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Students start by translating an existing image into a sequence of instructions and then producing the corresponding symbol-based program. The lesson emphasizes converting real-world ideas into programs, recognizes how computers can misinterpret informal thinking, and introduces formal structures such as loops and functions. 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The class will begin by students instructing each other to color squares in on graph paper in an effort to reproduce an existing picture. If there’s time, the lesson can conclude with images that the students create themselves.  \nOBJECTIVE:  \nStudents will—  \n• Understand the difficulty of translating real problems into programs  \n• Learn that ideas may feel clear to them, and still be misinterpreted by a computer  \n• Realize the need for formal programming structures like loops and functions  \nMATERIALS:  \n• Sample Drawings/Algorithms Kit  \n• Programming Instructions Card  \n• Large grid graph paper  \n• Markers, pens, or pencils (two or three colors)  \nPREPARATION:  \nPrint out a Drawings/Algorithms Kit for each group.  \nPrint Programming Instructions Card for each group.  \nSupply each group with several drawing grids.  \nVOCABULARY:  \nAlgorithm—A series of instructions on how to accomplish a task  \nCoding—Transforming actions into a symbolic language  \nDebugging—Finding and fixing problems in code  \nFunction—A piece of code that can be called over and over  \nParameters—Extra bits of information that you can pass into a function to customize it  \n 4  LESSON 4: GRAPH PAPER PROGRAMMING  \nREVIEW:  \nThis review segment is intended to get the class thinking back to the last lesson. If you are covering these activities out of order, please substitute your own review subjects here.  \nClass Participation Questions:  \n• Can you name any of the steps of computational thinking?  \n• Can you remember any of the patterns we found among the monsters of last class?  \nElbow Partner Discussion:  \n• What else could we describe with the same“abstracted” concepts from the monster lesson? Could we describe a cow? A bird?  \nWould anything have to change to describe a teapot?  \nBy programming one another to draw pictures, students will begin to understand what programming is really about.  \n 4  LESSON 4: GRAPH PAPER PROGRAMMING  \nINTRODUCE:  \nStart by asking the class if anyone has heard of robotics. What is a robot? Does a robot really “understand” what people say? The answer to the last question is:  \n“Not the same way that a person does.”  \nRobots operate off of “instructions,” specific sets of things that they have been preprogrammed to do. In order to accomplish a task, a robot needs to have a series of instructions (sometimes called an algorithm) that it can run.  \nTo get more familiar with the concept of an algorithm, it is helpful to have something to compare it to. For this exercise, we will introduce a programming language made of lines and arrows.  \nPROGRAMMING KEY  \n~~ ~~ Move One Square Forward  \n~~ ~~ Move One Square Backward  \n~~ ~~ Move One Square Up  \n~~ ~~ Move One Square Down  \n~~ ~~ Change to Next Color  \n~~ ~~ Fill-In Square with Color  \nIn this instance, the symbols on the left are the “program” and the words on the right are the“algorithm” piece. This means that we could write the algorithm:  \n“Move one square forward, Move one square forward, Fill-in square with color”  \nand that would correspond to the program:  \n4  LESSON 4: GRAPH PAPER PROGRAMMING  \nNow it’s time to get a little more practice. Start your class off in the world of programming by drawing or projecting the provided key onto the board.  \nSelect a simple drawing, such as this one to use as an example.  \n\n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n\nThis is a good way to introduce all of the symbols in the key. To begin, you can show them the least confusing way to code an image, which is to return to the left of the image whenever you drop to the next line. Fill in the graph for the class, then ask them to help describe what you’ve just done. First, you can put it into words with","cbCaimKHAho1Ngkj","https://ap.wps.com/l/cbCaimKHAho1Ngkj","pdf",1624251,14,"English","# Overview\n# Objectives\n# Materials and Preparation\n# Vocabulary\n# Review\n# Introduce\n## Programming Key\n# Guided Practice\n## Example Algorithms\n# Group Activity","[{\"question\":\"What is the main goal of Lesson 4, Graph Paper Programming?\",\"answer\":\"Help students understand how “coding” works by programming one another to draw pictures on graph paper.\"},{\"question\":\"What skills do students develop in this lesson?\",\"answer\":\"Students learn the challenge of translating real problems into programs, how computers can misinterpret ideas, and why formal structures like loops and functions matter.\"},{\"question\":\"How do students turn ideas into a computer-style program?\",\"answer\":\"They first write an algorithm in words, then convert each step into symbols from the programming key, and finally execute the symbol sequence to draw the image.\"}]","Lesson 4 - Graph Paper Programming | PDF",1792924744,35]