Unplugged Coding

K-3 Lesson: Ara The Star Engineer

Lesley Pike and Melissa Seco

Access the Google Slide Digital (Click Here)

 Unplugged Coding
Terms of Use
Lesley Pike and Melissa Seco

1. This resource was created by Lesley Pike and Melissa Seco. If referencing
this resource to others via word of mouth, in person, via social media, etc,
please credit us and provide the link back to @MsPikeTeach and
@MelissaSeco (Twitter) or @melissamseco and @lmnop_resources
(Instagram) and TpT
https://www.teacherspayteachers.com/Store/Lmnop-Resources

2. This resource is for personal use with your class (own students). It is not
for redistribution.

3. Do not email, share, upload this resource (either in part or in whole) to

the Internet.
 Lesson: Ara the Star Engineer

Curriculum Connections

Algebra - Coding - Coding Skills

Kindergarten Grade 1 Grade 2 Grade 3

OE 17 (Frame: DLMB) C3. Coding

describe the location and solve problems and create computational representations of mathematical situations
movement of objects using coding concepts and skills
through investigation

SE 17.2 (Frame: DLMB) Coding Skills Coding Skills Coding Skills

communicate an C3.1 solve problems and C3.1 solve problems and C3.1 solve problems and
understanding of basic create computational create computational create computational
spatial relationships in representations of representations of representations of
their conversations and mathematical situations mathematical situations mathematical situations
play, in their predictions by writing and executing by writing and executing by writing and executing
and visualizations, and code, including code that code, including code that code, including code that
during transitions and involves sequential events involves sequential and involves sequential,
routines. concurrent events concurrent, and repeating
events

C3.2 read and alter C3.2 read and alter C3.2 read and alter
existing code, including existing code, including existing code, including
code that involves code that involves code that involves
sequential events, and sequential and concurrent sequential, concurrent,
describe how changes to events, and describe how and repeating events, and
the code affect the changes to the code affect describe how changes to
outcomes the outcomes the code affect the
outcomes

Other Mathematic Strand(s): Number - Number Sense - Whole Number

Kindergarten Grade 1 Grade 2 Grade 3

OE 15 (Frame: DLMB) Number - B1. demonstrate an understanding of numbers and

demonstrate an understanding of numbers, using make connections to the way numbers are used in everyday
concrete materials to explore and investigate life
counting, quantity, and number relationships

15.3 make use of one-to-one correspondence in B1.5 count to 50 B1.4 count to B1.4 count to 1000,
counting objects and matching groups of by 1s, 2s, 5s, and 200, including by including by 50s, 100s,
objects 10s, using a 20s, 25s, and and 200s, using a
15.4 demonstrate an understanding of the 50s, using a
variety of tools variety of tools and
counting concepts of stable order (i.e., the variety of tools
concept that the counting sequence is always the same and strategies and strategies strategies
– 1 is followed by 2, 2 by 3, and so on) and of order
irrelevance (i.e., the concept that the number of objects
in a set will be the same regardless of which object is
used to begin the counting)

L. Pike & M. Seco, 2021

 Lesson: Ara the Star Engineer

Learning Goals
Algebra - Coding - Coding Skills Number - Number Sense - Whole Number:

I can: I can...
- Create a code - Skip count in different ways
- Use the appropriate terminology when coding - Use addition to help me arrive at a sum
- Use symbols to represent items in my code

Goal: In this lesson, students can count or add to solve the problem. Students
Activity/Problem connect to the book Ara the Star Engineer by creating their own galaxy of stars or
using the stars already on the pre-made grids.

Kindergarten Grade 1 Grade 2 Grade 3

(Positional (Sequential Event) (Concurrent Event) (Repeating Event)
Language) Ara wants DeeDee to Ara wants DeeDee to create a Using a grid, create one section
Using the grid, create figure out how many stars code to figure out how many stars of a galaxy of stars for DeeDee
your own galaxy. Then there are in her galaxy. there are in her galaxy. Using the to count. What would the
create a code to count Using the grid, create a grid, create a galaxy for Ara. Then number of stars be if this section
how many stars you galaxy for Ara. Then show create a concurrent code to show were to double? Triple? Create
have in your galaxy. how you counted all the different ways you can go about a repeating code to show how
stars in the galaxy by counting the stars in the galaxy. you would calculate the amount
creating a code of stars.

Assessment (Achievement Chart)

Coding
Knowledge &
Communication
Understanding
Understands how a code Is clear in logistics of Assessment Tip:
works
Knows what a ___ event is:
code/ organization of
code There are 3 different
Gr. 1 sequential
Gr. 2 sequential and/or Form is clear
achievement charts:
concurrent
Gr. 3 sequential and/or Uses vocabulary
Coding, Whole Number,
concurrent and/or repeating and Skip Counting. See
next page for
Thinking Application
achievement charts
Plans Task Takes knowledge and
Carry Out Plan understanding of
Changes Plan if not working coding and applies it
(executes code: trial and to execute task
error)

L. Pike & M. Seco, 2021

 Assessment (Achievement Chart):
Coding and Other Math Strand

Algebra - Coding - Coding Skills Number - Operations - Mental Math

Knowledge & Communication Knowledge & Communication
Understanding Understanding
Understands how a code Is clear in logistics of K - can do 1-1 tagging/ Uses terms associated
works code/ organization of correspondence with addition
Knows what a ___ event is: code Can use known strategies appropriately (e.g., sum, in
Gr. 1 sequential to help add numbers total)
Gr. 2 sequential and/or Form is clear Gr. 1 - 3 - has mental math
concurrent strategies to help them
Gr. 3 sequential and/or Uses vocabulary add numbers
concurrent and/or repeating

Thinking Application
Thinking Application K - demonstrates stable K - takes knowledge of
order and/or counting and applies it to
Plans Task Takes knowledge and tagging/one to one the problem
Carry Out Plan understanding of correspondence when Gr 1-3 - Takes knowledge
Changes Plan if not working coding and applies it asked to explain of mental math strategies
(executes code: trial and to execute task and applies them to this
error) Gr. 1-3 - Strategies used problem (e.g., first I used
are clear and logical. doubles + 1 then I ….)

Number - Number Sense - Whole Numbers

Algebra - Coding - Coding Skills
Knowledge & Communication Knowledge &
Communication
Understanding Understanding
Understands how a code Is clear in logistics of K - Can use a strategy to Uses terms associated
works code/ organization of help them count with skip counting (e.g., I
Knows what a ___ event is: code Gr. 1 - 3 - is able to put counted by 2s. I put them
Gr. 1 sequential numbers into groups to into groups of 5 and then
Gr. 2 sequential and/or Form is clear make them easier to counted by 5s)
concurrent count
Gr. 3 sequential and/or Uses vocabulary
concurrent and/or repeating
Thinking Application
K - demonstrates stable K - takes knowledge of
Thinking Application order and/or counting and applies it to
tagging/one to one the problem
Plans Task Takes knowledge and correspondence when Gr 1-3 - Takes knowledge
Carry Out Plan understanding of asked to explain of skip counting and
Changes Plan if not working coding and applies it applies it to the problem
(executes code: trial and to execute task Gr. 1-3 - Strategies used (e.g., I made groups of 5s
error) are clear and logical. and then counted from
there)

L. Pike & M. Seco, 2021

Drawing Squares: Use These Cards to
Create Different items to place on your
grid

L. Pike & M. Seco, 2021

Numbers Squares: Use These Cards to
Give to Students to create this many
Stars in their Galaxy (Larger Quantities)

5 10 15

20 25 30

50 60 70

75 80 100

L. Pike & M. Seco, 2021

Numbers Squares: Use These Cards to
Give to Students to create this many
Stars in their Galaxy

1 2 3
4 5 6
7 8 9

10 15 20
L. Pike & M. Seco, 2021
Numbers Squares: Use These Cards to
Give to Students to create this many
Stars in their Galaxy

Images used with permission from the author

L. Pike & M. Seco, 2021

 Coding Cards

go right right right

stop left left left

down
down

down
loop

loop up
up

up

go right right right

stop left left left

down
down

down

loop

loop
up
up

up

L. Pike & M. Seco, 2021

 Les Cartes de Codage

avance à la droite à la droite à la droite

arrête à la gauche à la gauche à la gauche

vers le haut

vers le haut

vers le haut
boucle
vers le bas

vers le bas

vers le bas
boucle

avance à la droite à la droite à la droite

arrête à la gauche à la gauche à la gauche

vers le haut

vers le haut

vers le haut

boucle
vers le bas

vers le bas

vers le bas

boucle

L. Pike & M. Seco, 2021

 Positional Language - Invitation For Learning
Prompt (Option 1)
Ara the Star Engineer (Use your own grid)

Using the grid, create your own

galaxy. Then create a code to
count how many stars you have
in your galaxy.

L. Pike & M. Seco, 2021

 Positional Language - Invitation For Learning
Prompt (Option 2)
Ara the Star Engineer (Grid - Draw your own stars)

Using the grid, create your own

galaxy. Then create a code to
count how many stars you have
in your galaxy.

L. Pike & M. Seco, 2021

 Positional Language - Invitation For Learning
Prompt (Option 3)
Ara the Star Engineer (Grid - pre-drawn stars)

Using the grid, create a

code to count how many
stars are in the galaxy.

L. Pike & M. Seco, 2021

 Positional Language - Invitation For Learning
Prompt (Option 4)
Ara the Star Engineer (Grid - pre-drawn stars)

Using the grid, create a

code to count how many
stars are in the galaxy.

L. Pike & M. Seco, 2021

 Positional Language - Invitation For Learning
Prompt (EXAMPLE/EXPLANATION)
Ara the Star Engineer

Using the grid,

Teacher Talk/Possibilities:
● Students can have single stars
or multiple stars in each square
create a code to in their galaxy
● Students can work with
count how many benchmarks - 5 or 10
● Students can group the stars
stars are in the ● Students can create their own
galaxy with the number of their
galaxy. choice or pre-selected numbers

L. Pike & M. Seco, 2021

 Sequential Events - Task Card
Ara the Star Engineer (Option 1)

Name: _______________________

Ara wants DeeDee to figure out how many stars

there are in her galaxy. Using the grid, create a
galaxy for Ara. Then show how you counted all
the stars in the galaxy by creating a code

L. Pike & M. Seco, 2021

 Sequential Events- Notebook Labels
Ara the Star Engineer

Ara wants DeeDee to figure out Ara wants DeeDee to figure out
how many stars there are in her how many stars there are in her
galaxy. Using the grid, create a galaxy. Using the grid, create a
galaxy for Ara. Then show how galaxy for Ara. Then show how
you counted all the stars in the you counted all the stars in the
galaxy by creating a code. galaxy by creating a code.

Ara wants DeeDee to figure out Ara wants DeeDee to figure out
how many stars there are in her how many stars there are in her
galaxy. Using the grid, create a galaxy. Using the grid, create a
galaxy for Ara. Then show how galaxy for Ara. Then show how
you counted all the stars in the you counted all the stars in the
galaxy by creating a code. galaxy by creating a code.
Ara wants DeeDee to figure out Ara wants DeeDee to figure out
how many stars there are in her how many stars there are in her
galaxy. Using the grid, create a galaxy. Using the grid, create a
galaxy for Ara. Then show how galaxy for Ara. Then show how
you counted all the stars in the you counted all the stars in the
galaxy by creating a code. galaxy by creating a code.
Ara wants DeeDee to figure out Ara wants DeeDee to figure out
how many stars there are in her how many stars there are in her
galaxy. Using the grid, create a galaxy. Using the grid, create a
galaxy for Ara. Then show how galaxy for Ara. Then show how
you counted all the stars in the you counted all the stars in the
galaxy by creating a code. galaxy by creating a code.

Ara wants DeeDee to figure out Ara wants DeeDee to figure out
how many stars there are in her how many stars there are in her
galaxy. Using the grid, create a galaxy. Using the grid, create a
galaxy for Ara. Then show how galaxy for Ara. Then show how
you counted all the stars in the you counted all the stars in the
galaxy by creating a code. galaxy by creating a code.
L. Pike & M. Seco, 2021
 Sequential Events - Task Card
Ara the Star Engineer (Option 2)

Name: _______________________

Ara wants DeeDee to figure out how many stars

there are in her galaxy. Ara’s galaxy is on the
grid. Show how you counted all the stars in the
galaxy by creating a code

L. Pike & M. Seco, 2021

 Sequential Events - Task Card
Ara the Star Engineer (Option 3)

Name: _______________________

Ara wants DeeDee to figure out how many stars

there are in her galaxy. Ara’s galaxy is on the
grid. Show how you counted all the stars in the
galaxy by creating a code

L. Pike & M. Seco, 2021

 Concurrent Events- Task Card
Ara the Star Engineer

Name: _______________________

Ara wants DeeDee to create a code to figure

out how many stars there are in her galaxy.
Using the grid, create a galaxy for Ara. Then
create a concurrent code to show different
ways you can go about counting the stars in the
galaxy.

L. Pike & M. Seco, 2021

 Concurrent Events- Task Card
Ara the Star Engineer

Name: _______________________

Ara wants DeeDee to create a code to figure out

how many stars there are in her galaxy. Using the
grid, create a galaxy for Ara. Then create a
concurrent code to show different ways you can
go about counting the stars in the galaxy.

L. Pike & M. Seco, 2021

 Concurrent Events - Notebook Labels
Ara the Star Engineer

Ara wants DeeDee to create a code to Ara wants DeeDee to create a code
figure out how many stars there are in to figure out how many stars there
her galaxy. Using the grid, create a are in her galaxy. Using the grid,
galaxy for Ara. Then create a create a galaxy for Ara. Then create
concurrent code to show different a concurrent code to show different
ways you can go about counting the ways you can go about counting the
stars in the galaxy. stars in the galaxy.
Ara wants DeeDee to create a code to Ara wants DeeDee to create a code
figure out how many stars there are in to figure out how many stars there
her galaxy. Using the grid, create a are in her galaxy. Using the grid,
galaxy for Ara. Then create a create a galaxy for Ara. Then create
concurrent code to show different a concurrent code to show different
ways you can go about counting the ways you can go about counting the
stars in the galaxy. stars in the galaxy.
Ara wants DeeDee to create a code to Ara wants DeeDee to create a code
figure out how many stars there are in to figure out how many stars there
her galaxy. Using the grid, create a are in her galaxy. Using the grid,
galaxy for Ara. Then create a create a galaxy for Ara. Then create
concurrent code to show different a concurrent code to show different
ways you can go about counting the ways you can go about counting the
stars in the galaxy. stars in the galaxy.
Ara wants DeeDee to create a code to Ara wants DeeDee to create a code
figure out how many stars there are in to figure out how many stars there
her galaxy. Using the grid, create a are in her galaxy. Using the grid,
galaxy for Ara. Then create a create a galaxy for Ara. Then create
concurrent code to show different a concurrent code to show different
ways you can go about counting the ways you can go about counting the
stars in the galaxy. stars in the galaxy.
Ara wants DeeDee to create a code to Ara wants DeeDee to create a code
figure out how many stars there are in to figure out how many stars there
her galaxy. Using the grid, create a are in her galaxy. Using the grid,
galaxy for Ara. Then create a create a galaxy for Ara. Then create
concurrent code to show different a concurrent code to show different
ways you can go about counting the ways you can go about counting the
stars in the galaxy. stars in the galaxy.

L. Pike & M. Seco, 2021

 Repeating Events - Task Card
Ara the Star Engineer

Name: _______________________

Using a grid, create one section of a galaxy of stars for

DeeDee to count. What would the number of stars be if this
section were to double? Triple? Create a repeating code to
show how you would calculate the amount of stars.

L. Pike & M. Seco, 2021

 Repeating Events - Task Card
Ara the Star Engineer

Name: _______________________

Using a grid, create one section of a galaxy of stars for

DeeDee to count. What would the number of stars be if this
section were to double? Triple? Create a repeating code to
show how you would calculate the amount of stars.

L. Pike & M. Seco, 2021

 Repeating Events- Notebook Labels
Ara the Star Engineer

Using a grid, create one section of a Using a grid, create one section of a
galaxy of stars for DeeDee to count. What galaxy of stars for DeeDee to count. What
would the number of stars be if this would the number of stars be if this
section were to double? Triple? Create a section were to double? Triple? Create a
repeating code to show how you would repeating code to show how you would
calculate the amount of stars. calculate the amount of stars.

Using a grid, create one section of a Using a grid, create one section of a
galaxy of stars for DeeDee to count. What galaxy of stars for DeeDee to count. What
would the number of stars be if this would the number of stars be if this
section were to double? Triple? Create a section were to double? Triple? Create a
repeating code to show how you would repeating code to show how you would
calculate the amount of stars. calculate the amount of stars.

Using a grid, create one section of a Using a grid, create one section of a
galaxy of stars for DeeDee to count. What galaxy of stars for DeeDee to count. What
would the number of stars be if this would the number of stars be if this
section were to double? Triple? Create a section were to double? Triple? Create a
repeating code to show how you would repeating code to show how you would
calculate the amount of stars. calculate the amount of stars.

Using a grid, create one section of a Using a grid, create one section of a
galaxy of stars for DeeDee to count. What galaxy of stars for DeeDee to count. What
would the number of stars be if this would the number of stars be if this
section were to double? Triple? Create a section were to double? Triple? Create a
repeating code to show how you would repeating code to show how you would
calculate the amount of stars. calculate the amount of stars.

Using a grid, create one section of a Using a grid, create one section of a
galaxy of stars for DeeDee to count. What galaxy of stars for DeeDee to count. What
would the number of stars be if this would the number of stars be if this
section were to double? Triple? Create a section were to double? Triple? Create a
repeating code to show how you would repeating code to show how you would
calculate the amount of stars. calculate the amount of stars.

Using a grid, create one section of a Using a grid, create one section of a
galaxy of stars for DeeDee to count. What galaxy of stars for DeeDee to count. What
would the number of stars be if this would the number of stars be if this
section were to double? Triple? Create a section were to double? Triple? Create a
repeating code to show how you would repeating code to show how you would
calculate the amount of stars. calculate the amount of stars.
L. Pike & M. Seco, 2021