OVERVIEW

Activity Overview:

In this unplugged activity students will learn different ways to write out programs/codes to create large scale pixel art pieces. Students will learn three different ways to program/code through out class practiced activities. End project will include a large scale art piece created out of a binary code that students individually created and another student has to decode.

Meta description

• Subject Area: Computer Science, Art
• Grade Level : 3-5
• Computer Science Domains:
  • Computing Systems, Networks and The Internet, Data Analysis
• Computer Science Principles:
  • Developing and Using Abstractions, Creating Computational Artifacts, Communicating About Computing
• Materials:
  • None
• Considerations:
  • None at this time

Lesson Plan

Overview

In this unplugged activity students will learn different ways to write out programs/codes to create large scale pixel art pieces. Students will learn three different ways to program/code through out class practiced activities. End project will include a large scale art piece created out of a binary code that students individually created and another student has to decode.

ASSESSMENT PRE/POST-TEST

What is an algorithm? What is a program? What are binary codes? What is decompose?

OBJECTIVES

Objective #1: Teach students what a binary is and how that correlates to computer memory. Objective #2: Students will create a binary code to be decoded by another student.

CATCH/HOOK

Lets play Mario! When we think of video games and picture we often think of jumping Mario or Pokémon and all the colors and art. Today we are going to create our own version of pixel art, like Mario

ACTIVITY INSTRUCTIONS

Pixel Coding 3 Way Separate the kids into 3 groups. Give each group one part of the encoded message. Give the kids around 10 minutes to solve the code. Repeat with each different types of Code (Program your Painter, Write your own Binary Code and ASCII Code Alphabet) Have each group share out what they did to solve the code. Consider: What worked best? Did one group solve the problem in a way you didn’t think about? What would you do differently? Reference the Rise model. Explain to the students that they just acted like a computer at the most basic level, translating bits to actions and tasks and vice versa to be displayed on a computer screen. Creating you own Code Taking what you have learned, students will know create a code that makes a large size “pixel” picture Students will create a code that fits a minimum 7x7 grid, with a minimum of two colors. They may use any of the codes taught in class. You as the printer Have each student create a grid on a piece of square paper. Grid squares should be a minimum of 1”x1” (Image should be at least 7” x7”) Grid should be a minimum of 7x7 Trade codes with another student in class. Decipher your code Paint each grid square to reflect your code Sign name on back and turn in. Have each student share what they did to solve the code and how they felt their final piece turned out.. Consider: What worked best? Was it easier to solve the problem by yourself or when you worked with others. Did the painting turn out like the original coder wanted. What was the most challenging part of this assignment? What would you do differently? Reference the Rise model. Explain to the students that they once again acted like a computer at the most basic level, translating bits to actions and tasks, similarly to how a computer would send data to a printer to create an image.

Supplements

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REVIEW

Explain to the students that they once again acted like a computer at the most basic level, translating bits to actions and tasks, similarly to how a computer would send data to a printer to create an image. Review with students the vocabulary words ( algorithm, program, binary codes and decompose)

STANDARDS