OVERVIEW

Activity Overview:

• This lesson has been improvised to accommodate for the fact that computers in the building have been blocked from accessing and utilizing Arduino boards. In light of this, the lesson will primarily be a discussion of traffic signals and how they are programmed.

Meta description

• Subject Area: Computer Science, Mathematics, Reading/Language Arts, Technology, Engineering
• Grade Level : 6-8
• Computer Science Domains:
  • Computing Systems
  • Algorithms and Programming
• Computer Science Principles:
  • Fostering an Inclusive Computing Culture
  • Recognizing and Defining Computational Problems
  • Developing and Using Abstractions
  • Communicating About Computing
• Materials:
  • Website, https://www.cts.umn.edu/education/k-12/gridlockbuster
• Considerations:
  • The original plan was to have the students walk to a nearby intersection and watch traffic prior to completing the lesson. Additionally, the orignial plan was to use arduino boards to make traffic lights function as this would help to make the lesson more real. However, my classes were interrupted and I was told I would be moving to another classroom so the plans had to change quickly. Still, it would enhance the lesson to include one, the other, or both of these in the lesson plan.

Lesson Plan

Overview

• This lesson has been improvised to accommodate for the fact that computers in the building have been blocked from accessing and utilizing Arduino boards. In light of this, the lesson will primarily be a discussion of traffic signals and how they are programmed.

ASSESSMENT PRE/POST-TEST

1. How would you set up traffic signals at a somewhat busy intersection?
2. What considerations would you have to create optimal traffic flow?

OBJECTIVES

• Students will be able to:  Create an intersection that utilizes a mock traffic light  Record the timing sequence necessary for optimal traffic flow

CATCH/HOOK

• “Today you get to play a computer game…”

ACTIVITY INSTRUCTIONS

• Students will get out their Chromebooks and log into the University of Minnesota’s “Gridlock” traffic signal game • You are in charge of overseeing traffic signals when different levels of traffic are present. It is your job to override the pre-set timing of the traffic lights to create a smoother flow of traffic that diminishes driver frustration. • There are several levels of gameplay and when students have passed them all, the game ends. • The class will discuss how traffic signals are programmed.

Supplements

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REVIEW

Once students have completed the exercise, we will discuss what they learned from the game and how they might design a traffic signal at an intersection. The discussion will include what kind of considerations are necessary.

STANDARDS