Title: Graph Paper Programming

Bailey Saltsgaver and Jose Angel Rangel

Grade: 3
Overall Goal: To build critical thinking skills by introducing fundamental programming concepts
to the students

Standards Learning Objective Assessment

Common Core English
Language Arts Standards
2.L.6, 2.SL.1, 2.SL.6
Common Core Math
Standards
2.G.3, MP.1, MP.2, MP.3,
MP.5, MP.6, MP.7, MP.8
Students will be able to: Students will be assessed
1. Reframe a on their ability to write the
sequence of steps code to fill in correct
as an encoded squares.
program(algorithm).
2. Learn the basic
syntax of the coding
symbols, allowing
them to write the
correct code.

Next Generation Science

Standards

ETS1

Key Terms & Definitions:

● Algorithm - A list of steps to finish a task.

● Program - An algorithm that has been coded into something that can be run by a
machine.

Overview
By "programming" one another to draw pictures, students get an opportunity to experience
some of the core concepts of programming in a fun and accessible way. The class will start by
having students use symbols to instruct each other to color squares on graph paper in an effort
to reproduce an existing picture. If there’s time, the lesson can conclude with images that the
students create themselves.
Purpose
The goal of this activity is to build critical thinking skills and excitement for the course, while
introducing some of the fundamental programming concepts that will be used throughout the
course. By introducing basic concepts like sequencing and algorithms to the class in an
unplugged activity, students who are intimidated by computers can still build a foundation of
understanding on these topics. In this lesson, students will learn how to develop an algorithm
and encode it into a program.

Lesson Introduction:
Have you ever wondered how robots worked? Have you ever wished you could get to control
one? Well, today you will do just that! We will be programming Bee-Bots, which are bumble bee
shaped robots that you yourself get to program. You can program your bee-bot to move
however you want.

1. Warm up (5 min)

Introduction to Graph Paper Programming

In this activity, students will encode instructions to guide each other toward making drawings
without letting the rest of their group see the original image. This warm-up frames the activity for
my the class.

Display: Watch one of the videos below to give students context for the types of things that
robots can do:
● Robot Dog (0:43)

Discuss: How do robots work?

Does anyone know what makes robots actually do what we tell them to do?
Does anyone have an example of a type of robot they have seen or used in your own home? If
so, what are those examples? (Amazon Alexa, Google Home). If nobody has an answer give a
hint, “you can ask the robot what the weather is, or to play a song”

Definition of robot: a machine capable of carrying out a complex series of actions automatically,
especially one programmable by a computer.

Discussion Goal
Since these students are so young they most likely do not understand the vast array of
different types of robots there are. It is important that they understand that robots are not only
humanoid machines or robot dogs. They can also be different things like the Google home or
Amazon Alexa. Also students will learn about different things robots are capable of, like moving
objects, calculating things, or performing tasks for you.
Lesson Main (15 Minutes)
2. Main Activities

Activity 1:Dry Erase Board Game

Display: Show the students a list of the symbols/ arrows. Draw a 4x4 cube on the board and
put a star in one of the boxes, have the students use arrows to guide you to reach the star.

Say: You just gave me a list of steps to finish a task. In programming, they call that an
algorithm. Algorithms are great, because they are easy for you to understand as the
programmer. BUT, what happens when we want to write down the algorithm for a drawing like
this?

Next, begin writing down some of the instructions that it would take to replicate that image.
Hopefully, students will see that writing everything out longhand would quickly become a bit of a
nightmare.

Move One Square Right

Fill In Square with Color
Move One Square Right
Move One Square Right
Fill In Square with Color
Move One Square Down
Move One Square Left
Fill In Square with Color
Move One Square Left
Move One Square Left
Fill In Square with Color
PLUS 12 MORE INSTRUCTIONS!.

Display: Show the students this list of symbols.

Discussion: How do you think we can use these symbols to make our coding faster? How do
you think using these symbols would help people from around the world to use code? (because
these are not in a particular language, they are universally understandable).

There are many different types of robots that you guys may interact with everyday and not even
know it! Does anyone know of any robots that you may interact with?
(Amazon Alexa, Google Home, Apple Homepod).

Definition of robot: a machine capable of carrying out a complex series of actions automatically,
especially one programmable by a computer.

Return to the initial code drawn on the board by teacher and translate this from words (ex: move
two right and fill in square with color) to symbols. Working through this translation with the
students will help them understand it and allow them to be able to understand as well as be able
to code using symbols on their own.

The classroom may be buzzing with suggestions by this point. If the class gets the gist of the
exercise, this is a good place to discuss alternate ways of filling out the same grid.

See a sample solution below:

The Students' Turn

Say: Now, we are going to use what we just learned with the arrows to complete our next
activity. Now that we know that the up arrow means up, the down arrow means down, the right
arrow means go right, and the left arrow goes left, we are now going to practice on real robots!

Activity 2: Beebot Board Game

In this activity, we are going to use what we just learned. The class will split into two groups.
The students will act as programmers in order to get the beebots to move to the specific shaded
square as directed by the teachers.

Display: Introduce the two different board games to the students and teach them how to
program the beebots to move in the direction needed to get to the shaded space. This Shows
the transition from Algorithm to Program.

Display: Introduce the beebots to the students. Explain to them how to program to get them to
move. Explain to them that you need to press “clear” after every turn.

Say: To program the bee-bots, you have to use the arrows to program it to move. You press the
up button in order to get the bee-bot to move forward one square, down if you want the beebot
to move down one square, the right arrow to move right one square, and the left arrow to move
left one square. Once you are done with your turn, you need to press the clear button so the
next person can go. This relates to one of our learning objectives of the day, to learn how to
create an algorithm, which is creating steps to finish the task.

Say: Today, we all get to program beebots! In the two different groups we, the teachers, will
give you a shaded space that you need to program your beebot to go to. Once you get the
beebot to go to the correct shaded square, it is the next person's turn. The next person will start
the beebot from the shaded square that the last student left it on. Everyone will get their turn to
program the beebot and be hands on with this activity. We will need two beebots for this lesson.

Activity time: Sit down with the group of students and show them the game board that you
have created. Put the beebot on the “start” spot on the board. The student will then program the
beebot to go to the shaded space. Rotate turns so each student has an opportunity to program
the beebots.

3. Wrap Up (10 min)

Give students a blank Programming worksheet with only one programming square.
- Have students color in four squares on the programming sheet.
- Next the students will write the directions on how which squares to color in.
- This demonstrates an understanding of class material because students understand the
syntax of the code.

Assessment Rubric:
Great Average Poor

Students The student fully The student has The student does
complete the understands and attempted to not understand the Commented [1]: How do you know they are fully
coding completes the understand and activity that was understand?
worksheet worksheet for coding complete the activity presented to them
the activity correctly. for the majority of it, and does not
still has some attempt to complete
complications. the worksheet.

Resources / Artifacts:

Bailey Saltsgaver
 Jose Angel Rangel

https://drive.google.com/open?id=1keSfjFKRRXr0Z9iTffskG7v-EZsOgrgQ

Differentiation:

1. Differentiation for ability levels

● There are a variety of learning levels in a given classroom. If someone is
struggling with getting the Bee-bot to the endpoint, we can resolve that by
demonstrating how to do it. If they still continue struggle, we can walk them
through the process more one on one so that they can visually see what they are
supposed to do.

2. Differentiation for demographics

● This lesson plan applies to all demographics. One issue than can arise is
between the genders. Boys’ generally are more outgoing, loud, and assertive.
Girls’ on the other hand, have the tendency to more shy and standoffish. We can
solve this problem by making sure everyone has equal amount of time to
participate in the activity, as well as making sure everyone is engaged and
participate in the activity.

3. Differentiation for languages: ESL, EFL, ENL

 ● With our community being very diverse, there is potential for us as teachers to
have students who are not fluent in English or have trouble understanding and
comprehending English. The directions for this activity will be given in English.
However, if a student struggles with the English language, the symbols can help
those students or by our body language. We can use our body language to show
the directions to step or move our body in the direction needed. Symbols such as
the right arrow when we say “right” or the left arrow when we say “left”. We will
do what is possible so that all of the students feel engaged and are learning
alongside everyone else in the class.
● Coding is a worldwide language, and explaining that to the students can help
them understand the importance of coding and how it spans across the world.

4. Differentiation for access & resources: Computers, Internet connection, and/or Wifi
access
● For this activity, there is no electronics that the children will need access to
except for the beebots, which will be provided to the class. There should be no
conflict when it comes to the access and the resources for this assignment.

Anticipated Difficulties:

This section should describe any anticipated difficulties this lesson may have and how you plan
on preparing for (or overcoming) those difficulties.

1. Those who are not fluent in English could run in to some difficulties with this
assignment. We prepare to overcome this difficulty by using the symbols to tell
them the direction, if necessary. For example, if we wanted them to program the

beebot to go up and to the right, we would show them the and symbols
to help communicate with those students so that they have the same opportunity
to participate in this activity as others do.

2. For people with learning disabilities we will help them work through the lesson,
and many of the activities can be done at the students pace. We can also proved
the students with symbol cards before beginning the activity to help illustrate
more clearly. They will have as much time as they need to complete the activities
and will be given the same opportunities as all other students.
3. Students may be uneasy or nervous to participate in activities, to fix this we can
create a friendly open environment by having a positive attitude and saying
things like “good job” and “good idea”.