Grade 4 Coding and Robotics: Introduction to Variables – Week 3 Term 4

1. Variable

A container or storage space in a program that holds information which can change or vary

2. Data

Information stored in a program, such as numbers, words, or true/false values

3. Initialize

To set a starting value for a variable when it is first created

4. Update

To change the value stored in a variable during the program

5. Block-based Coding

A visual programming method using draggable blocks that snap together like puzzle pieces

Hook Activity:

Display a simple box on the board labeled “Score” and ask learners: “When you play a video game, how does the game remember your score?” Demonstrate how the number in the box can change as you “collect points” in an imaginary game. Explain that programmers use something called a “variable” – like this box – to remember information in programs.

Introduction Activities:

• Real-World Analogy (5 minutes): Use the metaphor of a backpack to explain variables. Just as a backpack can hold different items (a book today, a lunchbox tomorrow), a variable can hold different pieces of information. Ask learners to name their backpacks (e.g., “MyBackpack”) and describe what might be inside
• Unplugged Variable Activity (10 minutes): Give small groups of learners paper “containers” (boxes or envelopes) and cards with different information. Have them practice storing different values in their containers and labeling them with appropriate names (e.g., “Age,” “Favorite Color,” “Score”)

Direct Instruction (10 minutes):

Using a block-based coding platform (Scratch or similar), demonstrate on the projector:

• How to create a new variable (go to Variables category, click “Make a Variable”)
• How to name a variable with a clear, descriptive name
• How to set the initial value of a variable
• How to change the value of a variable
• How to display a variable on the screen

Create a simple example: A sprite that asks for your name, stores it in a variable called “UserName,” and then says “Hello [UserName]!”

Guided Practice (15 minutes):

Activity: “About Me” Program

Guide learners step-by-step to create their own program together:

• Create a variable called “Name”
• Create a variable called “Age”
• Use the “ask” block to get the user’s name and store it in the “Name” variable
• Use the “ask” block to get the user’s age and store it in the “Age” variable
• Make the sprite say: “Hello [Name]! You are [Age] years old!”

Walk around and support learners as they work. Pause the class to address common challenges.

Independent Practice (10 minutes):

Activity: “My Favorite Things” Program

Learners work independently or in pairs to create a program that:

• Creates three variables: “FavoriteColor,” “FavoriteFood,” and “FavoriteSport”
• Asks the user three questions and stores the answers
• Makes the sprite share all three pieces of information in an interesting way
• Challenge: Add a score variable that starts at 0 and increases by 10 each time an answer is given

Consolidation Activity:

Conduct a “Gallery Walk” where learners save their projects and take turns viewing 2-3 other learners’ programs. As they view, they identify:

• How many variables were used
• What the variables were named
• One creative thing the program does

Bring the class together and ask: “Why are variables useful in programs?” Create a class mind map on the board with learner responses.

Exit Ticket:

On a sticky note or in their coding journal, learners complete these sentences:

• “A variable is like a ____ because ____”
• “One thing I can store in a variable is ____”
• “Variables are useful because ____”

📝 Formative Assessment

• Observe learners during the unplugged variable activity – can they explain what information their “container” holds?
• Monitor learners during guided practice – are they able to create and name variables appropriately?
• Check programs during independent practice – do variables store and display information correctly?
• Review exit tickets to assess understanding of variable concepts

📋 Summative Assessment

• Completion of “My Favorite Things” program with at least 3 working variables
• Ability to explain verbally what their variables do in their program
• Accurate naming and use of variables following coding conventions

🤝 For learners who need support:

• Provide a step-by-step visual guide with screenshots for creating variables
• Pair with a coding buddy for peer support
• Start with just one variable before adding more
• Use pre-made templates with some code already completed
• Provide sentence starters for variable names (e.g., “My____”)
• Allow use of paper-based planning before coding

🚀 For advanced learners:

• Challenge them to create a simple calculator that uses variables for two numbers and displays their sum
• Ask them to create a variable that changes within a loop (e.g., a counter)
• Have them use variables with different data types (numbers, text, true/false)
• Encourage them to create a simple quiz game with a score variable
• Ask them to help teach other learners about variables
• Challenge: Create a program with variables that interact with each other

♿ For learners with barriers:

• Use larger text and high-contrast colors on the coding platform
• Provide printed reference cards with variable blocks and their functions
• Allow learners to work at their own pace with extended time
• Use text-to-speech for instructions if available
• Provide physical manipulatives (boxes with labels) for understanding variables
• Allow verbal explanations instead of written exit tickets

✅ What worked well:

[To be completed after lesson – Consider: Did the unplugged activity help learners understand variables? Were learners engaged during the coding activities? Did the real-world analogies make sense to learners?]

🔧 What could be improved:

[To be completed after lesson – Consider: Did learners need more time for any activities? Were instructions clear enough? Did all learners successfully create variables? What technical challenges arose?]

📝 Notes for next lesson:

[To be completed after lesson – Consider: Which concepts need reinforcement? Are learners ready to learn about changing variable values in loops? Which learners need additional support?]