Learning Activity

Lost in Space: Unplugged Programming

Subject Area

Digital Literacy and Computer Science

Grade(s)

2

Overview

Your ship is damaged and must rely on mission control to lead you on a rescue mission to save one of your astronauts. Students will design the game board, create the instructions (algorithm), look for mistakes (debug), and finally run the mission (program) to save the astronaut. Resources such as a blank game board, instructions, task cards, and debriefing and reflection sheets provided.

This activity was created as a result of the DLCS COS Resource Development Summit.

Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.2

Create an algorithm for other learners to follow.

Unpacked Content

UP:DLCS18.2.2

Vocabulary

  • sequence

Knowledge

Students know:
  • the sequence of events for a tasks are important.
  • sequence of events may be read and interpreted by other people or machines.

Skills

Students are able to:
  • develop a sequence of events for a task that others can follow.

Understanding

Students understand that:
  • a task can be broken down into a sequence of smaller events or steps.
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.3

Construct elements of a simple computer program using basic commands.

Unpacked Content

UP:DLCS18.2.3

Vocabulary

  • program
  • code

Knowledge

Students know:
  • programming blocks represent a set of codes.
  • block based programs can be used to design a task.
  • block based programs can be interpreted by machines.

Skills

Students are able to:
  • drag and drop blocks of code.
  • drag and drop blocks of code to complete a tasks.
  • run a block based program after sequencing tasks to complete a desired process.

Understanding

Students understand that:
  • blocks of code can be moved around and combined into an order that completes a task or process.
  • sets of block coding can be run to perform the task/process.
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.4

Identify bugs in basic programming.

Unpacked Content

UP:DLCS18.2.4

Vocabulary

  • debug
  • problem-solve
  • error

Knowledge

Students know:
  • if sequence of code is not correct the task will not complete.
  • incorrect code can be identified and corrected.

Skills

Students are able to:
  • create a small section of code for a task.
  • run the program to ensure the task is completed.
  • identify when there is an error in the code.
  • correct an error in the code through trial and error.

Understanding

Students understand that:
  • when sets of block coding are combined to perform a task occassionally an error may occur.
  • when an error in code is identified the code may be rearranged, edited, or removed to correct the error.

Phase

Before/Engage
Learning Objectives

Learning Objectives

Students will write clear instructions (an algorithm) that another person can follow.

Students will troubleshoot to find and fix problems in the instructions, debug.

Students will use the algorithm to solve a problem.

Activity Details

This is an unplugged activity (no technology) and is best used before you introduce students to block-based coding programs. Access to the resources is linked above as well as throughout this activity section.

Teacher Directions:

  • Divide the class into groups of four and assign them one of the four roles: Designer, Programmer, Tester/Debugger, and Pilot/Bot. 
  • Reassure students that they will be able to perform each role.
  • Distribute the game pieces, role cards, directions, and response sheet. 
  • Work through the directions with students for understanding. Model how to use the symbols to relay movement instructions. Students may need help with rotate/turn.

Student Step 1:

The Game Designer places the astronaut on the “space” grid and then draws in obstacles that the pilot will need to avoid during his rescue mission. The ship must be able to leave from arrow #1, reach the astronauts square, and then exit on arrow #2.

Student Step 2:

The Programmer in Mission Control then creates a written set of instructions on the Response Sheet using only 'forward one step', 'rotate left', and 'rotate right' to guide the rocket to the lost astronaut. Programmers may use the symbols (arrow, swoosh left, swoosh right [see handout]), and/or words to create the directions. Programmers write the algorithm on the sheet provided.

Student Step 3: 

The tester/Debugger runs the program and looks for any “bugs” in the directions (algorithm) and works with the programmer to fix them in the original algorithm.

Send the directions (algorithm) to the pilot (bot).

Student Step 4: 

The pilot/bot follows the directions (algorithm) EXACTLY on the game board. If something goes wrong mission control will need to rewrite the algorithm until you can rescue your astronaut.

If the bot/pilot runs into a bug or problem...they are LOST IN SPACE!!

(Shhh...if you think you have enough fuel (time) you can work with your programmer and debugger to debug the algorithm and try again by correcting the algorithm in the space provided on the Response Sheet entitled "debugging.")

Student Step 5:

The programmer debriefs on the Response sheet provided in the section titled, "Mission Debrief."

Student Step 6: 

Rotate jobs. All rotations can be done in one day or over the span of many.

Assessment Strategies

Assessment Strategies

Teacher observation.

Student instructions (algorithms) and debrief/reflections sheet.

Background and Preparation

Background / Preparation

Print out and laminate enough game boards: 1 game board per 4 students.

Print out, cut up, and laminate game pieces.

Print out as many Response sheets as you have students.

It is expected that every student gets a chance to play every part. This can take place over several days.

Digital Tools / Resources

Lost in Space Google Drive Link
https://drive.google.com/drive/folders/1uU0bgfcRaRlJY-EkN-kYFmsSKoxTSs8S?usp=sh…

Approved Date

Owner (Author)

mbounds
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