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Content
Content
Big Idea:
Big Idea:
This is a series of lessons, anchored in well known fairy tales, that invite students to learn pseudocoding through simple movements related to spatial reasoning.
Expectations:
Expectations:
Algebra
C3. solve problems and create computational representations of mathematical situations using coding concepts and skills.
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events
C3.2 read and alter existing code, including code that involves sequential events, and describe how changes to the code affect the outcomes
Spatial Sense
E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them
E1.5 give and follow directions for moving from one location to another
Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes
A1. Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.
In this lesson, to the best of their ability, students will learn to maintain positive motivation and perseverance, build relationships and communicate effectively, and think critically and creatively as they apply the mathematical processes problem solving (develop, select, and apply problem-solving strategies), reasoning and proving (develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to justify thinking, make and investigate conjectures, and construct and defend arguments), reflecting:(demonstrate that as they solve problems, they are pausing, looking back, and monitoring their thinking to help clarify their understanding (e.g., by comparing and adjusting strategies used, by explaining why they think their results are reasonable, by recording their thinking in a math journal)), communicating (express and understand mathematical thinking, and engage in mathematical arguments using everyday language, language resources as necessary, appropriate mathematical terminology, a variety of representations, and mathematical conventions, and representing (select from and create a variety of representations of mathematical ideas (e.g., representations involving physical models, pictures, numbers, variables, graphs), and apply them to solve problems), so they can recognize that testing out different approaches to problems and learning from mistakes is an important part of the learning process, and is aided by a sense of optimism and hope, so they can work collaboratively on math problems – expressing their thinking, listening to the thinking of others, and practising inclusivity – and in that way fostering healthy relationships, and so they can make connections between math and everyday contexts to help them make informed judgements and decisions.
Learning Goals
Learning Goals
We want students to...
We want students to...
We are learning to direct the character from a fairy tale through different obstacles to an end point by giving or receiving directions (orally, in images and eventually through code) “pseudocoding”.
We are learning to read, write and modify “pseudocode”.
Success Criteria
Success Criteria
I can...
I can...
I can communicate using directional words (e.g. advance, turn right a quarter turn, turn left a quarter turn, back up…) to direct a character from one point to another.
I can follow oral instructions given to me using directional words (e.g. advance, turn right, turn left, back up…) to move a character from one point to another.
I can move a character on a cartesian plane using “pseudocode” (symbols such as arrows and numbers).
I can write directions using “pseudocode” (symbols such as numbers and arrows) to communicate a path through a grid.
I can change and alter a “pseudocode” (path) through a grid.
Materials
Materials
Visual representations of:
the characters in the fairy tale (either printables, coloring sheets, or created by students)
the destination
Any obstacles
Printable:
Comparing coding to mazes.
How many ways to go?
Empty coding grid
Observational assessment checklist with anecdotal notes
Painter’s tape
Copies of “coding cards” on paper
Sentence strips or paper cut in strips
Copies of empty grid
Gloves or mittens
Observation document
Vocabulary
Vocabulary
Destination
Retell
Obstacles
Direction
Movement
Path
Coding
Code
Shortest / Longest
Turn left / Turn right
Go forward
Go backwards
Prior learning
Prior learning
Read a popular fairy tale, either a picture book version, digital version or a video version. Such as Little Red Riding Hood, The 3 Little Pigs, Jack and the Beanstalk, etc...
Pedagogy
Pedagogy
Minds On
Minds On
In a common area, the teacher should engage students in a conversation to recall the details of the fairy tale that they have recently read.
Who is the main character in the fairy tale?
Where is he/she trying to go?
What problems are on the path or in the way of getting to that destination?
Can you imagine any other problems that might occur (inviting creativity and imagination)?
The answers can be documented on a chart paper or on a white board so that all students can see and reference them throughout the lessons.
Students can be invited to draw out a “story map” drawing of the events that happen.
Differentiate for understanding and recall:
Students may be asked to draw a storyboard, depicting the events of the story.
Students can be invited to create a variety of representations such as making sounds or songs or physically move like the characters or making masks or simple drawings that can be integrated to the series of lessons.
Differentiate for Topic and Interest:
Educators are encouraged to base their choice of story or fairy tale upon student interest, cultural understanding and knowledge.
Action!
Action!
Lesson 1:
First:
The students, in small groups, should be allotted time to retell the story using their representations and oral communication skills.
Then:
The students should come back together with their representations, to see a demonstration facilitated by the teacher and one of the groups. The teacher can ask the volunteer group to place the main character of the story and the end point of the story at a place in the room of their choice. The teacher can ask that they place the obstacles from the story in between the first two elements. Now the teacher can ask, “How will our character get to where he needs to go?”
A student can stand where the main character is, hold it in their hands and the group can give them instructions as to how to physically walk through the story. (e.g. advance forward to the forest, quarter turn right, advance to the stream, jump over the stream, advance to the rock, turn left, ….enter the cabin). Emphasis should be given to the positional vocabulary used (left, right, forward…)
Next:
Students can return in their small group and repeat this scenario with their group, they can take turns being the main character, the giver of direction (coder), the positioner of the pieces.
Opportunity to assess for learning
While circulating the teacher can take anecdotal notes of the words that were being used frequently (e.g advance, turn, right, left, ect…) the difficulties being observed and the areas that will need to be elaborated upon in small group lessons (For example: “Children are finding difficulty differentiating right from left, a lot of “this way” and “that way” being said.)
Teacher Moves
The teacher needs to think about the size and make up of the small groups for this activity (groups of 2-4 students of varying ability).
The teacher should circulate during the retelling, listening to the vocabulary used in the retelling of the story, checking for on task behaviour.
The teacher should strive to pose questions to help the students better understand and give directions to their partners.
Example Key Questions:
What is the next event in the story?
What direction is the next movement in?
Explain how to move between the rock and the river?
How does Red Riding Hood get to grandmother?
How can Red Riding Hood get around the wolf?
Is there another way that Red Riding Hood could have gotten to the forest?
What if we change one of the obstacles places, what would need to change in the movements? Could the path stay the same?
Etc…
Groups can be invited to present one of their scenarios, in front of the class. This can help facilitate classroom conversation regarding the learning that is occuring.
Lesson 2:
First:
Together students and teachers can discuss the activity that was lived in the previous lesson (the vocabulary that was used and most helpful).
Teachers can engage students in a short game of Simon Says to allow all students to move before the lesson starts. Words should be added to the math word wall to use for futur referencing. Difficulties should be discussed, such as helpful tricks to differentiate left from right.
Then:
The students are invited to assemble close to the designated area prepared by the teacher. The discussion can now pursue, what is the same/different in this scenario vs. what we did yesterday?
Characters and obstacles are the same
They are inside squares.
The educator can ask: Can we still make a path?
Invite a volunteer to stand in the square occupied by the main character and pick up the representation, explain to that student that they are going to act like a robot today, they cannot move unless they have been told how to move (kind of like the game Simon Says). Invite a student to direct the character to their first obstacle. Ask another student where the character should go next? And continue this way, celebrate the character’s arrival at the end of the story.
Discuss together what were the “winning strategies” that were used:
Communicating clearly
Good listening
Precise word choice
Repeat this process with a second volunteer asking the students to try again a different way.
Repeat the process changing the illustrations places.
If possible students could try this in small groups, if there are enough areas for multiple groups to act.
Next:
Complete individually the activity: Comparing Coding to Mazes. Engage in a discussion with the students about the differences between the two activities.
The grid allowed for multiple solutions, modifications, redirections
The labyrinth only had one right answer.
Name what they are doing with the grid both on paper and physically in the class as a type of coding, “pseudocoding”!
Teacher Moves
Before today’s lesson, a grid-like area must be prepared by the educator (approximately 10x10). This area could be an area of tiled floor outlined in tape, a carpet with squares, a grid taped out with painter’s tape on the floor, ect… He/she should place visual representations of the story within the grid.
While playing Simon Says the teacher should revise the spatial reasoning concepts in order to check student knowledge:
Concept of right and left
Moving 3 squares forward
It would be encouraged to allow as many students as possible to help in the giving of directions.
The teacher should strive to pose questions to help the students better understand and give directions to their partners.
Example Key Questions:
What is the next event in the story?
What direction is the next movement in?
Explain how to move between the rock and the river?
How does Red Riding Hood get to grandmother?
How can Red Riding Hood get around the wolf?
Is there another way that Red Riding Hood could have gotten to the forest?
What if we change one of the obstacles places, what would need to change in the movements? Could the path stay the same?
Add coding, code to the math word wall.
Opportunities for Differentiation
The use of songs, poems or nursery rhymes could be beneficial calling on different skills of the students that could help in learning to distinguish between left and right. eg. “Turn to the right, turn to the left, criss-cross.”
Another game that is fun to incorporate during this time is M. Wolf (this will not only allow review of concepts of advance and back up and possible integration of right and left but also big and small.)
Differentiation for understanding:
If students are finding difficulty differentiating right from left, the main character can be invited to wear gloves with R for right and L for left. This may be particularly useful because the student sitting or standing on the side of the grid, does not have the same perspective as the character.
Opportunity to assess for and as learning
While circulating the teacher can take anecdotal notes of the difficulties that need further teaching (for example: Students have difficulty distinguishing between right and left) and plan times to intervene with the students as needed in small groups or one on one.
Taking pictures to document the activity will serve as a referential in future lessons.
Educators can also use the Observational assessment checklist with anecdotal notes to document learning.
Example of visual for word wall:
Lesson 3:
First:
Assembling the students close to the designated area prepared by the teacher for the previous lesson, the teacher should ask who remembers all the different paths taken and who can repeat them with all move for move and without a mistake? Brainstorm ideas to leave evidence of their work and their path? For example: leaving a trail of manipulatives, writing down what we did, making a model…accept all their ideas.
Then...
Present the students with “coding cards” printed on paper ready to use (directional arrows). Ask if there is a way these arrows could be used. (The targeted idea is to lay down these arrows on the squares of the grid to show how the character navigated its way through).
Re-live the process from the last lesson of walking through the grid giving oral instructions to a student playing the role of a robot-character however today, offer to the student the “coding cards” printed on paper that they should lay down on top of the tiles/squares they move through. (example: walk three squares forward, the robot-character should place a straight arrow on three tiles/squares as they advance, turn right - place a turning arrow). Continue this way, celebrate the character's arrival at the end of the story. Reflect together on the path, now we can see where the character has travelled.
Repeat this process with a second volunteer asking the students to try again a different way. Reflect together on the path, return to a point on their path and without removing the “coding cards” ask students to find a different way to complete the path.
Repeat changing the illustrations places.
Next:
Return together to the words on the word wall and add the “coding cards” images in relation to the directional words added in previous days.
Ask students to explain the relationship that the words have to the “coding cards” images.
Teacher Moves
The teacher needs to prepare the printable “coding cards” on paper, several copies of each.
Help the students to understand that just like with all math, leaving evidence of our thought process is a good idea, so that we can return to our work.
Emphasize to students how some blocks require 2 “coding cards” (e.g one turn card and one advance card”).
The teacher should strive to pose questions to assess student comprehension and ability:
Example Key Questions:
How many moves (coding cards) did you require to reach grandmother?
Do you think that is the shortest/longest path? Explain.
Is there another way to get from the river to the rock? How?
What if that path you took was blocked by a flood, what would you do?
Engage students who are losing interest and encourage participation.
Refer to the word wall or reference points in the class.
Opportunities for Differentiation
Differentiating for ability:
Teachers can assign certain roles to certain students, either based on the need for that student to get extra practice (for example following instructions or giving instructions) or so as to stay in the proximal zone of development of the student.
Opportunity to assess as learning
Take anecdotal notes of difficulties and strengths of individual students as well as the class group. Consider if there are concepts that need to be revisited, consolidated (e.g. right and left) , and take these students into small groups for review or explicit instruction.
Educators can also use the Observational assessment checklist with anecdotal notes to document learning.
Lesson 4:
First:
Return to the activity Comparing Coding to Mazes. Invite students to reflect on their work and discuss with a partner if there is a way to use the "coding card” arrows from the last lesson with these two activities. Allow students in pairs with scrap paper a chance to discuss this possibility and work on a solution.
Then…
Have students come together to discuss what they have found and share strategies.
Some of the students may already have made the leap to writing in pseudocode (using arrows and numbers to show their thoughts). If this is the case, invite these groups to share and explain what they have done.
If this is not the case...
Using the work of one of the groups, have them walk the class through their solution giving oral instructions, advance 5 squares on the grid, turn right a quarter turn, advance 9 squares, turn left a quarter turn, advance….) The teacher should act as a scribe, writing the code that the students are saying, but using arrows and numbers.
Give the pairs of students time to return and try writing pseudocoding “sentences” together.
The teacher could provide strips of paper or sentence strips for the groups to write their pseudocode on.
Next:
Come together and discuss and share the findings of all or some of the groups as time allows.
This is a good time to introduce the golden rule of Coding, sharing is allowed and encouraged. It is ok to copy someone else and then try to make that code better (remixing) but you need to understand what you are remixing.
Teacher Moves
The teacher should circulate during this process, using the word wall and the “coding card” images with arrows as references. Helping students to change their straight line drawn on the labyrinth into 5 straight arrows etc.
The teacher can also check to see if there are students who have independently made the lead to writing sentences in code (5→, ↩, 9 →, ↪) These groups could be chosen to share their work with the group as a whole and explain how they came to this simple pseudocode.
The teacher should write out in pseudocode their explanation, using arrows or the “coding cards” and numbers and separating each action by a coma. This is how textual coding is written.
Circulate and support students needing extra help and guidance.
As students are showing understanding, give a sentence strip or strip of paper that they can write their pseudocode onto to share with others.
You can offer the possibility to have partners switch so they are working with someone new and they can share their work.
The teacher should strive to pose questions to assess student comprehension and ability:
Example Key Questions:
Did everyone find the same path?
How are they the same or different?
How many movements total did you need to reach the end? Is that more or less moves then your partner?
Who has the longest/shortest path? What is better, does it matter?
Can we ask a friend for help when we are struggling?
What if a friend offers to share their code, is that ok?
Opportunities for Differentiation
Differentiating for enrichment:
Teachers can prepare copies of empty grids for students who may work faster than others. They can use these empty grids to pseudocode a story or scenario of their own.
Differentiation for ability and understanding:
Have mini representations of “coding cards” for students to cut and manipulate, count before writing pseudocode sentences.
Consider grouping for like ability for this activity. Hence allowing the teacher to work close to those needing extra support while those that are grasping the concept well are able to move on and swap ideas with other students of similar ability.
This activity can be done in several different groupings, either individually, in pairs or in small groups.
Opportunity to assess as learning
Take anecdotal notes of difficulties and strengths of individual students as well as the class group. Consider if there are concepts that need to be revisited, consolidated (how to convert a movement into pseudocode), and take these students into small groups for review or explicit instruction.
Educators can also use the Observational assessment checklist with anecdotal notes to document learning.
Lesson 5:
First:
Distribute the activity How many ways to go? Invite students to make a personal estimate of how many ways Little Red Riding Hood can follow to reach her grandmother.
Ask them to write their estimate on their sheet.
Then...
Go back to the math word wall to demonstrate the “coding cards” and stress that in our pseudocoding there are no diagonal moves. Allocate time for students to discuss and find solutions.
Next:
Back in the large group share the answers found.
Discuss the conclusions (the larger the grid, the more ways there are to move) as well as the frustrations and emotions experienced during this activity.
Teacher Moves
The teacher should make copies of How many ways to go? (One per student)
The teacher should consider how to group students based on the needs of the students and their intentions (this activity can be independent, partner or group).
The teacher should circulate during the activity in order to continue to support students’ learning.
The teacher should strive to pose questions to assess student comprehension and ability:
Example Key Questions:
Did you find the same answers?
What do we notice?
What size grid did you prefer?
This is a good time to discuss emotions that emerged in the face of this challenge.
Was this hard/easy for you? Why?
Was there something you found frustrating in this activity?
Opportunity for Differentiation
Differentiating for whole body movement:
Teachers can reproduce this activity on the ground to allow students to physically walk through the grid as needed.
Opportunity to assess as learning
Take anecdotal notes of difficulties and strengths of individual students as well as the class group. Consider if there are concepts that need to be revisited, consolidated (how to move within a grid based on our pseudocode), and take these students into small groups for review or explicit instruction.
Educators can also use the Observational assessment checklist with anecdotal notes to document learning.
Consolidation Of Learning
Consolidation Of Learning
Provide students with a copy of Empty coding grid. Ask them to illustrate a different fairy tale or story studied or known (illustrate a character at the start point, events within the story and an end point).
Have them pseudocode a way through their grid and write it in the space allotted.
Display completed work around the classroom in gallery style. Students can now walk around with sticky notes in hand and try to follow the pseudocodes of their peers. On the sticky note they can leave either an appreciation (for example: Your code is well written and easy to follow) a next step (For example: Maybe if your code had commas to separate the steps it would be easier to perform) or modify the code or suggest a different code to follow to reach the end.
Allow time at the end for each student to review their peers' feedback.
Facilitate a discussion about the lessons learned:
What did you do well?
Where do you need improvement?
How can you improve?
Did the longer codes work the best, or the short ones? Which code was the most ‘efficient’
etc ...
Opportunities for Differentiation
Differentiation for ability:
If this activity is experienced before the students can communicate their feedback in writing, you could do a gallery walk where half of the students stand with their work while the peers walk around and in this style peers can offer feedback verbally.
Or, develop a visual feedback where in perhaps a successful code is denoted by 😀, an unsuccessful code = 😕.
Opportunity to assess learning
Teachers should take the time to pass by each student (extra alternate time may be needed). Question the students to validate their knowledge, understanding and abilities.
Educators can also use the Observational assessment checklist with anecdotal notes to document learning.
Assessment
Assessment
Assessment opportunities are embedded into each lesson.
SEL Self-Assessments (English) and Teacher Rubric
Extension
Extension
These activities can be repeated with any story and multiple times throughout the year this can also be adapted seasonally (e.g. help the trick or treater find the candy, help Santa deliver the presents, help the easter bunny find the eggs)
Students can verify each other’s code by following a code written by other students and see if they end up in the desired location, or they can use someone’s code and try to alter the code to still arrive at the destination but using fewer ‘coding cards’.
Students can use an empty grid and draw obstacles upon it before coding a path or asking a partner to code a path
If Coding Mice or BeeBots or other similar educational gadgets are available they are the natural next step.
This activity is now easily integrated into a center situation:
students can either be invited to use the manipulative “coding cards” on papers, in a real life grid (either tiled floor, grid carpet or taped out area) established in the room by physically walking through a pseudocode given by a partner.
They can code on a paper grid using a pencil and coding with arrows and numbers.
They can work on a grid taped onto a table top or made using square sticky notes and using manipulatives such as small stuffed toys they move about following pseudocode written by a friend or deciphering the pseudocode as they go.
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