This is a ~~~GROWING~~~ ALL YEAR BUNDLE for Unplugged Coding for 9 months of the school year for Kindergarten through Third Grade!
Try a FREE SAMPLE for December (Gingerbread Coding at the following link):
★FREE GINGERBREAD CODING
***NOW INCLUDES EDITABLE CODING TEMPLATES FOR YOU AND YOUR STUDENTS TO CREATE YOUR OWN GAMES!***
December (Gingerbread Coding): Included
January (Snowman Coding): Included
February (Cupid's Coding): Included
March (Lucky Charms Coding): Included
April (Rainy Day Coding): Included
May: (Honeybee Coding): Included
September: Uploaded by August 20
October - Uploaded by September 20
November - Uploaded by October 20
These simple introductions to block-style coding are perfect for Kindergarten through third graders as they learn the basics of "unplugged" programming without computers. After completing activities such as these on paper, they can apply similar block coding strategies to coding websites and apps for kids such as code.org and Kodable, and eventually to more advanced languages of coding. To allow students to be most successful, please MODEL and clearly discuss directions for this activity before they complete it with partners.
Includes the following components for EACH MONTH:
Page 3: Coding Map
Pages 4-5: Map Pieces (COLORED)
Pages 6-7: Map Pieces (BLACK AND WHITE)
Page 8: Crack the Code! Recording Sheet
Page 9: Crack the Code! Chart to project or display
Page 10: Credits
Partner students. Each pair of students will need one Coding Mat (page 3), one set of Map Pieces (Colored on pages 4-5 OR Black and White on pages 6-7), and 2-4 copies of “Crack the Code!” (page 8). You may also choose to put copies of page 8 inside clear page protectors so that students can write and wipe codes with dry erase markers multiple times. Page 9 is optional and is provided for you to project or display coding symbols.
Have pairs of students cut out all the map pieces and color if desired.
Student 1 arranges the map pieces on the Coding Map, adding path pieces, obstacles, rewards, and enemies as instructed.
Student 2 then “codes” the path on page 8, using the provided symbols to draw the directions that he or she must travel.
Student 1 checks the code and coaches Student 2 as needed.
Map pieces are cleared and students trade places, with Student 2 creating the map and Student 1 writing the code.
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