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Exploring algorithms

Time Needed: 20 minutes

Supplies Needed:

Whiteboard and markers

Learning Goal: Learners will demonstrate understanding of what an algorithm is by creating and testing their own simple algorithm as a class.

Activate (3 minutes):

  • Practice saying the word “algorithm” with your learners.
  • Explain that an algorithm is a set of instructions that will give a result, such as a recipe or even Lego kit instructions.
  • Revisit the main topic of the video: an algorithm online often gathers information based on your actions to decide what to show you next.

Acquire (9 minutes):

  • Explain to the learners they are about to see an algorithm of how to make a peanut butter and jelly sandwich.
  • Watch the “Peanut butter and jelly sandwich” video.
  • Ask the students: what went wrong in the algorithms made by the students? What would happen if our Lego kit instructions or pancake recipe were like this?

Apply (8 minutes):

  • As a class, write out an algorithm for an everyday classroom task, such as putting away supplies, sharpening a pencil or putting on a jacket.
  • Write the instructions or use simple drawings on the board to illustrate the steps needed to complete the task.
  • Test out the algorithm by having students follow their own steps exactly. Adjust the algorithm until it is easiest to complete.
  • Rearrange the steps of the task and ask: does it still make sense? Explain that sometimes the order of tasks doesn’t matter, and sometimes it does.
  • Challenge the learners to change their algorithm for unexpected circumstances. For example, what what if the jacket zipper gets stuck or the supplies spill on the floor?
  • Explain that this is how computers create algorithms: they are constantly adjusting their choices based on the unexpected actions YOU take.
  • Explain the purpose of the exercise is to understand that computers do not “think”, they merely follow instructions, even though the instructions are more complicated than in this activity. They have instructions to follow for millions of possible actions, but only the learner themselves can actually think independently.