Alexis Flanders

For our Algorithms Unit, I designed a lesson centered on a simple yet powerful idea: algorithms extend far beyond computer science.

My artifact, “Get to Class”, presents students with a realistic problem. A new student has joined our class, but they have never been in the building before. The task is clear: create the perfect algorithm to help them get from the front door to their table.

An algorithm, as we defined in the lesson, is simply a clear set of step-by-step instructions used to solve a problem. But what makes this activity meaningful is our emphasis on precision.

It immediately reminded me of a science lesson I have done for years: asking students to write instructions for making a sandwich, then following them exactly as written. If they forget to say “open the jar,” I smear peanut butter on the lid. If they say “put the bread down,” I drop it on the floor. The chaos is funny, but the lesson sticks. Precision matters!

This artifact builds on that same idea. Students must:

• Break down the building into parts.
• Identify landmarks.
• Use clear directional language.
• Draw a simple floor plan.
• Test their algorithm to see if it actually works.

Computational thinking shows up naturally. Students decompose the space, sequence their steps, and refine their instructions when something is unclear. They also practice empathy. By imagining what it feels like to be new, the task connects to social-emotional learning in an authentic way.

What I appreciate most about this creation is how clearly it connects theory to practice. Algorithms are not abstract coding concepts. They are how we navigate hallways, follow recipes, build shapes in math, and explain our thinking.

Everything we do can be broken down into an algorithm!

This unit reinforced something important for me: computational thinking is not about screens. It is about clarity, precision, and helping students understand that words matter, especially when someone else has to follow them.