DATE: November 6th, 2018

LESSON
PLAN
TIME: 1:30 – 2:30 CLASS/SUBJECT: Grade 5 Science

DURATION: 1 Hour SCHOOL: Good Shepherd Elementary School

COMPETENCY 2 • TO MAKE THE MOST OF SCIENTIFIC AND TECHNOLOGICAL TOOLS,

COMPETENCIES OBJECTS AND PROCEDURES

COMPETENCY 3 • TO COMMUNICATE IN THE LANGUAGES USED IN SCIENCE AND

TECHNOLOGY
POL’s D. Systems and interaction
3. Other machines
a. Identifies the main function of some complex machines (e.g. cart,
waterwheel, wind turbine)
4. How manufactured objects work
c. Describes a simple sequence of mechanical parts in motion
5. Servomechanism and robots
a. Recognizes robotic structures that use a servomechanism
F. Appropriate language
1. Terminology related to an understanding of the material world
a. Appropriately uses terminology related to the material world
b. Distinguishes between the meaning of a term used in a scientific or
technological context and its meaning in everyday language (e.g.
source, matter, body, energy, machine)
2. Conventions and types of representations specific to the concepts studied
a. Communicates using appropriate types of representations that
reflect the rules and conventions of science and technology (e.g.
symbols, graphs, tables, drawings, sketches, norms and
standardization)

Observation during activities:

 Look around the classroom for reappearing failure or frustration, and respond
to those students.
 Appreciate their will to continue despite difficulties.
Exit Cards
Re-teaching method:
Assessment
 Use the Lightbot Jr. application for the visual or kinesthetic learners.
 Use the easier map again, and go through it with them once more.
Adaptations for students on IEP’s or who are coded:
 Different level of maps used to use
 Using a Lego piece as visual and hands-on
 Using their bodies and the tiles to view the map in a different way.

OBJECTIVES The student recognizes commands used to perform actions on a computer.

(Big Idea) The student recalls what commands are used for in a program.
 The student understands sequencing and the importance of being precise.

Four different maps increasing in difficulty (1 is simplest, 4 is complicated)

MATERIALS Lego piece
Command strips (Go forward, Turn Right, Turn Left)
Glue
Scissors
iPad
Video:
“Unplugged - Building a Foundation” by code.org
https://www.youtube.com/watch?time_continue=127&v=eZqKqI8AvnA

TIME LESSON

Introduction (Hook):

- To hook the students and get them interested about coding, we will watch a video
about making mistakes and never giving up.
- Before watching the video, I will explain to the students that coding takes a lot of
practice, and sometimes it can be difficult or frustrating.
 “Coding can be complicated sometimes, so I’d like us to watch this short video
explaining why it’s alright to be frustrated, as long as you get back up and keep
trying”.
Video:
“Unplugged - Building a Foundation” by code.org
https://www.youtube.com/watch?time_continue=127&v=eZqKqI8AvnA

Development: “Coding unplugged”

- The students will receive a map with a path of tiles in which they must navigate a Lego
piece from start to finish.
- The only way to move the Lego piece is to use commands. They will be given strips of
paper that either say “go forward”, “turn left”, or “turn right”.
- They must cut and glue commands as steps on another piece of paper to direct their
Lego person in the right direction.

- At first, every student receives the first and simplest map to complete. If the students
are done, they may take the level 2 map, and finally the third map. The students may not
take the 4th map since it will be used in the next lesson.
- While the students are working, they may use the floor tiles and their bodies to move
like their Lego piece across their map if it helps them (This might be useful for the
kinesthetic learners).
- If students are done, they can help their peers complete the first map by trying to
explain

- This activity is done alone but they may consult with their peers if necessary
TIME LESSON
- The students may also use flexible seating or work on the floor if they are more
comfortable.

Conclusion:

Before the class ends, I will have two questions up on the smartboard, and the students
will be provided with an index card.
Question 1:
 What is something you are confused about?
 What is something you understand well?

Follow-up Activities:

- Following the previous class, I would have looked at the exit cards to see who is still
struggling.
- To re-teach, I would pair the students with someone who understands well based off
my observations and the exit cards. This might give a better understanding to a student
who is struggling if the information comes from their peers.

Re-teaching:
- If students are still struggling, I will use the application Lightbot Jr. to go over it with
them and their partner while they are completing the fourth map.
- I will ask them “how many commands will it take for the robot to reach this tile?”
If they tell me a number, they can try it out and see if it works for themselves.
If their commands do not work, the robot will glitch and not do what they told it to.
-This will give “visual-spatial” students a chance to actually see their robot perform (or
not) the actions they give it and decipher whether they are right or wrong.

Differentiation:

- The students will be following the same rubric but it will be edited by them.
- Students who finish early will aid their classmates with the program to promote
classroom collaboration and learning.
- In this lesson, I am using different intelligences.
- Bodily-kinesthetic: Students can use the floor tiles and use their bodies to
visualize the actions.
- Intrapersonal: Students can work alone
- Linguistic: students will be able to converse with their peers if they are frustrated
and need help.
- Logical-mathematic: Coding uses logic and math skills since it focuses on
sequences
- Interpersonal: In the second lesson, students will work in pairs to aid with
understanding.
- Visual: using Lightbot Jr. in the lesson provides students with concrete visuals of
coding.
 TIME
Coding Rubric
Advanced
ENGAGEMENT • The student is always
AND BEHAVI OR engaged in the activity from
beginning to end.
• Asking questions when they
cannot find answers alone.
• Assists other students when
needed.
PROOACTI VI TY • Student is proactive during
self-guided interactive
tutorials
• Exhibits exceptional self-
learning skills.
COOPERATI ON • Cooperates with other
students
• Makes excellent
contributions to group
learning activities.
SKI LLS AND • The student exhibits
LEARNI NG exceptional understanding of
the skills and tools
• Attains proficiency with all
new terms and concepts.
• Assists other students when
needed.
LESSON
Thorough
• The student is mostly
engaged with the project.
• Completes the demands of
the project to a satisfactory
level.
• Student completes self-
directed tasks.
• Asks the teacher for
assistance when needed.
• Student makes a
satisfactory effort to
contribute to the group
• Never distracts the group
from its goals.
• The student exhibits
understanding in most of the
skills from the activity.
• The student requires some
help from classmates or the
teacher
Acceptable
• The student is sometimes engaged
in the activity.
• The student makes little progress and
is occasionally distracted by other
students
• May also occasionally distract his or
her classmates.
• Student frequently stops during the
lesson and does not request
assistance.
• Sometimes stays on track.
• Student contributes sometimes to the
group effort
• Occasionally distracts the group from
its central goals.
• Some learning and skill development
may have taken place,
• the student has missed out on most
of the core skills needed for
successful completion of the activity.
Partial
• The student demonstrates little or
no engagement
• Is frequently distracted and doesn’t
asks for help,
• Prevents his or her classmates from
completing their own assignment.
• The student does not complete the
self-guided task
• Never asks for assistance when
stuck.
• Student consistently fails to stay on
track with the group project
• Often keeps the group from
succeeding
• distracts other members of the
group.
• Little or no skill development has
taken place
• The student needs a considerable
amount of help from teachers or
classmates when completing the
assignment.