1. Welcome, ___________Educators! Welcome to another wonderful day with Project GUTS and Code.org!

2. Agenda Overview Survey overview Classroom Culture Discussion Lesson Review Finish our epidemic models Experiment with our epidemic models Extend our epidemic models

3. Logistics -Bathroom -Breaks and lunch -Attention Signal -Pair programming – one laptop open -Laptops closed when asked -Surveys/opportunities to give us feedback – Red, Yellow, Green

4. Norms and Expectations: -Maintain a positive learning environment -Help one another -Acknowledge that we are learning something new that is sometimes difficult -Celebrate and be excited about all progress -Model the dispositions we’d like to see in our students

5. Goals for the Day: We will: – Refine and adapt the lessons we need the most practice with – Increase confidence and competency in teaching the lessons – Use a model as an experimental testbed – Design a model via modify or create – Apply Science Practices to computational modeling

6. Survey Results Areas of confidence: Areas needing more polish:

7. Reflecting on Teaching Styles Your experience yesterday Pitfalls Benefits

8. Reflecting on Teaching Styles Strategies Pair programming Providing guides Ask 3 then Me Giving specific goals Keeping a running list of rules to remember Strategic direct instruction Shift your practice

9. Lesson Review- Practice Makes Perfect We’ll put you into 5 groups Each group is given a lesson Read through and familiarize yourself with the lesson Follow the Poster Requirements – write your answers on your poster

10. Lesson Review- Poster Requirements Summarize the coding and science concepts Identify the relevant vocabulary and make a ‘word wall’ Break down the programming into 6-10 achievable tasks Identify opportunities for assessment Create a list of ideas for extensions to take the lesson further List any ideas for ways to improve the lesson Prepare to report out!

11. Lesson Review- Share with group Each group will share with the larger group insights into the lesson that they reviewed, including coding and computer science concepts, vocabulary, tasks, extensions, possible assessments, improvements,

12. Continue working on Epidemic Model Open up your Epidemic computer model from yesterday. If needed, move to sit with your pair programmer. Finish Epidemic Model (lesson 5) Add instrumentation (lesson 6)

13. Epidemic Model Progress Monitor Goals!  Create several hundred blue turtles and a few red turtles [hint: Setup]  Make them wiggle! [hint: Forever]  Create a collision block in which blue turtles turn red when they encounter red turtles [hint: Lesson 4 Student Activity #2 Guide]  Create a slider and an if-then for the probability of transmission rate [hint: Lesson 4 Student Activity #2 Guide]  Create a slider and an if-then for the recovery rate [hint: Lesson 5 Student Activity #2 Guide] Bonus!  Add a line graph with a line for infected turtles and one for healthy turtles [hint: Lesson 6 Student Activity #1]  Add a slider (or more) for one (or more) of the following:  Number of original healthy population  Number of original sick population  Use one block you haven’t used before

14. Adding Instrumentation Designing and Running Experiments Modeling and Simulation Module 1: Lesson 6

15. Instrumenting your Model Definitions: Qualitative means relating to, measuring, or measured by the quality of something (its size, appearance, value, etc.) rather than its quantity. Quantitative means relating to, measuring, or measured by the quantity of something rather than its quality.

16. Instrumenting your Model We need some way of tracking the spread of disease. What data should we collect?

17. Instrumenting your Model Let’s create a new “line graph” widget called “Population Healthy and Sick.” We’ll use it to track #red (sick) and #blue (healthy) over time.

18. Instrumenting your Model Drag the line graph off to the side of Spaceland. Double click on New Series and change its name to “CountHealthy” then select blue as its line color. Add another Series and change its name to “CountSick” then select red as its line color. Finally, click “Edit Widgets” to leave editing mode and returning to play mode.

19. Instrumenting your Model We want The World will update the line graph each time through the forever loop.

20. Test your Model Does the line graph work? What patterns can you see that were difficult to see without the line graph?

21. Designing and Running Experiments Use the Experimental Design form to describe your experiment. Plan and run their experiments. Describe and share their findings.

22. Review from Lesson 6 Why is it important to instrument models? How can computer models of epidemics be used to better understand the spread of disease?

23. The Computational Science Cycle

24. Computational Thinking Skills, habits and approaches that are integral to solving problems using computers, developing models and performing simulations Three Pillars of Computational Thinking Abstraction – strip down a problem Automation – repetitive tasks Analysis – validate abstractions

25. do experiments & get data computer model compare computer model data to real-world data Abstraction Automation Analysis

26. USE-MODIFY-CREATE

28. Computational Science and Use-Modify-Create Choose 1 idea for your group of 4(ish) Complete the Model Design Form together Modify/Create Model If time allows, share

29. Model Extensions Use the Model Design Form Customize your model Brainstorming

30. Reflection and Sharing Brag Time

32. Scientific Practices with Computer Models Practices Form Super-convenient cross-referencing of standards Check it out!

33. Definitions of a successful science classroom Finishing models vs using models Programming with a purpose Integrating simulations

34. Debriefing Survey Reflection