Objective: 

Students will create and sequence algorithms representing daily routines, such as getting ready for school, or preparing for a school activity, and then sketch or draw a narrative sequence of events for the routine.

Materials Needed:

• Large visual cards with simple images representing steps in daily routines (e.g., a toothbrush, clothes, a backpack for getting ready for school).

• Blank paper and crayons or markers.

Steps:

• Introduce the Concept of Routines: 

  • Begin by discussing the routines students follow every day, such as getting ready for school, eating lunch, or cleaning up after an activity. 

  • Explain that a routine is a series of steps that must be followed in a specific order, just like a recipe. 

  • Introduce the idea that in computer science, this sequence of steps is called an algorithm, and computers need algorithms to solve problems or complete tasks.

• Create a Routine Algorithm: 

  • Using the visual cards, work as a class to put the steps of a daily routine (e.g., getting ready for school) in order. 

  • For example, the sequence might be: 1) Brush teeth, 2) Get dressed, 3) Eat breakfast, 4) Put on shoes, 5) Grab backpack. Lay the cards out in a line to represent the algorithm or sequence of steps.

• Narrative Writing: 

  • Once the routine is sequenced, students will create a visual representation of their algorithm by drawing each step on blank paper. 

  • For each drawing, students will write a short sentence or dictate a description of the step, creating a narrative of their routine. For example, “First, I brush my teeth. Then, I get dressed.” 

  • Encourage students to think of each sentence as a step in their personal algorithm.

• Testing and Refining:

  • After completing their drawings and sentences, ask students to review their routines to ensure the steps are in the correct order. 

  • Provide time for students to "debug" their sequence if necessary by rearranging their pictures or rewriting sentences to reflect the proper order of actions, reinforcing the computational thinking process of testing and refining algorithms.

• Share and Discuss: 

  • Have students share their routine narratives with the class or in small groups, explaining how they ordered the steps of their morning routine. 

  • Lead a discussion on how following steps in a specific order makes tasks easier and how this relates to algorithms in computer science, where the order of steps is critical for solving problems.

Equity and Access: 

Ensure all students can participate by offering multiple ways to engage, such as allowing students to draw their routines if they are not yet writing independently or providing sentence starters for students who need additional support with writing. Offer assistance through peer collaboration or adult scribing to ensure that all students' ideas are represented.

Real-World Application: 

Connect the activity to real-life examples, such as following steps to bake a cake, getting ready for bed, or following directions to a destination. Highlight how sequencing is essential for completing tasks and solving problems, just as computers follow algorithms to execute commands and processes.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students identify the steps needed to complete a routine and order them logically to create a personal algorithm.

• Creating Computational Artifacts: Students create a visual and written narrative that represents their daily routine, forming an algorithm that mirrors a computer’s step-by-step problem-solving process.

Standard(s):

• CA CCSS for ELA-Literacy W.K.3, CA CS K-2.AP.10

Objective: 

Students will use a simple digital tool to create a visual and textual algorithm representing their daily routines.

Materials Needed:

• Tablets or computers with access to a simple drag-and-drop sequencing app or tool, such as ScratchJr, Figjam, Seesaw, or Padlet.

• Digital icons or stickers representing routine activities.

Steps:

• Introduction to Digital Sequencing: 

  • Demonstrate how to use the digital tool, showing students how they can drag and drop icons to sequence their daily routines. 

  • For instance, dragging a toothbrush icon to start the sequence.

  • Explain that, like how computers follow specific instructions called algorithms, they will create a sequence of steps for their own morning routine.

• Create a Digital Routine Algorithm: 

  • Students will choose icons from the digital library to represent steps in a daily routine, such as getting ready for school or eating lunch. 

  • They will drag these icons into the correct order on their screen, creating a visual algorithm for their routine.

• Add Narration: 

  • Encourage students to add text or voice recordings that describe each step of their routine, turning their sequence into a digital story. 

  • For example, "First, I brush my teeth" could be added as text beneath the toothbrush icon.

• Share and Reflect: 

  • Students can present their algorithm to peers, explaining the sequence they created and why they ordered the steps the way they did.

Equity and Access: 

Ensure all students can participate by offering support with the digital tool, providing visual or verbal instructions for those who need extra help, and allowing different modes of engagement, such as using voice recordings for students who may have difficulty typing or writing.

Real-World Application: 

Connect the activity to everyday tasks by discussing how sequencing is used to follow a recipe, build something, or get ready for school. Help students understand that organizing steps in a logical order helps them efficiently achieve their goals, whether in real life or in digital tasks like coding.

CS Practice(s):

• Creating Computational Artifacts: Students use a digital tool to create a sequence representing their daily routine.

• Communicating About Computing: Students explain and share their digital sequences with peers.

Standard(s):

• CA CCSS for ELA-Literacy W.K.3, CA CS K-2.AP.10