Objective: 

Students will create a simple dance routine using a specific set of movements to achieve a goal, such as crossing a room or reaching a specific spot. The instructions will be referred to as an algorithm, helping students understand sequences of actions in a structured order.

Materials Needed:

• Open space for movement

• Pre-made "instruction" cards with basic movements (e.g., step left, step right, clap, spin)

• Chart paper or board to write down steps

Steps:

• Introduction:

  • Begin by discussing how people use movements to communicate and complete tasks, such as dancing. 

  • Ask students, "What if we gave someone instructions to perform a dance? How could we make sure they do it the way we want?" 

  • Explain that they will create their own set of movements, called an algorithm, to achieve a goal, such as dancing from one side of the room to the other.

• Group Activity: 

  • Divide students into small groups and provide each group with instruction cards.

  • Students will choose and sequence movements to create a short dance. 

  • Each group will develop a set of step-by-step instructions (algorithm) for their dance.

• Building the Algorithm: 

  • Once students have selected their movements, they will write them down on chart paper in the correct order. 

  • They will practice following their algorithm, making sure each group member performs the movements as written.

• Testing and Refining: 

  • Have each group perform their dance following the algorithm they created. 

  • Encourage groups to test their instructions by having another group follow the steps.

  • If any movements are unclear, students will revise their algorithm.

• Presentation and Discussion:

  • Each group will present their dance to the class, explaining how they used the algorithm to guide their movements. 

  • Lead a discussion about how the dance algorithm helped them sequence their actions and complete the dance.

Equity and Access: 

Provide visual instruction cards for students who may need support with understanding movement steps, and encourage peer collaboration to ensure all students can participate.

Real-World Application: 

Connect the activity to real-life examples such as how athletes or performers follow choreography to reach specific goals. Relate the idea of algorithms to following step-by-step instructions in daily life, like baking a cake or getting dressed.

CS Practice(s):

• Developing and Using Abstractions: Students simplify complex movements into step-by-step instructions.

• Recognizing and Defining Computational Problems: Students identify which movements and sequences are needed to complete their dance.

Standard(s):

• CA CS K-2.AP.10

• P.E. K.2

Lesson Objective: 

Students will create a digital game using physical computing tools like Bee-Bots or similar robots to follow an algorithm, helping a character “dance” to reach a specific goal, such as navigating through obstacles to reach a finish line.

Materials Needed:

• Bee-Bots or other simple programmable robots

• Large grid mats with obstacles

• Command cards (e.g., move forward, turn left, turn right)

• Tablet or computers to document the steps

Steps:

• Introduction: 

  • Begin by discussing how computers and robots follow instructions, just like people follow dance steps or directions. 

  • Ask, "How do robots know what to do? Can they figure it out on their own?" 

  • Introduce the concept of algorithms and explain that students will create a sequence of commands for a Bee-Bot to follow and achieve a goal, like reaching a specific spot on a mat.

• Group Activity: 

  • Divide students into small groups and provide each group with a Bee-Bot and a grid mat. 

  • The goal is to program the Bee-Bot to move from a start position to an end position, avoiding obstacles on the mat. 

  • Students will plan their sequence of commands (algorithm) before programming the Bee-Bot.

• Creating and Coding: 

  • Using the command cards, students will create an algorithm for their Bee-Bot to follow. 

  • They will enter the commands into the Bee-Bot and test their algorithm by watching the robot move across the mat.

• Testing and Refining: 

  • After running the algorithm, students will review their Bee-Bot’s movements. 

  • If the robot does not reach the intended goal or hits an obstacle, students will refine their algorithm, adding or changing commands.

• Presentation and Discussion: 

  • Each group will present their algorithm and Bee-Bot's path to the class, explaining how they programmed the robot to follow specific instructions. 

  • They then lead the class in following the directions they gave to the Bee-Bot. 

  • Lead a discussion about how using algorithms helps machines and computers achieve goals.

Equity and Access: 

Offer simplified paths or fewer obstacles for students who may need extra support, and encourage peer collaboration so all students can participate in programming.

Real-World Application: 

Connect the activity to real-world examples such as how robots are used in factories or in space exploration, following algorithms to complete tasks. Highlight how algorithms help machines carry out tasks efficiently.

CS Practice(s):

• Creating Computational Artifacts: Students create a sequence of commands to program the Bee-Bot.

• Testing and Refining Computational Artifacts: Students test their robot’s movements and refine their code to reach the goal.

• Collaborating Around Computing: Students work in teams to design, test, and refine their algorithm.

Standard(s):

• CA CS K-2.AP.10

• P.E. K.2