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Google have provided funding for the development and FREE distribution of one physical set of these brilliant cards to each of the first 400 UK Primary Schools who agree to use them and then fill in...

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Fun LEGO computer coding for kids! Technology is a huge part of our lives today. My son loves his iPad and although we monitor his use of it, it's a part of our home. We also love LEGO activities and have tons of fun building neat contraptions and gadgets with our bricks. We have played around with a couple of fun ways to do computer coding with LEGO® with and without a computer.

Introduce LEGO Coding For STEM

Computer coding with LEGO is an excellent introduction to the world of coding using a favorite building toy. Yes, you can teach young kids about computer coding, especially if they are highly interested in computers and how they work.

My son was astounded to hear someone wrote/designed the Minecraft game. We even had to use the iPad to learn more about this guy. Realizing that my son could make his own game someday, he was interested in learning more about computer coding.

There are a few ways you can combine computer coding with LEGO for the younger crowd and depending on the skill level. My son is kindergarten age and is also highly interested to learn more at this time. You can test out the world of computer coding on and off the computer.

These fun ideas for LEGO coding activities and games are a great introduction to coding, with and without the computer. Young kids CAN learn to code! Parents can learn about code, too! Try LEGO coding today! You will love it!

What Is Coding?

Coding is a huge part of STEM, but what does it mean for our younger kids? STEM is an acronym for science, technology, engineering, and math.

A good STEM project will combine aspects for at least two STEM pillars, such as engineering and math or science and technology. Computer coding creates all the software, apps, and websites we use without thinking twice! You can also think about STEAM, which is STEM plus Art!

A code is a set of instructions, and computer coders {real people} write these instructions to program all sorts of things. Coding is its language, and for programmers, it's like learning a new language when they write code.

There are different types of coding languages, but they all do a similar task: to take our instructions and turn them into code the computer can read.

Have you heard of the binary alphabet? It's a series of 1s and 0s that form letters, a code the computer can read. We have a few hands-on activities that teach about binary code.
Learn more about what is binary code here.
LEGO Coding For Kids

You can do all kinds of fun coding activities with LEGO bricks. Check out the LEGO coding ideas below.

Bits and Bricks

I was introduced to Bits and Bricks, an online computer coding game made by LEGO. It is part of the Hour of Code initiative aimed towards kids as young as 5 and 6, to get them excited about computer coding. Hour of Code is a global project reaching millions of kids. You can find many versions of Hour of Code to try out. Of course, the LEGO® lovers that we are, we enjoyed working with Bit the Bot online coding game.

Binary Alphabet

Our computers don't read the letter A like we do. The computer has a unique code called the binary alphabet, where each letter, both upper and lower case, is assigned a set of numbers containing 1s and 0s.

My son first encountered the binary code at school, but it was an activity for an older grade. He was curious, so I read up on the binary alphabet and showed him how it worked.
Note: Here are a few more binary code activities that have emerged over the years:
We made a Christmas coding ornament. You can also take a base plate and LEGO bricks and play with the binary alphabet. OR code with love for Valentine's Day.

Also, learn about Margaret Hamilton, a famous computer scientist, and code your name in binary!

Or check out another fun version of binary code here.

LEGO coding doesn't have to be just about the computer. Grab a bin of LEGO pieces, including the neat, super tiny pieces, and see if you can make your Bit the Bot from Bricks and Bits mentioned above. Can you use your LEGO to make a robot?

Grab these free LEGO robot coloring pages.

If you enjoy building simple robots, try our art robot or robot car! Both are non-LEGO activities, but get creative and see what you can do!

You have a robot made; now make a coding game for it. Create a world with obstacles or an algorithm game. Make movement cards, including forward, right turn, and left turn. Set a challenge with a start and a finish, and code your Bot to get through the obstacle course.

Layout the direction cards to plot the robot's movement, then try out your code and see if you are right! Create a new challenge and try again. It's a fun way to play with code and LEGO!
Read more about algorithms here ( and look for a FREE game printable) that you can also use your LEGO robot to play.
Printable Coding Activities Pack
Want to explore more screen-free coding with kids? Check out our SHOP!
Explore coding through easy-to-print, set-up, and do activities that don't need a screen! This is an excellent and inexpensive way to let kids explore algorithms and binary code!

15+ screen-free coding activities with instructions and explanations with helpful hints and tips.

Explore Algorithms with printable DIY games!

Explore the Binary Alphabet with fun coding challenges.

Go on a coding adventure with a fun story to read and a challenge to complete.

Have fun breaking codes with our code-breaker activities!

Solve fun riddles and addition problems using code.

Play Robot Bingo.

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LEGO Coding For Kids - Little Bins for Little Hands

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Use your bricks to teach kids LEGO coding. Fun and easy ideas for LEGO coding activities include binary code and algorithms.

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A computer coding game is a really fun way to introduce the basic concept of computer coding to young kids. Even better if you make it a superhero computer coding game! Plus you don't actually have to have a computer, so it's a cool tech-free idea. This homemade coding game was pretty easy to set up and can be played with over and over again with any type of pieces. Use superheroes,LEGO, My Little Ponies, Star Wars, or whatever you have to learn a little about programming.

Superhero Computer Coding Game. No Computer Required.
SUPERHERO CODING FOR KIDS!
Use basic programming ideas to help Batman avoid the bad guys and get the jewels! You have to get him to move on the right path around the obstacles using basic programming commands. Plus it's an awesome STEM activity. STEM is science, technology, engineering, and math.
MAKE A COMPUTER CODING GAME BOARD
Let's get started on your computer coding game board
SUPPLIES:
I didn't even use a ruler! Amazon Affiliate links below.
Poster Board
Post It Note or Business Card Sheets {we have used these too!}
Superheroes LEGO Obstacles {or whatever you have!}
I used the size of my post it note pads (had 4 separate little pads) to determine the size of the squares to make the grid. Then I went ahead and laid out the tape using the pads lined up for reference to create a pretty straight line with the tape. Obviously if the tape is creasing and folding, you aren't straight! I wasn't going for perfection but a simple grid that was mostly straight. You can also use a marker and ruler.

HOW TO PLAY A SUPERHERO COMPUTER CODING GAME
CODING COMMAND CARDS
We used three commands. Forward. Turn Left. Turn Right. We did not label each sticky note but took the bottom one from the pile. You can cut cards and label each one with the appropriate action. Both ways are pretty reusable.
COMPUTER CODING GAME OBSTACLES
If you don't put obstacles on the board for your chosen character, you will not have a lot of fun commands to program. Set up obstacles in any of the squares. An adult can do this for kids. You can scan to make sure a route is available.
HAVE AN END POINT OR FINISH TO THE GAME
Remember the game can be different each time! You choose the obstacle placement and the finish. We chose a cluster of jewels to be our finish point. Multiple kids can play with multiple characters and multiple finish points. I used Wonder Woman and a separate set of jewels.
CHOOSE A STARTING POSITION
You can also choose to have your character start facing different directions, forward, facing left, or facing right!
WRITE THE CODE
Start the game. Write the code! You want ample space to lay the code out in front of you. You may have to overlap the cards. What is the shortest or most efficient route to get to your finish point. Lay out forward, left turn, and right turn cards as you move. You can not turn and move forward in one command. They are two separate commands. Move your character as you go.

ADVANCED VERSION: Do not move your character as you go and plan the commands out in your head and place them out on the table. Then move your character through the series of command and see if you got it right!

There are endless possibilities with this homemade computer coding game. You can even create your own special cards such as your character can push an obstacle as his/her move! Play it over and over again with a new route each time. Although this game is fun with a couple players, it can also be a great independent play game. Great rainy day activity!

Superhero Computer Coding Game for Kids

We are participating in the 28 Days of Hands-On STEM activities for kids! Check out the homepage to see a list of all the great STEM activities you can look forward to this month. Looks like some amazing ideas!
MORE STEM IDEAS FROM THIS SERIES. Click on photos.

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Computer Coding Game No Computer Needed Superhero Activity

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A computer coding game is a really fun way to introduce the basic concept of computer coding to young kids. Even better if you make it a superhero computer coding game! Plus you don't actually have to have a computer, so it's a cool tech-free idea.

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0:00 / 0:49•Watch full video

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Program your teacher to make a Jam Sandwich (Sandwich Bot) Junior Computer Science

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Very nice activity to teach breakdown, correct order, and fine detail and visually see where you made mistakes

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Bee-Bots 1,2, 3 Programming Activity - Barefoot Computing

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To view this content you need to be a member of the Barefoot community. Please register to view this content or login if you are already a member

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a Massive Open Online Course to learn about teaching computing in primary schools

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Definition of computational thinking from the Scratch team

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Sorting network activity: worksheet and extract

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Cipher activitiy: worksheet and extract

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teaching computing unplugged in primary schools

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education & languages / education teaching

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Teaching Computing Unplugged in Primary Schools

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Buy Teaching Computing Unplugged in Primary Schools 1 by Helen Caldwell, Neil Smith, Helen Caldwell, Neil Smith (ISBN: 9781473961708) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Read reviews, compare customer ratings, see screenshots and learn more about Cargo-Bot. Download Cargo-Bot and enjoy it on your iPhone, iPad and iPod touch.

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Human Crane Pupils order symbols into an algorithms to direct the human crane through an increasingly complex series of challenges. Planning Human Crane

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KS1 algorithms - Crazy Characters Activity Barefoot Computing

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In this KS1 algorithms activity pupils create crazy characters in order to learn about algorithms and sequencing instructions.

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2D Shape Drawings Activity - Barefoot Computing

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Playground Games Flowchart Algorithm Pupils learn how to use a flow chart by trying to work out what playground game it describes. This is a great introduction to flow charts as pupils need to use them purposefully before they can write their own.

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Lesson Overview

In this lesson, students will relate the concept of algorithms back to everyday real-life activities by playing the Dice Race game. The goal here is to start building the skills to translate real-world situations to online scenarios and vice versa.

Lesson Objectives

Students will:

Name various activities that make up their day

Decompose large activities into a series of smaller events

Arrange sequential events into their logical order

Materials, Resources and Prep

For the Student

For the Teacher

Getting Started (15 min)

1) Review

This is a great time to review the last lesson that you went through with your class. We suggest you alternate between asking questions of the whole class and having students talk about their answers in small groups.

Here are some questions that you can ask in review:

What did we do last time?

What do you wish we had had a chance to do?

Did you think of any questions after the lesson that you want to ask?

What was your favorite part of the last lesson?

2) Vocabulary

This lesson has one vocabulary word that is important to review:

Algorithm - Say it with me: Al-go-ri-thm
A list of steps that you can follow to finish a task

3) What We Do Daily

Ask your students what they did to get ready for school this morning.

Write their answers on the board.

If possible, put numbers next to their responses to indicate the order that they happen.

If students give responses out of order, have them help you put them in some kind of logical order.

Point out places where order matters and places where it doesn't.

Introduce students to the idea that it is possible to create algorithms for the things that we do everyday.
Give them a couple of examples, such as making breakfast, brushing teeth, planting a flower, and making paper airplanes.

Computers need algorithms and programs to show them how to do even simple things that we can do without thinking about them.
It can be challenging to describe something that comes naturally in enough detail for a computer to replicate.

Let's try doing this with a new and fun activity, like playing the Dice Race Game!

Activity: (20 min)

You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to describe how we play the Dice Race Game.

The hardest part about getting a problem ready for a computer can be figuring out how to describe real-life activities. We're going to get some practice by playing and describing the Dice Race game.

Directions:

1. Read the rules below.

2. Play a couple rounds of the Dice Race game.

As you're playing, think about how you would describe everything that you're doing.

What would it look like from the computer's point of view?

Rules:

1. Set each player's score to 0

2. Have the first player roll

3. Add points from that roll to player one's total score

4. Have the next player roll

5. Add points from that roll to player two's total score

6. Each player should go again two more times

7. Check each player's total score to see who has the most points

8. Declare Winner

Help the students see the game from a computer's point of view. If they need to roll the dice, then the computer needs to provide dice. If the student needs to play three turns, then the computer needs to loop through the steps multiple times.

Wrap-up (5 min)

5) Flash Chat: What did we learn?

How many of you were able to follow your classmates' algorithms to play the Dice Race Game?

What's the difference between an algorithm and a program?

An algorithm is the thinking behind what needs to happen, while the program is the actual instruction set that makes it happen.

An algorithm has to be translated into a program before a computer can run it.

Did the exercise leave anything out?

What would you have added to make the algorithm even better?

What if the algorithm had been only one step: "Play Dice Race"?

Would it have been easier or harder?

What if it were forty steps?

What was your favorite part about that activity?

Assessment (15 min)

Hand out the assessment worksheet and allow students to complete the activity independently after the instructions have been well explained.

This should feel familiar, thanks to the previous activities.

Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

Go Figure

Break the class up into teams.

Have each team come up with several steps that they can think of to complete a task.

Gather teams back together into one big group and have one team share their steps, without letting anyone know what the activity was that they had chosen.

Allow the rest of the class to try to guess what activity the algorithm is for.

Connections and Background Information

ISTE Standards (formerly NETS)

1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues.

2.d - Contribute to project teams to solve problems.

4.b - Plan and manage activities to develop a solution or complete a project.

4.d - Use multiple processes and diverse perspectives to explore alternative solutions.

6.a - Understand and use technology systems.

CSTA K-12 Computer Science Standards

CD1:6-06. Recognize that computers model intelligent behavior.

CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.

CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises.

CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions.

CT.L2-06. Describe and analyze a sequence of instructions being followed.

CT.L2-12. Use abstraction to decompose a problem into sub-problems.

NGSS Science and Engineering Practices

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Common Core Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

4. Model with mathematics.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core Math Standards

4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Common Core Language Arts Standards

SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

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In this lesson, students will relate the concept of algorithms back to everyday real-life activities by playing the Dice Race game. The goal here is to start building the skills to translate real-world situations to online scenarios and vice versa.

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Bee-Bots 1,2, 3 Programming Activity - Barefoot Computing

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To view this content you need to be a member of the Barefoot community. Please register to view this content or login if you are already a member

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There is an updated verion of this activity here.

Jam Sandwich Algorithm

Create an algorithm (a precise set of instructions or rules to achieve an outcome or solve a problem) to instruct a pretend robot (teacher) to make a jam sandwich. One of the steps towards writing a good algorithm, that can be converted into code, is precision. Precision doesn't come naturally to most humans. Another computational thinking skill is evaluation in this case is my algorithm fit for purpose. The robot teacher interpretation of their algorithm helps pupils to evaluate its effectiveness and make changes if needed. Is it an algorithm or is it coding though, who cares its lots of fun!

Planning and Word List

Jam Sandwich planning and word list pdf

Resources

SEN Sheet pdf

Outakes Video (don't show to pupils until after the activity)

The Jam Sandwich Algorithm has been mentioned in the Telegraph online, taught at infant, junior and secondary levels translated into Dutch and I have had tweets from teachers in American using it.

Miss Reynolds from
St Francis CofE Primary School in Swindon links it to writing

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There is an updated verion of this activity here. Jam Sandwich Algorithm Create an algorithm (a precise set of instructions or rules to achieve an outcome or solve a problem) to instruct a pretend robot (teacher) to make a jam sandwich. One of the steps towards writing a good algorithm, that can be converted into code, is precision.

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Lesson Overview

At the root of all computer science is something called an algorithm. The word "algorithm" may sound like something complicated, but really it's just a list of instructions that someone can follow to achieve a result. To provide a solid base for the rest of your students' computer science education, we're going to focus on building a secure relationship with algorithms.

Lesson Objectives

Students will:

List steps to move character around a map

Arrange directions to reach predetermined goal

Predict where character will land, given a list of steps

Materials, Resources and Prep

For the Student

For the Teacher

Getting Started (10 min)

1) Vocabulary

This lesson has one new and important word:

Algorithm - Say it with me: Al-go-ri-thm
A list of steps that you can follow to finish a task.

2) Step-by-Step

Ask your students for directions to the chalkboard.
If they start shouting simultaneously, explain that you can only hear one instruction at a time. Call on students individually if that helps.

When you reach the board, ask for instructions to draw a smiley face.
Again, request one step at a time.

Explain that many tasks can be described using a specific list of instructions. That list is called an algorithm.

Challenge your students to work together in small groups to come up with algorithms for their single-step and double-step mazes.

Students can work in pairs to create the adventures, then work in pairs to solve the adventures of others. If this feels too chaotic you can work together as a class and create the adventure on a document camera, then work together to solve it.

Activities: (20 min)

This worksheet helps teach students how to think ahead in order to plan a short route from the Flurb's start location to the final location, just one square away.

Print out an activity packet for every group (ideally 2 to 4 students) and cut the Maps apart. Leave the arrow symbols for the students to cut apart.

Explain the rules to the class, making sure to emphasise the new word "algorithm."

Flurbs are happy, fuzzy little things.

Flurbs love to eat fruit. Fruit is hard to find in Flurb Town. Use the maps to help the Flurb find some fruit.

Work with your group to decide which direction the Flurb needs to step to get to the fruit.

Directions for Class:

1) Cut out an arrow for each member of your team.

2) Start with Map 1 to help the Flurb look for fruit.

3) Have each member of your group put an arrow next to the map to vote for which way the Flurb should step.

4) If not all arrows are pointing the same way, talk to each other and decide as a group which way the arrow should point.

5) When your whole group agrees on a direction, your team can share your answer with the teacher.

6) If your answer is correct, move on to the next map.

Wrap-up (5 min)

4) Flash Chat: What did we learn?

Did you feel like you were actually telling the Flurb what to do?

What would it be like to control a robot that way?

What would you create if it were that easy to tell a computer what to do?

Flash Chat questions are intended to spark big-picture thinking about how the lesson relates to the greater world and the students' greater future. Use your knowledge of your classroom to decide if you want to discuss these as a class, in groups, or with an elbow partner.

5) Vocab Shmocab

Which one of these definitions did we learn a word for today?

"Breaking something into exactly two pieces"
"A list of steps that you can follow to finish a task"
"The plastic coating on the end of a shoelace"

...and what is the word that we learned?

Assessment (10 min)

Hand out the worksheet titled "Move the Flurbs" and allow students to complete the activity independently after the instructions have been well explained.

Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

Create Your Own

Allow the students to guide you toward solving a problem (that you provide) one step at a time. Point out that every time they make a step, the rest of the adventure gets easier. If the students are still excited by the exercise, give them a more complicated configuration to solve.

Flurb Flash

Cycle quickly through single-step puzzles on your projector. Have the students hold up an arrow card or simply point in the direction that they think the Flurb should move.

Connections and Background Information

ISTE Standards (formerly NETS)

1.c - Use models and simulation to explore complex systems and issues.

2.d - Contribute to project teams to solve problems.

6.a - Understand and use technology systems.

CSTA K-12 Computer Science Standards

CPP.L1:3-04 - Construct a set of statements to be acted out to accomplish a simple task.

CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving.

CT.L1:6-02 - Develop a simple understanding of an algorithm using computer-free exercises.

CT.L2-03 - Define an algorithm as a sequence of instructions that can be processed by a computer.

CT.L2-06 - Describe and analyze a sequence of instructions being followed.

Common Core Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core Math Standards

K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Common Core Language Arts Standards

SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail.

L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

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At the root of all computer science is something called an algorithm. The word "algorithm" may sound like something complicated, but really it's just a list of instructions that someone can follow to achieve a result.

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Printable Scratch Blocks for Programming Unplugged | STEM

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An unplugged computing activity for teaching computing in lower primary school.

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Create a face

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Teaching London Computing: A RESOURCE HUB from CAS LONDON & CS4FN

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Explore programming by making an affective (relating to moods and emotions) robot face out of card, tubes and students. Program it to react to different kinds of sounds (nasty, nice or sudden) and show different emotions (sad, happy, surprised). Then think up some other facial expressions and program rules to make the face respond to sounds with the new expressions.
Learn about:

programming

if statements

simple object-based programming

human-computer interaction

artificial intelligence.

Resources This session comes with linked activity sheets and 'story' write-ups that you can download:

This activity is closely related to the Emotion Machine Activity.
Videos
Social Robot video - Blade

Make A Face video

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Get the class programming a giant robot face - made of students. Explore programming by making an affective (relating to moods and emotions) robot face out of card, tubes and students. Program it to react to different kinds of sounds (nasty, nice or sudden) and show different emotions (sad, happy, surprised).