Grade 2 Coding and Robotics Lesson Plan: Coding

Lesson Plan Title:
Grade 2 Coding and Robotics Lesson Plan: Develop and Execute Algorithms

Materials Needed:
– Interactive whiteboard or projector
– Computers or tablets with coding software (e.g., ScratchJr)
– Coding worksheets
– Pre-printed sequence cards
– Robot toys (e.g., Bee-Bots)
– Internet access

Learning Objectives:
– Students will understand what an algorithm is.
– Students will be able to develop simple algorithms to solve problems or perform tasks.
– Students will learn to execute algorithms using basic coding tools.
– Students will collaborate and problem-solve in pairs or small groups.

1. Algorithm – A sequence of steps to solve a problem or complete a task.
2. Coding – Writing instructions for a computer to follow.
3. Sequence – An order in which steps are followed.
4. Bug – An error in a program that prevents it from working as expected.
5. Debugging – Finding and fixing errors in a program.

Previous Learning:
Students have learned the basics of computers and technology, including simple navigation of coding software and basic problem-solving skills.

Anticipated Challenges and Solutions:
Challenge: Students might struggle to understand the concept of sequences.
Solution: Use tangible objects (like toys) to physically arrange sequences.
Challenge: Debugging can be frustrating.
Solution: Encourage a growth mindset by reminding students that making mistakes is part of learning.

Beginning Activities (4 minutes):
1. Introduction: Briefly explain the objectives of the lesson.
2. Prior Knowledge Activation: Ask students if they can recall what a map is and how following a series of directions in a specific order helps us reach our destination.
3. Introduction to Algorithms: Explain that an algorithm is like a list of steps to follow to complete a task.

Middle Activities (32 minutes):
1. Direct Instruction (10 minutes):
– Show a simple daily task (like brushing teeth) broken down into a sequence of steps.
– Explain how each step needs to be followed in a specific order to achieve the desired result.
– Introduce a simple coding tool (e.g., ScratchJr or Bee-Bots).

  1. Guided Practice (10 minutes):
  2. Demonstrate how to create a simple algorithm using the coding tool.
  3. Work collaboratively on the interactive whiteboard to complete a basic sequence with the whole class.

  4. Independent Practice (12 minutes):

  5. Divide students into pairs or small groups.
  6. Provide each group with a short task and coding materials (e.g., make the Bee-Bot reach a target point on a grid).
  7. Encourage students to write down and test their sequences, using the coding software or robot toys.

End Activities (4 minutes):
1. Exit Ticket Activity: Each student writes down one thing they learned about algorithms and one thing they need help with.
2. Wrap-Up Discussion: Summarise the lesson by highlighting the main points learned. Allow a few students to share their exit tickets.

Assessment and Checks for Understanding:
– Observe students during guided and independent practice to check for understanding.
– Evaluate students’ coding worksheets and sequences.
– Use exit tickets to gauge individual student understanding and areas of difficulty.

Differentiation Strategies for Diverse Learners:
– Scaffolding: Provide step-by-step guidelines and checklists for students who need more support.
– Extensions: For advanced students, introduce more complex tasks or have them create sequences for longer or more intricate tasks.
– Use visual aids and manipulatives for students with learning difficulties.

Teaching Notes:
– Emphasise the importance of sequencing in everyday tasks to build real-world connections.
– Encourage collaboration and communication among students to enhance problem-solving skills.
– Ensure all digital tools are accessible and usable for students with disabilities. Consider pairing students strategically to support those who might struggle with the technology.

Accessibility Considerations:
– Ensure all materials and digital tools are accessible to students with visual or motor impairments.
– Use large print and clear, simple language on worksheets and sequence cards.
– Allow extra time for students who may need it to complete tasks or understand concepts.