Students will use flow charts to model decision-making processes involved in hunting for moose in Alaska. 

Alaska Computer Science Standards

5..AP.A.01 Compare and refine multiple algorithms for the same task and determine which is the most appropriate. 

7.AP.A.01 Select and modify an existing algorithm in natural language or pseudocode to solve complex problems.

L1.AP.M.01 Using systematic analysis and design, break down a solution into basic elements such as procedures, functions, or methods.

L1.AP.PD.05 Using visual aids and documentation, illustrate the design elements and data flow of the development of a complex program (e.g. flowcharts, pseudocode, etc.).

Alaska Standards for Culturally Responsive Schools

B. Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life.

2. make effective use of the knowledge, skills and ways of knowing from their own cultural traditions to learn about the larger world in which they live;

&

D. Culturally-knowledgeable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning.

5. identify and utilize appropriate sources of cultural knowledge to find solutions to everyday problems; 

&

E. Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them.

2. understand the ecology and geography of the bioregion they inhabit;

• Student laptops: Google Chromebook, Apple MacBook, or Windows PC

• Flowchart developer/editor such as canva.com

Lesson One (60 Minutes)

• Opening Questions: "How do we make decisions? In what ways do you think computers make decisions?"

  • Allow time for students to discuss possible answers to this question.

• To make a connection between decision-making and student understanding, ask the students what they know about hunting for moose in Alaska. Discuss the different factors that hunters must consider when hunting for moose, such as weather conditions, the time of day, the presence of other hunters, and the behavior of the moose. Which locations are best suited for a successful moose hunt? What gear/equipment is required?

• Explain to students that achieving any goal, such as a successful moose hunt, often relies on making a series of successful decisions. These decisions and the accompanying outcomes based on differing actions, can be graphical demonstrated in something called a flow chart. Computers logically perform processes through a similar series of decisions.

  • Present to students examples of flow charts. The following site provides ten differing flow charts, some humorous, and others practical:

https://www.edrawsoft.com/flowchart-examples-for-students.html

• Divide the students into pairings or small groups and have them develop a flow chart on paper based on the examples shown, detailing the decision making process when hunting for moose. If some students have participated in moose hunting, and others have not, be sure to partner them in order to maintain balance.

• When finished, the students will create an online version of their flowchart at Canva.com. The students will be required to create an account with their student email account but then will have access to the menu below:

• Students should select the "Process Flows" tab under "Templates". The best flowchart for this activity would be a Business one, similar to the one shown in the image above.

• When all groups have finished, have each group present their flowchart to the class and discuss the different decisions that hunters must make and how these decisions can impact the outcome of the hunt. This can be done by either sharing the flowchart and projected through the teacher's computer or done by the students, directly.

• Observe and listen to each group's presentation to assess their understanding of the decision-making process involved in hunting for moose.

• Evaluate each group's flow chart for accuracy and completeness, making sure that all key decisions have been included.

• Encourage students to reflect on their own learning by having them write a brief paragraph describing what they learned from the activity.

• As noted, pairing students with different skill levels will allow for students to learn from one another and provides opportunities for peer teaching.

• Scaffolding instruction can provide additional support for some students by breaking down the decision-making process into smaller steps and displaying further examples.

• Some students may even be able to work with more difficult templates provided by Canva.com or, if available, Microsoft Visio.