Signal Scrapers Guide Signal Scrapers
Lesson 4: Abstraction
20 Minute PL
Mental Safety Valve
Learning Target
"I can remove unnecessary details to focus on the core problem."
Research Hint
"Abstraction allows us to move from a specific solution to a general formula." — Krauss & Prottsman (2016)
Cognitive Load
When we give too much info, the brain's "working memory" overflows.
Teaching Std 3: Planning
Facilitator Script: The Art of Ignoring
The "Price" of Detail: "In teaching, we often think 'more' is 'better.' We write 40-page scripts and detailed word problems. But detail is expensive . Every extra adjective or nested step occupies precious space in a student's working memory. When that memory overflows, learning stops."
The "Safety Valve": "Abstraction is the art of scrapers. It's a mental safety valve. We scrape away the 'fluff' (the noise) so we can protect the 'signal' (the objective). If you had 30 seconds to teach your entire unit, what are the only 3 words you would say? That is abstraction."
The Activity Script: "On Log 04, we're doing the Keep, Hide, Solve scaffold. Look at a complex word problem or a unit summary.Keep: What is the essential instructional move?Hide: What is the 'noise' (extra adjectives, scripting)?Solve: Write a 3-sentence 'pseudocode' version that only includes the signal."
Lesson Flow (20 Minutes)
0-2m
Video Hook
Abstraction Intro
2-10m
Script: Load Theory
Specific vs General
10-20m
TWPS Activity: Keep, Hide, Solve
Performance Task
Signal Scrapers Slides CS is the Superpower
Signal Scrapers
The Art of Abstraction
Lesson 04
Abstraction
Stripping away unnecessary details to focus on the core problem .
"Finding the signal in the noise."
?
Research Hint
"Abstraction allows us to move from a specific solution to a general formula."
— Krauss & Prottsman (2016)
Opening Video
2 Minutes
Abstraction Intro
The "Cost" of Detail
Cognitive Load Theory
When we give too much information, the brain's "working memory" overflows.
The Problem
Instructional noise (scripting, distractions) causes mental burnout.
The Safety Valve
Abstraction filters the noise so students can focus on the signal.
Think-Write-Pair-Share
10 Minutes
Keep
Identify the essential learning target or math info.
Hide
Remove fluff, noise, scripting, and distractions.
Solve
Write a 3-sentence "pseudocode" version.
Record on Participant Log 04
Signal Scrapers Log Signal Scrapers
Participant Log 04
Computational Thinking Lesson 4
Name
Date
Learning Target
"I can remove unnecessary details to focus on the core problem."
TWPS: Keep, Hide, Solve
Scaffolded Abstraction
Keep Essential Info
Hide Fluff & Noise
Solve Pseudocode
Reflection
Mental Safety Valve
How does filtering noise from a student's instruction prevent their "working memory" from overflowing?
CS Superpower: Signal over Noise
Precision Paths Guide Precision Paths
Lesson 5: Algorithmic Thinking
20 Minute PL
Social Code
Learning Target
"I can develop a logical, step-by-step plan that a peer can follow."
Success Criteria
"I can write a sequence for a classroom routine that works every time."
5D+ Connections
CEC2 Routines: Establishing ownership through rituals.CEC3 Use of Time: Maximizing time via effective pacing.
Facilitator Script: Writing Social Code
The "CT Bridge": "In our last session, we found patterns of chaos—we observed. Today, we act . Algorithmic Thinking is the 'Action' part of Computational Thinking. It's about designing the rule so we can automate the routine."
Instructional Lag: "Think about instructions like 'Go over there' or 'Get your stuff.' Students often pause and look around. This is Instructional Lag . If we write a script that is 100% precise—'1. Stand up. 2. Grab blue folder. 3. Face the rug'—we eliminate the lag and gain back learning time (CEC3)."
The Automation Rule: "Krauss tells us in Chapter 10 that we find the pattern to create the rule. Once the rule is written as Social Code, the teacher moves from being the 'Processor' to being the 'Architect'. The room starts to run itself."
Activity Directions: "Identify one recurring 'friction point' in your transitions. Write a 4-step algorithm for it on Log 05. Trade with a peer. One person acts as the Literal Computer . They follow only exactly what is on the page. If it's not in the script, they don't do it. Find your bugs and patch them!"
Lesson Flow (20 Minutes)
0-2m
Video: Precision
2-7m
CT Bridge Script
7-12m
Logic Challenge
12-20m
Performance Task
Precision Paths Slides CS is the Superpower
Precision Paths
Automating Classroom Routines
Lesson 05
Video: Precision
2 Minutes
Side-by-Side Comparison
"Go over there."
Instructional Lag & Confusion
"Move 5 feet right."
Social Code & Clarity
"Exact Instructions Challenge"
Ref: PB&J Logic Challenge Video
youtube.com/watch?v=cDA3_5982h8
The CT Bridge
Observation
Pattern Recognition
"I notice transitions take 10 minutes every Tuesday morning."
Action
Algorithmic Thinking
"I design a 4-step precise sequence to automate the transition."
Krauss Ch. 10: Automating the Rule
Logic Challenge
5 Minutes
Write your "Social Code"
Identify a recurring friction point and write a 5-step algorithm for it.
Constraint: Be Specific
"1. Open desk. 2. Grab blue folder. 3. Close desk."
CEC2 Ownership
Chromebook Login
Transition to Rug
Lunch Sign-Up
CEC3: Use of Time
The Bug Hunt
Swap Scripts
Trade logs. One person acts as the Literal Computer . If it's not in the script, they can't do it.
Kagan Strategy
Team Stand-N-Share
Debug the Lag
Identify where the "Computer" got stuck. Each glitch represents lost instructional time.
8 Minutes
Precision Paths Log Precision Paths
Participant Log 05
Computational Thinking Lesson 5
Name
Date
Learning Target
"I can develop a logical, step-by-step plan that a peer can follow."
Success Criteria
"I can write a sequence for a classroom routine that works every time."
5D+ Connection: CEC2 Learning Routines
1. The Observation
Identify a friction point (transition, materials):
2. The Action
Design a Social Code ritual fix. Use high-precision directions.
Social Code Editor
Routine: ____________________
01
02
03
04
CEC3: Use of Time
The Bug Hunt
Where did the literal computer get stuck? Record the "Patch" (fix):
CS Superpower: Eliminating Lag
Pattern Finders Guide Pattern Finders
Lesson 3: Pattern Recognition
20 Minute PL
Cognitive Load
Learning Target
"I can identify patterns in classroom environments to anticipate outcomes."
Iowa Teaching Standard 5
Monitoring student learning: Spotting academic trends (patterns) to anticipate frustration before a 'crash' occurs.
Success Criteria
I can list three consistent patterns (Social Algorithms) that exist across my building or grade level.
Facilitator Script: Reducing Mental Friction
The Load Concept: "Every year, we talk about 'Cognitive Load.' Every new thing a student has to figure out—like where to stand in line or how to ask for a tissue—takes up 'RAM' in their brain. If they spend 20% of their processing power navigating the room, they only have 80% left for the actual learning. Pattern Recognition is our superpower for fixing that."
The Social Algorithm: "In Computer Science, patterns allow us to solve a problem once and apply the solution a thousand times. In our building, Social Algorithms (like building-wide hand-raising or transition cues) are patterns that reduce friction. When we align our patterns across grade levels, we free the student to focus on content, not navigation."
Content Bridge: "Patterns live in our Iowa Core too. Rhyming schemes, skip-counting, or historical cycles. These are simply 'logic trends' that allow for prediction. When a student sees the pattern, they stop guessing and start anticipating outcomes."
Activity Directions: "Using the AllWrite Round Robin strategy, work with your grade-level team on Log 03. List every consistent pattern (behavioral, academic, or data-driven) you see in your building. Look for the 'hidden' logic that makes your day run."
Lesson Flow (20 Minutes)
0-3m
Video Opener
3-10m
Social Algos Script
10-20m
AllWrite Round Robin
Pattern Finders Slides CS is the Superpower
Pattern Finders
Lesson 03: Pattern Recognition & Trends
Section 03
Video: Pattern Recognition
3-Minute Opening Video
Behavioral, Academic, and Data Trends
Social Algorithms
Consistent patterns shared across all classrooms:
Active Listening
Hand-Raising
Hallway Transitions
The Result?
Reducing Cognitive Load . Students focus on the Learning , not the Routine .
Kagan Strategy
10 Minutes
AllWrite Round Robin
Teams list all the places you see patterns in your specific grade level or subject area.
Math
Skip-counting, multiples
Literacy
Rhymes, plot arcs
Arts/Science
Choruses, life cycles
Formative Share Out
"Identify something that represents a repeating pattern in your subject/what you teach."
Record on your Participant Log
Pattern Finders Log Pattern Finders
Participant Log 03
Name
Date
Learning Target
"I can identify patterns in classroom environments and curriculum to anticipate outcomes."
Success Criteria
List three consistent patterns (Social Algorithms) that exist across my building or grade level.
AllWrite Round Robin
Team Brainstorm
As a team, identify shared "Social Algorithms" (e.g., hand-raising) or grade-level patterns that reduce cognitive load.
1
2
3
Share Out
The Subject Pattern
Identify one repeating pattern in your specific subject/grade level that helps students navigate complex content:
CS Superpower: Predicting through Trends
Efficiency Loops Guide Efficiency Loops
Lesson 7: Automation & Synthesis
20 Minute PL
The Architect Mindset
Learning Target
"I can identify repetitive tasks that can be 'automated' to increase efficiency."
Success Criteria
"I can describe one classroom 'Loop' (repeat-until routine) that saves me instructional time."
Krauss Synthesis
"A loop repeats until a specific condition is met. Move from processor to architect." (Ch. 13)
Final Commitment Goal
Facilitator Script: Automation = Freedom
The Manual Drain: "When you repeat the same direction 20 times per period, you are acting as the Processor . Processors get tired. Processors get overwhelmed. But Computer Scientists don't just process; they build systems."
Logic of the Loop: "In life, we use loops every day. You wash dishes UNTIL the sink is empty. You grade UNTIL the pile is gone. In the classroom, Automation is simply building a routine that 'self-heals'—a Repeat-Until loop that tells the student what to do so they don't have to ask you."
The Workshop Move: "On Log 07, find a moment where your classroom logic breaks down. Maybe it's early finishers or transition bottlenecks. Build a loop: REPEAT [this action] UNTIL [this stop-condition]. If [logic break], Then [fix]."
The Big Reveal: "We've reached the end of the superpower blueprint. Look at Slide 4. You've been doing CS all along. From decomposing units to debugging student errors. You are a System Architect."
Final Session Flow (20 Minutes)
0-2m
Automation Video
2-7m
Logic of Loop
7-15m
System Workshop
15-20m
Big Reveal
Efficiency Loops Slides CS is the Superpower
Efficiency Loops
The Architect Mindset & Synthesis
Final Session
The Logic of the Loop
A set of instructions repeated until a specific condition is met.
Real-World Loops:
• Wash dishes UNTIL sink is empty.
• Grade papers UNTIL stack is gone.
Automation = Freedom
"When you repeat directions 20 times, you are the processor . When you build a system, you are the architect ."
System Design
8 Minutes
General Loop
REPEAT [Choice Activity]
UNTIL [Timer Rings]
IF [Activity Done], THEN [Pick New]
Academic Loop
REPEAT [Read Sentence]
UNTIL [End of Paragraph]
IF [Word Unknown], THEN [Context Clues]
Kagan Strategy: Team Stand-N-Share
The Big Reveal
"You've been doing Computer Science all along."
Decomposition
Breaking units into lessons.
Patterns
Identifying student trends.
Abstraction
Finding the "Big Idea" in text.
Algorithmic
Building classroom routines.
Debugging
Giving feedback on errors.
Automation
Student independence loops.
Your "System Move"
"What is one move you will make to lift up the CT already happening in your room?"
Complete on your Participant Log 07
Efficiency Loops Log Efficiency Loops
Participant Log 07
Name:
Success Criteria
"I can describe one classroom 'Loop' (repeat-until routine) that saves me instructional time."
Workshop: The Self-Healing Loop
Automation
1. The Breakdown
Where does logic fail? (e.g. bottlenecks)
2. The Condition
What is the "trigger" to start the fix?
Loop Logic Designer
REPEAT
UNTIL
IF
THEN
Synthesis
The System Move
What is one "System Move" you will make to lift up the CT in your room?
CS Superpower: Unit Synthesis
Error Hunters Guide Error Hunters
Lesson 6: Debugging & Resilience
20 Minute PL
Persistence Loop
Learning Target
"I can identify errors in a process and fix them."
Success Criteria
"I can find the 'bug' in a classroom routine or academic error and propose a 'patch'."
Krauss Resilience
"CS teaches resiliency. Debugging isn't failure; it's a sign you're in the 'Casting Call' phase of learning." (Ch. 5)
Facilitated Debugging
Facilitator Script: The Red Pen Rebrand
Intro: "We've all used the 'Red Pen' to circle errors. But in Computer Science, a red line doesn't mean you're a bad programmer—it's a logic clue. Every student error is a Bug Report . Today, we rebrand grading as Debugging ."
Modeling the Snow-Pants Bug: "Think of an elementary student getting ready for recess. They put on their boots, then try to pull snow pants over them. They meltdown. In CS, we say: 'I see a bug! My output (ready for recess) failed because my sequence is out of order. I need to Iterate .'"
The Lab Report Glitch: "In high school, a student might follow every step of a chemistry lab but get a weird result. The logic is sound, but the Syntax —the measurement unit—was off. We don't give the answer; we ask: 'What did you try?' and 'Why do you think that didn't work?'"
Activity Directions: "Each team has a Buggy Card featuring a failing routine. Your task is to 1. Decompose the routine. 2. Identify exactly where the glitch occurs. 3. Apply a Patch —one specific fix. We'll have a Showdown to vote for the most efficient fix!"
Lesson Flow (20 Minutes)
0-2m
The Glitch Hook
2-10m
Think-Aloud Modeling
10-20m
Kagan Showdown: Bug Hunt
Print Buggy Cards
Error Hunters Slides CS is the Superpower
Error Hunters
The Persistence Loop & Debugging
Session Learning Target
"I can identify errors in a process and fix them."
Lesson 06
Red Pen Rebrand
You aren't just grading ;debugging .
Every error is a signal that the algorithm needs a patch.
Line 42: Logic Error
Student Paper:
Success Criteria
10 Minutes
"I can find the 'bug' in a classroom routine or academic error and propose a 'patch'."
The Bug Hunt Rule
Vote for the most efficient fix:
The Bug Gallery (Scenarios 1-5)
#1 ELEM
Snow Pants
Putting boots on before pants = meltdowns.
#2 ELEM
Friday Folder
Packing folders before newsletters are in.
#3 ELEM
Rug Transit
Everyone runs to center of rug at once.
#4 MID
Locker Jam
30 kids in a 10ft hallway bottleneck.
#5 MID
Group Idlers
Project starts without assigned roles.
Decompose > Identify Glitch > Patch
The Bug Gallery (Scenarios 6-10)
#6 MID
Cart Chaos
Chargers snapping due to shove-and-go.
#7 HIGH
Citation Bug
MLA formatting lost in paper submissions.
#8 HIGH
Lab Syntax
Measuring in ounces vs grams causes errors.
#9 HIGH
Submission
Sending work via 3 different channels.
#10 CROSS
Phone Jail
Empty phone cases swapped into the caddy.
Pick a Bug and Iterate the Solution
Computational Mindset
Reframing Feedback
"Think of a student you gave feedback to today. How can you reframe it as a 'bug report' to help them see themselves as a computational thinker?"
Record on Participant Log 06
Error Hunters Log Error Hunters
Participant Log 06
Computational Thinking Lesson 6
Name
Date
Learning Target
"I can identify errors in a process and fix them."
Success Criteria
"I can find the 'bug' in a routine or error and propose a 'patch'."
Kagan Showdown: Bug Hunt
Buggy Card #: ____
1. Decompose
Identify the 4 current logic steps:
2. Find Glitch
Where is the friction point?
3. Apply the Patch
Logic Fix
Reflection
Feedback Rebrand
How can you reframe a student error today as a logic "glitch" to help them persist?
CS Superpower: Persistence & Iteration
Bug Hunt Cards Bug Hunt Scenarios
Logic Glitches in the Classroom
Kagan Showdown
Elementary
Friday Folder Mess
"Every Friday, half the students lose their folders before they reach their backpacks. The hallway is a sea of loose papers."
The Friction:
Students get folders at desks, line up for lunch, then visit lockers 40 minutes later.
Elementary
Library Line-Up
"Students run to the door the moment the bell rings. Three students tripped today, and the noise is deafening."
The Friction:
The 'ready signal' is the bell. Students race for the 'Line Leader' position before instructions are given.
Middle School
Chromebook Chaos
"At the start of class, 30 students converge on the charging cart at once. Cords are being pulled and tangling."
The Friction:
The algorithm relies on 'all-at-once' execution. There is no sorting or queuing logic.
Middle School
Silent Jigsaw
"One group finished the task in 2 minutes while others haven't started. The fast group is now distracting everyone."
The Friction:
The routine lacks an 'If/Then' branch for early finishers (Buffer Overflow).
High School
Lab Return
"Glassware is left in sinks or placed back dirty. The next period can't start their experiment on time."
The Friction:
Cleanup occurs after the bell. Students prioritize 'Exit' over 'Reset'.
High School
Missing Citations
"Students turn in great essays, but 80% lack the Bibliography despite multiple reminders and warnings."
The Friction:
Citations are an 'Appendix' rather than integrated logic in the drafting phase.
Elementary
Sharpener Loop
"One student sharpens a pencil during a mini-lesson. Then another. Then another. It's an infinite loop of noise."
The Friction:
The sharpen command is an 'Interrupt' that hasn't been gated (If speaking, do not sharpen).
Middle School
Canvas Submission
"Students claim they turned in work, but it's empty. They are hitting 'Save' instead of 'Submit' at the bottom."
The Friction:
UI logic puts 'Save' in a more prominent position than the actual 'Submit' command.
High School
Silent Hand-Raise
"During independent work, students sit with hands raised for 5+ minutes, completely unproductive while waiting."
Data Detectives Guide Data Detectives
Micro-Lesson 3b: Data Representation
10 Minute Micro
Deep Dive
Learning Target
"I can explain how information is categorized to create meaning."
Success Criteria
"I can identify patterns in a data set (e.g. CFA data or behavior charts)."
Vocabulary
Data
Raw Facts
Binary
Yes/No Logic
Meaning
The Story
Pivot
The Action
Facilitator Script: Beyond the Spreadsheet
The "Detective" Rebrand: "We often talk about data like it's a chore. But in Computer Science, data is the evidence that drives every decision. When we look at a student's check-for-understanding, we are acting as Data Detectives ."
Script Pt. 1: "Computers use Binary logic—1s and 0s. In teaching, we do this too: 'Met' or 'Not Met'. But if you stop there, you lose the story. Computational thinkers ask: Which 0s are repeating? Is there a pattern in the error?"
The "Pivot": "When we categorize information into 'Outliers' (those surprising successes or misses) and 'Recurring Trends', we find our meaning. That meaning allows us to Pivot —to change our instruction before the next lesson starts."
Transition to Activity: "On Log 03b, I want you to look at your most recent CFA data. Don't look at the 'grade'. Look at the evidence. What is one trend (recurring logic error) and one outlier (a student who broke the expected pattern)? What is the 'instructional story' there?"
Micro-Flow (10 Minutes)
0-3m
Sorting for Meaning
Categorization Script
3-10m
Evidence Locker
Log 03b Application
Data Detectives Slides Micro-Lesson 3b
Data Detectives
Categorization & Meaning
Section 3b
Finding Meaning
Data is just raw facts.Representation is the story we tell with them.
"Computers don't know what numbers mean until we give them context."
1
Binary Logic (Met/Not)
2
Categorization (Sorting)
3
The Data Pivot (Instruction)
The Pivot
The Evidence
"60% of students missed the same multi-step word problem."
The Action
"Is it the Math Logic (Pattern) or the Vocabulary (Abstraction)?"
This is facilitated debugging.
Performance Task
Evidence Locker
Analyze your most recent Common Formative Assessment (CFA) data.
Outliers
Who doesn't fit the expected pattern? Why?
Trends
What logic error is appearing repeatedly across students?
Success Criteria
Instructional Pivot
"I can identify one data outlier and one recurring trend to adjust my small-group instruction."
Record on Participant Log 03b
Data Detectives Log Data Detectives
Participant Log 03b (OPTIONAL)
Computational Thinking Micro 3b
Name: ________________________ Date: ________________________
Learning Target
"I can explain how information is categorized to create meaning."
Success Criteria
Identify one outlier and one trend in a data set.
The Evidence Locker
CFA Analysis
Outliers (Unexpected)
Recurring Trends
The Action Move
Instructional Pivot
What is the ONE adjustment you will make in small-group instruction based on this data story?
CS Superpower: Data & Meaning
Routine Breakdown Guide Routine Breakdown
Lesson 2: Decomposition
20 Minute PL
Instructional Scaffolding
Learning Target
"I can break a complex task into smaller, manageable steps."
Teaching Standard 4
Facilitating student learning: Decomposing complex targets into scaffolding that ensures all students can reach the goal.
Vocabulary
Decomposition: Breaking down complexity.
Sub-task: The atomic move.
Logic Hang: When a process stalls.
Facilitator Script: Find the "Sub-task" Fail
The "Logic Hang": "We've all seen a student stare at a blank page. We say, 'Just get started!' and they still don't move. In Computer Science, we call this a Logic Hang . It happens because the task is too large for the brain's processor. Today, we are going to learn how to Decompose those big moments."
The Core Concept: "Decomposition is the act of taking a complex problem—like writing an essay or conducting a science lab—and finding its atomic parts. When a student is 'stuck', they usually aren't failing the whole task. They are likely failing one specific sub-task that we assumed they already knew how to do. We fix the instruction by fixing the decomposition."
Modeling with the Bot: "In a moment, we will watch the 'Sandwich Robot' video. Pay attention to how a 'simple' task like making PB&J has dozens of hidden moves. Notice how the 'Computer' fails when a step like 'Open the jar' is missing its own sub-tasks, like 'Turn lid counter-clockwise'."
Activity Script: "On Log 02, you and a partner will act as 'Rally Coaches'. One person verbalizes a classroom routine (e.g. Science Lab Prep). The other acts as the computer, listening for the 'hidden' steps the speaker missed. Your goal is to find at least one move you've been assuming students know that actually requires its own instruction."
Lesson Flow (20 Minutes)
0-2m
Sandwich Bot
2-7m
Logic Hang Script
7-20m
Rally Coach Log
Facilitator Master Logbook Sequence Logbook
CS is the
Superpower
Complete Participant Record
PreK-12 Professional Learning
Unplugged Logic for the Modern Educator
Unit Blueprint
2026 Edition
Sequence Blueprint
Pacing Guide & Professional Standards
Implementation
Each 20-minute module includes a video hook and collaborative practice. This logbook contains the shared workspaces for all modules, from reframing CS to final synthesis.
Module Concept Standard IA CS Std 01: Superpower Spark Reframing CS Std 3 1A-AP-08 02: Routine Breakdown Decomposition Std 4 1B-AP-10 03: Pattern Finders Patterns Std 5 1A-PA-05 03b: Data Detectives (Opt) Data Rep Std 5 1A-DA-06 04: Signal Scrapers Abstraction Std 3 1B-AP-09 05: Precision Paths Algorithms Std 6 1B-AP-11 05a: Choice Branching (Opt) Conditionals Std 4 1B-AP-10 06: Error Hunters Debugging Std 5 1A-AP-14 07: Efficiency Loops Automation Std 8 1B-AP-12
Facilitator Note
"The goal is not to teach coding. The goal is to lift up the logic already present in the Iowa Core so teachers see CS as a superpower they already possess."
Core Connections
Iowa Core Content Integration Matrix
Mathematics
Decomposition: Breaking multi-digit problems into partial products.
Patterns: Skip-counting & identifying geometric properties.
Algorithms: Standard procedural methods for operations.
Automation: Using properties of operations to scale values.
ELA / Literacy
Abstraction: Summarizing by finding the "signal."
Superpower Spark Guide Superpower Spark
Lesson 1: Reframing Computer Science
20 Minute PL
The Spark
Learning Target
"I can define Computer Science as a tool for problem-solving, not just a machine."
Teaching Standard 3
Teachers plan for instruction by integrating logic systems that foster intellectual curiosity.
Krauss Highlights
"Unplugged computing allows us to strip away the anxiety of syntax and focus on the logic of thought." (Ch. 1-2)
Facilitator Script: Rebranding the Logic
Opening Hook: "Welcome to a different kind of Computer Science session. If I ask you to imagine a computer scientist, most of you see a dark room, a blue screen, and rows of text. But today, we are going to rebrand that. Computer Science isn't what happens in the machine; it's what happens in your head . It's a superpower for organizing thought."
The Logic Pivot: "Computers are actually quite limited—they only do exactly what they're told. That makes them perfect mirrors for our own instructions. When we build a routine for the morning or a method for solving a math problem, we are writing a Human Algorithm . We've been doing CS in our classrooms for years; we just haven't called it that yet."
Standard 3 Link: "Standard 3 asks us to plan for student ownership. By making our classroom logic visible—by showing kids the 'why' behind the routine—we move from being teachers to being Logic Architects . We are giving them the tools to build their own learning systems."
The Workshop Move: "On Log 01, I want you to identify three routines you run every single day. These aren't just habits; they are sequences of logic that you've optimized. Share one with a neighbor and see if they can spot the 'Computer Science' hidden in your hallway routine."
Lesson Flow (20 Minutes)
0-2m
Video Hook
2-7m
Script: Rebrand
7-15m
Kagan Activity
15-20m
Synthesis
Choice Branching Guide Choice Branching
Micro-Lesson 5a: Conditionals
10 Minute Micro
Independence
Learning Target
"I can use conditional logic to manage complex decisions."
Success Criteria
"I can create an 'If/Then' rule for a classroom behavior or process."
Vocabulary
Conditional
Logic Gates
If-Then
Action Triggers
ELSE
The Alternative
Facilitator Script: Managing the Logic Gate
The Rule of Choice: "Students are decision-making processors. Every time they ask, 'What do I do now?' or 'Where does this go?', it's because there is a gap in their logic circuit. Today we close those gaps with Conditionals ."
Script Pt. 1: "A conditional is a rule that only happens IF a condition is met. IF [finished], THEN [choice board]. But the secret superpower of a conditional is the ELSE . What happens if they AREN'T finished? High-quality Social Code manages the 'Else' path so the teacher isn't the only source of truth."
The Pivot: "Think of a 'Bottleneck' in your room—something that requires 20 students to ask you the same question. Bathroom logs, supply sharpening, or early finishers. We are going to build a Logic Gate to fix it."
Activity Directions: "On Log 05a, use the Gate Builder. Write your IF condition, the THEN outcome, and most importantly, the ELSE path for everyone else. How does this rule empower them to work without you?"
Micro-Flow (10 Minutes)
0-3m
Logic Modeling
Branching Script
3-10m
Logic Builder
Log 05a Completion
Choice Branching Slides Micro-Lesson 5a
Choice Branching
If/Then Logic Gates
Section 5a
Logic Gates
A Conditional is a rule that only happens IF a certain condition is met.
"If/Then logic is the key to building student independence."
IF
Condition is True...
THEN
Take this action!
ELSE
Do this instead.
Ending the Bottleneck
The Manual Move
"Teacher, I finished my work.
(Manual Control = No Freedom)
The Logic Gate
"IF finished, THEN choice board.
System Automated
In the Iowa Core
Math
"IF the denominator is different, THEN find the LCD."
ELA
"IF the character fails their goal, THEN the plot shifts."
Science
"IF temperature increases, THEN volume expands."
Success Criteria
Independence Goal
"I can create an 'If/Then' rule for a classroom process to increase student independence."
Record on Participant Log 05a
Choice Branching Log Choice Branching
Participant Log 05a (OPTIONAL)
Computational Thinking Micro 5a
Name: ________________________ Date: ________________________
Learning Target
"I can use conditional logic to manage complex decisions."
Success Criteria
Create an "If/Then" rule for a classroom process to increase independence.
Logic Gate Builder
Conditional Flow
IF (Condition)
THEN (Action)
ELSE (Alternative)
The Power of Choice
Self-Regulation
How does this If/Then rule empower your students to work independently?
CS Superpower: Logic Branching
