Unit 8 — Coding and Computer Science
Description
Students develop computational thinking skills through multiple coding platforms throughout the year. In January, students use Sphero robots controlled through coding apps, learning to program movement sequences and overcome obstacles. In June, students use Dot and Dash robots with the Wonder Curriculum, building progressively complex coding challenges. In December, students participate in Hour of Code activities on Code.org, learning fundamental coding concepts through games and visual programming. These units integrate technology standards with creative problem-solving and logical sequencing. Students apply coding to control physical robots and solve movement challenges.
Essential Questions
- How do we write code to control a robot?
- What is a sequence and how do we create one?
- How do we debug code when it doesn't work as planned?
- How does computational thinking help us solve problems?
Learning Objectives
- Understand algorithms and sequences
- Write and test simple code to control robots
- Debug code and troubleshoot problems
- Apply computational thinking to design challenges
- Use coding to solve movement and navigation problems
- Create increasingly complex programs
- Understand how code controls technology
Supplemental Resources
- Tablets or iPads for coding apps and Wonder Curriculum
- Graph paper for planning robot paths
- Markers for marking robot starting and ending positions
- Index cards for documenting code sequences
- Printed coding vocabulary cards for reference during activities
Algorithms and Programming
Engineering Design
Science and Engineering Practices
Formative Assessments
- Observation of coding and robot control
- Testing of coded sequences
- Sketches of planned robot movements
- Troubleshooting and debugging exercises
Summative Assessment
Completed coding challenge where students program robots to navigate obstacles or complete movement tasks
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through hands-on manipulation of robot controls with teacher guidance, simplified visual coding blocks with fewer steps, or verbal explanation of what code should do rather than independent coding. Images and physical demonstrations may replace written or typed responses.
IEP (Individualized Education Program)
Students may benefit from visual step-by-step sequence cards that break down the coding process into manageable chunks, supporting planning and execution without relying heavily on reading. Allow students to demonstrate understanding of algorithms and debugging through verbal explanation or guided teacher questioning rather than written responses alone. Providing a physical model or diagram of the robot's movement path can help students plan sequences concretely before entering code. Frequent check-ins during coding challenges allow the teacher to offer targeted feedback and keep students on track with each stage of the task.
Section 504
Students should be provided with preferential seating near the teacher or demonstration area during coding instruction to reduce distraction and ensure clear visibility of modeling. Extended time on coding challenges allows students to test, debug, and refine their programs without feeling rushed. A low-distraction workspace during independent coding tasks supports sustained focus on sequencing and problem-solving.
ELL / MLL
Visual supports such as illustrated vocabulary cards featuring key coding terms — such as sequence, loop, debug, and command — help students connect language to the actions they observe with the robots. Directions for coding tasks should be given in short, clear steps, accompanied by a visual demonstration before students begin independently. Pairing students with a supportive partner during robot programming activities encourages language use in context and provides a model for both coding and vocabulary.
At Risk (RTI)
Students who need additional support should begin with shorter, simpler sequences — such as programming a single movement — before building toward more complex multi-step challenges. Using physical movement to act out a sequence before coding it on screen can help students internalize the concept of algorithms in a concrete, accessible way. Connecting coding tasks to familiar ideas like giving directions or following a recipe helps activate prior knowledge and provides a meaningful entry point into computational thinking.
Gifted & Talented
Students who demonstrate early mastery of basic sequences should be challenged to design multi-step programs that incorporate conditionals or repeating patterns, pushing beyond linear sequences toward more sophisticated computational thinking. Encourage these students to document their debugging process — recording what did not work and why — to develop metacognitive habits around problem-solving and iterative design. Students may also be invited to design their own obstacle courses or movement challenges for peers to solve, deepening their understanding of how code controls technology by approaching it from a design-thinking perspective.