Write a Flowchart

(2 min/Whole Group)

Review “algorithmic thinking” as a computational thinking vocabulary word. 

Example Script:

1. 1. Let’s review! Remember that computational thinking is a set of skills for problem solving.
   2. Call & Response: Computational thinking is a set of skills for what? 📣“Problem solving!”
   3. Right now we’re going to focus on “algorithmic thinking.” Can you clap it out with me? 📣 “Al–go–rith–mic  think–ing”
   4. Algorithmic Thinking means to organize steps in an ordered sequence for a specific outcome.

(5 min/Whole Group)

Use the anchor chart to guide through the routine. Cover up the example Three Little Pigs flowchart with paper and slide down the paper as you go through each step. 

Example Script:

1. We’re going to practice algorithmic thinking by writing a flowchart. First I’ll show you an example flowchart from a familiar story, then we’ll try it together, and lastly you’ll do it on your own.
2. Read from Anchor Chart: A flowchart shows the steps of a process from beginning to end in a sequence. A flowchart is a way to show an algorithm. It uses boxes to represent parts of the process and arrows to show the direction between steps. You can also use a diamond to represent a question.
3. As an example, I’m going to show you a flowchart for a familiar story, The Three Little Pigs.
4. The flowchart starts with an oval that says the first action of the story: “Big bad wolf blows on the pigs’ houses.”
5. Next, it’s connected with an arrow to a diamond that says “What is the house made of?”
6. Then, there are three arrows. Each arrow has a label for each material the pigs’ houses were made of. For straw, the “wolf blows the house down!” The same goes for wood. For brick, the “wolf does not blow the house down.”

(13 min/Whole Group)

Work through this process together with another familiar story. Display a piece of chart paper to annotate as you go along. (13 min/Whole Group)

Example Script:

1. Let’s try writing a flowchart together with another familiar story. Let’s use Goldilocks and the Three Bears. 
2. 📣 First, let’s draw an oval to start the flowchart. What’s the first thing that happens in Goldilocks? (Call on a student to share.)a.Example response: Goldilocks enters the bears’ home.
3. 📣 Now what comes next? (Call on students to share; facilitate discussion on how to orient the flowchart, what shapes are best for each action, and what arrows are necessary.)a.Example outcome:
   b. Draw an arrow to a box that says “Goldilocks is hungry for porridge.”
   c. Draw an arrow to a diamond that says “Temperature of porridge.”
   d. Draw 3 arrows labeled “hot,” “cold,” and “just right” that lead to boxes that say “Goldilocks does not eat” for hot and cold; write “Goldilocks finishes the porridge” for the just right arrow.
   e. Continue this for the chairs and beds.
4. Now you’ll practice this on your own.

(15 min/Pairs)

Divide class into pairs; provide each pair with paper and writing tools. 

Example Script:

1. Each pair will write a flowchart based on our mentor text for this unit about “[insert current unit theme].”
2. 📣 When finished, we’ll have two pairs present their flowchart.

(5 min/Whole Group)

Facilitate a discussion reflecting on the flowchart writing process. 

Example Script:

1. 📣 What were times you got stuck in thinking through a flowchart? What was challenging and what was straightforward? What else can you write a flowchart for? When else could a flowchart be helpful with reading and writing? (Encourage think–pair–share before sharing with the whole group.)