Lesson 2

Pair Programming

In this lesson, students will continue to explore programming in Scratch with the assistance of one of the many Scratch tutorials. They will also practice working with a partner using pair programming strategies.

Objectives

Computer Science Objectives

  1. Programmed to Dance:

Students learn to express a complex activity using a sequence of simple instructions.

2. Pair Programming:

  • Students express movement as a series of commands
  • Students order movement commands as sequential steps in a program
  • Students represent an algorithm as a computer program
  • Students count the number of times an action should be executed and represent it as instructions in a program
  • Students use pair programming to complete collaborative tasks

Language Objectives

  • Students will be able to orally explain what was easy/difficult about describing the dance to someone who had not seen the video.
  • Orally explain what was easy/difficult about working with their partner in pair programming.
  • Identify the types of language that is involved in being a good digital citizen.
  • Orally direct their partner to the specific codes used in pair programming.
  • Describe changes and improvements in strings of code to their partner, as well as work together to debug errors.


Language Frames

Emerging

I would like to add_____

I disagree with _____ because ____

Yet I wonder if ___

I heard you say ___

If we look carefully at ___ you can see ___

Describing the dance was easy/difficult because ____.

Working with a partner was easy/difficult because ____.


Expanding

That idea connects to_____

Then again, I think that_____

I don’t see a connection between ____ and ____. I would like to say that ___.

In other words, you said ___.

I base my thinking on____.

Describing the dance easy/difficult because _____ and _____.

Working with a partner was easy/difficult because _____.


Bridging

How can we build on the idea of_____

This makes me think of a different idea. I think_____

I would like to present a different argument of the same idea. I think ___.

Let me paraphrase what I heard

Let me illustrate what I mean

Describing the dance easy/difficult because ____ and _____. I would do _____ differently.

Working with a partner was easy/difficult because ____ and ____. I would do _____ differently.


Lesson Plan


Lesson 2: Pair Programming

Vocabulary

  • algorithm: steps to complete a task
  • code: a special language a computer understands
  • computer science: using the power of computers to solve problems and express ourselves
  • pair programming: two programmers woking collaboratively on one device
  • program: a set of instructions (algorithm) written in a language that a computer understands

Materials

https://youtu.be/vgkahOzFH2Q

  • Pair Programming norms graphic
  • Student Workbook p. 5-8
  • Code Studio account information for students
  • Code Studio Course 2 Maze: Sequence link:

https://studio.code.org/s/course2/stage/3/puzzle/1


Additional Resources

Standards

Computer Science

  • CSTA 1B-AP-10: Create programs that include sequences, events, loops, and conditionals

English Language Arts

  • ELA SL.3.1,6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
  • ELA-L.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • ELA L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • ELA L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

English Language Development

  • 3. Offering opinions
  • 4. Adapting language choices
  • 11. Supporting opinions