Build a Snowman | Winter Short Story Coding Unplugged
About this resource
This winter activity is a great way to introduce core coding concepts of debugging and directional coding. It builds on a short story about building a snowman that helps engage students in literacy and coding unplugged activities.
Blurb:
Help, Sarah has been trying to write her short story about how she tried to build a snowman. But her pictures have some how gotten muddled up and she doesn’t know which picture goes with which writing idea. Can you help code her way around the board to collect the pictures in the write order?
What’s included in this pack:
- Teacher Instructions
- Whole Class Short Story
1. Easier Tasks
- Directional Coding Worksheet
- Debugging Coding Worksheet
- Editing my Sentences
- Sequencing my Story
- Write my Story
2. Slightly Harder
- Directional Coding Worksheet
- Debugging Coding Worksheet
- Plan my Writing for me
- Write my Story
Progress Outcomes Covered
We’ve designed this project to cover a portion of the Digital Curriculum. Specifically looking at Progress Outcome 1 of Computational Thinking.
In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging).
– Progress Outcome 1
Students will be given opportunities to look at how directions can be used to code a character around a map, and how to use it to find the most efficient way of doing something. They will be able to test their algorithm and correct where they have gone wrong. This brings in the concept of debugging.
This project is the perfect way to introduce coding to children who have not been exposed to algorithmic concepts. Especially with early learners.
Assessing Your Students
Year 1
- Set 1.1: I can solve a problem using simple directional steps (up, down)
- Set 1.2: I can use objects to see if my steps are right
- Set 1.3: I can spot wrong steps
- Set 1.4: I can change the wrong steps to correct steps
- Set 1.5: I can make simple, well defined, steps to do something. (Put your hands on your hips)
- Set 1.6: I can verbally give these instructions
- Set 1.7: I can see and say where my instructions are wrong
- Set 1.8: I can verbally fix my instructions
Year 2
- Set 2.1: I can write down simple and well defined steps to solve a problem
(Move left) - Set 2.2: I can test my written steps to see if they work
- Set 2.3: I can identify when my steps are wrong
- Set 2.4: I can correct my wrong steps by rewriting them
- Set 2.5: I can retest my steps to make sure they are correct
- Set 2.6: I understand why I need to give precise steps
- Set 2.7: I understand that tasks can be broken down into smaller steps
Year 3
- Set 3.1: I can give precise instructions to solve a problem (Move one space to the left)
- Set 3.2: I can describe what I think will happen when I give an instruction
- Set 3.3: I can identify errors in my instructions
- Set 3.4: I can correct errors in my instructions
- Set 3.5: I understand that there are different ways of giving instructions
- Set 3.6: I can find multiple ways to solve a problem
- Set 3.7: I can predict where an object will be by following a set of instructions
Year 4
- Set 4.1: I can break down a problem down into a series of steps
- Set 4.2: I can use symbols to communicate my instructions (R, instead of right)
- Set 4.3: I can test instructions that include symbols and words.
- Set 4.4: I can identify problems (bugs) and fix them (debug)
- Set 4.5: I can write multiple sets of instructions for the same problem
- Set 4.6: I can choose the best instruction to solve a problem
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