Lesson Plan

Schoolwide Hour of Code - Kindergarten

Our entire school community (Preprimary – 3rd gd. students, teachers and administrators) participated in online and offline coding activities during the Hour of Code week. This lesson is one component of the schoolwide initiative to try computer science.
Karen O.
Technology coordinator
Concord Hill School, Chevy Chase, MD
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My Grades Pre-K, K, 1, 2, 3
My Subjects English Language Arts, Math, Science, Social Studies, Arts, English Language Learning
EdTech Mentor
Objectives

Students will be able to...

  • see the purpose for coding while watching a video
  • view a map indicating those participating throughout the country and understand that they are part of a Global Initiative
  • physically follow the code to reach their snack
  • use Angry Birds on code.org to work through a given task
  • verbally sequence code and physically follow the code to reach the destination on a Twister mat
  • use Bee-Bots to navigate on a grid to a destination
  • use Bee-Bot arrow cards to sequence the code to reach a destination

Select the CHS Participates in the Hour of Code video to view the schoolwide lessons.

Subjects
English Language Arts
Math
Science
Social Studies
Health & Wellness
Grades K
All Notes
Teacher Notes
Student Notes

1 Hook

Activity: Conversing

Have you ever wanted to design your own app or video game? It takes learning code!Let’s watch a video about the Hour of Code where you can learn more.  What types of items are designed with codes?  What kinds of jobs use coding?  Today we are going to join millions of other people around the world who are participating in the Hour of Code.  Show the Hour of Code event map so students can see that they are part of this Global Initiative and talk about what the students notice on the map.  All students, teachers and even our Head of School is going to participate this week.  Today is our day so let’s put on our “I Coded!  CHS Hour of Code 2015” stickers and get started!

2 Direct Instruction

Activity: Other — Directions
  1. Writing code is like writing directions. 
  2. We are going to follow code to get from your classroom to the Tech Lab.
  3. Call each student’s name by saying, “the first line of code is for Tommy to line up.  The second line of code is for Sonia to line up….”
  4. Once all students are in line they follow code together to leave the classroom, walk down the stairs and walk down the hall towards the Tech Lab.
  5. The last set of directions takes them to the windowsill where there are snack cups with each student’s name hidden on the other side.
  6. If they follow the code correctly, each student will turn around the cup in front of him/her, find his/her name and eat the snack.

3 Guided Practice and Independent Practice at the Angry Bird Center

  1. Have code.org open to Angry Birds on the SMART board and explain that it uses Blockly which are blocks that are lines of code.  
  2. Ask for student assistance as teacher models how to get the Angry Bird to move.
  3. Once the first challenge is met, show students how the actual html code looks with the button that appears.
  4. For the second challenge, have come up to the SMART board to participate.
  5. Show students how to access the webclip (looks like an icon on the iPad) for code.org’s Angry Birds.
  6. Students open the Angry Bird webclip and start by practicing with the examples that we completed as a class.
  7. Students can then move through the lessons at their own pace.

4 Guided Practice and Independent Practice at the Twister Center

Activity: Other — Giving and following verbal codes
  1. In ½ groups, students go to the Twister mat where an Angry Bird is put on the mat along with another Angry Bird character.
  2. The teacher stands on the Angry Bird and the students gives directions (lines of code) which the teacher follows to get to the other character (forward, left, right)
  3. Next, the teacher chooses a location for the Angry Bird, and a location for the other character and each group member sitting along the edge of the mat gives one line of code.
  4. With more experience, one group member chooses a location for the Angry Bird, one group member chooses a location for the other character to navigate to and each group member sitting along the edge of the mat gives one line of code.
  5. From there, students can give one line of code at a time and the student moves one space at a time or use more than one line of code and the student moves multiple spaces.  (The teacher may introduce the “repeat” code at this time.)
  6. Teacher observation is a continual assessment of the student giving the lines of code and the student following the lines of code as well of usage of "left" and "right."  Mastery is achieved when the student reaches the desired destination. 

5 Guided Practice and Independent Practice at the Bee-Bot Center

  1. In ½ groups, students go to the Bee-Bot center where they use arrow cards pointing forward, left or right to show the lines of code for how they will move the Bee-Bot as they navigate from location to another on a Bee-Bot farm grid.  Then they press the corresponding buttons on the Bee-Bot’s back (arrow and “x” to clear).
  2. To begin, the teacher determines the starting location and the final destination.
  3. Group members take turns placing an arrow for one direction (code) and then pressing the corresponding buttons.
  4. As the students get more experienced, they may give more than one line of code.
  5. With more experience, one group member chooses a location to start at, one group member chooses a location to navigate to and all group members take turns giving the lines of code and pressing the buttons.
  6. Students can give one line of code at a time and move the Bee-Bot one space at a time or use more than one line of code and move the Bee-Bot multiple spaces.
  7. Teacher observation is a continual assessment.  Mastery is achieved when the Bee-Bot reaches the desired destination on the farm. 

6 Wrap Up

Activity: Conversing

Bring the students back to the carpet to talk about “codes” they used in the different activities.  Explain that Bee-Bots will be used more to code with other activities (mats can be personalized) Differentiated learning occurs with individual versus multiple lines of code at one time and the potential use of the repeat code.  Additional differentiation occurs with the path that is taken with the Bee-Bot and the choice that is made with navigation starting and ending points.  This center also provides an assessment regarding knowledge farm life and left/right.