The Hunt for the Haunted Candy | Sequencing Coding Unplugged
About this resource
Bring coding to your classroom this Halloween season with our Sequencing Coding Unplugged Activity. It’s the perfect way to introduce and reinforce the importance of sequencing instructions within coding – and it’s designed for juniors.
Don’t worry if you’re hesitant with coding, we explain it all – just print and go!
In this pack, you’ll be helping Casper collect all of the candy before heading to the haunted house!
About this product:
This is a 4 part mini lesson to introduce sequencing (simple algorithms), debugging, and testing efficiency.
It’s suitable for children aged 5-8yrs old, but will also be beneficial for any year group that is just starting out with introducing Computational Thinking.
Begin by reading a scenario to your whole class, select a Halloween Map and work together to direct Casper and complete each of the four tasks.
After this mini lesson, there are 3 other completed Halloween Maps for you to use and help take the new learning to independence.
This pack can be completed as a whole class, in small groups, or independently. Or all of the above – the choice is yours.
What this pack includes:
– Teacher instructions
– Scenario story
– 4 task cards
– 4 completed halloween maps
– 1 blank halloween map
– 1 full page recording sheet
– 1 cut out resource sheet with directions
Progress Outcomes Covered
We’ve designed this project to cover a large 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 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 before exposing children to a programmable environment.
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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Terms of Use
Everything included in this resource is licensed for a single classroom or family use. It may be photocopied by the original purchaser for his or her classroom only. It may not be put on the internet, sold, or redistributed in any form. If you would like to share this product with your colleagues or friends, please honour the time and energy put into it by purchasing multiple licenses through the avenue you purchased it.
Copying any part of this resource and placing it on the internet is strictly forbidden. This is a violation of the Digital Millennium Copyright Act. Thank you for respecting the copyright.
