Title: Computational Thinking Lesson

Grade: 3rd grade

Megan, Bailee, Thomas
Overall Goal: The objective of this unit is for students to be able to define area and perimeter as well as
find the area and perimeter of rectangles and squares using the formulas given. The students will be able
to label rectangles and squares according to their perimeter and area components.

Its important for students to understand perimeter and area for real world problems. It is also important
that they begin to understand how to make a simple algotherm and how that algorithm can perform in the
real world. With the bee-bots, students get instant results. The pattern they programmed into the bee-bots
immediately follows. The students can quickly reassess themselves and retry. As for area and perimeter,
the students will be given real world examples to show them that adults use the formulas they learned.

Our idea is to have students group together and work on drawing rectangles and squares using the bee-
bots. We want them to see how a simulation can solve problems that would otherwise be difficult and to
have an understanding of area and perimeter. They will take notes and do examples from a presentation
on google slides, work together with the bee-bots, and complete a worksheet and exit ticket to become
experience real world problems where the formulas would work and to learn how an algorithm works as a
pattern.

Standards Learning Objective Assessment

3-5.DI.4 Describe how a Objective 1: The students Exit ticket--

simulation can be used to solve a will be able to solve
problem. perimeter and area questions
using the bee-bots. They will
describe their experience on
exit tickets (see rubric).
Students will be asked
how the bee-bots helped
them understand perimeter
and area. (See rubric)

3.M.6: Multiply side lengths to
find areas of rectangles with
whole-number side lengths to
solve real-world problems and
other mathematical problems,
and represent whole-number
products as rectangular areas in
mathematical reasoning.
Objective 2: The students
will be able to compute the
area and perimeter of a
rectangle and square to solve
real world problems.
Worksheet-- through the
worksheet the students
will practice computing
the area and perimeter of
rectangles by completing
the real world practice
problems. (See lesson
main)

3.M.5: Find the area of a rectangle Objective 3: The students Worksheet--

with whole-number side lengths
by modeling with unit squares,
and show that the area is the
same as would be found by
multiplying the side lengths.
Identify and draw rectangles with
the same perimeter and different
will be able to show their
understanding of area by
modeling the unit squares in
various examples. An
example: the worksheet
might say says to draw a
Students will be asked
several questions
regarding perimeter and
area. They will draw the
shapes in each question
using the bee-bot and on
 areas or with the same area and square with 16 square units. their own on the
different perimeters. (see rubric). worksheet.(see rubric)

Key Terms & Definitions:

Equal: One is the same of the other
Vertices: Any point on a shape where two line.
Perimeter: The measurement of the the lines of the shape (add the lengths of all of the lines)
Square: Four sided shape where all of the lines are equal
Rectangle: Four sided shape where opposite sides are equal length
Area: All of the space within an object (Length x Width)
Square unit: units that have 4 equal sides.
Algorithm: a process or set of rules to be followed in calculations or other problem-solving
operations, especially by a computer.

Lesson Introduction (Hook, Grabber):

The lesson will begin by introducing that bee bots. It will be explain how you get to control what
direction they go by programming them. The students will have 5 minutes to play with the beebots.

Then the lesson will continue with a google slides presentation about area, perimeter, Bee-bots, and
algorithms. The presentation will present what area and perimeter are and how to find the area and
perimeter of squares and rectangles. The students will be expected to take notes and follow the
powerpoint at their desk. There are example problems in the slides that students will have to complete and
turn in afterwards (find the area of these squares, find the perimeter of these rectangles). This way the
teacher can find out who understands this concept well and who does not. The students will get really
engaged in the activities when they find out they will able to program robots to draw shapes. There are
pictures of how to use the Bee-bots and what they will be used for so the students know what the rest of
the lesson is. https://docs.google.com/presentation/d/1Kh-
ZsA9_TvV7o3Y0xHsnUlUWVhpdXMC28V4AjvZ40-E/edit?usp=sharing (Slides 15 and 17)

Lesson Main:
Students will find area and perimeter by programming the Bee-Bot, creating an algorithm that will make a
shape (square or rectangle). A marker will be attached to the bee-bot, drawing the moves the bee bot
takes. As students create their shapes they will fill out the Area and Perimeter with Bee-Bots worksheet.
Students will be put into groups of 3 to complete their worksheets and bee-bot work.

The students will take turns programming the bee-bot to make the shapes the worksheet asks for. A
marker will already be attached to the bee-bot. The students will converse about how to make the shapes
listed on the worksheet before going.

Example: The first problem says to draw a square with 16 square units. The first student will program the
bee bot to make a square and the group will draw in the 16 square units onto the square on the poster
board. Then they will discuss the second problem and the next student will go and so on.
 Activities Timeline
Estimated time:
1 class
75 minutes long

1 Students will be presented with a google slides about the perimeter and area of squares and
rectangles. (15 minutes) (See hook)

2 Student groups will begin using their bee bots to make shapes. They will take turns, discuss the
problems, and use the worksheet. (30 minutes) (See lesson main)

3 Students will stay in their groups and tell the class what they learned about the bee-bots, rectangles
and squares, and area and perimeter. After the discussion the students will go back to their desks to
work on the exit ticket. (30 minutes) (see lesson ending)

Lesson Ending:

The students will remain in their groups for the class discussion. They will go to the sides of the room and
tape up the shapes they made. Each group will get time to talk about their shapes and their experience
with the bee bot. The teacher would ask them which problem was the hardest for their group and why
they thought they did it right. The students can reference to their work on the wall and the teacher could
help them fix whatever they might have been mistaken on.

The students will also be asked how they liked working with the bee-bot and what was easy or difficult
about working it. Then the students will go back to their desks and exit tickets will be handed out. The
exit ticket will consist of one perimeter and area problem and one open ended question about the bee-bots.
The perimeter and area question will vary among ability level. High ability and low ability learners will
get questions to challenge them appropriately.

For example, a high ability learners question might say The town wants to put a fence around the dog
park. The park is 30 feet long and 50 feet wide. How much fencing do they need? Is this an area or
perimeter problem? Draw and label a picture. A low ability learners problem might say The town wants
to put a fence around the dog park. The park is 15 feet long and 15 feet wide. Find the perimeter to see
how much fencing the town needs. Draw and label a picture. The question about the bee-bots will be the
same for all students. They will be asked how the bee bot helped them solve the questions on the
worksheet.

Assessment Rubric:
Great (5) Average (3) Poor (1)

Correctly Students successfully Students mostly Students did not complete

completed completed their completed their most of their worksheet
worksheet worksheet with correct worksheet with mostly with mostly correct
answers. correct answers. answers.
 Group Students work with the Students discuss with the Students do not help the
participation group to reach their goal group, but barely help. group at all.
and actively help.

Discussion Has an opinion on the Does not say anything, Does not pay attention at
participation assignment, or anything but actively listens all
to say

Stays focused Uses the Bee-Bot only to Stays focused, but Uses the Bee-Bot as a toy,
complete their worksheet occasionally plays with not a tool
during work time the Bee-Bot

Correctly Puts effort into the Short, vague answers Does not complete the
completed exit opinionated questions exit ticket
ticket

Resources / Artifacts:

These should link to things youve actually created in support of the lesson. They should also be
reference above during the lesson (as shown above). Each team member should create one artifact to
support this lessons. Examples could include:
Worksheet- https://docs.google.com/document/d/1sCz5hWmEOmrOKobv5dewL31o7_-
XtDtrh24Jbzl3fec/edit?usp=sharing
Explanation video-- bee-bot
Exit ticket-- High Ability Low Ability
Content presentation-- hook presentation

Differentiation:

This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners, students
with mobility challenges, students on the autism spectrum, students with emotional or behavioral
challenges, students with auditory or visual impairments, gifted students, etc. You should address

1. Differentiation for ability levels

High ability learners will be given a different exit ticket than low ability learners. This exit ticket
will be more difficult so high ability learners can be challenged. (The town wants to put a fence
around the dog park. The park is 30 feet long and 50 feet wide. How much fencing do they need?
Is this an area or perimeter problem? Draw and label a picture.)
Low ability learners will be given a different exit ticket than high ability learners so they will be
challenged appropriately (The town wants to put a fence around the dog park. The park is 15 feet
 long and 15 feet wide. Find the perimeter to see how much fencing the town needs. Draw and
label a picture.)

2. Differentiation for access & resources

Bee-bots will be used in the classroom during class time.
Bee-bots will also be available before and after school

Anticipated Difficulties:

A concern for this lesson is that the battery in the bee-bots might die. If they happen to die the students
wont be able to participate in the activity. Putting two groups together wouldn't work because the
students wouldnt be able to all get a chance to program the bee bot themselves. In the case of a bee-bot
not working, time will be allotted to the groups who are put together so that every student is able to
program the bee-bot. (up to 15 minutes extra taken from self reading time). To hopefully keep this from
happening new batteries will be put into the bee-bots and new batteries will be on hand. Another concern
is that students will get off topic. The teacher will be keeping an eye out for groups misusing the bee-bot
so it doesnt get broken. The best way to get students on task would be to walk around and assist them
with the bee bots and the worksheet. Programming questions and complications are anticipated. To
prevent too much of this, the hook presentation has a slide about how to work the bee-bots. Beyond that,
the students are encouraged to raise their hand and ask for help and clarification. The teacher walking
around can also walk up to groups that seem to be having problems.