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Computational Thinking Lesson Plan

Students will create a behavioral consequence generator by breaking down consequences for rule violations into categories of severity. They will then write algorithms to automate randomly generating logical consequences by drawing strips with consequence elements from different baskets. This allows students to understand how algorithms and automation work by creating a "program" to assign consequences. They will present their consequence generators, discuss the process, and consider other areas where algorithms could be applied.

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155 views3 pages

Computational Thinking Lesson Plan

Students will create a behavioral consequence generator by breaking down consequences for rule violations into categories of severity. They will then write algorithms to automate randomly generating logical consequences by drawing strips with consequence elements from different baskets. This allows students to understand how algorithms and automation work by creating a "program" to assign consequences. They will present their consequence generators, discuss the process, and consider other areas where algorithms could be applied.

Uploaded by

api-602505205
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: Behavioral Consequence Generator

Overview
With this activity, Students will learn about the relationships between algorithms and automation
by creating a behavioral consequence generator. Students will look at the student handbook
and break down the logical consequences of two different behaviors or rules that have been
broken and then will be able to mix and match those consequences to what rules they broke.
Once the procedures have been identified, students will write the algorithm for their generators,
so that the procedure can be automated.

Vocabulary
Algorithm: A list of steps that can be followed to carry out a task.
Automation: Having a machine do work for us, so that we don’t have to do it ourselves.

Lesson Objectives
Students will be able to:
● Understand the student handbook and categorize the severity of offenses
● Compose logical consequences from random pieces
● Write an algorithm that explains the actions that the student’s “machine” should take to
automate the behavior consequence generator.
●
Materials and resources
● Paper
● Pencils
● Student handbooks
● Baskets (three per group)

Preparation
Before teaching this lesson, students should have become familiar with Automations and
Algorithms. This lesson will build upon both of those.

Activity
Step 1. Introduction
Begin with a discussion about the student handbook and the rules that students are expected to
follow.
● Why do you think we have rules in the first place?
● Do you think that all infractions should be treated the same?
○ Why/ or why not
● Explain what the outcome of the consequence should be after breaking an infraction.

Next, let's think about all the things that happen in life where instead of looking at the negatives
we would be able to grow from some of those obstacles.
● Where have you seen a problem that a computer or program has helped simplify
a solution?
● Why were some of those problems benefited from a technological solution?

In order for computers and programs to help us, we need to understand what things they can
do, and what they can’t do.

Begin with the discussion of algorithms and automation.


Talk about algorithms- review what algorithms are and what they are used for.

Talk about automation- review what automation is and what it is used for.

Step 2. Program and run


Now it is time for the activity.
Have the students go through the student handbook and break it down into two or three groups.
Mild offenses, moderate offenses, and severe offenses:

For this part of the activity, we are going to be looking at the consequences that could happen if
you break a mild or moderate offense. What do they look like?
For example: “you have detention for 45 minutes with Mr. Mohning”

Students will then break apart and come up with 5-10 different consequences for some
negative actions.

Back together as a group:


How can we break these sentences up to be able to mix them around?
● What will they do?
● For how long
● With whom

Let's look at the lists and create those 3 segments and put them into the baskets to see if they
make sense when we put them back together.

With the 5-10 different consequences have the students take their consequences and have
them divide them into three different groups. Group 1(beginning), 2(middle), and 3(end).
1. Have the students come up with an alternate title for the 3 baskets. I.e., consequence,
duration, with who.
2. Students will draw one item from each basket 5 times and get a random consequence.
Have them write down the complete consequence then return the strips to the basket.
3. Have the students troubleshoot the “code?” Does each make sense? If not use this
time to refine the wording on each portion of the consequence generator.
4. Re-run step 2. Did this fix those errors?
5. Create an algorithm for the consequence generator using pseudocode.
a. What steps will it need to follow each time in order to generate a new
consequence?
b. How specific will the program need to be to ensure there are no errors?
c. What steps need to be done after the consequence has been given out?
d. Are there any things that you could do to differentiate between a mild and
moderate infraction?
e. Have one student be your “program” and have another student read the
instructions step by step with the “program” only doing what is said (nothing more
nothing less).
f. See if the algorithm had the desired results.
g. Adjust the algorithm as needed to fix any problems that had arisen.

Step 3. Share
After each group had completed its algorithm, have each group get together and show their
consequence generator to the class. After each group completes their demonstration, discuss,
do they all work the same? Are there any things that are different?

Step 4. Discuss together


Gather students together to talk about their projects.
● What was the hardest part?
● Did anyone get their algorithm perfectly correct the first time?
● How were you able to fix it or tweak it to make it better?
● Can you think of any other tasks that you could create an algorithm for?
● If you were to get a consequence for breaking the rules in this way, what would your
thoughts be on the results you received? Would you prefer to “choose your own destiny”
or stick with a traditional consequence for breaking the rules?

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