Lesson 4: Map Share Out

Display: Show "Reflect" Slide

Distribute: Give each student a copy of the *Coding Interactive Maps Reflections & Observations handout.

Reflecting on your hard work means taking some time to think about the things you did, how you did them, and how you can do better next time. It's like taking a break to look back and see what you've accomplished.

Reflecting on your hard work is important because it helps you learn and grow. When you reflect on what you've done, you can see what worked well and what didn't. That helps you figure out how to do things better next time.

When you reflect on your hard work, you also feel good about what you've accomplished. It’s great to give yourself a pat on the back and say, "good job!" You’ve done so much!

Take a few minutes to complete your Reflection sheet.

Do This: Give students time to complete the reflection.

You might consider having students put a star next to the reflection question(s) you would like them to prioritize. Writing sentence starters on the board (or equivalent) may be supportive for students having a hard time starting.

Display: "Presentations" Slide

Discuss: What are the aspects of an effective presentation?

Discussion Goal: Students will feel prepared and confident to stand in front of the class to present their project. Identify the tips listed on the slide:

1. Be prepared: Is your code complete? Is your project ready?
2. Explain everything: Be very descriptive in explaining how the code works, your design choices, and the challenges you faced.
3. Ask for questions & comments: Allow the audience to participate in your presentation.

A good audience member is someone who is respectful, attentive, and supportive of the people presenting in front of them. This means that they pay attention to what's happening and show their appreciation by clapping or saying encouraging things at the right times. They make sure not to talk or make distracting noises during the presentation.

This helps presenters feel appreciated and encouraged to keep sharing their projects and creativity with others.

Remember, it will be your turn to come up and present, too. Let’s treat each other the way we would want to be treated.

Display: Show "Observe" Slide

Do This: Gather students and facilitate one full group presentation at a time. After the first presentation, pause to explain the observation table and give students time to complete the first row.

Let’s record our observations of the first presentation.

Start by writing the presenter’s name and one of the landmarks they programmed on their map.

In the third box, write a ‘Glow,’ an example of something the programmer did very well (for example creative costumes, unique landmark choice, accurate mapping, unique guide choice, detailed text to explain the landmark, etc).

Then add a ‘Grow’ for this programmer (for example, location of landmarks, shorter text, drawing a unique landmark costume, etc)

Since presenting can be a new skill for some students, consider strategies to make it feel like a celebration and very positive. Model an abundance of positive comments, leading questions, and positive body language.

Display: "Glows, Grows, Want-to-Knows" Slide

Now let’s think about what was awesome or needs improvement in your own projects. Is there anything you would add or change about your project if you had a chance to make it better? Are there any questions you still have about what we learned?

Do This: Facilitate a full group or small groups share out.

Great work, coders! Look at all the amazing projects we made in class together. You started with a completely blank project and now you have something to share with your friends and family. You should all be very proud of yourselves!

This module is a great introduction to computer science through the lens of social studies and maps. Here are a few options to continue learning more about the CS concepts introduced in this module. We recommend pursuing these extensions after completing Lesson 4 in this module.

Social Studies Content:

• Drama game: Students take turns taking on the role of tour guide. They pull a location out of a hat. They describe that place but never say where it is. After 30 seconds, the class tries to guess the location. If no one guesses correctly, the tour guide can continue their tour for an additional 30 seconds before more students guess again.

• Watch a professional tour guide: Look through this playlist of 3-5 minutes long videos and select a location your class would be excited about.

Computer Science Content:

• To continue learning about all that sprites can be programmed to do, try CS Fundamentals Course F Lesson 4. Students will learn a greater variety of event blocks and sprite behaviors.

• The CSC Module: Coding a Time Capsule offers an opportunity to students to practice very similar skills within a different context. In Coding a Time Capsule, students write short poems representing a specific period.