STEAM Unit: Introduction to Unplugged Coding

View Curriculum Codes

Description

Coding is a way of thinking, a way of problem-solving, and can exist even without a computer. Unplugged coding is a great way to introduce the concept of coding to early students who may lack literacy and computer skills to enjoy traditional coding programs.

In this activity, student groups solve a variety of mazes using simple, graphic commands.

Each maze is given a difficulty measure so that students can monitor their progress. The mazes are also designed to require cooperation as they get more difficult as students will need to pool their command blocks to come up with a solution.

Suitable for

Relief Teachers
Parents

Lesson Structure

Individual Activity
Rotations / Group Work

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Curriculum Codes

AC9TDI2P02 9

Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition)

AC9TDI4P01 9

Define problems with given design criteria and by co-creating user stories

AC9TDI4P02 9

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration

AC9TDI4P04 9

Implement simple algorithms as visual programs involving control structures and input

AC9TDI6P02 9

Design algorithms involving multiple alternatives (branching) and iteration

AC9TDI6P05 9

Implement algorithms as visual programs involving control structures, variables and input

ACTDIP004 8.4

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

ACTDIP010 8.4

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them

ACTDIP011 8.4

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input

ACTDIP019 8.4

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition)

ACTDIP020 8.4

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input

VCDTCD017

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

VCDTCD023

Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them

VCDTCD024

Develop simple solutions as visual programs

VCDTCD032

Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequences of steps, branching, and iteration

VCDTCD033

Develop digital solutions as simple visual programs

STe-2DP-T old

Develops solutions to an identified need

STe-7DI-T old

Identifies digital systems and explores how instructions are used to control digital devices

ST1-2DP-T old

Uses materials, tools and equipment to develop solutions for a need or opportunity

ST1-3DP-T old

Describes, follows and represents algorithms to solve problems

ST1-11DI-T old

Identifies the components of digital systems and explores how data is represented

ST2-1WS-S old

Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations

ST2-2DP-T old

Selects and uses materials, tools and equipment to develop solutions for a need or opportunity

ST2-3DP-T old

Defines problems, describes and follows algorithms to develop solutions

ST2-11DI-T old

Describes how digital systems represent and transmit data

ST3-2DP-T old

Plans and uses materials, tools and equipment to develop solutions for a need or opportunity

ST3-3DP-T old

Defines problems, and designs, modifies and follows algorithms to develop solutions

ST3-11DI-T old

Explains how digital systems represent data, connect together to form networks and transmit data

Differentiation

EXTENSIONS

If you would like to extend your students, they can use the series of “Make Your Own” maze cards where they will fill in the obstacles for Archaeologist Jones.

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