Unit 6 — Coding and Robotics
Description
Students learn foundational coding concepts through visual programming and robot control. The unit begins with Hour of Code activities to introduce sequencing and logic. Students then use tablets to code Sphero robots to move in patterns and complete challenges. Later in the year, students program Dot and Dash robots, which require combining coding with physical design. These experiences build computational thinking skills in a hands-on context.
Essential Questions
- How do we use code to control machines?
- What is an algorithm and why does order matter?
- How do coding and design work together?
Learning Objectives
- Understand basic coding concepts: sequences, loops, and conditionals
- Write code using visual programming tools
- Test code and debug when robots do not perform as expected
- Plan the steps needed to complete a challenge
- Combine coding with physical design constraints
Supplemental Resources
- Index cards with coding challenge instructions for each student
- Markers for drawing robot pathways and planned routes
- Sticky notes for labeling code blocks and sequence steps
- Graph paper for mapping robot challenge courses
Algorithms and Programming
Engineering Design
Nature of Technology
Standards for Mathematical Practice
Formative Assessments
- Observation of student coding and troubleshooting process
- Code review for correct use of sequences and loops
- Robot challenge completion with notes on debugging steps
- Discussion of what the code does and why it works
Summative Assessment
Successful coding of a robot to complete a multi-step challenge or race
Benchmark Assessment
Assessment of ability to debug code when robot fails to reach target
Alternative Assessment
Students may demonstrate coding concepts through teacher-guided verbal directions or simplified visual sequences with fewer steps. Manipulatives, enlarged block symbols, or one-on-one support during robot testing may be provided to support understanding of sequences and basic commands.
IEP (Individualized Education Program)
During coding and robotics activities, provide visual step-by-step sequence cards that show the order of coding actions using pictures and symbols rather than text, supporting students who need structured processing support. Allow students to demonstrate understanding through verbal explanation or physical demonstration of robot movement rather than written output. For debugging tasks, break the troubleshooting process into smaller guided steps, prompting students to check one part of their sequence at a time. Additional adult or peer support during robot challenges can help students stay on task and work through the problem-solving process at a manageable pace.
Section 504
Ensure students have access to a low-distraction workspace during focused coding tasks, as screen-based and hands-on activities can be overstimulating in a busy classroom environment. Provide extended time on robot challenges and allow students to revisit and re-run their code without time pressure. Preferential seating near the teacher during direct instruction on sequencing concepts supports attention and engagement throughout the unit.
ELL / MLL
Support understanding of key coding vocabulary — such as sequence, loop, step, and debug — through illustrated word cards and physical demonstrations with the robot before students are expected to use the tools independently. Use clear, simple directions with visual cues for each stage of the coding process, and allow students to point, gesture, or act out robot movements as a form of participation. When possible, pair students with a supportive peer who can model the coding workflow, and encourage students to describe what the robot is doing in their home language as a bridge to building English vocabulary.
At Risk (RTI)
Connect coding concepts to familiar ideas, such as giving directions to a friend or following the steps to complete a simple task, to build a meaningful entry point into sequencing and logic. Provide simplified challenges with fewer steps before introducing multi-step robot tasks, allowing students to experience early success and build confidence before increasing complexity. Frequent check-ins during coding work help identify confusion early, and visual sequence supports can reduce cognitive load so students can focus on the core idea of making the robot move as intended.
Gifted & Talented
Challenge students to extend beyond the basic robot challenge by designing their own multi-step course or obstacle scenario and writing code to navigate it, requiring deeper planning and application of loops or conditionals. Encourage students to reflect on why their code works or does not work, pushing toward systematic debugging thinking rather than trial-and-error. Students ready for greater complexity can explore whether a task can be completed using fewer commands or a repeated loop, introducing the concept of code efficiency in an age-appropriate way.