NeuroMaker Hand Introduction to Programming

Review objectives

Pass out worksheet
Introduce the concept of coding and algorithm, while students write down the definitions

Introduce the software and hardware students will be working with
Tips:
- Show the students the robotic hand (hardware) students will be working with
- Explain that mblock is the software that students will be using to code

Complete warm-up with students.
- Ask the students to look at the codes on the slide and predict what they are asking the user to do.
- Prompt the students to talk to their partners to compare and contrast their predictions
- Ask two students to share their predictions out loud

Exploring Software (Slides 6 – 11), 15 Minutes

Objective:

Understand concepts such as sequence, events, and loops
Code the sprite and hand to move
Understand the relationship of software (mBlock) and hardware (hand)

Procedure:

Review the concept of sequence. Ask a student to read the definition out loud:
- Sequence: A set of ordered steps for completing a task
Ask students to read the code and predict what the sprite will do. Call on a student to share their answer

Review the concept of loops. Ask a student to read the definition out loud:
- Loops: A sequence of instructions that is continually repeated until a certain condition is reached
Ask students to look at the two codes on the slide. Ask them to share their thoughts on the following statement:
- True or false: the two codes accomplish the same task

Review the concept of events. Ask a student to read the definition out loud:
- Events: An action that causes things to happen
Stress to the students that every code needs to begin with event blocks

Watch the video tutorial on changing changing sprites, background, and sounds on the mBlock software

Slide 10

Watch the video tutorial on coding the sprite on mBlock to move and introduce itself

Slide 11

Provide work-time for students. Students should be filling out their worksheet during this time. Present the following challenge: code the sprite to move and introduce itself.
Tips:
- Walk around the classroom to make sure that students are starting with event blocks.
- For the advanced students, present the following challenges:
  - Add another sprite and their introductions
  - Change the background
  - Code the sprite with loops

Exploring Hardware (Slides 12 – 13), 15 Minutes

Objective:

Code the sprite and hand to move
Upload the code from mBlock to the hardware

Procedure:

Slide 12

Watch the video tutorial on uploading the code to the hardware (the hand)

Slide 13

Provide work-time for students to create a game of rock, paper, scissors using the concept of sequence, events, and loops
Students should be filling out their worksheet during this time
Tips: During this time, walk around the classroom to make sure that students are doing the following:
- Starting with event blocks
- Using loops
Tips: For those students who are struggling, pull a small group to facilitate step by step tutorial as others are working

Game Time (Slides 14), 5 Minutes

Objective:

Code the sprite and hand to move
Upload the code from mBlock to the hardware

Procedure:

Slide 14

Students partner up with another team. Provide time for students to play each others’ rock, paper, scissors game
Provide time for students to provide feedback to each other
- What worked well?
- What parts could the other team improve on?

Reflection (Slides 15), 5 Minutes

Procedure:

Complete exit ticket
Clean-up

Lesson 3: Conditionals

Conditionals

Overview

In this lesson, students will be introduced to the concept of conditionals. Students will learn how to code an interactive game using multiple sprites. Through this lesson, students will gain a deeper understanding of coding, as they use various concepts such as conditionals, sequence, and loops.

Learning Objectives

By the end of class, students will be able to:

Understand the concept of conditionals
Create an interactive game using conditionals, sequence, and loops
Code multiple sprites
Explain how the conditionals, sequence, and loops impact their game

Instructional Materials

Lecture Slides
Lesson Plan
Tutorials (See Video Tutorial Tab in Top Navigation)
Laptop
mBlock website
Student Worksheet
Lesson 3 Teacher Guide
Exit Ticket

Standards Alignment

Type	Indicator	Standard
CSTA	2-AP-12	Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
	2-AP-13	Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
	2-AP-15	Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
ISTE	4B	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
	4C	Students develop, test and refine prototypes as part of a cyclical design process.
	4D	Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
	6C	Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
NGSS	MS-ETS1-4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Vocabulary

Conditionals: A set of rules performed if or when a condition/requirement is met
Input: Any information or data that is sent to a computer for processing
Output: Any data or display that is the result of a computer processing

Pre-Lesson Teacher Checklist

Double check that computers are fully charged
Ensure that students will be able to access mBlock website
Familiarize yourself with the powerpoint
Familiarize yourself with Overview of Blocks
Review Lesson 3 Teacher Guide
Print out worksheets

Lesson Timeline (50 minutes)

Time Interval	Content
10 minutes	Introduction Review objectives Warm-up (Rock, Paper, Scissors)
10 minutes	Intro to Conditionals Learn about conditionals Conditional Game**
20 minutes	Creating an Interactive Game* Students learn about the game Catch the Fruit Students create their own interactive games
5 minutes	Game time Partner up to play others’ games
5 minutes	Reflection** Exit Ticket Clean-up

* These activities can be made longer based on time

** These activities are optional and can be eliminated based on time

Activities

Introduction (Slides 2 – 3), 10 Minutes

Objective:

Understand the concept of conditionals
Create an interactive game using conditionals, sequence, and loops
Code multiple sprites

Procedure:

Review objectives

Students log into mBlock account
Students play rock, paper, scissors (continued from previous lesson)

Intro to Conditionals (Slides 4 – 6), 10 Minutes

Objective:

Understand the concept of conditionals

Procedure:

Review the concept of conditionals. Ask a student to read the definition out loud:
- Conditionals: A set of rules performed if or when a condition/requirement is met
Explain the following:
- Conditional statements will be in the form of “if_____, then______.”
- Conditional statements can be thought of as cause (if ______) and effect (then ______).

Review the key points with students. Students should fill in the blank on their worksheet.
- Conditional statements are important because it gives the computer different choices
- If the conditional statement is true, the computer executes the action
- If the conditional statement is false, the computer does not execute the action
- Conditional statements can be thought of as cause (if ______) and effect (then ______).

Ask all the students in the classroom to stand up for a game. The students who are still standing after the statements are read will be the winners.
Read the following statements:
- If your birthday is from January to March, then sit down.
- If you are wearing green, white, blue, or orange, then sit down.
- If you are wearing glasses, then stand back up. (Even if you were sitting down!)
- If you have a black backpack, then sit down.
- If you are wearing a jacket, then sit down.
- TIP: Feel free to customize the statements for your students.

Creating an Interactive Game (Slides 7 – 10),20 Minutes

Objective:

Understand the concept of conditionals
Create an interactive game using conditionals, sequence, and loops
Code multiple sprites
Explain how the conditionals, sequence, and loops impact their game

Procedure:

To get an idea of what an interactive game could look like, watch the video tutorial on Catch the Fruit Game

Students will require knowledge about the coordinate plane to create an interactive game. Review the different quadrants. Call on students to locate the following points:
- (3,-4), (0,6), (-3,2), (-5,-3)

Watch the video tutorial to understand how the conditionals, sequence, and loops come together to create an interactive game.
The tutorial will dissect the codes (see Lesson Plan) and explain how each block is used to create the interactive (Catch the Fruit) game.

Slide 10

Provide work-time for the students to create their own interactive game.
Students pair up with their partners and plan out their games on the worksheet.
Tips: Walk around the classroom to make sure students are on the right track by looking for the following
- Starting with event blocks
- Using conditionals
- Clicking to code for each sprite
- For those students who are struggling, pull a small group to facilitate step by step tutorial as others are working

Game Time (Slides 11), 5 Minutes

Objective:

Understand the concept of conditionals
Explain how the conditionals, sequence, and loops impact their game

Procedure:

Slide 11

Students partner up with another team. Provide time for students to explore each other’s games
Provide time for students to provide feedback to each other
- What stood out about their game?
- What parts could the other team improve on?

Reflection (Slides 12), 5 Minutes

Procedure:

Slide 12

Exit Ticket
Clean-up

Lesson 4: Functions and Variables

Functions and Variables

Overview

In this lesson, students will be introduced to the concept of functions and variables. Students will learn how to code variables onto the screen, adding another complex layer to their existing game from Lesson 3. Students will also learn how to create functions, and create functions for the hardware.

Learning Objectives

By the end of class, students will be able to:

Understand the concept of variables and functions
Code variables into the game
Code functions in mBlock for the hardware
Explain the role of variables and functions in coding

Instructional Materials

Standards Alignment

Type	Indicator	Standard
CSTA	2-AP-12	Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
	2-AP-13	Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
	2-AP-15	Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
ISTE	4B	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
	4C	Students develop, test and refine prototypes as part of a cyclical design process.
	4D	Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
	6C	Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
NGSS	MS-ETS1-4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Vocabulary

Variables: A container storing information that can be changed
Functions: A set of instructions that can be used to perform a specific task or routine

Pre-Lesson Teacher Checklist

Double check that computers are fully charged
Ensure that students will be able to access mBlock website
Familiarize yourself with the Powerpoint
Familiarize yourself with Overview of Blocks
Review Lesson 4 Teacher Guide
Print out worksheets (1 & 2)

Lesson Timeline (50 minutes)

Time Interval	Content
5 minutes	Introduction Review objectives Pass out worksheet
15 minutes	Intro to Variables Students learn about variables Students code variables into their game from Lesson 2
15 minutes	Intro to Functions Students learn about functions Students code a function
10 minutes	Predict the function Predict the other team’s function
5 minutes	Reflection** Exit Ticket Clean-up

* These activities can be made longer based on time

** These activities are optional and can be eliminated based on time

Activities

Introduction (Slides 2), 5 Minutes

Objective:

Understand the concept of variables and functions
Code variables into the game
Code functions in mBlock for the hardware
Explain the role of variables and functions in coding

Procedure:

Review objectives
Pass out worksheet

Intro to Variables (Slides 3 – 5), 15 Minutes

Objective:

Understand the concept of variables and functions
Code variables into the game
Explain the role of variables and functions in coding

Procedure:

Review the concept of variables. Ask a student to read the definition out loud:
- A container storing information that can be changed
Ask students to discuss the following question:
- When can you see yourself using variables?
Watch the variable tutorial

Ask students to log into their Catch the Fruit game from previous lesson
Students code variables into the game as a scoreboard.
See Example in Lesson Plan

Provide time for students to play Catch the Fruit game as a whole class. Challenge the students to reach 20 points as soon as possible.
Discuss the following questions:
- Did you change your code to help you reach 20 points faster? If yes, what did you do?
- Tips: Answers could range from:
  - Coding the sprites to move faster
  - Coding the sprites to be bigger (so they take up more room)

Intro to Functions (Slides 6 – 9), 15 Minutes

Objective:

Understand the concept of variables and functions
Code functions in mBlock for the hardware
Explain the role of variables and functions in coding

Procedure:

Review the concept of functions. Ask a student to read the definition out loud:
- A set of instructions that can be used to perform a specific task or routine
Watch the function video tutorial

Review the reasons why functions are useful in coding. Students take notes on their worksheet
- Organization
  - Functions helps to reduce longer and complicated programs into more manageable parts
- Testing
  - Functions reduce code redundancy and save time
- Reusability
  - It can be used multiple times and in different algorithms
Ask students to discuss the following question with their partners:
- When can you see yourself using these functions?

Provide work time for students to create functions in mBlock for the hand.
Students begin by brainstorming and planning out their functions on the worksheet. Students should name the function and jot down specific notes on the movements that are in each function. (This will later be referenced back to for Game Time)
Students code the function for the Hand on mBlock
The functions that students make will be handed over to another team during Game Time for them to guess the purpose of the function

Provide an example of what the completed chart on their worksheet will look like vs. what the other team will need to fill out as they predict the functions
TIPS: As students work, walk around the classroom and look for the following
- Students starting with the correct event blocks for the hardware
- Students coding wait times between each motion
- Students ending with the “reset hand’ block at the end of their code
- Students have the hand turned on while uploading the code

Guess the Function (Slides 10), 10 Minutes

Objective:

Understand the concept of variables and functions
Code functions in mBlock for the hardware
Explain the role of variables and functions in coding

Procedure:

Slide 10

Provide game time for students to pair up with another team. Pass out Predict the Function worksheet.
Each team will write the name of the functions on the word bank at the top of the worksheet. Students will predict the other team’s function.
Students will check their work by comparing their predictions with what the team had planned
Students provide feedback to one another through the following questions:
- What was unique about their functions?
- What could be improved?

Reflection (Slides 11), 5 Minutes

Procedure:

Slide 11

Complete Exit Ticket
Clean-up

Lesson 5: Programming Project Part 1

Final Project: Games Part 1

Overview

In this lesson, students will be introduced to their final project. Students will be challenged to create a game on the software that uses all the previous concepts such as sequence, loops, conditionals, variables, and functions. In this lesson, students will mainly focus on developing the software portion of the game.

Learning Objectives

By the end of class, students will be able to:

Understand concepts such as sequence, loops, conditionals, variables, and functions
Code on mBlock software to create an interactive game

Instructional Materials

Standards Alignment

Type	Indicator	Standard
CSTA	2-CS-01	Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices
	2-AP-11	Create clearly named variables that represent different data types and perform operations
	2-AP-12	Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
	2-AP-13	Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
	2-AP-15	Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
ISTE	4B	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
	4C	Students develop, test and refine prototypes as part of a cyclical design process.
	4D	Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
	5A	Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
	5D	Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
NGSS	MS-ETS1-4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Vocabulary

Algorithm: A list of steps used to complete a task
Sequence: A set of ordered steps for completing a task
Loops: A sequence of instructions that is continually repeated until a certain condition is reached
Conditionals: A set of instructions performed if or when a condition/requirement is met
Functions: A set of instructions that can be used to perform a specific task, or routine
Variable: A container storing information that can be changed
Hardware: The collection of all the parts of a computing system that can be physically touched. (Examples; Computers, Sensors, Robots, Tablets, Cell Phones, etc.)
Software: Programs and other operating information used by a computer
Input: Any information or data that is sent to a computer for processing
Output: Any data or display that is the result of a computer processing

Pre-Lesson Teacher Checklist

Double check that computers are fully charged
Ensure that students will be able to access mBlock website
Familiarize yourself with the powerpoint
Familiarize yourself with Overview of Blocks
Print out worksheets and exit ticket
NeuroMaker Hand

Lesson Timeline (50 minutes)

Time Interval	Content
5 minutes	Introduction Introduce the final project to students Review objectives Give students time to pair up with partners
10 minutes	Review Concepts Review the following: Sequence, loops, conditionals, variables, and functions
30 minutes	Work-time Pass out worksheet Review objectives Give students time to pair up with partners
5 minutes	Reflection Complete exit-ticket Clean-up

* These activities can be made longer based on time

** These activities are optional and can be eliminated based on time

Activities

Introduction (Slides 2 – 3), 5 Minutes

Objective:

Understand concepts such as sequence, loops, conditionals, variables, and functions
Code on mBlock software to create an interactive game

Procedure:

Review objectives

Introduce the Final Project challenge:
- Create a game on the software that uses all the previous concepts such as sequence, loops, conditionals, variables, and functions
Remind students that in this lesson, students will be creating the game on the software, and in the next lesson students will incorporate the robotic hand.
- Tip: Call on a student to tell the difference between hardware and software

Review Concepts (Slides 4 – 8), 10 Minutes

Objective:

Understand concepts such as sequence, loops, conditionals, variables, and functions

Procedure:

Review the following concepts. Review the definition of the concept, and give students the opportunity to share with their partner what they remember about the concept and how they have used it in the past.

Review sequence: A set of ordered steps for completing a task

Review loops: A sequence of instructions that is continually repeated until a certain condition is reached

Review conditionals: A set of instructions performed if or when a condition/requirement is met

Review variables: A container storing information that can be changed.

Review functions: A set of instructions that can be used to perform a specific task, or routine

Work-time (Slides 9 – 11), 30 Minutes

Objective:

Code on mBlock software to create an interactive game

Procedure:

Pass out the worksheet. Provide time for students to get into partners.

Slide 9 (5 minutes)

Students brainstorm the type of game that they want to create on the software on the worksheet.
Students understand that part of the game will have to incorporate the robotic hand
Tips: For students who are struggling, provide them with the following options:
- Create a game where sprites are passing the ball back and forth to each other
- Create a game where the color of an object changes based on sprite’s actions
- Create a game where different sounds are made based on the sprite’s decisions

Slide 10 (5 minutes)

Students share their game idea with another group for feedback, and revise their ideas
Tips: This is an opportunity for students to reflect on their work. For students who need extra support, provide the following question stems:
- Why did you choose ____?
- How does this show ____ concept?

Slide 11 (20 minutes)

Provide students with work-time
Review of expectations:
- Stay on task
- Be hard on content, soft on people
- Raise hand if you need help
Tips: Float around the classroom and check-in on students who are struggling. For groups who need additional support, pull a small group where you can guide them through the coding process.

Reflection (Slides 12), 5 Minutes

Objective:

Understand concepts such as sequence, loops, conditionals, variables, and functions

Procedure:

Slide 12

Set goals for the next lesson
Complete exit ticket
Clean-up

Lesson 6: Programming Project Part 2

Final Project: Games Part 2

Overview

In this lesson, students will continue to work on their final project. Students will complete an interactive game that uses all the previous concepts such as sequence, loops, conditionals, variables, and functions. In this lesson, students will incorporate the robotic hand (hardware portion) into the game.

Learning Objectives

By the end of class, students will be able to:

Understand concepts such as sequence, loops, conditionals, variables, and functions
Code the robotic hand (hardware) on mBlock as part of the interactive game
Showcase their game and explain the coding concepts used
Students understand the distinction between hardware and software

Instructional Materials

Standards Alignment

Type	Indicator	Standard
CSTA	2-CS-01	Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices
	2-AP-11	Create clearly named variables that represent different data types and perform operations
	2-AP-12	Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
	2-AP-13	Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
	2-AP-15	Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
ISTE	4B	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
	4C	Students develop, test and refine prototypes as part of a cyclical design process.
	4D	Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
	5A	Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
	5D	Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
	6C	Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
NGSS	MS-ETS1-4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Vocabulary

Algorithm: A list of steps used to complete a task
Sequence: A set of ordered steps for completing a task
Loops: A sequence of instructions that is continually repeated until a certain condition is reached
Conditionals: A set of instructions performed if or when a condition/requirement is met
Functions: A set of instructions that can be used to perform a specific task, or routine
Variable: A container storing information that can be changed
Hardware: The collection of all the parts of a computing system that can be physically touched. (Examples; Computers, Sensors, Robots, Tablets, Cell Phones, etc.)
Software: Programs and other operating information used by a computer
Input: Any information or data that is sent to a computer for processing
Output: Any data or display that is the result of a computer processing

Pre-Lesson Teacher Checklist

Double check that computers are fully charged
Ensure that students will be able to access mBlock website
Familiarize yourself with the PowerPoint
Print out student worksheet, feedback worksheet, and metacognition worksheet
NeuroMaker Hand

Lesson Timeline (50 minutes)

Time Interval	Content
5 minutes	Introduction Review objectives Review the final project challenge Remind students that they will be incorporating the robotic hand into the game
25 minutes	Work-time Pass out worksheet Give students time to pair up and work
10 minutes	Showcase/ Gallery Walk Students present their work in front of their peers in the form of a gallery walk
5 minutes	Feedback Provide feedback Reflect on ways to improve the project
5 minutes	Reflection Complete metacognition Clean-up

* These activities can be made longer based on time

** These activities are optional and can be eliminated based on time

Activities

Introduction (Slides 2 – 3), 5 Minutes

Objective:

Students understand concepts such as sequence, loops, conditionals, variables, and functions
Students code the robotic hand (hardware) on mBlock as part of the interactive game
Students showcase their game and explain the coding concepts used
Students understand the distinction between hardware and software

Procedure:

Review objectives

Introduce the Final Project challenge:
- Create a game on the software that uses all the previous concepts such as sequence, loops, conditionals, variables, and functions
Remind students that in this lesson students will incorporate the robotic hand into their game

Worktime (Slides 4 – 5), 25 Minutes

Objective:

Understand concepts such as sequence, loops, conditionals, variables, and functions
Code the robotic hand (hardware) on mBlock as part of the interactive game
Students understand the distinction between hardware and software

Procedure:

Pass out the worksheet. Provide time for students to get into partners. Provide work time for students

Slide 4 (5 minutes)

Students review the worksheet from the previous lesson. Students brainstorm how the hardware will be incorporated on the worksheet with their partners
Tips: For students who are struggling, provide them with the following options:
- Code the hand to show rock/paper/scissors when the sprite performs a certain action
- Code the hand to do the wave when the sprite communicates with another sprite
- Code the hand to move certain fingers through an if-then statement

Slide 5 (20 minutes)

Review of expectations:
- Stay on task
- Be hard on content, soft on people
- Raise hand if you need help
Tips: Float around the classroom to ensure that the hand is connected and functioning on mBlock. Pull a small group if necessary. Check-in on students who are struggling with the following prompts:
- Can you share your plan on how to incorporate the hand?
- What are you having trouble with?
- What concepts are you planning on using?

Showcase/ Gallery Walk (Slides 6 – 7), 10 Minutes

Objective:

Students showcase their game and explain the coding concepts used

Procedure:

In pairs, decide on Partner A and Partner B.

Slide 6-7 (5 minutes each)

Partner A stays at the work space, while partner B circulates around the room participating in the Gallery Walk.
Prompts:
- What is the objective of your game?
- What concepts did you use to program your software?
- What concepts did you use to program the hardware?
- What was the most challenging?

Feedback (Slide 8), 5 Minutes

Objective:

Understand concepts such as sequence, loops, conditionals, variables, and functions

Procedure:

Pass out feedback worksheet
Students write down feedback for other groups
Students review the feedback that they receive from peers

Reflection (Slides 9), 5 Minutes

Procedure: