Objective:

Students will create a story map using paper cutouts of characters, settings, and events from a familiar story. Through this activity, they will practice decomposing the narrative into smaller parts and organizing these parts in sequence, mirroring computational thinking skills such as sequencing and problem-solving.

Materials Needed:

• Paper cutouts of characters and settings from a story

• Markers and construction paper for creating story maps

• A familiar story or picture book (e.g., The Three Little Pigs)

Steps:

• Introduction:

  • Read a familiar story aloud, such as The Three Little Pigs or Little Red Riding Hood.

  • Ask students to recall the main parts of the story: “Who are the characters? Where does the story take place? What are the main events?”

  • Explain that they will create a story map using cutouts to represent characters, settings, and events. Compare this to how computer scientists break down big problems into smaller steps to solve them more easily.

• Group Activity:

  • Divide students into small groups and provide each group with paper cutouts of characters, settings, and events from the story.

  •  Each group will work together to sequence the story’s events and create a story map on a large sheet of paper. 

  • Encourage students to discuss the order of events and use positional terms like "first," "next," and "finally" as they arrange the pieces.

• Building and Organizing the Map:

  • As students arrange the cutouts, they will glue or tape the characters and settings in place on their story map, making sure the sequence of events follows the story’s plot. 

  • For example, in The Three Little Pigs, they might place the wolf blowing down the straw house first, then the stick house, and finally the brick house. 

  • They can label the characters and events to enhance understanding.

• Testing and Refining:

  • After creating their story maps, students will review the order of events and check if their map correctly represents the beginning, middle, and end of the story.

  • They can adjust the sequence if needed, refining their maps before sharing with the class. Explain that this is similar to testing and debugging in computer science, where adjustments are made to ensure the sequence is correct.

• Presentation and Discussion:

  • Each group presents their story map to the class, walking through the sequence of events and explaining how they represented the main parts of the story.

  • Leads a discussion on how creating a story map helps us break down and understand the narrative, much like how computer scientists break down complex problems into smaller, manageable steps to solve them.

Equity and Access:

Provide pre-made cutouts or partially completed maps for students who may need extra support. Allow peer collaboration to ensure all students feel confident in completing their story maps.

Real-World Application:

Relate the activity to how authors and movie makers plan stories using storyboards to ensure they get the sequence right.Explain how programmers, like authors,  break down their projects into smaller parts and use sequencing to ensure that the final product works properly.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students decompose the story into smaller, manageable parts and arrange them in sequence, focusing on problem-solving through story mapping.

• Creating Computational Artifacts: Students create a visual representation of the story’s plot, developing a clear sequence that mirrors computational processes.

• Testing and Refining Computational Artifacts: Students review and adjust their story maps to ensure the sequence is accurate, just like testing and refining code to solve problems.

Standard(s):

• CA CCSS.ELA-Literacy.RL.1.2

• CA CCSS.ELA-Literacy.RL.1.3

Objective:

Students will program Bee-Bots, Ozobots, Spheros, or other robots to follow the sequence of events from a story. By visiting key locations in the correct order, students will learn to sequence steps logically and practice foundational computational thinking concepts such as programming, testing, and debugging.

Materials Needed:

• Bee-Bots or similar programmable robots

• Large floor map with images representing key locations from a story (e.g., the straw, stick, and brick houses from The Three Little Pigs)

• Storybook (e.g., The Three Little Pigs)

• Markers or props to mark the beginning and end of the Bee-Bot’s journey

Steps:

• Introduction:

  • Read The Three Little Pigs aloud, asking students to identify the important events and locations in the story.

  • Show the students the large map on the floor, which includes key locations from the story (e.g., the straw, stick, and brick houses). Explain that their robot will follow the same path as the wolf, traveling between these locations in the correct sequence.

  • Discuss how the robot will be programmed to move, turn, and stop at each house, just like how events unfold in the story.

• Group Activity:

  • Divide the class into pairs and provide each group with a robot.

  • Each pair will plan how to program the robot to move from one house to the next in the correct order (straw house, stick house, brick house).

  • Encourage them to think about how many steps the robot needs to take and when it will need to turn. Use directional terms like "forward," "left," and "right" to guide their programming.

• Programming:

  • Students will input their commands into the robot, programming it to move from the first house to the last house.

  • After programming, students will run their robot, testing to see if it follows the correct path in sequence. If the robot doesn't follow the expected route, they will need to debug the program by adjusting the steps or turns.

• Testing and Refining:

  • Have students test their robot’s route by watching its journey between the houses.

  • If the roboot makes a mistake or doesn’t reach the correct location, encourage students to refine their program by adding, removing, or changing commands.

  • Give students time to adjust their programming and test again until the robot follows the correct sequence.

• Presentation and Discussion:

  • Each group will present their programmed robot, explaining how they designed the sequence and programmed the steps to match the story.

  • Lead a class discussion on how programming the robot is similar to following a story’s sequence, emphasizing the importance of correct steps and logical thinking in both programming and storytelling.

Equity and Access:

Provide visual step-by-step instructions or pre-programmed robots for students who need extra assistance. Pair students with varying levels of experience to promote peer support.

Real-World Application:

Relate the lesson to real-world tasks that involve step-by-step directions, such as following a recipe or navigating to a location using GPS. Discuss how computers and robots rely on precise instructions and sequencing to complete tasks.

CS Practice(s):

• Developing and Using Abstractions: Students use the robot to model abstract ideas like sequence and directional movement, simplifying the process of traveling between locations in the story.

• Testing and Refining Computational Artifacts: Students test their robot programs and refine them by adjusting commands, simulating the process of debugging in coding.

• Recognizing and Defining Computational Problems: Students identify how to sequence the robot’s steps to match the story’s order of events, breaking down the process into manageable actions.

Standard(s):

• CA CCSS.ELA-Literacy.RL.1.2

• CA CCSS.ELA-Literacy.RL.1.3

• CA CS K-2.AP.10

• CA CS K-2.AP.12