Day/Date: Monday

Lesson # in sequence: #1                                                                            

Grade Level: 5th grade

Curriculum Materials Needed: pencil and paper

Central Focus for Learning Segment: Focus on listening to commands and relaying the exact information.

Total lesson time: 1 hour

Lesson Agenda

Rationale or learning progression – How does this lesson connect with prior lessons and/or prior knowledge of students? What are you trying to accomplish in this lesson? How does the lesson “flow” together?

• Prior knowledge would be recalling what the student did the same morning when they got ready for school
• Goal is for students to understand concept of inputs and outputs and idea of coding

Beginning the lesson

• Teacher introduces the theme of this unit (theme: Bathroom morning routine)
• Teacher asks students to take a few minutes to write down what they do in the morning when they wake up? Go to the bathroom? Brush teeth? Shower? Brush hair? Wash face? Use the restroom? Etc.
• Facilitate discussion on what students wrote down

Middle of the lesson (Small Group/Individual Work/Whole Class Discussion)

• Teacher asks students to pick a partner
• Teacher asks each student to write down EXACT steps on two-three different things student did during their morning routine (example: starting point- position body to the right, walk five steps to the right (should end up at sink) lift right arm 90 degrees, then pick up toothbrush)
• Student takes 7-10 min to write down each step
• Partner #1 has partner #2 act out or perform their bathroom routine by stating the exact rules they had written out on their paper
• Switch roles: Partner #2 now states all the instructions they wrote down on their own paper

End of the lesson: (assess for understanding)

• Teacher facilitate discussion after partner activity
• What was hard? What was good? When performing the instructions or codes, did anyone’s instructions not do what they actually had in mind?
• Teacher mention how exact and accurate the coding list must be
• Teacher ask students what kinds of things have inputs and outputs ? or coding concepts?
• Students should answer with things such as computers etc.

Day/Date:  Tuesday

Lesson # in sequence:   2

Grade Level: 5th

Curriculum Materials Needed: scratch program, computers

Central Focus for Learning Segment:  Learning Scratch
Total lesson time: 1 hour

LESSON AGENDA

Rationale or learning progression – How does this lesson connect with prior lessons and/or prior knowledge of students? What are you trying to accomplish in this lesson? How does the lesson “flow” together?  In this lesson students will build upon the knowledge they learned about procedures and commands from the class before to make a scratch program that displays their morning routine.

Beginning the lesson

In the beginning we will watch the short scratch videos to help gain a base knowledge of how scratch works.   Afterwards, we will look at a scratch project and run through it together.

Approximately 20 min 

Middle to End of the lesson (Small Group/Individual Work/Whole Class Discussion)

In small groups, students will work collaboratively on a small scratch project that goes over their morning bathroom routines.  In their project should be, at least one sprite that moves (glides, or go to functions), text boxes,  and a noise.

approximately 40 min

Day/Date: Wednesday
Lesson # in sequence: lesson #3
Grade Level: 5th grade
Curriculum Materials Needed: Edison robot, print manual copy and barcode, Edscratch software
Central Focus for Learning Segment:
CS Framework/Standards Concept Objective(s): understand how the Edison robot work with code and barcode
CS Framework/Standards Practices Objective(s): practice with the Edscratch and write code work on Edison robot.
Total lesson time: one hour (60 mins)

Lesson Agenda

Rationale or learning progression – How does this lesson connect with prior lessons and/or prior knowledge of students? What are you trying to accomplish in this lesson? How does the lesson “flow” together?

In class 2, students will learn the basic knowledge about scratch and understand how scratch code they work function and work by practice.
This lesson tries to link students understanding from Scratch to Edison robot and prepare for future project.
The class 2 provide basic understanding of coding, and the class 4 students will practice coding with Edison robot after learning from class 3.

Beginning the lesson

Introduction Edison robot to students, relate to how code works in the real world. (15mins)
Show how Edison robot work with the default code and barcode. (5mins)
Adaptations for student support:

Middle of the lesson (Small Group/Individual Work/Whole Class Discussion)

Provide Edison barcode packet to students and let them use barcode code system to test Edison robot’s function. (small group 10 mins)
Then have the kids play around with different barcodes on their own (line function, light sensor, sound/clap detection, etc.) to understand how Edison robot function under the code students will write. (small group 15mins)
Adaptations for student support:

End of the lesson:

Let students write a quick reflection about their understanding. (individual 5min)
Demonstrate to class and share about understanding of Edison robot. (10 min)

Day/Date: Thursday
Lesson # in sequence: 4
Grade Level: 5
Curriculum Materials Needed: Edison robot, computers, projector, batteries, transfer cable

Central Focus for Learning Segment: programing Edison robots
CS Framework/Standards Concept Objective(s): computing systems
CS Framework/Standards Practices Objective(s): Testing and Refining computational artifacts
Total lesson time: 1 hour

Lesson Agenda

Rationale or learning progression – How does this lesson connect with prior lessons and/or prior knowledge of students? What are you trying to accomplish in this lesson? How does the lesson “flow” together?

This connects to prior lessons because in the day before we introduced the Edison robot and had students use barcodes to see the Edison robot function. Now in this class we will make our own code instead of playing with another person’s code.

Beginning the lesson
-introduce lesson by reviewing what we did last class
-have class get into groups of 2
-explain that today we will be making our own code for the robots will played with last class
-mention guidelines for project
-demonstrate how to use edscratch with videos
-pass out robots

Adaptations for student support:

Middle of the lesson (Small Group/Individual Work/Whole Class Discussion)

-let students share ideas for robot Edison code
-let students create code
-answer questions
-let students share project with peers

Adaptations for student support:

End of the lesson:
-save code
-finalize robot code
-program robot
-film robot
-put away robot

Day/Date: Friday
Lesson # in sequence:5
Grade Level: 5th
Curriculum Materials Needed: Edison Robot, poster paper, computers, scratch
Central Focus for Learning Segment: Programming Edison robots
Total lesson time: 1 hour

Lesson Agenda

Rationale or learning progression – How does this lesson connect with prior lessons and/or prior knowledge of students? What are you trying to accomplish in this lesson? How does the lesson “flow” together?

Students will use their knowledge learned from Monday-Thursday to help make a scratch project that moves their Edison robot like their morning routine.

• Monday: Procedures
• Tuesday: Scratch basics
• Wednesday: Edison barcodes
• Thursday: Scratch programming for Edison robots

Students will create the project in groups and will learn that there are many different approaches to coding
Beginning the lesson

Students will get in groups and work on their Edison Robot Project

Approximately 45 min

Share Project with class
Approximately 15 min