The Hunt for the Perfect Egg | Directional Coding Unplugged Activity | Easter
About this resource
This Directional Coding Unplugged Activity is a great Easter task to introduce your students to directional coding. With a range of different difficulty levels to suit your whole class. This unplugged coding activity is designed to introduce students to the idea of algorithms – following a set of directions to solve a problem…. or make it to the right easter egg!
This pack contains:
30 directional coding worksheets
- 5 worksheets with a cut and place focus
- 5 worksheets with a simple colour and follow
- 5 worksheets with a lengthy colour and follow
- 5 worksheets focusing on creating and following a simple code
- 5 worksheets focusing on creating and following a lengthy code
- 5 worksheets focusing on creating and following a code with multiple outcomes.
We have linked this Directional Coding Unplugged Activity to Easter in an attempt to make it easier to introduce coding into your everyday classroom life.
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
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