Lesson Plan

Schoolwide Hour of Code - Primary (4 year olds)

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
  • use Bee-Bots to navigate on a grid to a destination
  • use Bee-Bots arrow cards to sequence the code to reach a destination
  • verbally sequence code and physically follow the code to reach the destination on a Twister mat

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 Pre-K
All Notes
Teacher Notes
Student Notes

1 Hook

Activity: Conversing

(Meet the students on the classroom carpet facing the direction of the screen.)This week is the Hour of Code and we are going to watch a video that shows who else is participating in the Hour of Code.  Read the names of the countries aloud as they are shown in the video.  Stop the video on the map to show how many people in the world are participating.  Explain that coding is used in video games and much more.  Today we are going to participate in the Hour of Code too!  There are centers around your classroom that you will have a chance to visit and learn about coding which is like giving directions.  Everyone, students, teachers, and even our Head of School will be participating.  You may have seen people wearing this sticker (You can see this in the CHS Participates in the Hour of Code video).  That means they have participated and as I call you to your center, you will get a sticker too!

2 Direct Instruction

Activity: Other — Directions
  1. Students are broken up into 4 centers that they rotate through.
  2. Each center has a theme and a teacher running the center who shows a sample of: 
    1. the app Kodable to sequence arrows as they write code to reach a destination
    2. how a Bee-Bot can be directed (coded) with buttons on its back to reach a final destination
    3. how a Bee-Bot can be directed (coded) with arrow cards and then the buttons on its back to reach a final destination
    4. how you will give and receive code to move to a desired location on a Twister mat
  3. One teacher stays at each center and guides the lesson.

3 Guided Practice and Independent Practice at the Kodable center

  1. At the Kodable center the Kodable app is open on the iPads and students move the arrow (code) over to the program line to get the Fuzz ball to roll in the direction toward the goal.
  2. Teacher shows where to drag the arrow and what happens on the screen.
  3. Students take turns dragging the remaining arrows to get the Fuzz ball to roll in the direction toward the goal.
  4. Students work independently or in paired programming to work through the levels.

4 Guided Practice and Independent Practice at the Bee-Bot center

  1. At the Bee-Bot center students 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 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. Each group member starts by 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 one group member gives the lines of code and presses 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 s achieved when the Bee-Bot reaches the desired destination. 

 

5 Guided Practice and Independent Practice at the Twister Mat center

Activity: Other — Giving and following verbal codes
  1. At the Twister mat center, an Angry Bird is put on the mat along with another character.
  2. The teacher stands on the Angry Bird and the students gives directions (lines of code)  by saying "forward", "toward window", "toward wall")which the teacher follows to get to the other character.
  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.  Mastery is achieved when the student reaches the desired destination. 

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 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 and the choice that is made with navigation starting and ending points.