AFRICA CODE WEEK

CODING UNPLUGGED
An introduction to
computational thinking
 TABLE OF CONTENTS

An Introduction to Computational Thinking (Unplugged) Page 02

Lesson 1 What is an Algorithm? Page 03

Lesson 2 Program a Friend Page 09
Lesson 3 Decomposition Page 12
Lesson 4 Sequencing Page 16
Lesson 5 Debugging Page 19
Lesson 6 Looping Page 24
Lesson 7 Abstraction Page 28
Lesson 8 Pattern Recognition Page 33
Lesson 9 Selection Page 40
Lesson 10 Conditionals Page 44
Lesson 11 Create a Program Page 47
Lesson 12 Create a Program with Loops Page 50
Lesson 13 Events Page 53
Lesson 14 An Introduction to Variables Page 56
Lesson 15 Variables and Data Types Page 59
Lesson 16 Electronic Devices Page 61
Lesson 17 Logical Thinking -Riddles Page 64
Lesson 18 Logical Thinking-Puzzles Page 68
Lesson 19 App Design Page 70
Lesson 20 Computational Thinking Page 73

Africa Code Week is an initiative by SAP. All content here is the intellectual property of Africa Code Week and
was developed by Ciara Forde for the Camden Education Trust.
1
 An Introduction to Computational Thinking
(Unplugged)
How to Think, Learn and Act like a computer

Computational thinking provides a foundation for coding skills. It is the ability to problem-
solve and think logically. Through unplugged lessons we aim to teach these skills and to
help students visualize programming concepts.

Computational thinking breaks down a complex problem into smaller parts through a
step-by-step approach. It can be broken down into four components: Decomposition,
Pattern Recognition, Abstraction and Algorithms. Students do not need to work on a
computer. Instead, we teach ‘unplugged’ lessons to provide students with the opportunity
to work collaboratively and to develop computational and algorithmic thinking skills.

Computational thinking can be applied to not only computer science but to real world
problems, tasks and activities. You can use computational thinking to solve everyday
problems by breaking down a complex problem into smaller parts (decomposition). Next,
we can look for patterns within these smaller components (pattern recognition) and by
focusing on the important details and ignoring irrelevant details (abstraction) we can find
steps (algorithms) to solve the problem.

Africa Code Week is an initiative by SAP. All content here is the intellectual property of Africa Code Week and
was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 1
What is an Algorithm?

Learning Objectives
To understand what algorithms are and to decompose everyday activities into a series
of smaller steps.

Lesson Resources
Classroom board, paper & pencil, eraser, scissors, glue, worksheet.

Duration
30 mins

Lesson Content
Introducing Algorithms (5 mins).

Write the word ‘Algorithm’ on the board.

Explain that an ‘Algorithm’ is a step-by-step set of instructions that you can follow to
complete a task. Discuss with the students how we follow algorithms every day when it
comes to activities like making the bed, brushing our teeth or making a sandwich.

Algorithm Al-go-ri-thm

Step-by-step set of instructions

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was developed by Ciara Forde for the Camden Education Trust.
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Main Activity (15 mins)

Step 1: Create an Algorithm

Ask students what they did to get ready for school this morning. Write their answers on
the board. Students might suggest waking up, making the bed, brushing their teeth,
washing their face, getting dressed or eating their breakfast. Explain that it is possible to
create algorithms for the things that we do in our everyday life.

Choose an activity to demonstrate for the students such as brushing one's teeth. Prompt
students to come up with step-by-step instructions for brushing their teeth. Write their
responses on the board. Did they leave any steps out? Explain that each step of the
process is important to think about; otherwise, you might leave the tap running or forget
to spit out the toothpaste.

Teacher Example:

How to Brush Teeth

Step 1: Remove the lid from the tube of toothpaste.

Step 2: Hold the toothpaste in one hand and the

toothbrush in your other hand.

Step 3: Squeeze the tube of toothpaste gently.

Step 4: Turn on the water.

Step 5: Wet your toothbrush with water.

Step 6: Brush your teeth for two minutes.

Step 7: Spit out the toothpaste.

Step 8. Wash your face.

Step 9: Turn off the tap.

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Step 2: Student Activity

Reinforce the message that an algorithm is a list of steps that you can follow to finish a
task. Explain to the students that we follow algorithms every day when it comes to
activities like making the bed, making breakfast, or even getting dressed in the morning.
Ask students to put together an algorithm to help Avery get ready for the day.

-Help Avery make her breakfast

Tell the students to cut out and sequence the images of Avery making her breakfast
(see worksheet). Challenge students to write instructions under each of the steps.
Teacher example below:

Step: 2 Step: 3 Step: 4 Step: 1

Add milk to the Mix the cereal and Pour the cereal Pour the cereal
pot. the milk on a low into a bowl and into a pot.
heat. eat it with a
spoon.

(Alternatively, draw pictures of the sequence on the board for students to write into their
copybooks in the correct order).

-Next help Avery put on shoes

Step: 1 Step: Step: Step:

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Plenary (10 mins)

Discuss how an algorithm is broken down into a step-by-step set of instructions so that
they are easy to follow. Invite students to share their algorithms with the class. Did they
leave out any steps? What steps could they have added to make the algorithm even
better?

Differentiation

➢ Students can draw, write or give verbal instructions to help Avery make her
breakfast or put on her shoes.
➢ During the activity, challenge students to add more detailed instructions.

Assessment

Teacher observation of students during the main task and plenary. Observe the sequence
of their algorithms, did they leave out any steps?

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 1
Algorithm Worksheet

Cut out and sequence the steps for making Avery’s breakfast. Write instructions for each
of the steps.

Step: Step: Step: Step:

Step: Step: Step: Step:

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 1
Algorithm Worksheet

Draw the steps for helping Avery put on her shoes. Write instructions for each step.

Step: 1 Step: Step: Step:

Step: 1 Step: Step: Step:

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 Lesson 2
Program a Friend

Lesson Objectives
To revise students’ understanding of what an algorithm is by having them give and
follow simple instructions.

Learning Resources
Classroom board, paper & pencil, eraser.

Duration
30 mins

Lesson Content
Introduce Computational Thinking (5 mins)

Revise students' understanding of what an algorithm is. Explain that an algorithm is a

step-by-step set of instructions that you can follow to complete a task. Ask students to
recap on algorithms in their everyday lives such as making the bed or brushing their teeth.
Explain that algorithms can be followed by humans and by computers.

Tell the students that an algorithm is a key component to computational thinking. Explain
that computational thinking involves breaking down a complex problem into smaller
more manageable parts. Computational thinking is thinking in a way that allows
computers to solve problems. However, computers need more precise instructions than
people do. Remind students that computers cannot think for themselves that is why we
need to have precise step-by-step instructions in order for a computer to complete a task.

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was developed by Ciara Forde for the Camden Education Trust.
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Main Activity (15 mins)

Step 1: Follow Instructions

Demonstrate following instructions for a simple task (this could be making a sandwich or
brushing one’s teeth). Ask students to tell you what to do and demonstrate what happens
when you take the instructions literally and the instructions are not precise or accurate.

Remind students that a set of instructions are called ‘algorithms’ and that our instructions
need to be clear and precise so that one can complete a task accurately.

Step 2: Program a Friend

Divide students into groups of two (pairs) and have them practice giving and following
precise instructions for completing a simple task. Explain that one partner is the
programmer (giver of instructions) and the other follows.

The programmer gives their partner step-by-step instructions to complete a task such as
walking to the bookshelf to get a book or tying one’s shoelaces. The partners need to
remember that they can only do exactly what the programmer tells them to do. If one of
the steps is incorrect or not precise enough, this will result in their program not working
correctly and it will need to be fixed. Tell the students that once each pair has completed
their exercise, they are to swap their roles so that everyone gets the chance to give and
follow instructions.

Plenary (10 mins)

Choose a pair to act out their instructions. Ask them to demonstrate to the class how to
give and follow instructions precisely. Ask the class if they have left any instructions out?
How could they have made their instruction more precise? Remind students that
computers need an explicit sequence of instructions and if instructions are not clear
enough the program won’t work correctly.

Differentiation

➢ Organize students into mixed ability pairs in order to provide extra support.
➢ Allow students, depending on their levels and abilities, to have the option of
completing the assessment activity verbally or by writing down their answers.

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was developed by Ciara Forde for the Camden Education Trust.
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Assessment

Read out the questions below and tell the students to write their answers in their
copybooks.

Algorithms Questions or Evidence

What is an algorithm? Can you give the definition of an

algorithm?

What is an algorithm in everyday life? Can you give an example? What does an
algorithm help us do?

Were you able to create an algorithm? Did your algorithm have clear steps in a
logical order? Did you leave out any
steps?

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 3
Decomposition

Lesson Objectives
To use decomposition to break down a task into smaller parts.

Learning Resources
Classroom board, paper & pencil, eraser.

Duration
30 mins

Lesson Content
Introducing Decomposition (5 mins)

Ask students to give you instructions to draw an ice cream cone on the board. Prompt
students to break the task down into steps, for example:

First, draw a V.

Next, connect the two lines at the end.

After that, draw a round scoop on top.

Introduce the term 'Decomposition’ to the class. Explain that decomposition is one of the
key aspects of computational thinking. It involves breaking down a problem or task into
smaller more manageable parts.

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was developed by Ciara Forde for the Camden Education Trust.
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When computer scientists are writing a program, they often break the code into small
chunks. This can help them solve problems and focus on one part at a time.

Decomposition
De-com-po-si-tion

To break down the problem or task

into smaller more manageable parts.

Main Activity (20 mins)

Step 1: Decompose Instructions

Ask students to use decomposition to give you instructions to draw a picture of a smiley
face on the board. Remind students that their instructions need to be clear and precise.

Ask another student to come up to the board and choose another student to give clear
instructions for them to draw a different picture, such as a teddy or a specific object e.g.
chair or table

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was developed by Ciara Forde for the Camden Education Trust.
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To make this activity more difficult, invite a student to draw an object on the board where
one student gives instructions to draw an object. However, this time the student who is
drawing doesn’t know what they are drawing and is relying on the student to break the
task down into simple steps.

Ask whether the instructions are broken down enough? Discuss with the class the
importance of breaking down a task into smaller parts.

Step 2: Verbal Instructions

Organize the class into pairs. Students take it in turns to give and follow verbal instructions
to draw a simple picture.

Step 3: Create an Algorithm

Ask students how many of you were able to follow your classmates' instructions? What
would have made the activity easier? Invite students to decompose their instructions even
further by drawing and writing an algorithm for their partner. See example below:

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Plenary (5 mins)

Discuss how the power of computational thinking starts with decomposition. Explain how
problems that seem complex at first become much more manageable when they are
broken down. Ask students what was easy or hard when giving or receiving instructions.
Discuss why it is important to have clear and precise instructions and how breaking down
the steps can help.

Differentiation

➢ Students can draw, write or verbalize their instructions depending on their level.
➢ Challenge students to add more detailed steps to their algorithm.

Assessment

Observe how students break down the instructions by writing clear step-by-step
algorithms for their partner. Use targeted questioning to assess their understanding such
as:
● What does the term decomposition mean?
● How can decomposition help us to solve a problem?

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 4
Sequencing

Lesson Objectives
To create a sequence in a logical order.

Learning Resources
Classroom board, paper & pencil, eraser, seeds, pot, water, soil.

Duration
30 mins

Lesson Content
Introducing Sequencing (5 mins)

Draw a plant on the board and ask “What do you need to grow a plant?” Prompt students
to give ideas such as plants need soil, water and sunlight.

Discuss with the students how to plant a seed. Explain to the class that they are going to
work in pairs to decompose and sequence an algorithm for planting a seed. (If possible,
bring seeds and a planting pot into the class and demonstrate how to plant a seed).

Introduce the word ‘Sequence’ to the students and explain that algorithms are sequenced
into a set of logical steps that are carried out in the correct order.

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 Sequence
A set of steps carried out in a logical
order.

Main Activity (20 mins)

Step 1: Sequencing

Explain that when sequencing instructions, the order of the instruction is very important
and must follow logical steps. Organize the class into pairs and instruct students to draw
or write an algorithm for planting a seed. Remind students seeds need a pot, water, soil
and sunlight.

Step 2: Debugging

Ask students to analyze each step. Have they forgotten anything? Did they leave out any
steps? Do the steps follow a logical order? Explain that each step of the process is
important to think about otherwise you might forget to water the plant or cover the seed
with soil.

Step 3: Evaluate Sequences

Invite students to share their algorithms with the class. Evaluate the sequence of their
algorithms and discuss the steps involved when planting a seed. This is an opportunity
for students to refine their algorithm and add in any missing steps. See example below:

How to Plant a Seed

First get a pot.
Second, fill the pot with soil.
Third, poke a hole in the soil.
Next, place the seed in the hole.
Then, cover the seed with soil.
After that, water the soil.
Finally, place it in sunlight.

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was developed by Ciara Forde for the Camden Education Trust.
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Plenary (5 mins)

Discuss with the class how breaking down the sequence helps others follow their
instructions. Explain how programmers use sequencing in all programs and how
computers follow a sequence to execute a program.

Differentiation

➢ Group students into mixed ability pairs.

➢ Students have the option of drawing or writing instructions for planting a seed.

Assessment

Use targeted questioning to check for understanding during the main task:
For example:
● Can you follow the sequence?
● Did you need to break the step down further?
● How can we fix the order of the sequence?

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 5
Debugging

Lesson Objectives
To revise students' understanding of an algorithm and to debug an algorithm.

Learning Resources
Classroom board, paper & pencil, eraser, scissors, instructions for making a paper boat,
colors.

Duration
30 mins

Lesson Content
Introduce Debugging (5 mins)

Ask students if they have followed any instructions today so far? Invite students to share
instructions for crossing the road. Discuss why these instructions are important and have
to be followed in the correct order. What would happen if we did not follow them in the
specific order?

Introduce the term ‘Debugging’ to the class by writing it on the board. Explain that when
an algorithm doesn't behave as expected, this is due to mistakes or bugs. We can fix the
mistakes by debugging the algorithm.

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 Debugging
De-bugg-ing
To find and correct the
mistake.

Main Activity (20 mins)

Step 1: Debug an Algorithm

Organize the class into pairs and give out an algorithm for how to make a paper boat (see
worksheet). Tell the students that they have to work together to debug the algorithm.
(Algorithms can be printed out, displayed on a visualizer or draw the steps on the board).

Read out the following instructions to your class:

1. Look at the algorithm for making a paper boat with your partner.
2. Debug the instructions to find the correct steps.
3. Cross out the instructions that are incorrect.
4. Test your algorithm (instruction) and follow each step exactly to see if you can
make a paper boat.
5. Swap the finished algorithm with another person or group and let them test it to
make a paper boat!

Plenary (5 mins)

Discuss with the students the importance of sequencing instructions logically. What
happens if the instructions given are not correct, precise or accurate? What steps did you
leave out and why? What would happen if you left those steps in?

Differentiation

➢ Organize students into mixed abilities to provide extra support.

➢ Give clues, tell the students that there are three instructions that are incorrect.

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 ➢ If deciding on the correct steps seems too difficult for your class, demonstrate how
to make a paper boat and discuss the steps involved before debugging the
algorithm.

Assessment

Students test and evaluate each other's algorithms. Teacher uses observation during the
main task and targeted questioning.

For instance:
● How many of you were able to follow your classmates' algorithms to make your
paper boat?
● What does the term debug mean?
● Why is debugging important?

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 Lesson 5
Debugging worksheet
Choose the correct instructions for making a paper boat.
Cross out the incorrect instructions.

How to Make a Paper Boat

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 Lesson 5
Debugging Answers
Choose the correct instructions for making a paper boat.

Cross out the incorrect instructions.

How to Make a Paper Boat

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 6
Looping

Lesson Objectives
To use repetition to shorten multiple actions.

Learning Resources
Classroom board, marker, paper, pencil, eraser, worksheet.

Duration
30 mins

Lesson Content
Introducing Looping (5 mins)

Discuss the term ‘Loop’ as a command that repeats itself. Explain that a loop can be used
to repeat a physical action such as clapping or jumping, just like a loop in a computer
program can repeat a code a certain number of times.

Loop
The action of doing something over and over
again i.e., repeating the action

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was developed by Ciara Forde for the Camden Education Trust.
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Main Activity (15 mins)

Step 1: Create an Aerobics Routine

Tell the students they are going to create an aerobics routine. Practice some movements
with the class such as jumping jacks, burpees, lunges, star jumps, squats and running on
the spot.

Split the class into groups and invite students to come up with four movements that they
would like to use in their routine. Students can practice their movements in their groups.

Step 2: Looping

Introduce looping commands from the Scratch programming language by explaining

the rules below:

● Rule 1: The teacher chooses a student to say how many times the group should
repeat the action for example “Repeat jumping jacks 3 times.”
● Rule 2: The teacher chooses a student to say “Repeat until _________ I sing/I hold
my hand up.”
● Rule 3: The teacher chooses a student to say “Repeat forever unless I say stop.”

Step 3: Perform the Routine

Students are invited to perform the routine for the class. Choose random students to call
out a repeat command for the group to follow.

Plenary (10 mins)

Discuss the term ‘loop’ as a command that repeats part of a computer programming code
a certain number of times. Ask students to identify how many loops they used in their
performance.

Differentiation

➢ Group students into mixed abilities.

➢ Some students can work in a group with an adult if necessary.

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was developed by Ciara Forde for the Camden Education Trust.
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Assessment

Show students a list of control commands from the Scratch programming language (see
worksheet). Ask students to work in pairs to identify and circle the commands that repeat
part of a code a certain number of times. (The worksheet can be printed out, written on
the board or displayed using a visualizer).

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 6
Looping Worksheet

Circle the list of control commands in Scratch that repeats part of code a certain number
of times.

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 7
Abstraction

Lesson Objectives
To identify what is important and what to include through the process of abstraction.

Learning Resources
Classroom board, paper, pencil, eraser, colors, pictures of solar systems & zoo.

Duration
30 mins

Lesson Content
Introducing Abstraction (5 mins)

Introduce students to the term ‘Abstraction’. Explain that in computational thinking, we

decompose problems, we then look for patterns and we use abstraction to filter out or
ignore unimportant details.

Discuss how abstraction keeps only the most important information in the instructions in
order to learn to ignore unimportant details. This makes it easier to follow for others who
are writing instructions for the same or similar task.

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 Abstraction
Ab-strac-tion

To remove or ignore unimportant

information and to keep the most
important information.

Main Activity (15 mins)

Step 1: Abstraction Activity

Show students the image of the zoo (see resources) and ask “What is included in this
image?” Examples might include plants, trees, zoo entrance, animals, color and fruit. Ask
“What’s not included?” Examples may include the correct body shape of the animals, true
size of the animals, true physical aspects of the animal such as their hooves, fur, mouth
and eyes.

Explain that abstraction is essentially ignoring information that we don’t need in order
to concentrate on information we do need.

Step 2: Group Work

Organize the class into small groups. Give out the picture of the solar system (see
resources) and ask them to look at the image. Tell students to write down what is included
in the image and what is ignored.

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Invite students to share what is included in the image such as the planets, the sun, the
rings of Saturn, the colors of the planets. Discuss what’s not included such as the moon,
the stars, the true sizes of the planets, the orbits of the planets, The Milky Way etc.

Step 3: Pair Work

Organize the class into pairs and ask students to give instructions to their partner on how
to draw a house. Discuss what the students included in their drawings and what they did
not include.

Plenary (10 mins)

Reinforce that abstraction is essentially ignoring information that we don’t need in order
to concentrate on information we do need. Explain that programmers use abstraction to
create video games and simulations by focusing on what is important to include in the
game and ignoring what is not important.

Differentiation

➢ Organize students into mixed abilities to provide extra support.

➢ Allow students, depending on their levels and abilities, to have the option of
completing the activity verbally or by writing down their answers.

Assessment

Use teacher observation and targeted questioning when students are sharing what is
included in the images and what is ignored.

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 7
Abstraction Resources
What is included in the image and what is ignored?
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Camden Education Trust.
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 Lesson 7
Abstraction Resources
What is included in the image and what is ignored?
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Camden Education Trust.
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 Lesson 8
Pattern Recognition

Lesson Objectives
To understand how to spot patterns and to create general descriptions based on those
patterns.

Learning Resources
Classroom board, paper, pencil, eraser, worksheets.

Duration
30 mins

Lesson Content
Introduce Pattern Recognition (5 mins)

Introduce students to the term ‘Pattern Recognition.’ Explain that pattern recognition
involves looking at similarities, trends or patterns in order to problem-solve.

Patterns are everywhere, for example, look at your index finger, what do you notice? Can
you see a pattern? Look at your partner's index finger, is it the same or different?

Explain that patterns help us make predictions, create rules and can even help us identify
people. Examples of patterns include human fingerprints, zebra crossings, warm current
flows and weather patterns to create weather forecasts.

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was developed by Ciara Forde for the Camden Education Trust.
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 Pattern
Recognition
Involves looking at similarities, trends or patterns.

Main Activity (20 mins)

Step 1: Pattern Hunt

Explain that patterns are all around us. Divide the class into groups and ask them to
draw any patterns they can think of and to create their own patterns using colors.

Step 2: Pattern Recognition

Reinforce that in computing when we decompose a problem, we look for patterns and
similarities. However, patterns don’t always look like a repeated design. Sometimes it can
be a trend or similarity.

Give out the image of the dogs (see worksheet 1) to the students and ask “What do dogs
have in common and what are some differences?” (Pictures can be displayed on a
visualizer, printed out or teacher draws different shape dogs on the board).

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Discuss with the students what all dogs have in common for example, all dogs have ears,
a tail, a tongue, two eyes and four legs.

Discuss what is different, for example some dogs have different color fur, other dogs are
different sizes and different shapes.

Explain that when programmers create a dog in a computer game, they use pattern
recognition and abstraction to focus on what is important. For example, a programmer
could have a basic dog body so that they can code the dog to move, speak, change size
and change color.

Prompt students to look for the important information (abstraction) to create a simple
dog description that could be used in a code.

For example: All dogs have four legs, two eyes, a tail, two ears and they can run and bark.

Step 3: Find the Pattern

Students work in pairs or groups to complete challenges to find what is similar and what
is different (see worksheet 2 & 3). Encourage students to use abstraction to come up with
a simple description. (Challenges can be displayed on a visualizer, printed out or teacher
draws challenges on the board).

Plenary (5 mins)

Explain to the students that recognizing patterns is a key aspect of computational

thinking. When programmers decompose complex problems, they look for patterns to
help them find solutions. Pattern recognition involves making generalizations about
processes and different objects.

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was developed by Ciara Forde for the Camden Education Trust.
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Differentiation

➢ Organize students into mixed abilities in order to provide extra support.

➢ Use targeted questioning during the main task to check for basic understanding.

Assessment

Ask students to describe what patterns they found for the challenges and what
descriptions they came up with.

Encourage students to think of exceptions.

For example:
● Do some dogs have three legs?
● Do all birds fly?
● Discuss how programmers need to be aware of these exceptions.

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 Lesson 8
Pattern Recognition
Worksheet 1

Challenge 1: Dogs

● What do all dogs have in common?

● What are some differences?
● Create a simple dog description.

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 Lesson 8
Pattern Recognition
Worksheet 2

Challenge 2: Birds

● What do all birds have in common?

● What are some differences?
● Create a simple bird description.

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 Lesson 8
Pattern Recognition
Worksheet 3

Challenge 3: Trees

● What do all trees have in common?

● What are some differences?
● Create a simple tree description.

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 Lesson 9
Selection

Lesson Objectives
To understand how to use selection (if… then… else statement).

Learning Resources
Classroom board, paper, pencil, eraser, worksheet.

Duration
30 mins

Lesson Content
Introducing Selection (5 mins)

Explain that an algorithm consists of a set of step-by-step instructions. However, in

algorithms, sometimes there may be more than one way the steps can be followed. We
call this ‘Selection’.

Selection is about choice. Selection is usually represented by the instructions IF, THEN
and ELSE.

IF represents the question THEN represents what to do if the answer to the question is
true. ELSE represents what to do if the answer to the question is false.

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 Selection
Selection is a decision or a question using
if…. then….else statements

Main Activity (15 mins)

Step 1: Teacher is the Leader

Call out a number of statements and commands to the students. For example:

● IF you like ice-cream, THEN stick out your tongue.

● IF you play soccer, THEN wiggle your toes.

● IF you play a musical instrument, THEN snap your fingers, ELSE clap your hands.

● IF you like reading, THEN raise both your arms ELSE make bunny ears behind

your head.

Step 2: Follow the Leader

Split the class in pairs or groups and explain to the students that one partner is the leader
and one is the follower. The leader starts by giving simple instructions in the format of an
IF…THEN…statement. For example: “IF you are a boy, THEN touch your ears” or “IF you
like to dance, THEN hop on one foot”. Students try out a few actions and swap so that
both partners give and follow instructions.

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Step 3: If/Then Statements

To increase difficulty, the leader can give a different set of actions. For example: “IF I jump
once, THEN you jump two times” or “IF I clap my hands, THEN you spin around ELSE stay
still.”

Plenary (10 mins)

Explain to the class that selection is the way to tell a computer to carry out an action when
a certain condition is met. Just like when the leader gives a new condition for the action,
a selection in a code can change the path that a computer program takes.

Differentiation

➢ Use targeted questioning during the main task to check for basic understanding.
➢ Challenge students to use ELSE statements such as “IF I wiggle my nose, THEN raise
both your arms ELSE stand on one foot.”

Assessment

Tell the students to create an If /Then/Else statement using blocks from the Scratch
programming language (see worksheet). How many different statements can they make
using the same blocks? Students can write their answers in their copybooks. (Worksheet
can be printed, displayed on a visualizer or blocks can be drawn on the board).

Examples may include:

-If the spacebar is pressed, then move 10 steps.
-If touching the color purple then say “Hello” for 2 seconds or else play the Meow
sound until done.

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 Lesson 9
Selection Worksheet

Write a sentence to code the cat using the If/Then/Else Statement blocks from Scratch.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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 Lesson 10
Conditionals

Lesson Objectives
To understand that selection is based on conditions.

Learning Resources
Classroom Board, marker, paper, pencil, eraser.

Duration
30 mins

Lesson Content
Introducing Real-World Conditions (5 mins)

Recap on the definition of selection and how selection is usually represented by the
instructions IF, THEN and ELSE. Explain that selection is based on conditions and
conditional statements are the way computers make decisions. This is the same as the real
world where events can change based on certain conditions.

Prompt students to think of a real-world example, such as “I am always on time for school”
then come up with an exception, also known as a condition. For example, “What if you
sleep in? What if there is traffic on the road?”

Create a conditional statement with the class using IF and THEN for example: If I sleep in,
then I will be late for school.

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Main Activity (15 mins)

Step 1: Real World Conditions

Explain to the students that if a condition is true then something will happen as a result.
Read the sentences below and prompt students to think about their school day. IF an
event occurs Then what happens?

● If it is English class then___________

● If the fire alarm rings then____________
● If the teacher is talking then__________
● If a basketball goes out of bounds, then___________
● If the bell goes then __________

Ask students to come up with their own sentences and share them with the person
beside them.

Step 2: Rock Paper Scissors

Discuss the set of conditional statements using the game ‘Rock Paper Scissors’. Tell the
students that we are going to decompose the game into smaller parts and read out the
algorithm for how to play the game:

● Rock Paper Scissors is a two-player game.

● At the exact same time, each player forms one of three shapes with their hands.
● These shapes are “rock” (make a fist), paper “flat hand” and scissors (make the
number 2).
● If rock and paper are played, then paper wins.
● If paper and scissors are played, then scissors wins.
● If scissors and rock are played, then rock wins.
● If the two shapes are the same, then it is a draw.

Group students in pairs and invite them to play against each other, play three rounds
and the best out of three wins the game.

Step 3: Create a Game

Once students are familiar with the game, invite the class to make up three new actions
instead of rock, paper and scissors. Tell the students to use IF and THEN to decide what
conditions determine who wins.
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Students should test and refine their algorithms on different students until they have a
set of clear and precise set of instructions. Students can draw or write their algorithms in
their copybooks.

Plenary (10 mins)

Invite students to explain their game to the class and ask the class to identify the three
conditions for their game. Discus how the rules of a game are based on conditions set
before the game even starts. Explain that this is similar in coding where programs are
predetermined by the conditions in the code.

Differentiation

➢ Students have the option of drawing their algorithm for their new game or
writing steps-by-step instructions.

Assessment

Use teacher observation and targeted questioning to check for an understanding

throughout the lesson.

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 Lesson 11
Create a program

Lesson Objectives
To encode an algorithm into a program and to identify and debug any errors.

Learning Resources
Classroom board, marker, paper, pencil, eraser, ruler.

Duration
30 mins

Lesson Content
Introducing Programs (5 mins)

Discuss with the class the idea that algorithms become a program when a code is written
down using symbols.

Start by asking the class for step-by-step instruction on how to walk to the board. Ask
students to break down their instructions into “Step forward” or “Step to the right”.

Main Activity (15 mins)

Step 1: Square Grid

When you get to the board, draw a 3X3 square grid on the board and draw a mouse and
cheese in opposite corners. Discuss how you would get the mouse to the cheese.
(Alternatively, you can use a visualizer to display the grid).

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Ask a few students to describe their algorithm to the class. Follow the instructions as the
students reads their steps by moving your finger along the grid. Ask the class if anyone
else came up with a different idea that works.

Step 2: Create a Program

Challenge students to encode the algorithms such as “move forward” or “Turn right” into
symbols and to write those symbols on a piece of paper, for example:

Invite selected students to draw their algorithm on the board. Does the code need to be
debugged? Once the code has been successfully written on the board, explain to the class
that they have written their first program.

Step 3: Pair Work

Organize the class into pairs. Ask them to each draw a 3X3 square grid in their workbook
using a ruler and, as was done with the mouse and cheese’ exercise, get them to choose
two objects that can be placed on the map. Tell the students to encode their algorithm
using arrows to get to the desired object. Ask students to swap with the person beside
them to test the code and to debug any issues until it works correctly.

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Step 4: Challenge

To challenge some students, ask them to add an obstacle to their grid. Instruct students
to swap their maps with their partner to see if they can come up with an encoded
algorithm to avoid the obstacle placed. Check their algorithm to see if they are correct.

See the example below of the cat forcing the mouse to choose a different path to get to
the cheese.

Plenary (10 mins)

Ask students if they can tell the difference between an algorithm and a program. Remind
them that both are a list of steps but a program has been encoded in a way that can be
understood by a computer. Challenge students to think about someone who speaks a
different language and ask them if they think they could understand the program.

Differentiation

➢ Organize students into mixed abilities to provide extra support.

➢ Challenge some students to add more than one obstacle.

Assessment

Teacher observation and targeted questioning during the main task.

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 Lesson 12
Create a Program with Loops

Lesson Objectives
To create a program with loops and to understand how loops act as a series of repeated
actions.

Learning Resources
Classroom Board, paper and pencil, eraser, chalk.

Duration
30 mins

Lesson Content:
Introducing a program with loops (5 mins)

Recap with the class how algorithms change into a program when a code is written down
using symbols.

Draw the code below on the board and ask students how instead of writing the code in a
long sequence, can we shorten this code?

Give students the opportunity to brainstorm different ways to loop (repeat) the code.
Remind students that we are not going to use words or sentences to shorten the code.

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For example:

Main Activity (15 mins)

Step 1: Life Size Grid

Split the class into groups of two or three. Give each group chalk and ask them to draw a
life-size 4X4 grid outside on the ground (they will also need to bring paper and pencils
with them).

Step 2: Programming

Place a marker somewhere on the grid such as a piece of paper or a ball. Ask students to
program their classmates to move by writing down a sequence of code for them to get
to the marker using arrows for them to follow.

Tell students to write their code using loops.

Plenary (10 mins)

Draw a program on the board using repeated arrows. Invite students to take turns coming
to the board to swap symbols for repeat loops using their knowledge of addition and
times tables.

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Differentiation

➢ Organize students into mixed ability groups.

➢ If looping is too difficult for some students, ask them to continue the long
version of writing out each step until they have a better understanding of
looping.

Assessment

Observe students as they program their classmates to get to the marker. Use targeted
questioning to assess their understanding.

For Example:
● Did you program your classmate to reach the marker?
● Have you added in loops?
● Are there any bugs?

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 Lesson 13
Events

Lesson Objectives
To create a program with Events.

Learning Resources
Classroom Board, marker, paper, pencil, eraser.

Duration
30 mins

Lesson Content
Introducing Events (5 mins)

Introduce the term ‘Events’ to the students by writing it on the board. Explain that you are
not talking about a birthday or a wedding as an event. Instead, we are referring to an
event in computer science as an action that causes something to happen. For example,
what happens when you hear the school bell at lunch time? What action occurs?

Events
An action that causes something
to happen

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Step 1: Create an Event

Draw three shapes on the board: a flag, up arrow, space key (from a keyboard).

Decide with your class an action for each shape. For example, when the green flag is
pressed, students dance on the spot, when the arrow is pressed students stand up and
when the rectangle is pressed, students sit down. Practice tapping on the shapes to create
a shape sequence for students to respond to.

Step 2: Pair Work

Organize the class into pairs and instruct them to draw the three shapes on a piece of
paper and to assign each shape a different action. Students practice the sequence with
their partner and then swap so both partners have the opportunity to create an event.
Remind the class that every time you press on a shape it is an ‘event’ that causes an action.

Plenary (10 mins)

Explain that ‘events’ are essential for every project as event blocks act as a trigger for
other codes to run. For example, if I wanted to program a cat to move when I pressed the
space key on the keyboard. Then by putting my finger on the space key this would
become an ‘event’ that tells the cat to move.

Differentiation

➢ Organize students into mixed ability pairs.

➢ Students who have difficulty writing can complete the assessment worksheet
verbally.

Assessment

Show students event blocks from the Scratch programming language (see worksheet) and
ask them to circle the events. Ask students if they can spot a pattern (event blocks are all
yellow blocks that start with ‘when’). Tell the students to write a sentence with an event
and an action using the blocks shown, for example: When the left arrow key is pressed,
move 10 steps.

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 Lesson 13
Events Worksheet

Write a sentence to code the cat using event blocks in Scratch.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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 Lesson 14
An Introduction to Variables

Lesson Objectives
To identify variables and to understand that a variable has a name and contains a value.

Learning Resources
Classroom Board, marker, paper, pencil, eraser, worksheet.

Duration
30 mins

Lesson Content
Introducing Variables (5 mins)

Write the word ‘Variable’ on the board and explain to the students that in computer
programming, a variable has a name and contains a value. Explain that a variable is similar
to a placeholder for information that can change or be changed.

Variable
Va-ri-a-ble

A piece of information that changes

or that can be changed

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Main Activity (15 mins)

Step 1: Placeholder

Write the sentence below on the board. Ask students to write down any animal, what food
the animal eats and write down the animal’s likes and dislikes. Invite students to share
their answers and use the information to fill in the appropriate variables in the sentence.
Each time a student gives an answer, rub out the previous answer to show how a variable
is used as a placeholder for information that can change or be changed.

My animal is a ________. It eats ___. It likes _________ and dislikes _______.

Step 2: Draw a Cat

Split the class into groups and ask them to draw a simple cat on a piece of paper. Decide
as a class on what variables you might use for example: name, age, food, hobby or gender.
Choose three variables and in groups, students write sentences about the cat.

• My cat is called _______.

name
• My cat is ____ years old.
age
• My cat likes to eat_________.
food
Plenary (10 mins)

Explain how in most programming languages, a variable is used as a placeholder for

values such as numbers or words. Prompt students to think of anywhere they may have
seen variables before such as your name can be used as a variable or the number of
students present in a class.

Differentiation

➢ Organize the class into mixed ability pairs.

➢ Students who have difficulty writing have the option of responding verbally.

Assessment

Instruct students to read the sentences and use the pictures as clues to find the missing
variable (see worksheet).

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 Lesson 14
Variable Worksheet

Read the sentences below and use the pictures as clues to fill in the missing variables.

1. When Raynell grows up she wants to be a _____________.

Job

2. Deron’s favorite thing to do is to play _____________.

Hobby

3. Trevell painted his house ____________.

Color

4. A __________ is the fastest land animal on Earth.

Animal

5. My cat has ________________lives.

Number

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 Lesson 15
Variables and Data Types

Lesson Objectives
To understand how variables are used as a placeholder for different data types such as
numbers or words.

Learning Resources
Classroom Board, marker, paper, pencil, eraser, timer.

Duration
30 mins

Lesson Content
Introducing Variables (5 mins)

Remind students that a variable has a name and contains a value. It is like a placeholder
where information can change. Prompt students to think of variables from the previous
lesson such as age, name or gender. Explain to the students that a variable can also hold
values such as numbers.

Step 1: Keeping Score

Invite two students to stand in front of the class and tell them you are going to ask them
some math’s questions. Whoever gets the answer first scores a point. Tell the class to keep
track of the score by writing the names of the participants and recording every time each
one scores a point. The first person to get five questions correct is the winner.

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Ask students what the two variables are in the game i.e. (name and score). Remind
students that a variable is like a placeholder so every time a student gets a score, we must
rub out the previous score.

Step 2: Group Work

Split the class in groups of four and assign roles such as the score keeper, quizmaster and
contenders. Alternate the roles so that each student has the opportunity to be the
scorekeeper.

Step 3: The Final

Create a table of the top three winners and ask students what other variables they can
think of for the final game such as adding a timer or a bonus point. Invite the top three
students to the front of the class, agree on a rule for the bonus point and set a timer. For
example, contenders have a 20 second timer to count backwards from 100. Whoever
beats the clock wins.

Plenary

Explain to the students that a ‘score’ is just one example of how variables might be used
in a computer program. Discuss other examples of variables from computer games the
students have played.

Differentiation

➢ Mixed ability groups.

➢ Depending on their levels and abilities assign students the role of either the score
keeper, quizmaster or contenders.

Assessment

Teacher observation during the main task and targeted questioning on their
understanding of variables.

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 Lesson 16
Electronic Devices

Lesson Objectives
To identify electronic devices in the world around us.

Learning Resources
Classroom Board, marker, paper, pencil, eraser.

Duration
30 mins

Lesson Content
Introducing Electronic Devices (5 mins)

Discuss with the students what electronic devices are. Explain that electronic devices are
devices with a computer in them. Ask students to think of things that use electricity and
things that don’t. For example, things that use electricity might include a smartphone,
computer, washing machine or airplane. Things that don’t might include a chair, a bed or
a school bag.

Introduce students to the idea that some objects that use electricity have a computer
system and are programmed to follow an algorithm or step-by-step instructions. Explain
to the students that not all devices with electricity programmed. For example, a simple
light switch does not have a computer system.

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Main Activity (15 mins)

Step 1: Input → Process → Output

Remind students that decomposition involves breaking down a complex problem or

system into smaller parts so that they are easier to understand. When looking at
electronic devices most devices are broken down and programmed into three stages.
These stages are called INPUT → PROCESS → OUTPUT.

Input is how the device is instructed to start working. Process is what happens when it is
working. Output is the result of the input and the process. For example, what might the
INPUT → PROCESS → OUTPUT- be for a washing machine? How do we turn it on? What
happens when it is on and what happens when it is finished?

Washing Machine

INPUT → Put in cleaning detergent and press ‘ON’ button

PROCESS → Spins and washes the clothes

OUTPUT→ Clean clothes come out

Next, prompt students to come up with the INPUT → PROCESS → OUTPUT for a
microwave.

Microwave

INPUT → adjust the heat and time and press the ‘START’ button

PROCESS → heats the food up

OUTPUT→ warm food

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Step 2: More than One Process

Tell the students that some devices have more than one input, process and output.

Ask the students to write down the INPUT → PROCESS → OUTPUT model
for calling a friend on a mobile phone. For example:

INPUT → type phone number in or search name of friend in contacts

PROCESS → rings selected friend

OUTPUT→ Your friend’s voice

Now try and write the INPUT → PROCESS → OUTPUT model for sending a text.

Plenary (10 mins)

Remind students that without coded instructions, computers, phones, tablets and so
many other electronic devices would not be possible.

Prompt students to think of other ways we can use the INPUT → PROCESS → OUTPUT
model for the phone. For example, a mobile phone has lots of different functions such as
making and receiving calls, sending text messages, taking pictures, playing video games
and using the Internet.

Differentiation

➢ Use targeted questioning during the main task to check for basic understanding.
➢ Challenge students to think of other electronic devices and how the INPUT →
PROCESS → OUTPUT works on that device.

Assessment

Using the INPUT → PROCESS → OUTPUT model, instruct students to use decomposition
to write down three different ways for using a mobile phone.

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 Lesson 17
Logical Thinking-Riddles

Lesson Objectives
To use logical thinking to solve a problem.

Learning Resources
Classroom Board, marker, paper, pencil, eraser, riddles.

Lesson Content
Introducing Logical Thinking (5 mins)

Explain to the students that one of the fundamental aspects of computational thinking is
the ability to think logically. ‘Logical Thinking’ is a way of applying rules to problem solve.
Logical thinking is the ability to deduce as much new information as possible from the
little information you have.

In this lesson students are going to solve puzzles using logical thinking. Students have to
explain to their partner how they worked out the riddles.

Main Activity (15 mins)

Step 1: Challenge Card

Organize the class into groups of three or four. Give each group of students some paper
and pencils. Read out the first challenge card and ask the students to use logical thinking
to figure out who ordered what sandwich for lunch. Explain that their reasoning behind
how they found out the answer is the most important factor.

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Challenge 1

On trip days Raynell, Deron, Trevell and Aviah each get to choose a sandwich for
lunch. They can choose from:

• Tuna
• Chicken
• Cheese
• Salad

Each child chooses a different sandwich. Can you figure out from the clues below
what sandwich each child chooses?

-Raynell does not eat meat or fish

-Aviah doesn’t like tuna or chicken

-Deron doesn’t like fish

-Trevell cannot eat dairy

Ask students to share and explain to one another what they think the answer is and how
they worked it out. Invite a selection of students to feedback to the class. Lead a discussion
on exploring student’s methods and what steps they took to figure out who ordered what
sandwich.

Step 2: Riddles

Explain to the students that they are going to use logical reasoning to answer some
riddles. They can work in pairs to write down the answers to the riddle. Remind students
to give logical explanations for why they chose that answer.

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 Riddles:

Write instructions for eating an ice-cream.

If a tree fell in the forest and no one was there to hear it, would it make a sound?

What has hands and a face, but can’t hold anything or smile?

How would you describe an elephant to someone who has never seen it?

It belongs to you, but your friends use it more. What is it?

How many months of the year have 28 days?

Step 3: Evaluation

Go through the answers with the class and listen to their reasoning.

-Write instructions for eating an ice-cream

Answer: Lick the ice cream with the tip of your tongue in an upward motion.

-If a tree fell in the forest and no one was there to hear it, would it make a sound?
Answer: If sound is vibrations, then the falling tree does make a sound, because it
produces vibrations in the air.

-What has hands and a face, but can’t hold anything or smile?
Answer: A clock.

-How would you describe an elephant to someone who has never seen it?
Answer: Any detailed description will suffice.

-It belongs to you, but your friends use it more. What is it?
Answer: Your name.

-How many months of the year have 28 days?

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Answer: All of them because every month has 28 days.

-What has hands and a face, but can’t hold anything or smile?
Answer: A clock.

Plenary (5 mins)

Reinforce the idea that logical thinking is the opposite to guessing. Discuss the different
approaches students took to figure out the riddles. Ask students to look for and analyze
every possibility.

Differentiation

➢ Organize students into mixed ability groups.

➢ Students who have difficulty writing can discuss their answers verbally.

Assessment

To emphasize the importance of using a logical approach to solving the riddles, stop the
class at various points and ask students to share their answers. Check to see if other
groups have the same answer and challenge students to explain why they believe their
answer to be correct.

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 Lesson 18
Logical Thinking-Puzzles

Lesson Objectives
To use logical reasoning to solve jigsaw puzzles.

Learning Resources
Classroom Board, marker, paper, pencil, eraser, jigsaws.

Duration
30 mins

Lesson Content
Introducing Logical Thinking (5 mins)

Remind students that ‘Logical Thinking’ is a way of applying rules to problem solve.
Explain that lots of games draw on the ability to make logical predictions. There is almost
always more than one solution to a problem. Logical thinking is used to make predictions
on the best solution to solve a problem.

Main Activity (20 mins)

Step 1: Jigsaw Puzzles

Organize the class into groups, give each group a jigsaw puzzle. Set a timer and tell the
students they have five minutes to complete the jigsaw. Jigsaws selected should require
a level of difficulty so the students have to try and figure it out whilst working against the
clock.

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was developed by Ciara Forde for the Camden Education Trust.
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When the timer is up, ask the class if anyone completed the jigsaw on time. Prompt the
class to think about how they can use logical thinking to complete the jigsaw faster.

Step 2: Strategies

Discuss some strategies students could use to help them figure out the jigsaw puzzle
faster. For example, student could:

1. Find the edge or corner pieces of the jigsaw puzzle.

2. Create a frame with all the edge pieces.
3. Find pieces with similar patterns and colors.
4. Fill in the missing pieces.

Step 3: Beat the Clock

Get each group to swap jigsaws with other groups so that every group has a new jigsaw.
Tell the students that they have five minutes to complete the jigsaw using any of the
strategies discussed (the timer can be changed depending on the level of difficulty but
should be the same time as the activity before).

Plenary (5 mins)

Explain that when we use computational thinking skills it is important that we can think
logically. Logical thinking is the ability to think quickly by breaking down complex
problems into steps and applying rules to problem solve.

Differentiation

➢ Mixed ability groups.

➢ Provide Jigsaw puzzles with different levels of difficulty.

Assessment

Observe students as they apply logical thinking to their jigsaw puzzles. Use targeted
questioning to assess their understanding.

For Example:
• Which strategy worked the best?
• Did you find it easier the second time?
• How did you apply logical thinking?
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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 19
App Design

Lesson Objectives
To use creativity and problem-solving skills to design an app.

Learning Resources
Classroom Board, marker, paper, pencil, eraser, colors.

Duration
30 mins

Lesson Content
Introducing Apps (5 mins)

Ask students if they have ever played a game on a phone. Prompt students to think about
what else they can do on phones such as searching the Internet, using a calculator, talking
to friends and family, downloading music, watching movies and Google Maps.

Explain to the students that smartphones are small computers and that smartphone
programs are called ‘Apps.’ Prompt students to name apps they know such as the
Calculator app/Google Maps app/ YouTube app etc.

Main Activity (15 mins)

Step 1: Problem Solving

When designing an app, remind students that they need to think of how it can help the
user and what the users’ needs are. Tell the students to apply computational skills to help
solve a problem. Read the scenario below and decide on how you would help Ron the
alien.

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was developed by Ciara Forde for the Camden Education Trust.
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 OH NO!!! Can you help Ron the alien? His spaceship has crash landed on planet Earth
and he is trying to get back to his home planet Mars. Unfortunately, he bumped his
head when he landed and he can’t quite remember how to find his way back. The good
news is that his spaceship seems to be working. He has no map or directions to make
his way home but he has a smartphone to help him look for an app that can help him.

Discuss the following with the class:

1. Decomposition: Break the problem down into smaller parts, Ron is lost and needs
directions to get him from Earth to planet Mars.
2. Pattern Recognition: On Earth we use maps to help us find our way. Could we
create a Space Map app to help Ron get home?
3. Abstraction: When designing a Space Map app, what’s important and what
should we ignore?
4. Algorithm: What instructions would you give for how to use the app?

Step 2: Design the Home Screen

Tell the students they are going to design the home screen for the ‘Space Map’ app.
Students can draw a picture of their app and write down or discuss with their partner the
following:

What is the app called?

What does the app icon look like?
What does the app do?

Students can get creative and add special features to the app.

Plenary

Explain to the students that apps are a type of software that allows users to perform
specific tasks. Programmers build apps by coding specific instructions for the device to
understand. Applications for desktop or laptops are sometimes called desktop
applications while mobile phones applications are referred to as apps.

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was developed by Ciara Forde for the Camden Education Trust.
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Differentiation

➢ Use targeted questioning to check for understanding.

➢ Some students might need some suggestions for apps, ideas might include a
homework app; an app to help kids code; Internet safety app; a learn to dance
app.
➢ Challenge more able students to come up with original ideas.

Assessment

Invite students to design their own app. Prompt students to think creatively about the
type of app they would like to make and the reasons why. Students should consider the
following:

● Who is the app for?

● What does your app do?
● The name of the app
● What does the app icon look like?

Get students to design the home screen for their own app in their workbooks and to
present their apps to the class.

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was developed by Ciara Forde for the Camden Education Trust.
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 Lesson 20
Computational Thinking

Lesson Objectives
To use computational thinking skills to solve real world problems.

Learning Resources
Classroom Board, marker, paper, pencil, eraser, recycled materials, nature objects, arts
and crafts supplies.

Duration
30 mins

Lesson Content
Applying Computational Thinking Skills (5 mins)

Remind students that computational thinking is about looking at a problem in a way that
a computer can. Invite students to share their knowledge of computational thinking and
recap on students understanding of logical thinking, algorithms, decomposition, pattern
recognition and abstraction.

Tell the students that in this lesson they are going to work together to apply
computational thinking skills to solve real world problems.

Main Activity (20 mins)

Step 1: Problem Solving

Read the following scenario to the class and explain that we are going to use
computational thinking to solve the problem.

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was developed by Ciara Forde for the Camden Education Trust.
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Scenario: How can we improve the lives of people with a disability/injury

Raynell hurt her leg and has to use crutches for the next few weeks. She has lots of things
to carry and finds it difficult to get her house keys from her pocket. When her mum phones
her she always misses the call because she can never reach her bag in time.

● Step 1: What is the problem? Raynell is finding it difficult to manage the crutches
and carry her belongings.
● Step 2: How can we break the problem down? Raynell is using her hands to hold
the crutches and therefore needs some sort of carrier to hold all her smaller
items.
● Step 3: What’s the pattern? Most people use a bag or pocket for smaller items
but this can be awkward and hard to reach.

Can you invent something to help Raynell carry her smaller items?

● Why not add an attachable cup or basket to the crutches (abstraction). It could
hold Raynell’s belongings such as her phone and keys making it easier to reach.

Step 2: Get Creative

Split the class into small groups and ask students to think of a tool or a prototype that
could be used to solve a real-world problem. Instruct students to use computational
thinking skills to identify the problem, break it down, look for patterns and abstractions
and decide on a solution.

Give students recycled materials, nature objects, arts and crafts supply and invite them to
create their tool or prototype. For example, using plastic bottles students could create a
water filtration system or using arts and craft students could design a fashionable trash
pick-up stick.

Step 3: Step-by-Step Instructions

As the students design and build their tools or prototype, prompt them to make notes
and to identify certain actions (events) that they need to repeat (loop) in order to build
their tool or prototype correctly. Instruct students to write out their step-by-step
instructions (algorithms) so that someone else could follow to create the same tool or
prototype (sequence).

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was developed by Ciara Forde for the Camden Education Trust.
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Plenary (5 mins)

Explain that computational thinking enables real-world problem solving. It is similar to

how a computer works through its programs in a logical way. Discuss how computational
thinking takes a large problem and breaks it down into simpler steps that can help with
everything from solving math problems to writing an essay to solving some of our world’s
biggest problems.

Differentiation
➢ Assign students into mixed ability groups.
➢ Depending on the student's level, students can write down or verbally describe
their step-by-step instructions (algorithms).

Assessment

Invite students to present their tools or prototype to the class and discuss and evaluate
their designs.
Use targeted questioning throughout the main task.
For example:
● How did you break the problem down?
● Are there any patterns?
● What information is the most important?
● What is the algorithm for how to make the prototype?

Africa Code Week is an initiative by SAP. All content here is the intellectual property of Africa Code Week and
was developed by Ciara Forde for the Camden Education Trust.
75