Lesson 3: Sequencing with Angry Birds
Overview
Using characters from Angry Birds, students will develop sequential algorithms to move a bird from one side of a maze to the pig at the other side. To do this they will stack code blocks together in a linear sequence.
Purpose
In this lesson, students will develop programming and debugging skills on a computer platform. The block-based format of these puzzles help students learn about sequence and concepts, without having to worry about perfecting syntax.
Agenda
Warm Up (10 min)
Bridging Activity - Drag and Drop (10 - 15 min)
Main Activity (20 - 30 min)
Wrap Up (5 - 10 min)
Extension Activities
View on Code Studio
Objectives
Students will be able to:
- Model proper computer lab behaviors
- Experiment with standard block-based programming actions such as: clicking, drag and drop, etc.
Preparation
- If your students are brand new to dragging and dropping, consider assigning them Drag and Drop Practice before starting this lesson.
- Watch the How to Make a Class Section on Code.org - Teacher Video. Create your own class section on Code.org and make sure every student has a card with their passcode on it.
- Have the school IT person add a quick link for your class section to the computer desktop.
- Make sure each student has a journal.
Links
Heads Up! Please make a copy of any documents you plan to share with students.
For the Teachers
- How to Make a Class Section on Code.org - Teacher Video
For the Students
- Feeling Faces - Emotion Images
- Drag and Drop Practice
- Unplugged Blockly Blocks (Grades K-1) - Manipulatives
- Move It, Move It - Map Activity
- Pair Programming - Student Video
Vocabulary
- Click - Press the mouse button
- Double-Click - Press the mouse button very quickly
- Drag - Click your mouse button and hold as you move the mouse pointer to a new location
- Drop - Release your mouse button to "let go" of an item that you are dragging
Support
Report a Bug
Teaching Guide
Warm Up (10 min)
Behaving in the Computer Lab
Review expectations and how to behave when they enter the computer lab.
Some possible things to cover:
- Use calm bodies in the lab
- Remember not to chew gum or candy
- Sanitize your hands
- Sit with your partner at one computer
- Make sure that the first "driver" can reach the mouse
- When you get frustrated, don't hit or shake the computer or monitor
- Follow the 20/20/20 - Website rule
- How to deal with the Wiggles every 20-30 minutes (requires a free login on GoNoodle)
- Ask your partner before you ask the teacher
- Keep volume down so everyone else can hear their partners
- Use your journal for keeping track of feelings and solutions
Discuss:
Have a good discussion around your computer lab expectations to make sure that students understand the rules. Some topics of discussion might include:
- Is running in the computer lab okay?
- How loudly should we walk when we are in the computer lab?
- What should you do if you get stuck on a puzzle?
- If you get frustrated, will it help to hit the computer?
- When we're about to go to the computer lab, how should we get ready?
Bridging Activity - Drag and Drop (10 - 15 min)
To connect the unplugged lesson with the upcoming online lesson, choose one of the following activities to do with your class.
1) Unplugged Activity Using Paper Blocks
Model: Select a map from Move It, Move It - Map Activity from the Move It, Move It unplugged lesson. Using movement pieces from the Unplugged Blockly Blocks (Grades K-1) - Manipulatives, show students how you would code this structure in this new way.
Pair/Think: Next, choose another map and have the students program what blocks a "robot" would need to read to get to the goal.
Make sure that they understand that the blocks need to go from top to bottom and they all need to touch!
Share: Have the students check each other's answers and resolve any questions or bugs that may come up.
2) Online Activity Using Unplugged Arrows
Model: Pull a puzzle from the corresponding online levels. Show students how to get the Angry Bird to the pig using the symbols. It can be helpful to rename the arrows "North", "South, "East", and "West". Once you have a program, trace it with your finger (or a pointer) and show how the bird will travel when the program is run.
Pair/Think: Next, move back to an easier puzzle, and have students try writing programs (using arrows) on their own.
Share: Encourage students to share their programs with other groups and see if they came up with solutions that are the same or different. Can anyone come up with another way of solving the puzzle?
Main Activity (20 - 30 min)
Online Puzzles
Teacher Tip
Show the students the right way to help classmates:
- Don’t sit in the classmate’s chair
- Don’t use the classmate’s keyboard
- Don’t touch the classmate’s mouse
- Make sure the classmate can describe the solution to you out loud before you walk away
This lesson will teach students how to use Code.org to complete online puzzles.
Watch the Pair Programming - Student Video with your students, then assign them to pairs. This should help students start off in the right direction.
Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
- Utilize pair programming whenever possible during the activity.
- Encourage students with questions/challenges to start by asking their partner.
- Unanswered questions can be escalated to a nearby group, who might already know the solution.
- Remind students to use the debugging process before you approach.
- Have students describe the problem that they’re seeing. What is it supposed to do? What does it do? What does that tell you?
- Remind frustrated students that frustration is a step on the path to learning, and that persistence will pay off.
- If a student is still stuck after all of this, ask leading questions to get the student to spot an error on their own.
Wrap Up (5 - 10 min)
Journaling
Give the students a journal prompt to help them process some of the things that they encountered during the day.
Journal prompts could include:
- Draw one of the Feeling Faces - Emotion Images that shows how you felt about today's lesson in the corner of your journal page.
- Can you draw a sequence for getting ready to go to the computer lab?
- Draw a computer lab "Do" and a "Don't"
Extension Activities
If students complete the puzzles early, have them spend some time trying to come up with their own puzzles in their Think Spot Journal - Reflection Journal.
- Maze Intro: Programming with Blocks
- 1
Student Instructions
To get the bird to the pig, snap the move east block to the bottom of the when run block, then press "▶ Run"!
Student Instructions
Attach both move east blocks to the when run block to finish your code, then click "▶ Run".
Student Instructions
Grab a move north block from the toolbox and add it to the bottom of the other blocks to finish this code, then click "▶ Run".
Student Instructions
There's an extra block at the end of this code!
Drag it back to the toolbox to throw it away.
Student Instructions
Can you figure out which block you need to add to the bottom of the other blocks to finish this code?
Student Instructions
Try this one all by yourself!
Standards Alignment
View full course alignment
CSTA K-12 Computer Science Standards (2017)
AP - Algorithms & Programming
- 1A-AP-11 - Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
Cross-curricular Opportunities
This list represents opportunities in this lesson to support standards in other content areas.
Common Core English Language Arts Standards
L - Language
- K.L.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
SL - Speaking & Listening
- K.SL.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- K.SL.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
- K.SL.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail.
Common Core Math Standards
G - Geometry
- K.G.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
MP - Math Practices
- MP.1 - Make sense of problems and persevere in solving them
- MP.2 - Reason abstractly and quantitatively
- MP.5 - Use appropriate tools strategically
- MP.6 - Attend to precision
- MP.7 - Look for and make use of structure
- MP.8 - Look for and express regularity in repeated reasoning
Next Generation Science Standards
ETS - Engineering in the Sciences
ETS1 - Engineering Design
- K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
- K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
PS - Physical Science
PS3 - Energy
- K-PS3-2 - Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.*[Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.