Context and Live Demo (18 minutes)

💷 (1 minute) Context

Remind participants that this is the next lesson in the EIPM lesson progression on variables in Unit 4.

Once again, participants will be taking the perspective of a learner during the lesson. They will not see the full lesson, but will get a good idea for the “feel” of the lesson from the learner perspective.

💷 (17 minutes) Run the Live Demo

Explain that in the previous lesson, participants explored storing information like a computer. Computers store each piece of information in a variable. In Javascript, we name or declare a variable with the keyword var. Participants are going to look at a new app that stores information in variables.

Direct Participants to U4L2 - Level 1

Slides	Speaker Notes
	Get participants to U4L2 and get predictions (3 minutes) Level 1: Thermostat App v.1: This level introduces a new app for students to investigate. It represents a Thermostat App where the temperature can be changed up and down. In a full group have participants run the app for a few minutes to get a feel for how it works. Predict: Ask learners to predict the information that is being stored in variables and share those predictions out loud with the group.
	Level 3: Thermostat App v.1 Code (7 minutes) Producer support: Prepare to put participants in groups of 2 for 4 minutes with a 1 minute warning. Explain that the next section we are going to do in pairs. If participants are in an odd numbered breakout room, they will do the first section of code (lines 1-12). The even numbered rooms investigate the second half on lines 14-21. Read Code: Groups should carefully read the code for their section making sure they understand how it works. Give them 3 minutes to do so. Explain Your Section: Have partners make a group with members of the other section and carefully explain how their section works line by line. Producer support: Put participants in groups of 2 for 4 minutes in groups with a 1 minute warning. Class Discussion: Ask a few members of each section to quickly share out how their section works. Display the code at the front so you can talk through it together.
	Display the slide showing students how to add a watcher in the debugging panel to track the value a variable stores.
	While in the full group, ask for a volunteer to describe how you would modify the app to change the degrees by two when the up and down arrows are clicked. Share your screen as a participant shares their idea and you enact their strategy.
	Thermostat App v.2 - Level 3 (7 minutes) Producer support: Prepare to put participants in the same groups as last time for 4 minutes with a 1 minute warning. This program is an updated version of the Thermostat app. Put learners in the same pairs they were in before. They should follow the directions on the screen for level 3. We will discuss it as a class in 4 minutes. They will need to follow the "Do this" directions on the level and slide. Producer support: Put participants in the same groups as last time for 4 minutes with a 1 minute warning. Class discussion: Ask a few students to explain what's happening on line 3 with Math.round. Ask participants to describe how they modified the code so that no space displays between the temperature and the unit description ("F" or "C"). Model this on the screen by sharing your screen.

This is the end of the live demo and participants will now be asked to thinking about the lesson from a teacher perspective instead of learner perspective. Make a clear pivot to talking about this lesson in the context of teachers and their classrooms.

Discussion (12 minutes)

(5 mins) 💷 Small Group Discussion

Producer support: Prepare to put participants in groups of 4 for 5 minutes with a 1 minute warning.

Welcome everyone back. Remind participants that they only saw part of the Investigate lesson and describe the process of the small group discussion.

💷 Task:

• In your group, find the slide that corresponds with your breakout room number.
• Create a Venn diagram with your table in the slides. Think about the classroom “feel” learners experienced in Units 1 and 2.
  • As a learner, how is the classroom “feel” you experienced in this lesson similar or different from the feel in Units 1 and 2?
• We will meet back here in 5 minutes at XX:XX

Producer support: Put participants in groups of 4 for 5 minutes with a 1 minute warning

(6 minutes) 💷 Full Group Discussion

Facilitator to turn off screen sharing so that everyone can see everyone’s faces during the discussion.

Acknowledge that there are differences in “classroom feel” when we get to programming lessons, but we still want to maintain a collaborative and supportive learning space in programming. Have participants share out other similarities they noticed.

Discussion Questions

• As a teacher, what happened in the class that helped produce that “feel” in this lesson? What did the teacher do? What did the students do?
• What do you believe is your role as the teacher in building collaboration among students?

(1 minute) Closure