Moving from Unplugged to Blocks Coding
About
In this session you will learn about some websites and resources for teaching Coding with Blocks languages.
Blocks languages, which are also sometimes called Visual Programming languages, are commonly used when introducing learners to Coding.
For example, Scratch is often used for teaching Coding in K-6 and Snap! (an extended version of Scratch) has been used for teaching Coding in High Schools and Universities.
Block languages allow you drag and drop blocks to build programs, rather than typing out Code.
This means that students can focus on learning and understanding the Coding concepts, without having to worry about spelling and syntax errors at the same time.
In the last session you learned about some ‘Unplugged’ approaches for teaching Sequences and Loops, which are examples of computational concepts.
In this session’s activities, you will apply these concepts to solve Coding puzzles.
Puzzles are commonly used to help students learn and practice their Coding skills.
Some examples of puzzles resources, which you will learn about in this session, include: the Lightbot game, Code.org’s activities and Scratch DebugIt projects.
In this session, you will also learn about Events, which are another computational concept, when identifying and fixing a problem in a Scratch project.
algorithm, computational thinking, computational concept, coding, visual programming, sequences, loops, events, debugging, reset
Materials
Presentations
Activities
Links
Session Outcomes
Computational Concepts
| Computational Concept |
How the Concept is Addressed in the Session |
| Sequences |
When completing the Lighbot, Hour of Code and Scratch activities in the session, you will uses Sequences of commands to solve the different puzzles. For example, to complete the activities in the Lightbot game you will have to instruct the Lightbot character to take the right steps in the right order. |
| Loops |
When completing the Lightbot, Hour of Code and Scratch activities in the session, you may use Loops to make the characters repeat actions over an over and over, in order to solve the activities’ puzzles. For example, you may complete activities in Lightbot that involve using Loops to solve the puzzles and you may also learn about the repeat block in Scratch. |
| Events |
You will learn about Events in the Scratch activity. In that activity, you will be shown an example of an Event block in Scratch that causes the character to follow a Sequence of commands when the green flag icon is clicked. |
Computational Practices
| Computational Practice |
How this Practice is Addressed in the Session |
| Being incremental and iterative |
When completing the Lighbot, Hour of Code and Scratch activities in the session, you may be incremental and iterative when solving the puzzles. This means that you may take small steps to solve the problems in these activities. |
| Testing and debugging |
You will test and debug (fix problems in your Code) in the Lightbot, Hour of Code and Scratch activities. For example, in the Scratch activity you will work on a DebugIt activity, which involves trying to identify why a project is not working and how to fix the problem. |
New Science and Technology (K-6) Syllabus Outcomes
Stage 1
| Stage 1 Outcome |
How the Outcome is Addressed |
| ST1-3DP-T: describes, follows and represents algorithms to solve problems |
In the Lightbot, Hour of Code and Scratch activities you will describe, follow and represent algorithms (sequences of step-by-step instructions and decisions) when solving problems (the activities’ puzzles). |
Stage 2
| Stage 2 Outcome |
How the Outcome is Addressed |
| ST2-3DP-T: defines problems, describes and follows algorithms to develop solutions |
In the Lightbot, Hour of Code and Scratch activities you will define problems, as well as describe and follow algorithms (sequences of step-by-step instructions and decisions) when solving problems (the activities’ puzzles). |
Stage 3
| Stage 3 Outcome |
How the Outcome is Addressed |
| ST3-3DP-T: defines problems, and designs, modifies and follows algorithms to develop solutions |
In the Lightbot, Hour of Code and Scratch activities you will define problems, as well as design, modify and follow algorithms (sequences of step-by-step instructions and decisions) when solving problems (the activities’ puzzles). For example, in the Scratch activity you will modify an existing Scratch project to fix a problem that causes it not to work. |
New Technology Mandatory (7-8) Syllabus Outcomes
| Technology Mandatory (7-8) Outcome |
How the Outcome is Addressed |
| TE4-4DP: designs algorithms for digital solutions and implements them in a general-purpose programming language |
In the Hour of Code activity, you will have the choice to complete the Star Wars puzzles using JavaScript (an example of a general-purpose programming language). If you choose to do the activities using JavaScript, you will be designing and implementing algorithms (sequences of step-by-step instructions and decisions) to solve the puzzles. |
AITSL Professional Teacher Standards
| Standard |
How this Standard is Addressed |
| 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful |
In this session you will learn about a couple of different strategies for teaching and integrating ICT (specifically Coding) into learning and teaching. For example, in the Lightbot, Hour of Code and Scratch activities you will learn about how puzzles can be used when teaching Computational Concepts (such as Sequences and Loops). |
| 3.3.2: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. |
In this session you will learn about ways to encourage students’ critical and creative thinking in Coding, by encouraging them to compare different solutions to the activities’ puzzles. |
| 3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning. |
In this session you will have the opportunity to use a range of resources that have been developed to assist the teaching of Coding to students at the various Stages of K-12. |
| 6.2.2: Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. |
In this session you will be given some examples of how Coding and Computational Thinking can be incorporated into different areas of the curriculum and STEM. |
| 6.4.2: Undertake professional learning programs designed to address identified student learning needs. |
In this session you will be introduced to some different tools and approaches for teaching Coding to students with different learning needs (for example, using ScratchJr instead of Scratch). |
Numeracy
| Numeracy Element |
How this Element is Addressed |
| Estimating and calculating with whole numbers |
You will calculate with whole numbers when solving the puzzles in the Lightbot, Hour of Code and Scratch activities. For example, in the Lightbot activity, you will have to count the number of squares that you would like the Lightbot character to move, in order to light up the blue tiles. |
| Recognising and using patterns and relationships |
You will recognise and use patterns and relationships when completing the Lightbot, Hour of Code and Scratch activities. For example, in the Lightbot activity you may need to recognise patterns of movements that Lightbot needs to make, in order to solve some of the harder puzzles. |
| Using spatial reasoning |
You will have the opportunity to use spatial reasoning when completing the Scratch activity. For example, you may use some of the Motion blocks in Scratch, which can be used to change the position of the characters on the Stage (a Cartesian plane). |
Critical and Creative Thinking
| Critical and Creative Thinking Element |
How this Element is Addressed |
| Generating ideas, possibilities and actions |
You will generate a variety of ideas, possibilities and actions when solving the puzzles in the Lightbot, Hour of Code and Scratch activities. For example, there are multiple ways to solve the puzzles in the Lightbot game, some of which involve using a smaller number of commands and are more efficient. |
| Reflecting on thinking and processes |
In the Lightbot, Hour of Code and Scratch activities you will have the opportunity to reflect on the approaches that you used to solve the different problems. |