Coding in the Classroom

Curriculum Guide

Created for ETEC 510:

Design of Technology - Supported

Learning Environments

University of British Columbia

Authors:
Kimberly Cook | Danny Leeming | Samantha Livingstone | Mary Sikkes | Scott Skanes
About
The website that this curriculum guide supports is, we hope, an excellent and supportive
resource for teachers who are looking to make coding and computational thinking a part of
their classroom curriculum. It can also serve as a great resource for teachers who have
already incorporated coding but would like to try something new or different! Our goal is to
reduce the stress of meeting the coding standards of the BC curriculum
(https://curriculum.gov.bc.ca/).

The resources included within this curriculum guide and on the associated website are
categorized by:
- Grade Level (Pre-K - K), Primary (Grades 1-3), Intermediate (Grades 4-7), and
Secondary (Grades 8-12)
- Tech Level (No Tech, Low Tech, High Tech)
- Approach (Instructivist, Constructivist, Self-Directed)
- Privacy Concerns.
There's a little something for everyone!

Activities were chosen while considering both educators and students. The redesigned
concept-based ASDT curriculum in British Columbia makes curriculum delivery difficult for
educators without formal training in current digital technologies, computer science, or
programming language. This is especially true now that educators are required to integrate
coding into the current curriculum, often with limited support or training. Furthermore, we
felt it was important to research privacy concerns for each tool. We decided which
resources are acceptable according to the Freedom of Information and Protection of Privacy
Act (FOIPPA) in British Columbia, which requires that personal information for students be
stored and accessed only on servers within Canada unless strict guidelines are met (sec.
30.1), making the process of accessing sites based outside Canada much more complex.

Ultimately, we wanted to choose tools or resources that work well to introduce educators to
computer science and programming languages. We want to guide educators in their
understanding of what coding is and how it can be effectively integrated into existing
curriculums, as well as inform them on how to support student exploration and success
within the classroom. A secondary goal was to provide instantly practical take-aways for
Contents

Introduction page 1-2

W hy Code? page 3

Key Frameworks page 4-5

Implications by Grade Level page 6

Early Learning (Pre-K to K) page 7-10

Primary (Grades 1 - 3) page 11-18

Intermediate (Grades 4 - 7) page 19-27

Secondary (Grades 8 - 12) page 28-37

Coding and Computational Thinking Rubric page 38-44

References page 45-49

Introduction

"Coding is the veritable new literacy of the 21st century. Just as reading and writing were once
the demarcation line between the literate and illiterate, so now is the capacity to code" (Burke,
O?Byrne, & Kafai, 2016, p. 372).

With the incorporation of coding into the British Columbia curriculum, teachers are presented
with the challenge of incorporating a new curriculum that they may not be comfortable with or
may find intimidating. The practical activities provided on this website, with their curriculum
connections that support coding in the classroom, are intended to help fill the gap created by
the new curriculum and help teachers integrate programming language.
?
Coding was first introduced as an option for schools in 1967, with the development of Logo, a
coding language for children, which involved a small robot turtle. While coding in the
classroom did not take hold, the researchers recognized that ?the ability to program, the ability
to code, is an important part of being ?fluent?today? (Pierce, 2013, p. 39). This belief, combined
with ?the need for a free programming language that was both accessible and capable of
helping students? (Pierce, 2013, p. 39), continued to drive the development of a coding
language that would appeal to students. In 2006, the Scratch language was released which
included an interface ?based on a drag-and-drop, building-block approach? (Pierce, 2013, p. 40).
The language also introduced a cartoon character and the opportunity to tell a story. Much
like the development of the writer ?s workshop to enhance literacy instruction, using coding
programs such as Scratch, with a workshop approach, ?gives [students] a particular end goal to
their programming activities and personalizes the experience, making learners more likely to
persist when difficulty arises? (Burke et al., 2016, p. 372).

Unfortunately, the limited access to technology in 1967 meant that coding was not considered
an educational option at that time. Technology is much more readily available now, yet there
are still many who do not see coding as a requirement of the educational experience (Pierce,
2013). While coding is an essential part of being fluent today, there are many arguments
against incorporating coding into the school day. Lack of confident, qualified staff, unclear
connections to the curriculum, and ?resistance to a class that looks more like fun than
substance? are current arguments against coding in the classroom (Pierce, 2013, p. 39).
However, the development of programs which incorporate self-guided lessons, along with the
workshop approach commonly used for literacy instruction, will reassure teachers that they
can confidently instruct students in coding.

1
In June 2016, the Liberal party sent out a news release stating that the BC government would be
implementing a curriculum that incorporated coding. With the implementation, there is an
expectation that by the end of grade 9, every student in British Columbia will have taken a
coding module (BC Gov News, 2016). This mandate is part of the Liberal Government?s solution
to fulfill the need for technology specialists, and to increase the technology sector within British
Columbia (BC Gov News, 2016). The Applied Design, Skills and Technologies (ADST) curriculum is
an interdisciplinary K-12 program that involves an ?experiential, hands-on program of learning
through design and creation? (BC?s New Curriculum, 2016).

Our website is designed to provide a flexible, multi-age framework for teachers new to the
instruction of computer programming. The focus is on providing a variety of approaches at the
beginner, intermediate, and advanced skill levels. Our hope is that the website will reflect a
variety of teaching strategies that appeal to diverse classrooms, diverse teaching and learning
styles, and varying levels of teacher expertise.

2
W hy Code?

"For most of human history, before this wave of globalization and massive technological
changes, economies were mostly local and slow changing. In those economies, most
people undertook similar jobs that satisfied the local needs. And in many cases, the jobs
and their required knowledge and skills did not change very fast, making it possible to
predict and thus prescribe a curriculum that by and large could prepare children to find
employment" (Zhao, 2012, pp. 42-43).

When creating our website, we had to reflect on why computer science and programming
language are important for students today. A guiding force was to focus on how now, with
the rapid advancements in technology, children are entering a school system that will have
to prepare them for jobs that may not even be invented yet.

Through the integration of new technologies into classrooms, students are taught to be
multi-literate, which today includes literacies taught through digital technologies and social
media, rather than being literate only in the traditional sense of reading and writing
independently. Targeting ADST skills allows students to become ?active creators of
technology, not just passive users? (Tynker, n.d.).

3
Key Frameworks

The need for a resource like this one reflects the current mandatory nature of programming
and coding education in the province of British Columbia. While our focus stems from a
curriculum change in the province of British Columbia, it should be acknowledged that
science and technology education is a focus in many jurisdictions and the hope is that this
resource will prove to be valuable in many locations. Many teachers lack experience and
expertise and may rely on ?full service?solutions which puts a majority of the learning
experience into the hands of third-party services like Codecademy. While this resource has
its advantages and drawbacks as detailed in its section [see Secondary (Grades 8-12)], the
website as a whole provides tools to expand beyond these services and integrates a blended
approach to teaching coding in schools.

The academic research in the realm of computer programming and coding education is quite
varied, but generally points to the most effective method of instruction being a blended,
multi-faceted approach. A study by Terence C. Ahern (2009) found cognitive scaffolding to be
a critically important piece of learning a new coding environment and language. The process
of learning a new programming environment across disciplines is challenging, but the most
critical step, according to the study, is to connect the knowledge of the programming
language to larger outcomes, goals, and possibilities.

This reflects other literature which finds great value in providing students with an
opportunity to create meaningful artifacts through constructivist or constructionist tasks
(Palmarova, 2011). While there is value in instructionist approaches to basic concepts, such
as those we have included throughout this website, the most valuable learning comes from
what Papert called "lear n in g by doin g" - making and creating meaningful products to solve
real problems (Palmarova, 2011). Other studies have also found that taking this multifaceted
approach does in fact improve outcomes (akiro?lu, 2011). In akiro?lu?s study, his
experimental group approached programming instruction with a hybrid model which
blended traditional instructionist and constructivist approaches. Students in the
experimental group ?significantly outperformed students who followed the traditional
program? (akiro?lu, 2011, p. 173). Students in the hybrid model learned how and why
programming languages functioned, and in much more depth than the students in the
traditional program. Troubleshooting and solving their own problems helped them gain a
deeper understanding of how the elements of the coding language worked together
(akiro?lu, 2011).?

4
Seo and Kim (2016) found similar results in their study, noting that students who engaged in
pair or team programming challenges at the elementary level showed increased success in
overall computational thinking skills when compared to students who learned through
traditional instruction.

Jean Piaget an d Seym ou r Paper t

The studies mentioned above all seemingly build upon the work of both Piaget and Papert.
Piaget?s research was based upon the idea that children are the creators of their own
knowledge and have the ability to learn without being taught (Papert, 1980, p. 4). Papert did
not dismiss wholly the instructionist approach, but advocated strongly that the
constructionist approach provides students with the opportunity to want to construct their
own learning. This is very similar to what Piaget observed, noting that these educational
learning experiences can take place whether the quality of direct instruction is excellent,
poor, or middling (Harel & Papert, 1991).

Papert argued that, in the absence of teacher expertise, constructionist and mixed
approaches allow students the focus and time to discover the learning for themselves when
given goals and problems (Harel & Papert, 1991). It is with both the recent research, and the
timeless wisdom of Piaget and Papert, that we elected to design this website as a blended
and multifaceted framework offering teachers and students a variety of opportunities to
acquire and demonstrate knowledge.

These frameworks allowed us to design the site with student and teacher experience levels
in mind, and to offer a variety of instructionist and constructionist activities spanning grade
levels, skill levels, and tech levels. The literature helped us design a resource that can aid
teachers in engaging all students through learning that is scaffolded, as well as challenging,
for a variety of ability levels.

5
Implications by Grade Level

Kin der gar t en t o Gr ade 5

For students in Kindergarten to grade 5, there is an expectation that students will develop a
foundation for design and technology. Although there is no specific curricular content to be
taught, there is an expectation that through ?purposeful play?and discovery, students will
develop an understanding of ?design thinking.? By using technology that is appropriate to other
cross-curricular tasks, teachers will develop purposeful, hands-on activities that promote student
inquiry and engagement, to develop student design mindset and critical thinking (BC?s New
Curriculum, 2016).

Gr ades 6 t o 9

For middle grades 6-9, students are expected to learn computational skills which put coding into
context. In the ADST curriculum, specific content related to coding progressively builds from an
understanding of the evolution of programming languages, to creating simple algorithms that
reflect computational thinking, then to exploring programming languages that involve
visual-programming to text-based programming.

Gr ades 10 t o 12

In grades 10 through 12, students have the opportunity to choose courses that reflect their
various areas of interest including: web development, digital communications, computer
information systems, computer programming, or digital media development.

6
Early Learning
(Pre-Kindergarten - Kindergarten)
As the British Columbia curriculum states, the goals of learning at the Kindergarten level, in
relation to technology, is that designs will grow out of natural curiosity, that skills can be
developed through play, and that technologies are tools that extend human capabilities. The
focus is on students ideating, making, and sharing while also engaging in community play. Play
has many forms and requires that students be given the space and encouragement to explore
the spaces and tools around them as they develop their communication skills. The activities
and resources referenced in this site encourage students to explore and play with each other in
a supervised setting using a variety of coding options that offer possibilities for teachers and
students at different levels of technical readiness.

No Tech Codin g:

Su per h er o Codin g

Children in Pre-Kindergarten and Kindergarten love Lego,

action figures, cars, and games. When you can combine them
all together, they love it even more. With Superhero Coding,
teachers can help students learn the basics of coding using
basic tools found in most Early Learning classrooms. Using
poster board, coloured tape, Lego (or other pieces to create
obstacles), action figures or cars, and post-its with directional
signs, teachers can play their way through no tech coding with
their students. As students become more proficient with using
the directional symbols on the post-its, they can proceed to
using directional words to move their action figure through the
student created mazes. Clicking on the title of this section on
the Early Learning webpage will take you to a website with
more details.

Found at:
http://littlebinsforlittlehands.com/superhero-computer-coding-game-without-a-computer/

7
 If ...Th en ... Ou t door or Gym Gam e
Children love to play outside and the actions that can
be included in "If...Then..." games help with fine and
gross motor development for students in
Pre-Kindergarten, Kindergarten and beyond, and offer
a fun, playful way to introduce coding language. In
"If...Then..." games, one person is The Programmer,
while the others are The Computers. "If...Then..."
games give students an introduction to conditional
statements in programming, while also teaching them
about taking turns, following directions, and playing
together in larger groups.

Found at: http://leftbraincraftbrain.com/if-then-backyard-coding-game-for-kids/

Bin ar y Code Nam e Jew eller y

This activity will help develop students' fine motor
skills and will introduce them to binary coding using
crafts and play. It would be best completed in small
groups so students can have assistance, as binary
coding is more complicated than what students would
normally use and it is a multi-step activity. Students
begin by practicing their fine motor and writing skills
by writing out their name with one letter in each box
of the planning sheet. They can then work with the
teacher or adult helpers in the room to sort out how
they are going to complete the binary lets with beads
and string to make a binary code name necklace.

Found at:
https://bycommonconsent.com/2014/10/19/activity-day-girls-craft-idea-binary-code-necklace/

8
Robot ics Codin g:

Bee-Bot
Found at: https://www.bee-bot.us/

Bee-Bot is a fun, hands-on introduction to

directional programming that Pre-Kindergarten
and Kindergarten students can discover through
play and teacher-created or purchased mats. The
Bee-Bot moves in 15 cm increments on a mat with
15cmx15cm blocks drawn out. Obstacles can be
placed on the mat that the Bee-Bot needs to move
around, or places can be drawn or built on the mat
and students can tell the story of where the
Bee-Bot went that day. Students program the
Bee-Bot using the directional buttons on top of the
robot and can test their programming by pressing
the green play button in the middle. Bee-Bots can
be purchased for around $150 at different retailers
across Canada.

Dash & Dot

Found at: https://www.makewonder.com/

Dash & Dot are a dynamic robot duo that

students can play with using a variety of apps and
accessories. They are programmable robots that
use drag and drop block programming, as well as
touch pads, to direct their movements. Through
the Make Wonder apps, students are able to drive
dash, record themselves talking, use the launcher,
and play the xylophone. Dash & Dot can be
purchased through a variety of retailers at a
variety of price points, depending upon what
options the school is interested in.
9
Codin g w it h Tablet s:
Scr at ch Jr .
Found at: https://www.scratchjr.org/

Scratch Jr. is story-based coding that allows

students to develop characters and stories
that can be told through drag and drop
block coding. The coding is image-based,
choosing images of directional arrows
rather than the words to describe the
direction the coder is moving the character.
Scratch Jr. includes guided lessons and free
play coding on a blank canvas, so teachers
and students can work together and
gradually release to more independent
coding play.

Kodable
Found at:
https://www.kodable.com/teachers

Kodable is a free app that allows teachers

to add students and classes. Kodable plays
like a game and has different levels that
students progress through for coding
learning. It is specifically created for Early
Learning classrooms and for students as
young as five. The coding language is
primarily symbol-based, which is great for
non-readers, and involves making a ball
monster roll around the game to achieve
the goals.

10
Primary (Grades 1-3)

No Tech Codin g:

Lear n in g code t h r ou gh m ovem en t

The following activities will teach learners how to

practice computational thinking and problem
solving through movement games and tasks.

- A new take on "Simon Says": If Th en , Back yar d Gam e (recommended for grades K-3) is a
movement activity that is best used in the gym or outside. Developmental suggestions are
provided on the website depending on the age of the children.
Found at: http://leftbraincraftbrain.com/if-then-backyard-coding-game-for-kids/

- Follow t h e leader (recommended for grades K-3): The leader gives instructions (explicit
instructions, one at a time) to a person who is blind-folded to move from one area to the
next.

- M ove It , M ove It (recommended for grades 2-3): This instructivist-style lesson, created by
code.org, provides the educator with a detailed lesson plan, lesson video, curriculum
connections, and suggested assessment.
Found at: https://code.org/curriculum/course1/2/Teacher#Vocab

- Secr et Code Gen er at or (can be adapted to any grade level): This site will teach you how to
create a secret code generator so that students can create and send messages to each
other.
Found at: http://www.whatdowedoallday.com/secret-code-activity-for-kids/
11
 Lear n in g code w it h boar d or
car d gam es

- Ch ess: Yes, chess is the definition of algorithmic thinking. The goal is to take the
opponent's king, but you need to take certain steps to get to the king, and each chess piece
has its own rule on how to move on the board. To take on more of a constructivist
approach, students can make up their own game pieces, and rules on how to move along
on the board. For younger students, fewer pieces can be used on the board.
Found at: https://www.chess.com/learn-how-to-play-chess

- Su per h er o Codin g: In this constructivist game, children make up their own board (similar
to that of a checker or chess board) and player pieces. The object of the game is to move
their player around obstacles on the board to a finish line, by moving across the board with
coding commands. Children can make up their own rules and commands to challenge
themselves with this game.
Found at:
http://littlebinsforlittlehands.com/superhero-computer-coding-game-without-a-computer/

- Robot Tu r t les: This board game teaches the fundamentals of coding. It does not require
reading skills, so children as young as four can play. The object of the game is to move the
turtles across a game board using code cards to get to a jewel.
Found at: https://www.youtube.com/watch?v=RHjB9XQodzE

12
 Lear n in g code w it h paper an d pen cil

M or se Code (recommended for grade 2 and up): Yes, it's code!! Go to the link below to learn
about the history of and how to write using Morse Code. Have students send Valentine's Day or
Christmas cards from a deserted island, or send secret messages to each other.
Found at: http://morse-code.org/

Br aille: The link below will take you to "Braille Bug," created by the American Foundation for the
Blind. On the site, you will learn about braille, Helen Keller, and how to write in braille. Ask your
specialist teacher to bring in a braille machine, or have students write out the dots on graph
paper to make words. Have students write out their names, or label different things in the
classroom in braille.
Found at: http://braillebug.afb.org/braille_deciphering.asp

Colou r by Nu m ber s: This is an instructivist activity that was created by Computer Science
Unplugged. A lesson plan is included with detailed instructions as well as extension activities.
Students are given a code and asked to fill in the corresponding squares to represent pixels.
The activity can be extended to allow students to create their own code for pictures, and then
have other students draw them.
Found at: http://csunplugged.org/image-representation/#Colour_by_Numbers

Secr et Code Gen er at or : This site will teach you how to create a secret code generator so that
students can create and send messages to each other in their own secret code.?
Found at: http://www.whatdowedoallday.com/secret-code-activity-for-kids/
13
Robot ics Codin g:

Ozobot Bit
Found at: http://ozobot.com/products

The Ozobot Bit is a mini robot, suitable for anyone

YouTube video:
https://www.youtube.com/watch?v=vS7GvLwnY2I
from age 5 on up (yes, including adults!). The
robot moves in any direction and glows in any
colour that you program it to. Ozobot Bit will run
along coloured lines that you draw. You can also
program it to do u-turns, stop, and turn different
directions depending on the coding you colour.

OzoBlockly is an open sourced app that you can

use on your laptop, iPad, or tablet to program the
Ozobot Bit. Beginner programmers connect blocks
together to make the Bit demonstrate movement,
light effects, timing, and loops. Advanced
programmers can add math, functions, and
variables to the programming.

For a YouTube video tutorial on how to program

Ozobot Bit using the OzoBlockly editor, go to:
https://www.youtube.com/watch?v=fwIrAzZfvRc

14

YouTube video:
https://www.youtube.com/watch?v=43tctP24Xmo
YouTube video:
https://www.youtube.com/watch?v=81hctQt6Cp8
Sph er o 2.0
Found at: http://www.sphero.com/sphero
Sphero 2.0 pairs with Android and iOS products
through Bluetooth and is charged through
induction charging on a charging base. Children
are able to program Sphero to light up and to
move in any direction and anywhere, including
water. Programs for Sphero are written using the
Tynker app and are then transferred to the robot
through Bluetooth. The recommended age for this
robot varies from 5 to 8 and up.
Lego M in dst or m s
Found at:
https://www.lego.com/en-us/mindstorms
Lego Mindstorms is a series of Lego kits that come
with hardware and software that are customizable
to create robots. How it essentially works is, you
build the Lego robot, create a program on your
computer or tablet, and transfer the program to a
brick that attaches to the robot. The robot will
then replicate the movement, sounds, and light in
the way you have programmed it to. Lego
Mindstorms is suitable for ages 8 and up, as the
programming is more complicated than other
programs mentioned.
15
Codin g Applicat ion s:

Please take a look at Scratch Jr. and Kodable on the Early Learning page, and Scratch on the
Intermediate page as these apps might also be suitable for your age group or ability level.

Daisy t h e Din osau r

Available on the App Store.
Daisy The Dinosaur was designed by Hopscotch
Technologies for children ages 4 to 8. The application
program has simple graphics, with limited instructions,
which encourages children to explore the app themselves.
There are two modes of play. The Challenge mode teaches
the user the basic principles of the app through 6 different
challenges, while the Freeplay mode allows the user to
experiment on their own.

Qu ick In f or m at ion

FIPPA w aiver r equ ir ed f or u se in BC Sch ools: No. Daisy the Dinosaur is an app that is downloaded
to a tablet or an iPad. Users are not required to create a user account or to sign-in to play.
Plat f or m : Tablets/iPads
Appr oach ed Su ppor t ed: Instructivist and self-directed.
Low Tech Alt er n at ives: No.
Exam ples: an example run through of the app can be found at:
https://www.youtube.com/watch?v=JNStkjGhxGQ
Im por t an t Resou r ces: A Daisy the Dinosaur tutorial can be found at:
https://www.sophia.org/tutorials/teaching-programming-with-daisy-the-dinosaur

16
 Hopscot ch
Found at: https://www.gethopscotch.com/

This app, created by Hopscotch Technologies, is intended

for children ages 7 to 11. It is a free app, but the
subscription plans have limitless possibilities, which start
at $7.00 a month. In Hopscotch, users use a click and drag
block language to create mini-games, websites, drawings,
Rube Goldberg machines, and two-person combat games.
Basic reading skills are needed and users will be learning
computational skills such as sequencing, coordinate
graphing, abstraction, variables, and loops.

Qu ick In f or m at ion

FIPPA w aiver r equ ir ed f or u se in BC Sch ools: Yes. Users are asked to create a profile when
they begin using the program. While an email address is optional, there is the potential that
children could reveal themselves through their profile usernames or interactions online. In
addition to this, games created by users using Hopscotch are shared with other users so they
have the opportunity to play the games others have created, leading to the potential for
personal information to be shared.
Plat f or m : Requires iOS9 or later, to be used with iPhone , iPad, or iPod touch.
Appr oach ed Su ppor t ed: Instructivist, constructivist, and self-directed.
Low Tech Alt er n at ives: No.
Exam ples: Many example videos can be found at:
https://www.youtube.com/results?search_query=hopscotch+app+channel
Im por t an t Resou r ces: On the Hopscotch website, there are many YouTube videos, a
community forum, and lesson plans for teachers: https://www.gethopscotch.com/resources

17
 Tyn k er
Found at: https://www.tynker.com/

Tynker is a drag and drop block app or web-based

program, where users can eventually develop to learn
Javascript. Users have options to play or design games,
program drones or robots, or play with text-based
programs. There are free coding games for users on the
web-based version that are leveled from kindergarten to
grade 6, where the user does not need to sign in or
provide private information.

Qu ick In f or m at ion

FIPPA w aiver r equ ir ed f or u se in BC Sch ools: Yes, if students are using the web-based
program to complete tasks., where students are asked to create a screen name or to provide an
email address. However, on the paid plan, users participate on a private server, and teachers
choose which projects can become public. If a project became public, a waiver would once again
be required.
Plat f or m : Web-based and for tablets.
Appr oach ed Su ppor t ed: Instructivist, constructivist, and self-paced.
Low Tech Alt er n at ives: No.
Exam ples: Many example videos and tutorials can be found on the Tynker YouTube channel at:
https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA
Im por t an t Resou r ces: Resources for educators, including a free course link, are available at:
https://www.tynker.com/school/

18
Intermediate (Grades 4-7)
The redesigned curriculum in British Columbia expects that all students will be active
participants in skill development focused on Applied Design, Skills, and Technologies (ADST).
Intermediate elementary students, considered in this website to be students from grade 4 to
grade 7, begin to use technology and tools with the intention of designing through prototyping
and testing in grades 4 and 5, and move on to more specific content involving complex tasks
with multiple tools and technologies in grades 6 and 7 (BC Ministry of Education, 2016).

Through the integration of new technologies into today?s classrooms, students are being taught
how to be multi-literate which incorporates traditional literacy skills involving reading and
writing, with an ability to use digital technologies and social media safely and effectively. Digital
technologies play a significant role in childhood culture today, and targeting ADST skills allows
students to become ?active creators of technology, not just passive users? (Tynker, n.d.).

Teaching coding to students can be a challenge for many educators, especially for those who are
unfamiliar with programming language themselves. Fortunately, many computer science
websites today offer free learning activities that provide students with manageable projects
based on a variety of themes to appeal to a range of interests. It is our hope that the resources
provided in this section will help educators implement Applied Design, Skills, and Technologies
into grades 4 to 7 classrooms.

For more information, please visit the British Columbia Ministry of Education Applied Design,
Skills, and Technologies website at:
https://curriculum.gov.bc.ca/curriculum/applied-design-skills-and-technologies/introduction

19
CS Un plu gged
Found at: http://csunplugged.org/

CS Unplugged is a project developed by the CS Education Research Group at the University of

Canterbury in New Zealand, with advisors and contributors from all over the world. It provides
learning activities (many are math-based) that introduce learners to computer science and
computational thinking without the use of computers. The site includes a variety of activities, a
free downloadable book on CS Unplugged activities (235 pages, licensed under Creative
Commons), and videos demonstrating activities on topics such as binary numbers, algorithms,
and networks (just to name a few) to introduce students to computer science without actually
using computers. Many of the book's chapters, as well as the videos, are available in a variety
of languages. Activities are easy to follow with simple instructions, and use common classroom
materials such as paper, pencils, cards, string, whiteboard markers, balls, and so on. The
activities are free to use and have been developed as stand-alone modules which can be used
independently of each other. Through the activities, students work collaboratively and are
active participants, developing creativity and problem solving skills as they learn about
computer science.

For a quick preview, go to the CS Unplugged Trailer on YouTube at:

https://www.youtube.com/watch?v=KOYy4kyLEHs

Qu ick In f or m at ion :
FIPPA w aiver r equ ir ed f or u se in BC Sch ools: No. Students do not use digital technology to
complete activities.
Plat f or m s: Web-based to access the activities and videos; no digital technology needed for
implementation
Appr oach es Su ppor t ed: Instructivist
Low Tech Alt er n at ives: Yes, "no-tech" activities
Exam ples: CS Unplugged videos can be found at: http://csunplugged.org/videos/
Im por t an t Resou r ces: CS Unplugged Activities: http://csunplugged.org/activities/
CS Unplugged "The Book" to download: http://csunplugged.org/books/

20
In st r u ct ivist Appr oach

Activities are focused on specific concepts with the intent of teaching/instructing students.
The free downloadable book (CS Unplugged: An enrichment and extension programme for
primary-aged students, revised in 2015) was written by three computer science lecturers and
two school teachers, and takes into account feedback from hundreds of educators. The book
provides a variety of activities along with background information, activity instructions,
worksheet activities, answer keys, blackline masters, and a section at the end of each activity
explaining how each activity is relevant today.

Con st r u ct ivist Appr oach

While students have an opportunity to physically interact with concepts being taught in the
CS Unplugged activities, instructions are given and activities are led, at least initially, by the
teacher, with the possibility of further exploration of each concept through discussion and
exercises after the initial activity. While students may become interested in computer science
from these lessons and choose to explore further and construct knowledge on their own, the
activities themselves do not support the constructivist approach.

Self -Dir ect ed Appr oach

Students work collaboratively in small groups or as a whole class under the

instruction/guidance of the teacher.

21
Google CS Fir st
Found at: https://www.cs-first.com/en/home

Google CS First is a program that is aimed at students in grades 4 to 8 (ages 9 to 14) which
encourages students to explore computer science and programming. It provides a variety of
activities based on four themes: fashion, video games, sports and music. Lesson plans are provided
for teachers, and videos for students, to help guide them through activities step-by-step. The CS
First activities use Scratch, a block-based coding language and online community, to complete
assignments. Each theme has eight activities that allow students to participate in self-paced
projects that are manageable in size to allow students to experience the success of completion.
Add-ons are also available, allowing interested students to develop and personalize their projects
further. The CS First website identifies goals to ?Increase confidence when using computers; Instill
courage to try new things; Grow perseverance when tackling difficult problems; Provide a sense of
belonging in technology for underrepresented students; Demonstrate the impact that CS has in
careers and communities? (https://www.cs-first.com/en/overview).

Qu ick In f or m at ion :
FIPPA w aiver r equ ir ed f or u se in BC Sch ools: Yes. Teachers create a "Club" and students then
enter a provided "Club Code" and follow online directions to be assigned to a theme and club. At
that point, they will receive a username and password. Even if a username is not related to the
student, students may inadvertently post information about themselves while completing a project.
The site is based in the United States meaning that any information given will be stored on a
database outside Canada.
Plat f or m s: Web-based
Appr oach es Su ppor t ed: Primarily instructivist
Low Tech Alt er n at ives: Limited. CS First does provide a printable Contingency Plan which provides
teachers with alternative activities in case the CS First program does not work. Two of these
activities require a computer (Computer Backup Plans) and two can be completed without a
computer (Non-Computer Backup Plans). You will be directed to the page from which to download
the Contingency Plan through the following link:
https://www.cs-first.com/club/226/download-materials
Exam ples: Welcome to CS First (video): https://www.cs-first.com/training/welcome-cs-first
Im por t an t Resou r ces: Sample activites: https://www.cs-first.com/materials
"Beyond CS First": https://www.cs-first.com/en/beyond-cs-first
22
In st r u ct ivist Appr oach

CS First provides comprehensive lesson plans that go through each lesson step-by-step
(including time allotments for each section). Teachers are guided through each activity as the
plans detail preparation, introduction, video instruction/creation time, reflections, sharing of
projects, discussions, and so on. The plans are so detailed that they even include a script for
teachers to follow (which can be hidden if desired) and a transition to computers time. Activities
include a short reflection time where students are directed to a reflection page built into the
online project activity.

Con st r u ct ivist Appr oach

Due to the structured lessons provided for the CS First "Clubs" there is not much room for
students to truly construct their own learning. They will, through the use of the Scratch program,
have the opportunity to create projects themselves, but creating will generally be done through
the direct instruction and guidance of the teacher and/or instructional videos provided by CS
First. Depending on the development of programming language, some students may find that
they are able to engage more independently with the program, but generally students will be
limited by the confines of each lesson (lessons typically last 60 minutes, but can be adapted
using the "Agenda Timer " available through the CS First site) and by the "manageable size" of
each project.

Self -Dir ect ed Appr oach

As the CS First program actually uses the Scratch platform, students will ultimately be able to
work in a self directed learning environment if they choose to do so outside of class time, or if
the teacher decides to continue using Scratch after completion of the CS First lessons. The CS
First program itself is very structured, through the lesson plans and instructional videos, and
would not allow for a self directed approach.
For more information on Scratch, please visit the Scratch page in the Intermediate Elementary
section of this curriculum guide, or on our website.

23
 Screenshot from https://www.madewithcode.com/about/

M ade w it h Code
Found at: https://www.madewithcode.com/

Google?s "Made with Code" is focused specifically on encouraging girls to get involved in computer
science and programming. ?Made with Code? offers a variety of step-by-step project options with
themes such as art, music, fashion, robots, and change, at varying levels, from beginner to
intermediate coding ability. Video bios from female mentors involved in various fields using
computer science technology are offered to connect girls to the many applications for computer
science and coding in ?real life.? While the "Made with Code" website offers only a fairly basic
coding introduction itself, it does provide links for additional resources through partnered
organizations for those interested in going further with computer programming, or in connecting
with others.

Qu ick In f or m at ion :
FIPPA w aiver r equ ir ed f or u se in BC Sch ools: Maybe. Students create projects and have the
option to download and save their projects/created images without creating an account. However,
upon the completion of a project, an option is given for students to share their work through a
social media site (i.e., Facebook, Twitter, Tumblr, Google+), which is a consideration for educators.
Students are also invited to follow the site through social media sites as well. If students are
carefully instructed on how to avoid sharing any identifiable information, no waiver is necessary.
Plat f or m s: Web-based
Appr oach es Su ppor t ed: Instructivist
Low Tech Alt er n at ives: No - projects are web-based
Exam ples: Videos showing mentors "whose code is changing the world":
https://www.madewithcode.com/mentors/
Im por t an t Resou r ces: Project options: https://www.madewithcode.com/projects/
Resources: https://www.madewithcode.com/resources/
24
In st r u ct ivist Appr oach

"Made with Code" best supports an instructivist approach as it offers an introduction to coding
that provides users with step-by step instructions to scaffold learning. The site does not come
with a curriculum guide or plans for educators and is aimed more at students, specifically girls,
who are interested in trying coding; however, the site itself has built-in instructions to guide
learners through the coding process. The website does provide a "Host a Party" option
(https://www.madewithcode.com/community/) which allows teachers to download materials
that briefly outline some of the coding project options (however, this guide very limited).
Generally, the site lacks planning information for educators, but is a way for students to receive
step-by-step instructions through the actual program itself.

Con st r u ct ivist Appr oach

Due to the fact that students do not create accounts, "Made with Code" does not lend itself to a
constructivist approach. Students follow instructions to complete coding projects and only
basic options are provided for students. While this is a good way to get students interested in
coding, it does not allow for development of projects, either individualized or collaborative, and
does not offer students an opportunity to construct their own learning environment.

Self -Dir ect ed Appr oach

Again, because students do not create accounts for the "Made with Code" website, projects are
relatively basic and provide more of a start-up for students who are interested in learning about
coding. Individualized projects are not possible as features like text options are actually
provided for students - users simply choose their text (or other feature) from a list of options
according to their chosen theme. The "Made with Code" website does provide a variety of links
to other resources for users who are interested in pursuing coding further on their own.

25
Scr at ch
Found at: https://scratch.mit.edu/

Scratch was developed by the Lifelong Kindergarten Group at the MIT Media Lab. While it is
designed for children from ages 8 to 16, it is used by people of all ages. The ScratchJr program is
also available for younger students (designed for ages 5 to 7). The program provides users with a
creative and collaborative online community in which to explore and develop computer science and
programming skills. Projects can be created by an individual user and be very simple and basic, or
may involve multiple users working collaboratively and take longer periods of time to create. As
students design their own projects, they are required to think critically about the project they are
creating, and will need to reflect and problem solve throughout the design and development stages
to successfully complete a project. Ultimately, projects can be shared with others and often Scratch
community members will comment on each other 's projects, allowing for collaboration and idea
sharing between users, even after a project has been completed. Today, Scratch is available in over
40 languages and is used in over 150 countries (https://scratch.mit.edu/about).

Qu ick In f or m at ion :
FIPPA w aiver r equ ir ed f or u se in BC Sch ools: Yes. If a student signs up for Scratch, they will be
asked to provide "basic demographic data including gender, age (birth month and year), country,
and an email address for verification" which will be "used (in aggregated form) in research studies
intended to improve our understanding of how people learn with Scratch." When an educator uses
a Scratch Teacher Account to create student accounts, students are not required to provide an email
address for account setup. A Scratch Teacher Account can be created to provide teachers with "the
ability to create student accounts, organize student projects into studios, and monitor student
comments" and in this case, students are not required to provide an email address; however, as
students will be actively creating and posting on the site, a waiver would be required.
Even after a class has ended for the year, projects and class studios remain on the site
(https://scratch.mit.edu/educators/faq#student-accounts)
However, Scratch offline editor is available for teachers to download, which would then allow
students to use Scratch without requiring a FIPPA Waiver.
Plat f or m s: Web-based; Offline editor (locally installed version)
Appr oach es Su ppor t ed: Instructionist, constructivist, self-directed
Low Tech Alt er n at ives: No; offline editor allows users to work on projects without an Internet
connection.
Exam ples: "Stories" shared by those working with Scratch: http://scratched.gse.harvard.edu/stories
Im por t an t Resou r ces: ScratchEd: http://scratched.gse.harvard.edu/
26
Resources for Teachers: https://scratch.mit.edu/educators/#resources
In st r u ct ivist Appr oach

ScratchEd is an online community that enables educators to share stories and resources, ask
questions, and engage in discussions. The SctrachEd website provides a variety of resources,
including a detailed curriculum guide
(http://scratched.gse.harvard.edu/resources/scratch-curriculum-guide), to help teachers
integrate the Scratch computer programming software into their classrooms. The
comprehensive curriculum guide (154 pages in length) provides teachers with extensive unit
plans that include learning objectives, keywords and concepts, reflection prompts, and even
points on "reviewing student work" to ensure teachers feel prepared to integrate the Scratch
programming language into their classrooms. The guide provides a range of units from
"Getting Started" (Unit 0) and "Exploring" (Unit 1) to "Hackathon" (Unit 6) to help educators
instruct students in computer programming.

Con st r u ct ivist Appr oach

Once students have learned the basics of computer programing, Scratch lends itself to a
constructivist approach as students are given the opportunity to design and construct their
own, open-ended projects, both individually and collaboratively with others in the Scratch
online community. Rather than teachers imparting knowledge to students, students become
the creators of their own knowledge and experiences, with the teacher there only to guide as
necessary. By interacting with other users through the online community, students are able
to share ideas, help and learn from others, and collaborate to develop increasingly elaborate
projects as they learn new and more complex programming skills. In terms of time
constraints, projects can be more or less complex, meaning that students should be able to
work within a given time frame provided by the teacher when necessary, and could produce
projects at various levels of complexity depending on their skill development.

Self -Dir ect ed Appr oach

Scratch supports a self directed approach well, as it allows students to design projects of their
own creation at their own pace. Assuming that a teacher is using the web-based version,
students are able to access and continue Scratch projects from home, which will allow them
to further develop their programming skills and to create more elaborate projects as they
refine their skills. Ultimately, users are able to create interactive stories, games and
animations which can then be shared through the Scratch online community, which means
their work will be shared with users around the world. As stated above, students are also
able to work collaboratively with other users within the online community, allowing them the
opportunity to learn from others and to communicate with users who share similar interests.

27
Secondary (Grades 8-12)
With the implementation of British Columbia's new curriculum, there is an expectation that by
the end of grade 9, every student in British Columbia will have taken a coding module (BC Gov
News, 2016). This mandate is part of the Liberal Government?s solution to fulfill the need for
technology specialists, and to increase the technology sector within British Columbia (BC Gov
News, 2016). In accordance with the Applied Design, Skills and Technologies (ADST) curriculum,
students in grades 6-9 are expected to learn computational skills which put coding into context.
In the ADST curriculum, specific content related to coding progressively builds from an
understanding of the evolution of programming languages, to creating simple algorithms that
reflect computational thinking, then to exploring programming languages that involve
visual-programming to text-based programming. In grades 10 through 12, students have the
opportunity to choose courses that reflect their various areas of interest including web
development, digital communications, computer information systems, computer programming
or digital media development.

28
Tw in e
Found at: https://twinery.org/

Twine is a lightweight, stand alone, open-source software, which offers a fully functional
web-based version. Twine is a platform designed to allow users to create interactive media that
publishes to HTML. To do this, it utilizes versions of HTML, CSS, and Java coding. Twine is a
particularly interesting tool to use with coding education because it marries together subjects not
usually associated with coding education, such as English, creative writing, or social studies, with
coding to redefine traditional tasks like story writing to provide students with the opportunity to
create products not previously possible. With reference to the SAMR model
(https://sites.google.com/a/msad60.org/technology-is-learning/samr-model), Twine is easily an
activity that finds itself in the category of redefinition.

Twine is very flexible in both its technical requirements to implement and its approachability for
students. Since Twine is available across all major computing platforms (Windows, Linux, Mac OSX)
and offers a web version, it can be used in any school with very little upfront roll-out cost or time
investment. Furthermore, it is very simple, intuitive, and stripped-down so that students new to
the platform can begin work without much instruction or time invested in learning the software. It
is also designed so that students with any level of prior coding knowledge can begin creating
stories with coding elements that challenge, but do not overwhelm, them. For example, students
with no prior computer science instruction can begin by learning basic HTML and CSS commands
to add images, change visual presentation, and use basic Java variables for things like character
names. More advanced students can use more complex commands to create whole text-based
web games with complex inventory and story paths.

The core of Twine is a planning screen resembling a cork-board that works to build essential
coding skills such as logic, ordering, and planning. For students very uncomfortable with even the
most basic coding, this planning, organization, and layout practice lays the groundwork for
successful coding later on.
29
Qu ick In f or m at ion :

FIPPA w aiver r equ ir ed f or u se in BC Sch ools: No

Plat f or m s: Windows, Mac, Linux, Mobile (web)
Appr oach es Su ppor t ed: Instructivist, constructivist, self-directed
Low Tech Alt er n at ives: Yes
Exam ples: Spelunky: http://philome.la/apologyfactory/spunky-spelunky/play
Mad Libs: http://philome.la/ThatPiero/mad-libs
Birdland: http://birdland.camp/
Im por t an t Resou r ces: User Manual: https://twine2.neocities.org/1.html

In st r u ct ivist Appr oach

If a teacher wishes to take the instructivist approach with Twine and creative writing, it is as
simple as pairing writing outcomes with coding outcomes, teaching each activity as a lesson, and
providing students afterwards with time to write and implement their coding.

As part of implementing the coding curriculum, the BC Ministry of Education has provided a
comprehensive unit plan for teaching Twine through an instructivist approach:
https://www.scribd.com/document/339272178/twine-unit#download&from_embed

Con st r u ct ivist Appr oach

A constructivist approach, as our research has shown, often yields measurably better results in
student learning and outcomes. Twine seems well-suited to a constructivist approach when
teaching creative writing. Rather than frontloading key expectations and specific commands,
students are free to write and create whatever stories they wish. The hope is that through this
process students will be motivated to learn specific coding tasks as required, to help them
improve their story, rather than to satisfy examples of pre-determined commands. By structuring
the goals as scaffolded objectives, where students can use any commands or visual changes to
demonstrate learning, students are free to discover and create creative writing and coding that is
far more personal and open-ended.

Mount Sentinel Secondary is currently hosting a project sponsored by SET-BC

(https://www.setbc.org/) and is taking the following approach to teaching Twine and creative
writing:
https://www.scribd.com/document/339272189/creativewritingandcomputercodingexploration
#download&from_embed

30
Low -Tech Alt er n at ives

While Twine itself creates a redefined task, it may be possible to replicate some of the
planning and organizational features using regular chart paper and markers.

Students could be instructed to create a visual or cue card based linear storyboard for a story
they would like to write. Once complete, students could then be instructed to cut up their
scenes and map them to include user choice and options to create a non-linear story. They
could tape/glue these up to create a logical flow chart and map their story.

From there, students could then use regular word processing software or a homemade flip
book to create a traditional "Choose your own Adventure" novel.

These activities would not have the immersion and advanced tools provided by Twine, but
provide a nice introductory or no-tech way to access some of the coding learning outcomes in
the British Columbia curriculum.

31
Codecadem y
Found at: https://www.codecademy.com/

Codecademy is a web-based tool featuring an interactive console and guided lessons on a wide
variety of programming languages. It supports the Hour of Code initiative while also offering
stand-alone courses in over 20 different coding or scripting languages that have a variety of real
world applications from web to game design.
For our purposes, we need to make clear that popularity and ease of use for the teacher do not
necessarily make for an excellent learning tool. As we will see, Codecademy does some things
exceptionally well, but when it comes to more flexible and open-ended forms of learning, like a
constructivist approach, it leaves much to be desired. For many teachers, Codecademy could seem
like a quick, easy way to satisfy a coding curricular outcome without much investment or
preparation. There is some value in that, but ultimately it is about student growth.

Another important feature to note is that many of the courses are very basic introductions and do
not offer students with deeper learning goals a single solution to pursue their coding education in
an open-ended way.

Qu ick In f or m at ion :
FIPPA w aiver r equ ir ed f or u se in BC Sch ools: Yes, if fully personalized accounts. No, if the teacher
uses fully anonymized pseudonyms and does not include grade, school, email, etc. of students.
Plat f or m s: Web-based
Appr oach es Su ppor t ed: Instructivist, self-directed
Low Tech Alt er n at ives: No
Exam ples: N/A
Im por t an t Resou r ces: https://www.codecademy.com/schools/curriculum/resources

32
In st r u ct ivist Appr oach

Codecademy supports the use of an instructivist approach through teacher-led exercise

introductions and a self-published curriculum for each of their many code education offerings
(https://www.scribd.com/document/340381045/codecademy-unit#download&from_embed).

The unit plans are thorough and cover a vast number of coding options, but they add only
what could be considered minor extensions on the self directed learning platform offered by
Codecademy. Most units seem to offer additional problem solving quizzes, also self-directed.
The real power of Codecademy from an instructivist approach would be creating very
thoughtful lessons about coding outside of the platform. The platform of Codecademy is
quite good at what it is offering, but it does not accommodate a flexible approach in a
classroom or online learning course.

A nice touch for use in a classroom is the teacher resource section, which offers a variety of
progress tracking options and some student monitoring capabilities. This is coupled with the
ability to assign specific languages and units. Beyond these tools, however, there is not much
left for the classroom teacher to customize.

Con st r u ct ivist Appr oach

Codecademy is not a particularly useful resource for a constructionist teaching approach, as

its lessons and the platform itself are inflexible to the requirements of constructivism.

The best application of a constructivist approach with this tool would be as a resource for
students learning independently who need to learn a particular coding skill on demand using
the clear, well-made web lessons offered by Codecademy.

Self -Dir ect ed Appr oach

Codecademy is best suited to self-directed, independent learning. The website is designed to

be a resource and offers courses in everything from HTML/CSS to Ruby on Rails. The site is
built to offer a way for users to learn the major pieces of a given programming language in a
practical, hands-on way, using the web console that makes up most of the Codecademy
environment. The interface itself offers students feedback, hints, and cues about success,
failures, and corrections. The website also offers a hint button and a Q&A forum which can be
used to gain help when needed.

33
Codecademy creators have designed a progress flow tree
(https://www.scribd.com/document/340384329/codeprogression#download&from_embed)
for those interested in pursuing a specific career, and to show how individual skills and
theory pieces fit together, progress, and lead to potential employment opportunities.

All of these features point to an environment tailored to user-driven self-discovery and

learning. The content and coursework themselves do not provide a flashy, ultra engaging
series of lessons, but are relevant, practical, and objective based, both in terms of learning
goals and purpose. Students who are curious and interested in coding will find the
problems and lessons challenging and fun. Those who are not self-motivated will struggle
with the presentation, structure, and purpose of the program.

Self-directed learning is the strongest aspect of Codecademy, but the program is not a 'full
service' solution to get students coding. It can be very powerful, but needs more to really
improve learning for all students.

34
Un it y
Found at: https://unity3d.com/

Unity is a game design engine and coding platform that can create fully realized and immersive 3D
or virtual reality environments. It allows students to begin with very simple, 2D games and scaffold
all the way up to premier game design that is seen in smash commercial successes like
Hearthstone (https://www.youtube.com/watch?v=QdXl3QtutQI), Firewatch
(https://www.youtube.com/watch?v=kZX3MgsRb0A), and Super Hot
(https://www.youtube.com/watch?v=vrS86l_CtAY). The ability for students to create and publish to
PC, mobile, or Mac platforms in a cutting edge game design environment is a very tempting
proposition for educators hoping to give their students valuable real world design and coding
experience.

What is most appealing for teachers is that there is no cost for students or educators unless they
produce and sell a game that makes more than 100,000 dollars in revenue. Unity's entire business
model is based around educating and developing game designers. Furthermore, Unity offers an
extensive secondary school curriculum package, instructional videos, and a wide variety of
tutorials. That being said, Unity can be very complicated and requires a lot of time to understand.
Start simple and go from there.

Qu ick In f or m at ion :
FIPPA w aiver r equ ir ed f or u se in BC Sch ools: Yes or Maybe. The teacher may set up a group
account that can be shared by the class to avoid individualized student accounts. Otherwise, yes, a
waiver is required.
Plat f or m s: Windows, Mac, Linux
Appr oach es Su ppor t ed: Instructivist, constructivist, self-directed
Low Tech Alt er n at ives: No
Exam ples: 2D UFO Tutorial: https://unity3d.com/learn/tutorials/projects/2d-ufo-tutorial
Im por t an t Resou r ces: Training Sessions: https://unity3d.com/learn/live-training
Cu r r icu lu m an d Lesson Plan s: http://response.unity3d.com/unity-educator-toolkit-whitepaper

35
In st r u ct ivist Appr oach

Unity sets itself up for classroom teachers with limited experience through the distribution of
their curriculum documents (link above). Their prepackaged resources will give teachers the
ability to gradually introduce concepts to students in a very structured and practical way. They
have also provided useful assessment tools and deeper thinking assignments, such as Game
Developer Journals, which focus on breaking down concepts like mechanics and game design.

While the journal and discussion assignments in the Unity curriculum do not necessarily
translate directly to coding, they address a more conceptual area of game and software design
that is often left out at the K-12 level. The process of integrating design, mechanics, and coding
together ultimately make for a stronger educational experience and provide a more rounded set
of unit plans for students.

The guide also includes thoughtful, educator-friendly assessment pieces. These include standard
performance rubrics and also rubrics based on a students' skill level and progress through
Bloom's domains of learning. These pieces are fantastic, help guide teachers and students, and
provide plenty of opportunity for summative and formative assessments.

Despite being an instructivist unit, the curriculum includes smaller opportunities for student-led
projects and slight constructivist elements within the instruction-based framework. Most unit
plans include Self-Paced Learning Activities (SPL), Instructor Led Activities (ILT), and skill builder
activities.

Cu r r icu lar Fr am ew or k :
https://www.scribd.com/document/340353995/unitytoc#download&from_embed
Assessm en t Ref er en ce Gu ide:
https://www.scribd.com/document/340354243/unity-assessment#download&from_embed
Lear n in g Act ivit ies Gu ide:
https://www.scribd.com/document/340354413/unity-unit-guide#download&from_embed

36
Con st r u ct ivist Appr oach

A constructivist approach with Unity, while potentially challenging, is very possible and would
prove incredibly rewarding for both teachers and students, as they work through complex
problems to solve problems or create a vision. Students could be challenged with open-ended
questions, even ones connected to other disciplinary areas of study, and could use Unity to
create and discover their own vision. The power of the coding environment is very broad and is
one very suitable to open-ended creation. Unity provides users with a vast variety of story
telling, interface, and animation/design options.

Students approaching Unity in a classroom using the constructivist approach could be

prompted with a simple inquiry question or task. For example, what is your vision of our
world's Utopian and Dystopian future? The requirements of their answer could be based
around design questions. For example, how will they demonstrate their vision and
understanding? What interaction will the user have between our world and the new world?
As students sketch out and design their worlds, they will be challenged to use the vast online
resources shared by Unity and independent developers to solve problems in creating their
visions. The communities of practice and participatory culture aspects of a challenge like this
are clear. Students will troubleshoot and code their problems as necessary to solve the
problems posed to them.

The biggest obstacle for this approach would be the time and scope involved. Students will
need many hours to create something truly immersive and interactive, and learning advanced
code or doing 3D modelling would be equally time consuming. In a "regular " public school
setting that limits courses to 100 hours or so across a semester, it would be very difficult to
know what a reasonable allotment of time to provide students with would be.

Self -Dir ect ed

The self directed approach is also one Unity has catered to. If teachers build in time for
students to self pace and follow the online learning environment provided on Unity's website,
students could easily follow along through various tutorials and learn skills. The self-directed
environment is very thorough, but disconnects from the broad learning goals of thoughtful
design seen in the instructivist approach, and may have learning concepts detached from
purpose as seen with the constructivist approach.

37
38
39
40
41
42
43
44
References:
About us: Empowering the makers of tomorrow. (n.d.). Tynker: Coding for Kids. Retrieved from
https://www.tynker.com/about/

Activity Day Girls Craft Idea: Binary Code Necklace. (2014, October 22). By Common Consent.
Retrieved March 26, 2017, from
https://bycommonconsent.com/2014/10/19/activity-day-girls-craft-idea-binary-code-necklace/
?
Ahern, T. C. (2009). Bridging the gap: Cognitive scaffolding to improve computer programming for
middle school teachers. 2009 39th IEEE Frontiers in Education Conference, 1-5.
doi:10.1109/fie.2009.5350561

Applied design, skills and technologies. (2016). British Columbia Ministry of Education. Retrieved
from https://curriculum.gov.bc.ca/curriculum/applied-design-skills-and-technologies/introduction)

Applied design, skills and technologies: Learning standards - grade 3. (2016). British Columbia
Ministry of Education. Retrieved from https://curriculum.gov.bc.ca/curriculum/adst/3

BC Gov News. (2016, June 10). Retrieved February 09, 2017, from
https://news.gov.bc.ca/releases/2016PREM0065-000994

Making your classroom buzz with Bee-Bots: Ideas and Activities for the Early Phase . (n.d.). ICT
Learning Innovation Centre. Retrieved from
http://elresources.skola.edu.mt/wp-content/uploads/2010/06/doc_669_2468_beebotguideA4v2.pdf

Building Student Success - BC's New Curriculum. (n.d.). British Columbia Ministry of Education.
Retrieved from https://curriculum.gov.bc.ca/curriculum/adst/k
?
Burke, Q., O'Byrne, W. I., & Kafai, Y. B. (2016). Computational participation: Understanding coding as
an extension of literacy instruction. Journal of Adolescent & Adult Literacy, 59(4), 371-375.
doi:10.1002/jaal.496

Cakiroglu, U. (2013). Using a hybrid approach to facilitate learning introductory programming.

Turkish Online Journal of Educational Technology,12(1), 161-177.

CS Unplugged: Computer science without a computer. (n.d.). Retrieved from

http://csunplugged.org/

45
Google CS First. (n.d.). Retrieved from: https://www.cs-first.com/en/home

Harel, I., & Papert, S. (1991). Chapter one: Situating constructionism. Constructionism: Research
Reports and Essays, 1985-1990. Retrieved from
http://www.papert.org/articles/SituatingConstructionism.html

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?
Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

L., Says, M., Says, L., Says, B., & Says, A. (2016, February 22). Computer Coding Game No Computer
Needed Superhero Activity. Retrieved March 26, 2017, from
http://littlebinsforlittlehands.com/superhero-computer-coding-game-without-a-computer/
?
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for
teacher knowledge. The Teachers College Record, 108(6), 1017-1054. International Society for
Technology in Education (ISTE). (2016). Standards for students. Retrieved
from http://www.iste.org/standards/standards/for-students-2016

Office of the Information and Privacy Commissioner for B.C. (1996). Freedom of Information and
Protection of Privacy Act, RSBC 1996, c. 165. Retrieved from
http://www.bclaws.ca/civix/document/LOC/complete/statreg/--%20F%20--/Freedom%20of%
20Information%20and%20Protection%20of%20Privacy%20Act%20[RSBC%201996]%20c.%
20165/00_Act/96165_03.xml#section30.1

Palmarova, V. (2011). Constructivist E-Learning Activities in a Computer Programming Course.

Technolgia Vzdelvania,19(8), 1-5. Retrieved January 30, 2017.

Pierce, M. (2013). Coding for middle schoolers. Education Digest, 79(2), 38.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Retrieved January 30,
2017, from http://www.arvindguptatoys.com/arvindgupta/mindstorms.pdf

Scratch curriculum guide. (n.d.). Scratch. Retrieved from http://scratched.gse.harvard.edu/guide/

Seo, Y., & Kim, J. (2016). Analyzing the effects of coding education through pair programming for
the computational thinking and creativity of elementary school students. Indian Journal of Science
and Technology,9(46). doi:10.17485/ijst/2016/v9i46/107837

Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Thousand Oaks,
CA: Corwin. 46
Im ages:

Boy playing chess. Retrieved from: ?

http://www.phonearena.com/news/Checkmate-mates-Heres-how-to-play-chess-with-your-buddies-in-
Facebook-Messenger_id77937??

Boys playing tag. Retrieved from:

http://rightwingnews.com/education/school-district-bans-tag-over-emotional-well-being-of-students/

Boy writing code. Retrieved from:

http://www.notimeforflashcards.com/2013/06/secret-code-for-kids-math-activity.htmlCoding on a
computer screen [image]. Retrieved from: https://pixabay.com/p-1076536/?no_redirect

Code on a computer screen. Retrieved from

https://pixabay.com/en/code-html-digital-coding-web-1076536/

Codecademy in use. Taken by D. Leeming (website author).

Coding with tablet. Retrieved from: http://www.tynker.com/blog/page/11/

CS Unplugged. Retrieved from: http://csunplugged.org/

Daisy the Dinosaur. Retrieved from:

https://itunes.apple.com/us/app/daisy-the-dinosaur/id490514278?mt=8

Dash and Dot. Retrieved from: http://www.teacherswithapps.com/wp-content/uploads/2016/01/51.png

Google CS First. Retrieved from: https://www.cs-first.com/en/overview

Grads throwing caps in air. (n.d). Pexels. Retrieved from:

https://static.pexels.com/photos/267885/pexels-photo-267885.jpeg

Hampton Forest Apartment Homes playground. (2009). Retrieved from:

https://commons.wikimedia.org/wiki/File:2009-04-21_Hampton_Forest_Apartment_Homes_
playground.jpg

47
Hopscotch symbol. Retrieved from:
https://itunes.apple.com/us/app/hopscotch-learn-to-code-creatively-and-make-games/id6170986
29?mt=8

Kodable. Retrieved from:

http://d51ck0gypsxpo.cloudfront.net/wp-content/uploads/images/Kodable.jpg

Lockers. (2012). Flickr. Retrieved from: https://www.flickr.com/photos/75030458@N08/6849508067

Made with code. Retrieved from https://www.madewithcode.com/home/

Mindstorms. Retrieved from: https://www.youtube.com/watch?v=81hctQt6Cp8

Ozobot. Retrieved from: https://www.youtube.com/watch?v=vS7GvLwnY2I

Robotics. Retrieved from: https://www.emaze.com/@AWZZICZL/Robotics

Scratch. Retrieved from https://scratch.mit.edu/

Scratch Jr. Retrieved from:

http://igamemom.com/wp-content/uploads/2015/03/ScratchJr-app-for-kids.jpg

Sphero 2.0. Retrieved from: https://www.youtube.com/watch?v=43tctP24Xmo

Superhero coding game. Retrieved from:

http://littlebinsforlittlehands.com/wp-content/uploads/2016/02/Superhero-computer-coding-game-
STEM-activity-no-computer-required-2.jpg

The four cornerstones of computational thinking. Retrieved from:

http://www.bbc.co.uk/education/guides/zp92mp3/revision

48
The story in numbers [screenshot]. (2017). Made with Code. Retrieved from:
https://www.madewithcode.com/about/

Twine program in use. Taken by D. Leeming (webpage author).

Tynker symbol. Retrieved from:

https://itunes.apple.com/ca/app/tynker-learn-to-code-programming-made-easy/id805869467?mt=8

Unity symbol. Retrieved from: https://unity3d.com/

49