Objective:

Students will create a choreographed dance routine. This lesson focuses on developing and using abstractions by breaking down dance movements into smaller steps and sequencing them logically into algorithms represented on flowcharts.

Materials Needed:

• Chart paper and markers

• Pre-made dance step cards with simple moves (e.g., “spin,” “jump,” “step forward”)

• Flowchart templates (optional)

Steps:

• Introduction: 

  • Begin by introducing students to the idea that dance is like an algorithm—a series of steps or actions that follow a specific sequence. 

  • Explain that they’ll create a dance routine by breaking down and sequencing dance moves, using flowcharts to visualize their routine.

• Group Activity: 

  • Divide the class into small groups and distribute dance step cards to each group. 

  • Ask them to choose four or five steps and arrange them into a routine that flows naturally. 

  • Students will use chart paper to map out their sequence as a flowchart, where each box represents a specific move and arrows show the order of movements. 

  • Encourage them to consider the transitions between moves as they create their sequence.

• Testing and Refining: 

  • Once students have created their routines, have them practice the dance sequence as a group, following the flowchart. 

  • As they perform, they may find that certain moves need adjustments for better flow or timing. They can refine their routine by rearranging steps or modifying transitions. 

  • Finally, each group presents their routine to the class, explaining how they used algorithmic thinking to organize their dance.

Equity and Access:

Provide a range of movement cards, including seated or low-impact options, so all students can participate comfortably. Encourage groups to customize their routines to accommodate everyone’s abilities.

Real-World Application:

Discuss how choreographers and dancers use similar processes to plan and refine their routines, just as algorithms are used in programming to structure tasks in a logical order. Highlight how algorithmic thinking applies to planning any sequence of actions, from daily routines to coding.

CS Practice(s): 

• Developing and Using Abstractions: Students abstract each dance move into a simplified step, represented visually in a flowchart. This helps them think about each movement as part of a larger sequence and understand how individual steps contribute to the overall routine.

Standard(s): 

• CA PE 6.1.8

• CA CS 6-8.AP.10

Objective:

Students will use pedometers to track their steps and analyze the data with Google Sheets or other spreadsheet software programs. This lesson integrates computational thinking by having students create a data set, perform calculations, and use spreadsheet functions to visualize their physical activity.

Materials Needed:

• Pedometers or smartphone step-counter apps

• Computers or tablets with access to spreadsheet software

Steps:

• Introduction: 

  • Students discuss the importance of physical activity and how tracking steps can help maintain a healthy lifestyle. 

  • Show students how to use a pedometer or step-counter app and explain that they will log their steps each day and analyze their data in spreadsheets. 

  • Discuss the basics of spreadsheets, including how to enter data and use simple functions.

• Data Collection and Entry: 

  • Over a period of a week (or during a single class period with step-counting activities), students record their step counts on their pedometers or apps. 

  • Once they have collected data, they’ll enter it into a spreadsheet, with each day’s steps in a separate cell. 

  • Demonstrate how to use basic functions like SUM to calculate total steps and AVERAGE to find the daily average.

• Analyzing and Visualizing Data: 

  • Once their data is entered, students will use charts in the spreadsheet software to visualize their step counts, creating simple bar graphs or line charts to show daily activity. 

  • They’ll analyze trends in their data, discussing what factors might influence their activity levels. 

  • Students conclude by sharing their graphs with the class and reflecting on how data can provide insights into physical fitness and lifestyle choices.

Equity and Access:

Provide paper data entry templates for students who may need additional support with technology or allow them to partner with peers to complete the digital portion. For those without access to pedometers, offer alternatives such as estimating steps based on time spent walking.

Real-World Application:

Discuss how health professionals and athletes use data collection and analysis tools to monitor their physical activity. Emphasize that they are using similar methods to those applied in fitness tracking apps and wearables, which are designed to help people maintain an active lifestyle.

CS Practice(s):

• Developing and Using Abstractions: Students gather step-count data over time, organize it in a spreadsheet, and apply formulas to transform raw data into meaningful insights, developing skills in data handling and analysis.

Standard(s):

• CA PE 6.3.2

• CA CS 6-8.DA.8