Title:​ Introduction to Binary

Grade: 3rd Grade

Overall Goal:
The overall goal of this lesson is to have students understand key components of
binary code, such as why we use 0 and 1’s, through authentic lessons that allow them
to physically see and create binary codes. The hook of the lesson allows students to be
introduced to key vocabulary. They will be introduced to what binary code is and the
binary alphabet. By taking the time to do this, students will have an understanding as to
the basics behind binary code language and how we can use this to communicate even
though we are not computers!
This lesson is important because it teaches students about how to develop
solutions to problems and it also allows them to explore different perspectives. When
students are completing the main part of the lesson, they are learning about how binary
can be coded in “black” or “white”, “on” and “off” and “0 and 1”. They are exploring one
concept through different perspective lenses that allows them to have a deeper
understanding of the binary alphabet. On the other hand with the lesson main, students
will be coming up with solutions based on their knowledge of the binary alphabet
through the picture images activity. At the end of the lesson I wanted to give students a
fun activity that let them put their knowledge to the test by having them create
valentines binary bracelets which tests their knowledge on using the binary language of
0 and 1.
To meet the objectives of the overall lesson students will be completing an exit
ticket at the end of the lesson to show how much they comprehended binary coding.
This assessment will provide me with information on how much the students were able
to apply their knowledge through the activities that they completed during the hook and
main of the lesson itself. This lesson will take approximately two days for students to
complete due to time constraints in the classroom.

Standards Learning Objective Assessment

Indiana Standards: Students will be able to: 1. Students will

1. Identify different participate in a
3-5.DI.3 Demonstrate how methods used to binary image
a string of bits can be used decode binary assessment
to represent alphanumeric language which they will
information and how 1's 2. Reproduce an be able to
and 0's represent image based on encode images
information. binary code based on the
  
ISTE: 3. Create their own binary bits that
binary code using include
4b. Plan and manage the binary 2. Students will
activities to develop a alphabet create their own
solution or complete a binary code
project bracelets using
the binary
4d. Use multiple processes
alphabet to
and diverse perspectives to
check for
explore alternative solutions
understanding
on how binary
code can be a
way of
communication

Key Terms & Definitions:

Binary- A way of communicating and representing numbers and words by only using 2
options
Binary Alphabet- Two ways to communicate in binary code (0 and 1)

Lesson Introduction (Hook, Grabber): 5 minutes

For the hook of this lesson, start by asking students about different ways they like to
communicate with each other! Some examples of what students might say is using their
words, facial expressions, body language, etc. After students give a few different
answers, tell them that the way that humans communicate with each other is a lot
different than how computers interact with each other, but we can still speak and
understand computer language. After this, students will watch a ​video​ that introduces
them to binary code in a fun and creative way! It is important to note that some students
may already know what binary code is, while others do not. When the video is over with,
explain to students that today they will be learning how to communicate just like a
computer by using the zero and 1 method shown in the video.

Lesson Main: 15 minutes

​How do we read the binary alphabet? Let’s start off by thinking about it using images!
When we see a binary image we see two colors, black and white. We can think of these
images in the sense of a light switch. Black meaning off and white meaning on. First,
review from the video what the definition of binary and binary alphabet means. (See if
any students are able to tell you before you give them the answer.) After reviewing,
  
those slides in the powerpoint, show them the first binary image. For this image
students will be looking at the grid and speaking aloud “off” whenever there is a black
box and “on” whenever there is a white one. This is to allow them to visually see the
difference between boxes without the added element of zero and one. Then, they will
look at the same image, but will say zero and one to grasp the understanding of the
binary alphabet. Next, students will look at another binary image, but they will try and
decode the image themselves using zero and one or on and off (whichever the student
is able to understand more at that given time). The next step of the lesson is for
students to get a partner and complete the binary image worksheet. This worksheet will
allow students to use their encoding skills to say a sequence of blocks that will allow
their partner to encode the image they are reciting. The images will be projected on the
board and will be printed out for students.

Lesson Ending: 10 minutes

For the end of the lesson, students will be given a short assessment to show me their
understanding for binary code. But, first students will review the worksheet with me as i
will ask them some of the following questions; What did we learn about today? How
were you able to decode which image your partner was using? Do you think you can
create a binary alphabet using sounds? After this short discussion students will be given
the assessment worksheet. On this assessment, students will be matching binary codes
with the correct image and will be able to explain why their choices are correct. After
students finish, explain to them that they will be putting their knowledge to the test the
next day by creating their own binary code valentine bracelets!

Day 2 Lesson Main: 20 minutes

For the second day of this lesson students will use their prior knowledge from the
previous day to create their own binary code valentines bracelets. Students will first
review how we communicate in binary using zero and one. After this, students will be
given a hand out where they will practice writing binary code by writing their initials
using zero and ones. Once they understand how to do this, they will be given the
appropriate materials needed to create their bracelets. Students will be given a word
related to valentine's day that they will create using a pipe cleaner and beads.
  
Assessment Rubric:
1- needs 2- good 3- great
improvement understanding understanding

Participation Students did not Students only Students

in activity complete the completed have of completed the full
assessment or only the assessment assessment
completed one
question

Ability to Students were not Students were Students were

encode able to correctly able to encode able to encode all
images encode images some images images

Reasoning Students were not Students had Students had a full

able to explain the some understanding of
reasoning behind their understanding of reasoning behind
selected images reasoning behind their selected
their selected images
images

Resources / Artifacts:

Below is the powerpoint that will be used for the main instruction of the lesson:
https://docs.google.com/presentation/d/1UvVYsuw_FpYrzwm30v0hhYCQYoqhfKp
YVarbc1eHrnQ/edit?usp=sharing

Below is the link to the assessment from Code.org that will be used to address student
understanding of binary code:
https://code.org/curriculum/course4/17/Assessment17-BinaryImages.pdf

Hook video:
https://www.youtube.com/watch?v=M998wTEmFyQ&feature=emb_logo
  
Below is the binary image worksheet print out:

At the end of the lesson plan document is the print out for day 2!

Differentiation:

1. Differentiation for ability levels

● For high ability learners: Give them an extra challenge with the binary image
worksheet and have students try and guess which encoding method they used
with their partner. This will make sure that students are paying close attention to
the binary code their partner is saying. For example, say the code using “on”
“off”, zero and one, or “black” and “white”. They can also say the code up to
down or left to right for an extra added challenge. If students need an extra
challenge after this, they can come up with their own binary images to share with
a partner! For the valentines day coding activity students can be given longer
words that they need to create the binary code for on their bracelets.
● For low ability learners: Students can be in groups of 3 for extra support from
their classmates or can work with the teacher to decode the images on the binary
image worksheet. For the valentines day bracelet activity students can be give
extra support by having a visual of what they will be creating as well as a key of
the letters and binary code that goes along with it. Students can also be given
shorter words to create on their bracelets.

2. Differentiation for demographics

● To avoid issues with demographics of students, they will be paired up with the
desk partner next to them during the binary image activity. Students will also get
to choose which binary code bracelet word they would like to create. Since some
  
of the words include “mom” or “dad” these words are sensitive to some students
so we want to respect their privacy and let them choose which word they would
like to create.

3. Differentiation for languages

● To support students in the class who may not be as proficient in english I will
verbally go through all directions and assignments with them to ensure that they
have a clear understanding as to the task given to them. I would also pair these
students up with someone who has worked with them in the past to ensure that
the student has someone to guide and model them through the lesson. Visual
representations will also be available on paper and on the board.

4. Differentiation for access & resources

● ​If issues with technology arise, students will be provided with paper copies of
any worksheet they will need to participate in the lesson. For the powerpoint, I
will project any slides on the board using the projector and paper copies if there
are issues with the computer and internet.

Anticipated Difficulties:
If students are not able to understand the difference between “on” and “off”/ zero and 1
it may be difficult for them to comprehend binary code. In this case, it would be a good
idea to incorporate more practice and guidance using the binary image worksheet
before students create their own binary coding bracelets. Another difficulty that might
occur is that students do not participate in the whole group lesson. If this is the case, it
is important to talk with these individual students to make sure they are understanding
the lesson so that they successfully are able to complete the binary image worksheet. 

 
 
 
 
 
  
ALPHABET IN BINARY CODE

Practice Below! 
 
Write your name in binary code: 

____________________________________________________________

____________________________________________________________

____________________________________________________________