Warm Up (20 min)

Where did I go wrong?

Goal: In this lesson, we want to help students learn to identify and fix bugs in their own programs. The easiest way to do that is to first present students with a program that contains bugs that are not their fault. Once they've helped you fix "your" program, share with them how frustrating it can be to make mistakes, and help them see that those feelings are completely normal and they shouldn't feel embarrassed by them.

Display: Display the image below so that everyone can see it.

Discuss: Get the attention of the class and let them know that you are stuck! You have this challenge, and you thought you had solved it, but it doesn't seem to be working. Your program has a bug, can they help you fix it?

Take a moment to walk them through the rules:

• Start at the compass rose
• Follow the instructions step-by-step
• End at the treasure

Optional: Walk through your program using your fingers on top of the map, under the document camera. Express frustration when your fingers end up off the map, instead of at the treasure.

Think: My program says "East, East, North". Can you figure out why my program doesn't work?

Pair: Let students work together to see if they can figure out what the program is supposed to say.

Share: Ask students if anyone was able to figure out a way to solve the problem. When you get a correct answer, let the students know that they are great at "debugging"!

Discuss: Ask the students if they could tell how you were feeling when you couldn't figure out the answer. They might suggest that you were "mad" or "sad". Instead of telling them "no", describe that you were feeling a little bit mad, a little bit sad, and a little bit confused. When you put all of those emotions together, it makes a feeling called "frustration". When you are "frustrated" you might think you are mad, sad, or confused -- and you might be tempted to give up -- but frustration is a natural feeling and it's a big hint that you are about to learn something! Instead of quitting, practice persistence. Keep trying over and over again. After a few times, you will start to understand how to debug your problems!

Distribute: To make sure that students understand the idea of finding and fixing errors (debugging) pass out the Move It, Move It - Worksheet and have students complete the task in pairs.

Optional: If you want to move the activity along more quickly, feel free to complete these as a class, instead.

Transition: Now it's time to play the game!

Activity: Move It, Move It (20 minutes)

Distribute: Hand each group of 2-3 students a Move It, Move It - Map Activity, as well as the blank papers for the grid on the ground. Allow students to either cut the halves of each map apart, or fold the sheets in half so that each map is clearly visible (without distraction.)

Set-Up: In each group, each player will get a task.

• Player 1: Choose/set-up the map to play
• Player 2: Programmer
• Player 3: Walking Machine

Directions for Class:

1) Decide who will take each job.
2) Have player 1 set a grid on the floor made up of pieces of paper (as shown on one of the Move It Maps) except with the gem paper facing the ground.
3) Player 3 will start by standing on the page with the compass rose.
4) Player 2 will then guide player 3 step-by-step through the paper maze using the provided arm signals.
5) When player 2 gives the signal to “STOP”, player 3 will flip over the page that they are on. If that page is a gem, then the maze was a success!
6) If there is time, let everyone rotate positions and go again!

Note that the rules are not the most important thing here. Feel free to clarify if the students have questions, but if the students are playing a bit differently than described, you don't need to hold them to the letter of the game. The crucial bit is that they are moving from immediate instructions to giving two or three instructions before the Walking Machine moves.

Wrap-up (10 min)

Journaling

Give the students a journal prompt to help them process some of the things that they encountered during the day. You can choose one of the prompts below, or make up your own.

Journal Prompts:

• Draw a feeling face in the corner of your journal page
• What were the four directions on the compass rose?
  • What tricks can we use to remember North, South, East and West?
• Draw another way we could we have given instructions without using our arms
• Draw your favorite part about that game

Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

X's and O's

• Draw a tic-tac-toe board for the class.
• Place a single X and a single O somewhere on the board.
• Ask the class if they can get the X to the O using arm gestures as a class.

X's, O's, and Arrows

• Similar to the activity above, but have the students write their programs in advance using arrows instead of hand gestures.
  • This can be done in groups.
  • Groups can share their solutions for the class.