Lesson Overview
In this first online activity students will become familiar with basic mouse use and the block-based programming interface they will be using throughout the course. Students will begin by simply dragging images on screen and then progress to dragging puzzle pieces into the proper order.
Teaching Summary
Getting Started
Activity: Jigsaw: Learn to drag and drop
Jigsaw: Learn to drag and drop
Extended Learning
Lesson Objectives
Students will:
- Use a mouse to input information into a computer
- Recall and apply the rules of pair programming
- Use pair programming to complete collaborative tasks with or without a computer
- Identify situations when the rules of pair programming are not followed
- Arrange puzzle pieces into the proper order
Getting Started
Introduction
Ask students if they have ever used a computer mouse before (or trackpad, touchscreen, whatever device they'll be using).
- What does the mouse do?
- How does moving the mouse affect the cursor on the screen?
- You will now be using the mouse to put together puzzle pieces on the computer.
- Pushing down on the mouse button is like closing your hand on a real puzzle piece and letting go of the button is like opening your hand to drop the piece. Make sure you keep your mouse button pressed while you drag each piece.
- Watch the pair programming video together and discuss the role of the driver and navigator.
Activity
Jigsaw: Learn to drag and drop
Pair programming works best with two students to a computer and clear expectations of who is the driver and who is the navigator. You may want to create a visual reminder, like hats or sashes, to identify the driver and the navigator.
Lesson Tip
When puzzle pieces are connected and you want to separate them, you have to drag off from the bottom of the stack. Dragging the top will move the whole stack of pieces.
Extended Learning
Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.
Human Computer
Use real puzzle pieces and pair students into the computer and the user. The user "controls" the computer with a mouse to put the puzzle together.
Connections and Background Information
PARCC / Smarter Balanced Assessment Skills
- Click / tap
- Drag and drop
- Select object
- Use video player
ISTE Standards
- 1.a - Apply existing knowledge to generate new ideas, products, or processes.
- 1.c - Use models and simulation to explore complex systems and issues.
- 2.d - Contribute to project teams to produce original works or solve problems.
- 4.b - Plan and manage activities to develop a solution or complete a project.
- 6.a - Understand and use technology systems.
CSTA K-12 Computer Science Standards
- CD.L1:3-01. Use standard input and output devices to successfully operate computer and related technologies.
- CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems.
- CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology.
- CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.
- CPP.L1:6-06. Implement problem solutions using a block-based visual programming language.
- CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions.
- CT.L2-06. Describe and analyze a sequence of instructions being followed.
- CT.L2-08. Use visual representations of problem states, structures, and data.
Next-Gen Science Standards
- K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
Common Core Mathematical Practices
- 1. Make sense of problems and persevere in solving them.
- 2. Reason abstractly and quantitatively.
- 5. Use appropriate tools strategically.
- 6. Attend to precision.
- 7. Look for and make use of structure.
- 8. Look for and express regularity in repeated reasoning.
Common Core Math Standards
- K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Common Core Language Arts Standards
- SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
- SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.
- SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
