Miranda Lucas, Michael Pleake, Natalie Lake

Title: Graph Paper Programming

Grade: 4th Grade

Overall Goal: The object of this activity is to have children create their own algorithms using
graph paper programming, based on Spanish vocabulary words that they have learned in recent
lessons the weeks prior. After that they will use these algorithms that they created and use them
to program a bee-bot to recreate a vocabulary word on a large piece of paper.

Students will be put into groups of 3-4 and will be assigned a vocabulary word to recreate on
graph paper. They must understand the definition as well as be able to spell the word correctly.
Once they have graphed their word using the squares on the graph, they will create an
algorithm to go along with it so that their classmates can follow the steps easily to create the
same word on a graph. The algorithm must be well thought out and must be able to be repeated
correctly.

The idea of this activity is to help students understand the basics of programming and creating
algorithms without using technology. We want them to grasp the concept of listing specific steps
in order for an activity to be carried out without leaving a step out or making it confusing. It
should be clear what the objective is. The steps must be easy to follow as well as properly
worded for clarity so that the person who is reading the steps does not have any questions.

Standards Learning Objective Assessment

3-5.DI.2 Develop a simple Students will be able to create Students will be

understanding of an their own graph paper assessed with how
algorithm (e.g., search, programming, using vocabulary well they are able to
sequence of events, or words that they have learned as recreate a
sorting) using computer-free their picture content. vocabulary word
exercises. using graph paper
programming.

4.RV.1 Build and use Students will be able to define Students will be
accurately general academic and correctly spell vocabulary assessed by if they
and content-specific words words given to them from spelled the words
and phrases. previous lessons. correctly or not on
their graph paper.

1.1.7 Use speaking Students will be able to properly Students will be

strategies that facilitate pronounce their spanish assessed by how
communication. vocabulary word that is given to accurate their
 them, as well as be able to use it pronunciation is of
in a sentence. the word. We will be
asking students
during a 3 minute
one-on-one time
throughout the week
of.

4.W.2.1 Write legibly in print
or cursive, forming letters
and words that can be read
by others.
Students will be able to clearly Students will be
write their vocabulary word on a assessed by how
piece of graphing paper so that legible their
their peers can easily read it. handwriting is that
each student will
turn in at the end of
class.

Key Terms & Definitions:

Algorithm: A process or set of steps to be followed in calculations or other

problem-solving operations, especially by a computer.
Graph Paper: Paper printed with a network of small squares to assist the drawing of
graphs or other diagrams.
Programming: Using the language of computers to communicate with it.
Bee Bots: Robots designed for use by young children.

Spanish Vocabulary:
Gato: Cat
Perro: Dog
Len: Lion
Mono: Monkey
Ave: Bird
Caballo: Horse
Pulpo: Octopus
Cangrejo: Crab
Canguro: Kangaroo
Pato: Duck
Pez: Fish
Rana: Frog
Oso: Bear

Lesson Introduction (Hook, Grabber):

To get students excited for the lesson, the instructor will push all the desks to the walls of the
room in a circle and have one Bee Bot sitting in the middle of the room. The students will be
engaged, because they will be intrigued about the Bee Bot sitting in the middle of the room
(although they may not know what it is). Prior to class, the instructor will have programmed the
Bee Bot to spell out hola (hello in English). Once class starts, the instructor will start the Bee
Bot and have it spell out the preprogrammed word to introduce students to what they will be
doing in the lesson main. Once the instructors Bee Bot is finished, the instructor will ask
questions to engage excitement around the Bee Bots. An example would be: What do you like
most about the Bee Bot? Another example might be: What excites you about using
Algorithms?

Lesson Main:
Once the grabber excites the class and the instructors have asked them the following questions
above, the instructor will explain what the Bee Bot is and how to use it. (Show Mirandas
resource here.) The instructors will do one example of another Spanish word together as a class
on the iPads using the Bee Bot App. An example of this could be pez which means (fish in
English.) This will help the students to understand what they will be doing during this part of the
lesson plan and how to use the Bee Bots successfully. Once the instructor has finished the
demonstration, they will tell the class they will be doing the same activity. The instructor will tell
students they will be using their animal vocabulary words in the lesson and using the online
flashcard set to review before beginning with the Bee Bots. (Show Natalies resource here.) The
purpose of the flashcards is to review the words as a refresher. However, students show be
familiar and know these words, because they will have learned them in prior classes and all
throughout the semester. Then, the students will be put into groups of 3-4 and assigned the
vocabulary words they will be spelling. Next, the students will be drawing on graph programming
paper, that the instructors will provide; their vocabulary words given to their groups. Instructors
will be giving a pop quiz on the Spanish animal spelling list above. This quiz will be given the
next day after the students have had a chance to program and work with their Bee Bots. This
will be used to assess students individual learning. Lastly, the instructor will hand out the Bee
Bots and the students will begin to plan their algorithm so the Bee Bot will spell out their
vocabulary word. The students will work on this activity until there are 10 minutes left of class.
Lesson Ending:
In the remaining 10 minutes of class, the groups of students will have their Bee Bot spell out
their vocabulary word in front of the rest class. Once finished, the students will turn in their
algorithms containing the steps of how they made the Bee Bot spell out their assigned word.
Then, the students will be done with class. The next day, for the first 10-15 minutes of class,
students will receive a different groups algorithm. The students will program the algorithm into
the Bee Bot and then watch and see if they can figure out what word the Bee Bot has been
programmed to spell. This is when the instructors will present each student with a pop quiz of 10
questions. They will have 5-10 minutes to complete this quiz. After all of the quizzes are turned
in, the instructors will leave the floor open (5-10 minutes) for questions that any students may
have about algorithms and/or Bee Bots. Once all questions have been answered, this will
officially wrap up the lesson and the instructors will make sure students have retained their
knowledge of algorithms and programming by showing a PowerPoint that reviews algorithm
principles and basic Bee Bot knowledge. (Show Michaels resource here.)

Assessment Rubric:

Great (10 Points) Average (5 Points) Poor (0 Points)

Constructed an Students created a Students created an Students did not

appropriate well thought out algorithm, however it create an
algorithm for the algorithm for their was not easy to algorithm or a list
vocabulary word vocabulary word, it follow and there of steps.
assigned to them on was simple to were some minor
a piece of graphing follow/understand. mistakes in their list
paper. of steps.
 Programmed their Students were able Students showed an Students did not
bee-bot to recreate to successfully effort in trying to program a bee-bot
their vocabulary program their program their and did not show
word on a large bee-bot to recreate bee-bot to recreate any effort in doing
sheet of their vocabulary their vocabulary so.
construction paper. word on a large word, but
sheet of unfortunately were
construction paper. unable to do it
correctly.

Group Collaboration Students worked Most of the students None of the

together as a worked together in students worked
group in an an appropriate together and were
appropriate manner, with unable to resolve
manner and did minimal issues. any issues that
not have any arose.
issues arise.

Overall Participation All students Most students None of the

actively participated in the students
participated in the activity but participated and
activity and equally contribution to the did not engage in
contributed to the activity was not any part of the
work that was equal (mainly one or activity.
done. two people doing all
of the work).

Resources / Artifacts:
Miranda: Algorithm S'more
Natalie: Quizlet Flashcard Set
Michael: Algorythm & Bee Bot PowerPoint
Differentiation:
1. Differentiation for students with language differences (ESL, EFL, ENL):
For students who speak different first languages (or have trouble comprehending
English), the instructor will provide a summary of the activity in simple English, or in their
native language. The instructor will also be sure to provide an interpreter for them (if
possible) and make sure that they are fully comprehending the task at hand.
2. Differentiation for ability levels
High ability learners: High ability learners will be mixed into groups with low ability
learners to help them along and keep the class flowing smoothly.
Low ability learners: Low ability learners will be mixed into groups with high ability
learners to help them better understand what is going on and to help them be more
involved.
3. Differentiation for students with auditory impairment:
For students with auditory impairments, the instructor will provide a step by step
instructional packet that includes how to work a bee-bot, how to program an algorithm,
what an algorithm is, etc.
4. Differentiation for languages
For ESL students: ESL students will be mixed in with native English speakers to help them
better learn English. In addition, a translator will be available to help them if necessary.

Anticipated Difficulties:
Some of the anticipated difficulties that could be faced is knowing what an algorithm is and how
to use it to program a bee-bot. Sometimes algorithms can be tricky. For instance, if you have
listed step by step what you want your bee-bot to do but for some reason skipped over one step
accidentally then it can throw off what you wanted your bee-bot to do. Students may also
struggle with actually programming the bee-bot, so they may have trouble putting their algorithm
into this robot. To keep the class on topic and make sure everyone is understanding the
concept, the instructor will be actively moving throughout the room, to help students stay on
track and answer any questions that they may have.