PROGRAMMING AND ALGORITHM

For 6th Grade Students

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TABLE OF CONTENT

PREFACE…………………………………………………………………………………………………………………... 2

TABLE OF CONTENT………………………………………………………………………………………………...3

ABSTRACT……………………………………………………..…………………………………………………..………4

GLOSSARY…………………………………………………………………...…………………………………………….5

ELEMENTS OF ALGORITHM………………………………………………………..…………………….....6

FLOWCHART…………………………………………………………………………………………………………………………...7

SHAPES OF FLOWCHART…………………………………………………………………………………………………………..…..8

FLOWCHART EXAMPLE …………………………………………………………………………………………………………….… 9-10

MAKE YOUR OWN FLOWCHART TEMPLATE…………………………………………………...…………………………....11

WHAT IS PSEUDOCODE………………………………………………………………………………………………………………...12

INPUT/OUTPUT…………………………………………………………………………………………………………………………....13

EXAMPLE……………………………………………………………………………………………………………………………………..14

WHAT IS PROGRAMMING……………………………………………………………………………………………………………..15

PROGRAMMING FOR KIDS (ADDITIONAL READI NG)…………………………………………………………………...16-18

LEARN WITH A FUN GAME…………………………………………………………………………………………………………….19

PROGRAMMING IN SCHOOL…………………………………………………………………………………………………………..20

WHAT IS THE PROGRAM OF ALICE……………………………………………………………………………………………....21

ALICE EXERCISE …………………………………………………………………………………………………………………………...22-24

WHAT IS THE SCRATCH…………………………………………………………………………………………………………...…..25-26

THE RELATION BETWEEN PROGRAMMING AND OTHER SUBJECT………………………………………..……...27

WHY STUDENTS NEED TO LEARN PROGRAMMING………………………………………………………………..…….28

OBJECTIVES…………………………………………………………………………………………………………………………………….29

ASSESMENT QUESTIONS……………………………………………………………………………………………………...…..30-32

ANSWER………………………………………………………………………………………………………………………………………….33-34

REFERANCE……………………………………………………………………………………………………………………………………..35

ABSTRACT

This workbook's main aim is to simplify the programming and

algorithm to 6th-grade students.

As we know, programming is a complicated topic to unders-

tand, especially for 10-12 years students. So workbook is de-

signed for them to facilitate each term and visuals in Algorithm

and Programming.

That range of students is of gaming age so that this book provi-

des some basic programming language for gathering unders-

tanding and taking attention of the children. This book also

combines daily activities and programming skills simultaneo-

usly with the help of a flowchart, which is based on the algo-

rithm.

Students can understand the relation between steps with the

help of a flowchart.

What is an Algorithm?

An algorithm (pronounced AL-go-rith-um) is a procedure or formula for solving a prob-

lem, In computing, algorithms provide computers with a successive guide to completing

actions. They’re comprised of a precise list of instructions that outline exactly how to

complete a task.

When we consider, in the most general way, an algorithm. An algorithm is a food recipe, an

algorithm is the tool you use to solve addition or long division problems, and an algorithm

is the process of folding a shirt or a pair of trousers. You might also consider your morning

routine an algorithm! In reality, here's what could look like your child's morning written

out as an algorithm:

Elements of Algorithm

Flowchart

Pseudo code

Input/Output

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Elements of Algorithm;

1) What is the Flowchart?

A flowchart is a type of diagram that reflects a process or workflow. It is also possible to de

scribe a flowchart as a diagrammatic algorithm representation, a step-

by step approach to solving a problem.

By linking the boxes with arrows, the flowchart displays the measures as boxes of different

kinds and their order.

Time taken : 15 minutes

Purpose: Before get star ted measure whether kids have existed knowledge about algo-

rithm or not .

Discussion topic: When to Draw Flowchar t?

Method: Divide whole class into groups, 5-6 members of each group. Then start discus-

sion. End of the discussion one person ,who is reporter, write answers

***

Possible answers

***Brain storming exercise***

It helps to clarify complex processes.

It identifies steps that do not add value to the internal or external customer,

including delays; needless storage and transportation; unnecessary work,

duplication, and added expense; breakdowns in communication.

It helps team members gain a shared understanding of the process and use

this knowledge to collect data, identify problems, focus discussions, and

identify resources.

It serves as a basis for designing new processes

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Time to read additional text

Flow charts are extremely flexible and can be used to display all manner of different procedures.

Some of the approaches you might have seen described in the past as flow charts include:

Instructions for placing a flat-packed shelf together.

Directions for making a pasta

Procedures at the workplace for running out of a building in case of a fire.

A butterfly's life cycle.

FLOWCHART

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THE SHAPES OF FLOWCHART

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Flowchart examples

First we should define problem then create flowchart as are shown in below some visual

examples of flow charts, taken from Twinkl resources. (Twinkle, n.d)

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Flowchart Example

Does the flowchart scare you? if so, let's see together how simple;

In the school morning, you wake up and you follow some daily step as usual in orderly

Wake up

Wash your face

Make breakfast

Brush your teeth

Go to school

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MAKE YOUR OWN FLOWCHART TEMPLATE

Now, it is your turn to make your own

flowchart :)

In this example, you will be given

steps of how to make milk with bana-

na, and shapes will be empty. What we

expect from you is, you will match the

steps with shapes in order. When you

are doing this, please be careful with

your order.

Don't worry!!

it is not that much hard

A) take a milk

B) mix them in a mixer

C) add a banana

D) put in a glass

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WHAT IS PSEUDOCODE ?

Pseudocode is an informal definition of programming that does not include any strict syn-

tax of the programming language or underlying technical considerations.

COMMON PSEUDOCODE NOTATION

There is no strict set of standard notations for pseudocode, but some of the most widely re-

cognised are:

INPUT – indicates a user will be inputting something

OUTPUT – indicates that an output will appear on the screen

WHILE – a loop (iteration that has a condition at the beginning)

FOR – a counting loop (iteration)

REPEAT – UNTIL – a loop (iteration) that has a condition at the end

IF – THEN – ELSE – a decision (selection) in which a choice is made

any instructions that occur inside a selection or iteration are usually indented.

Example,

FOR ;

FOR each month of the year (good) FOR month = 1 to 12 (ok)

FOR each employee in the list (good) FOR empno = 1 to listsize (ok)

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INPUT/OUTPUT

Communication between an information processing device such as a Computer,

and the outside world , possibly a person or other information processing sys-

tem, is input or I/O. Inputs are the system’s received signals or data and outputs

are the signals or data sent from it.

Output, it means to display some data on screen, printer, or in any file. C prog-

ramming provides a set of built-in functions to output the data on the computer

screen as well as to save it in text or binary files.

Several keywords are often used to indicate common input, output, and processing

operations.

Input: READ, OBTAIN, GET

Output: PRINT, DISPLAY, SHOW

Compute: COMPUTE, CALCULATE, DETERMINE

Initialize: SET, INIT

Add one: INCREMENT, BUMP PAGE 13

EXAMPLES

In this example we provide a basic example

about what I/O is. Words which are written in pa-

rentheses are our input. After executing this, we

see an output in the second line as a result.

Average Of Two

Input: Two numbers

1. Add the two numbers

2. Divide the result by 2

3. Return the result by step 2 End

print("hello world")

hello world

EXAMPLE OF I/O

START

READ A

READ B

SUM A+B

DIVIDE BY 2

STOP

In this example, it asks us to enter 2 num-

bers as input.

Then we reach the conclusion by adding the-

se two numbers and dividing them by two.

This example provides us with combined

pseudocode and flowchart.

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What is a Programming?

programming is the process of designing and building an

executable computer program to accomplish a specific com-

puting result

In order to work, a programming language is a written code that tells compute

rs what to do. Both computer programs and computer applications are made u

p of programming languages. A programming language is like a series of inst

ructions to do something that the machine follows.

A programmer writes the text of the source code to build programs in the

programming language which usually uses actual words for some of the

commands, so that it is easier for a person to read the language. Just like a

natural language, many programming languages use punctuation.

WHAT IS PROGRAMMING

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PROGRAMMING FOR KIDS

Ryan Barone (2019) states that “Learning a new language is difficult because without meaning, words are literally just random combinations of letters.

Thus, it’s not enough to just be able to pronounce something—you need to be able to understand what each and every word means in order to form a logical statement.

So, let’s dive into a few of the major terms your kids and teens are likely to encounter as they first embark upon their coding journey.”

“Programming”

Does your son or daughter have a dog? Has your family tried to train that dog?

The goal being, of course, is that you reach a point where you give a command and the dog responds appropriately based on your instruction. “Sit.” “Stay.” “Roll over.”

When it comes time for your kids to write a program, or program, they are doing much of the same. They, as the “owner,” are communicating a set of commands to a computer, with the expectation that the computer will respond accordingly.

Of course, the difference here is that, instead of sternly vocalizing those instructions with a liver -flavored treat hidden in their hand, kids will be writing instructions in a language that kind of resembles familiar English, but has a few additional parameters and rules. Programming is the foundation of robotics, video games, apps, computer graphics, and much more. And, every one of these programs is a set of instructions; a sequence of short commands, one after another, with programming used as the tool to write and disseminate those individual instructions.

CODING DEFINITIONS

ADDITIONAL READING TEXT

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ADDITIONAL READING

PROGRAMMING LANGUAGE

Based on the previous page, the crux of programming is the associated language. In order to converse with a computer, you need to speak in terms it understands.

First, think about the English language. We have words, but we also have punctuation. There are also different rules and guidelines around when you should use a particular form of a word, and when you should opt for another.

A programming language, then is made up of its own vocabulary and set of rules—the difference is, each language is based on its own unique syntax (grammatical structure) and semantics (meaning).

And yes, “each” language—as in there are multiple programming languages; each with

theirown rules and use cases.

ADITIONAL READING TEXT

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(POUTLER, M . n.d) PAGE 18

Let's learn with a fun game

Angry birds is a very enjoyable ga-

me application. Lets integrate angry

birds into programming.

In the example on the next side,

angry bird need to reach

piggy.What will be your steps until

reach piggy ??

Help me eliminate this bad piggy

with the least amount of blocks.

First step : Move forward

Second : Move forward

Third:Move forward

Fourth:Move forward

Fifth:Tur n left

Sixth :Move forward

Seventh: Move forward

Eight:Move forward

Ninth: reach piggy and destroy it.

First step : Move forward

Second step: Turn left

Third step : Tur n right

we reached the piggy

ANOTHER EXAMPLE

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Programming in school

How do we integrate Algorithm and Programming into 10-12 years old students?

Children between the ages of 10-12 are play-age children. So learning through the game

is a useful way for them. For this reason, children can program programming using

simple commands instead of advance programming languages(C++ or PHP) . Using

"Alice" or "scratch", which is an educational tutorial and also a fun program and

provides basic understanding for students.

PROGRAMMING IN SCHOOL

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WHAT IS THE PROGRAM OF ALICE

Alice is a useful 3D programming environment for creating an animation for the movie,

telling a story, and making interactive games. For a students to gain their first knowledge

of Object-oriented programming, Alice is a freely accessible educational method. Ani-

mated films and essential video games enable students to learn the basic concepts of

programming

The knowledge of computer science can be

created thanks to the easy to use interface

of Alice. The programming language is simi-

lar to standard programming languages in

its interactive interface. This program is a

program used in introductory courses and

will increase the experience. Creating ani-

mations by combining ready-made java co-

des can also be made more preferable by the free and open source program Alice.

Students will better realize their analytical skills thanks to the program. The fact that this

program, which increases the curiosity of students in software development, has Turkish

language support, will help them to perceive sharing more easily between the ages of

10 and 12.

The main goal is to develop software at a young age by developing creative creativity,

analytical thinking skills, collaborative work and information technology literacy skills.

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Exercise

Tutorial: Scene Building

Introduction – Wonderland Tea Party

This tutorial exercise provides step-by-step directions for building a scene. Here you will explore the different methods that can be used for each skill. This will provide an overview to the Alice Scene Editor and cover the basic skills to get you started.

In this exercise you will construct an Alice in Wonderland tea party similar to what is presented in the im-age above.

You will need to have access to alice.org to view the How To video content. These materials can be down-loaded and printed for offline use.

Remember to save your projects frequently.

Setting Up the Scene

For the following steps, you may wish to watch the How To: Scene Editor Overview and How to: Using Camera Markers videos or check the Quick Reference Guide associated with the videos.

Start Alice

Select the Wonderland template from the Blank Slates section of the Select Template Dialog box

Save the project right away so that your work will be safe and the backup saves will begin

Click on the Setup Scene button to go to the Scene Editor of Alice

Create a startingCamera camera marker,

Scroll to the bottom of the object properties panel and click the arrow to expand the Camer-Markers controls

Select Add Camera Marker…

Name the Camera Marker startingCameraLocation or similar using camelCase rules

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Adding Objects

For the following steps, you may wish to watch the How To: Adding Objects or check the Quick Reference Guide associated with the video.

From the Wonderland section of the Browse Gallery by Theme tab of the Gallery,

Add the TeaTable by double clicking it and adding it at the center of the world

Drag Alice into the scene

Add the CheshireCat using either method

Go to the Search tab of the Gallery, and do a search for “chair.” Select a chair and add it the scene

Positioning Objects

For the following steps, refer to the image above, or use your own ideas. You may wish to watch the How To: Positioning Objects or check the Quick Reference Guide associated with the video.

Place Alice at one end of the table using the mouse controls

Place the chair at the other end of the table from Alice. Try using the x, y, z text inputs

Using the handle styles or hotkeys, position the CheshireCat above the table, as if it is floating in the air

Orienting Objects

For the following steps, refer to the image above, or use your own ideas. You may wish to watch the How To: Rotating Objects or check the Quick Reference Guide associated with the video.

Turn Alice to face the table using the rotation handles

Turn the chair to face the table using a one shot

Save the project

Using Camera Controls

For the following steps, you may wish to watch How To: Moving The Camera and How To: Using Camera Markers or check the Quick Reference Guides associated with these videos.

Use the camera controls to position the camera to a closer / more interesting viewpoint of the scene that still shows all the characters and props

(Optional) Set a new camera marker at this position. Test the marker by moving the camera to a different position and then returning to that position

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Aligning Objects

For the following steps, refer to the image above, or use your own ideas. You may wish to watch How To: Using Camera Views or check the Quick Reference Guide associated with the video.

From the tea set section of the Wonderland section of the Gallery, add a teapot, a cup and saucer to the scene

Place the teapot in the center of the table

Place the saucer at the other end of the table, from where Alice is standing, then place the cup on the saucer. (Hint: Use the one-shot procedure to have the teacup moveAndOrientTo the saucer)

Optional: If there is time, add and place a cup and saucer for both Alice and the Cheshire Cat in the scene

Move the camera using a camera marker to return it to the starting position and/or use the differ-ent camera views to validate your alignments

Save the project

Manipulating Sub Joints

For the following steps, refer to the image above, or use your own ideas. You may wish to watch How To: Manipulating Object Joints and How To: Resizing Objects or check the Quick Reference Guides associated with the videos.

From the Wonderland section of the Browse Gallery by Theme tab of the Gallery, add the MadHatter to the Scene

Sit the MadHatter in the chair. Use one-shot procedures for the following:

Select the rightHip of the MadHatter and turn it backward 0.25 revolutions

Select the leftHip of the MadHatter and turn it backward 0.25 revolutions

moveAndOrient the MadHatter to the chair

Optional: You may want to resize the chair

Save the project

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Scratch helps young people acquire the essential skills of the 21st century,

such as creativity, causal relationship and result work.

What can we do with the help of “Scratch” ?

We can create computer games and animations

We can create our own characters using the Scratch program and create

a cartoon with these characters.

we can create interference stories with the Scratch program.

We can make an instrumential application which is created with sound

block.

WHAT IS THE SCRATCH

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Scratch is particularly used by individuals between the ages of 8 and 16 and also for the

age group. Scratch programs for millions of people in families,school,museums,libraries

and social centers.

Scratch is a MIT-developed graphical programming language, based on drag-and-drop

programming basics so kids can easily create interactive stories, comics, and more.

Scratch programming is popular for kids because instead of using lines of code, youth

users learn though colorful command coding blocks and cartoon sprites. This means that

without typing a single line of code, kids can get their feet wet with programming state-

ments and computational ideas, and begin to test their limits of creative thinking in order

to problem-solve.(Barone,R. 2019)

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THE RELATION BETWEEN PROGRAMMING AND OTHER LESSONS

Programming can be used in every area of school.

For example it can help science teachers to introduce computer science as a tool to te-

ach modeling and simulation.

This curriculum teaches computer science practices and concepts in the context of

life, physical and earth sciences.

Students can get better undertanding with the help of modelling.

For example, students can create 3D DNA chain or They can examine atomic models

thanks to computer science

Algorithm also adapt algebra-aligned curriculum to a block based course that teaches

algebraic and geometric concepts through computer programming. The lessons focus

on concepts like order of operations, the Cartesian plane, function composition and

definition, and solving word problems - all within the context of video game design.

Programming and Algorithm have created introductory tutorials.These activities are

an ideal for math, history, or other subject-area teachers interested in supplementing

their curriculum and allowing students explore the cross disciplinary aspects of com-

puter science. Activites are available for science, math, social studies, language arts,

and art/media/music classes.

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1)Programming helps children learn to problem-solve

Understanding computers and studying the coding fundamentals allows kids to gain an understanding of

how things work. In order to solve problems in a rational and imaginative way, it also shows them how

software engineers use math. This is an significant reason why coding in schools should be taught, so kids

learn these abilities when they are young.

2)Computer programming offers children a challenge and encourages them to create

resilience.

When kids learn to code, after failure, they build the capacity to bounce back. They realize that failure is

not always a negative thing and, in fact, since it acts as a learning experience, it can also be something

good. This is one of the most significant reasons why children should code, as they can soon discover that

it is half the fun to 'debug' the code.

3) Coding teaches children how to think

“ A computer is a bicycle for your mind” – Steve Jobs ,

Learning to code teaches how to think for kids. Computer programming does not only teach how to type

code lines. It is all about teaching kids how to think differently from each other. A programmer has to use

critical thinking to be able to code efficiently. To tackle it in an efficient way, they need to be able to see a

big problem and break it down into smaller bits. This is called decomposition and is one of computational

thinking's main characteristics.

WHY STUDENTS NEED TO

LEARN PROGRAMMING

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6th grade students will be able to define exactly what flowchart is.

6th grade students will be able to what pseudocode is and where is used.

6th grade students will be able to draw basic flowchart shapes.

6th grade students will be able to define exactly what programming is.

6th grade students can write basic algorithm commands.

6th grade students will be able to explain why they should learn an Algorithm.

6th grade students will be create basic program with the help of “Alice”

6th grade students will be able to create basic program with the helo of “Scratch”

6th grade students will be able to give the general and exact definition of Algorithm

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1-What is the definition of Algorithm?

A. ) Patterns and trends used to solve a problem

B. ) A set of step-by-step instructions to resolve a problem

C. ) A programming language

2) Which of the following is one of the elements of the algorithm?

Flowchart

Pseudocode

Input/output

A) Only I

B) I,II

C) I ,II,III

3)Which of the following is one of the programming languages ?

A)Java(Alice)

B)Cyberist

C)Tesla

ASSESMENT QUESTIONS

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ASSESMENT QUESTIONS

4) Write an algorithm in pseudocode that sum 2 number.

5) Write an algorithm in pseudocode that multiple 3 number:

6) Write an algorithm in pseudocode that sum 4 numbers and divide them by 8

7) Write an algorithm in pseudocode that write 2 numbers and find average of two

numbers.

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ASSESMENT QUESTIONS

8) PLEASE DEFINE ALGORITHM IN A ONE SENTENCE.

9) PLEASE DEFINE PROGRAMMING IN A ONE SENTENCE.

10) PLEASE WRITE AT LEAST 3 FLOWCHART SHAPE AND EXPLAIN THEM.

11) PLEASE CREATE A FLOWCHART ACCORDING TO YOUR DAILY ROUTI-

NE.

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1) The definition of Algorithm is A set

of step-by-step instructions to resol-

ve a problem . So the answer is B

2) Flowchart

Pseudocode

Input/output

All of items are elements of algorithm.

So the answer is I,II,III

3) Alice is the basic programming langua-

ge in java , the other options are not.. So

the answer is “A”

4) input num1

input num2

Sum num1+ num2

Output sum

5) input num1

input num2

input num3

num1*num2*num3

Output

6) input num1

input num2

İnput num3

İnput num4

Sum num1+num2+num3+num4

Result/8

Output

7) input num1

input num2

Sum num1+num2

Result/2

Output

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An oval represents start/end

A rectangle represent

proccess

An arrow shows connec-

tion

Wake up

Sleep

Do training

Sleep

8) An algorithm is a procedure or for-

mula for solving a problem,

9) programming is a set of comments

that tells to the computer what to do.

10)

11)

PAGE 34

REFERENCES

Maloof, M. (2016, September 22) “Elements of Algorithms” .

Retrieved from: http://people.cs.georgetown.edu/~maloof/idst010.f16/algorithms-

slides.pdf

Code academy (2020, July 22). “What is programming language” Retrieved from:

https://news.codecademy.com/programming-languages/

Kiddle Encyclopedia( 2020,December 6) “Programming language facts for kids”

Retrieved from: https://kids.kiddle.co/Programming_language

Ting,G. (2019,March 22) “Algorithms for Kids & Why They're Important to Learn”

Retrieved from: https://junilearning.com/blog/guide/importance-of-algorithms-

for-kids/

Utyumova, A.(2016 ,May 16), “Development of Algorithm Skills in Preschool Children”

Bonfiglio, C. ( 2020 ). “8 reasons why every child should learn to code” Retrieved

from: https://teachyourkidscode.com/why-coding-is-important-to-learn/

#:~:text=Programming%20helps%20children%20learn%20to%20problem%

2Dsolve&text=It%20also%20teaches%20them%20how,skills%20while%20they%

20are%20young.

Kaçmaz, E.(n,d) Programming Design: “ ALGORITHMS, FLOWCHARTS, DATA TYPES

AND PSEUDOCODE” Retrieved from : http://ceng.eskisehir.edu.tr/emrekacmaz/

bil158/Algorithms3.pdf

Alice(n.d). “Alice Tutorial ” <https://www.alice.org/>

Barone, R.(2019) “Programming for Kids”

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