Students compare different types of code: symbolic code, pseudocode, block-based code, and text-based code.
Students write code to instruct their classmates to assemble stacks of cups in various configurations. First, they write symbolic code and then move on to pseudocode.
Students are challenged to write loops in pseudocode, and if there is time, they are further challenged to write named functions.
Loops and block-based code will be used in the unit’s final project, and the movement of the cups is similar to how “sprite” objects will move in the programs they will write.

In this unplugged lesson, students will explore the concept of programming. Students watch a video showing a sequence of dance steps, then write instructions to “program” each other to replicate the dance. After learning about the concept of programming, groups will create their own dance move to “program” the class to do.

Students watch a video showing a sequence of dance steps, then write instructions to “program” each other to replicate the dance.
Students run into trouble with the length and repetitiveness of the instructions, so the concept of a “loop” is introduced.
Students redo their instructions using loops, see examples of loops in other programs, and reflect on why programmers use loops. Loops will be a key concept used in the unit’s final project.

Students will explore different ways to program sprites (characters) in their projects. This lesson will focus on how to program keys on the keyboard in order to control the movement of the sprites in their projects.

Students will also dive into how to effectively use the hide, show, and wait blocks when creating an interactive project.

Students will explore different ways to program sprites (characters) in their projects. This lesson will focus on how to program keys on the keyboard in order to control the movement of the sprites in their projects.

Students will also dive into how to effectively use the hide, show, and wait blocks when creating an interactive project.

In this lesson, students will be reading HFW, word family words, vocabulary words, etc. and will race their ozobot to see who can finish reading the words first. This activity is an adaptation from a free TPT lesson and can be adapted for any purpose. This activity is best used as a small group activity and can be referenced later as a fluency assessment (If used as a small group assignment, students will need multiple days to complete).Additional modifications: Students code the ozobot to read the desired words (all of the -at words).EL & DL Modifications:- Provide the translations or visuals for the codes for students who need added supports reading.- Provide checkpoints for student monitoring during the assessment.- Provide end of the day check-ins for students to ensure work is completed.- For advanced students (as well as older grades) use more challenging words.- For students needing additional assistance, use letters or words appropriate for their level.

This is a supplement to the activity outlined in Lesson 4 of Mystery Science's Force Olympics. In this activity, students will be bowling with a sphero ball to see how speed impacts force. This activity can be done over multiple days or could be done all in the same day. It could also be used as a supplement to the bumper bowling activity or a replacement activity.

Students play the boardgame Robot Turtles again, this time focusing on puzzles whose solutions involve lots of repeated steps.
Students create “functions” using sets of cards and use the Function Frog card to call their functions. They consider named functions and name their own functions.
Students reflect on what functions are, why programmers use them, and how functions are different from loops.

Students use the board game Robot Turtles to write code by creating sequences of steps for a character to follow.
They encounter bugs and learn why bugs are important learning opportunities, not mistakes to avoid.
They see and discuss examples of bugs in robots and computers.

Students follow a tutorial to create a Scratch program that uses stamping, colors, loops, and events to create a compelling visual program.
Students experiment with using Scratch’s system of numbered colors and with using the stamp block to stamp images of the sprite on the stage.
Students experience the need for code to initialize their program when it starts, and they will write code to do that.
By the end of the lesson, students will have created an interactive, colorful program that responds to the mouse pointer.
Scratch’s color effects, stamping, and sprite movement will be important in the final coding project at the end of the unit.

Students follow the instructor’s tutorial to make animal sprites move across the screen in wild patterns. This requires using Scratch’s coordinates system to control the x and y coordinates of the sprites.
Students encounter the coordinate plane background, and try out their knowledge by identifying areas of the screen using only coordinate numbers.
Sprite movement using coordinates will be central to the final coding project at the end of the unit.

At a time when most African Americans were slaves, Benjamin Banneker was born free in 1731. Known and admired for his work in science, mathematics, and astronomy, he built a strike clock based on his own drawings and using a pocket-knife at the age of 22. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Find a discarded object that can be taken apart. Take apart the item and make your own Things Come Apart arrangement.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.