ALEX Learning Activity

Students will be introduced to the basics of coding following a picture book read-aloud. After reading “Chrysanthemum” by Kevin Henkes, the teacher will lead a discussion with the students about the uniqueness of everyone’s names and how code is also a unique set of instructions. This will prepare students to construct their own unique codes in collaboration with their peers.

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

Students will collaborate with others to identify the elements of a simple computer program.

1. The teacher will read “Chrysanthemum” by Kevin Henkes (optional).
2. Play audio clip from Teaching Books: excerpt from “Chrysanthemum”.
3. The teacher will facilitate a discussion about the uniqueness of student names. The teacher will ask the following questions and wait on student responses:

   1. What is your name?
   2. Do you know why your parent gave you your name?
   3. Why do we have different names?
   4. What if we all had the same name?

4. The teacher will ask:

   1. Do some people have the same name? Are the names always spelled the same even if they sound the same?
   2. Provide examples for the students on chart paper, whiteboard, or in a slideshow. Below you will find some examples you can provide the students if they are unsure.

      • Brian and Bryan
      • Kasey and Casey
      • Crystal and Krystal

5. The teacher will provide the definition of coding. Definition: Coding is a list of step-by-step instructions that get computers to do what you want them to do. 
6. The teacher will begin a class discussion relating name pronunciation to computer coding.
7. The teacher will say, "Coding is a unique set of instructions, similar to how the letters in our name tell us how to pronounce your name. Sometimes the spellings are different but they still help us know how to pronounce the name."
8. Teachers can deepen the discussion by explaining that different codes can complete the same task. The teacher will ask two students to provide directions to a common location in the school (library, office, bathroom, etc.).

   • The teacher will ask student A, "Can you give me directions to the front office?" The teacher will record the student's responses on the whiteboard.
   • The teacher will ask student B, "Using a different route, can you give me directions to the front office?" The teacher will record the student's responses on the whiteboard.
   • The teacher will ask the class what they noticed about the two students' answers.
   • The teacher will say "There are many paths to the office, but no matter what path we choose, we still end up at the front office."

Formative Assessment: The teacher will ask questions to check for understanding.

• What is code? - Do students seem to understand that code is a basic set of instructions to accomplish a task?
• Can codes be different but still perform the same task? - Do students seem to understand that code is unique and can be different but yet achieve the same task?

The teacher will formatively assess students during the class discussion to determine if students are able to collaborate with others by using active listening skills during the whole-class discussion.

Approximate Duration: 20 minutes

Materials / Resources

The teacher will need the following:

• Book “Chrysanthemum” by Kevin Henkes (optional)
• Whiteboard or chart paper to record student responses.
• An internet-capable device to access the audio clip
• Computer and speakers to play the audio clip
• Teaching Books: Audiobook Excerpt from Chrysanthemum of "Clip 2" narrated by Meryl Streep https://www.teachingbooks.net/qloomjs
• Whiteboard, chart paper, or a slideshow for displaying names
• Paper and pencils for students

Teacher Background/Preparation:

• The teacher needs a basic understanding of coding They will need to understand that coding is a list of step-by-step instructions that get computers to do what you want them to do. The teacher needs a basic understanding of how different codes can be used to achieve the same task.
• Students do not need any prior knowledge.

Acceleration: Ask students to give step-by-step instructions to the gym or library. Then ask them to provide step-by-step instructions to the same place but using a different route. Can two different routes be taken to the same destination? Can two different codes be written to achieve the same task?

Intervention: Students may need assistance spelling their names. Working side by side, help the student compare the letters in their name to a peer’s. Help students understand that the letters are the "code" for their names. Everyone's name code is different. 

Interdisciplinary Standard:

[ELA2021](1) -5 :R1. 

Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

This task can be used as a stand-alone activity or in conjunction with Coding the Perfect Name With Ozobots (during activity) and Did You Code the Perfect Name? (after activity).