Grade 1 Coding and Robotics Lesson Plan: Coding

Lesson Plan Title:

Grade 1 Coding & Robotics Lesson Plan: Designing a Simple Product Based on Specifications


Materials Needed:

  • Construction paper
  • Scissors
  • Glue sticks
  • Crayons and markers
  • Pipe cleaners
  • Buttons, beads, and other crafting materials
  • Simple toy construction kits (like LEGO or DUPLO)
  • Tablets or computers with a basic design program (optional)
  • Whiteboard and markers

Learning Objectives:

  1. Students will understand what a design specification is.
  2. Students will learn to follow a set of design specifications to create an artefact.
  3. Students will develop basic problem-solving and creativity skills.
  4. Students will practice working collaboratively and communicating their ideas.

Vocabulary:

  1. Design – A plan or drawing produced to show the look and function of something.
  2. Specification – A detailed description of the design requirements.
  3. Artefact – An object made by a person, typically of cultural or historical interest.
  4. Creativity – The use of imagination or original ideas to create something.
  5. Problem-solving – The process of finding solutions to difficult or complex issues.

Previous Learning:

Students have learned about basic shapes, colours, and how to use crafting tools safely. They have also been introduced to working in groups and sharing resources.


Anticipated Challenges and Solutions:

  1. Difficulty following specifications: Break down the specifications into smaller, manageable steps and use visual aids.
  2. Sharing materials: Arrange materials in multiple stations and teach sharing norms.
  3. Creativity block: Provide examples and prompts to help inspire ideas.

Beginning Activities: (4 minutes)

  1. Introduction to Learning Objectives:
  2. Explain the concept of design and specifications with simple terms. Use the whiteboard to draw a simple picture and add labels.
  3. “Today, we will become designers! We will create something new by following some special instructions called specifications.”

  4. Activate Prior Knowledge:

  5. “Remember when we talked about shapes and colours? Today, we will use them to make something amazing!”

Middle Activities: (32 minutes)

  1. Direct Instruction:
  2. Present a simple artefact (such as a paper robot) and discuss the specifications used to create it, e.g., “Our robot needs two circles for eyes, one square for a body, and four rectangles for arms and legs.”

  3. Guided Practice:

  4. Distribute basic design templates and materials.
  5. Walk around the classroom offering guidance and answering questions as students start building their artefacts according to the given specifications.

  6. Independent Practice:

  7. Allow students to add their unique touches while still adhering to the basic specifications, fostering creativity within boundaries.

  8. Collaborative Work:

  9. Pair or group students to discuss their designs and share materials. Encourage them to explain their choices to their peers.

End Activities: (4 minutes)

  1. Exit Ticket:
  2. Each student presents their artefact to the class, describing which specifications they followed and any creative changes they made.
  3. Ask students to place their artefacts on a display table and write their names on a card next to it.

  4. Reflection:

  5. Quick class discussion on what they enjoyed and what they found challenging during the activity.

Assessment and Checks for Understanding:

  • Observe students during guided and independent practice to ensure they follow specifications.
  • Listen to the students’ presentations to assess their ability to articulate the design process.
  • Use the exit ticket presentations to check for understanding of the design specifications.

Differentiation Strategies for Diverse Learners:

  • Scaffolding: Provide more detailed and visual step-by-step instructions for students who need extra support.
  • Extension Activities: Offer additional materials and encourage more complex designs for advanced students.
  • Mixed-ability Pairing: Pair higher-ability students with those who may need more help to foster peer teaching and support.

Teaching Notes:

  • Emphasise the importance of following specifications while leaving room for personal creativity.
  • Encourage students to use kind and positive language when giving feedback to their peers.
  • Ensure all materials are accessible for students with disabilities; use adaptive tools if necessary (e.g., large-handled scissors).

This lesson focuses on creativity, problem-solving, and following instructions, all critical skills in early coding and robotics. Encourage a collaborative and supportive classroom environment to enhance engagement and learning outcomes.

Leave a Reply

This site uses Akismet to reduce spam. Learn how your comment data is processed.