ALEX Classroom Resource

  

Introducing Algorithms

  Classroom Resource Information  

Title:

 Introducing Algorithms

URL:

 https://community.computingatschool.org.uk/files/8221/original.pdf

Content Source:

 Other
Computing at School
Type: Learning Activity

Overview:

In this activity students work in small groups to write the steps to an everyday task or the steps in a "how to" scenario.  The steps the groups write serve as an algorithm.  The groups will then swap their writing for the teams to now "debug" each other's work to make the steps more precise.  

This activity was demonstrated during the Exploring Today's Classroom (ETC) Summit.

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will identify the order of events related to a specific task.
Teacher Vocabulary:
  • sequence
Knowledge:
Students know:
  • certain tasks require a specific sequence.
Skills:
Students are able to:
  • tell the order of events for specific task.
  • identify what comes next for specific tasks.
  • identify a step that is not in the correct order.
Understanding:
Students understand that:
  • the order of events is important.
  • events are made up of several different steps.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
2) Order events into a logical sequence or algorithm.

Examples: Unplugged coding activities, sequence of instruction.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will identify and put in order the sequence of events related to a task.
  • will determine when a part of a task is not in the correct order.
  • will observe a sequence of events to identify a problem.
Teacher Vocabulary:
  • sequence
  • tasks
Knowledge:
Students know:
  • sequence of events are important in certain tasks.
Skills:
Students are able to:
  • identify the correct sequence of events for a specific task.
  • identify a part of a task that is in the incorrect order.
  • identify a problem within a sequence of tasks.
Understanding:
Students understand that:
  • the sequence of events is important to complete a specific task.
  • if the task identified does not work the sequence may not be correct.
  • they can change the sequence of events to correct a task.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
2) Create an algorithm for other learners to follow.

Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will develop a sequence of events related to a task that others can follow.
Teacher Vocabulary:
  • sequence
Knowledge:
Students know:
  • the sequence of events for a tasks are important.
  • sequence of events may be read and interpreted by other people or machines.
Skills:
Students are able to:
  • develop a sequence of events for a task that others can follow.
Understanding:
Students understand that:
  • a task can be broken down into a sequence of smaller events or steps.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • analyze a given list of sub-problems while addressing a larger problem.
Teacher Vocabulary:
  • sub-problem
Knowledge:
Students know:
  • strategies for analyzing sub-problems from a given list for a larger problem.
Skills:
Students are able to:
  • analyze given lists of sub-problems while addressing a larger problem.
  • identify the sub-problems for a larger problem.
Understanding:
Students understand that:
  • larger problems have sub-problems.
  • it can be easier to solve a large problem if you identify smaller sub-problems to tackle or solve.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
4) Examine logical reasoning to predict outcomes of an algorithm.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine logical reasoning.
  • predict the possible outcomes of an algorithm.
Teacher Vocabulary:
  • logical reasoning
  • outcome
  • algorithm
Knowledge:
Students know:
  • to apply logical reasoning when predicting outcomes of algorithms.
  • strategies to examine logical reasoning to predict outcomes of an algorithm.
Skills:
Students are able to:
  • determine possible outcomes of an algortihm.
  • recognize that an algorithm can have multiple outcomes.
Understanding:
Students understand that:
  • logical reasoning is necessary when predicting outcomes of an algorithm.
  • algorithms can have multiple outcomes.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create an algortihm.
  • work collaboratively.
  • solve a problem or complete a task with the algortihm.
Teacher Vocabulary:
  • algorithm
  • collaborative
Knowledge:
Students know:
  • an algorithm can be used to solve a problem or complete a task.
  • the steps in creating an algortihm as a collaborative team.
Skills:
Students are able to:
  • work as a collaborative team to create a problem-solving algorithm.
  • list steps in solving a problem.
Understanding:
Students understand that:
  • algorithms are used to solve problems or complete a task in a step-by-step process.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • formulate a list of sub-problems to consider while addressing a larger problem.
Teacher Vocabulary:
  • formulate
  • sub-problems
Knowledge:
Students know:
  • a list of sub-problems need to be considered in order to address a larger problem.
  • strategies to develop a list of sub-problems.
Skills:
Students are able to:
  • formulate a list of sub-problems to consider while addressing a larger problem.
Understanding:
Students understand that:
  • a list of sub-problems need to be considered to address a larger problem.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine basic algorithms and determine where errors may exist.
Teacher Vocabulary:
  • detect
  • debug
  • logical
  • errors
  • algorithms
Knowledge:
Students know:
  • strategies to detect logical errors in various basic algorithms.
  • strategies to debug or repair logical errors in various basic algorithms.
Skills:
Students are able to:
  • detect and debug logical errors in various basic algorithms.
Understanding:
Students understand:
  • how to detect and debug logical errors in various basic algorithms.
  • strategies to detect and debug logical errors in various basic algorithms.
    		•
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 5
    2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

    Examples: Program the movement of a character, robot, or person through a maze.
    Define a variable that can be changed or updated.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create an algorithm to solve a problem.
    • detect and debug logical errors within an algorithm.
    Teacher Vocabulary:
    • algorithm
    • debug
    • detect
    • logical errors
    Knowledge:
    Students know:
    • an algorithm is a logical set of steps to solve a problem.
    • detecting and debugging logical errors within an algorithm will ensure the algorithm serves to solve a problem successfully.
    Skills:
    Students are able to:
    • create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
    Understanding:
    Students understand that:
    • debugging an algorithm is searching for logical errors within the algorithm.
    • an algorithm is a set of steps to solve a problem.
    • how to create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
    Tags: algorithms, computational thinking
    License Type: Attribution Non-Commercial Share Alike
    For full descriptions of license types and a guide to usage, visit :
    https://creativecommons.org/licenses
    Accessibility
    Comments

    This activity may be used to write the steps to solving a math problem, used in informational writing, as well as in science to write the scientific method.  

      This resource provided by:  
    Author: Karen Darroch
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