Objective:

Students will create physical patterns using beads and string to communicate a message or idea across a network of peers. Through this activity, students will explore how patterns represent information and how simple objects can be used to model communication systems.

Materials Needed:

• Beads in different colors

• String

• Chart paper for recording ideas

• Markers for drawing

Steps:

• Introduction:

  • Ask students, "How do we use patterns to send messages?" 

  • Discuss examples like how a necklace's color pattern might represent friendship, or how flags use patterns to represent different countries. 

  • Explain that students will use beads and string to create a pattern that communicates a message or idea.

• Group Activity:

  • Divide students into small groups and provide them with beads and string. Ask them to create a pattern using different colors of beads. 

  • For example, they might alternate red and blue beads to represent a simple message like "stop" and "go" or use a repeating sequence to represent their favorite animal.

• Building and Testing:

  • As students create their bead patterns, encourage them to think about how their choices of colors and sequence represent a specific message. 

  • They can test their pattern by explaining it to a classmate and seeing if the other student understands what the pattern represents.

• Drawing and Refining Patterns:

  • After creating their bead patterns, students will draw their designs on chart paper and label them with descriptions of what each part of the pattern represents. 

  • They can refine their patterns by adjusting the sequence or colors to make the message clearer.

• Presentation and Discussion:

  • Each group will present their bead pattern to the class, explaining how they used the colors and sequence to communicate a message. 

  • Lead a discussion on how patterns help us share ideas and how using physical objects like beads can model communication systems.

Equity and Access:

Provide a variety of beads and string for all students, ensuring that everyone can participate. Offer additional support to students who may need help creating or explaining their patterns.

Real-World Application:

Discuss how patterns are used in communication systems like Morse code or in art to tell stories. Relate the activity to everyday examples, such as how symbols, shapes, and patterns help us understand information quickly (e.g., road signs or safety symbols). 

CS Practice(s):

• Recognizing and Defining Computational Problems: Students identify how patterns can represent information and test how well others can interpret the message.

Standard(s):

• CA NGSS K-2-ETS1-1

• CA CS K-2.NI.6

Objective:

Students will use ScratchJr  or another coding platform to create visual patterns that communicate a message. Through this activity, students will explore how patterns can be used to represent information and how digital tools help communicate ideas to others in a network of people. This lesson integrates both engineering design and computational thinking.

Materials Needed:

• Tablets or computers 

Steps:

• Introduction:

  • Begin by asking, "How do we send messages using patterns?" 

  • Discuss examples like traffic lights (red, yellow, green) or Morse code, which use patterns to communicate. 

  • Explain that students will use a coding platform to create patterns that represent a message, using different shapes, colors, emojis, or sequences of objects.

• Group Activity:

  • In pairs, students will use a coding platform to design a simple pattern that communicates a message. 

  • For example, they might create a sequence of animals or shapes that appear in a repeating pattern. 

  • Encourage students to think about how the pattern represents information—such as alternating colors to show day and night, or creating a simple "Hello" message with repeated shapes.

• Creating and Coding:

  • Guide students as they use coding blocks to arrange and animate their patterns. 

  • They might create loops to repeat the sequence or change the speed of the pattern to emphasize certain parts of the message. 

  • Encourage them to experiment with different ways to convey meaning through their design.

• Testing and Refining:

  • Once students have created their patterns, they will test their code to make sure the pattern runs as intended. 

  • They can refine the sequence by adjusting timing, changing colors, or modifying the objects to better communicate the intended message.

• Presentation and Discussion:

  • Each group will present their ScratchJr project, explaining the pattern they created and what message or idea they are communicating. 

  • Lead a discussion on how patterns help us communicate and how digital tools like ScratchJr make it easier to share ideas visually.

Equity and Access:

Provide pre-made templates in ScratchJr for students who need extra support. Pair students with varying levels of coding experience to encourage peer learning.

Real-World Application:

Connect the lesson to everyday examples, such as how patterns are used in technology (barcodes, QR codes) and how digital communication systems (internet, messaging apps) rely on patterns to send information efficiently.

CS Practice(s):

• Creating Computational Artifacts: Students create digital patterns that communicate a message using ScratchJr or another coding platform.

• Developing and Using Abstractions: Students use patterns as an abstraction to convey meaning, simplifying complex information into repeating sequences.

Standard(s):

• NGSS K-2-ETS1-1

• CA CS K-2.NI.6

• CA CS K-2.AP.12

• CA CS K-2.AP.16