Title: Graph Paper Programming

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

Standards Learning Objective Assessment

Common Core English Students will be able to: The children will be
Language Arts Standards 1. Reframe a assessed over the
sequence of steps algorithm kahoot.
2.L.6, 2.SL.1, 2.SL.6 as an encoded
program
Common Core Math 2. Explain constraints
Standards of translating
problems from
2.G.3, MP.1, MP.2, MP.3, human language to
MP.5, MP.6, MP.7, MP.8 machine language

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.

Lesson Introduction (Hook, Grabber):

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 Main:

1. Warm up (10 min)- PUT KIDS IN GROUPS

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
the class. *Have one student be artist, other students tell what to draw* and

Display: Watch one of the videos below to give students context for the types of things that
robots can do: (Kahoots were made for each video to test them and make sure they
watched the video and understood the concepts presented in the video)
*Show a little bit, then give a Kahoot over it*
● Asimo by Honda (3:58)
○ https://play.kahoot.it/#/k/17f1be66-b2df-42b3-ae4f-85309e0cd9a7

Discussion Goal -
The goal of this quick discussion is to call out that while robots may seem to behave like people,
they're actually responding only to their programming. Students will likely refer to robots from
movies and TV that behave more like humans. Push them to consider robots that they've seen
or heard of in real life, like Roombas, or even digital assistants like Amazon Alexa.

2. Main Activity (30 minutes)- Program Bee Bots -

Practice Together
Directions:
*PUT THIS ON SCREEN FOR STUDENTS TO LOOK AT*
https://docs.google.com/document/d/1hzVSYkFEZ9VX6549buiCmxL73Ao172BSe48Rerx1NOY/edit
?usp=sharing

In this activity, students will act as programmers. They will get into groups and have a Bee Bot
path that they must program their robot to follow. This will allow them to further understand
programming. Once they have learned this, they will move onto the next activity.

Assessment:
What are algorithms?
○ https://create.piktochart.com/output/33806747-new-piktochart
○ https://play.kahoot.it/#/k/ab84c59e-ea70-45ca-98cf-2031edfa9a43
3. Wrap Up (3-5 min)

Flash Chat
Having students write about what they learned, why it’s useful, and how they feel about it can
help solidify any knowledge they obtained today and build a review sheet for them to look to in
the future.
*QR CODES*

Journal Prompts:

● What was today’s lesson about?

● How did you feel during today’s lesson?
● Draw another image that you could code. Can you write the program that goes with this
drawing?
● What other types of robots could we program if we changed what the arrows meant?

Assessment Rubric: QR CODE QUESTIONS TO WRAP UP LESSON

Ex: what was hard? What did you like? What would you do differently? etc…( each QR
code has one of these questions and the students scan them to see what question they
must answer.)
Great Average Poor

Indicator Students are able to Students are able to Students failed to

answer the questions answer the question, answer the question
thoroughly and provide but lack detail in correctly or fail to
specific examples that their response. represent their
pertain to the question knowledge
they were given regarding the
concepts..

Resources / Artifacts:
OURS:
https://www.qr-code-generator.com/a1/?
PID=1654&gclid=CjwKCAjwvNXeBRAjEiwAjqYhFov16QeomxMOG8luj-
gmRoMcQm_84xoUPq2tzovFhSOyf5YcglImrhoCu38QAvD_BwE#text https://www.qr-code-
generator.com/?from=logo
https://www.qr-code-generator.com/?from=logo
https://play.kahoot.it/#/k/ab84c59e-ea70-45ca-98cf-2031edfa9a43

https://www.qr-code-generator.com/a1/?
PID=1654&gclid=CjwKCAjwvNXeBRAjEiwAjqYhFov16QeomxMOG8luj-
gmRoMcQm_84xoUPq2tzovFhSOyf5YcglImrhoCu38QAvD_BwE#text

https://create.piktochart.com/output/33806747-new-piktochart
https://docs.google.com/document/d/1hzVSYkFEZ9VX6549buiCmxL73Ao172BSe48Rerx1NOY/edit
?usp=sharing

https://play.kahoot.it/#/k/17f1be66-b2df-42b3-ae4f-85309e0cd9a7

https://play.kahoot.it/#/k/1c423ea2-8657-4aaa-9b37-76af260dd67a

Differentiation:
1. Differentiation for ability levels
● High ability learners, low ability learners - Allowing students to have the information in
front of them will allow the students to move at their own pace. Allowing higher students
to pair with lower students in the Kahoot game to help the students that don’t
comprehend the lesson.

2. Differentiation for demographics

● All the students will be treated the same and no one will be excluded from the activities.
Gender, race, culture, and/or sexual identity - Treat all students the same, don’t treat any
student differently - Everyone will be equal, no one will be outcasted.

3. Differentiation for languages

● ESL, EFL, ENL-- If students speak a different language, it would be a good idea to pair them 
with someone who can speak their language along with english to act as a translator for that 
student ­ Providing a copy of all the information in their language if a translator is not able to be 
there with the student. ALlowing the students to have an online version of some of the artifacts 
such as Kahoot so that they are able to understand and participate in the activity as well. 

4. Differentiation for access & resources

●  Computers, Internet connection, and/or Wifi access­ students not being able to use tablets,
computers due to no internet access. Another issue would be if the Bee Bots did not
have working batteries.

Anticipated Difficulties:
● There are a few issues that we expect to happen. For example, if some of the
students have hard hearing and are unable to hear the teacher present the
Piktochart, they may move to the front of the room closer to the teacher so that
they are able to participate in the lesson as well.
● Another issues we may struggle with is the foreign students that are present in
the classroom. If we struggle with this issue, we would translate all of the
presentations, games, and worksheets into their native language so that they are
able to participate in the lesson plan as well.
● Finally, every student is different. This is something that is guaranteed to arise. By
allowing the students to have access to the Piktochart, Kahoot, and the
worksheets will allow them to review/learn things at their own pace along with
allowing them to review any information that they need.