📚 Unit Plans→Computational Thinking→Human Algorithms
Years 7–8Hangarau / Technology

Unplugged Computational Thinking Seminar · Lesson 1: Human Algorithms

If a human “computer” follows every instruction literally, how precise does the programmer need to be?

Unplugged Computational Thinking Seminar · Lesson 1

Seminar focus: precision without a computer

A classmate acts as a literal machine. The first failure teaches what ambiguity costs, and no device is needed to learn it.

  • Unplugged Seminar move: Whole-class command language agreed, then tested by running it on a person
  • Evidence it produces: An ordered route a partner executes correctly without interpreting
Other teaching approach: Creative Coding Studio →

Lesson at a Glance | Te Hōtaka

Lesson Overview | Tirohanga Whānui

Ākonga write directions for a partner who must act like a literal computer. The first failures expose ambiguity; the second run shows how ordered, testable instructions improve an algorithm.

Ngā Whāinga Ako | Learning Intentions

  • Write an algorithm as a finite ordered sequence.
  • Identify ambiguity by running a test.
  • Revise one instruction and explain the effect.

Do Now: Draw exactly this

7 min

What it is: A fast demonstration that people silently fill gaps computers cannot.

Run it

  1. Read only: “Draw a square above a circle.” No questions.
  2. Compare four drawings. List every decision the instruction left open: size, distance, alignment and whether shapes touch.
  3. Rewrite the sentence so two people are more likely to draw the same result.

Activity 1: Agree a command language

10 min

What it is: The class defines commands before programming a route.

MOVE 1 TILETURN LEFT 90°TURN RIGHT 90°PICK UP OBJECTSTOP
  1. Mark a 4 × 4 floor grid with tape or use a paper grid.
  2. Agree that “left” and “right” are from the robot’s point of view.
  3. Model a three-command program. Ask which command changes position and which changes direction.

Activity 2: Program the human robot

20 min

What it is: Pairs write and execute a route to collect a classroom object.

  1. Plan: Place start, object and obstacle on the grid. The programmer writes commands without moving the robot.
  2. Run: The robot performs exactly one command at a time and stops at an impossible or unclear instruction.
  3. Trace: A tester ticks each completed command and circles the first mismatch between expected and actual result.
  4. Rotate: Swap programmer, robot and tester roles.

You'll need: tape or paper grids, one small object per group, scrap paper.

Activity 3: One-change repair

15 min

What it is: A controlled debug: change the first faulty instruction, not the whole program.

  1. Write the expected result beside the circled command.
  2. Change only that command. Label the version v2.
  3. Reset the grid and rerun from the beginning.
  4. If it still fails, record the new first mismatch. If it works, explain why the change fixed it.

Whanaungatanga: The tester describes what the program did, not what the programmer “did wrong”. Shared evidence protects mana and helps the pair improve together.

Exit: Claim, evidence, next question

8 min
  1. Claim: A precise algorithm needs…
  2. Evidence: In our first run, command ___ caused ___.
  3. Next question: How could one command make several steps repeat?
🎯 Curriculum Alignment
Designing and developing an outcome through spatial and product design, materials, foods, biotechnology, systems, or digital tools

This lesson supplies the algorithmic foundation for the digital outcome developed in Lessons 3–8. See the full map.

📦 Materials & Resources

Resources already provided: the command set above. Add floor tape or paper grids, small objects and pencils. No device is needed.

📊 Assessment and Success Criteria

Paearu Angitu | Success Criteria: I can write an ordered route; identify the first point where actual and expected results differ; and explain how one revision changes the result. Collect the v1/v2 algorithm and tester trace.

♿ Inclusion, entry and extension

Entry: Give prewritten command cards and a two-turn route. On-level: Require a complete written algorithm and independent trace. Extension: Add a reusable command such as REPEAT 3 TIMES and define its syntax. For neurodiverse learners, preview movement rules, allow a tabletop grid, and offer programmer or tester roles instead of embodied robot movement.

📋 Teacher Planning Snapshot

Keep the robot literal but never use failure to embarrass a learner. Stop after the first mismatch. This makes debugging observable and preserves time. Lesson 2 picks up the v2 algorithm and asks how a large problem can be split before it is sequenced.

📚 Sources and teaching basis

Unplugged computational thinking approach: CS Unplugged. Mātauranga Māori is engaged through relational practice: ako, whanaungatanga and mana-preserving feedback, without claiming Māori knowledge systems are computer code.