General Overview

Photos created by AI. 

Lesson Overview: 

This is a series of 4 lessons, targeted at 4th Grade level. It will align with Washington State Computer Science Standard 6.1, 6.2, and 7.1 . Students will understand the cause-and-effect relationships of programing and data analysis to debug their programs to ensure it runs as intended. We will be using EDScratch and Edison Robots. We will include science as an additional subject. We’re thinking something like a multi-series race using robots that each group of students programed.

 

All the lesson plans follow the same format as the table below: 

Learning Target: I can (explain the importance of…)

I can use what I understand about cause and effect relationships and apply it to make a successful program on EdScratch to effectively get the Edison robot through a race.
Learning Standards: Connection to grade level standard/common core, broader purpose and transferable skill… Learning Target & Standard are aligned. 

  • Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. (1B-DA-07)
    • (1B-DA-07) Grades 3-5, Data and Analysis, Communicating about Computing.  
  • Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. (P. 6.1, P. 6.2)
  • Energy can be transferred in various ways between objects (4-PS3-1), (4-PS3-2),(4-PS3-3).
    • (4-PS3-1) the faster a object is moving, the more energy it possesses 
    • (4-PS3-2),(4-PS3-3) Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
Do Now/Anticipatory Set/Progression of Learning: Connection to previous/future lesson… Linked to logical progression and relevant to students. 

  • Students having previous understanding of how to use scratch might make the transition of this project smoother but it is not necessary. 
  • Students will be creating a program that will instruct Edison to successfully go through a race track.
  • Students having pervious understanding of what energy is and how it applies to everyday life.
Success Criteria: What it will look like and sound like, for both teacher and student, if the student hits the lesson Learning Target? Exemplars & rubrics make expectations clear to student 

  • Students will identify and fix errors found in their program through troubleshooting and data analysis to ensure it runs as intended.
  • Instructors will give the tools and lessons (explicitly stated in other lesson tabs) needed to piece the project together. They will help facilitate discussions and inquires but ultimately allow students to develop their unique codes and solutions.
Lesson Structure/Sequence: 

  1. What is Energy? How does this apply to our everyday life? What does this have to do with cars? 
  2. What is Edison? How do we code Edison to do what we want?
  3. Testing phase!
  4. Edison Race
Instructional Materials: Additional materials to support the student to hit the Learning Target and meet the Standard

  • Handouts and PowerPoints will be linked in the lesson plan tables of each lesson.
    • Something to project the provided PowerPoints
    • Large Paper OR Large White Board  (Something to write collective brainstorms on)
    • Pull-Back Cars
    • Carboard or Firm Poster Paper
    • Edison Robots
    • Electronic devise per Group (Access to EdScratch)
    • Optional: Legos (Car Decorations)
Inquiry Questions: Questions related to lesson that probe and deepen student understandings and uncover misconceptions and clarify thinking

  • Students will be encourage to reflect throughout the process of creating the program.
    • “What worked?” “What did not work?” “Why do you think it preformed the way it did?” “What problem needs to be addressed?” “What can we do to fix this?”
Collaboration: Routine and opportunity for student discourse, making meaning, sharing evidence to support thinking, student ownership

  • Turn and talk/Group discussions
  • Group project time
  • Group and individual reflection half sheet
Reading/Writing: 

[See Individual Lesson Plans]
Formative Assessment: Data gathered to inform next instructional steps, identify learning goals, and progress monitor. FA is aligned with Learning Targets and Standards

  • Students will participate in a race and turn in reflections on the performance of their Edison Car.

 

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