Objective: 

Students will recount a problem-solving experience, organizing their presentation around key points, and using clear vocabulary and logical sequencing. They will explain their thought process step-by-step and describe why they chose specific strategies for solving the problem. This lesson integrates computer science concepts by encouraging students to describe their choices made during problem-solving as if it were a program development.

Materials Needed: 

• Poster paper

• Markers

• Worksheet for outlining problem-solving steps

Steps:

• Introduction: 

  • Ask students if they’ve ever faced a challenge that required step-by-step thinking, like assembling a puzzle or fixing something that was broken. 

  • Explain how problem-solving is like following an algorithm—each step matters to reach the final solution. 

  • Today, students will present their experience solving a problem using clear steps and details.

• Planning the Presentation: 

  • In pairs, students will think of a problem they’ve recently solved (e.g., building a LEGO structure or organizing their desk). 

  • They will use a worksheet to outline the steps they took, including their initial problem, the strategies they tried, and how they refined their process when they encountered obstacles.

• Creating Visual Aids: 

  • After outlining their steps, students will create a poster to support their presentation. 

  • The poster should include each step in their problem-solving process and visual representations of the challenges they faced and the strategies they used.

• Delivering the Presentation: 

  • Each pair will present their problem-solving experience to the class. 

  • They will explain their steps in a logical order, using clear vocabulary to describe why they chose specific actions. 

  • Encourage students to speak at a clear, understandable pace.

Equity and Access: 

Provide sentence starters and graphic organizers for students who need help structuring their presentation. Allow students to practice their speeches in small groups before presenting to the entire class.

Real-World Application: 

Discuss how explaining problem-solving strategies in clear steps helps others understand and learn from their approach. Relate this to how programmers explain their code choices to collaborators.

CS Practice(s):

• Communicating About Computing: Students practice explaining a sequence of problem-solving steps, mimicking how developers communicate their algorithmic process.

• Recognizing and Defining Computational Problems: By recounting their experience, students identify key points in their problem-solving process and describe how they overcame obstacles, similar to how computational problems are defined and solved.

Standard(s): 

• CA CCSS for ELA-Literacy SL.3.4

• CA CS 3-5.AP.19

Objective: 

Students will use a digital storytelling tool (e.g., PowerPoint, Google Slides, or Book Creator) to create a multimedia presentation explaining the choices they made while developing a coding project. They will present their final project, describing each step of the development process, using clear sequencing, appropriate vocabulary, and visuals to enhance their explanation. This lesson integrates computer science by focusing on how students communicate their choices during program development.

Materials Needed: 

Tablets or computers with access to a digital storytelling tool

Completed coding projects and corresponding code journals

Steps:

• Introduction: 

  • Start by asking students if they’ve ever had to explain a process to someone else, such as teaching a friend how to play a game. 

  • Connect this idea to explaining code, where developers often need to describe why they made specific design choices. 

  • Explain that today, students will create a digital presentation that explains their process of building a coding project.

• Planning the Digital Story: 

  • Students will reflect on their completed coding projects, outlining the key steps they took during development while referencing their code journal. 

  • Encourage them to think about why they chose specific coding blocks, how they debugged issues, and what changes they made as they tested their code.

• Creating the Digital Presentation: 

  • Students will create a digital presentation that tells the story of their program’s development. 

  • They will include text, visuals, and optional audio recordings to explain each step of their process, such as “I used this block to make my character jump because…” or “I had to change this part when I realized it didn’t work.”

• Delivering the Presentation: 

  • Students will present their digital stories to a group of peers, walking through their program step-by-step. 

  • They will explain their choices clearly, using specific vocabulary like “debugging” and “testing,” and emphasize the reasons behind their decisions. 

  • Encourage students to speak clearly and at a steady pace, using visuals to highlight key points.

Equity and Access: 

Provide pre-made templates in the digital tool to help students structure their presentation. Pair students with different levels of experience in coding and digital tools to encourage collaboration and peer support.

Real-World Application: 

Discuss how explaining code choices is essential in the real world, where developers often work in teams and need to communicate their design decisions clearly. Highlight how digital tools can enhance this communication.

CS Practice(s):

• Creating Computational Artifacts: Students create a digital presentation as an artifact that demonstrates their process of building a coding project, explaining their design choices.

• Communicating About Computing: Through presentations, students practice explaining their programming process, clearly articulating why they made specific choices during development.

Standard(s): 

• CA CCSS for ELA-Literacy SL.3.4

• CA CS 3-5.AP.19