Day 1
01 Workshop Opener 02 Blind Spots 03 Break 04 Intro to App Lab 05 Intro Circuit Playground 06 Previously, on Unit 6 07 Lunch 08 Model Lesson 09 Model Lesson Reflection 10 Break 11 Curriculum Investigation 12 Conclusions and Connections 13 Wrap Up 14 Debrief

Session 8: Model Lesson (U6L5)

40 minutes

lesson exploration

Purpose

In this lesson, participants will engage in learning content through the lens of a student while the facilitator models specific implementation strategies for a variety of different level types within a level progression. The specific level types modeled include predict, programming, assessment, and map levels.

Objectives

  • Participants are exposed to the essential content knowledge necessary to plan and implement Lesson 5 of Unit 6
  • Participants learn how to attach an event handler to a hardware input
  • Participants experience the implementation of various level types (predict, programming, assessment, map)
  • Participants engage in the journaling teaching and learning strategy
  • Participants engage in the practice of referencing resources to support learning

Supplies & Prep

Room Setup:

  • Participants seated in pairs for pair programming (If possible, try to pair participants with similar ability.)
  • Ensure that all participants are in the same section in Code Studio in order to use the pair programming feature during the lesson

Facilitator Supplies:

**Teacher Materials:

  • Computer
  • Journal
  • Pen
  • Circuit Playground (1 per pair)

Agenda

Warm Up (5 minutes)

Activity (30 minutes)

Wrap Up (5 minutes)

Facilitation Guide

Warm Up (5 minutes)

(5 minutes) Board Inspection: Inputs

Ask pairs to spend one minute looking over the board, focusing on potential input devices.

Prompt: Based on what you already know about this board, how do you think you might use it to get input?

Share: Have groups share back their thoughts to the whole group, keeping track of ideas on the chart paper. Push learners to support their ideas with evidence from reviewing the board, but don't worry about ensuring correctness at this point.

Activity (30 minutes)

(10 minutes) Board Events

  • (2 minutes) Have participants navigate to Unit 6 Lesson 5 Level 2 on Code Studio, set up the pair programming feature with a partner, and plug in their Circuit Playground.

  • (2 minutes) Level 2: Predict Level: Learners are asked to discuss the provided code with a partner and predict what will happen when the code is run. After running the code, the facilitator asks for a volunteer to explain the code to the group. The explanation should include a description of the function of the code along with the input (left button pressed) and output (light turns on).

Faciliotator Tip

While completing levels 3 - 4, participants will only have time to be either the driver or the navigator. When participants continue pair programming later in the lesson they will switch roles at regular intervals.

  • (2 minutes) Learners complete Levels 3 - 4 using pair programming. Learners can continue through the level progression once they complete Level 4.

  • (3 minutes) Once all learners are finished with Level 4, bring the whole group together and ask learners to navigate to Level 4. Once there, they should click on the “Key Concept” tab to view the mini rubric. Have learners switch spots with another group and review the code of their peers using the mini rubric. Learners should provide verbal feedback to their partner group using the mini rubric provided as a guide for the feedback. (Participants can reference the “Help & Tips” tab if they need content support here.)

Teaching Tip

In Workshop 1, there was discussion about the importance of referencing resources. As we focus on “Learning through Creation” in Workshop 4, it is important for participants to recognize that in order to create something new, there is a certain level of content knowledge and understanding that students will need to develop. It is not necessary for students to memorize all programming conventions, but students should know what they can do with the tools available to them and where to find the support resources to help them bring their idea to life. The purpose of writing in the journal here is to help students articulate their learning in a way that they can use later to create something new.

  • (1 minute) Have learners write one sentence in their journal using their own words about what they have learned about board events.

Facilitator Tip

Map levels are intended to be a reference resource for students or a format for sensemaking after students have completed a learning activity. These levels are NOT intended to be a pre-reading requirement.

  • (2 minutes) Learners navigate to Level 5. Remind learners that this is a resource that they can reference later in the “Help & Tips” tab if they need help remembering how to program board events.
    • Have participants compare their journal response to the content of the map level. Have participants discuss the following prompt with their table group.
    • Prompt: After reviewing the information in the Map Level, is there anything in addition to what you have already written in your journal that you would like to remember about board events before moving on?

(18 minutes) Using the Switch and Buzzer

🎤Remarks At this time, you will continue to work through the levels in Lesson 5 using pair programming. When the timer goes off, remember to switch driver and navigator roles. If you need help with a concept, remember to use the “Help & Tips” tab as a resource.

Learner Instructions:

  1. Complete Levels 6 - 8 using pair programming

  2. When you finish Level 8, write a response to the following prompt in your journal

    a. Prompt: Using your own words, describe what you have learned about the toggle switch.

    b. Read the information in Level 9 and document any additional information you would like to remember in your journal

  3. Complete Levels 10 - 12 using pair programming

  4. When you finish Level 12, write a response to the following prompt in your journal

    a. Prompt: Using your own words, describe the inputs and outputs you have used in this lesson.

    b. Read the information in Level 13 and document any additional information you would like to remember in your journal

  5. Click on the flag icon and begin working on the Lesson 5 Challenge

Facilitator Tip

The facilitator should be active during this portion of the lesson. A common misconception is that the teacher does not have a role to play when students are working through a bubble progression. This is an opportunity for the facilitator to model the role of the teacher during a programming lesson. This idea of active teacher engagement during a programming lesson should feel familiar to Workshop 1.

Facilitator Instructions: While participants are working through the bubble progression, circulate the room and check in on understanding through probing questions. If participants need help, try to direct them to the appropriate resources before answering the question directly. You might also ask learners to share their journal response with you as a way to check for understanding.

Wrap Up (5 minutes)

(2 minutes) Journal 3 - 2 - 1

  1. What are THREE types of board events you have seen so far?
  2. Describe TWO different situations and how they need to be different events.
  3. What is ONE other event you haven’t learned yet, but you think might exist.

(3 minutes) Share Out

Have participants share out event types that they have learned about so far. Make a list of event types on chart paper and display in the room. As participants share out, ask the group to identify one advantage and one disadvantage for each event type.