GRADE: 5th
SUBJECT: Computer Science and Math
TOPIC: Geometry and Coding/Programming Vocabulary
RELEVANT STANDARDS:
- Idaho state standard 3-5.IC.01
- Explore the connections between computer science and other fields
- Core Practices:
- Fostering and inclusive computing culture
- The International Society for Technology in Education (ISTE) Standard:
- Research and information
- Fluency
- Critical thinking
- Problem solving
- Decision making
LESSON FOCUS & GOALS:
- Students will be able to recognize geometry math terminology.
- Students will be able to recognize the terminology that the Scratch.mit.edu coding website uses.
- Students will be able to use both math and coding/programming terminology together to prepare them for lesson 3, which involves them coding shapes on Scratch.mit.edu.
- Students will be able to explain to each other what these terms mean and how they apply to geometry or coding.
MATERIALS NEEDED:
- The worksheets (provided below)
- Activity Cards
- Answer sheet
- Exit ticket/reflection
- Scissors
- Ziplock baggies, paper clips, or binder clips (if you wish to keep the cards after the activity is over).
PREP:
- Print the activity and reflection worksheet, the awnser key and the lesson plan guide.
- 2 options: The handout will need to be cut to make vocab cards for students to match the terms and definitions together.
- 1- Cut the handouts yourself
- 2- Have your students cut the handouts (make sure you have enough scissors for all students)
STRUCTURE/ACTIVITY:
- The activity (40-60 mins): Students will receive the handout (pre-cut or they will cut it with scissors) and will work with their table partner to match the vocabulary terms with their definitions.
- 1- Whole group discussion: describe what the students will need to do for this game. “For this game you will work with your table partner to match the terms (which are Bolded ) with their correct definitions,” and answer any questions that students have.
- You can also pull up the Scratch.mit.edu website and briefly explain what the website is and show the students a few of the website’s features before getting started with the activity.
- 2- Pass out the activity card worksheet to students (they will either be pre-cut or you will have students cut out the cards themselves).
- 3- Give the students about 20-25 minutes to complete the activity and walk around the room to help students with any questions that arise as they work through the activity.
- 4- When the majority of students have matched all the terms with their definitions, turn back to whole group discussion and go over the answers as a class (remember to print out the answer key for yourself and the students).
- As you are going through the Scratch vocabulary, it may be helpful to have the website pulled up to show students the components of Scratch. (Ex: when you are going over the term “event blocks” go to the events block section and show the students what type of event block there are).
- 5- Introduce the reflection part of this lesson (pick from the three options listed in the assessment section) and allow students 10-15 minutes to reflect on the activity.
- 6- Answer any questions that may arise and then pass out the answer sheet to the students to keep. (This will be helpful to refer to when they are doing lesson 3 and 4)
ASSESSMENT:
- As students are completing the activity, walk around the room and make sure that all of the groups are actively participating and that they are able to match the majority of the terms to their definitions.
- After the activity and the whole class discussion is completed have the students complete a simple three question reflection (3 options)
- Have students individually write their answers to the three questions (Worksheet attached below)
- Have each table group have a discussion about the three questions
- Have a whole group discussion about the three question
Worksheets and Teacher Guide for Lesson 2
Lesson 2- Reflection/Exit Ticket
Student Examples
