STEAM Unit: Introduction to Unplugged Coding
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.
Learning goals
- We are learning to follow and describe algorithms.
- We are learning to follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems.
- We are learning to define problems using design criteria and by co-creating user stories.
- We are learning to follow and describe algorithms involving sequencing, comparison operators (branching) and iteration.
- We are learning to define simple problems and describe and follow a sequence of steps and decisions (algorithms) needed to solve them.
- We are learning to implement simple algorithms as visual programs involving control structures and input.
- We are learning to implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input.
- We are learning to design algorithms involving multiple branching and iteration.
- We are learning to design, modify and follow simple algorithms involving sequences of steps, branching and iteration (repetition).
- We are learning to implement algorithms as visual programs involving control structures, variables and input.
- We are learning to implement digital solutions as simple visual programs involving branching, iteration (repetition) and user input.
Curriculum alignment
Design algorithms involving multiple alternatives (branching) and iteration
AC9TDI4P04 9Implement simple algorithms as visual programs involving control structures and input
AC9TDI4P02 9Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration
AC9TDI4P01 9Define problems with given design criteria and by co-creating user stories
AC9TDI6P05 9Implement algorithms as visual programs involving control structures, variables and input
AC9TDI2P02 9Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition)
ACTDIP019 8.4Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition)
ACTDIP020 8.4Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input
ACTDIP011 8.4Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
ACTDIP010 8.4Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them
ACTDIP004 8.4Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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.