Computational Thinking Lesson Plan By: Brooklyn Belviy,

Zeke Clark, and Cody McMillan

Grade: 5th grade
Overall Goal: Our overall goal is for students to learn about computational thinking and historical
US health events by using algorithms to program a robot to follow a timeline that covers major
20th century health events in the US that students create. Students will reach that goal by
researching and compiling information about major breakthroughs in 20th century US health
history and events. This information is important for students to learn because it teaches them
about how health has advanced to today’s standards. It gives them a good basis of
understanding about US history, health history and timelines. Students will be given 10 pieces of
paper with a decade listed at the top (ex: 1940s). Students will then research though provided
websites to compile major health related events that occured in that decade. In the ‘40s example,
students would include examples like WW2, penicillin and the polio vaccine. Once students have
researched and completed each decade, they will need to use computational thinking to their
robot follow each decade in order. This goal is important because it covers the subjects of history
and health and uses the lense of computational thinking to tie it all together. This is important
information for students moving forward because they need to have this foundational knowledge
in order to learn more about social studies and health in later years of school.

Standards Learning Objective Assessment

5.1.18 Create and interpret Objective One: Students will Students will be
timelines showing major, events research and identify major health making their own
and developments in the early related events that happened in the timeline. (See
history of the United States from. United States. Attached Rubric)

5.3.1 Identify characteristics of Objective Two: Students will Students will be

valid health information, compile information and create a US applying the
products, and services. health timeline. information they
found about the
health information to
a timeline. (See
Attached Rubric)

3-5.DI.1 Understand and use the Objective Three: Students will use Students will make a
basic steps in algorithmic algorithms to program a robot to timeline and
problem solving (e.g., problem follow the timeline they create. program their robot
statement and exploration, to move throughout
examination of sample instances, the timeline in the
design, implementation, and correct order. (See
testing). Attached Rubric)
 5.1.18 Create and interpret Objective Four: Students will Students will be
timelines showing major, events present their robot following the graded on how
and developments in the early timeline they created much information
history of the United States from. they found and if the
robot moved
correctly in the
direction it was
suppose to. (See
Attached Rubric)

Key Terms & Definitions:

● Timeline- a graphic representation of the passage of time as a line
● Penicillin- an antibiotic
● Vaccine - an antibiotic that a person will get to build immunity up against a certain
disease.
● Polio- a disease that affects the nervous and can paralysis a person.
● World War One- The first major world war that happened between 1914-1918
● American Medical Association (A.M.A.)- the physicians of America, that try to help provide
good healthcare.
● Malaria- a parasite that affects the red blood cells.
● World War Two- major world war that happened between the years of 1939-1945.
● Dash Robot- A robot that moves when programmed.
● Algorithms-A set of rules to be followed in calculations, this mostly happens when
working with technology.

Lesson Introduction:(Hook, Grabber)

To introduce the lesson, we will ask students questions about diseases. What are some
common diseases that people have? Do you know how those diseases are treated? We will then
ask them about polio. Have they ever heard of polio? We will explain to them how polio used to
be a major disease that affected millions of children, but is now cured. We have made a
powerpoint that addresses the impact of the polio vaccine and helps give students a better
understanding of it. Talking about this will get students thinking about health in a context of
history which will prepare them for what they will be researching in our lesson.

After addressing our main content of history and health, we’ll introduce the tool they’re
using to explore the content: robots. We’ll ask if they’ve ever used or programed a robot before?
Do they have robot at home? Have they ever had any experience with coding or programming a
robot before? These questions will engage and get the students interested in robots. After the
discussion of these questions, students will watch our hook which is a video about the robot that
they are going to use in this project. The video will inform students about the robot and will get
them excited about playing with it. We will then ask students questions about the 1900s or 20th
century. We will ask what they know about them, any significant events and if they know about
any major diseases or health problems that occurred then. After the discussion of the 20th
century, students will be introduced to what they will be using their robots to do: create a timeline
by decades of major US health events from the 1900s. Students will research and find events to
put on their timelines. Then they will program their robots to follow the timeline. The video we
chose and questions we will ask will engage students because they will more than likely be very
interested in getting their hands on the robot. They have also learned about major US history
events in their previous years of schooling according to state standards, so they should have
some prior knowledge of major US history.

Lesson Main:
After the students listen to the presentation on Polio, watch the grabber (the video) and
answer the questions that are asked, the teacher will then show an example of a timeline through
a video. The teacher will then put the students in groups of 3 or 4 that have an even and fair
balance of high ability with low ability learners. The groups will receive papers that are labeled by
each decade in the 1900’s. From there students will go through a list of websites that are
provided and find information about the health during each decade. These websites are on a
google document that was made by the teather. The websites that are provided consist of Health
in America, Masters in Public Health, A Government website that has chronological events, A
PBS website about health care crisis, Health Risk, A Timeline about the major events of the
1900s, Public Health in the Vietnam-War, Health Archives of World War 1 and Overview of HIV
and Aids. These websites are reliable resources and provide students with valuable information.
Most of these websites are timelines that go through the 1900s. This will make it easier for
students to find information. Students will be given 20-25 minutes to research these websites
and take notes on important events that they want to include in their timelines. After students
have explored these different websites they will construct their timeline with the facts they took
notes on. Students will have to have at least four facts for every decade. Students will have 20-25
minutes to make this timeline. After they have completed their timeline then they will program
their robot to travel through the timeline in the correct order. If students don’t understand how
they work the robot they can watch this informational video about the Dash Robot. Students will
have approximately 30 minutes to complete the programming and finish up on any timeline
adjustments that are needed.

Lesson Ending:

The lesson will be brought to an end after their final assessment. Students will be asked
to create a video to demonstrate their work. The video will be a presentation of their timelines
and of their robot correctly following their timelines. They will have to have their robot correctly
programmed and follow their timeline in order of events. Having students make a video of their
timelines and their programming of the robot will give the teacher an opportunity to check if they
actually did the lesson correctly. It also allows students to see and learn things from other videos
that they might not have included. In the video, the students will explain and show their findings
from each decade on their timelines. They will explain what the event was and why it was
significant. Then the students will place their timeline in a pattern and have their pre-programmed
robot follow the timeline in the order they design it. Students will be given 15 minutes to create a
video of their work. The video should only be about 5 or less minutes in length. The videos of all
the groups can be shown to the class and the teacher can provide feedback and comments to
the groups. Once all of the class’ groups videos have been presented, the lesson will be brought
to a close.

Assessment Rubric:
Great Average Poor

Students ability The students showed
and efforts to great effort in their
research and to research by collecting 4
create a timeline or more major facts for
each decade
25-20 points
The students showed The students showed
some effort, but only little to no effort in
listed 2-3 major facts their timelines. More
for the decade. They than half of the
also only completed decades are
at least 7 of the 10 unfinished and there
decades is inaccurate
information
19-15 points 14-0 points

Students ability Students were prepared, Students were Students were

to present their profession, spoke loudly
projects. and clearly to the class
and did a good job of
addressing and
explaining all of their
work.
20-25 points
moderately prepared extremely unprepared
and did not show the and did not use clear
greatest sense of or loud voices to
professionalism in address the class.
their presentation and They also were not
only explained some acting professional
of their timeline and goofing around.
14-0 points
19-15 points

Students ability Students’ robots correctly Students robots Students robots had
to program their followed their timeline struggled to follow major errors and
robot’s with 3 or less errors along their timeline and had failed to finish or
algorithms. the way 3-5 errors reach more than half
of their timeline

25-20 points 19-15 points 14-0 points

 Accurate timeline Students clearly followed Students only Students hardly
and researched the followed some of the followed any of the
websites that were websites and provided websites
provided to them and included some and wrote down
used accurate facts on inaccurate inaccurate
their timelines information information

25-20 points 19-15 points 14-0 points

Resources / Artifacts:
● Hook Video of Dash Robot
● Hook Polio Presentation - created by Brooklyn Belviy
● Timeline Research Website List - created by Cody McMillian
● Group Video Example- Created by Brooklyn Belviy, Cody McMillan and Zeke Clark
● Student Created Example of Timelines - Created by Zeke Clark

Differentiation:
1. Differentiation for ability levels (High ability learners, low ability learners)
● High ability learners: High ability learners will be able to work side by side with low ability
learners. Students will be in teams of three or four while working on their timelines
together. The teacher will walk around to make sure that everyone understands what
they are doing and will make sure that there are no questions. If a student does have a
question or is struggling the teacher will help the student to the best of their abilities by:
re-reading the directions, making the directions more clear, or assisting the students in
finding information if they are having trouble. Also the students may use each other if they
are struggling as well. For example, since we will be in groups the students will be able
to ask each other for help when needed. Students will also be able to approach the
teacher for any extra help when needed.
● Low ability learners- Low abilities learners will be able to work side by side with high
ability learners. If students have a difficulty grasping where and how to find the
information for their timeline, they can receive assistance from a teacher or a classmate
on how to explain where and how to find the information thoroughly. Students will be able
to get assistance from fellow classmates during the time they are in groups, because
students will be in groups they will be able to turn to their fellow students and ask for help
or ask for them to explain something to them. Students will also be able to approach the
teacher for any extra help when needed.

2. Differentiation for demographics (Gender, race, culture, and/or sexual identity)

● Students will receive equal opportunity to participate in groups and work on their timeline
and use the materials that are provided. Since this is a timeline from the United States
 then all the different kinds of races and cultures will be represented here. All these
resources are available to all genders, races, cultures, and sexual identity and all
resources, such as the videos we will use, have equal representation and a diverse
population represented. If any problems occur while working in groups on the timeline
due to demographics it will be handled professionally by a teacher.

3. Differentiation for languages (ESL, EFL, ENL)

● ESL, EFL, and ENL speaking students will have the same opportunities as the other
students but we will adjust the speed of the lesson to accommodate for the differences in
languages in the classroom. Also we could spend more time with the students that are
ESL, EFL and ENL speaking to help them understand the lesson better. Also students that
are ESL, EFL and ENL speaking will have extra time to answer the questions that are
given to the time. For different reading levels we will give them more time to read through
the directions, also the teacher will be there to better explain what it is the students are
reading. If problems arise while these students are learning, they will be handled by a
teacher professionally.

4. Differentiation for access & resources (Computers, Internet connection, and/or Wifi access)
● Students will be using their in-class devices to look up different websites to find
information for their timeline. This will require internet connection or wifi inside the school.
Students are not required to take any of their work home, all work will be done inside the
school.

Anticipated Difficulties:
If the students do not understand how to program the Dash Robot they will be able to ask
the instructor on how to program them. The instructor will be knowledgeable with the robot and
will be able to teach the students how to program the robot. They will also be able to access help
from this website: https://help.makewonder.com/
If the students have problems locating the information for their timeline they will be able
to ask the instructor any questions they might have. A fellow student could also help them out in
any way possible. They could have questions such as: how do I get to the website, is this
information accurate, and is this in the right time frame. All of these questions will be able to be
answered by the instructor.
If the students do not know exactly what is expected of them in this lesson, with the
timeline, or with the grading. They will be able to ask the instructor any of these questions and
the instructor will answer them fully.