Jill SnyderJill Snyder

The Wheatlands Elementary SchoolThe Wheatlands Elementary School

Oswego CUSD #308Oswego CUSD #308

IIT Research Mentor: Dr. Cindy HoodIIT Research Mentor: Dr. Cindy Hood

This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

OverviewOverview

Science/TechnologyScience/Technology 44thth grade Regular Education Classroom grade Regular Education Classroom Approx. 5 hour long lessonsApprox. 5 hour long lessons ObjectiveObjective

ContentContent: Students should be able to create a : Students should be able to create a simple model using the computer to perform a simple model using the computer to perform a pre-determined series of instructions, know pre-determined series of instructions, know the basic parts of a computer and what they the basic parts of a computer and what they do and explain the basic concepts of do and explain the basic concepts of computer programming.computer programming.

OverviewOverview

Inquiry/Problem Solving:Inquiry/Problem Solving: Students will Students will construct knowledge of computer concepts construct knowledge of computer concepts and parts through exploration and guided and parts through exploration and guided instruction. Students will be encouraged to instruction. Students will be encouraged to work out on their own and with their peers. work out on their own and with their peers. Instruction will be limited in certain activities Instruction will be limited in certain activities and questions asked by the students will be and questions asked by the students will be answered with another question to prompt answered with another question to prompt them to think of things differently and come to them to think of things differently and come to the solution.the solution.

OverviewOverview

Design:Design: Students will design a scenario Students will design a scenario then write the instructions to create that then write the instructions to create that scenario on the computer program ALICE. scenario on the computer program ALICE. Students will be graded on creativity and Students will be graded on creativity and how the result of their instructions match how the result of their instructions match their original intentiontheir original intention

OverviewOverview

EthicsEthics: Students will explore a current ethical issue in : Students will explore a current ethical issue in computer science, global education. Because the computer science, global education. Because the students will be using a program freely available on students will be using a program freely available on the internet they will discuss the complications that the internet they will discuss the complications that come up when the question is asked, ‘What happens come up when the question is asked, ‘What happens where there are gaps in availability of information where there are gaps in availability of information between rich and poor communities?,’ ‘How will this between rich and poor communities?,’ ‘How will this affect learning and teaching in the future and should affect learning and teaching in the future and should it?’ Students will also report on their design project by it?’ Students will also report on their design project by acting as if they are the local chapter of a scientist acting as if they are the local chapter of a scientist association and discuss the ethics of truth in reporting association and discuss the ethics of truth in reporting and how interpretation of data can effect results.and how interpretation of data can effect results.

StandardsStandards

Illinois Learning StandardsIllinois Learning Standards- STATE GOAL 11: Understand the processes of scientific STATE GOAL 11: Understand the processes of scientific

inquiry and technological design to investigate questions, inquiry and technological design to investigate questions, conduct experiments and solve problems.conduct experiments and solve problems.

- 11.A.2e Report and display the results of individual and group 11.A.2e Report and display the results of individual and group

investigations.investigations.

STATE GOAL 13: Understand the relationships among STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary science, technology and society in historical and contemporary contexts.contexts.

13.A.2c Explain why keeping accurate and detailed records is 13.A.2c Explain why keeping accurate and detailed records is

importantimportant

BackgroundBackground

Basic understanding of computer programmingBasic understanding of computer programming Basic understanding of how computer programs Basic understanding of how computer programs

are run by the systemare run by the system Basic understanding of scientific inquiry Basic understanding of scientific inquiry

processesprocesses Basic understanding of ethics as it pertains to Basic understanding of ethics as it pertains to

computer science and educationcomputer science and education Basic understanding of the program ALICEBasic understanding of the program ALICE

ExamplesExamples

List of activities:List of activities: ‘‘How do How do YouYou Make a Peanut Butter and Jelly Make a Peanut Butter and Jelly

Sandwich?’ Sandwich?’ ‘‘Computers: What Have They Done for You Computers: What Have They Done for You

Lately?’Lately?’ ‘‘Go ask ALICE’Go ask ALICE’

Activity 1- PB&JActivity 1- PB&J

DirectionsDirections: : You have a 5 minute time limit You have a 5 minute time limit to complete the parts of this test. Carefully to complete the parts of this test. Carefully read all of the parts of the test before read all of the parts of the test before doing anything. In order to ensure the doing anything. In order to ensure the accuracy of this exam, you should not use accuracy of this exam, you should not use more than the allotted time of 5 minutes. more than the allotted time of 5 minutes. Good Luck!! Good Luck!!

Activity 1- PB&JActivity 1- PB&J 1. Write the name of the month that begins with the letter ‘D’ in the top left hand corner of your test paper.1. Write the name of the month that begins with the letter ‘D’ in the top left hand corner of your test paper. 2. Write the answer to the following multiplication problem directly underneath the date on your test paper--6 2. Write the answer to the following multiplication problem directly underneath the date on your test paper--6

X 5 = ?X 5 = ? 3. Write your name and today’s date—month-day-year in the top right hand corner of your test paper.3. Write your name and today’s date—month-day-year in the top right hand corner of your test paper. 4. Add 15 to the answer you got in part #2, and write this new total directly underneath your answer for part 4. Add 15 to the answer you got in part #2, and write this new total directly underneath your answer for part

#3.#3. 5. In the lower left hand corner of your test paper, write the names of your favorite singer and your favorite 5. In the lower left hand corner of your test paper, write the names of your favorite singer and your favorite

group.group. 6. Just above your answer to part #5, write "This test is very easy."6. Just above your answer to part #5, write "This test is very easy." 7. In the lower right hand corner of your test paper, draw a rectangle and inside the rectangle draw a five 7. In the lower right hand corner of your test paper, draw a rectangle and inside the rectangle draw a five

pointed star. The size of these drawings is not important.pointed star. The size of these drawings is not important. 8. Directly above your answer to part #7, draw a row of three small circles. Once again, size is not important.8. Directly above your answer to part #7, draw a row of three small circles. Once again, size is not important. 9. Write the name of the first president of the United States on the back of your test paper anywhere you 9. Write the name of the first president of the United States on the back of your test paper anywhere you

choose. If you don't know who this is, write your own name instead.choose. If you don't know who this is, write your own name instead. 10.Write the name of any country that begins with the letter "I" directly underneath you answer to part #2.10.Write the name of any country that begins with the letter "I" directly underneath you answer to part #2. 11. Take the number of dwarfs in the Snow White story and add it to the number of bears in the Goldilocks 11. Take the number of dwarfs in the Snow White story and add it to the number of bears in the Goldilocks

story.  Divide by 2. Write this total in the approximate center of your test paper.story.  Divide by 2. Write this total in the approximate center of your test paper. 12. Think of a number between 1 and 50.  Double that number.  Add 20.  Add 6.  Subtract 17. Subtract 9. 12. Think of a number between 1 and 50.  Double that number.  Add 20.  Add 6.  Subtract 17. Subtract 9.

Divide by 2.  Write this number on your test paper directly underneath your answer to part #11.Divide by 2.  Write this number on your test paper directly underneath your answer to part #11. 13. Now that you have carefully read all of the parts so far, and you have not carried out any of the actual 13. Now that you have carefully read all of the parts so far, and you have not carried out any of the actual

work, skip the next 2 parts and go back and only complete part #3.work, skip the next 2 parts and go back and only complete part #3. 14. The name of the first president of the United States is George Washington. He was president from 1789 14. The name of the first president of the United States is George Washington. He was president from 1789

until 1797.  Add the 2 dates together to see if the total is less than 5000.until 1797.  Add the 2 dates together to see if the total is less than 5000. 15. You should not be reading the end of the exam before the beginning of the exam, but now that you are 15. You should not be reading the end of the exam before the beginning of the exam, but now that you are

here, you have just wasted some of the time you may need to complete the test.here, you have just wasted some of the time you may need to complete the test.

Activity 1 - PB & JActivity 1 - PB & J

CATEGORYCATEGORY 44 33 22 11

MaterialsMaterials All materials needed were All materials needed were listed and listed and appropriate to the appropriate to the needs of the lab.needs of the lab.

All materials needed were All materials needed were listed and most listed and most were appropriate to were appropriate to the needs of the the needs of the lab.lab.

Most materials need for Most materials need for the lab were listed the lab were listed and all/most were and all/most were appropriate to the appropriate to the needs of the lab.needs of the lab.

Many materials were not Many materials were not listed or listed or inappropriate, inappropriate, which contributed which contributed to a poor product .to a poor product .

ProcedureProcedure Procedure is neat with Procedure is neat with clear and complete clear and complete instructions, instructions, including including measurements and measurements and labeling for all labeling for all components.components.

Procedure is neat with Procedure is neat with clear and complete clear and complete instructions, instructions, including including measurements and measurements and labeling for most labeling for most components.components.

Procedure is not clear Procedure is not clear and has incomplete and has incomplete instructions but instructions but includes includes measurements and measurements and labeling for all labeling for all components.components.

Procedure is not clear Procedure is not clear and has incomplete and has incomplete instructions and instructions and only includes only includes measurements and measurements and labeling for most labeling for most components.components.

SandwichSandwich Sandwich is neat, Sandwich is neat, includes all required includes all required ingredients and can ingredients and can be held without be held without getting condiments getting condiments on your hands.on your hands.

Sandwich is somewhat Sandwich is somewhat neat, includes all neat, includes all required ingredients required ingredients and can be held and can be held without getting without getting condiments on your condiments on your hands.hands.

Sandwich is somewhat Sandwich is somewhat neat, includes most neat, includes most required ingredients required ingredients and can be held and can be held without getting without getting condiments on your condiments on your hands.hands.

Sandwich is messy, Sandwich is messy, inludes most inludes most required ingredients required ingredients and cannot be held and cannot be held without getting without getting condiments on your condiments on your hands.hands.

Modification/TestingModification/Testing Clear evidence of Clear evidence of troubleshooting, troubleshooting, testing, and testing, and refinements based refinements based on data trial run.on data trial run.

Clear evidence of Clear evidence of troubleshooting, troubleshooting, testing and testing and refinements but still refinements but still shows some flaws shows some flaws from trial run.from trial run.

Some evidence of Some evidence of troubleshooting, troubleshooting, testing and testing and refinements.refinements.

Little evidence of Little evidence of troubleshooting, troubleshooting, testing or testing or refinement.refinement.

Activity 2 - Activity 2 - ComputersComputers

Part 1-Part 1- Students will learn about the parts of a Students will learn about the parts of a computer and their functions. They will do this computer and their functions. They will do this through instruction using Power Point, handouts through instruction using Power Point, handouts and games.and games.

Part 2-Part 2- Students will model a computer through Students will model a computer through role playing. Students will play the parts of the role playing. Students will play the parts of the computer and be asked to ‘run’ a program computer and be asked to ‘run’ a program assigned by the teacher, this will most likely be assigned by the teacher, this will most likely be making a craft of some sort.making a craft of some sort.

Activity 2 - Activity 2 - ComputersComputers

Mind ReaderMind Reader Wish you could read someone’s mind? The directions here won’t be able to teach you to Wish you could read someone’s mind? The directions here won’t be able to teach you to

do that, but they can make someone else believe that you can!! All you have to do is do that, but they can make someone else believe that you can!! All you have to do is follow the simple steps provided here and you can have people believing that you can follow the simple steps provided here and you can have people believing that you can read minds!!read minds!!

Ask someone to think of a number between 1 and 10. Make sure they don’t tell you what Ask someone to think of a number between 1 and 10. Make sure they don’t tell you what it is!! They need to complete each step from here on out in their head or on a sheet of it is!! They need to complete each step from here on out in their head or on a sheet of paper where you can’t see!!paper where you can’t see!!

Ask the person to multiply their number by 9.Ask the person to multiply their number by 9. Ask the person to add the two digits of their answer together to get one number. If their Ask the person to add the two digits of their answer together to get one number. If their

answer was only one digit already they can skip this step.answer was only one digit already they can skip this step. Ask the person to subtract 5 from the number in their head.Ask the person to subtract 5 from the number in their head. Now it starts to get tricky!! They need to think of the letter in the alphabet that correlates Now it starts to get tricky!! They need to think of the letter in the alphabet that correlates

with their number. For example: A=1 B=2 C=3. with their number. For example: A=1 B=2 C=3. We’re almost there!! Ask the person to think of a state or country that begins with their We’re almost there!! Ask the person to think of a state or country that begins with their

letter. They can look at a map if one is available!!letter. They can look at a map if one is available!! Ask the person to take the second letter in that state and think of an animal that begins Ask the person to take the second letter in that state and think of an animal that begins

with that letter.with that letter. Finally, ask the person to think a color that you most associate with that animal.Finally, ask the person to think a color that you most associate with that animal. Here is your chance to blow them away!! Tell them that the color they are thinking of is:Here is your chance to blow them away!! Tell them that the color they are thinking of is: GRAY!!!GRAY!!!

Activity 2 - Activity 2 - ComputersComputers

Sound/Video Card

Motherboard

Modem

This is the largest of all circuits in your computer and tells all the other circuits

what to do. It also holds the most important parts of the computer.

These are cards that are on the motherboard that allow your computer

to process sounds and images.

This is something helps one computer ‘talk’ to another usually using a phone

line or cable connection. You can share programs and information directly with

another computer using this.

Activity 3- ProjectActivity 3- Project

Design project or experimentDesign project or experiment The culminating project for the module will be a model The culminating project for the module will be a model

of an scenario created using the program ALICEof an scenario created using the program ALICE The design will be an ongoing project utilizing all The design will be an ongoing project utilizing all

components of the teacher notes and will be worked components of the teacher notes and will be worked on at home and during class.on at home and during class.

Ethics will be an issue that is discussed in one of the Ethics will be an issue that is discussed in one of the sessions which will relate directly to the resources sessions which will relate directly to the resources that they have available to them and the design that that they have available to them and the design that they will be creating. It will also be integrated when they will be creating. It will also be integrated when they report on their design projectsthey report on their design projects

Activity 3- ProjectActivity 3- Project

CATEGORY 4 3 2 1 0

Duration of Routine Length of presentation was 30 seconds.

Length of presentation was 25-29 seconds.

Length of presentation was 20-24 seconds.

Presentation was less than 20 seconds.

 

Jumps

 

Routine included 3 or more jumps.

Routine included 2 jumps.

Routine included 1 jump.

Routine included 0 jumps.

Spins

   

Routine included 2 or more spins.

Routine included 1 spin.

Routine included 0 spins.

View The skater remained on the screen during the whole routine.

The skater left the screen once.

The skater left the screen twice.

The skater left the screen three times.

The skater left the screen more than three times.

Creativity

   

  The routine included one or more movements that were created by the programmer.

The routine included no new movements created by the programmer.

MaterialsMaterials

A freely available program from the A freely available program from the internet, ALICE will be required as well as internet, ALICE will be required as well as a computer lab and internet access.a computer lab and internet access.

Basic classroom materials or inexpensive Basic classroom materials or inexpensive materials found at the grocery store.materials found at the grocery store.

Lesson plans and background material Lesson plans and background material provided in the moduleprovided in the module

AssessmentAssessment

The concepts I plan to assess are on computer The concepts I plan to assess are on computer programming, how a computer works and basic programming, how a computer works and basic parts and why ethics can create questions that parts and why ethics can create questions that pertain to the field of computer science need to pertain to the field of computer science need to be considered by everyone in the age of the be considered by everyone in the age of the internet.internet.

I plan to assess my students based on I plan to assess my students based on observation, discussion, creation of their models observation, discussion, creation of their models (rubric), their written lab on scientific inquiry (rubric), their written lab on scientific inquiry (rubric), and a multiple choice and short answer (rubric), and a multiple choice and short answer quiz on ethics in computer science and parts of quiz on ethics in computer science and parts of a computer.a computer.