Day 1
01 Welcome 02 Break 03 Model Lesson #1: U1L3 04 Break 05 Intro to CSP 06 Lesson Process 07 Transition to Asynchronous 08 Lunch 09 Binary Number Systems 10 Plugged and Unplugged 11 Break 12 The Teacher's Role 13 Intro to PLACE 14 Transition to Asynchronous
Day 2
15 Intro 16 TLO #1: U1L7 17 Break 18 Previously on... 19 TLO #2: U1L9 20 Break 21 CED 22 Transition to Asynchronous 23 Lunch 24 Asynchronous Debrief 25 Break 26 TLO #3: U1L10 27 Break 28 Role in Assessment 29 Transition to Asynchronous
Day 3
30 Intro 31 Ourselves & Our Position 32 Break 33 TLO #4: U2L2 34 Break 35 TLO #5: U2L3 36 Transition to Asynchronous 37 Lunch 38 Asynchronous Debrief 39 Addressing Unconscious Bias 40 Break 41 TLO #6: U2L4 42 Transition to Asynchronous
Day 4
43 Intro 44 TLO #7: U3L2 45 Break 46 Previously, on… U3L3 - 4 47 Break 48 TLO #8: U3L6 49 Transition to Asynchronous 50 Lunch 51 Async Debrief 52 Recruiting & Retaining Students 53 Break 54 Lesson Exploration: U3L8 55 Transition to Asynchronous
Day 5
56 Intro 57 Recruiting Students Recap 58 Mapping Equity 59 Break 60 Values and Assessment 61 Break 62 Assessment Approach 63 Transition to Asynchronous 64 Lunch 65 Async Debrief 66 Planning Your Year 67 Closing Ceremonies

Session 9: Where this is going: Binary Number Systems

37 minutes

lesson exploration

Purpose

We show that binary numbers don't need to be scary and this doesn't need to be overly math-y. This session puts a bow on the two previous lessons to show how we build on-ramps to content in order to make it more approachable to students.

Objectives

  • Participants will be able to use the binary number system to translate between decimal and binary representations of a number.
  • Participants will see how the two model lessons help provide a mental model and motivation for the binary number system.

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies:

Participant Materials:

Agenda

Introduction to the Activity (2 minutes)

Connecting Circle/Square with Binary (32 minutes)

Check-In: Poll (3 minutes)

Facilitation Guide

Introduction to the Activity (2 minutes)

Facilitator Tip

Participants explore Lesson 4 to see the connection from Circle Square Patterns to Binary Number System using the Flippy Do manipulative. Point out the connection to the topic, Binary Numbers, and the EK that students can convert numbers from binary to decimal and vice versa. This lesson uses the Lesson 4 slides to introduce binary numbers.

(2 minutes) Introducing the Mental Model

Remarks

Earlier we saw Unit 1 Lesson 3: Circle Square Patterns, which provided a hands-on activity for students to develop a “mental model” for the Binary Number system. Lesson 4 lets students practice representing numbers in binary (base 2), transitioning from the circle-square representations they made in the last lesson.

In your Activity Packet, you have a Flippy Do template and an Activity Guide for the Flippy Do and you will need scissors. Find these items now and hold them up to the camera so that I can see that everyone has the materials.

Connecting Circle/Square with Binary (32 minutes)

Facilitator Tip

Participants will need scissors, and possibly tape, for this activity.

Producer Tip

Prepare to break into table groups of 2 before beginning the U1L4 Activity Guide task.

Facilitator Tip

Note that the lesson plan has Lead Learner suggestions and questions that you can use as you circulate and talk with your students. Facilitators should be circulating through breakout rooms while participants work. Make note of comments that you can highlight and people to call on during the discussion.

Producer Tip

Give a 1-minute warning to wrap up the conversation and prepare to share out. End table groups in order to re-group as a full cohort. Turn off screen sharing so that everyone can see everyone elses’ faces.

(1 minutes) Introduction

Let’s look at the lesson plan and the objectives of Lesson 4:

Students will be able to:

  • Represent decimal numbers using combinations of binary (base 2) digits 0 and 1
  • Represent binary numbers using combinations of decimal (base 10) digits 0-9
  • Explain how the position of each binary digit determines its place value and numeric value

(7 minutes) Transitioning to Binary

Use the slides to guide your presentation here.

(3 minutes) Create Your Flippy Do

If the worksheet is not pre-cut, have participants fold along the bold line and cut on the dotted lines.

(3 minutes) Practice with the Flippy Do

Use the slides to guide your presentation here.

(13 minutes) U1L4 Activity Guide

Participants Do This:

  • Spend about 13 minutes working on the U1L4 Activity Guide using the Flippy Do manipulative.You will work with a buddy.
  • We will return you to the whole group when the time is up.

Discussion Goal

There are 3 student objectives for the lesson. The discussion focuses on how will the teacher know if students are successful and what skills and knowledge have they learned so far. Highlight teacher responses focusing on developing context for understanding binary, the use of formative assessment through the Activity, Checks for Understanding, or Exit tickets.

(5 minutes) Share Out

Remarks

As the teacher, how will you know if your students will be able to do these things during the lesson? What skills and knowledge have students learned thus far that prepare them to be successful in this lesson?

Check-In: Poll (3 minutes)

Producer Tip

Enable polling and create a single choice or multiple choice anonymous poll for participants. Prepare to launch the poll.

(3 minutes) Poll

Check in with participants to make sure everyone’s still “with you.” Use the polling feature and your perception of how the workshop is going so far to create specific poll content. The following are examples to give you ideas:

Assessment Opportunity

Launch the poll and and click End Poll and Share Results once you have 100% participation.

Example 1: How are you feeling about the CSP curriculum we’ve been exploring? (single choice)

  • I understand the resources available.
  • I understand the expectations.
  • I can envision what this would look like in my classroom.
  • Help!

Example 2: Do you feel like you are getting a good sense of student needs with CS content from model lessons? (single choice)

  • Yes
  • No

Example 3: How would you rate the difficulty of managing the tech required to participate in this virtual workshop? (single choice)

  • Easy
  • Moderately challenging
  • Very challenging
  • Help!