Objective:

Students will use computational thinking to develop algorithms for offensive and defensive strategies for a game of capture the flag. 

Materials Needed:

• Chart paper and markers

• Capture the flag game instructions

• Flowchart templates (optional)

• Decision-making cue cards (optional, with prompts such as “If teammate tagged, then…”)

Steps:

• Introduction: 

  • Begin with a discussion on strategies in games, explaining that they’ll create strategic plans using algorithmic thinking. 

  • Introduce flowcharts as a tool to represent sequences of actions based on game scenarios, and discuss how each sequence is a mini “algorithm” that players can follow during gameplay.

• Group Activity: 

  • Divide students into small groups and assign them the task of developing a capture the flag strategy. 

  • Provide decision-making cue cards to help them brainstorm different scenarios (e.g., “If the flag is unguarded, then capture” or “If a teammate is tagged, then switch to defense”). 

  • Students will use chart paper and flowchart symbols to plan their sequence of actions, breaking down the problem into smaller, manageable steps.

• Testing and Refining: 

  • Once groups have created their flowcharts, they present their strategies to the class, explaining the decision points in their algorithms. 

  • After discussing each approach, students take their strategies outside to play a game of capture the flag, testing their plans in real-time. 

  • Upon returning, they reflect on the effectiveness of their algorithms, discussing which steps worked well and where adjustments could improve their flowcharts for future games.

Equity and Access:

Provide flowchart templates with some pre-filled options for students needing extra guidance, and encourage them to personalize the strategies by adding their unique decisions, ensuring all students can engage meaningfully in algorithmic thinking.

Real-World Application:

Discuss how sports coaches and strategists use playbooks with predefined sequences to help athletes prepare for various scenarios, just as they used flowcharts. This mirrors how algorithms guide decision-making in fields beyond sports, such as emergency response and robotics.

CS Practice(s): 

• Recognizing and Defining Computational Problems: Students identify specific scenarios within the game that require decision-making and systematically break down these scenarios into decision points, which they map out in their flowcharts to create efficient and adaptable strategies.

Standard(s):

• CA PE 7.2.6

• CA CS 6-8.AP.10

Objective:

Students will use Micro devices to collect and analyze heart rate data. This lesson integrates computational thinking by having students create and test a data-collection artifact that provides real-time feedback on physical activity, allowing them to refine and interpret their data collection methods.

Materials Needed:

• Micro devices (e.g. Mirco:bit, Arduino) with heart rate sensor extensions (e.g., SparkFun gator or Pulse Sensor)

• Computers or tablets with access to the Micro

• MakeCode editor (makecode.microbit.org)

• Sample MakeCode projects or code templates

• Access to Google Sheets, Microsoft Excel, or paper charts for data recording and analysis

Steps:

• Introduction: 

  • Start with a discussion on the importance of heart rate monitoring and introduce Micro as a tool that can collect and analyze heart rate data. 

  • Show students the MakeCode interface and demonstrate how to use pre-built code blocks or write basic code for heart rate tracking. 

  • Explain that they’ll be creating a simple data-collection program to capture and monitor their heart rates during exercise.

• Coding and Data Collection: 

  • Guide students in connecting the heart rate sensors to their Micro and setting up the MakeCode program. 

  • They can use existing code or build their own by dragging blocks to create a program that reads heart rate data and displays it on the Micro’s LED screen. 

  • For example, they can use blocks to display the pulse rate and have a “reset” button to clear the data after each exercise. 

  • Once programmed, students perform short bursts of physical activity while the Micro records their heart rate. 

  • They will then enter this data into a digital spreadsheet or onto a paper chart to track changes over time.

• Analyzing and Refining: 

  • After collecting data, students review their results, using simple functions (like average or maximum) in a spreadsheet software to analyze the trends. 

  • They refine their Micro code as needed—for example, adding a data-logging feature or improving display readability. 

  • They conclude by sharing their findings with the class and reflecting on how wearable technology like Micro can support fitness monitoring in real-time.

CS Practice(s):

• Testing and Refining Computational Artifacts: Students iteratively test their heart rate monitoring code on the Micro, collect data, and modify the code to improve accuracy or add new features, learning to refine their work based on real-world performance and data analysis.

Equity and Access:

Provide pre-coded options and detailed instructions for students new to coding, allowing them to modify variables rather than building the code from scratch. This enables all students to engage in the activity, focusing on data collection and analysis.

Real-World Application:

Discuss how wearable devices like fitness trackers use similar technology to monitor heart rates and provide health insights. Emphasize how students’ programming skills are directly applicable to developing technology that can improve people’s health and wellness.

Standard(s):

• CA PE 7.4.4

• CA CS 6-8.DA.8