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Sequence Teacher Guide

Sequence Overview
Vocabulary
Lesson Plans
Unplugged Activities
Kodable On-Screen

Sequence Teacher Guide

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Sequence Table of Contents

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Sequence
Overview

Vocabulary

Lessons
Preview

Lesson Plans
fuzzFamily Frenzy

fuzzFRIENDzy

14

fuzzFamily Fever

17

fuzzFamily Face-Off

20

fuzzFamily Maze Maker

23

Sequence
On-Screen
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Sequence Overview

Sequence Teacher Guide

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Sequence Overview
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Flow Control Structures

In computer programming, flow control structures are the programmers means of influencing a
computer programs decision-making process and movements, ultimately altering the computers
adventure. In programming, sequence is the first of three basic flow control structures.
Programming Flow Control Structures:
1.! Sequence
2.! Conditions
3.! Loops

What is Sequence?
Sequence is the very first concept a student must understand when learning to code. Also known as
order of events, a computer will execute commands exactly in the order or sequence they are
written. As a programmer, it is important to make sure that the commands given to a computer are
in the right sequence, otherwise a program might not run as expected.

Sequence in Programming:
When learning sequence, it is first important to understand how a computer reads and translates
code. Remember the brilliant Choose Your Own Adventure series? Interestingly, a computer reads
code the exact same way that we would read a Choose Your Own Adventure game book.
If you elect to walk into the cave, turn to page 24.!! If you want to open the mysterious door, turn to
page 77.! If you choose to enter the forbidden wilderness, turn to page 90.
A computer program translates code just as humans read written text: line- by-line, top to bottom,
and left to right. However, when a computer interprets code, it is making a string of decisions that
influence the flow of code, or the path that a program takes.
Like a reading a Choose Your Own Adventure game book, a computer program is constantly making
decisions along its journey that send the computer backwards, forwards, and in circles. A
programmer orchestrates all of these movements and decisions, ensuring the successful execution
of the program.

Sequence and Algorithms

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What is an Algorithm?
An algorithm is a sequence of logical instructions or steps needed to finish a task. An algorithm can
be performed with or without a computer.
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In programming, an algorithm is required in a sequence queue. Sequence is important in a computer
algorithm because the correct order of steps is needed in order to make the algorithm work.

Coding an Algorithm: Pseudocode

Computers are not as smart as humans and need very specific instructions to perform a task.
Providing instructions to a computer is completely different from giving the same instructions to
another person.
Pseudocode is an informal method of writing an algorithm for a computer program using plain
English. Primarily used for planning, pseudocode uses the structural conventions of a programming
language, but is intended for human reading rather than machine reading. Pseudocode serves as a
middle step between human-speech and computer code, helping programmers translate written
algorithms.
Lesson tip: Use pseudocode and our sandwich making example to
explain sequence and algorithms!
The algorithm for making a peanut butter and jelly sandwich is an
example of a basic algorithm written for humans to understand:
!!
!!
!!
!!
!!
!!

Gather all the necessary ingredients

Grab a knife
Slice up the bread
Spread the peanut butter
Spread the jelly
Enjoy your amazing sandwich

These instructions would be very problematic for a computer because they lack proper sequence
and detail.
A correct computer algorithm is meticulously sequenced and as detailed as possible. When writing
an advanced computer algorithm for the creation of our peanut butter and jelly sandwich, it should
be so detailed that the reader is initially unaware that a peanut butter and jelly sandwich is even
being made:
!!
!!
!!
!!
!!

Walk 3 meters to the drawer

Grab the knob
Pull drawer 6 centimeters
Grab knife
Push drawer 6 centimeters

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A computer algorithm could be even more detailed than this, and will eventually take the form of
computer code:
walk_to_drawerXm(3);
grab_the_knob( );
pull_drawerXcm(6);
grab_knife( );
push_drawerXcm(-6);
In Sequence, students will learn foundational coding concepts and apply knowledge of
sequence and algorithms in unplugged activities and on-screen independent practice.
Note: The sandwich-making example will be referenced in later concepts and can be used to explain
coding concepts throughout the Kodable curriculum.

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Se q ue nce Vocab ulary

Sequence Teacher Guide

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Sequence Vocabulary
Terms and Definitions
1.! Sequence: Also known as the order of events, commands that are executed by a computer
exactly as they are written. The sequence must be in the correct order for the program to run
properly.
2.! Flow Control Structures: The programmers means of influencing a computer programs
decision-making process and movements. There are three flow control structures in
programming: sequence, conditions, and loops.
3.! Command: A specific instruction given to a computer in written code from a programmer.
4.! Code: The language written by humans to communicate with computers to complete a
process; programming language that gives instructions to a computer.
5.! Computer: A device for storing and processing information, responds to instructions in
programming language that is written by humans.
6.! Computer Science: The study of computers.
7.! Internet: An electronic communications network that connects computer networks around the
world.
8.! Program: A sequence of instructions written in a code that a computer can interpret and
execute.
9.! Programmer: A person who writes code and communicates instructions to a computer.
10.! Robot: A device that sometimes resembles a human and can be programmed to carry out
complex tasks.
11.! Algorithm: A sequence of logical instructions or steps needed to finish a task. Can be
performed with or without a computer.
12.! Pseudocode: An informal method of writing an algorithm for a computer program using
English and not code. Used for planning and is intended for humans to read it, not
computers.
13.! Syntax: The spelling and grammar of a programming language.
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14.! Bugs: Errors, or mistakes, in the syntax of a programming language.

15.! Debugging: The process of finding and fixing errors (bugs) in the syntax so the computer
program will run properly.
16.! Technology: The use of science to solve problems and invent. A machine, piece of
equipment, idea, or method that is carried out by human communicating with machines.

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Sequence Lessons Preview

Sequence Teacher Guide

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Sequence Lessons Preview

The unplugged sequence lessons accompany the first 15 levels in the on-screen portion of Kodable.
The lessons on Sequence teach the following concepts:
! Sequence
! Algorithms
! Debugging
Lesson Name

Learning Objectives

Lesson Description

On-Screen

fuzzFamily
Frenzy

1. SWBAT explain what a

programmer does. !

Students will be introduced to the basics of programming

language concepts and terminology, and begin to think
like programmers off-screen. After a whole group lesson
and guided practice activity that consists of
programming a teacher and classmates, students will
take their application to the world of Smeeborg on-screen.

1.1-1.5 in 1,2,3
Roll.

2. SWBAT move a robot

forward, spin, and jump
using basic
programming !language.

fuzzFRIENDzy

1. SWBAT write code using

commands.

Students will continue to build on their knowledge of

programming and what programmers do. Students will
think and act like programmers, using commands and
programming language to write their own code. Students
will apply their written code to program a partner
through an obstacle course in the classroom or outside.

1.1-1.5 in 1,2,3
Roll.

fuzzFamily
Fever

1. SWABT test and debug

code.

Students will use a series of commands to solve the

TechnoMaze puzzles. Thinking critically, students will
identify the proper solutions to solve the mazes and test
their code. Students will identify and fix bugs (mistakes) to
solve the puzzles correctly.

1.6-1.10 Alien
Algorithms

fuzzFamily
Face-Off

1. SWBAT identify bugs in

code and deduce correct
solutions.

Students will recall the previous lesson and their codes

that solved the TechnoMazes in the fuzzFamily Fever
activity. Applying knowledge of algorithms and debugging,
students will work with a series of puzzles and written
commands that accompany each puzzle. Students must
identify bugs and broken codes, ultimately selecting the
correct code that will solve the TechnoMaze.

1.11-1.15, Buggy
Basics

Fuzz Family
Maze Maker

1. SWBAT create their own

programming problem. !

The culminating lesson in Sequence calls on students to

apply all knowledge of sequence, algorithms, and
debugging. Students will create their own programing
problem, solve their problem, explain their problem and
solution, and visually represent the necessary elements.

Complete onscreen lessons 1.11.15 if not yet

finished.

2. SWBAT solve
programming problems. !
3. SWBAT visually
represent programming
problems. !
4. SWBAT explain
programming processes.

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The direct instruction and guided practice activities should be introduced prior to the corresponding
on-screen lessons for each concept. All concepts are reinforced when students apply their
knowledge to complete the on-screen lessons independetly.

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Sequence Lesson Plans

Sequence Teacher Guide

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Introduction to Sequence:
fuzzFamily Frenzy
Programming concept covered: Sequence
Time: 45-50 minutes

Lesson Materials
Chalk board, white board,
etc.
Markers, chalk, etc.
Floor space
Kodable

Objectives
! Students will be able to explain what a programmer does.
! Students will be able to move a robot forward, spin, and jump using basic programming
language.

Vocabulary
! Programmer: A person that writes the code (language) that tells the computer what to do.
! Code: The language that programmers use and create to tell computers what to do.
! Sequence: Sequence is one of three basic flow control structures in programming, and is the
very first concept a student must understand when learning to code. Also known as order of
events, a computer will execute commands exactly in the order or sequence they are written.
As a programmer, it is important to make sure that the commands given to a computer are in
the right sequence, otherwise a program might not run as expected.

Direct Instruction (I do)

Time: 15 minutes
Begin by introducing the concepts for lesson (programmer, programming language, sequence). Give
the definition of each on the board or chart paper to have available for students to refer to during the
class activity. Include visuals to go with terms or have them anchored in the room for later
reference.
Programmer:
T (ASK): Who do you think is smarter, you or a computer?
Call on three quiet hands to share their answers.
People are actually much smarter than computers. In fact, computers cant do anything without the
people who are telling them what to do. The people who tell computers what to do are called
programmers.
Record on the board or chart paper: A programmer is a person who uses code, or programming
language, to tell a computer what to do.
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T: Can you share an example of something a programmer would make?
Call on 3 quiet hands to share their answers. Most students will use games as the example, but try
to help them make connections to other things programmers write code for (games, other programs
you use at school, cars, airplanes, space ships, iPads, phones).
All of the games, programs, and things you just talked about are programs created by programmers
who tell the computer what to do. Programmers use a special language called code, to create these
things. Raise your hand if you think it would be fun to create a game or program a space ship
someday.
Record on the board or chart paper:
Programming Language is the language, or code, that programmers use and create to tell
computers what to do.
T: Programmers use the code that they write to tell the computer EXACTLY what to do. They have
to tell the computer what to do in the right order, or it wont work correctly. This is also known as the
order of events. A computer executes the directions (commands) exactly in the order or sequence
they are written.
ASK: Think about washing your hands: We know that you need to put soap on your hands, scrub,
rinse, and dry them. What if we did it in a different order, like scrub, rinse, soap, dry? Would our
hands be clean and dry at the end?
Sequence makes the computer correctly carry out the directions to make the program work.
Record on the board or chart paper: Sequence- the order that a computer executes the
directions written by the programmer. The computer will follow the order or sequence exactly
as they are written.

Guided practice activity: fuzzFamily Frenzy

Students will act as programmers and apply basic
knowledge of programming language and sequence
to command a robot to move forward and jump.

!"#$%&$'#(&)*&$'%&+),"-&,'%,-&).&$#/%0&

Right

Time: 20-25 minutes

Leg
forward
Spin

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Jump
!

Left

Our Code

Sequence Teacher Guide

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Activity Materials
1.! White board, markers, smart board or other writing area that everyone can see.
2.! It is ideal to have another adult be the robot, but a student would be another option if you
dont have a TA, assistant or room parent.
3.! Floor space for the robot to move and for students to sit.
Important! All robots must be told when to start either with a high five or by saying start
together as a class. Also, most robots are noise sensitive and cant function if there is a lot of
noise in the room.

Activity
Have students seated on the floor or rug area. Explain that the other teacher, student, or parent is a
robot, and that they need instructions from a programmer. Review that computers arent as smart as
people.
Explain that we want to program the robot to walk forward, spin and jump. Demonstrate this for
them.
T: (Ask) How do we walk? (Acceptable response: with our feet, with our legs)
Discuss why we use our feet to walk. Ask everyone to show you their right foot
and left foot. Explain that we have to walk right, left, right, left so that we dont
end up in the splits. We need commands to tell our robot to move their right
foot and left foot, because our robot wont know what to do without instructions.
Write the commands on the board, and explain why they look that way. (circle to indicate which foot
should stay still and arrow to indicate which leg to move)
T: (Ask) What should we tell our robot to do first? (Either right foot or left foot forward) Write the
program under our code with all commands separated by commas. Ask for the second move.
T: (Ask) Did our robot take enough steps? How can we tell? (students should want to test the
code)
Chose a student to high-five the robot to activate it. The robot will take two steps forward and crash,
then you can rewind it.
T: (Ask) Oh no! Our robot crashed! Why did it crash? (Because it needs more code to complete the
program)
Based on how big the steps are, determine how many more steps need to be taken. Ask students
how many more steps are needed. If weve taken 2 steps and were half way there, how many more
do we need?
Repeat as many times as needed to complete the correct number of steps.
T: After the robot is getting to the correct spot, ask Now what do we want our robot to do? (Turn
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Sequence Teacher Guide

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around) How are we going to tell it to turn around? What shape do we make when we spin? (a
circle) And which directions can we spin? (left or right)
Lets use a circle and an arrow pointing right, to tell our robot to turn right, and a circle and an
arrow pointing left to tell our robot to turn left. Now which direction do we want our robot to turn?
(either left or right) Write the code, then test it again.
Optional: Math Connection - You can instruct the robot ahead of time to do a
complete turn instead of half a turn. When the robot does the turn incorrectly, open up
a discussion about doing a " turn rather than a whole turn. You can use the
opportunity to tie in to fractions, positions on a clock, or degrees of rotation. Be sure
to make the change in your code by adding, 1/2 turn next to your spin command.
(pictured right)
When it is time to jump, ask the students, How many legs do we use to jump? (they
should say 2) You can demonstrate how silly it would be to jump with one leg. Use 2
arrows pointing up to mean jump. Write the command and then add it to the code.
Complete the program and run it.
Celebrate! YOURE ALL PROGRAMMERS!
Optional: If you have time, you can ask for a replacement robot, because yours is almost out of
batteries. Choose a student to become the robot and run the program.

Check for Understanding/Essential Questions

Time: 10 minutes
T: Ask the class each question. Give 30 seconds for students to think and then turn to share with
their partner for 1 minute (Think, Pair, Share). Record answers on chart paper to hang for later
reference.
Review programmer, programming language, and sequence.
1. What is a programmer?
2. What is an example of a program? !
3. How do computers or computer programs work?
4. What happens if we give the computer directions in the wrong order? !
5. Who is smarter, computers or people?

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Close the lesson by sending students to independently practice the concept on their devices.

Students complete levels:

Kodable Smeeborg 1,2,3 Roll,
1.1-1.5
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fuzzFamily Frenzy
You have been chosen to help the fuzzFamily explore earth. Program
your robot to complete the obstacle course using the code below.

Left

Right

Leg Forward
Leg Backward
Body Rotate
Grab
Drop

Jump
Squat

Write your code here and give it to your robot to complete.

Separate each command with a comma.

Invent new commands and write them here

Sequence Teacher Guide

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Sequence Lesson 2:
fuzzFRIENDzy
Programming concept covered: Sequence
Time: 45-50 minutes

Objective
! Students will be able to write a code using commands.

Lesson Materials
Pencil
FuzzFamily Frenzy worksheet
Space for arranging obstacles
(gym, playground, yard or
classroom)
Obstacles (desks, tables,
blankets, etc.)
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Vocabulary
! Computer: A device for storing and processing information, responds to instructions in
programming language that is written by humans.
! Program: A sequence of instructions written in a code that a computer can interpret and
execute.
! Programmer: A person who writes code and communicates instructions to a computer.
! Sequence: Also known as the order of events, commands that are executed by a computer
exactly as they are written. The sequence must be in the correct order for the program to run
properly.
! Command: A specific instruction given to a computer in written code from a programmer.
! Code: The language written by humans to communicate with computers to complete a
process; programming language that gives instructions to a computer.

Direct Instruction (I do)

Time: 15 minutes
Begin by introducing the vocabulary for the lesson (computer, program, programmer, sequence,
command, code). Record the definitions of each as you go through them on the board or chart
paper to have available for students to refer to during the class activity.
Ask students to recall concepts covered in the Introduction to Sequence activity when the class
programmed a robot together.
Discussion questions to ask:
1.! What was the name of the language we used to talk to our robot? (code, programming
language)
2.! What commands did we use?
*Have students come up and write the commands used for moving the robots feet (Left foot
forward, right foot forward, jumping).
3.! Why do we use commands? (to communicate with the computer so it will do what we want it
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Sequence Teacher Guide

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to, because computers dont speak the same language as humans)

4.! What happened if our commands were not given in the right order? (the program will not run
correctly)

T (say): Today we are going to be programmers and use our knowledge about sequence,
commands, and code to program a partner like we did our class robot. Are you ready to become
programmers together?!

Guided Practice Activity: fuzzFRIENDzy

Students will apply basic knowledge of sequence, commands, and code to program a partner
through an obstacle course.
Time: 20-25 minutes

Activity Materials
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Pencil
fuzzFRIENDzy worksheet
Space for arranging obstacles (gym, playground, yard or classroom)
Obstacles (These can be very ordinary items- chairs, desks, tables, blankets, etc.)

Activity
Have students seated on the floor or rug area. Explain that they are becoming programmers and
today they are going to write a code that will program a classmate through an obstacle course (you
can set the course up in advance, or have students do it as part of the activity, whichever you
prefer).
Students will complete the activity by using the code key on the fuzzFamily Frenzy worksheet. Once
they have written their code their partner must follow instructions to navigate the obstacle course.
T (Say): You have been selected by the fuzzFamily to explore Earth with a partner! We are going to
use commands to program a partner through an obstacle course. Here is the code key and the
commands we will use today. Some of these commands we already are familiar with, does anybody
remember the commands we used in our last activity?

Jump forward

Left leg forward

Right leg forward

T (say): We want our partner to safely get through the course without bumping into or touching
objects. Our code always keeps our partner out of danger! Be sure to review your specific
classroom norms on being safe and respectful before beginning the activity. If the obstacle course is
pre-made, show students the course.
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Introduce the worksheet and the new commands that students did not do
in the first sequence activity. Add the new commands to the list of
commands from the first activity. As a whole group, practice the
commands together so everyone knows how to navigate their partner
when they write their own code. Model writing each command in the air
for students and have them practice.
T (say): Point your pointer finger in the air like this (model). We are going
to practice our new commands by writing them in the air with our magic
fingers.
Practice writing the old and new commands in the air.
Assign students a partner according to your classroom norms and procedures. Handout the
materials and have students begin writing their code for their partner.

Check for Understanding/Essential Questions

Time: 10 minutes
T: Have students return with their partners and their code key worksheets. Ask the discussion
questions and allow students to talk in small groups or share their answers with the whole class.
Review the concepts from the lesson:
1.! How does a programmer create a program?!
2.! What is code and why is it necessary for computers or other devices to work the way
we want them to?
3.! What is a command?
4.! What commands did you use today?
5.! What happens if the commands are in the wrong order?
6.! How were you a programmer today?
7.! How did you get your partner through the obstacle course?
8.! What was a challenge you and your partner faced?
9.! How did you communicate with your partner?
Close the lesson by sending students to independently practice the concept on their devices.

Students complete levels:

Kodable Smeeborg: 1,2,3, Roll,
1.1-1.5
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fuzzFamily Frenzy
You have been chosen to help the fuzzFamily explore earth. Program
your robot to complete the obstacle course using the code below.

Left

Right

Leg Forward
Leg Backward
Body Rotate
Grab
Drop

Jump
Squat

Write your code here and give it to your robot to complete.

Separate each command with a comma.

Invent new commands and write them here

Sequence Teacher Guide

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Sequence Lesson 3:
fuzzFamily Fever

Lesson Materials
1.
2.
3.
4.

Programming concept covered: Sequence

Time: 45-50 minutes

Pencil
fuzzFamily Fever Handout
Kodable
SMART Board or Projector
(optional)

Objective
! Students will be able to test and debug code.

Vocabulary
! Program: A sequence of instructions written in a code that a computer can interpret and
execute.
! Sequence: Also known as the order of events, commands that are executed by a computer
exactly as they are written. The sequence must be in the correct order for the program to run
properly.
! Command: A specific instruction given to a computer in written code from a programmer.
! Code: The language written by humans to communicate with computers to complete a
process; programming language that gives instructions to a computer.
! Bug: An Error, or mistake, in the code.
! Debug: The process of finding and fixing bugs (mistakes) in the code so that the program will
run properly.

Direct Instruction (I do)

Time: 15 minutes
Begin by introducing the vocabulary for the lesson (review program, sequence, command, and code;
introduce bugs and debuggging for the fist time). Record the definitions of each as you go through
them on the board or chart paper to have available for students to refer to during the class activity.
Ask students to recall concepts covered in the fuzzFamily Frenzy and fuzzFRIENDzy activities.
Discussion questions to ask:
a.! What is the name of the language we used to program our robot and our partners? (code,
programming language)
b.! Why do we use commands? (to communicate with the computer so it will do what we want it
to, because computers dont speak the same language as humans)
c.! Why do we need our commands to be correct and in the right sequence? (to make the
program run correctly)
"F! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Teacher Guide

!

d.! What would happen if we gave the wrong commands, or commands in a language that our
computer wouldnt understand? (the program will not run correctly)
e.! What do you do when you are writing and you make a spelling mistake? How is this like
debugging a bug?

T (say): Today we are going to continue to learn about what happens when we make a mistake
writing our code. The mistake in the code is called a bug; bugs can be fixed by finding the
mistake in the code and fixing, or debugging, it. We are going to practice debugging to make
sure our program will run correctly.

Guided Practice Activity: fuzzFamily Fever

Students will find and fix bugs in code.
Time: 20-25 minutes

Activity Materials
!
!
!
!
!

Pencil
fuzzFamily Fever Handout
Kodable
SMART Board or Projector (optional)

Activity
Have students seated on the floor or rug area. Explain that they are becoming programmers and in
the activity today they are going to test and fix commands to debug code.
T (say): The fuzzFamily has crash landed on the planet Smeeborg and needs your help! Your job is
to fill in the boxes below each maze with the correct commands to navigate the fuzzFamily to
safety.
Optional: include instruction on cardinal directions. If students have already been taught
cardinal directions, include north, east, south, and west with the arrows that correspond.
Hand each student a copy of the fuzzFamily Fever worksheet. Instruct students to draw the proper
command (optional: include the corresponding cardinal direction with the command) in the brown
boxes below each maze. Students may confer with one partner after completing commands for each
maze.
Once students have completed the commands for each maze, have them log into their Kodable
accounts. Students will independently test and debug their code in the corresponding lesson in
Kodable. Lesson numbers can be found at the top of each handout.
Whole group option: Kodable on the projector or SMART Board.

"G! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Teacher Guide

!
!

Check for Understanding/Essential Questions

Time: 10 minutes
Challenge students to identify and point out mistakes they made in Kodable while they wrote their
commands on the worksheet to solve the maze or while they worked through on-screen Kodable
lessons.
T (explain): Debugging is an important part of the programming process, and to be able to think like
a programmer we have to practice reviewing and fixing our code. All programmers and learners
make mistakes, and we have to find our mistakes and work to fix them.
Ask the discussion questions below and allow students to talk in small groups or share their answers
with the whole class.
1.!
2.!
3.!
4.!
5.!
6.!
7.!

What is a bug?
What is debugging?
Why is debugging important when coding?
When does a programmer debug their code?
How does a programmer debug their code?
What happened when we debugged our code?
Why do we have to debug our mistakes?

Close the lesson by sending students to independently practice the concept on their devices.

Students complete levels:

Kodable Smeeborg, 1.6-1.10: Alien Algorithms.
!
!
!
!

"H! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Lesson 1.1.1

!
!

Command

Direction
!
!
!
!
!
!

East

Sequence Lesson 1.1.2

!
!

Command

Direction
!
!
!
!
!
!

Sequence Lesson 1.1.2

!
!

Command

Direction
!
!
!
!
!
!

Sequence Lesson 1.1.3

!
!

Command

Direction
!
!
!
!
!
!

Sequence Lesson 1.3.1

!
!

Command

Direction
!
!
!
!
!
!

Sequence Lesson 1.4 .1

!
!

Command

Direction
!
!
!
!
!
!

Sequence Teacher Guide

!

Sequence Lesson 4:
fuzzFamily Face-Off

Lesson Materials

Programming concept covered: Sequence

Time: 45-50 minutes

5. Pencil
6. fuzzFamily Face-Off
Handout
7. Kodable
8. SMART Board or
Projector (optional)

Objective
! Students will be able to identify bugs in code and deduce correct solutions.

Vocabulary
! Program: A sequence of instructions written in a code that a computer can interpret and
execute.
! Sequence: Also known as the order of events, commands that are executed by a computer
exactly as they are written. The sequence must be in the correct order for the program to run
properly.
! Command: A specific instruction given to a computer in written code from a programmer.
! Code: The language written by humans to communicate with computers to complete a
process; programming language that gives instructions to a computer.
! Bug: An Error, or mistake, in the code.
! Debug: The process of finding and fixing bugs (mistakes) in the code so that the program will
run properly.

Direct Instruction (I do)

Time: 15 minutes
Begin by reviewing program, sequence, command, and code, bugs, and debugging. Record the
definitions of each as you go through them on the board or chart paper to have available for
students to refer to during the class activity.
Ask students to recall concepts covered in the Introduction to Sequence, fuzzFRIENDzy, and
fuzzFamily Fever.
Discussion questions to ask:
a.! What is computer programming? (the process of writing code to communicate with
computers in order to run a computer program)
b.! What does a programmer do? (writes code and tells the computer what to do)
c.! How does computer programming work? (a human writes a code that tells the computer what
to do)
@A! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Teacher Guide

!

d.! Why do computers need to be programmed? (because people are smarter than computers
and computers do what humans tell them to do in their language, code)
e.! What is a bug? (Errors, or mistakes, in the syntax of a programming language)
f.! What is debugging? (The process of finding and fixing errors (bugs) in the syntax so the
computer program will run properly)
g.! Why is debugging important when coding? (errors must be identified and fixed for the
program to run)
h.! When does a programmer debug their code? (when they find a mistake)
i.! How does a programmer debug their code? (going back through the code and looking at each
step to find the error, or where the program didnt work correctly)

T (say): Today, we are going to continue to find bugs and think like programmers to identify the
code that will work correctly.

Guided Practice Activity: fuzzFamily Face-Off

Students will look at different examples of code and identify bugs in the code to deduce the correct
solution.
Time: 20-25 minutes

Activity Materials
!
!
!
!
!

Pencil
fuzzFamily Face-Off Handout
Kodable
SMART Board or Projector (optional)

Activity
Have students seated on the floor or rug area. Explain that they are becoming programmers and
today they are going to look for bugs in different examples of code to find the code that is bug-free.
T (say): The fuzzFamily is lost on the planet Smeeborg and needs your help getting home! BlueFuzz,
HollyFuzz, and ColeFuzz all believe that they know the way home, but only one of them is correct. In
each lesson, select the fuzz who provides the right commands to navigate the fuzzFamily to safety!
Hand each student a copy of the fuzzFamily Face-Off worksheet. Instruct students to analyze each
code and select the fuzz in each lesson with the line of code that matches the commands needed to
successfully navigate the maze. Model an example for students, thinking out loud as you come
across errors or a code that is incorrect.
Once students have selected the fuzz with the correct line of code for each lesson, have them log
into their Kodable accounts. Students will independently run and debug their code in the
corresponding lesson in Kodable. Lesson numbers can be found at the top of each handout.
@"! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Teacher Guide

!
As your students are executing and debugging their programs in Kodable, challenge them to identify
and fix their mistakes. Debugging is an integral part of the programming process, and it is important
that students practice reviewing and testing their code
!

Check for Understanding/Essential Questions

Time: 10 minutes
After all lessons have been debugged, be sure to discuss how this activity is similar to programming
a computer.
Discussion Questions:
a.!
b.!
c.!
d.!

Why was it important that the commands were entered correctly?

What happened when there was an incorrect command?
What did we do to make sure our commands were correct?
What did we do when we found an incorrect command?

Close the lesson by sending students to independently practice the concept on their devices.

Students complete levels:

Kodable Smeeborg,1.11-1.15: Buggy Basics.
!
!
!
!

@@! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Lesson 1.1.1

!
!

!
!
!
!
!

Who has the correct code?!

Sequence Lesson 1.1.2

!
!

!
!
!
!
!

Who has the correct code?

Sequence Lesson 1.1.3

!
!

!
!
!
!

Who has the correct code?

Sequence Lesson 1.3.1

!
!

!
!
!
!
!

Who has the correct code?

Sequence Lesson 1.4.1

!
!

!
!
!
!

Who has the correct code?

Sequence Teacher Guide

!

Sequence Lesson 5:
fuzzFamily Maze Maker

Lesson Materials

Programming concept covered: Sequence

Time: 50-55 minutes

Objectives
1.!
2.!
3.!
4.!

Pencil !
Scissors !
Glue Stick
fuzzFamily
MazeMaker handout
5. Coloring Supplies !
1.
2.
3.
4.

Students will be able to create their own programming problem.

Students will be able to solve programming problems.
Students will be able to visually represent programming problems.
Students will be able to explain programming processes.

Vocabulary
! Program: A sequence of instructions written in a code that a computer can interpret and
execute.
! Sequence: Also known as the order of events, commands that are executed by a computer
exactly as they are written. The sequence must be in the correct order for the program to run
properly.
! Command: A specific instruction given to a computer in written code from a programmer.
! Code: The language written by humans to communicate with computers to complete a
process; programming language that gives instructions to a computer.
! Bug: An Error, or mistake, in the code.
! Debug: The process of finding and fixing bugs (mistakes) in the code so that the program will
run properly.

Direct Instruction (I do)

Time: 10 minutes
Sequence is one of three basic logic structures in programming, and the very first concept that
students must understand when learning to code. Debugging is the process of reducing the number
of bugs or defects in a computer program, and is a concept that every young programmer should
also learn and practice. Be sure to explain that a !computer will do exactly what it is programmed to
do because it cannot think for itself. !
Begin by reviewing program, sequence, command, and code, bugs, and debugging. Record the
definitions of each as you go through them on the board or chart paper to have available for
students to refer to during the class activity.

@C! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Teacher Guide

!
Ask students to recall concepts covered in the Introduction to Sequence, fuzzFamily Partner Frenzy,
and fuzzFamily Fever, and the fuzzFamily Face-Off.
Discussion questions to ask:
a.!
b.!
c.!
d.!
e.!
f.!

What is sequence?
Why is sequence important in computer programming?!
What is a bug?!
What is debugging?
What do you do when you find a bug in the code you are working with?
Why do bugs need to be fixed?

T (say): Today we are going to use all of our programming knowledge on sequence and bugs to
create and solve our own programming problem.

Guided Practice Activity: fuzzFamily Maze Maker

Students will create and solve their own programming problem by designing mazes and using
commands that visually represent their programming process.
Time: 20-25 minutes

Activity Materials
!
!
!
!
!
!

Pencil
Scissors
Glue Stick
fuzzFamily Maze Maker handout
Coloring supplies

Activity
Have students seated on the floor or rug area. Explain that they are becoming programmers and
today they are going to create and solve their own programming problem.
T (say): The fuzzFamily is lost in the TechnoMazes of Smeeborg without a map! Your job is to
program them to safety. You are going to think like a programmer and draw a map that provides the
correct instructions to help navigate the fuzzFamily to safety. Remember, the fuzzFamily doesnt
speak our language, so we have to speak to them in code, using our commands like a
programmer.
Hand each student a copy of the fuzzFamily MazeMaker handout. Send students to their work
spaces where they will cut and glue. Explain that students will be cutting out the directional
commands and fuzzes that are on the attached sheet. Model an example of how students will cut,
glue, and create their maze, or have one prepared and visually accessible for students.
@D! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Teacher Guide

!
Instruct students to start constructing their first TechnoMaze. Have students cut and glue a fuzz in
the boxed area on their fuzzFamily MazeMaker worksheet and then give them time to think about
their maze before they begin drawing it.
As students come up with a design for a maze, have them explain their design to a partner before
drawing it. Once students have planned out their maze and explained it, they can begin drawing
their maze.
After students have completed designing and drawing their maze, instruct them to glue and paste
the directional commands in the Commands box on their fuzzFamily MazeMaker worksheet.
Students will design a TechnoMaze and paste the correct commands for each of the four fuzzes.
While students are pasting the commands for their maze, challenge them to explain their work and
to identify and fix their mistakes. Debugging is an integral part of the programming process, and it is
important that students practice reviewing and testing their code.

Check for Understanding/Essential Questions

Time: 20 minutes
After each student has finished designing and debugging their TechnoMazes, have them explain one
of their TechnoMazes to a partner or in groups:
1.! What is the programming problem that they created and represented in their
TechnoMaze?
2.! What are the possible ways to solve the maze that they created? Is there one answer or
many?
3.! What were some challenges faced in creating their problem?
4.! Were there any bugs found while solving their maze?
5.! What was one success or highlight of designing and solving their maze?
Discussion Questions:
1.!
2.!
3.!
4.!
5.!
6.!
7.!

!What is sequence?!
Why is sequence important in TechnoMaze building?!
Why is sequence important in computer programming?!
What is a bug?
!What is debugging?!
Were there any bugs in your TechnoMaze?
!Why did you design and build your TechnoMaze the way that you did?

@B! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

Sequence Teacher Guide

!
Close the lesson by sending students to independently practice the concept on their devices.

Students complete any remaining levels in Smeeborg, Sequence Sector 1.1-1.15.

!
!

@E! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!

!
!
!
!

fuzzFamily MazeMaker

Commands

fuzzFamily MazeMaker

Commands

fuzzFamily MazeMaker

Commands

fuzzFamily MazeMaker

Commands

Sequence On-Screen

Sequence Teacher Guide

!

Independent Practice
On-screen lessons reinforce concepts learned through unplugged
instruction and activities and are a direct application of student
knowledge. Students collect coins and earn stars for accurately
solving the TechnoMazes. Stars and coins are directly correlated
with how well a student understands a programming concept and
applies what they have learned to solve a TechnoMaze on-screen.

Example 1.1

How it Works
The fuzz, such as the one in Example 1.1, represents a computer that must be given a specific
algorithm in the correct sequence to complete the TechnoMaze. The arrow commands are
Kodables programming language, and when strung together in the correct sequence become an
executable computer program. Students must use the commands to write the correct code for their
fuzz to move through the maze successfully. Once this happens, and it may take a few attempts, the
fuzz will roll onto the next lesson.
!
!
!
!

Sequence Lesson 1
In Lesson 1.1, students are introduced to on-screen lessons
with a tutorial. The tutorial explains how to provide blueFuzz
with commands to complete the TechnoMaze: Students will
drag and drop the commands from the command bin into the
computer program (the empty boxes on the top of the screen).
Once students complete the code to move their fuzz through
the maze, they will hit the green play button between their code
and the command bin. This will execute the program they just
wrote. It may take students multiple tries to figure this out, but
we encourage letting them fail once or twice in the learning
process. Failure is a part of programming, and we encourage
making mistakes and resiliency. If a students program has any
Example 1.2
bugs, or mistakes in their code, they will be presented with a fail
screen such as the one in Example 1.2. Instruct these students to try again until they succeed.

Tip: Have students outline the TechnoMaze path with

their fingers and think about the commands that will
be needed before dragging and dropping the arrows.

@F! !
#$%!&'($!)$**'+!,)-+*!)./$!%0$*$1!2'3-4)$56'&768((.68)8&5!!
9$**'+*!,)-+*!-($!6',:(.;0%!'<!=8(<=6'($>!?+65!@A"B5!!