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Ada Lovelace Unplugged Coding Activity

Rated 4.85 out of 5, based on 27 reviews
27 Ratings
;
Carly and Adam STEM
18.8k Followers
Grade Levels
K - 4th
Subjects
Resource Type
Standards
CCSSW.1.8
CCSSW.2.8
CCSSW.3.10
CCSSW.4.10
CCSSMP1
Formats Included
  • PDF
Pages
25 pages
$3.00
Wish List
$3.00
Wish List
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Carly and Adam STEM
18.8k Followers
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device.  Easel by TPT is free to use! Learn more.

What educators are saying

Our class learned about Ava Lovelace and really enjoyed comparing her to Grace Hopper. This was a really fun activity!
— Sydnee L.
Rated 5 out of 5
I am happy with this resource. I have used similar ones and they have always offered great options.
— Heather H.
Rated 5 out of 5
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Description

Standards

5

Reviews

27

Q&A

More fromCarly and Adam STEM

Description

Integrate coding in your classroom with an Unplugged Coding Women's History Month STEM Activity!

Ada Lovelace and The Thinking Machine Coding Challenge is a fun and unique way to engage your students during Women's History Month. Teach students that anyone can be a scientist regardless of gender. Ada Lovelace created a system that influenced modern day coding!

Students begin the activity by reading about Ada Lovelace. We included our own mini reading passage, and you can also use Ada Lovelace and The Thinking Machine by Laurie Wallmark or Who Says Women Can't Be Computer Programmers by Tanya Lee Stone.

Students work together to create different codes to lead Ada to collect different types of technology that use coding. Every activity and solution is unique as students create their own board and code by moving the start point, objects that use computer programming, and end points on their coding sheets.

After they have completed their activity, there is time for reflection on what worked and what didn't.

This activity is completely unplugged, and no robots are required. Amazing resource for STEM club, coding club, STEM teachers, technology teachers, elementary librarians, parents who love hands-on learning, and elementary teachers who want to create a hands-on educational environment in their classroom! Perfect activity for Hour of Code.

Material List:

  • Scissors
  • Ada Lovelace and The Thinking Machine by Laurie Wallmark or Who Says Women Can't Be Computer Programmers by Tanya Lee Stone (Recommended)

Includes:

  • Teacher Instructions
  • Student Instructions
  • Student Coding Ada Lovelace Activity
  • Student Reflection Sheets
  • Ada Lovelace Mini Reading Passage
  • TpT Digital Version for Distance Learning with Google Classroom

Digital Activity:

To use Easel for Distance Learning, select "Open in Easel" on this listing.

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Total Pages
25 pages
Answer Key
N/A
Teaching Duration
1 hour
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Standards

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to see state-specific standards (only available in the US).
CCSSW.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCSSW.2.8
Recall information from experiences or gather information from provided sources to answer a question.
CCSSW.3.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSSW.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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