Grade 1 Coding and Robotics Lesson Plan: Coding

by

Lesson Plan Title:

Grade 1 Coding and Robotics Lesson Plan: Evaluating a Solution for Improvement

Materials Needed:

  • Interactive whiteboard or projector
  • Tablet or laptop with coding software (e.g., ScratchJr) installed
  • Printed worksheets with the coding task
  • Craft supplies (paper, markers, glue)
  • Robotic kits (if available)

Learning Objectives:

  1. Students will understand how to identify strengths and weaknesses in a given coding solution.
  2. Students will learn to suggest practical improvements for coding tasks.
  3. Students will develop critical thinking and problem-solving skills.
  4. Students will enhance collaboration and communication skills through group activity.
  5. Students will be introduced to basic evaluation criteria in coding.

Vocabulary:

  1. Solution – An answer to a problem.
  2. Evaluate – To examine something to judge its value or importance.
  3. Improve – To make something better.
  4. Code – Instructions for a computer.
  5. Algorithm – A set of steps to solve a problem.

Previous Learning:

Students have previously learned basic coding concepts using block-based programming (e.g., ScratchJr). They have created simple projects that involve sequences, loops, and movement commands.

Anticipated Challenges and Solutions:

  • Understanding Evaluation: Students might struggle with how to evaluate a solution. Solution: Provide clear, simple examples and illustrate with visual aids.
  • Communication in Groups: Some students may find it hard to communicate their ideas. Solution: Assign specific roles to each student in the group activity to ensure participation.

Beginning Activities (4 minutes):

  1. Introduction (2 minutes): Briefly review the coding concepts learned in previous lessons. Explain the importance of evaluating solutions in coding.
  2. Objective and Vocabulary Introduction (2 minutes): Present the learning objectives and key vocabulary. Use simple definitions and relate them to their previous work.

Activities:

  1. Warm-Up Activity: Show a simple, pre-made project on the interactive whiteboard. Discuss with students how well the project performs its task. Ask guiding questions like “What do you like about it?” and “How could it be better?”

Middle Activities (32 minutes):

  1. Direct Instruction (5 minutes):

    • Present different elements of the pre-made project. Explain how it works and identify one planned imperfection.
    • Teach how to evaluate using simple criteria (e.g., Does it work? Is it easy to use?).

  2. Guided Practice (10 minutes):

  3. Divide the class into small groups. Provide each group with a worksheet featuring another simple coding task that includes deliberate errors or areas for improvement.
  4. Guide students in evaluating the task using simple prompts.

  5. Discuss findings as a class.

  6. Independent Practice (15 minutes):

    • Have each group work together to suggest and list improvements for their given coding task.
    • Groups then implement at least one improvement using the coding software.
    • Walk around to assist and provide feedback.

End Activities (4 minutes):

  1. Exit Ticket Activity (4 minutes):
    • Each student will complete a quick worksheet where they draw or write about one improvement their group made and why they chose it.
    • Collect worksheets to assess understanding.

Assessment and Checks for Understanding:

  • Group Discussion: Informal assessment during the group discussion about the pre-made project.
  • Guided Practice: Observation and interaction during the group evaluation activity.
  • Independent Practice: Assess the changes implemented in the coding task.
  • Exit Ticket: Review the worksheets to check individual understanding and ability to articulate improvements.

Differentiation Strategies for Diverse Learners:

  • Scaffolding: Provide sentence starters or prompts for the evaluation activity.
  • Extension Activities: Offer more complex coding challenges to advanced learners who finish early.
  • Visual Aids: Use plenty of visual aids and step-by-step instructions for students who need extra support.
  • Peer Support: Pair students strategically so stronger coders can help those who may need more guidance.

Teaching Notes:

  • Emphasise the real-world application of evaluating and improving solutions, relating it to students’ everyday experiences (fixing a toy, improving a drawing).
  • Encourage a positive, supportive environment where students feel comfortable suggesting and receiving feedback.
  • Ensure all digital and physical materials are accessible to students with disabilities (e.g., voice commands on tablets for visually impaired students).

By focusing on these elements, you’ll create an engaging, instructive lesson that helps Grade 1 students start to think critically about coding and problem-solving.