Description
Highly engaging lesson to teach the concept of DEBUGGING CODE to primary students.
Students fear making mistakes, and are hesitant to revise code even if they make one. After downloading this resource you will receive a fun lesson with 3 different activities to teach students that making and fixing mistakes is fun; not something to be ashamed of. They will also learn that mistakes or errors in code is a bug, and that fixing those areas is debugging. This resource includes:
- Standards Based lesson that engages early learners to learn about debugging. Standards are listed below.
- List of suggested picture books that help students identify problems and mistakes as fun and no big deal.
- Unplugged activity that expects students to make mistakes and helps them see how they are crucial to learning.
- 3 suggested FREE apps and/or web based tools that engage students in directional coding. Each have a visual component that makes it easier for students to identify a bug in their algorithm and debug it.
- Reflection questions that help students understand that recognizing mistakes in a program leads to debugging and can be fixed.
- Lesson slideshow to facilitate the lesson. Includes key coding vocabulary, reflection questions, 3 video tutorials to show how to use 3 different coding programs that are great for early learners.
This activity meets the following standards:
AASL:
- Problem solving through cycles of design, implementation, and reflection.
- Recognizing capabilities and skills that can be developed, improved, and expanded.
ISTE:
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
CSTA:
- Develop programs with sequences & simple loops to express ideas or address a problem
- Create programs that include sequences, events, loops, and conditionals
- Test & debug a program or algorithm to ensure it runs as intended
CCSS:
- Make sense of problems and persevere in solving them.
- Use appropriate tools strategically.
Quick Bytes:
- This resource includes links to digital resources. Click the link to get your own copies.
- Read more about coding with PreK students here!
Let’s stay connected! Be sure tosign up for my newsletter QUICK BYTES</a> 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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Highlights
Digital downloads
Grades
PreK - 2nd
Standards
CCSSMP1
CCSSMP5
Pages
15
Teaching Duration
40 minutes
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Description
Highly engaging lesson to teach the concept of DEBUGGING CODE to primary students.
Students fear making mistakes, and are hesitant to revise code even if they make one. After downloading this resource you will receive a fun lesson with 3 different activities to teach students that making and fixing mistakes is fun; not something to be ashamed of. They will also learn that mistakes or errors in code is a bug, and that fixing those areas is debugging. This resource includes:
- Standards Based lesson that engages early learners to learn about debugging. Standards are listed below.
- List of suggested picture books that help students identify problems and mistakes as fun and no big deal.
- Unplugged activity that expects students to make mistakes and helps them see how they are crucial to learning.
- 3 suggested FREE apps and/or web based tools that engage students in directional coding. Each have a visual component that makes it easier for students to identify a bug in their algorithm and debug it.
- Reflection questions that help students understand that recognizing mistakes in a program leads to debugging and can be fixed.
- Lesson slideshow to facilitate the lesson. Includes key coding vocabulary, reflection questions, 3 video tutorials to show how to use 3 different coding programs that are great for early learners.
This activity meets the following standards:
AASL:
- Problem solving through cycles of design, implementation, and reflection.
- Recognizing capabilities and skills that can be developed, improved, and expanded.
ISTE:
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
CSTA:
- Develop programs with sequences & simple loops to express ideas or address a problem
- Create programs that include sequences, events, loops, and conditionals
- Test & debug a program or algorithm to ensure it runs as intended
CCSS:
- Make sense of problems and persevere in solving them.
- Use appropriate tools strategically.
Quick Bytes:
- This resource includes links to digital resources. Click the link to get your own copies.
- Read more about coding with PreK students here!
Let’s stay connected! Be sure tosign up for my newsletter QUICK BYTES</a> 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
I used this resource in my computer science class this year and the students loved it!
This is great to hear, Melissa! I love seeing that it was useful with 1st & 2nd graders, too!
Great addition for my summer coding program. Students enjoyed it.
Thats, awesome, Becky! It's a lot of fun to teach kids how to debug.
1st grade and kindergarten liked the do as I say not as I do game, and I really enjoyed the book recommendations. I purchased and used each of the books to tie in debugging k-6. Even big kids like a read aloud. It only filled about half of the 52 minute class period.
I’m so glad that these resources worked for you, Abigail! Yes, they won’t take up an entire class period. I typically used the activities and then did a book checkout followed by another read aloud and game.
Great!
Great to hear!
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.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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