Objective: 

Students will create algorithms to model the routes of major U.S. land explorers and Atlantic trade routes, adjusting for geographical challenges like mountains, rivers, and wind patterns.

Materials Needed: 

• Paper maps of U.S. land exploration routes and Atlantic trade routes

• Rulers

• Markers

• Algorithm templates

Steps:

• Introduction: 

  • The teacher introduces the students to the major land explorers of the U.S. and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe. 

  • The teacher explains how explorers navigated geographical barriers like rivers and mountains and introduces the concept of creating step-by-step instructions, or algorithms, to model their routes.

• Activity: 

  • In groups, students trace the routes of explorers like Lewis and Clark and compare them to the Atlantic trade routes. 

  • They create algorithms that detail each step of the journey, factoring in distances, mountains, and rivers. 

  • After comparing their initial algorithms, they refine them to find shorter or faster paths, discussing which route avoids more difficult terrain or uses better wind patterns on the Atlantic routes.

• Presentation: 

  • Each group presents their final algorithms, justifying why one route or algorithm may be more efficient than another.

Equity and Access: 

Provide pre-drawn maps and algorithm templates for students who need extra support. Pair students with varied skill levels to promote collaboration.

Real-World Connection: 

Relate the activity to modern transportation systems that use algorithms to find the fastest or most efficient routes, such as GPS navigation.

CS Practice(s): 

• Developing and Using Abstractions: Students create and refine step-by-step models of explorer routes. Testing and Refining Computational Artifacts: Students test and compare multiple route algorithms to determine the best one.

Standard(s): 

• CA HSS 5.2.3

• CA CS 3-5.AP.10

Objective: 

Students will use a coding platform to create and refine digital models of U.S. land explorers’ routes and Atlantic trade routes, comparing algorithms for efficiency.

Materials Needed: 

• Computers with access to Scratch or similar coding platforms

Steps:

• Introduction: 

  • The teacher introduces students to major explorers like Lewis and Clark, as well as trade routes connecting Africa, the West Indies, and the British colonies. 

  • He discusses how modern technology uses algorithms to solve travel problems and explains that students will use a coding platform to model these routes.

• Activity: 

  • In pairs, students code algorithms in a coding platform to simulate explorers’ paths across North America, factoring in geographical features like mountains and rivers. 

  • Other students simulate Atlantic trade routes, adjusting for ocean currents and wind patterns. A

  • fter creating their initial models, students compare and refine their algorithms to make the routes faster or more efficient by avoiding natural obstacles or optimizing travel conditions.

• Presentation: 

  • Students present their coded simulations to other groups, explaining how they refined their algorithms to improve travel times and efficiency.

Equity and Access: 

Provide pre-coded route templates for students who need additional support. Use mixed-ability groupings to foster peer collaboration.

Real-World Connection: 

Connect the lesson to how airlines and shipping companies use algorithms to calculate the fastest and most cost-effective travel routes today.

CS Practice(s): 

• Creating Computational Artifacts: Students use code to model explorer and trade routes. Testing and Refining Algorithms: Students adjust their algorithms to optimize the travel routes, testing multiple solutions.

Standard(s): 

• CA HSS 5.2.3

• CA CS 3-5.AP.10