Lesson+Comparison

Computer Science is categorized among the sciences. “According to the National Academy of Sciences, students should be supported at very early grades to raise questions and discuss methods to address those questions. These abilities should transfer to similar situations in which students deal with information search and use problems and test methods to address those problems” (Callison, p. 176).

The National Academy of Sciences has set abilities by grade level for scientific inquiry.


 * For 4th grade they are: **

How do I make a game? How do I make changes to the game? ||
 * **4th Grade** ||
 * **Ability:** || **Addressed in Lesson:** ||
 * Ask a question about objects, organisms, and events in the environment. || How do computer programmers make games?
 * Plan and conduct a simple investigation || Brainstorm ideas and make simple changes to the program. ||
 * Employ simple equipment and tools to gather data and extend the senses. || View the PowerPoint for ideas. Experiment with the software and computer. ||
 * Use data to construct a reasonable explanation || Use the results to make a simple animation on the computer. ||
 * Communicate investigations and explanations. || Journaling and sharing the program. ||

By the 8th grade students can follow and conduct more instructions and can perform more complex activities. The following chart, also from the National Academy of Sciences indicates the 8th grade abilities.

How can I make a game? How can I make changes to a game? How do I fix an error? ||
 * **8th Grade** ||
 * **Abilities** || **Addressed in Lesson:** ||
 * Identify questions that can be answered through scientific investigation. || How do computer programmers make computer games?
 * Design and conduct a scientific investigation. || Make changes to the program, test, debug, retest. ||
 * Use appropriate tools and techniques to gather, analyze, and interpret data. || Create animated program with technology. ||
 * Develop descriptions, explanations, predictions, and models using evidence. || Successful running program. ||
 * Think critically and logically to make the relationships between evidence and explanations. || Run, debug and fix errors in the program. Make changes to improve the program. ||
 * Recognize and analyze alternative explanations and predictions. || Test different methods to run the program or different ways the skater could react. ||
 * Communicate scientific procedures and explanations. || Show the program to the class. Journal thoughts, ideas and reflections. ||
 * Use mathematics in all aspects of scientific inquiry. || Make mathematic changes to timings and methods to improve the program. ||

Fourth grade students have matured in their abilities to the point where they can work alone or in a group to solve simple problems. They have acquired competent computer skills to turn on the computer, start a program and utilize the program. They are not afraid of technology and enjoy using and exploring with it. They are very good PowerPoint users, and can use some of the advanced resources available in PowerPoint. Learning visually is expected by today's students.
 * Interpretation:**

Bringing this knowledge to the computer classroom can be exciting for the computer teacher, but also very demanding. Presenting the 4th graders with software such as Alice, provides a welcome challenge to the students and the teacher. 4th grade students can come into the computer lab, sit down, start the computer, and start the Alice program with very little assistance from the teacher. They can follow directions, especially if the task is shown visually as well as spoken to them.

4th grade students can readily ask questions about what more can be done to the program and are excited to experiment. (Many times a teacher has to slow them down, to get them back on track). They are excited about the results of the program, what more they can create, and are quick to share their projects with the class.

Reflection is not a ready concept for 4th grade students. Journaling and leading questions are necessary to get them to think beyond the moment and what they are accomplishing with the computer program. The scoring rubric is also necessary to keep them on task and accomplishing all of the tasks rather than focusing on one aspect of the project.

Eighth grade students have advanced to experimenting readily on their own, using a variety of technological resources and many have tried their hand at computer programming. They may have been exposed to Alice or similar software either on their own or as a class project. Eighth graders can filter information, make decisions on the sequence of events to create the desired outcome and are more than willing to experiment.

Math computations are a daily utilized skill with 8th grade students for problem solving. Their math skills have advanced to having the ability to use math to calculate timings, distance coordinates, etc.

Experimentation is a ready skill. Eighth grade students are willing to make changes to what they have learned in order to see what the changes will do. They can readily adjust to a complex list of tasks to make the program run properly. Sequencing is becoming a developed skill with 8th graders. Completing a project such as the Skaterworld program is challenging and exciting to them and can lead to interest in advanced programming projects.

Journaling is necessary for the 8th grade students as well, reflection is not an automatic response and need to be guided in this area as well as the 4th grade student. Their use of the written word is more refined, although not compete, but they can express themselves well. Requiring a couple of paragraphs is not a big stretch for them.

8th grade students are much more capable of thinking outside the box and also generalizing ideas. They are more capable of understanding the ramifications of time, talent, skill and abilities that are required to become a successful programmer than are 4th grade students. Although both age groups see the excitement of a particular job, 8th grade students have a better grasp on concepts, and although not complete have better critical thinking skills than the younger students.

Since motor skills for the 8th grade students are more highly developed than 4th grade students, the 8th grade assignment is written to be challenging for them by requiring them to make exact changes of the graphics, utilizing the mouse and arrow keys. They are required to make minute adjustments to the images in order for the skateboard to appear on the ground with the wheels showing. The detail involved is challenging for the 8th grade but would be frustrating for 4th grade students. The 4th grade students drop and drag skills are good, making their project fun, rewarding, but not overwhelming. Trying to instruct the 8th grade lesson to 4th grade students would be difficult for both the teacher and the students and would require much teacher or media assistant aid. Teaching the 4th grade lesson to 8th grade students would undermine their knowledge and abilities. Neither scenario would make for a good learning situation.

Keeping the abilities of both groups in mind, the lessons can be very effective, rewarding, challenging and fun.