Maple Bear Global Schools

Computational Thinking Guide

Kindergarten-Grade/Year 4

Maple Bear Global Schools

Computational Thinking Guide
Kindergarten to Grade/Year 4
Revised December 2019

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Computational Thinking Guide
Kindergarten-Grade/Year 4

Table of Contents
What is Computational Thinking? ................................................................................................................ 4
Computational Thinking Processes ............................................................................................................. 4
Understanding the Difference: Coding, Computer Science & Computational Thinking ...... 5
Current climate ..................................................................................................................................................... 5
Why Integrate Computational Thinking?.................................................................................................. 7
Develop Higher-Order Thinking Skills .................................................................................................. 7
Promote Questioning and Innovation ................................................................................................... 8
Develop Problem-Solving Skills ............................................................................................................... 8
Help Students Understand How Technology Works ....................................................................... 8
Prepare Students to Create with Technology..................................................................................... 9
Demonstrate the Value of Thinking Differently ................................................................................ 9
Important Vocabulary .................................................................................................................................... 11
The Thinking Wall ............................................................................................................................................ 13
Maze Runner ....................................................................................................................................................... 19
Sequencing with Kodable™ .......................................................................................................................... 25
Recipe Algorithms ............................................................................................................................................ 28
The If/Then Game ............................................................................................................................................ 32
Dress Up ............................................................................................................................................................... 34
Programming Conditions with Kodable™ .............................................................................................. 37
Dancing Robot .................................................................................................................................................... 40
Programming Loops with Kodable™ ........................................................................................................ 48
Workout Robot .................................................................................................................................................. 51
Programming Functions with Kodable™ ................................................................................................ 58
Alien Algorithms ............................................................................................................................................... 61
Go to Class ............................................................................................................................................................ 64
Mystery Number Game .................................................................................................................................. 67
Debugging ............................................................................................................................................................ 70
Sorting Algorithms ........................................................................................................................................... 72
Musical Algorithms .......................................................................................................................................... 74
Coding with Scratch Jr™ ................................................................................................................................. 76
Create a Coding Challenge with Scratch Jr™ ......................................................................................... 78
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Retelling with Scratch Jr™ ............................................................................................................................. 81

Creating with Scratch Jr™.............................................................................................................................. 84

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Introduction
This document has been written and compiled from current academic research to
provide a starting point for the introduction of computational thinking and coding in
elementary school. It is structured to provide a snapshot of research and theory, along
with learning activities to promote computational thinking in the classroom.

The document introduces computational thinking, coding and computer science by

defining the current climate and examining reasons for integrating computational
thinking in our schools.

What is Computational Thinking?

Computational Thinking “represents a universally applicable attitude and skill

set everyone, not just computer scientists, would be eager to learn and use.”
Jeannette Wing, Carnegie Mellon School of Computer Science
Wing (2006)

Computational Thinking is a way of solving problems, designing systems, and

understanding human behavior that draws on concepts fundamental to computer
science. Computational thinking allows us to take a complex problem, understand
what the problem is and develop possible solutions. We can then present these
solutions in a logical way that can be understood by other human beings, or applied to
an app or computer.

Computational Thinking Processes

Computational Thinking includes four fundamental processes:

Decomposition: break down a problem into several small decisions and steps

Abstraction: determine what is relevant and irrelevant to the task/problem and focus
only on the relevant details

Pattern Recognition: notice patterns; apply knowledge of previous or similar

problems

Algorithmic Design: record a logical step-by-step plan of action or set of instructions

that can be followed

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Computational Thinking Guide
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Understanding the Difference: Coding, Computer Science &

Computational Thinking
Computational thinking is often referenced alongside coding and computer science, but
there are important differences between the three:

Coding (also called programming) is the practice of developing a set of instructions

that a computer can understand and execute.

Computer science is “the study of computers and algorithmic processes, including

their principles, their hardware and software designs, their applications, and their
impact on society” (Cator et al.).

Computational thinking is “a way of solving problems, designing systems, and

understanding human behavior that draws on concepts fundamental to computer
science... a fundamental skill for everyone, not just computer scientists” (Cator et al.).

It is important to understand the differences between these three terms to ensure that
we provide students with a range of experiences that will develop not only coding
skills, but also computational thinking skills. Wing (2008) explained that students
need to learn both the thinking skills and the tool (ie: computing device).

Current climate

“Coding is the new literacy. Just as writing helps you organize your thinking
and express your ideas, the same is true for coding. In the past, coding was
seen as too difficult for most people. But we think coding should be for
everyone, just like writing.”
Mitchel Resnick (Kahn, 2014)

Computer science and coding have found a resurgence in education since 2013.
Entrepreneurial and academic research activity on coding and computer science has
grown in this past decade. Many vendors and institutions are entering the educational
coding, tools and toy market with visual or block-based coding apps and devices. It is
believed that learning to code through block-based or visual programming tools in
elementary school will directly lead learners to Computer Science programs and
employment in STEM careers.

It is suggested that many new Computer Science jobs will be created and that there may
not be enough qualified people with Computer Science education to fill these jobs
(Code.org, 2019). The globally recognized shortage of qualified graduates has led to
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Computer Science or coding being mandated through state curriculum in many countries
(Vlatko, 2015). Coding is an optional program in many schools in Canada and the United
States. However, the rationale for introducing coding and computational thinking in
classrooms should not be focused on preparing all students to become computer
programmers. Introducing computational thinking is not about preparing students for a
specific job or field, but about developing useful skills that will serve students well
now and in the future.

Often, computer science courses focus on programming and procedural ideas rather
than solving social, math, language, science and design problems. The lack of
computational thinking in domain-specific Science, Technology, Engineering, & Math
(STEM) courses is not addressed in most high school computer science curriculum. In
recognition of these shortcomings, the National Research Council’s (2013) framework
for next generation K-12 science standards lists “using mathematics and
computational thinking” as one of the fundamental practices that should be
incorporated into future K-12 curricula. We recognize the need for higher-order
thinking skills. Therefore, this guide is focused on fostering computational thinking
rather than simply teaching basic programming to students.

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Kindergarten-Grade/Year 4

Why Integrate Computational Thinking?

Integrating computational thinking in our classrooms can:

• Help students develop higher-order thinking skills
• Promote questioning and innovation
• Develop problem-solving skills
• Help students understand how technology works
• Prepare students to create with technology
• Demonstrate the value of thinking differently
• Develop a transferable skill

Develop Higher-Order Thinking Skills

“I think everybody in this country should learn how to program a computer

because it teaches you how to think.”
Steve Jobs, Apple Founder

Integrating computational thinking in our classrooms can help students develop

higher-order thinking skills. Rather than preparing them for a computer science
program or a career in programming, we aim to develop thinking skills that will serve
students well in their current lives and in their futures.

A commonly held perception is that learning Computer Science, or block programming will
naturally lead to learners becoming so engaged that they will graduate from high school
with high skill levels in computer science. This will then lead to employment in high
salaried science or STEM careers. This idea is rooted in “the traditional and deeply
ingrained idea that learning is simply an accumulation of relatively autonomous ‘facts’”
(Pea & Kurland, 1984, p.138). In this view, what is acquired when learning to program is
the vocabulary of commands and rules for constructing programs. This belief underlies
much programming instruction (Pea & Kurland, 1984) because it can be standardized,
tested and scored to demonstrate that learning has happened. However, as Steve Jobs
identifies, learning to program a computer is about thinking and there is a distinct
conceptual difference in learning to think over memorization. Pea & Kurland (1984)
suggested that students learn much more than just programming while engaged in
programming activities. They suggest that students also “acquire powerful general higher
cognitive skills such as planning abiltities, problem solving heuristics and reflectiveness”
(p.138).

In Maple Bear Global Schools, we want to use computational thinking activities to develop
thinking skills rather than have students focus on memorizing facts related to coding and
computer science.

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Computational Thinking Guide
Kindergarten-Grade/Year 4

Promote Questioning and Innovation

Computational thinking activities encourage students to ask questions and to innovate.

According to Montenegro (2015), “Journalist Warren Berger traced innovation and
breakthroughs of the twentieth century back to their origin and found questions to be at
the root of many modern revolutions of thought and technology”. Berger argued that
questions are useful and important not just for inventors, but for all of us (Big Think, 2014).
He also stressed that schools tend to value answers more than questions, thus inhibiting
students’ questioning (Big Think, 2014). However, we live in an ambiguous world, filled
with many questions. It is likely that this ambiguity will continue and possibly even
increase as technology affects our world.

The Computer Science Teachers Association (CSTA) and the International Society for
Technology in Education (ISTE) suggested that “tolerance for ambiguity” is an “essential
dimension of Computational Thinking” (2011, p. 7). When students engage in
computational thinking activities, they are often faced with many questions. Students
typically must deal with ambiguity to succeed in computational thinking activities.
Engaging in these activities can build students’ tolerance for ambiguity, thus preparing
them to succeed in our increasingly ambiguous world.

Develop Problem-Solving Skills

Computational Thinking “is a unique combination of thinking skills that, when

used together, provide the basis of a new and powerful form of problem solving.”
Barr, Harrison, & Conery (2011)

Computational thinking involves breaking down problems and developing solutions.

Learning to think computationally, across all curricular subjects, enables the learner to
acquire a process in which they can decompose encountered problems. These problem
solving skills are valuable in different situations, including various school subjects and in
life outside the classroom.

Help Students Understand How Technology Works

“The ubiquity of personal computing and our increasing reliance on technology

have changed the fabric of society and day-to-day life.”
K–12 Computer Science Framework, 2016, p.11

We live in a world where computers are part of many people’s daily lives. Many of our
students already interact with technology daily and it is likely that technology will continue
to be a significant influence in their lives.

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Teaching computational thinking can help students to succeed in our computing world.
Regardless of their future career path, it is likely that they will use computers throughout
their life. Barr and Stephenson (2011) stressed that, “All of today’s students will go on to
live a life heavily influenced by computing, and many will work in fields that involve or are
influenced by computing. They must begin to work with algorithmic problem solving and
computational methods and tools in K-12 [education]” (p.112).

Prepare Students to Create with Technology

“The kids of today, they tap, swipe and pinch their way through the world. But
unless we give them tools to build with computers, we are raising only
consumers instead of creators.”
Linda Liukus (2015)

Teaching computational thinking and coding can help our students better understand how
technology works and thus, help them be better positioned to create with technology.
Linda Liukus is a programmer, storyteller and illustrator. Liukus (2015) stated that “code
is the next universal language.” She emphasized that coding is a way for people to create
with technology. Liukus stressed that young people can contribute to creating future
technologies if we support them in developing computational thinking skills and
programming skills. Barr, Harrison, & Conery (2011) expressed a similar idea. They
asserted that helping students develop computational thinking skills will allow students to
“understand how, when, and where computers and other digital tools can help us solve
problems” (p. 23).

Demonstrate the Value of Thinking Differently

“We cannot solve our problems with the same thinking we used
when we created them.”
Albert Einstein

Learning to think computationally is expected to bring about fundamental changes in

thought practice. Computational Thinking activities can help students to develop an
understanding that there is rarely a single "best'' way to do something, and that
different ways of understanding have advantages and disadvantages with respect to
specific goals.

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Computational Thinking Guide
Kindergarten-Grade/Year 4

Develop a Transferable Skill

“Computational thinking will influence everyone in every field of endeavor.”

Jeannette Wing (2008)

Our life experience is not compartmentalized or defined by one academic domain over
another. Learning computer programming or coding is complex, because programming
is not a unitary skill. Like reading, it is comprised of a large number of interrelated
abilities. Computational thinking requires students to draw on various abilities and it
is a skill which applies to many situations and disciplines. Wing (2006) explained that
“The educational benefits of being able to think computationally… enhance and
reinforce intellectual skills, and thus can be transferred to any domain.”

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Computational Thinking Guide
Kindergarten-Grade/Year 4

Important Vocabulary

Algorithm: a set of step-by-step instructions that can be executed by a computer

Algorithmic Design: record a logical step-by-step plan of action or set of instructions

that can be followed

Abstraction: determine what is relevant and irrelevant to the task/problem and focus
only on the relevant details

Coding: the practice of developing a set of instructions that a computer can understand
and execute

Computational thinking: a way of solving problems

Computer science: the study of computers

Conditions: if/then statements which result in different actions depending on whether the
condition is true or false

Decomposition: break down a problem into several small decisions and steps

Functions: used to store a series of commands that can be recalled in a program

Debugging: finding and fixing errors in algorithms

Loops: used to repeat steps or commands in a program

Pattern Recognition: notice patterns; apply knowledge of previous or similar

problems

Shared Writing: “the teacher and students compose text together, with both
contributing their thoughts and ideas to the process, while the teacher acts as scribe,
writing the text as it is composed” (Maple Bear, 2017)

Unplugged Coding: learning activities that introduce programming concepts without the
use of technology

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Computational Thinking Guide
Kindergarten-Grade/Year 4

Learning Activities

This guide is structured as a non-grade level specific document. The activities are
designed to be implemented in Kindergarten to Grade/Year 4. The activities can be
modified to meet the needs of various ages and abilities. Since computational
thinking is a skill applicable to many situations and subject areas, the activities can be
integrated into various subjects. Educators will decide how best to incorporate these
activities into the routine and schedule of their classroom.

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The Thinking Wall

Activity Description:

Developing a Thinking Wall in your classroom will help you and your students reflect
on the computational thinking processes involved in various learning activities. It is a
starting point for recognition, understanding and application of computational
thinking. The Thinking Wall serves as a visual representation of students’ thinking
processes. It is suggested that, as students participate in each learning activity, you
allow time for reflection and support students in adding to the Thinking Wall.

This activity is designed to be continued throughout K-4. The vocabulary used and the
examples included on the wall can increase in complexity from K-4.

This activity was modified from Yokohama International School’s (2016) Learning Wall.

Estimated Time: Continuous

Guiding Questions:
How do we represent our thinking processes?
How are we using decomposition, pattern recognition, abstraction and algorithmic
design in our learning activities?
Learning Goals:
• Students reflect on their learning
• Students recognize when they have used computational thinking processes
• Students document examples of computational thinking
• Students ask questions
• Students recognize skills they are developing during computational thinking
activities

Materials:
• Wall space or bulletin board
• Printable 1: Thinking Wall headings (Questions, Attitudes & Skills,
Decomposition, Abstraction, Pattern Recognition, Algorithmic Design)
• Sticky notes
• Pencil/marker
• Glue, tape or tacks for adding examples to the wall

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Teacher Preparation:
• Prepare wall space in your classroom
• Print Thinking Wall headings onto cardstock (or create your own)
• Post the Thinking Wall headings on a wall or bulletin board in your classroom
• Ensure you are familiar with the Computational Thinking Processes

Learning Activity:
• Each time you teach computational thinking activities, take time to reflect with
your class.
• Discuss the skills they are developing, questions they have and help them to
identify computational thinking processes. The Thinking Wall headings have
suggested questions to guide your discussion with students.
• For each reflection session, help students to record their ideas on sticky notes
and add their ideas to the wall
• Add student work samples or photographs of learning activities to the Thinking
Wall to show when students are engaging in computational thinking processes

Throughout the guide, there are reminders to use the Thinking Wall to encourage
reflection and document student learning.

Organizing the Thinking Wall

It is suggested to have a section of the wall for each of the 6 headings: Questions,
Attitudes & Skills, Decomposition, Abstraction, Pattern Recognition, Algorithmic
Design. Sticky notes can be colour-coded for each section if you wish.

Obach , L. (2019). Thinking Wall Example. photograph.

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Kindergarten-Grade/Year 4

Examples

The following chart suggests examples of what may be recorded on the Thinking Wall
for each of the 4 computational thinking processes. For young learners, photographing
examples is a great way to combine visuals with writing to showcase their thinking.
The bold print indicates which learning activity the example has been taken from.

Decomposition Pattern Abstraction Algorithmic Design

Recognition

Take the task of Noticing number Identifying Writing the steps of a

moving an object for patterns on the 100 important features of recipe for Recipe
Maze Runner and chart when playing a character when Algorithms.
break it into a steps. the Mystery writing drawing
Number Game. instructions for Using a sequence of
Break down a recipe Alien Algorithms. arrows for
into small steps Noticing that most commands in Maze
when completing the characters we draw Noticing the maze Runner.
Recipe Algorithm for Alien pathway when
activity. Algorithms will Coding with Writing a set of
have common Kodable™ and instructions to get
Determine the features: a head, a ignoring decorative dressed in the Dress
beginning, middle body, legs, arms, a features. Up activity.
and end of a story face.
when Retelling with Considering weather Programming a set of
Scratch Jr™ Recognizing when writing steps for a character
similarities between instructions for when Coding with
Break down the different instructions Dress Up. Scratch Jr™
parts of a maze when for Dress Up, such as
Coding with underwear going on Choosing the most Writing step-by-step
Kodable™. before clothing and important parts of instructions for
outerwear. the story for drawing a character
Take the task of Retelling with for Alien
drawing a picture Noticing when the Scratch Jr™ Algorithms.
and break it down steps required for
into smaller steps to Coding with Paying attention to Using a set of
complete the Alien Kodable™ repeat the remaining commands when
Algorithms activity. (over, up, over, up). possible numbers Coding with
when playing the Kodable™
Mystery Number
Game.

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Computational Thinking Guide
Kindergarten-Grade/Year 4

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Computational Thinking Guide
Kindergarten-Grade/Year 4

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Computational Thinking Guide
Kindergarten-Grade/Year 4

Maze Runner

Activity Description:
This activity is a great introductory activity for students in Grades/Years K-4. This
activity challenges students to create set of commands to move an object or toy on a
grid. Students will gain practice in sequencing a set of instructions.
The activity can be repeated several times, with different variations introduced. Once
students are familiar with the activity, it can also be used as a learning centre for
students.

Estimated Time: 2 or more sessions of 30-40 minutes

Guiding Question:
How can we create steps to move from one location to another?
Learning Goals:
• Students will follow up, down, right and left instructions to move an object
• Students will create set of steps using up, down, right and left arrows
(algorithmic design)
• Students will break down a task into smaller parts (decomposition)
• Students will identify the destination/goal (abstraction)

Materials:
• Tape (floor tape or painter’s tape to avoid residue on the floor)
• Printable 2: Maze Runner Grid
• Printable 3: Maze Runner Arrows (printed on cardstock for durability)
• Toy or stuffed animal
• Small manipulatives such as counters that fit inside a square of the Maze Runner
Grid

Teacher Preparation:
• Create a “grid” on the floor of your classroom using tape to make squares about
20cmx20cm or using existing floor tiles or carpet. A 5x5 grid is suggested for
the first time the activity is used.
• Print 6-10 Maze Runner arrows per student on cardstock and cut out
• Find a toy or stuffed animal that fits in the squares on your grid
• Print a copy of the Maze Runner Grid for each student
• Choose manipulatives and have 1 per student available

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Learning Activity:

Whole group instruction

• Gather students in an area where they can see the large grid on the floor
• Place the toy or stuffed animal in a square on the grid
• Explain to students that they will be learning to program the toy

Suggested Script:
Today we are going to learn about programming or coding. Can you think of some examples
of technology we use? (Computers, phones, etc) Technology works because someone created
a set of instructions for what that device should do. Those instructions are called a program
or a code. The people who write code are called programmers. We are going to be learning
how to write instructions just like a programmer. First, I want to see if you can follow
directions. We are going to use the commands up, down, left and right. You’ll create your
instructions using these arrows.

• Select a student to follow instructions and move the toy/stuffed animal

• Set down one arrow at a time, while supporting the student in moving the object
as directed (ie: right, right, down, down, left)
• Repeat this with 2-3 more students following your arrow directions to move the
object around the grid as classmates observe
• Add a “destination”: place an object or mark in one square on the grid
• Use the arrows to direct students to move the toy or stuffed animal to the
destination.
• Have students volunteer to use the arrows to create the directions for a peer to
follow
• Encourage students to sequence their arrows from left to right, as we do when
writing. This makes it easier to “read” the commands in order.

Partner Work
When students are successfully giving and following directions using the arrows and the
grid on the floor, you can move on to having students try this activity with a partner. This
section of the activity could be done immediately following the whole group instruction or
in a subsequent session.
• Show students the Maze Runner Grid
• Explain that they can move an object on the grid handout when a partner gives
directions using the arrows
• Demonstrate for students how to give instructions with the arrows and how to
move the object by following the instructions (especially if this activity is done
on a different day from the whole group instruction)
• Partner students and suggest they sit facing the same direction (for viewing
arrows in the same way)
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• Provide students with a grid handout, manipulative to move and a set of arrows
• Encourage students to take turns giving the directions and following the
directions
• Circulate between groups to support students in this activity

Discussion and Reflection:

• When students have had the opportunity to give and follow directions with their
partner, gather the class together
• Invite students to share their experiences with Maze Runner
• Encourage students to discuss successes and challenges
• Add examples to the Thinking Wall

Extensions & Variations:

This activity can be modified in various ways to meet the needs of different students.
• Add “obstacles” that students must go around in order to reach the destination
• Increase the size of the grid
• Replace the arrows with written commands for left, right, up and down
• Replace the arrows with written arrows ( à ß ) instead of physical paper
arrows
• Add numbers or operations to the squares and use them as the destination (ie:
start at the number 4 and move to number 10)
• Challenge students to find as many solutions as possible for a given situation (ie:
How many ways can you move the toy to the square with an X?)
• Add a 2nd, 3rd, 4th location and create an algorithm to reach each of the objects
• Allow students to act as the “object” being programmed and have peers give
instructions to move them
• Make a maze outdoors or in the gymnasium and challenge students to develop
the commands to move through it

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Examples:

Maple Bear Global Schools. (2019). Maze Runner Activity. photograph.

Obach , L. (2019). Maze Runner Grid Handout Example. photograph.

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Computational Thinking
Kindergarten to Year/ Grade 4

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Computational Thinking
Kindergarten to Year/ Grade 4

Sequencing with Kodable™

Activity Description:

In addition to integrating various “unplugged” computational thinking activities which

do NOT require technology, you may introduce some technology-based coding
activities in the early years. Several student-friendly coding tools have been
developed. One such tool is Kodable™. Kodable offers web-based or app-based
programming activities for young learners. Their program includes free content, with
the option of purchasing additional content.

Kodable™ is accessible for young learners, including non-readers. The coding activities
involve programming characters using left, right, up and down arrows. It is
recommended that students begin with Kodable’s sequencing activities, where the
focus is putting commands in order to move the character through a maze. It is
recommended that students are confident with the Maze Runner activity before
Kodable™ is introduced.

When introducing these technology-based coding activities, it is important to uphold

the MapleBear Technology and Screen Time Guidelines. Teachers are responsible for
ensuring effective and intentional use of technology to support students in their
learning. Teachers must also consider how much time students spend using a device
each day and ensure students stay within screen time limits.

Note: At the time of writing, Kodable™ was contacted to ensure that they approve the
use of their program in private schools. Permission was granted on August 15, 2019.

Estimated Time: 3 or more sessions of 15-25 minutes, plus additional sessions if paid
content is purchased for student use
Guiding Question:
How can we program a character to move from one location to another?
Learning Goals:
• Students will program a character to move from one point to another
• Students will create an algorithm (set of steps) using up, down, right and left
arrows (algorithmic design)
• Students will sequence commands in the correct order
• Students will break down a task into smaller parts (decomposition)
• Students will identify the destination/goal (abstraction)

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Computational Thinking
Kindergarten to Year/ Grade 4

Materials:
• Devices: tablets or computers
• Internet access
• Educator account for Kodable™
• Projector (optional)

Teacher Preparation:
• Create a free educator account at https://www.kodable.com/register
• Set up student accounts using the Kodable™ teacher dashboard
• Add a student account called “Teacher” for demonstrations and your
own exploration
• Assign sequencing activities for students using the Kodable™ teacher
dashboard
• If using tablets, download the Kodable™ app
• If using computers, you may want to bookmark the student login site
https://game.kodable.com/

Learning Activity:

Whole group instruction

You may want to project your device screen for students to see as you introduce this
activity.

• Remind students of the Maze Runner activity they have completed in previous
lessons
• Explain to students that they will be programming/coding a character
• Introduce the Kodable™ app or website
• Demonstrate how students login
• Choose the first sequencing activity in Kodable
• Have students work together as a class to complete the first activity
• Complete 1 or 2 additional Kodable™ activities as a class

Small Group, Partner or Individual Work

• Group or partner students
• Provide each group with a device or set up a centre for students to use the
device on a rotational basis
• Support students in following the steps to login to Kodable™
• Guide students in completing the coding activities at their own pace

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Kindergarten to Year/ Grade 4

Discussion and Reflection:

• Invite students to share their experiences with coding
• Encourage students to share challenges and successes
• Support students in adding examples to the Thinking Wall

Extensions & Variations:

• Schools may choose to purchase additional content to increase the number of
activities available in Kodable™
• After Kodable™ has been introduced, it may be used as a learning centre activity

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Computational Thinking
Kindergarten to Year/ Grade 4

Recipe Algorithms
Activity Description:

This activity focuses on the concept of algorithms. Students will use the familiar
concept of a recipe to help them understand that algorithms are a set of instructions.
Students are presented with a recipe for preparing cereal with the steps out of order.
They are asked to suggest a correct order for the recipe, which emphasizes the
importance of sequencing steps correctly. This is also an opportunity to introduce the
idea of “debugging”, which refers to fixing errors in algorithms.

Next, students create their own instructions for making a jam sandwich. If possible,
you may wish to bring the necessary ingredients and then follow their instructions
very literally. Following the steps students write can show students how specific
instructions must be.

It is important to note that this lesson can be adapted for various age groups. Young
learners may need to have instructions read aloud and then put them in order as a
whole class or small group activity. Older learners may do this with a partner. Young
learners may write their jam sandwich recipe as a shared writing activity with teacher
support. Older learners may do this independently or with a partner.

Estimated Time: 40-50 minutes (can be 2 x 25 minute sessions)

Guiding question:
What is an algorithm?

Learning Goals:
• Students will create step-by-step instructions (algorithmic design)
• Students will identify when steps need to be sequenced in a certain order
(abstraction)
• Students will break down a task into smaller parts (decomposition)
• Students will understand that an algorithm is a step-by-step set of instructions
to achieve a goal
• Students will understand the importance of clear instructions

Materials:
• Printable 4: Breakfast Recipe OR recipe steps, written onto large strips of paper
• paper or recipe cards
• pencils
• ingredients for jam sandwich (optional)

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Teacher Preparation:
• print copies of the Breakfast Recipe OR write or print out the steps in the
breakfast recipe onto strips of paper (one step per strip of paper)
• gather materials listed above

Learning Activity:

Whole Class Introduction

• Discuss devices that are controlled by a computer. Talk about game consoles,
computers, tablets, even microwaves and washing machines – they are all
controlled by computers.
• Ensure students understand that computers cannot think for themselves,
they have to be given instructions.

Suggested script: A computer works because someone wrote a set of instructions for
it to follow. When we press a button on our device, there is a set of instructions for
what the device should do. We call those instructions algorithms. The people who
write algorithms or programs to make our technology work are called programmers.
Today, we are going to think like programmers and work with instructions. A recipe
is one type of instructions we often use.

Sorting Activity
This portion of the activity may be done as a whole group or in small groups,
depending on the age and abilities of your students.

• Share the breakfast recipe steps (sequenced out of order) with your
students. This may be done by:
o Posting steps on the board or wall, where all students can see them
o Providing a copy of the steps for each small group of students to use
• Read aloud the steps or have students read their own copy. Ask students
what they notice about the recipe. Hopefully, they note that the steps are
out of order. If not, prompt students to notice the steps which are out of
order.
• Once students have determined the steps are mixed up, encourage them to
reorganize the steps into the correct order. This may be done by:
o Working as a whole class to discuss and reorder the steps
o Having small groups of students cut out and reorder the steps, then
glue them onto paper in the new order
• Have students share and discuss the new order of the steps. Consider which
steps must occur in a specific order and which steps could be switched
without affecting the recipe. Help students to understand the importance of
sequencing steps correctly in order for the recipe to turn out.

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Creating Recipe Algorithms

This portion of the activity could be done in a second session if you wish to break the
activity into two parts. For early readers and writers, this activity can be done as a shared
writing activity. For more independent writers, students may work individually or with a
partner to write their recipe algorithm.

• Remind students that an algorithm is a set of step-by-step instructions

• Encourage students to write or draw the steps for making a jam sandwich
• If possible, have ingredients on hand and actually follow the steps students
suggest to try making a sandwich
o Be very literal in following their steps to demonstrate the need for
specific, clear directions
o Have fun and be silly with the steps that could be misunderstood (for
example, if the recipe does not specify where to spread the jam,
spread it on the table)
o Encourage students to revise their instructions to make them more
specific
• If ingredients are not available, have students compare recipes and revise
them based on what they notice from others’ steps

Discussion and Reflection:

• Encourage students to reflect on their experience with “debugging” an
algorithm and writing their own instructions
• Add examples and ideas to the Thinking Wall

Extensions & Variations:

• If students are not familiar with preparing cereal, choose a recipe that they
would be familiar with (such as cooking eggs, making toast or cooking rice)
• Have students repeat the recipe writing activity for different foods to strengthen
their abilities to write and sequence instructions. This could be done as a
shared writing activity or an independent writing activity.

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Printable 4: Breakfast recipe

Breakfast Recipe
--------------------------------------
Pour milk on your cereal.
----------------------------------------
Choose your cereal and take the
box out of the cupboard.
----------------------------------------
Put a spoon in the bowl of cereal
and prepare to eat.
----------------------------------------
Carefully pour some cereal into the
bowl.
----------------------------------------
Get a clean bowl.
----------------------------------------
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The If/Then Game

Activity Description:

In this activity, a “caller” will use if/then statements to give directions. For example,
the caller might say “If you’re wearing blue, then stand up.” or “If you’re 6 years old, then
take 6 steps forward”.

This game provides an opportunity to introduce the concept of conditions. In

programming, conditions are if/then statements which result in different actions
depending on whether the condition is true or false. For example, our car might be
programmed with a condition such as If the keys are in the ignition and door opens, then
play sound. (Thus reminding us to take our keys, hopefully!) If the keys are in the
ignition AND the door is open, the sound plays. If the keys are not in the ignition while
the door opens, then no sound plays.

Estimated Time: 20 minutes

Guiding question:
What is a condition?

Learning Goals:
• Students will understand that conditions can be used when there are choices or
options (abstraction)
• Students will make conditional statements using if/then phrasing
• Students will follow if/then phrasing depending on if the statement is true or
false (abstraction)

Materials:
• A space for playing the game.

Teacher Preparation:
• Review the activity and prepare some conditional statements to use as examples

Learning Activity:
• Introduce to students the concept of conditions.

Suggested Script: Sometimes an action or event signals us to do something. For example,

if the bell rings at lunch time, then we go for lunch. If it’s my birthday, I eat birthday
cake. In programming, conditions are used when certain actions need to happen some of
the time. Let’s try out using conditions for a game. If what I say is true for you, then you
do the action.

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• Begin the game by acting as the caller, giving several conditional statements for
students to follow. Use the if/then sentence structure (if _____________, then
_______________)
o Example: If you’re wearing running shoes, then clap your hands.
o Example: If you’re wearing red, then stand up.
o Example: If you’re in grade ____, then take 3 steps forward.
o Example: If your birthday is in May, then jump twice.
• Once students understand the concept, ask a student to take over the role of
“caller”. Support students in using the if/then structure to call out different
actions.
• Give several students the opportunity to act as “caller”.

Discussion & Reflection:

• Review the concept of conditions
• Ask students if they can think of any examples from their own life
• Add examples of computational thinking processes to the Thinking Wall

Extensions & Variations:

• Have students repeat the activity, working in small groups and taking turns to
act as the caller
• Create a list of possible conditions (if…. ) and possible actions (then…) to guide
students in creating their condition
• Have students each write a condition statement using the If_______________, then
____________________ sentence structure

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Dress Up
Activity Description:

In this activity, students will practise writing algorithms. Students will write steps for
getting dressed, which requires them to break down a task (decomposition) and
determine which details are important (abstraction). They may also start to recognize
some patterns for getting dressed (pattern recognition). For example, a pattern for
getting dressed is that our underwear always goes on before other clothing.

This activity also provides an opportunity to write algorithms using conditions. In

programming, conditions are if/then statements which result in different actions
depending on whether the condition is true or false. For example, our phone alarm
clock might be programmed with a condition such as If time = 6:00AM, then play alarm
sound. If it’s 6AM, the alarm plays. If it’s NOT 6AM, then no alarm goes off. When
getting dressed, we might consider conditions such as weather, day of the week or
planned activities. A conditional statement for getting dressed might be If it is a
weekday, put on your school uniform or If it is sunny, put on shorts.

Estimated Time: 40 minutes

Guiding question:
How do conditions affect an algorithm?

Learning Goals:
• Students will create step-by-step instructions (algorithmic design)
• Students will identify when steps need to be sequenced in a certain order
• Students will break down a task into smaller parts (decomposition)
• Students will understand that an algorithm is a step-by-step set of instructions
• Students will understand that conditions can be used in an algorithm when
there are choices or options (abstraction)

Materials:
• Paper
• Pencils
• Images of clothing items (optional)

Teacher Preparation:
• If using images of clothing for this lesson, source and print images for students
to use
• Gather required materials

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Learning Activity:

Brainstorming
• Explain to students that they will be thinking about the steps for getting dressed
for school
• Brainstorm a list of clothing items that students might put on to get ready for
school and record these items on a list (for early readers, you may provide
pictures of each clothing item as well)

Algorithms for Getting Dressed

• Have students work together in partners or small groups to develop a set of
steps that explain how to get dressed for school. These may be written
instructions or a sequence of pictures.
• Gather students together as a whole class and have groups or partners share
their steps.
• Encourage students to notice similarities and differences between the
instructions.

Introducing Conditions
• Ask students how they decide what to wear when they have a choice. For
example, How do you decide whether or not to wear a jacket?
• When students answer, restate their response as a condition using an if/then
statement. For example, If the weather is cool, then I put on a jacket. Or If my
parent asks me to, then I put on a jacket.
• Explain to students that sometimes we have a condition in our instructions
when we only wear something for certain reasons.
• Brainstorm a list of possible conditions, such as:
o If it’s warm, then put on sandals.
o If it’s cool, then put on socks and shoes.
o If it’s a school day, then put on my school uniform.
o If I’m going to soccer, then put on my soccer uniform.
• Ask students to revise their instructions by adding one or more conditions.

Discussion and Reflection:

• Help students to understand that conditions affect our daily actions.
• Introduce the idea that conditions are also used in programming, when giving a
computer directions. For example, if an app is tapped on our tablet screen, then
the program opens.
• Add examples to the Thinking Wall

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Extensions & Variations:

• Enter your classroom dressed strangely to start the lesson. Have clothes inside
out, too big or too small. Use students’ reactions to kick off the lesson.
• Have students identify factors that affect getting dressed (weather, day of the
week, activities planned) and factors that do not affect getting dressed (whether
or not you’ve brushed your teeth, what you are having for breakfast)
• Have students research another country (such as Canada) and find out what
might be different about their steps to get dressed for school. For example,
putting on a snowsuit, mitts and toque.
• Have students connect with students in another country/climate and compare
steps for getting dressed.
• Have students repeat the activity with a sport in mind. For example, getting
dressed for soccer.

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Programming Conditions with Kodable™

Activity Description:

In addition to integrating various “unplugged” computational thinking activities which

do NOT require technology, you may introduce some technology-based coding
activities in the early years. Several student-friendly coding tools have been
developed. One such tool is Kodable™. Kodable offers web-based or app-based
programming activities for young learners. Their program includes free content, with
the option of purchasing additional content.

Once students have successfully completed the sequencing activities in Kodable™, you
may wish to introduce programming conditions. Conditions are if/then statements
which result in different actions depending on whether a statement is true or false.
Kodable™ introduces conditions using coloured squares within their mazes. Students
can use the coloured squares to redirect the character they are programming to move
through the maze. For example, students may use symbols to program the condition If
the square is purple, then go up. It is recommended that students have been
introduced to conditions with the If/Then Game and Dress Up activity before
proceeding to these activities in Kodable™.

When introducing technology-based coding activities, it is important to uphold the

MapleBear Technology and Screen Time Guidelines. Teachers are responsible for
ensuring effective and intentional use of technology to support students in their
learning. Teachers must also consider how much time students spend using a device
each day and ensure students stay within screen time limits.

Note: At the time of writing, Kodable™ was contacted to ensure that they approve the
use of their program in private schools. Permission was granted on August 15, 2019.

Estimated Time: 3 or more sessions of 15-25 minutes, plus additional sessions if paid
content is purchased for student use
Guiding Question:
How can we program a condition to change how our character moves through a maze?
Learning Goals:
• Students will program a character to move from one point to another
• Students will create an algorithm (set of steps) using up, down, right and left
arrows (algorithmic design)
• Students will sequence commands in the correct order
• Students will break down a task into smaller parts (decomposition)
• Students will identify the destination/goal (abstraction)
• Students will use conditions to change the movement of a character
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Materials:
• Devices: tablets or computers
• Internet access
• Educator account for Kodable™
• Projector (optional)

Teacher Preparation:
• Login to your free educator account at
https://www.kodable.com/register
• Ensure student accounts are set up using the Kodable™ teacher
dashboard
• Assign conditions activities for students using the Kodable™ teacher
dashboard
• If using tablets, download the Kodable™ app
• If using computers, you may want to bookmark the student login site
https://game.kodable.com/

Learning Activity:

Whole group instruction

You may want to project your device screen for students to see as you introduce this
activity.

• Remind students of their knowledge of conditions from the If/Then Game and
Dress Up activity
• Explain to students that they will be programming/coding a character today
• Re-introduce the Kodable™ app or website
• Demonstrate how students login
• Choose the first conditions activity in Kodable
• Have students work together as a class to complete the first activity
• Complete 1 or 2 additional Kodable™ conditions activities as a class

Small Group, Partner or Individual Work

• Group or partner students
• Provide each group with a device or set up a centre for students to use the
device on a rotational basis
• Support students in following the steps to login to Kodable™
• Guide students in completing the coding activities at their own pace

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Discussion and Reflection:

• Invite students to share their experiences with coding
• Review the concept of conditions and discuss how conditions were used in
Kodable
• Encourage students to share challenges and successes
• Support students in adding examples to the Thinking Wall

Extensions & Variations:

• Schools may choose to purchase additional content to increase the number of
activities available in Kodable™
• After Kodable™ has been introduced, it may be used as a learning centre activity

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Dancing Robot
Activity Description:

In this activity, students will develop instructions for a dance or exercise routine. This
activity introduces the concept of loops to students. In programming, loops are used
when steps are repeated. Often, steps are repeated in dancing or exercise routines.
Rather than write out the step several times, encourage students to use a loop to
indicate repetions in their instructions.

Estimated Time: 40 minutes

Guiding question:
How can we use a loop to repeat steps of an algorithm?

Learning Goals:
• Students will create a set of dance steps (algorithmic design)
• Students will recognize repeated steps (pattern recognition)
• Students will use loops to repeat steps (pattern recognition)

Materials:
• Printable 5: Dancing Robot action cards (pages 1 and 2)
• Printable 6: Blank action cards
• Printable 7: Dancing Robot blank blocks template
• Sticky tack or tape to stick action cards to the board or wall

Teacher Preparation:
• Print 3 copies of Dancing Robot action cards (onto cardstock, if possible)
• Cut out action cards
• Use blank action cards to prepare any additional action cards you may want
• Print blank blocks template for each student

Learning Activity:

Whole group instruction

• Remind students that an algorithm is a set of step-by-step instructions
• Explain to students that you are going to “program” them to be dancing robots
• Using the action cards, present students with sequences of steps to follow. It is
suggested that you show steps in order from left to right, just as we read from
left to right. See example visuals at end of lesson.
o Example: stomp, stomp, clap, spin
o Example: clap, clap, jump, clap, clap

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o Example: slide left, slide right, jump, slide left, slide right, jump

• Ask students if they noticed any patterns in the dance steps

o Example: repeated slide left, slide right, hop x 2
• Introduce the concept of loops

Suggested Script: Sometimes when we create an algorithm or set of instructions, we

notice a pattern. When we see that steps are repeated, we can use a shortcut called a
loop. Instead of repeating those steps over and over, we can use a loop command and
choose the number of times that we’d like our loop to run. Let’s try it.

• Present students with sequences of steps which include loops. Use the arrows
to represent a loop command and choose the number of times actions are
reapeated.
o Example: (clap x 2), jump, (clap x 2)
o Example: (spin x 2), (clap x 2), slide left, slide right
o Example: stomp, (slide left, slide right, clap x 3), stomp,
• Brainstorm additional dance steps or movements which could be included and
write them down (with matching visuals if needed)
• Have students volunteer to create a sequence of steps for the whole class to
follow

Individual and Partner Activity

• Provide each student with the blank blocks template
• Encourage students to write or draw the instructions for a dance sequence of
their own
• Have students include at least one repeated action using a loop
• Have students share their sequence with a partner for them to try it

Discussion & Reflection:

• Gather students to reflect on their activity
• Review the idea that writing a set of dance steps is like writing an algorithm
• Review the concepts of loops to make it easier to write instructions when there
is a repeating pattern
• Add examples to the Thinking Wall

Extensions & Variations:

• Repeat the activity with different actions
• Have students design their own action cards and create sequences for their class
• Once students are familiar with the activity, it can be used as a learning centre
• Use visuals for early readers – ensure all actions have a visual symbol paired
with them to support students in understanding the action words

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Examples:
Dancing Robot Commands

----------------------------------------------------------------------------------------------------------------

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Examples:
Dancing Robot Commands with Loops

--------------------------------------------------------------------------------------------------------------------

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Programming Loops with Kodable™

Activity Description:

In addition to integrating various “unplugged” computational thinking activities which

do NOT require technology, you may introduce some technology-based coding
activities in the early years. Several student-friendly coding tools have been
developed. One such tool is Kodable™. Kodable™ offers web-based or app-based
programming activities for young learners. Their program includes free content, with
the option of purchasing additional content.

Once students have successfully completed the sequencing and conditions activities in
Kodable™, you may wish to introduce programming loops. Loops are used to repeat
steps of a program. Kodable™ introduces loops using a “looper” command that allows
students to repeat commands in their program. For example, students may use
symbols to program the loop Go over, go up three times. It is recommended that
students have been introduced to loops with the Dancing Robot activity before
proceeding to these activities in Kodable™.

When introducing technology-based coding activities, it is important to uphold the

MapleBear Technology and Screen Time Guidelines. Teachers are responsible for
ensuring effective and intentional use of technology to support students in their
learning. Teachers must also consider how much time students spend using a device
each day and ensure students stay within screen time limits.

Note: At the time of writing, Kodable™ was contacted to ensure that they approve the
use of their program in private schools. Permission was granted on August 15, 2019.

Estimated Time: 3 or more sessions of 15-25 minutes, plus additional sessions if paid
content is purchased for student use
Guiding Questions:
How can we program a loop to repeat steps in our algorithm?

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Learning Goals:
• Students will program a character to move from one point to another
(algorithmic design)
• Students will create an algorithm using up, down, right and left arrows
(algorithmic design)
• Students will sequence commands in the correct order
• Students will break down a task into smaller parts (decomposition)
• Students will identify the destination/goal (abstraction)
Students will notice patterns in the required algorithm (pattern recognition)
and use loops to repeat the steps

Materials:
• Devices: tablets or computers
• Internet access
• Educator account for Kodable™
• Projector (optional)

Teacher Preparation:
• Create a free educator account at https://www.kodable.com/register
• Set up student accounts using the Kodable™ teacher dashboard
• Add a student account called “Teacher” for demonstrations and your
own exploration
• Assign loops activities for students using the Kodable™ teacher
dashboard
• If using tablets, download the Kodable™ app
• If using computers, you may want to bookmark the student login site
https://game.kodable.com/

Learning Activity:

Whole group instruction

You may want to project your device screen for students to see as you introduce this
activity.

• Remind students of their knowledge of loops from the Dancing Robot activity
• Explain to students that they will be programming/coding a character to repeat
steps using a loop
• Re-introduce the Kodable™ app or website
• Demonstrate how students login
• Choose the first loops activity in Kodable
• Have students work together as a class to complete the first activity
• Complete 1 or 2 additional Kodable™ loops activities as a class

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Small Group, Partner or Individual Work

• Group or partner students
• Provide each group with a device or set up a centre for students to use the
device on a rotational basis
• Support students in following the steps to login to Kodable™
• Guide students in completing the coding activities at their own pace

Extensions & Variations:

• Schools may choose to purchase additional content to increase the number of
activities available in Kodable™
• After Kodable™ has been introduced, it may be used as a learning centre activity

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Workout Robot
Activity Description:

This activity is an extension from Dancing Robot. In this activity, students will develop
instructions for a workout or exercise routine. This activity introduces the concept of
functions. It is recommended that this activity is used only once students are very
comfortable with sequencing, conditions and loops in both unplugged and technology-
based coding. This lesson may be best suited to grades/years 3 and 4, depending on
the previous knowledge and experience of the students.

In programming, a function can be used to store a series of commands. A function will

recall a set of commands that are repeated in a program, so they are useful when steps
need to be repeated, but do not occur in a looping sequence. Functions are sometimes
shown inside curly brackets or curly braces like this {function}.

Example program: right, up, right, down, left, down, right, up, right

The commands right, up, right are repeated, but a loop cannot be used in this case. A
function (named function #1, for example) could be used to store these three
commands. The resulting program would be like this:

Function 1= {right, up, right}

Example program: {Function 1}, down, left, down, {Function 1}

Estimated Time: 2 sessions x 30 minutes

Guiding question:
How can we use a function to repeat steps of an algorithm?

Learning Goals:
• Students will create a set of steps for a workout (algorithmic design)
• Students will recognize patterns (pattern recognition)
• Students will use functions to repeat steps (pattern recognition)

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Materials:
• Printable 5: Dancing Robot action cards (from previous lesson)
• Printable 6: Blank action cards (optional)
• Printable 8: Workout Robot action cards
• Printable 9: Function cards
• Printable 10: Blank functions template
• Sticky tack or tape to stick action cards to the board or wall

Teacher Preparation:
• Gather Dancing Robot action cards (from previous lesson)
• Print 3+ copies of Workout Robot action cards (onto cardstock, if possible)
• Print 1 copy of function cards
• Print blank functions templates – 1 per student
• Cut out action cards and function cards
• Use blank action cards to prepare any additional action cards you may want

Learning Activity:

Whole group instruction

• Remind students that an algorithm is a set of step-by-step instructions
• Explain to students that you are going to “program” them to do a few exercises
• Using the action cards, present students with sequences of steps to follow. It is
suggested that you show steps in order from left to right, just as we read from
left to right.
o Example: jump, squat, sit up, run on the spot
o Example: squat, side bend, jump, run on the spot, squat, side bend, jump,
rest
• Ask students if they noticed any repeated steps in the last set of exercises.
Students will notice that squat, side bend, jump happens twice
• Introduce the concept of functions

Suggested Script: Sometimes when we create an algorithm or set of instructions, we

notice steps that repeat. We’ve already learned about loops, but a loop won’t work for
this program because the steps don’t repeat back-to-back. When we see that steps are
repeated in different parts of our program, we can use a function to store those
commands and use them whenever we need them. Let’s try it.

• Present students with sequences of steps which include 1 function. Use the
function template to “store” up to 3 commands and use the function card to
“recall” the steps in the program.
o Example: function 1 = squat, side bend, jump
{function 1}, run on the spot, {function 1}
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• Brainstorm additional exercises which could be included and write them down
(with matching visuals if needed)
• Have students volunteer to write a function including 3 exercises, then have
students “run” the program with a function included
• Hand out blank functions templates to each student, beginning only with
function #1
• When students have chosen 3 exercises to “store” in their function, gather the
class together again.
• Create sets of steps using the function cards and action cards, taking turns using
different students’ functions for the workout.
• Have the class follow each set of instructions

In a subsequent session, have some students use function #1 to “store” 3 commands

and have some students use function #2 template to “store” 3 commands. Insert both
function 1 and function 2 options into the sequence of actions for students to follow.

Discussion & Reflection:

• Gather students to reflect on their activity
• Review the idea that writing a set of instructions for a workout is like writing an
algorithm
• Review the idea that functions make it easier to write instructions when there
are repeated steps in a program
• Add examples to the Thinking Wall

Extensions & Variations:

• Repeat the activity with dance steps (using action cards from dancing robot)
• Have students design their own action cards and create sequences for their class
• Once students are familiar with the activity, it can be used as a learning centre
• Use visuals for early readers – ensure all actions have a visual symbol paired
with them to support students in understanding the action words

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Example:

The following program would be executed as:

Squat, side bend, jump, run on the spot, squat, side bend, jump, rest

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Programming Functions with Kodable™

Activity Description:

In addition to integrating various “unplugged” computational thinking activities which

do NOT require technology, you may introduce some technology-based coding
activities in the early years. Several student-friendly coding tools have been
developed. One such tool is Kodable™. Kodable offers web-based or app-based
programming activities for young learners. Their program includes free content, with
the option of purchasing additional content.

Once students have successfully completed the sequencing, conditions and loops
activities in Kodable™, you may wish to introduce functions. It is recommended that
students have been introduced to functions with the Workout Robot activity before
proceeding to these activities in Kodable™. Programming using functions may be best
suited to grades/years 3 and 4, depending on the previous knowledge and experience
of the students.

In programming, a function can be used to store a series of commands. A function will

recall a set of commands that are repeated in a program, so they are useful when steps
need to be repeated, but do not occur in a looping sequence. Functions are sometimes
shown inside curly brackets or curly braces like this {function}.

When introducing technology-based coding activities, it is important to uphold the

MapleBear Technology and Screen Time Guidelines. Teachers are responsible for
ensuring effective and intentional use of technology to support students in their
learning. Teachers must also consider how much time students spend using a device
each day and ensure students stay within screen time limits.

Note: At the time of writing, Kodable™ was contacted to ensure that they approve the
use of their program in private schools. Permission was granted on August 15, 2019.

Estimated Time: 3 or more sessions of 15-25 minutes, plus additional sessions if paid
content is purchased for student use
Guiding Questions:
How can we use a function to repeat steps in our algorithm?
Learning Goals:
• Students will program a character to move from one point to another
(algorithmic design)
• Students will create an algorithm using up, down, right and left arrows
(algorithmic design)
• Students will sequence commands in the correct order
• Students will break down a task into smaller parts (decomposition)
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• Students will identify the destination/goal (abstraction)

Students will notice patterns in the required algorithm (pattern recognition)
and use functions to store commands which will be repeated

Materials:
• Devices: tablets or computers
• Internet access
• Educator account for Kodable™
• Projector (optional)

Teacher Preparation:
• Create a free educator account at https://www.kodable.com/register
• Set up student accounts using the Kodable™ teacher dashboard
• Assign functions activities for students using the Kodable™ teacher
dashboard
• If using tablets, download the Kodable™ app
• If using computers, you may want to bookmark the student login site
https://game.kodable.com/

Learning Activity:

Whole group instruction

You may want to project your device screen for students to see as you introduce this
activity.

• Remind students of their knowledge of functions from the Workout Robot

activity
• Explain to students that they will be programming/coding a character, as they
have practised before
• Re-introduce the Kodable™ app or website
• Demonstrate how students login
• Choose the first functions activity in Kodable
• Have students work together as a class to complete the first activity
• Complete 1 or 2 additional Kodable™ functions activities as a class

Small Group, Partner or Individual Work

• Group or partner students
• Provide each group with a device or set up a centre for students to use the
device on a rotational basis
• Support students in following the steps to login to Kodable™
• Guide students in completing the coding activities at their own pace

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Extensions & Variations:

• Schools may choose to purchase additional content to increase the number of
activities available in Kodable™
• After Kodable™ has been introduced, it may be used as a learning centre activity

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Alien Algorithms
Activity Description:

In this activity, students will begin with a directed drawing activity which requires them to
follow your algorithm for drawing a character. Students will have an opportunity to see
how the same set of instructions can yield very different results, especially if the
instructions are not specific. Students will create their own algorithm for drawing a
character and share it with a partner. This lesson provides an opportunity to introduce the
concept of “debugging”. In programming, debugging involves finding and correcting errors
in a program. In this activity, students may find errors in their instruction algorithm which
need to be corrected.

Estimated Time: 50 minutes (could be 2 x 25 minute sessions)

Guiding question:
How can we create an algorithm for someone to draw a character?

Learning Goals:
• Students will create a step-by-step set of instructions (algorithmic design)
• Students will notice important features and details of a character (abstraction)
• Students will break down a task into smaller steps (decomposition)

Materials:
• Paper for students’ drawings
• Paper for students to write instructions
• Pencils for students

Teacher Preparation:
• Gather materials
• Review the instructions for students (included in lesson below)
• Follow the instructions to draw your own alien character (optional)

Learning Activity:

Whole Class Activity

• Explain to students “Today we are going to draw a picture of a character I have in
mind. You will follow my instructions carefully to draw the picture on your
paper.”
• Hand out a piece of paper for each student

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• Give the following simple directions to students as they draw each step. The
directions are deliberately brief and should result in students’ drawings being
very different.
1. First, draw a circle for the character’s body
2. Add two arms
3. Draw two legs
4. Add two eyes
5. Add a mouth with sharp teeth
6. Add a crown
7. Give the character two wings
• Have students share drawings and compare. Ask “Why are our drawings so
different? How come we all have such different pictures when we followed the
same directions?” Discuss that algorithms must be very specific to get the
results we want.
• Explain that “In programming, when an algorithm doesn’t work the way we
hoped, we can use debugging to find the problem and fix it”. Encourage students
to suggest improvements to your directions that might have made the algorithm
better.

This portion of the activity could be done as a subsequent session. If done in two
sessions, remind students of their directed drawing activity before beginning the
individual and partner activity below.

Individual Activity
• Challenge students to draw a favourite character of theirs and write the
algorithm for the steps they complete to draw the character. Explain that they
will be sharing the steps with their classmates to see how their algorithm works.
Tell them that it is good to share their instructions with someone who has NOT
seen their drawing.
• Provide each student with a blank piece of paper for drawing and a second piece
of paper for writing instructions (unless students will be sharing orally or
writing instructions as shared writing – see variations below).
• Support students in drawing their character and writing the corresponding
steps. Note: Some students may draw everything first, then write the steps.
Others may alternate between drawing and writing their instructions. Any
approach is acceptable.

Partner Activity
• When students have finished writing their instructions, have them share their
steps with a classmate (preferably a classmate who has NOT seen their
drawing).
• The classmate will attempt to follow the steps to draw the character.

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• When finished, the students should compare their results and discuss possible
improvements to the algorithm.
• Optional: Have students revise their algorithm (if needed) and have another
classmate try their instructions.

Extensions & Variations:

• For early readers and writers, have them draw their own picture and then give
instructions orally rather than writing them down.
• For early readers and writers, develop instructions to draw each students’
character as a shared writing activity (rather than independent writing).
• Have students repeat this activity with an animal or object in mind rather than a
character.
• Incorporate this type of instruction writing into shared writing and independent
writing activities.

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Go to Class
Activity Description:

In this activity, students develop computational thinking skills by creating an algorithm

for moving through the school. Students will develop a set of instructions to take them
from the entrance of the school to their classroom. This activity provides another
opportunity for students to work with conditions and loops. In programming, loops
are used when steps are repeated. In this activity, students may need to repeat steps
to move through the school. For example, step forward x 10 or repeat forward steps
until you reach the doorway. In programming, conditions are if/then statements which
result in different actions depending on whether the condition is true or false.
Students may need to use conditions for their instructions. For example, if then door is
open, then walk forward or if the door is closed, open the door.

Note: For early readers and writers, the instructions can be written as shared writing
with the whole group or with small groups of students.

Estimated Time: 40 minutes

Guiding question:
How can we create an algorithm for moving around the school?

Learning Goals:
• Students will create a set of instructions to move through the school
(algorithmic design)
• Students will break down a task into smaller steps (decomposition)
• Students will recognize patterns and use loops to repeat steps (pattern
recognition)

Materials:
• Paper
• Pencils
• Measuring tape, ruler or metre stick
• Chart paper or whiteboard

Teacher Preparation:
• Gather required materials

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Learning Activity:

Whole group instruction

• Ask students to describe how they get from the main entrance of the school to
their classroom. Facilitate discussion about how the route could be described.
• Explain to students that their task today is to develop an algorithm to move
someone from the entrance of the school to the classroom.
• Brainstorm possible “commands” or instructions that might be given. List these
on chart paper or the whiteboard for students to refer to when writing their
instructions.
o Examples of possible commands: move forward, turn left, turn right,
repeat, repeat until

Partner Activity
• Have students talk to a partner and give oral directions for moving from the
entrance to the classroom. Students should discuss any missing steps or ways
to improve the directions.
• If students can write independently, have students work with a partner to
record written directions.

Whole Group or Small Group

• If students are not yet writing independently, have small groups of students
take turns working with you to write the instructions as a shared writing
activity or complete this step as a whole class shared writing lesson.

Small Group Activity

• Explain to students that they will go to the school entrance and try out the
directions.
• Group students and proceed to the front entrance
• Have small groups of students take turns trying to follow the directions.
• As students try to follow the directions, they may want to “debug” or revise their
algorithm. Encourage them to make changes if needed.
• If students do not suggest the idea of loops to repeat steps, support them in
using loops.
• If students do not suggest the idea, support them in using measurements to
make their directions more specific.
o Students may use standard or non-standard measurement. For example,
some learners may be able to use a metre stick or measuring tape. For
young learners, it may be more appropriate to count floor tiles or number
of steps.

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Discussion & Reflection:

• Gather students to reflect on their activity
• Review the idea that writing directions is like writing an algorithm
• Review the concepts of loops to make it easier to write instructions when there
is a repeating pattern
• Discuss the concept of debugging and ask students to provide examples of when
they had to “debug” or change their instructions
• Add examples to the Thinking Wall

Extensions & Variations:

• Challenge students to simplify their directions to the fewest number of steps
• Encourage students to add more specific details, such as commands like turn
right 90 degrees or move forward 50 centimeters
• Repeat the activity with different locations in the school. For example, from the
classroom to the lunch room or from the playground to the school library.
• Use a mapping app or website to explore destinations in the community and
challenge students to write directions for such a scenario.
• For older students, encourage them to choose destinations in different cities or
countries and have them create directions to move between the two points.

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Mystery Number Game

Activity Description:

In this math game, students will strengthen their computational thinking skills. In this
activity, one person or team chooses a mystery number. Another person or team tries
to guess the number using only yes/no questions. Students integrate their math
knowledge to ask questions such as:
• Is your number greater than___________?
• Is your number odd?
• Does your number end with __________?

The number range can be selected based on students’ math knowledge. A number
chart including that range should be provided as a support for students. This activity
can be repeated throughout the year and used at each grade level with increasing
complexity.

Once you’ve introduced this game, it is great to find a partner class or guest to play
against!

Estimated Time: 25 minutes (may be repeated several times)

Guiding question:
How can we use computational thinking to guess an unknown number?

Learning Goals:
• Students will narrow down the possible numbers based on responses to
questions (decomposition)
• Students will notice number patterns (pattern recognition)
• Students will notice important details related to the remaining possible
numbers (abstraction)

Materials:
• Number chart for the range of numbers students will use (example: 100 chart)
o Consider laminating number charts for repeated use
• Large number chart that can be written on & erased or have numbers removed
(if available)
• Dry erase marker or pen for use on number chart
• Chart paper, whiteboard or interactive whiteboard & marker

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Teacher Preparation:
• Choose a number range for students to work with based on their math
knowledge
o Example: SK-1might start with numbers 1-30
o Example: Grade/Year 2-4 might start with numbers 1-100
• If available, post or project a number chart in an area that will be visible to all
students
• Print copies of the number chart for each student
• (optional) Laminate number charts for repeated use

Learning Activity:

Whole group activity

• Choose a number within the selected number range
• Introduce the mystery number game

Suggested Script: Today we are going to try a new math game. I have picked a mystery
number. I am not going to tell you my number, but you can ask questions to figure out
what my number is. The number I picked is between ______ and ______. What types of
questions might you ask to start figuring out what my number is?

• Support students in brainstorming possible questions. Record all possible

questions on chart paper, whiteboard or interative whiteboard.
• Explain to students that there is a rule they must follow. They cannot ask a
question about only one number. For example, the question Is your number 52?
would not be acceptable unless it is the last number remaining.
• Ensure the question list and number chart are in view.
• Have students take turns asking questions about your mystery number. Use the
number chart to cross off possibilities as they are eliminated.
• Discuss which questions eliminate many numbers and which questions only
eliminate a few numbers.
• Discuss number patterns that may help students generate questions. For
example, you might ask students what is similar about a row or column of
numbers. What do all of these numbers end with? Can you ask a question about
that?
• Once students have guessed your number, prepare to start the game again.
• Have a student choose the mystery number this time and whisper it to you or
write it down for you to see.
• Challenge students to guess this mystery number in the fewest questions
possible and keep a tally of how many guesses it takes to determine the number.
• If possible, have the student who chose the number answer the yes/no
questions with your support.
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• This activity should be repeated in various ways during subsequent sessions.

See extensions and variations for ideas.

Discussion & Reflection:

• Discuss strategies used in the game, such as asking questions that eliminate as
many numbers as possible
• Discuss effective questions and add to your list if new questions have emerged
• Highlight students’ abilities to notice patterns. For example, you might say You
noticed that all of those numbers end with 5 so you could ask “Does your number
end with a 5?”
• Add examples to the Thinking Wall
• Make note of any concepts that students need to strengthen in order to be more
successful with this activity. For example, students may need more practice
with even and odd numbers.

Extensions & Variations:

• Expand the number range as students gain confidence and develop math
understanding
• Have students play with a partner. (Writing down the number and keeping it
hidden helps reduce arguing about students changing their number)
• Invite another class to play with you. Tally how many questions it takes for each
team to determine the number.
• Use video calling to play the game with a class in another location.
• Keep a table or chart of how many questions it takes to determine the number
for each game. Compare the results over time.

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Debugging
Activity Description:

In this activity, students learn more about debugging. In programming, debugging

involves finding errors in a program. In this activity, students will focus on finding
errors in written work. Students will then create a list of things they can check when
“debugging” their writing.

Estimated Time: 30 minutes

Guiding question:
How can we find and fix errors?

Learning Goals:
• Students will find errors and attempt to correct them
• Students will understand that “debugging” refers to finding and fixing errors in
a program

Materials:
• A short message or passage of text with errors (spelling, punctuation,
capitalization etc)
• Paper
• Pencils

Teacher Preparation:
• Write the message on chart paper or the whiteboard
• Gather necessary supplies

Learning Activity:
• Gather students together in an area where they can all see the message with
errors. Talk to them about what they notice. Hopefully, they can identify that
the message you wrote has some errors.
• Explain that programmers sometimes find errors in their coding and must use a
process called debugging to find and fix the errors.
• Challenge students to work together (as a whole class or in smaller groups) to
correct the message. Support students as needed in correcting the errors.
• Discuss strategies for debugging. For example, do you check all capitalization
first? Do you work from the first word and progress logically through each
word and sentence?

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• Ask students to share their experiences with debugging in programming.

Hopefully they can think of a time when they’ve had to fix a mistake in their
unplugged activities or technology-based coding activities.
• Ask students to create a list of things to check when debugging writing (this may
be done as shared writing with the whole class or, for independent writers,
assigned to individuals or partners). Their lists might include:
o Check for correct capitalization
o Check that sentences end with punctuation
o Check for correct spelling

Discussion & Reflection:

• Encourage students to discuss and reflect upon the concept of “debugging”
• Add examples to the Thinking Wall

Extensions & Variations:

• Create a list of suggestions for debugging code. For example, check that the
steps are in the right order, check that loops repeat the correct number of times.
• Repeat the activity with different passages of text.
• Present some unplugged coding instructions for an activity such as Maze
Runner and deliberately include errors. Have students find the errors in your
instructions and correct them.

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Sorting Algorithms
Activity Description:

Computers are useful for sorting and comparing information. Computers can use
different algorithms to sort data very quickly. This activity encourages students to sort
information by comparing. Computers are limited to comparing two items at a time,
so students will use a balance scale to compare two items at a time.

Estimated Time: 30 minutes

Guiding question:
How do computers sort information?

Learning Goals:
• Students will compare and sort based on a given criteria
• Students will understand that computers can sort information

Materials:
• balance scale
• 3-4 objects of different weights from around the classroom to demonstrate use
of the balance scale
• 6-8 objects of different weights
• 6-8 identical boxes or containers to enclose the objects

Teacher Preparation:
• Gather materials
• Place 6-8 objects into boxes or container so they look the same
• Label each container with a number or letter so they can be identified

Learning Activity:
• Explain to students that they will be learning about comparing and sorting
• Challenge students to sort themselves from shortest to tallest
• Observe and support as students attempt to organize themselves
• Once they are sorted in order, ask students to think about their strategies for
sorting. Discuss how they were able to compare heights to sort themselves.
• Ask students if they can think of examples of when we might sort information.
For example, putting our names in alphabetical order so it’s easy to find each
student on the list, sorting classes by grade level so we know what to teach
students.
• Explain to students that computers can also compare and sort information, but
computers can only compare two items at once.

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• Show students the balance scale. Tell them that the scale compares two objects
by weight.
• Demonstrate how to use the balance scale. Put objects of different weights on
each side of the scale and ensure students can determine which is heavier and
which is lighter.
• As a class, compare 3-4 classroom objects by weight to sort them from heaviest
to lightest.
• Next, show students the 6-8 containers. Tell them that the objects inside each
container have different weights. Explain that the challenge is to sort the
objects from heaviest to lightest using the balance scale.
• Have students discuss with a partner how they might begin sorting the objects.
• Assign students to groups of 3-4. If you have only one balance scale, have
groups take turns sorting the objects by weight. If you have more than one
balance scale, have groups work on the task simultaneously.
• Supervise and support students as they compare objects. Ask questions about
their strategies.
• If students are taking turns with the balance scale, have them record the order
of the objects from heaviest to lightest using their labels or by taking a
photograph.
• When all groups have sorted the objects, compare answers. If any
discrepancies, check the order with students using the balance scale.

Discussion & Reflection:

• Ask students to share their strategies for sorting the objects
• Discuss how sorting information can be helpful for different reasons
• Remind students that computers can also sort information
• Add examples to the Thinking Wall

Extensions & Variations:

• Repeat the activity with different objects.
• Have students sort themselves by a different characteristic, such as birthdate.

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Musical Algorithms
Activity Description:

In this activity, students will have the chance to work with loops in music. Often, music
includes repeated sounds or lyrics. Students will try to write a loop to show the
repetitions in a familiar song. Next, students will try creating their own musical
algorithm using various instruments or different notes.

Estimated Time: 40 minutes

Guiding question:
Can we write an algorithm for a musical composition?

Learning Goals:
• Students will create an algorithm for a musical composition
• Students will notice patterns in music (pattern recognition) and use loops to
repeat the lyrics or sounds

Materials:
• A familiar song with repeated lyrics
• A copy of the song lyrics on chart paper, whiteboard or interactive whiteboard
• Musical instruments (if available)
• Paper
• Pencils
• Chart paper, whiteboard or interactive whiteboard

Teacher Preparation:
• Gather materials
• Choose a familiar song with repeated lyrics
• Write or display song lyrics on chart paper, whiteboard or interactive
whiteboard

Learning Activity:
• Gather students and play or sing a familiar song which includes repetition.
• Explain to students that music often includes repeated sounds or lyrics, just like
we sometimes see repetition in coding.
• Display the song lyrics and read them through with students.
• Ask students if they can find any repeated parts.

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• Rewrite the lyrics using loops for any repetitions. If students can write
idependently, they may do this individually or with a partner on their own piece
of paper. If students are not yet writing independently, this can be done as a
shared writing activity.
• If musical instruments are available, challenge students to create their own
musical algorithm using some loops to repeat sounds.
• List names of the instruments available so students may use them in their
composition.
• Create a short musical algorithm to show students what is expected.
o Example: drums x 3, tambourine, triangle x 2
o Example: drum, tambourine x5
• Have students work in partners to write or draw their planned musical
“algorithm”.
• Have students perform their music.

Note: If students have experience with music and wish to list specific notes in their
composition, that is a great option too!

Reflection and Discussion:

• Discuss the similarities between music and programming. For example, we read
both in a specific order, sequencing is important, loops or repeats are often
incluced.
• Add examples to the Thinking Wall.

Extensions & Variations:

• Repeat the activity with different instruments.
• Repeat the activity with a single instrument, but using different notes.
• Choose a different song and have students identify “loops” in the lyrics

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Coding with Scratch Jr™

Activity Description:

In addition to integrating various “unplugged” computational thinking activities which

do NOT require technology, you may introduce some technology-based coding
activities in the early years. Several student-friendly coding tools have been developed
in recent years. One such tool is Scratch Jr™. Scratch Jr™ is a free app that allows
learners to program a variety of different characters. Students can use visual blocks to
create code easily, even if they are not yet reading.

Scratch Jr™ has developed resources for teachers. Their activities are the basis of this
lesson. The activities provided at https://www.scratchjr.org/teach/activities are a
good way to introduce students to coding with Scratch Jr™

When introducing technology-based coding activities, it is important to uphold the

MapleBear Technology and Screen Time Guidelines. Teachers are responsible for
ensuring effective and intentional use of technology to support students in their
learning. Teachers must also consider how much time students spend using a device
each day and ensure students stay within screen time limits.

Note: At the time of writing, Scratch Jr™ was contacted to ensure that they approve the
use of their app in private schools. Permission was granted on August 15, 2019.

Estimated Time: 3-4 sessions of 20 minutes

Guiding question:
How can we program a character to complete different actions?

Learning Goals:
• Students will follow instructions to complete a coding activity
• Students will program characters using block-based coding (algorithmic design)

Materials:
• Printed copies of the Scratch Jr™ learning activities from
https://www.scratchjr.org/teach/activities
• Tablet(s)
• Scratch Jr™ app
• Projector (if available to mirror tablet screen)
• Internet access (for download of app only)

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Teacher Preparation:
• Print each learning activity from the Scratch Jr™ website (tip: print on cardstock
for durability)
• Download the Scratch Jr™ app on tablets
• Try some of the activities to gain familiarity with the app

Learning Activity:
• Tell students that they will be completing some coding challenges using a tool
called Scratch Jr™
• Gather students so they can all see the tablet screen (projecting the screen, if
possible)
• Show students the instructions for one learning activity and explain that the
class will complete this coding activity together.
• Demonstrate how students can access the app and start a new project.
• Follow the instructions to complete the challenge with students. Have students
volunteer to come forward to help with the programming as they feel
comfortable.
• Explain that students will work together to complete the next coding challenge.
• Break students into partners or small groups.
• If you have only one tablet, assign one group to begin their activity by following
the instructions for the activity. Other students should be engaged in
meaningful learning activities when they are not working on the coding
challenge. Groups can rotate through the coding activity as a station or centre.
• If you have more than one tablet, groups can work on the coding challenge
simultaneously.

Discussion & Reflection:

• When students have completed an activity, gather the class together and have
each group share their program by running the code on screen for everyone to
see.
• Celebrate successes and discuss any challenges students faced.
• Add examples to the Thinking Wall.

This activity can be repeated in 3-4 sessions, until students have had the chance to
complete all of the learning activities.

Extensions & Variations:

• Set up Scratch Jr™ coding as a learning centre or station.
• Invite another class, families or community members as guests and have
students show their guests how to complete the coding challenges.

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Computational Thinking
Kindergarten to Year/ Grade 4

Create a Coding Challenge with Scratch Jr™

Activity Description:

In addition to integrating various “unplugged” computational thinking activities which

do NOT require technology, you may introduce some technology-based coding
activities in the early years. Several student-friendly coding tools have been developed
in recent years. One such tool is Scratch Jr™. Scratch Jr™ is a free app that allows
learners to program a variety of different characters. Students can use visual blocks to
create code easily, even if they are not yet reading.

In this activity, students will create their own coding challenge using Scratch Jr™.
Students will design their program and create a set of instructions for others to follow.
It is recommended that students have completed the Coding with Scratch Jr™ activity
as an introduction to the app before beginning this activity.

When introducing technology-based coding activities, it is important to uphold the

MapleBear Technology and Screen Time Guidelines. Teachers are responsible for
ensuring effective and intentional use of technology to support students in their
learning. Teachers must also consider how much time students spend using a device
each day and ensure students stay within screen time limits.

Note: At the time of writing, Scratch Jr™ was contacted to ensure that they approve the
use of their app in private schools. Permission was granted on August 15, 2019.

Estimated Time: 2-3 sessions of 20-30 minutes

Guiding question:
Can you create a set of instructions for a coding activity?

Learning Goals:
• Students will program characters using block-based coding (algorithmic design)
• Students will write a set of step-by-step instructions for their coding challenge
(algorithmic design)
• Students will break down the task into steps (decomposition)
• Students will identify important details to include in their instructions
(abstraction)

Materials:
• Printed copies of the Scratch Jr™ learning activities from
https://www.scratchjr.org/teach/activities
• Tablet(s)
• Scratch Jr™ app
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• Projector (if available to mirror tablet screen)

• Internet access (for download of app only)
• Chart paper or whiteboard
• Paper
• Pencils

Teacher Preparation:
• Print Scratch Jr™ learning activities
• Ensure Scratch Jr™ app is downloaded

Learning Activity:

Whole group instruction

• Remind students of the Scratch Jr™ learning activities that they have completed
by following the instructions for each task.
• Show a set of the instructions and ask students to identify what is included in
the instructions (ie: words, pictures, steps presented in a specific order).
• Explain to students that they will create their own instructions for a coding
activity.
• Plan a simple program with students, making a few notes of your plan on chart
paper or the whiteboard. Refer to the Scratch Jr™ app for available characters
and backgrounds while planning.
o Example: We will program a pink cat to walk through the city.
• If possible, project your tablet screen. If not possible, show students the screen
of your device.
• Open the Scratch Jr™ app and start a new project.
• Demonstrate for students how they can take a screenshot of their tablet screen
to show each step of their program.
• Add the background. Take a screenshot.
• Add the character. Take a screenshot.
• Add the coding blocks to make the character move. Take a screenshot.
• As a shared writing activity, write a sentence or two describing each step.
• Explain to students that you will print the screenshots and put the instructions
together with the pictures so that someone can follow the instructions to
complete the challenge.

Note: Print screenshot images before session 2

Session 2
• As a class, put together the screenshots and instructions.
• Open the Scratch Jr™ app and start a new project.
• Try to follow the instructions, making revisions to your instructions as needed.
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• Explain to students that they will work with others to create their own set of
instructions.

Partner or Small Group Work

• Pair students with 1 or 2 others. Encourage them to discuss a plan for what
they will create.
• Record student plans as a shared writing activity or have students record
their ideas independently.
• Provide time for students to create their program, taking screenshots of each
step. This may be completed over several sessions. This could be done as a
learning centre rotation, especially if you have access to only one or two
devices. This could also be done by having groups work on the project
simultaneously using different devices, if multiple tablets are available.
• Students should record detailed instructions to match each screenshot. This
could be done through shared writing or independent writing, depending on
the age and ability of students.
• When students have completed their coding project, they should have a few
screenshots and some written instructions. Print the screenshots and help
students to write the instructions that correspond to each image.

Discussion & Reflection:

• When students have completed their instructions, have them share their
instructions with their classmates so others can complete their coding project.
• Discuss the process of writing instructions for the coding challenge.
• Encourage revisions as needed.
• Add examples to the Thinking Wall.

Extensions & Variations:

• Use a digital book creation tool to put the instructions together.
• Have students write the instructions only (no screenshots)
• Have students write the instructions and draw the images (instead of
screenshots)
• Omitting the partner/small group work and focusing on creating instructions as
a class may be most suitable for early writers.

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Computational Thinking
Kindergarten to Year/ Grade 4

Retelling with Scratch Jr™

Activity Description:

In addition to integrating various “unplugged” computational thinking activities which

do NOT require technology, you may introduce some technology-based coding
activities in the early years. Several student-friendly coding tools have been developed
in recent years. One such tool is Scratch Jr™. Scratch Jr™ is a free app that allows
learners to program a variety of different characters. Students can use visual blocks to
create code easily, even if they are not yet reading.

Scratch Jr™ includes many characters and backgrounds, making it a good option for
storytelling with coding. In this activity, students will create a program to retell the
key events of a story. It is recommended that students have completed the Coding
with Scratch Jr™ activity as an introduction to the app before beginning this activity.

When introducing technology-based coding activities, it is important to uphold the

MapleBear Technology and Screen Time Guidelines. Teachers are responsible for
ensuring effective and intentional use of technology to support students in their
learning. Teachers must also consider how much time students spend using a device
each day and ensure students stay within screen time limits.

Note: At the time of writing, Scratch Jr™ was contacted to ensure that they approe the
use of their app in private schools. Permission was granted on August 15, 2019.

Estimated Time: 3-4 sessions of 20-30 minutes

Guiding question:
Can we create a program to retell a story?

Learning Goals:
• Students will identify the most important parts of the story (abstraction)
• Students will break down the story into beginning, middle and end
(decomposition)
• Students will create a program to retell the story (algorithmic design)

Materials:
• Tablet(s)
• Scratch Jr™ app
• Internet access (for download of app only)
• Picture books that can be read and retold by your students
• Projector (if available to mirror tablet screen)

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Teacher Preparation:
• Ensure the Scratch Jr™ app is downloaded on tablets
• Select book(s) that would be suitable for retelling in Scratch Jr™
• Try customizing backgrounds and characters in Scratch Jr™ so you can
demonstrate for students

Learning Activity:
• Explain to students that they will be using Scratch Jr™ to create a program that
shows the important parts of a story.
• Read aloud a story.
o Note: If students are reading independently, small groups of students
could each choose a different story and read it as a group.
• Ask students to summarize 3-4 of the most important events in the story.
Encourage students to include and event from the beginning, middle and end.
• Make note of these.
• Challenge students to use the Scratch Jr™ app to create a program that retells
the story by showing the 3-4 key events they choose.
• Demonstrate key features of the Scratch Jr™ app before having students start
coding. If possible, project the screen of your device to demonstrate:
o How to name project
o How to add additional “slides” for each scene (note: limit of 4 slides)
o How to customize a background and character
o How to transition from one scene to another
• Provide time for students to work with a partner or small group to program
their retelling over several sessions. This could be done as a learning centre
rotation, especially if you have access to only one or two devices. This could
also be done by having groups work on the project simultaneously using
different devices, if multiple tablets are available.

Discussion & Reflection:

• When groups of students have finished programming their retelling, gather
students to share their work.
• Display the device in a way that other students can watch or project the tablet
screen if possible. If it’s not possible to share the screen in a way that all
students can view, have small groups share with a few other students at a time.
• Have each group run their program for their peers to watch. Encourage
students to notice details of the program and give a compliment or ask a
question of their group.
• Add examples to the Thinking Wall.

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Extensions & Variations:

• Repeat the activity based on a different story.
• Have students create their own story by programming a beginning, middle and
end.

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Computational Thinking
Kindergarten to Year/ Grade 4

Creating with Scratch Jr™

Activity Description:

In addition to integrating various “unplugged” computational thinking activities which

do NOT require technology, you may introduce some technology-based coding
activities in the early years. Several student-friendly coding tools have been developed
in recent years. One such tool is Scratch Jr™. Scratch Jr™ is a free app that allows
learners to program a variety of different characters. Students can use visual blocks to
create code easily, even if they are not yet reading.

Once students have been introduced to Scratch Jr™, they will likely be comfortable
designing and creating their own programs. In this activity, students choose to
program any creation they can imagine!

When introducing technology-based coding activities, it is important to uphold the

MapleBear Technology and Screen Time Guidelines. Teachers are responsible for
ensuring effective and intentional use of technology to support students in their
learning. Teachers must also consider how much time students spend using a device
each day and ensure students stay within screen time limits.

Note: At the time of writing, Scratch Jr™ was contacted to ensure that they approve the
use of their app in private schools. Permission was granted on August 15, 2019.

Estimated Time: 30 minutes

Guiding question:
What can you create using coding?

Learning Goals:
• Students will design their own program (algorithmic design)
• Students will use coding to create a product to share with others

Materials:
• Tablet(s)
• Scratch Jr™ app
• Internet access (for download of app only)
• Projector (if available to mirror tablet screen)

Teacher Preparation:
• Ensure Scratch Jr™ app is downloaded on devices

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Computational Thinking
Kindergarten to Year/ Grade 4

Learning Activity:

Whole group instruction

• If possible, project the screen of your device. If not possible, display screen in a
way that students can see it.
• Review the features of Scratch Jr™
• Explain to students that the will have the opportunity to create any program
they can imagine. Encourage students to take a minute or two to think about
what they might want to create.
• Have students share some of their ideas for creating a program in Scratch Jr™

Partner or Small Group Work

• Have students work in partners or small groups to create their programs. This
could be done as a learning centre rotation, especially if you have access to only
one or two devices. This could also be done by having groups work on the
project simultaneously using different devices, if multiple tablets are available.

Discussion & Reflection:

• Have each group share their creation. If possible, project the screen of your
device. If not possible, arrange the sharing in such a way that all students can
see each other’s work.
• Encourage students to share successes and challenges.
• Add examples to the Thinking Wall

Extensions & Variations:

• Repeat the activity or add it as a learning centre.
• Have students create a program related to a specific theme or topic.

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Computational Thinking
Kindergarten to Year/ Grade 4

Resources
The printable files in this document were created for use in Maple Bear Global Schools
classrooms.

Obach, L. (2019). Computational Thinking Printables 1-10.

The following resources may be helpful to you as you implement computational thinking
activities in your classroom.

Kodable™ website: information, teacher login & more

https://www.kodable.com/

Note: At the time of writing, Kodable™ was contacted to ensure that they approve the
use of their program in private schools. Permission was granted on August 15, 2019.

Scratch Jr™ website: information, teacher resources & more

https://www.scratchjr.org/

Note: At the time of writing, Scratch Jr™ was contacted to ensure that they approve the
use of their app in private schools. Permission was granted on August 15, 2019.

If you are interested in further resources, you may want to visit the following websites:

Code.org
https://code.org/

CS Unplugged
https://csunplugged.org/en/

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Computational Thinking
Kindergarten to Year/ Grade 4

References
The following sources were consulted by the authors when creating this document:

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Kindergarten to Year/ Grade 4

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