You can choose to break this lesson up into two or three lessons depending on your learners’ needs.
Let learners know you will be reading a story about penguins solving a problem using movement and directions. Talk about what the words movement and direction mean and ask for specific examples of directions (e.g., forward, backwards, side-to-side, left, right). Then, get everyone to stand up and do the motions of the directions the class has discussed. You can even do this as penguins! This is a great way to incorporate daily physical activity during your lesson. Once the kids have settled down, let them sit back on the carpet and repeat some of the motions with just their hands (e.g., move your hands up, move your hands down, move your hands forward) this is to encourage your learners to calm down and get ready for the read aloud.
Read "Peg+Cat: Penguin Problem".
Once finished reading, on a fresh piece of chart paper, write down and draw the words of movement the learners have noticed in the book they just read. Suggest they add any the book has missed. This is your anchor chart so make sure it's clear.
Optional: You can choose to divide this lesson plan up into two. If you think your learners can handle the next part of the lesson, continue on. That said, it's nice to have this as two lessons.
If you split your lesson up, go over your anchor chart, reviewing the words and their definitions. Also consider reviewing the story they read last time.
Get your learners to sit around the grid. Remind them the carpet rules and to respect the grid (no peeling the tape!). Place the "start" card on one end (corner) of the grid and the "end" card at the other end of the grid. Tell the learners to use words from the anchor chart to guide you from the start card to the end card. The kids who are telling you where to go are the programmers and the person on the grid is a gamer.
Try again with a learner as the gamer. The educator will be the programmer. The educator can try writing down the directions on the board or chart paper as the programmer.
The last step is to add barriers like stuffed animals or other learners into the cells. The programmer must use movement words to avoid these barriers. You can decide whether your learners are ready to write down the programming direction in a sequence or if they can only handle saying directions verbally.
Assign learners to be the programmer and the gamer. Have them take turns.
At the end of this lesson, learners will be able to use language of location to move manipulatives (e.g., objects or people) from one spot to another.
Have learners write down the sequence on a strip of paper. Ask the educator/another learner to try doing the sequence.
You can also ask the learners to say the directions for you to see if they understand the language of location.
You could also assess if your learners understand cardinal numbers (e.g., move three steps forward).
Have little cards with directions on it in arrow form so that learners can lay out the directions instead of drawing them on a piece of paper. You can use "littlecodr cards" if you have them.
In any part of the lesson, add more objects for learners and set up conditions, like "If you are in front of an object, jump 3 times".
Language: Read “How to Code a Sandcastle” by Josh Funk. Create a chart with learner input that lists new coding terminology presented in the read aloud. Discuss how Perl had to break down her problems into steps for the robot. Have learners create their own sequence on paper of how to build a sandcastle. After they are done drawing, have learners explain their sequence to a peer orally and see if the partner can act it out.
Photo by Naomi Shi from Pexels.
https://www.pexels.com/photo/three-toddler-eating-on-white-table-1001914/
Read Out Loud | PEG + CAT THE PENGUIN PROBLEM (KidLit TV)
https://www.youtube.com/watch?v=f4pLgGnSgeA
Unplugged: Human Coding Grid (Meghan Zigmond)
https://www.youtube.com/watch?v=IfHmHZPxuV8
How to Code a Sandcastle | Read Aloud | Read Along | Kids Books (ReadaRoo Kids)
https://www.youtube.com/watch?v=89hKTOEbr-Y&feature=youtu.be
Teach lessons that are tied to your existing curriculum! https://bit.ly/CLClessons
Although learning how to build digital projects is a key part of Computer Science education, students should also learn a wider set of skills and competencies that will help them to harness the power of digital technologies as both creators and consumers. A comprehensive approach to K-12 Computer Science education includes learning about the following five focus areas:
View Framework ➝By the end of high school, students should be able to create a simple computer program.
By the end of high school, students should understand and be able to use the tools and devices commonly used to build digital projects.
By the end of high school, students should be able to explain how we use computers to create, store, organize, and analyze data.
By the end of high school, students should be able to explore the ways in which technology and society have mutually shaped each other.
By the end of high school, students should be able to apply design principles to the digital projects they create.