Description
Support and engage independence when students program Unruly Splats.
Teach block coding across content areas with these task cards and activities. Whether students are just learning block code, or are more advanced programmers, there is something for everyone!
- Task Cards that can be printed 3 or 4 to a page → print & laminate to help students use as a planning tool before they create the code
- Blank Planning Sheets → Planning sheets that help students set a goal and sketch out what the code will look like to reach that goal.
- Partner Planning Sheets → students plan a piece of code for a partner to execute with the Splats!
- Prediction sheet with a program for students to execute → Complete code written out for students. They predict what the splats will do, test the code, and see how their prediction matches!
- Change the variable planning sheet → The code is written out for the students and they change any one variable provided.
- Planning sheet to support Social Emotional Learning → Students plan out a code that reflects emotions.
- Nursery Rhyme Cards → students choose a nursery rhyme & write a code for the splats to sing the song.
Look at the preview to see everything that is included.
These task cards support the following standards:
CCSS Math:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively
- Model with mathematics
- Attend to precision
CSTA:
- Develop programs with sequences and simple loops, to express ideas or address a problem.
- Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
- Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
- Debug (identify and fix) errors in an algorithm or program that includes sequences and
- simple loops.
ISTE:
- Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions
- Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Quick Byte: This resource is designed to be used with Unruly Splats™.
Let’s stay connected! Be sure tosign up for my newsletter QUICK BYTES where I share tips, tools, & tricks to teach with technology in fun and safe ways! And I keep you up to date on sales and new resources!
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Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
Not Specific
Standards
CCSSMP1
CCSSMP2
CCSSMP4
Tags
Pages
18
Teaching Duration
30 minutes
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The Elementary Coding Bundle is your comprehensive resources for teaching PreK-6th grade students how to code. It’s packed with over 40 engaging activities and lessons that cover a wide range of elementary coding activities. From unplugged coding and coding vocabulary to block coding and coding game
Price $143.50Original Price $205.00Save $61.50
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Description
Support and engage independence when students program Unruly Splats.
Teach block coding across content areas with these task cards and activities. Whether students are just learning block code, or are more advanced programmers, there is something for everyone!
- Task Cards that can be printed 3 or 4 to a page → print & laminate to help students use as a planning tool before they create the code
- Blank Planning Sheets → Planning sheets that help students set a goal and sketch out what the code will look like to reach that goal.
- Partner Planning Sheets → students plan a piece of code for a partner to execute with the Splats!
- Prediction sheet with a program for students to execute → Complete code written out for students. They predict what the splats will do, test the code, and see how their prediction matches!
- Change the variable planning sheet → The code is written out for the students and they change any one variable provided.
- Planning sheet to support Social Emotional Learning → Students plan out a code that reflects emotions.
- Nursery Rhyme Cards → students choose a nursery rhyme & write a code for the splats to sing the song.
Look at the preview to see everything that is included.
These task cards support the following standards:
CCSS Math:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively
- Model with mathematics
- Attend to precision
CSTA:
- Develop programs with sequences and simple loops, to express ideas or address a problem.
- Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
- Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
- Debug (identify and fix) errors in an algorithm or program that includes sequences and
- simple loops.
ISTE:
- Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions
- Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Quick Byte: This resource is designed to be used with Unruly Splats™.
Let’s stay connected! Be sure tosign up for my newsletter QUICK BYTES where I share tips, tools, & tricks to teach with technology in fun and safe ways! And I keep you up to date on sales and new resources!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
this is a new resource that i am using with the students
Rebekah, I hope you have a lot of fun!
Great resource to help you my class and I become more familiar with our Unruly Splats. Very glad that I searched on TPT and found it....would LOVE if you could create and add more!
Charlotte, I am so glad that these were useful to you! As I use them more, I will definitely make more activities!!!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
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.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
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