Upon walking into my technology class, I was tasked with an important mission: a UFO was hurling toward Earth and I had to stop it. I received a letter from Commander Mark with some additional information. My partner, Mikayla, and I were instructed to assemble a Piper Computer Kit and complete a serious of missions to save Earth from certain destruction. I initially doubted my ability to complete this mission because I had never attempted to build a computer before. Thankfully, we were not alone. Mission Control offered crucial support and guidance throughout 
our mission. 
Assembling the control station required some trial and error, to say the least. Mikayla and I needed to use all four of the computational thinking skills we previously learned about to complete our mission. Throughout the completion of this task, I became more confident using computational thinking and began to consider the wide range of applications for these thinking strategies. As a result, I am confident I will introduce my future students to these valuable methods for solving problems.
Firstly, Mikayla and I used algorithmic thinking to meticulously construct the computer. Our instructions were provided in the form of a blueprint. As a result, we were required to devise a series of steps to construct our control station based on the given visual instructions. Thinking back to my elementary school days, I realized I was introduced to the concept of algorithmic thinking from an early age. For example, my math teachers introduced logarithmic thinking by teaching a series of steps for multiplying and dividing numbers. Once I understood these steps, I could use the same process to confidently solve numerous problems. I also identified ways I will be able to apply algorithmic thinking to my future classroom. For example, I can create a framework for constructing successful lessons, so I will be able to use a similar process to efficiently plan effective lessons on various topics. This article details the importance of incorporating algorithmic thinking into the elementary classroom. 
We also used decomposition to separate our somewhat overwhelming mission into smaller, more manageable tasks. Although assembling a functioning computer sounds daunting, Mikayla and I were able to persevere by focusing on one individual component at a time instead of the entire mission. Throughout my life, I have used decomposition to complete tasks and solve problems. When faced with a formidable project, for instance, I have broken the assignment down into more feasible parts, so I could begin working and avoid excessive stress. I will be able to use decomposition when I plan lessons to make concepts more accessible for students. For example, I could teach students about the United States’ government by showing how the system is broken down into three branches. I could also use decomposition to develop methods for classroom management by working with students to improve one aspect of their behavior at a time. I could focus on pressing behavior concerns, like bullying, before I devote considerable time to other aspects, like walking in a straight line. This article details an interactive lesson plan for introducing young students to the concept of decomposition. 
Mikayla and I used abstraction by only assembling parts of the computer required for the current phase of our mission. Although we had access to an abundance of computer parts, my partner and I decided to avoid making our control station unnecessarily complex. Removing this nonessential complexity helped Mikayla and I complete our mission more quickly. My teachers have asked me to use abstraction while completing many projects in the past. Last year, my AP Biology teacher instructed the class to build a simple clay model of an operon. This model helped us understand the system’s major components without considering every minute detail. Similarly, I can use abstraction to plan lessons and projects that help students obtain an understanding of essential information while preventing extraneous information from making the lesson unnecessarily confusing. This article lists several resources for using computational thinking strategies, including abstraction, in the classroom.
Lastly, my partner and I used pattern recognition to improve our computer-building skills. Although each step was different, Mikayla and I noticed some common components. For example, most steps involved fitting wooden pieces together and tightening screws. Noticing and practicing these common elements allowed us to build more quickly and better understand how our pieces fit together. My previous experience with computers also helped me predict how each piece would be used because I was already familiar with several parts of the computer, including the mouse and the central processing unit. As a teacher, I will be able to use pattern recognition to determine which lesson plans and classroom management strategies are effective. I can look at data, like test scores and the prevalence of behavioral issues, to determine which teaching methods are effective and which methods need to be reevaluated. Using pattern recognition in this way will help me create a better learning environment and become a more effective teacher. This article discusses several ways to evaluate and improve teaching methods and the importance of recognizing trends of misunderstanding.
After successfully constructing our control station, Mikayla and I were able to explore the Cheeseteroid. To the dismay of our mouse friend, we learned the Cheeseteroid was not made of cheese. It was made of gold! Mikayla and I were happy to have helped save Earth.
Although it was frustrating at times, building the control station was a beneficial experience because it allowed me to gain a better understanding of computational thinking. The successful construction of our computer highlighted the value and versatility of computational thinking strategies.
