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
- 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.
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
- projector
- Programmed to Dance videos
- Pair Programming video
- 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
- Code Studio lesson plan: Maze Sequence
- Code Studio Course 2 Artist: Sequence (extension activity for early finishers or supplemental work)
- Pair Programming posters
- Pair Programming Kahoot game (5 questions)
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