Unit 6 — Coding and Computational Thinking

• Hour of Code activity completion and observation
• Robot movement testing and troubleshooting
• Code predictions before running programs
• Debugging exercises and reflections
• Peer testing of programmed robot challenges

Completed coding challenge or robot obstacle course with functioning code; documentation of debugging process

A timed coding task requiring students to write a short sequence of code (3-5 commands) to move a robot or character through a simple maze or path, assessing mastery of sequencing, basic commands, and ability to test code for accuracy.

Students may demonstrate coding understanding through verbal explanation of code steps, physical demonstration of sequencing with manipulatives, or teacher-guided completion of simplified code blocks with visual supports such as labeled command cards or step-by-step pictorial guides.

Students may benefit from visual step-by-step sequencing supports that break coding tasks into smaller, numbered stages, helping them manage multi-step programming challenges without cognitive overload. Providing a personal reference card with key coding vocabulary and symbols (such as loop and conditional icons) supports both comprehension and independent execution. Teachers should allow oral or partner-assisted explanations of debugging thinking rather than requiring written reflections, and check in frequently during robot programming tasks to provide immediate, corrective feedback before frustration builds.

Extended time during coding challenges and robot programming activities allows students to work at a pace that reduces anxiety and supports accuracy. Preferential seating near the teacher or away from high-traffic areas of the classroom minimizes distraction during focused programming and debugging tasks. A printed copy of on-screen directions or challenge prompts supports students who have difficulty tracking between a device and verbal instructions simultaneously.

Visual diagrams, icons, and color-coded blocks on coding platforms help make programming concepts accessible without relying solely on English text. Key vocabulary such as sequence, loop, conditional, and debug should be pre-taught with visual examples and, where possible, connected to cognates or home language resources. Simplified verbal directions paired with physical demonstration on a robot or screen help bridge language gaps when introducing new concepts, and partnering MLLs with a peer during collaborative coding tasks provides both language modeling and academic support.

Beginning with unplugged, hands-on sequencing activities provides a concrete entry point into computational thinking before students engage with digital platforms, helping connect new coding concepts to familiar, physical problem-solving experiences. Reducing the complexity of initial coding challenges — such as focusing on short sequences before introducing loops or conditionals — allows students to build confidence and experience early success. Teachers should frame debugging as a normal and expected part of the coding process, reinforcing persistence and providing structured prompts to guide students through identifying and correcting errors.

Students who demonstrate early mastery of sequencing and basic programming concepts can be challenged to design their own multi-condition algorithms or create original robot obstacle courses for peers to solve, pushing into higher-order design and problem-posing thinking. Encouraging these students to explore efficiency — such as asking how a program could accomplish the same outcome with fewer blocks or steps — builds abstract computational reasoning beyond the core unit objectives. Teachers may also invite gifted students to investigate real-world applications of conditional logic or loops in fields such as robotics engineering or game design, connecting classroom coding skills to broader computational thinking contexts.