them to choose the correct six steps, then the group practice.
Summary (5 minutes )
5) A short discussion: What did you learn from this lesson?
- How many people can fold out the paper plane according to the classmate's algorithm?
- What else is not mentioned in this exercise?
- Can you change the algorithm a little better?
- What if the algorithm has only one step: "Origami airplane"?
- Is it more convenient or more difficult?
- What if the algorithm has 40 steps?
- Which part of this activity do you like best?
Small Quiz (Ten minutes )
6) Quiz form: The algorithm in daily life
- Carefully explain the topic requirements and let the students do it independently.
- After the above activities, students should feel familiar with the test.
Expand your knowledge
The following activities can promote the digestion of learning knowledge. Can be used as extracurricular exercises.
Go figure
- Group the classes.
- Each team gives a few steps to complete a task in a few detailed ways.
- Bring everyone together, choose a group to show their algorithms, and not let others know exactly what to do.
- Let's guess what this algorithm is going to do?
Correlate knowledge points and some information (not related to curriculum, not translated)
ISTE Standards (formerly NETS)
- 1.a-apply existing knowledge to generate new ideas, products, or processes
- 1.c-use models and simulation to explore complex systems and issues.
- 2.b-communicate information and ideas effectively to multiple audiences using a variety of media and formats.
- 2.d-contribute to project teams to produce original works or solve problems.
- 4.b-plan and manage activities to develop a solution or complete a project.
- 6.a-understand and use technology systems.
CSTA K-12 Computer Science standards
- Ct. l1:3-03. Understand how to arrange information into useful order without using a computer.
- Ct. L1:6-01. Understand and use the basic steps in algorithmic problem-solving.
- Ct. L1:6-02. Develop a simple understanding of a algorithm using Computer-free exercise.
- Ct. L1:6-05. Make a list of sub-problems to consider while addressing a larger problem.
- Cpp. l1:3-04. Construct a set of statements to is acted out to accomplish a simple task.
- Cpp. L1:6-05. Construct a program as a set of step-by-step instructions to is acted out (e.g., make a peanut butter and jelly sandwich a ctivity).
- Ct. l2-03. Define an algorithm as a sequence of instructions that can is processed by a computer.
- Ct. l2-06. Describe and analyze a sequence of instructions being followed.
NGSS Science and Engineering practices
- K-2-ps3-2. Use tools and materials provided to design and build a device, solves a specific problem or a solution to a specific p Roblem.
- 3-5-ets1-2-Generate and compare multiple possible solutions to a problem based on what well are likely to meet the CR Iteria and constraints of the problem.
Common Core Mathematical Practices
- 1. Make sense of problems and persevere in solving them.
- 2. Reason abstractly and quantitatively.
- 3. Construct viable arguments and critique the reasoning of others
- 6. Attend to precision.
- 7. Look for and make use of structure.
- 8. Look for and express regularity in repeated reasoning.
Common Core Math Standards
- 1.g.1-distinguish between defining attributes versus non-defining attributes; Build and draw shapes to possess defining attributes.
- 2.g.3-partition circles and rectangles into a, three, or four equal shares, describe the shares using the words halves , thirds, half of, a third of, etc., and describe the whole as the halves, three thirds, four fourths.
Common Core Language Arts
- Sl.1.1-participate in collaborative conversations with diverse partners on Grade 1 topics and texts with peers and ad Ults in small and larger groups.
- Sl.1.2-ask and answer questions about key details on a text read aloud or information presented orally or through other Media.
- L.1.6-use words and phrases acquired through conversations, reading and being read to, and responding to texts, Includin G using frequently occurring conjunctions to signal simple relationships.
- Sl.2.1-participate in collaborative conversations with diverse partners on grade 2 topics and texts with peers and ad Ults in small and larger groups.
- Sl.2.2-recount or describe key ideas or details from a text read aloud or information presented orally or through other Media.
- L.2.6-use words and phrases acquired through conversations, reading and being read to, and responding to texts, Includin g using adjectives and adverbs to describe.
- Sl.3.1-engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse Partners on grade 3 topics and texts, building on others ' ideas and expressing their own clearly.
- Sl.3.3-ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
- L.3.6-acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and Phras ES, including those that signal spatial and temporal relationships.
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Course 2, stage two, life algorithm: Origami plane (no computer)
