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Preschool Standard(s):• Creativity and Innovation. Children use a variety of developmentally appropriate digital tools to learn and create.• Digital Citizenship. Children begin to understand how technology can be used appropriately or inappropriately.• Viewing Images and Other Media Materials. Children begin to develop strategies that assist them in viewing a variety of images and multimedia materials e�ectively and critically.• Living and Non-living Things. Children show a beginning awareness of scientific knowledge related to living and non-living things. ISTE Standard(s):5.d. Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Sequencing

Students will be able to create a code that will help their Coding Critters™ move from one spot to another.

Students will be able to summarize their coding process.

Sequence- A particular order in which things follow each other.

Coding- Computer language.

- Coding Critters™ (enough for each student or pair)- Book on animals and their young - Coding Critters™ storybook

Choose a designated area for students to place their Coding Critters™ and begin finding their buddy. Choose a book or two on animals and their young.

Lesson PlanGrade:Pre-schoolKindergarten

Content Objective

Language Objective

Materials

Vocabulary

Preparation

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Walk around and see how students are working to get their Coding Critters™ to its buddy.

How did you decide what arrows to press to get to your buddy?

If you pressed the wrong button, what did you do to fix the problem?

Read the Coding Critters™ storybook to the students. We want students to notice that the critter has a buddy (a smaller version of itself).

Introduce to the students that their coding friend (either Ranger, Rumble, or Scamper) has lost their buddy and needs to find them.

Students will place their buddy in their animal habitat area and then use their Coding Critters™ in a spot designated by the educator.

The teacher will then have the students code their pet to find their buddy.

Students break into their pairs and the teacher will walk around the room to help guide.

One student will set the cards down on the table and create a sequence that will have the critter move among the habitat.

Once complete, the other student will code this sequence for their critter to complete.

Students can continue to challenge one another by creating new sequences.

Next, have the class come together and discuss how well they felt the coding went.

Teacher: ”Were you able to help your coding friend find their buddy? What was your thought process? What arrows did you have to press to achieve this?”

LessonQuestions to Guide Students

Check for Understanding