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Kindergarten


Programming concept covered:

Sequence, Algorithms

Time: 45-50 minutes

Lesson Materials

  • Chalkboard, whiteboard, etc.
  • Markers, chalk, etc.
  • Lesson vocab cards 
  • Floor space
  • Kodable on-screen (web, desktop, iPad, or Android)
    Available at Kodable.com/download
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Objectives


  1. Students will be able to define sequence.
  2. Students will be able to decompose a task into a sequence of events.
  3. Students will be able to relate an order of events to sequencing in programming.
  4. Students will be able to explain what a programmer does.
  5. Students will be able to use instruct a “robot” forward and jump with basic programming language.

Vocabulary


  • Computer: A device or tool used for storing and processing information. Instructions are given by a human and it carries out tasks following these exact directions.

  • Programmer: People that write the code (language) that tells the computer what to do.

  • Language: A way to communicate, can be spoken or written.

  • Communication: A connection that allows information to be exchanged.

  • Action: The process of doing something.

  • Code: The language that programmers use and create to tell computers what to do.

  • Commands: Instruction given by a person (programmer) that tells a computer to do something.

  • Sequence: Sequence is one of three basic flow control structures in programming. Also known as the order of events, a computer will execute commands exactly in the order or sequence they are written. Commands must be given to a computer in the right sequence, otherwise, a program might not run as expected.

Direct Instruction (I do)


T(say): “Today, we’re going to be learning about computers and how they work. We’re going to use what we already know about technology to help us learn more about how people and computers work together to make computers work and do all the things we want and need them to do.”

T(ask): “How many of you have used a computer, phone, iPad, or tablet before?”

Think, Pair, Share

Think about a your favorite app, game, or computer program. Who do you think is smarter, the device you played on, or you? Are people smarter than computers? Why or why not? Turn and discuss with your partner.”

T(say): “People are smarter than computers! We decide what actions we want a computer to do (action) and we communicate with the computer in a language it understands. We call this language code, and we direct the computer using commands. Programmers are people who communicate with computers to make them do what we want.”

Lesson Tip

Use the vocab cards and images that to reinforce instruction.

 T(ask): “Think about how we do certain things in our everyday lives. There are steps we need to follow to perform certain actions. Take a minute and think about the steps you follow to wash your hands- you want to make sure you do it correctly so that you don’t have germs on your hands! If you miss a step or don’t follow the order correctly, you may not get rid of the germs on your hands or have clean hands at the end.” 

Think, Pair, Share

Turn to your partner and tell them the steps you would follow to wash your hands correctly. Pretend they don’t know what to do and you are teaching them for the first time: think about the first thing you need to do (prompt students as needed) and all the steps you follow until you are finished with dry, clean hands.”

T(say): “Programmers have to give commands to the computer in order, just like we follow an order of steps to do things like washing our hands. This order is called sequence, and it lets us direct a computer to do things that have more than one step.”

Think, Pair, Share

"How many steps were in your handwashing directions to your partner? What would have happened if you gave your partner steps in the wrong order or missed some steps?”

T(say): “Computers are machines and have to do things the way they were built to do them. This means they can only carry out steps in the correct order. If the commands are not given in the correct sequence, the end result isn’t what we tried to do- just like washing our hands! Today, we are going to think like programmers and practice giving commands in the correct sequence.”

Guided Practice

Students will act as programmers and apply basic knowledge of programming language and sequence to command a robot to move forward and jump.

  1. Whiteboard, markers, smart board or writing area where everyone can see.
  2. Adult or student to be the “robot.”
  3. Floor space for the robot to move and for students to sit while giving the robot commands.
  4. Prepare ahead of time on the board: Commands and Code “grid” to record the code for the robot:

Lesson Tip

Set behavior expectations: All robots must be told when to start either with a high five or by saying “start” together as a class. Also, most robots are noise sensitive and can’t function if there is a lot of noise in the room.

 Have students seated on the floor or rug area. Explain that the adult or student volunteer is a robot, and they need instructions from a programmer to complete a task. Review that computers aren’t as smart as people and programmers are responsible for directing a computer’s actions.

Explain that we want to program the robot to walk forward and jump (this is an action or task). Model this action.

T (say): “When we walk, we use our legs and feet.” Discuss how we use our feet to walk.

T(say): “Show me your right foot.” “Show me your left foot.”

 Explain that we have to walk “right, left, right, left” so that we don’t end up in the splits.

T (say): “We need commands to tell our robot to move their right foot and left foot, because our robot won’t know what to do without instructions.”

Write the commands on the board, and explain why they look that way (circle to indicate which foot should stay still and arrow to indicate which leg to move).

T: (Ask) “What should we tell our robot to do first?” (Either right foot or left foot forward) Write the program under “our code” with all commands separated by commas. Ask for the second move.

T: (Ask) “Does this look like enough steps? How can we tell?” (students should want to test the code)

Chose a student to high-five the robot to activate it. The robot will take two steps forward and crash, then you can rewind it.

T: (Ask) “Oh no! Our robot crashed! Why did it crash?” (Because it needs more code to complete the program)

Based on how big the steps are, determine how many more steps need to be taken. Ask students how many more steps are needed. “If we’ve taken 2 steps and we’re half way there, how many more do we need?”

Repeat as many times as needed to complete the code.

When it is time to jump, ask the students, “How many legs do we use to jump?” (they should say 2) You can demonstrate how silly it would be to jump with one leg. Use 2 arrows pointing up to mean jump. Write the command and then add it to the code. 

Complete the program and run it.

Celebrate! “YOU’RE ALL PROGRAMMERS!”

Optional: If you have time, you can ask for a “replacement robot”, because yours is almost out of batteries. Choose a student to become the robot and run the program.

 

Independent Practice

Students will put the commands in the correct sequence to successfully direct the Kodable fuzz through the maze in Smeeborg Sequence Sector, "1,2,3 Roll" and "Buggy Basics" (1.1-1.10).

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