Facilitator Guide: Lesson 2 Wiring and Programming Inputs

TEACHER ONLY · LESSON GUIDE

Facilitator's Guide and Materials: Lesson 2 Wiring and Programming Inputs

Run the lesson here; the student item below remains the independent and absence route.

Daily Learning Contract

Topic: Physical inputs and debouncing

Objective: Students will analyze how a physical button input and debounce logic produce one reliable state change, then apply troubleshooting to correct repeated presses.

Demonstration of learning: Possession-arrow worksheet, working build, checkpoint, and evidence that one button press produces one explained state change.

Before class

Time: One class period
Student route: Learn: Lesson 2 Wiring and Programming Inputs
Use what already exists: Keep existing guide, presentation, worksheets, printable checkpoint, and RISE route.

Lesson flow

1. Launch: Launch with a concrete question or failure that makes physical input and debouncing matter.
2. Model: Model one current example or tool move before students begin.
3. Do: Guide the first decision together, then release students to the existing Canvas task.
4. Check + support: Check for the named evidence, not completion alone; keep a visual sequence, sentence stems, and purposeful partner roles available.
5. Close + handoff: Collect or verify the evidence and name the next lesson's connection.

Check before students leave

Ask students to point to the specific evidence above and explain one choice, test, or revision. Completion alone is not evidence of understanding.

Support + troubleshooting

Scaffold: Keep the visual task sequence visible, assign purposeful partner roles, and use the sentence stems on the student page before simplifying the task.

When students get stuck: Ask for the exact step where the tool, code, or task stopped. Check setup, inputs, and saved work before replacing the task or lowering the thinking.