in the Classroom

© Brittany Washburn

starter kit
INCLUDED IN THIS STARTER KIT
1. Teacher Background Info
2. Vocabulary
3. Printable Cards
4. Picture Books
5. Poster
6. Classroom Process
7. Examples
8. Materials
9. Resources for:
• ELA
• Math
• Science
• Social Studies
• ANY Vocab
 in the Classroom © Brittany Washburn

starter kit
Without even knowing it, we are teaching
coding concepts in the classroom every On the following
day. You know that saying "All I really page you’ll find
need to know I learned in Kindergarten"?
Well, it definitely applies here. a chart that
compares
Most people who haven't done it before coding terms to
think that it requires some special
program or software to get started. I'm terms you’re
here to tell you it can be done without probably
using computers. In fact, I guarantee already familiar
you're teaching coding concepts already!
with from doing
This resource is designed to give you the crafts in your
tools you need to feel confident starting classroom.
to code with your students.
Vocab Comparison for Coding

© Brittany Washburn
Things we think about What these things are called in Coding
while Crafting

Repeating Patterns Loops 3

Directions Algorithm

Order of Steps Sequence

Completed Project Program

Problem Solving Debugging

Paths to Completion Conditionals

Break into Steps Decompose

+ +
Amount Value 2
 WORD WALL CARDS

Programmer
person that writes the code (language) that tells
the computer what to do

Code
the language that programmers use and
create

Program
finished algorithm that can be run by a
machine
 WORD WALL CARDS

Algorithm
a sequence of instructions (commands) for
carrying out a task

Sequence
the ordered steps in a program

Command
an instruction for the computer
 WORD WALL CARDS

Bug
part of a program that does not work
correctly

Debugging
finding and fixing problems in a program

3
Repeat
do something again
 WORD WALL CARDS

+ +
Decompose
break something into steps

Conditionals
a repeating pattern

3
Variable
contains stored information that gives meaning to a
value
 WORD WALL CARDS

Persistence
trying again and again, even when
something is very hard

Loop
a repeating pattern

3
Value
the amount a variable holds
 Our Coding Language

DOWN ARROW UP ARROW TURN LEFT

(or forward)

LEFT ARROW RIGHT ARROW TURN RIGHT

© Brittany Washburn 2019
 Our Coding Language

START STOP REPEAT

JUMP OVER COLLECT DISCARD

© Brittany Washburn 2019
Printable Cards

© Brittany Washburn
Printable Cards

© Brittany Washburn
 Books to Teach Coding
The following books are great for demonstrating behaviors that are beneficial
for STEM and Coding in the classroom. They have themes like not giving up,
troubleshooting, and problem solving, which are critical to open ended
activities like coding. Many of the stories also teach actual coding skills like
conditionals, sequencing, and following an algorithm (but remember they are
using the crafting vocab not the coding vocab so be sure to point out the
differences to students).

You can find Technology Themed Picture books and any of the following books
in my Amazon Recommendations List too.
• Everyone Can Learn to Ride a Bicycle
• Caps for Sale
• Five Little Monkeys Jumping on the Bed
• Good Night, Gorilla
• Harold and the Purple Crayon
• King Bidgood's in the Bathtub
• The Little Mouse, the Red Ripe Strawberry
• Monkey and Robot

These books are all about Problem Solving

• The Doorbell Rang
• If You Give a Mouse a Cookie
• Jump, Frog, Jump!
• The Most Magnificent Thing
• Mr. Grumpy's Outing
• No Problem
© Brittany Washburn 2019
 Why do we Code?

WE CODE TO LEARN
• Critical Thinking
• Perseverance
• Creativity
• Story Telling
• Problem Solving
• Teamwork
• Self-Confidence
• Risk Taking

© Brittany Washburn 2019

 Classroom Process
SO HOW DOES THIS LOOK IN THE CLASSROOM?
I'll run you through an example.

Level 1: Sorting
Students can sort by a lot of different variables and conditions,
like size, color, and shape. Have a material available for
students (like Lego bricks) to sort multiple ways. See if students
can even invent their own ways to sort the same set of
pieces.

Level 2: Patterns
Students start to recognize and create patterns out of the
materials they have available. Have students recreate
patterns or invent their own, and then talk about how
repeating patterns are loops of the same thing over and over.

Level 3: Meaning
In coding, pieces of data and patterns are assigned meaning.
Students can do this with their crafting materials and patterns.
Let's say they have 4 red blocks then 1 blue as their pattern.
They can assign a meaning to this loop. Let's say they call it the
letter A. In fact, they can use these same 5 blocks rearranged
to make other letters and whole words.

Level 4: Create their Own

Challenge students to make their own patterns with meaning.
With it they can create coded messages to have other
classmates solve. This is all part of thinking like a computer!

© Brittany Washburn 2019

 Examples
Here are some examples of things
you’re probably doing already that teach
coding concepts:
• Marble Run
• Rebus Story
• Maps and Roads
• 3D Structures
• Puzzles
• Block building with narratives
• Synchronized dramatic play
• Pegboard or other grid patterns
• Sequencing stories
• Breaking apart math problems
• Mazes
• ABC order
• Patterns
© Brittany Washburn 2019
 Materials
Materials to keep in the classroom for Coding activities
•Pattern blocks
•Painter's tape
•Clay
•Pom poms
•Cotton balls
•Graph paper
•Rulers
•Stamps
•Straws
•Magna-Tiles
•LEGOs
•Foam blocks
•Wood blocks

You don’t need to have

coding robots or fancy
equipment to teach students
coding concepts. It can
begin with every day
manipulatives and crafting
materials.
© Brittany Washburn 2019
Coding in
ELA
The following activity is
designed to go with this picture
book.
Click here for the full version of
Guided Coding Stories © Brittany Washburn 2019
Coding in ELA additional resources

Click on an image to be taken to

the resource page.
© Brittany Washburn 2019
CODING IN ELA
CODING IN ELA
Read the story
with your
students. Then
complete the
Guided Coding
Story Grids
Students use arrows to make the path
through the sequence of the story.
1. Shovel
2. Pail
3. 2 seashells (student can choose
order)
4. Wave
5. Sandcastle
6. The beachball is extra – think of it
like an obstacle to avoid
How to CODE a Sandcastle

© Brittany Washburn
How to CODE a Sandcastle

Use these pieces on the blank grid to

make your own puzzle.

© Brittany Washburn
How to CODE a Sandcastle

© Brittany Washburn
Coding in Math additional resources

© Brittany Washburn 2019

Coding in
Math
The following activity is part of
a bundle of Pixel Art activities

© Brittany Washburn 2019

 CODING IN MATH
HOW PIXEL ART TEACHES MATH
AND CODING:
Computer graphics are made up
of images and images are made
up of individual pixels. Each pixel
only contains one color, so
computers have to combine
thousands of pixels in a grid in
order to display complex
images.
The computer has to receive a
list of instructions of which
pixels need to be colored in a
certain order.
Practicing creating pixel art
works on understanding
locations on a grid (math) as
well as building an
understanding of how computer
graphics are created.
Pixel Art STANDARDS
ISTE: 1.b, 1.c, 2.d, 4.b, 4.d
CSTA: CPP.L1:3-04, CPP.L1:6-05, CT.L1:3-03,
CT.L1:6-01, CT.L1:6-02, CT.L2-07
NGSS: K-2-PS3-2, 3-5-ETS1-2
CC Math Standards: 2.G.2
CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6
SL.3.1. SL.3.3, L.3.6
Computational Thinking
Practices:
Creativity
Collaboration
Communication
Persistence
Problem Solving
CODING IN MATH
Cinco de Mayo Pixel Art

LINKS TO THE GOOGLE SLIDES FILES

1. Level 1 These links will force you to
make a copy into your own
2. Level 2 Google Drive. Share YOUR
copy of the file with your
3. Level 3 students, otherwise they
4. Level 4 (your students) won’t be able
to access it.
You’ll know you accidentally shared
my link instead of yours if your
students are prompted to “request
access.” This isn’t supposed to happen.

There are great tutorials on the

internet for how to share files with
students in google classroom or other
platforms. They do a better job
explaining than I ever could. Check
them out if you need PD in this set of
skills.
Coding in Social Studies additional
resources

© Brittany Washburn 2019

Coding in
Social
Studies The following activity is part of
a larger resource called STEM
and My World
© Brittany Washburn 2019
 CODING IN SOCIAL STUDIES
HOW MAP SKILLS TEACH SOCIAL
STUDIES AND CODING:
Mapping activities teach the
following skills:
• Locate and name the key,
compass rose, and title on
different maps.
• Identify primary directions
(ie., north, east, south, west)
These skills are useful in coding
when the programmer needs to
give the computer a specific
location. It also reinforces the
skills of sequencing and logical
thinking.
Following directions to get
somewhere is like an algorithm.
You have to provide the
directions once and if you get
anything wrong the person
won’t make it to the location.
Map Skills Digital Activities
LINK TO THE GOOGLE SLIDES FILE
Coding in This link will force you to
make a copy into your own
Social Studies Google Drive. Share YOUR
copy of the file with your
students, otherwise they
(your students) won’t be able
to access it.
You’ll know you accidentally shared
my link instead of yours if your
students are prompted to “request
access.” This isn’t supposed to happen.
There are great tutorials on the
internet for how to share files with
students in google classroom or other
platforms. They do a better job
explaining than I ever could. Check
them out if you need PD in this set of
skills.
Coding in Science additional
resources

© Brittany Washburn 2019

 Coding in
Science
I’m providing an activity for
sequencing the planets, but you can use
nearly any science topic that has a
process or sequence. This one works
the same way as the ELA activity.

© Brittany Washburn 2019

Sequencing in Science

© Brittany Washburn
Sequencing in Science

Use these pieces on the blank grid to

make your own puzzle.

© Brittany Washburn
Sequencing in Science

© Brittany Washburn
Coding with Any Vocab additional
resources

© Brittany Washburn 2019

Coding
with
Vocab
The following activity is part of
a bundle of Vocab Coding
activities
© Brittany Washburn 2019
 CODING WITH ANY VOCAB
Just like with the sequence of a
story, if any of the steps are
missing, the story is incomplete.
With coding, once the program is
run, (the programmer presses
start) the computer will go
through the whole sequence
(algorithm) without stopping. If
there is a mistake (bug) in the
algorithm then the end result will
be wrong.
Don’t miss
any steps
or the
program
will have a
bug.
➢ The most straightforward way to use
these activities is to have students
program their bot to go to one term at a
time.
➢ To add a challenge, give students multiple
stopping points for their path.
➢ This might mean choosing 5 cards from
the pile and that is the order in which
they need to write their program.
➢ Add levels of complexity by requiring
students to program in “jumping over”
pieces or spaces, and “collecting” and
“discarding” the pieces they picked from
the pile.
➢ Due to the factor of choice in these
activities, there are no answer keys.
Have students check each other.
Task Cards
Use these cards regardless of
the version you decide to play.
Students pick a card (or
multiple) from the pile for their
Coding Challenge.
The Recording Sheet is for Bot
Size and Life Size versions.
© Brittany Washburn
 Program your Bot Program your Bot Program your Bot
to go to the to go to the to go to the

© Brittany Washburn © Brittany Washburn © Brittany Washburn

Program your Bot Program your Bot Program your Bot

to go to the to go to the to go to the

© Brittany Washburn © Brittany Washburn © Brittany Washburn

 Program your Bot Program your Bot Program your Bot
to go to the to go to the to go to the

© Brittany Washburn © Brittany Washburn © Brittany Washburn

Program your Bot Program your Bot Program your Bot

to go to the to go to the to go to the

© Brittany Washburn © Brittany Washburn © Brittany Washburn

 Program your Bot Program your Bot Program your Bot
to go to the to go to the to go to the

© Brittany Washburn © Brittany Washburn © Brittany Washburn

Program your Bot Program your Bot Program your Bot

to go to the to go to the to go to the

© Brittany Washburn © Brittany Washburn © Brittany Washburn

 Name: ___________________________
Write out the steps of your code
The challenge:
________________________
________________________
________________________
________________________

Describe your strategy for completing the challenge.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
If you did this challenge again, how might you do it differently?
__________________________________________________________________________________
__________________________________________________________________________________
© Brittany Washburn
 Bot
Size
Use the following cards to
create a grid or mat with
the Robots you have. You
can pick and choose which Works
with
vocabulary cards you wish any
to include. Bot!

© Brittany
Cut these out and affix them to any robot © Brittany Washburn
mat or make your own grid/mat.
START
HERE
START &
RETURN
HERE
 mat or make your own grid/mat.
Cut these out and affix them to any robot
Select All Bold Copy Duplicate Find

Group Italics Hyperlink New Doc Open

Print Save Underline Paste Cut

START &
START

© Brittany Washburn
RETURN
HERE
HERE
Redo Undo
 No Bots?
Print and cut these pieces for a
“No Bot” option. I put 3 sets on
the printable page to save paper.
Each student (or pair) will need
one set of pieces.
© Brittany Washburn
 © Brittany Washburn
START & START & START &
START START START
RETURN RETURN RETURN
HERE HERE HERE HERE HERE HERE
Name: ___________________________ No Bot Option
Place 5 pieces on the grid plus
choose the START place. Fill in the
order to collect the pieces here:
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
Write out your program:

Describe your strategy for completing the challenge.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
If you did this challenge again, how might you do it differently?
__________________________________________________________________________________
__________________________________________________________________________________
© Brittany Washburn
 Buyer Responsibilities and Terms of Use
© Brittany Washburn. Download of this resource gives
the user the right to reproduce the pages for one
classroom only. Copying any part of this document and
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and is a violation of the Digital Millennium Copyright Act
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please contact me at info@brittanywashburn.com.
Thank you for your cooperation. This resource is no
affiliated with, or had it been authorized, sponsored, or
otherwise approved by Google, Inc.

You may: You may not:

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Credits

© Brittany Washburn
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