Warm Up (10 min)

Introduction

Students will either be learning a lot of new concepts or reviewing a lot of basic concepts. Based on your class's experience, you can cover the following vocabulary or move on to a bridging activity. We recommend using the following words in sentences if the definitions aren't explicitly covered.

Vocabulary

This lesson has four new and important vocabulary words:

• Program - Say it with me: Pro - Gram An algorithm that has been coded into something that can be run by a machine.

• Programming - Say it with me: Pro - Gramm - ing The art of creating a program.

• Bug - Say it with me: Bug An error in a program that prevents the program from running as expected.

• Debugging - Say it with me: De - Bugg - ing Finding and fixing errors in programs.

• Loop - Say it with me: Loo-p The action of doing something over and over again

Bridging Activities - Programming (10 min)

This activity will help bring the unplugged concepts from "Graph Paper Programming" into the online world that the students are moving into.

Preview of Online Puzzles as a Class

Pull up a puzzle from the lesson. We recommend puzzle 6 for this activity. Break up the students into groups of three or four. Have them "program" Red, the angry bird, to get to the pig using arrows from "Graph Paper Programming."

The class will not need to use the last arrow.

Once all the groups have an answer, discuss the path as a class.

Main Activity (30 min)

Online Puzzles

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 - Student Video 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.
• 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 (10 min)

Journaling

Having students write about what they learned, why it’s useful, and how they feel about it can help solidify any knowledge they obtained today and build a review sheet for them to look to in the future.

Journal Prompts:

• What was today's lesson about?
• How did you feel about today's lesson?
• List some of the bugs you found in your programs today.
• What was your favorite puzzle to complete? Draw your favorite character completing a puzzle.