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

Lesson 2 Language Frames Placemat

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

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

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