ALEX Learning Activity Resources

   View Standards     Standard(s): [DLIT] (0) 7 :

1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

[SS2010] LWT (0) 10 :

10 ) Apply vocabulary related to giving and following directions.

Example: locating objects and places to the right or left, up or down, in or out, above or below

The purpose of this lesson is to introduce students to the concept of coding through unplugged activities that require students to (1) give directions, (2) listen and follow directions, and (3) understand and apply knowledge of directional vocabulary such as right, left, up, down, in, out, above, and below. Through the unplugged coding activity, students will create an algorithm, or sequence steps, to complete a maze to gain the skills of completing a task by breaking down a task into smaller steps.The connection with computer coding with the activity is to introduce students to the concept that computers follow directions just as we do. We can use code to communicate with a computer in order to give it directions to complete a task. Through a discussion on how a computer understands the code, students can relate the way a computer understands code to how they understood the directions given to them during the activity to complete the maze.

This activity was created as a result of the DLCS Resource Development Summit.

   View Standards     Standard(s): [DLIT] (0) 18 :

12) Use a variety of digital devices, in both independent and collaborative settings.

Examples: Interactive boards, tablets, laptops, other handheld devices.

[DLIT] (0) 7 :

1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

[DLIT] (0) 11 :

5) Demonstrate appropriate behaviors for working with others responsibly and kindly.

Examples: Face-to-face collaborative groups or interactions, online interactions, role play.

[DLIT] (0) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[MA2019] (0) 19 :

19. Correctly name shapes regardless of their orientations or overall sizes.

[ELA2021] (0) 4 :

4. With guidance and support, ask and answer questions to seek help, get information, or clarify information presented orally, through text, or other media.

Example: Use interrogatives who, what, where, when, why, and how to ask questions.

[MA2019] (0) 20 :

20. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

[MA2019] (0) 18 :

18. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

While students are in pairs and without being able to see each other, student 1 designs and provides oral instructions to student 2 in order for student 2 to recreate a shape and/or structure only student 1 can see. Student 2 can ask clarifying questions, but that is all. This activity builds skills in sequencing, classifying, sorting, orientation, and relative position of objects. It also builds listening skills for oral comprehension and asking and answering concise questions.

This activity was created as a result of the DLCS COS Resource Development Summit.