Rescuing Mum | Mother’s Day Unplugged Coding Activity
About this resource
This Mother’s Day unplugged coding activity is a great way to introduce or build on from simple algorithm concepts.
Mother’s Day is here and Mum is almost home from her day out!! But the house is a mess! We need to give Mum her gifts and get her to a nice relaxing spot without her seeing any of the mess!
Can you write the code for our Mum to collect her Mother’s Day gifts and take them to a relaxing place?
How it Works
- Create a Map by cutting out a character, two objects, and an end point. Place them around the grid. Then fill the grid with obstacles – but make sure there is a clear path to the objects and then to the end point. For older children, you can place less obstacles on the map so that there are multiple paths, then challenge children to find the quickest way.
- Swap maps with a buddy.
- Write the code for your partners map. Use the arrows or recording sheet to write the instructions for the character to collect the objects and head to the end point.
- Swap back with your buddy, or find a third partner.
- Follow the code given and make sure that it is written correctly. Identify any incorrect steps and write them correctly.
Save $$$ and get it in a BUNDLE!
How to Scale Difficulty
5-7Yr Olds – Use the printable arrows to place the code onto the map.
8-9Yr Olds – Use the recording sheet along with symbols to write the code.
10-11Yr Olds – Use less obstacles on the map to challenge students with more pathways. This requires students to find the most efficient route to the end.
What’s Included?
– Teacher Instructions
– Google Slides Link
– Mother’s Day Map
– Recording Sheet
– Obstacles/Characters/Objects in Black and White
– Obstacles/Characters/Objects in Colour
– Coding Pieces (Arrows)
Progress Outcomes Covered
We’ve designed this project to cover a large portion of the Digital Curriculum. Specifically looking at Progress Outcome 1 and 2 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
In authentic contexts and taking account of end-users, students give, follow, and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.
– Progress Outcome 2
Students will be given opportunities to look at what an algorithm is, 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
Year 5
- Set 5.1: I can create a written algorithm using symbols and words
- Set 5.2: I can loop repeated instructions
- Set 5.3: I can put my algorithm in a programming environment
- Set 5.4: I can test my algorithm in a programming environment.
- Set 5.5: I can find a bugs and use a simple debugging strategy to fix them
- Set 5.6: I can add to the algorithm in my programming environment (sound, pictures)
- Set 5.7: I understand that computers need clear and precise instructions
Year 6
- Set 6.1: I can create a problem and solve it using an algorithm in a programming environment.
- Set 6.2: I can communicate my algorithm correctly when testing it
- Set 6.3: I can debug a variety of bugs in a programming environment.
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