Learning Activity

Coding the Perfect Name

Subject Area

Digital Literacy and Computer Science
English Language Arts

Grade(s)

1

Overview

Students will be introduced to the basics of coding following a picture book read-aloud. After reading “Chrysanthemum” by Kevin Henkes, the teacher will lead a discussion with the students about the uniqueness of everyone’s names and how code is also a unique set of instructions. This will prepare students to construct their own unique codes in collaboration with their peers.

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.3

Construct elements of a simple computer program in collaboration with others.

Unpacked Content

UP:DLCS18.1.3

Knowledge

Students know:
  • blocks of programs associate with an action.
  • blocks of programs can be combined to create a set of actions or a task.
  • robotic devices can respond to blocks of programs.

Skills

Students are able to:
  • determine the order of paper/pencil pieces for a tasks.
  • understand that blocks of code represent an action.
  • drag and drop blocks of programming in online activities to complete tasks.
  • use blocks of programming to control robotic/digital devices.

Understanding

Students understand that:
  • pieces of a task can be represented in parts by words or pictures.
  • code can be put together into blocks that can be manipulated.
  • blocks of code together create a task.
  • blocks of code can be used to operate robotic/digital devices.
English Language Arts (2021) Grade(s): 1

ELA21.1.R1

Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Unpacked Content

UP:ELA21.1.R1

Vocabulary

  • Active Listening
  • Discussion
  • Conversation
  • Rules
  • Participation

Knowledge

Students know:
  • Active listening skills.
  • Agreed-upon rules for participation.

Skills

Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.

Understanding

Students understand that:
  • Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.

Phase

Before/Engage
Learning Objectives

Learning Objectives

Students will collaborate with others to identify the elements of a simple computer program.

Activity Details

1. The teacher will read “Chrysanthemum” by Kevin Henkes (optional).

2. Play audio clip from Teaching Books: excerpt from “Chrysanthemum”.

3. The teacher will facilitate a discussion about the uniqueness of student names. The teacher will ask the following questions and wait on student responses:

a. What is your name?

b. Do you know why your parent gave you your name?

c. Why do we have different names?

d. What if we all had the same name?

4. The teacher will ask:

a. Do some people have the same name? Are the names always spelled the same even if they sound the same?

b. Provide examples for the students on chart paper, whiteboard, or in a slideshow. Below you will find some examples you can provide the students if they are unsure.

  • Brian and Bryan
  • Kasey and Casey
  • Crystal and Krystal

5. The teacher will provide the definition of coding. Definition: Coding is a list of step-by-step instructions that get computers to do what you want them to do. 

6. The teacher will begin a class discussion relating name pronunciation to computer coding.

7. The teacher will say, "Coding is a unique set of instructions, similar to how the letters in our name tell us how to pronounce your name. Sometimes the spellings are different but they still help us know how to pronounce the name."

8. Teachers can deepen the discussion by explaining that different codes can complete the same task. The teacher will ask two students to provide directions to a common location in the school (library, office, bathroom, etc.).

  • The teacher will ask student A, "Can you give me directions to the front office?" The teacher will record the student's responses on the whiteboard.
  • The teacher will ask student B, "Using a different route, can you give me directions to the front office?" The teacher will record the student's responses on the whiteboard.
  • The teacher will ask the class what they noticed about the two students' answers.
  • The teacher will say "There are many paths to the office, but no matter what path we choose, we still end up at the front office."
Assessment Strategies

Assessment Strategies

Formative Assessment: The teacher will ask questions to check for understanding.

  • What is code? - Do students seem to understand that code is a basic set of instructions to accomplish a task?
  • Can codes be different but still perform the same task? - Do students seem to understand that code is unique and can be different but yet achieve the same task?

The teacher will formatively assess students during the class discussion to determine if students are able to collaborate with others by using active listening skills during the whole-class discussion.

Acceleration

Ask students to give step-by-step instructions to the gym or library. Then ask them to provide step-by-step instructions to the same place but using a different route. Can two different routes be taken to the same destination? Can two different codes be written to achieve the same task?

Intervention

Students may need assistance spelling their names. Working side by side, help the student compare the letters in their name to a peer’s. Help students understand that the letters are the "code" for their names. Everyone's name code is different. 

Variation Tips

This task can be used as a stand-alone activity or in conjunction with Coding the Perfect Name With Robots (during activity) and Did You Code the Perfect Name? (after activity).

Approximate Duration

Total Duration

16 to 30 Minutes

Related Learning Activities

Learning Activity (Before)

Coding the Perfect Name

Learning Activity (During)

Coding the Perfect Name With Robots

Learning Activity (After)

Did You Code the Perfect Name?

Background and Preparation

Background / Preparation

Teacher Background/Preparation:

  • The teacher needs a basic understanding of coding They will need to understand that coding is a list of step-by-step instructions that get computers to do what you want them to do. The teacher needs a basic understanding of how different codes can be used to achieve the same task.

Students do not need any prior knowledge.

Materials and Resources

Materials and Resources

The teacher will need the following:

  • Book “Chrysanthemum” by Kevin Henkes (optional)
  • Whiteboard or chart paper to record student responses.
  • An internet-capable device to access the audio clip
  • Computer and speakers to play the audio clip
  • Teaching Books: Audiobook Excerpt from Chrysanthemum of "Clip 2" narrated by Meryl Streep https://www.teachingbooks.net/qloomjs
  • Whiteboard, chart paper, or a slideshow for displaying names
  • Paper and pencils for students

Digital Tools / Resources

Teaching Books: Audiobook Excerpt of Clip 2 narrated by Meryl Streep
https://www.teachingbooks.net/qloomjs

Approved Date

Owner (Author)

leannbryan
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme