![]() When all groups have programmed their code decks and tested their codes to make sure they work, bring the groups back together to see how each group completes the game. Have teams work together to arrange, or program, their code deck so that a player on the “Start” tile can quickly move to the winning object every time. Break the children into two or three teams, giving each team some of the code-deck cards. Ask the children how they could use the code deck to reach the winning object every time and more quickly lead them toward the idea of arranging the code deck in a specific order that makes moving through the grid easier. Lead a conversation about why this type of random code isn’t efficient for completing a specific task. With the code deck in a random order, it should be difficult for players to get from the “Start” tile to the winning object quickly. If an instruction causes the child to leave the grid, his or her turn comes to an end, and another child can begin from the “Start” tile. Make sure the child faces the same direction for the entirety of his or her turn. The child must follow the instructions from the code deck, with the end goal of landing on the tile with the winning object. Draw a card from the code deck and read the instruction to the child playing the game. Invite one child to stand on the “Start” tile and play the game. Shuffle the index cards to create a code deck. Examples include “Move forward 1 tile,” “Move backward 2 tiles,” or “Move right 2 tiles.” Give each child an index card, and ask them to write a simple movement instruction on the card. Place an object (e.g., a crown, trophy, or other object that suggests winning a game) on a random tile within the grid. Then move the group to a space that has been set up with mats or papers on the floor in a tiled grid (e.g., 64 pieces of paper arranged in 8 rows of 8 sheets). Play Simon Says until the group seems to understand the concept of correct coding. When an instruction is given without the phrase “Simon says,” the children should do nothing because the “code” is incomplete and thus incorrect. When you precede an instruction with the phrase “Simon says,” the children should follow the instruction. The instructions that computers follow are called code, and computer code must follow a specific format.ĭemonstrate how coding works by leading a game of Simon Says. Coding for the WinĮxplain that computers can only follow direct instructions they cannot think for themselves or make accidental errors like people can. Children can complete either or both of the activities to gain an understanding of how coding directs technology to act in particular ways. This month’s activities let children explore the basics of coding by creating games. Coding and programming allow us to make technology do what we want it to do.
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