EDUC 2220- Educational Technology

Infant-Pre-K Curriculum Plan: Technology-Based Lesson/Activity

Your Name _________Abigail Koruna__________ Activity Title __Coding with Preschoolers_____

Number of children participating at one time ___10-12___ Ages ___4-5___

Activities written for previous classes cannot be re-used and must be the original work of the student.

Ohio Early Domain: Approaches Toward Learning

Learning &
Strand: Creativity
Development
Standards: Topic: Innovation and Invention

List at least 1 Standard Statement: Use creative and flexible thinking to solve problems.
standard that
is addressed
by this activity. Domain: Cognition and General Knowledge
Write out each
component Strand: Cognitive Skills
completely
Topic: Reasoning and Problem Solving
and exactly,
as published in Standard Statement: Seek more than one solution to a question, problem, or task.
ELDS.

Lesson
First, we’ll learn some precoding strategies by spending several days on things like if-then
Summary:
thinking and problem solving. Then, we’ll spend time using Scratch Jr. to code a story as a
classroom. The purpose of this lesson is to introduce the concepts necessary for basic code
and computer literacy. The lesson will take place during a weeklong unit on fairy tales, to
provide a unifying theme for the activities.
Estimated We’ll spend two days, for a minimum of twenty-five minutes each, focusing on precoding
Duration: strategies. Then we’ll spend two days, for a minimum of twenty-five minutes each, actually
coding our story. Children will be allowed to move around during lesson time, as they’re
young enough that sitting still for this long can be difficult.
Preparation What preparation is needed?
of materials I will need to prepare the grids and figures detailed below in “Save the Prince” and a list of
and instructions detailed below in “The Fairy Says If Then.” For the coding on the tablets, I need to
environment be sure all of the tablets are loaded with Scratch Jr.

What materials will be used?

During the precoding activities, I will use the grids and figures detailed in “Save the Prince,”
below. For the coding activity, we’ll use classroom tablets (the app is available on both iOS
and android devices) and the smart board.

How will the learning environment be set up?

On day one, for “Save the Prince,” the game will be set up on a table for visiting during
center time. On day two, “The Fairy Says If Then” will take place outside during large motor
time. For days three and four, the class will sit in their circle time places around the smart
board.
Instructional Procedures:

Day 1:

On day one, we’ll focus on the precoding strategy of logical thinking. For this, we’ll play the game “Save the Prince.” In
“Save the Prince,” we’ll draw a large 5 x 5 grid and instruct students in using directional thinking to move a princess
figure to a prince figure.

The first run will be a grid without obstacles where the princess needs to be directed in a straight line. The directions
the children will need to give, then, are “forward, forward, forward, forward.”
The second run will be a grid without obstacles where the princess will need to rotate in order to reach the prince. An
example of directions the children could give is “forward, forward, forward, turn left, forward, forward.”
The third run will be a grid with obstacles. An example of directions the children could give is “forward, forward,
forward, turn right, forward, forward, forward, forward, turn right, forward, forward.”
The increasing difficulty for each run will encourage students to problem solve and work together. More advanced
students can be encouraged to think out a complete path before moving the princess figure, while students who are
struggling can move the figure as they go. The grids and figures can be prepared ahead of time using either
technological or analogue methods.
Hypothetically, the game could also be displayed on the smart board. However, I think it would be most effective as a
smaller group activity. As such, I would set up the manipulative play table with the game and allow the students to
approach it during free play or center time. I would communicate to students that it’s a mandatory activity if they
don’t express interest.
The roles of prince and princess have been intentionally switched from most fairy tales, since it’s never too early to
start pointing out the dangers of damaging gender roles. However, we would also provide an assortment of other
figures that fit the theme – knight, queen, witch, horse, gingerbread man, or pot of gold, for example – if the children
want to use them.

Day 2:
On day two, we’ll focus on the precoding strategy of if-then thinking. For this, we’ll play the game “The Fairy Says If
Then.” In this game, children take turns being the “Fairy” (the programmer) and the “People” (the computer). The
Fairy will provide an instruction, for example: “If I jump, then you spin.” The People will attempt to follow this
instruction. We’ll start with simple if-this-then-this instructions – “If I raise my hands, then you raise your hands” –
and move on as appropriate to if-this-then-that instructions – “If I raise my hands, then you hop on one foot.”
The role of the Fairy will initially be filled by the teacher. After the all the students understand the game, then they
can take turns being the Fairy. Each student who wants to take turns being the Fairy can be allowed three to five
instructions, depending on how many students want the chance.
This activity does not incorporate any technology, but it does promote large motor development and address an
important feature of precoding knowledge. As I think the limits of tech-based activities include a lack of large motor
development strategies, this is a trade-off I am willing to make.

Day 3:
On day three, we’ll introduce children to the Scratch Jr. software. We will play the tutorial video, then give the
students five to ten minutes to interact with it themselves using their personal tablets. Afterwards, we will come
together as a class and discuss what fairy tale we want to tell. There may be some difficulty coming to a consensus; if
necessary, we will split into two groups, and take turns at the smart board creating our stories.
After we have selected a story, we will begin putting it together in Scratch Jr. This will be done by asking children
guided questions about how to make the characters onscreen behave in the same way they do in the story. If our
story is The Three Little Pigs, I will ask the children how to make the pig build a house. These questions can be broken
down to accommodate children who are struggling, or brought to a higher level for children who easily understand
the material.
The length of time spent on this activity will vary depending on how engaged the children are. When it is apparent we
are about halfway through, the teacher will call a halt and describe that we plan to continue it tomorrow.

Day 4:
On day four, we will complete the work we began on day three.

Extension My more advanced students could go to the Scratch website (https://scratch.mit.edu/), which is the 8 yrs +
version of the Scratch Jr. App.

Differentiated Instructional Support:

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: During “Save the Prince,” the locations of figures and obstacles can be moved to provide more challenge.
During “The Fairy Says If Then,” we could challenge students by provide if-then-else statements, such as “If I stomp
my left foot, then you stomp your left foot. Else, stomp your right foot.” During days three and four, I would
encourage advanced students to assist their friends who are struggling.
Discuss additional activities you could do to meet the needs of students who might be struggling with the material:
During “Save the Prince,” the locations of figures and obstacles can be moved to minimize or lower challenge. During
“The Fairy Says If Then,” we can simplify statements from if-this-then-that to if-this-then-this, such as “If I jump, then
you jump.” During days three and four, I would encourage struggling students to seek help from their friends who
aren’t struggling.

Vocabulary: Precoding, coding, problem solving, if-then, blocks, coding language.

For teachers An example of a “Save the Prince”-type activity can be found here
(https://preschoolsteam.com/coding-games-for-kids/).

“The Fairy Says If Then” is heavily inspired by the “If-Then Backyard Coding Game,”
which can be found here (https://leftbraincraftbrain.com/if-then-backyard-
coding-game-for-kids/).

Tips on using Scratch Jr. as a teaching resource can be found here

(https://performingineducation.com/2017/01/interactive-storytelling-scratch-
app.html).
For students Students will need the grid and figures for “Save the Prince,” themselves for “The
Fairy Says If-Then,” and both tablets and the smart board during days three and
four.