Computational Thinking Strands:

 

Strand

Kindergarten to Grade 2

Abstraction

List the attributes of food items and tastes using the numbers on each food item, order sheet, and students’ funds of knowledge.

Algorithm

Follow a sequence of steps (observe the data from the order sheet, compare the level of taste of food items and the level required, etc.) in order to complete the task of creating a meal based on the information given by instructors. 

Data

Identify and collect information about each food item and its tastes using the data given on the order sheet and students’ assumptions based on their funds of knowledge.

Programming and Development

Understand that a computer program must follow a set of commands given by people by completing the task that satisfies the condition given by the instructor

Modeling and Simulation

Identify that the game simulates a real-life based situation (restaurant) and concepts (health and diet)

Funds of Knowledge (FOK)

Collect information from experiences and knowledge about food and culture that are obtained from home to complete the task of creating a meal based on the information given by instructors.

 

Description of Task: Programming/Directions

 

(Basic Version) 

1. Get familiar with the background setting of the game 

CT Strand: Modeling and Simulation

• Help students understand that the game is simulating a real life-based situation 

 

Prompt warm up questions

What do you notice here?

Instructions:

• The educator will be a manager who takes orders from customers. Educators are supposed to put random numbers on the order sheet made out of a wooden board. The numbers will represent the minimum level of taste that the imaginary customer wants for their meal (Note that the number does not represent the number of menu items that are needed for each taste)

 

(Wooden pieces with numbers are interchangeable)

• The student will be a worker (a meal planner) in the restaurant. By observing the order sheet educator has set, students are supposed to check the level of each taste, find the food items that meet the level, and put them on a plate

 

1. Set up the game

CT Strand: Abstraction

• Help students to get familiar with the attributes of food items and information from game materials

 

Instructions:

• On the order sheet (a wooden board with a title and types of taste on it), place the number of pieces beside each taste randomly. Use the resource sheet to explain how much intensity each number represents. Explain to the student that the numbers represent the minimum levels of each taste the customer wants for their meal. 

 

1. Play the game

CT Strand: Algorithm, Data, Programming, and Development

• Help students to understand that they are taking one step at a time in order to complete creating a meal. (Algorithm)

Note: Based on each student’s preference/performance/personality, let students explain each step they are taking for a task while creating a meal OR after creating a meal (it does not matter if the reasoning takes place in the process of playing game or after playing the game). 

• Help students to understand that they are using the information provided and their own knowledge in order to complete creating a meal. (Data)

• Help students to understand that they can only perform tasks that satisfy the condition given by instructors. (Programming and Development)

 

Instructions:

• Let students use their own flexibility and make note of unexpected decisions students make
  (e.g. not putting the item on the plate because it is already on the plate) 

• Let students observe the number and the type of taste written on each food item

• Let the student organize the meal that satisfies the level of taste written on the order sheet

• Let the student put the food item that satisfies the condition on the plate

 

• Give additional conditions/limitations when playing another round (E.g. Tell students “Try to satisfy the same condition but with more than one food item from each taste”. For instance, students can choose one food item that has level 1 of sweetness and another having level 2 of sweetness to satisfy level 3 of sweetness on the order sheet)

 

1. Reflection

• (IF student did not explain the step while creating a meal) Ask students what steps they’ve taken in order to complete the task.
  Let students retrieve the steps and realize that they were creating the algorithm to complete a task. (E.g. 1. See the order sheet > 2. Check the level of each taste > 3. Look around the menus > etc.)
  CT strand: Algorithm

• Help students to understand that they were creating the algorithm to complete the task

 

• Ask students what they would have chosen if the food item they chose did not exist in their option.
  CT strand: Algorithm

  • Help students to practice the algorithmic thinking of if-else statements in the computer science
     

• (IF students had made any unexpected decision) Ask students what made them make the decision 

 

(Advanced Version) 

This version will allow students to use more of their own assumptions and funds of knowledge

1. Get familiar with the background setting of the game 

CT Strand: Modeling and Simulation

• Help students to understand that the game is simulating a real life-based situation. 

 

Instructions:

• The educator will be a manager who takes orders from customers. Educators are supposed to give specific information about the imaginary customer that students should create a meal for. Students will be workers (meal planners) in the restaurant. Using the information and their own funds of knowledge, students are supposed to create a meal plate for the customer 

 

1. Set up the game

CT Strand: Abstraction, Modeling and Simulation

• Help students to get familiar with the attributes of food items and information from game materials. (Abstraction)

• Especially through advanced version, help students to gain a better understanding of the sense of reality when it comes to specific cultural and personal situations. (Modeling and Simulation)

 

Instructions:

• On the order sheet (a wooden board with a title and types of taste on it), place the number of pieces beside each taste randomly. Use the resource sheet to explain how much intensity each number represents. Explain to the student that the numbers represent the minimum levels of each taste the customer wants for their meal. 

• The educator will provide information about the customer and the meal that the student should plan. Choose one of these categories when giving information

Who (Age, Profession, etc.)

When (Time of the day, Special occasion, etc.)

Any specialties (Any preference on specific taste, Medical restriction, etc.)

• Example Prompts:
  “Create a meal for your grandfather”

“Create a meal for Christmas dinner”

“Plan a meal for someone who is sick”

 

1. Play the game

CT Strand: Algorithm, Data, Programming and Development, Funds of Knowledge

• Help students to understand that they are taking one step at a time in order to complete creating a meal. (Algorithm)

Note: Based on each student’s preference/performance/personality, let students explain each step they are taking for a task while creating a meal OR after creating a meal (it does not matter if the reasoning takes place in the process of playing game or after playing the game). 

• Help students to understand that they are using the information provided and their own knowledge in order to complete creating a meal. (Data)

• Help students to understand that they can only perform tasks that satisfy the condition given by instructors. (Programming and Development)

• Help students to actively use their knowledge and experiences about food items while creating a meal. (Funds of Knowledge)
   

Instructions:

• Let students use their own flexibility and make note of unexpected decisions students make
  (e.g. not putting the item on the plate because it is already on the plate) 

• Give the student a set of food items that do not have any labels on it

• Students will observe each food item. Let the student use their own knowledge to make assumptions about the type and level of taste for each food item.

• Students will organize the meal that satisfies the condition provided by the instructor and put them on a plate (No numbers are written on the food images).

 

1. Add other conditions or tasks when playing another round

CT Strand: Abstraction, Funds of Knowledge

• Help students to use their funds of knowledge while listing attributes of each food item 

 

Instructions:

• Prompt who the family members are?

  • Who makes the cooking at home?

  • Who joins your for dinner

• Give students more than one condition 

• Example Prompt:
  “Create a meal for your grandfather’s breakfast”: Who + When

• Let students set the level of taste on their own. After placing food items on the plate, give the order sheet and ask students to put numbers that they think would represent the tastes.

1. Reflection

• (IF student did not explain the step while creating a meal) Ask students what steps they’ve taken in order to complete the task. Let students retrieve the steps and realize that they were creating the algorithm to complete a task. (E.g. 1. See the order sheet > 2. Check the level of each taste > 3. Look around the menus > etc.)
  CT strand: Algorithm

• Help students to understand that they were creating the algorithm to complete the task

• Ask the student:
  “Why did you choose this food item?”

CT strand: Funds of Knowledge

• Help students to retrieve what knowledge/information they were using when completing the task
   

“If you didn’t have this food item, what would you put instead?”

CT strand: Algorithm

• Help students to practice the algorithmic thinking of if-else statements in the computer science
   

“Is there any food item you want to change or add?”

CT strand: Funds of Knowledge

• Help students to retrieve what knowledge/information they were using when completing the task

• Help students to use their own flexibility in using their funds of knowledge more actively 

 

• (IF students had made any unexpected decision) Ask students what made them make the decision