Katelin Duba

Technology Resource: Computational Thinking

Standard

1.W.6.1b Verbs- Writing sentences using verbs to convey a sense of past, present, and future.

Objectives:

• Students will be able to identify past, present, and future verb tenses in sentences.
• Students will be able to write sentences using past, present, and future verbs,
• Students will be able to decide what verbs convey past, present, and future tenses in a
sentence.

Directions

1. Students will create 6 sentences using past, present, and future verb tenses on their own.
They are encouraged to create at least one of each of the types of verb tenses.
2. Each student will get a marker (board game piece) to keep track of where their Beebot
lands.
3. Get into groups of 4. Do not share your sentences yet. Go around the circle in your
groups.
4. Using the board and Beebot, one student will say their sentence to the person next to
them.
5. If they guess the type of verb tense correct, they move _____ spaces dependent on what
type of verb tense it is.
a. If the sentence is in past tense: 2 spaces
b. If the sentence is in present: 1spaces
c. If the sentence is in future: 3 spaces
6. The next person will answer what type of sentence it is once the previous opponent
moves their Beebot.
7. Move the Beebot in different directions, while avoiding the roadblocks.
8. Whoever makes it to the finish line first: WINS!

Examples of sentences students can make/ examples for the students

• I saw Katelin at work. (present)
• I ran five miles last night. (past)
• He liked the movie. (past)
• He will run tomorrow morning before school. (future)
 Reflection
For this technology resource I created a board game that utilizes a Language Arts state
standard for first grade. Within the board game, students utilize computational thinking. In order
for the board game to successfully work, students must use problem solving and sequencing in
order to make it to the finish line in time. In the lesson/game I created, students have to develop a
set of sentences for their peers to solve. Then it is broken into different steps based on whether or
not they got the verb tense correct. This is the whole computational thinking concept behind my
board game. In my classroom, the students will first create their own sentences, using the three
types of verb tenses, then have their peers solve it. This allows them to break a sentence into
parts or steps in order to figure out the verb tense. I want my students to be able to identify on
their own what different the verb tenses are without me giving them examples. The directions are
explained above and also in a short video with one problem I created on my own.

This resource was all about computational thinking, so I used a Beebot to help me
incorporate this element into my technology resource. The students have to complete an
algorithm on the Beebot in order to move X amount of spaces without hitting any of the blocker
on the board game. It’s all the steps they have to follow in order to get to the finish line. They
might run into abstraction as well. There will be differences in each of the problems they solve
so they will have to figure out which algorithm works to make the Beebot move spaces. The
board game itself allows for the computational thinking aspect become incorporated into this
resource.

In W200 I have learned many different resources that can be used for this presentation,
but I felt incorporating the Beebot best utilized computational thinking. I learned how to
incorporate different elements of a language state standard to help my students learn more about
this topic of verb tenses. Problem solving was a huge part of my computational thinking
influence. Each of the robots were designed for certain grades and I felt that using a Beebot was
more the age of first graders and this state standard. For effectiveness, the game board and
Beebot allows the students to learn the material deeper in a timely manner. I can give them
feedback on their creation of the sentences and have them adjust in order to better their
understanding of the different verb tenses. This resource allows me to work with smaller groups
instead of a giant group at one time. Regarding efficiency, this resource uses more high-order
thinking and collaborative learning. This activity allows me to spend more time focused on the
learning and teaching rather than planning while they are working on the assignment. The third
E, enhancement. The game and Beebot enriches the learning environment. The students are more
actively involved in their learning as they create their own examples of verb tenses. I wanted to
make the Beebot activity interactive and engaging for students. Leading into the last E, engaging.
I incorporated many different engaging elements into this resource. First with the verb tenses: the
students are the one creating sentences for the game and using them. This allows for them to
think deeper. Then the computational thinking: the Beebot is the automation. They have to use
this type of technology in order to solve the board game. Understanding how it works and
following the board game pattern.