Building Algorithms Together

Lesson Overview

• Year Group: Year 3 and Year 4
• Duration: 60 minutes
• Class Size: 14 students (working in pairs)
• Unit: Exploring Computational Thinking (Lesson 2 of 4)
• Lesson Title: Building Algorithms for Everyday Tasks – Making a Paper Airplane
• Curriculum Links: New Zealand Curriculum Refresh (Technology Learning Area; Computational Thinking strand; Progress Outcome 1 and Indicator 2)

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Learning Intentions

WALT: Create detailed algorithms for everyday tasks by breaking them down into clear, sequential steps.

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Success Criteria

• Write 8–10 clear, precise steps for making a paper airplane.
• Include helpful diagrams for each major step.
• Successfully follow another pair’s written algorithm to create a working paper airplane.

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Curriculum References

• Technology curriculum strand: "Computational Thinking"
• Students will develop understanding of sequences and algorithms by creating step-by-step instructions (Progress Outcome 1: Technology practice).
• Students engage with design thinking and iterative problem-solving through planning, testing, and refining algorithms.
• Key Competencies:
• Thinking — planning and sequencing steps logically.
• Managing self — working cooperatively in pairs and persisting through challenges.
• Using language, symbols and texts — clear written communication via algorithms and diagrams.
• English Learning Area: Creating clear procedural texts that include sequence markers, appropriate vocabulary, and visual support.

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Key Vocabulary

• Algorithm
• Sequence
• Step-by-step
• Instruction
• Diagram
• Fold
• Test
• Refine

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Differentiation

• Provide sentence starters like "First, fold the paper..." for students needing support with writing.
• Use pre-cut paper shapes for students with fine motor difficulties.
• Allow students to use pictures, symbols, or voice recordings instead of written text to accommodate dyslexia and diverse learning needs.
• Provide coloured paper to enhance visibility of fold lines.

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Extension Ideas

• Design algorithms for more complex paper crafts, such as origami cranes.
• Create video tutorials to explain their algorithms, using a tablet or smartphone.
• Challenge advanced learners to test and compare efficiency of different algorithms (e.g., which produces the best-flying plane).

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Resources

• the introduction slides — to guide the entire lesson flow, including instructional and activity slides.
• the algorithm worksheet — worksheet for writing steps and drawing diagrams.

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Lesson Breakdown

1. Engagement and Introduction (10 minutes)

1. Begin with the question on the board: "How do you teach a friend to do something when you are not with them?"
2. Discuss with the class how instructions need to be clear and in order for someone to follow them well.
3. Introduce the term algorithm as a sequence of clear steps to solve a problem or complete a task.
4. Show a simple video or animation of a paper airplane being made (via the introduction slides).
5. Share the WALT and success criteria clearly; ensure students understand the purpose of their algorithm writing.

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2. Model and Scaffold (10 minutes)

1. Model how to write a step-by-step instruction with diagrams for one fold of the paper airplane.
2. Use the slide deck to show an example of clear steps with a diagram.
3. Emphasise key elements: clarity, use of sequencing words (first, next, then, finally), and simple precise language.
4. Discuss how diagrams support the written steps.

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3. Guided Pair Work – Writing Algorithms (20 minutes)

1. Students pair up and are given plain or coloured paper and the algorithm worksheet.
2. Each pair writes their own 8-10 step algorithm for making a paper airplane, drawing a diagram for each major step.
3. Teacher circulates to support; provides sentence starters and fine motor aids as needed.
4. Dyslexia-friendly options: students may create their algorithms using pictures or voice recordings to accompany written or drawn steps.

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4. Peer Testing and Refinement (15 minutes)

1. Pairs exchange their algorithms with another pair.
2. Each pair follows the other's instructions exactly to fold a paper airplane.
3. Discuss as a class:

• Was the algorithm clear?
• Did the diagrams help?
• What could be improved?

4. Allow time for pairs to refine their instructions based on testing feedback.

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5. Plenary and Reflection (5 minutes)

1. Gather the class and discuss the activity.
2. Ask students to share what they learned about giving clear instructions.
3. Revisit the success criteria and encourage students to self-assess.
4. Conclude by reinforcing the importance of precision when creating algorithms and how this skill helps in everyday life and technology.

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Teacher Notes

• Encourage patience and collaboration during peer testing.
• Celebrate successes and iterative improvements; highlight the real-world application of computational thinking.
• Maintain a supportive environment that values diverse ways of expressing ideas, including oral, visual, and written.

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