# data[].attributes.body
Girls Who Code at Home - Download Curriculum!

# data[].attributes.attachment_link.description
Learn to code! Free summer programs and after-school clubs for teen girls. Explore coding in a fun and friendly environment. Find a program near you!

# data[].attributes.body
https://codeweek.eu/training

# data[].attributes.attachment_link.readable_text
Codeweek Learning Bits

Here you can find free training materials & resources that will help you get started and plan your next innovative lesson.

1. Learning Bits

No previous coding or programming experience is needed, and each module takes only around 15 minutes to complete. The modules introduce you to key concepts related to coding and computational thinking activities. In addition, the modules also give you practical tips and advice on how to integrate the concepts in your classroom.

2. Free online courses

EU Code Week offers professional development opportunities in the form of online courses. The aim is to support teachers in bringing coding and computational thinking to the classroom.

Follow EU Code Week on social media to find out when the next course will start .

3. Add your #CodeWeek activity

Now that you have completed one or more Code Week Learning Bits, we hope that you feel comfortable enough to bring some digital creativity to your classroom and pin your activity on the Code Week Map!

You can easily organise a lesson in your classroom, an open day, or an event at your school. Just find a date and register your activity on the Code Week map. Each activity organiser will get a certificate of participation for their effort.

If you would like to connect with an international group of enthusiastic teachers, join the EU Code Week Facebook group for teachers! To take a step further and collaborate with other schools in your country or across borders - join the Code Week 4 All challenge.

# data[].attributes.attachment_link.description
October 7 - 22, 2023: a week to celebrate coding in Europe, encouraging citizens to learn more about technology, and connecting communities and organizations who can help you learn coding.

# data[].attributes.attachment_link.description
Im Kern geht es bei Code your Life darum, Programmieren und Informatik für Jungen und Mädchen im Alter von 10-14 Jahren spannend und aufregend aufzubereiten. In diesem Alter sind Schülerinnen und Schüler sehr neugierig gegenüber neuen Technologien, Mobiltelefonen und Computerspielen.

# data[].attributes.attachment_link.provider_name
Educational Technology and Mobile Learning

# data[].attributes.attachment_link.readable_text
Codesters is another excellent website I am adding to our collection of coding resources. Codesters provides students with an easy and simple editor where they can engage in creative coding projects using Python.

Using Codester's drag-to-text toolkit, students will be able to drag snippets of Python codes right into their programs and see them translated into text allowing them to learn the syntax of coding in a natural way.

Alternatively, students can type their own codes and when they are done they simply click on 'Run' to see their program in action. Some of the interactive projects students can create using Codesters include games, simulations, animations, graphical images, and many more.

# data[].attributes.attachment_link.title
Codesters- Learn Coding Through Games and Animations

# data[].attributes.attachment_link.description
Codesters is another excellent website I am adding to our collection of coding resources. Codesters provides students with an easy and simple editor where they can engage in creative coding projects using Python.

# data[].attributes.body
Was sind Algorithmen?

# data[].attributes.attachment_link.readable_text
Ich bin damit einverstanden, dass externe Inhalte von player.vimeo.com nachgeladen werden. Damit werden personenbezogene Daten (mindestens die IP-Adresse) an den Drittanbieter übermittelt. Weiteres dazu finden Sie in unserer Datenschutzerklärung.

Einmal erlauben Immer erlauben
Einführung Roboter Parcours from Big Data on Vimeo.

Downloads:
Informationen zum Spielablauf und eine vollständige Spielanleitung

Der Roboter-Parcours eignet sich als spielerischer Einstieg in das Thema Big Data und insbesondere für die kritische Auseinandersetzung nach der Wirkungsweise von Algorithmen. Zum Einstieg wird das Introvideo zum Roboter-Parcours (4 min. s.o.) gezeigt, um die Teilnehmenden mit einem konkreten Zukunftsszenario zu konfrontieren. Ziel des Spiels ist es dann, die technischen und praktischen Grundlagen von Algorithmen zu vermitteln. Dazu bekommt die Gruppe der Teilnehmenden den gemeinsamen Auftrag, einen defekten Roboter zu programmieren. Durch einfache und eindeutige Anweisungen anhand eines Schaubildes werden Handlungsweisen aufgestellt, aus denen Pseudocodes entwickelt werden.

Sitzgelegenheit für jeden Teilnehmer

Rechner, Projektor und Projektionsfläche

kleine freie Fläche, um die Schritte des Roboters zu simulieren

# data[].attributes.attachment_link.title
Was sind Algorithmen? - Roboter-Parcours

# data[].attributes.attachment_link.description
Ich bin damit einverstanden, dass externe Inhalte von player.vimeo.com nachgeladen werden. Damit werden personenbezogene Daten (mindestens die IP-Adresse) an den Drittanbieter übermittelt. Weiteres dazu finden Sie in unserer Datenschutzerklärung. Einmal erlauben Immer erlauben Einführung Roboter Parcours from Big Data on Vimeo.

# data[].attributes.body
digi.komp

# data[].attributes.attachment_link.description
Denken Lernen Probleme lösen Moodle Community Austria Training4You eduSharing Austria

# data[].attributes.body
http://www.abz.inf.ethz.ch/primarschulen-stufe-sek-1/programmieren-fur-kinder/

# data[].attributes.attachment_link.title
Characters, Symbols and the Unicode Miracle - Computerphile

# data[].attributes.body
Show how binary addition works in a most exciting way:
http://woodgears.ca/marbleadd/

# data[].attributes.body
CC BY SA NC

# data[].attributes.attachment_link.readable_text
We've compiled a list of all of our unplugged lessons for you to use in your classroom. Now you can teach the fundamentals of computer science, whether you have computers in your classroom or not!

We refer to lessons in which students are not working on a computer as "unplugged." Students will often work with pencil and paper or physical manipulatives. These are intentionally placed kinesthetic opportunities that help students digest complicated concepts in ways that relate to their own lives.

Unplugged lessons are particularly useful for building and maintaining a collaborative classroom environment, and they are useful touchstone experiences you can refer to when introducing more abstract concepts. Each of these activities can either be used alone or with other computer science lessons on related concepts.

Ages 4+, English only

Course

Lesson Plan

Concept

Video

Loops

Impacts of Computing

Course C

Sequencing

Loops

C.15 - Binary Bracelets
*Supplies: Markers. Optional - 18 black/18 white beads, 1 pipe cleaner per student
Binary is extremely important in the world of computers. The majority of computers today store all sorts of information in binary form. This lesson helps demonstrate how it is possible to take something from real life and translate it into a series of ons and offs.

Binary

Impacts of Computing

Digital Citizenship

Course F

Variables

For Loops

The following lessons are organized by concept and can be found in earlier versions of our CS Fundamentals courses. Additional resources you may want to consult as you plan to use these lessons include:

Digital Citizenship
Crowdsourcing

*Common Sense Education has a full Digital Citizenship Curriculum that includes many unplugged activities.

Functions

Functional Suncatchers
In this lesson, students will make a suncatcher out of string, beads, and a special charm. The students will follow a series of repetitive steps, then be asked to identify certain sets of "skills" that are duplicated several times. Once those skills are defined, they will be called from a main program and the whole beautiful process of creation will be recorded on a single sheet of paper. The final program will be geared toward the entire class, whatever their type of string, beads, and charms. To effectively allow for this, students will need to "abstract out" the details of their specific materials and create vague terms for an individual's supplies. This use of generic placeholders is a wonderful introduction to variables.

Lesson Video
See Lesson in Action
Activity Answer Key Assessment Answer Key

Algorithms

Dice Race
In this lesson, students will relate the concept of algorithms back to 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.

Computational Thinking

Computational Thinking with Monsters
With nothing but paper and markers, students will learn the four steps of computational thinking. After a brief introduction, students should be split into groups where they will have to create directions for other students to draw a specific monster (from a catalog of pre-selected monsters). The entire task must be decomposed, then teams will analyze all monsters in the catalog for patterns, abstract similar details from the monsters, then use that information to create an algorithm (directions) for another team to draw a certain monster. Teams will then switch algorithms with another group and draw the monster based on what that algorithm indicates. Is the drawing what the original team intended?

Persistence

Building a Foundation
New and unsolved problems are often pretty hard. If we want to have any chance of making something creative, useful, and clever, then we need to be willing to attack hard problems even if it means failing a few times before we succeed. In this lesson, students will be building a structure with common materials. The structure will be tested on its ability to hold a textbook for more than ten seconds. Most students will not get this right the first time, but it's important they push through and keep trying.

Abstraction

Mad Glibs
Abstraction is one of the most important skills for a computer scientist to understand. It simplifies problems and prevents unnecessary repetition. A good coder uses abstraction just about every time she creates a program. This activity will have your students analyze stories for differences so that they can abstract them away. Those abstracted stories become templates for fun and crazy new ones.

Variables ​

# data[].attributes.attachment_link.description
We've compiled a list of all of our unplugged lessons for you to use in your classroom. Now you can teach the fundamentals of computer science, whether you have computers in your classroom or not! We refer to lessons in which students are not working on a computer as "unplugged."

# data[].attributes.headline
Computational Thinking for Google Educators (Course)

# data[].attributes.subject
Computational Thinking for Google Educators (Course)

# data[].attributes.attachment_link.readable_text
Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including math, science, and the humanities. Students who learn CT across the curriculum can begin to see a relationship between subjects as well as between school and life outside of the classroom.

CT involves a number of skills, including:

Formulating problems in a way that enables us to use a computer and other tools to help solve them

Logically organizing and analyzing data

Representing data through abstractions such as models and simulations

Automating solutions through algorithmic thinking (a series of ordered steps)

Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources

Generalizing and transferring this problem solving process to a wide variety of problems

These skills are supported and enhanced by a number of dispositions or attitudes that include:

Confidence in dealing with complexity

Persistence in working with difficult problems

Tolerance for ambiguity

The ability to deal with open ended problems

The ability to communicate and work with others to achieve a common goal or solution

CT concepts are the mental processes (e.g. abstraction, algorithm design, decomposition, pattern recognition, etc) and tangible outcomes (e.g. automation, data representation, pattern generalization, etc) associated with solving problems in computing. These include and are defined as follows:

Abstraction: Identifying and extracting relevant information to define main idea(s)

Algorithm Design: Creating an ordered series of instructions for solving similar problems or for doing a task

Automation: Having computers or machines do repetitive tasks

Data Analysis: Making sense of data by finding patterns or developing insights

Data Collection: Gathering information

Data Representation: Depicting and organizing data in appropriate graphs, charts, words, or images

Decomposition: Breaking down data, processes, or problems into smaller, manageable parts

Parallelization: Simultaneous processing of smaller tasks from a larger task to more efficiently reach a common goal

Pattern Generalization: Creating models, rules, principles, or theories of observed patterns to test predicted outcomes

Pattern Recognition: Observing patterns, trends, and regularities in data

Simulation: Developing a model to imitate real-world processes

See our Computational Thinking Concepts Guide for a printable version of this list, along with teaching tips for each concept.

# data[].attributes.attachment_link.title
Google for Education: Computational Thinking

# data[].attributes.attachment_link.description
Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including math, science, and the humanities.

# data[].attributes.headline
What is Computational Thinking? (code.org) 

# data[].attributes.subject
What is Computational Thinking? (code.org) 

# data[].attributes.attachment_link.readable_text
Lesson Overview

For this activity, no instructions are provided. Instead, students will use examples of what imaginary players have done to figure out how to play the game. This lesson gives students the opportunity to practice the four arts of computational thinking (decomposition, pattern matching, abstraction, and algorithms) in one cohesive activity.

Lesson Objectives

Students will:

Analyze information to draw conclusions

Match identical portions of similar phrases to match patterns

Identify differences in similar phrases and abstract them out

Materials, Resources and Prep

For the Student

For the Teacher

Getting Started (15 min)

1) Vocabulary

This lesson has four new and important words:

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

Decompose - Say it with me: De-com-pose
Break a problem down into smaller pieces

Abstraction - Say it with me: Ab-strac-shun
Pulling out specific differences to make one solution work for multiple problems

Pattern Matching - Say it with me: Pat-ern Matching
Finding similarities between things

2) Figuring it Out

Tell your students that you want them to sum up all of the numbers between 1 & 200.
Use your body language to indicate that this is not a "serious" or graded exercise.

Now, let them know that they must do it all in their heads.

Add the time constraint of thirty seconds.

They may feel overwhelmed. This is intentional. You can indicate with your tone and demeanor that you might be crazy asking this of them, but begin timing with a resounding: "Starting NOW".

Watch the class as you keep time. How many are lost in thought?

When time is up, ask if anyone was able to get the total.

Ask if there is anyone who thought the problem was so hard that they didn't even attempt it.

Did anyone attempt it and just not finish?
What did they try?

Guide students toward thinking a little smaller.

If we break the problem up into smaller pieces, it becomes easier to manage.

Let's start at the two ends. What is 200 + 1?

What is 199 + 2?

What is 198 + 3?

See a pattern?

How many of these pairs will we have?

What is the last pair we will find? 100 + 101

That means that we have 100 total pairs.

If we have 100 total pairs of sums of 201, how do we find the final total?

What is 100 * 201?
Now, what if we wanted to find the trick to do this with other numbers?

Can we do it easily with 2,000?

How about 20,000?

What stays the same? What is different?

If we use abstractions to make our end goal something that can change (say we name it "blank") then we can make an algorithm that will work for any number

Work through the problem until you ultimately get ? = ("blank"/2) * ("blank"+1)

Do a few simple examples to show that the algorithm is correct for blanks= 2, 3, 4, & 5.

"This is all to show that if you use the tools of Computational Thinking (decomposition, pattern matching, abstraction, and algorithms), then you can figure out how to solve problems that no one has already taught you how to solve...just like we did here! This will be an extremely powerful skill for the rest of your life!"

Activities: (25 min)

This lesson is all about a "Game with No Instructions." Students will be charged with figuring out how to play the game as a small group. The small details of their final algorithm are unimportant. What is important is that they were able to take a huge task like "figuring out how to play a game on their own" and take small steps toward achieving the goal.

Students will be guided toward discovering the rules using the steps of computational thinking. Resist the temptation to point the students toward "doing it right" and allow them just to do it on their own. If they feel stumped or confused, encourage the students to look at the information that has been given to them, or if they must, ask a classmate.
Directions:

1) Divide students into groups of 2-4.

2) Have the groups read over user experiences to get an idea of how other students have played the "Game with No Instructions."

3) Encourage them to pattern match between each experience by circling the sections of words that are identical from player to player.

4) Next, have them abstract away differences from each experience by underlining words that change from player to player.

5) Using pattern matching and abstraction, have them make a script template for game play by writing up the circled parts of the other students' experiences, and leaving the underlined sections as blanks. For example:

6) Give students a blank sheet of paper to write a list of instructions for how they think this game should be played based on the user experiences that they just read. This will be their algorithm.

7) Have students play the game using the algorithm that they just made. Each player should get at least two turns.

Wrap-up (5 min)

4) Flash Chat: What did we learn?

What should you try to do when you're asked to do something and you don't know how?

If a problem is too hard, what should you try to do?

If you find similarities in lots of solutions to different problems, what does that probably tell you?

If you have a problem that is just a little different from a problem that you have a solution for, what would you 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?

"Bringing two pieces together"
"Breaking a problem down into smaller pieces"
"An educated guess"

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

Assessment (5 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.

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.

CSTA K-12 Computer Science Standards

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.L2-08. Use visual representations of problem states, structures, and data.

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

CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.

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.

3. Construct viable arguments and critique the reasoning of others.

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

3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

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

5.NBT.B.5 - Fluently multiply 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

# data[].attributes.attachment_link.description
For this activity, no instructions are provided. Instead, students will use examples of what imaginary players have done to figure out how to play the game. This lesson gives students the opportunity to practice the four arts of computational thinking (decomposition, pattern matching, abstraction, and algorithms) in one cohesive activity.

# data[].attributes.headline
Online Coding: Pirate Plunder Activity - Cospaces Edu

# data[].attributes.subject
Online Coding: Pirate Plunder Activity - Cospaces Edu

# data[].attributes.attachment_link.description
Looks like there’s nothing at this address.

# data[].attributes.body
Pädagogische Hochschule Schwyz

# data[].attributes.attachment_link.title
CodeCombat: Learn to Code by Playing a Game

# data[].attributes.attachment_link.description
Learn typed code through a programming game. Learn Python, JavaScript, and HTML as you solve puzzles and learn to make your own coding games and websites.

# data[].attributes.attachment_link.description
Games for tomorrow's programmers. Block-based programming lessons for beginners. Free from Google.

# data[].attributes.attachment_link.authors[].name
Bernat Romagosa, Michael Ball, Jens Mönig, Brian Harvey, Jadge Hügle

# data[].attributes.attachment_link.description
The Snap! Community. Snap! is a blocks-based programming language built by UC Berkeley and used by hundreds of thousands of programmers around the world.

# data[].attributes.attachment_link.title
Lightbot : Programming Puzzles – Apps bei Google Play

# data[].attributes.attachment_link.description
Begeistern Sie Kinder innerhalb von Minuten für das Programmieren!

# data[].attributes.attachment_link.title
Teach coding with Book Creator - Book Creator app

# data[].attributes.attachment_link.description
You might not think of Book Creator as a coding app. But coding is really about computational thinking and creative problem solving.

# data[].attributes.attachment_link.title
Best Apps and Websites for Learning Programming and Coding | Common Sense Education

# data[].attributes.attachment_link.description
Unlock the logic of code and the basics of programming. Through coding, students build essential literacy skills, gain an understanding of logic and sequence, and learn the mechanics of iteration. These apps are great to teach coding and programming for beginners, and a lot of them are free!

# data[].attributes.headline
Link: Khan Academy Webseiten bauen (Englisch)

# data[].attributes.subject
Link: Khan Academy Webseiten bauen (Englisch)

# data[].attributes.attachment_link.readable_text
- Welcome, let's talk about the web, the thing that you're using right now. The web is this fast network of connected computers, and as of 2014, there are literally more than a billion websites - a billion! When I was a kid, we only had one million, and we thought we were cool. What do we use websites for? Well in the beginning, researchers used websites to share their research, like on high-energy particle colliders. But now everybody uses it for pretty much everything. Maybe you use a social network to chat with your family, a photo website for sharing photos of your adorable kitty cats, a travel website to decide where to go on an exotic trip, or a news website to figure out what's going on in the world. And of course, you must be using the Khan Academy website to learn. So what's your favorite website? Actually, I have a better question. What website do you wish existed, but doesn't yet? Maybe a website about yourself or about something that you love? The cool thing is you can program a website yourself, and you can learn how to do it here on Khan Academy. Start brainstorming what you want to make because you'll be able to do it soon enough. First, let's back up a bit and clear up some terminology. What is the "web," exactly? Well, like I said, it's a bunch of connected computers that have websites. When a computer is connected to the web and spitting out a website, we call that computer a "server" because it's "serving" the website. A website is written using three languages: HTML, for marking up the website content; CSS, for styling it; and JavaScript, for making it interactive. How do users like you actually see those websites? Well you use an app dedicated for website browsing, like Chrome, Firefox, or Internet Explorer, and we call those apps "browsers." Browsers try to all show the same website the same way, but they do have their differences, which is why we sometimes say, "Oops, there's a bug in that browser. "Try another one." Which browser are you using right now? Well you must be using that browser from some sort of device, like a laptop, phone, tablet, or even a smart TV, and we call those devices "clients." Clients can be really different. Some are way smaller than others, some have touchscreens, others have keyboards, some are black and white. So websites have to try to work well in all sorts of clients. What client are you using right now? And that's the web. Well, the two-minute version. There's lots more to learn about the web, but now I think it's about time to start having you write some HTML and CSS to make your own web pages.

# data[].attributes.attachment_link.title
Welcome to the web! (video) | Intro to HTML | Khan Academy

# data[].attributes.attachment_link.description
Welcome, let's talk about the web, the thing that you're using right now. The web is this fast network of connected computers, and as of 2014, there are literally more than a billion websites - a billion! When I was a kid, we only had one million, and we thought we were cool.

# data[].attributes.attachment_link.readable_text
Drei Arbeitsblätter zur Ergänzung des Lehrmittels "Medienkompass 1" zum Thema 6: Verschlüsselte Botschaften.
Die Schülerinnen und Schüler lernen die Blindenschrift „Braille" kennen, versuchen verschlüsselte Codes zu knacken und entwickeln eine eigene Geheimschrift.

Medien und Informatik > Informatik > Die Schülerinnen und Schüler können Daten aus ihrer Umwelt darstellen, strukturieren und auswerten. > Datenstrukturen > können Daten mittels selbstentwickelter Geheimschriften verschlüsseln.

# data[].attributes.attachment_link.description
Drei Arbeitsblätter zur Ergänzung des Lehrmittels "Medienkompass 1" zum Thema 6: Verschlüsselte Botschaften. Die Schülerinnen und Schüler lernen die Blindenschrift „Braille" kennen, versuchen verschlüsselte Codes zu knacken und entwickeln eine eigene Geheimschrift. Medien und Informatik > Informatik > Die Schülerinnen und Schüler können Daten aus ihrer Umwelt darstellen, strukturieren und auswerten.

# data[].attributes.body
Quelle: 4teachers.de

# data[].attributes.attachment_link.readable_text
A printable coding game designed for kids in Grade k - 6 to learn the thinking process for computer coding, and gain fundamental thinking skills necessary for programming or computer coding.

Perfect activity for Hour of Code. A good activity for Math Center, Science Center, or any STEM related classroom.

A nice off-screen activity for kids to learn coding.

For more information and detailed activity guide, please visit http://igamemom.com/5-crucial-computer-coding-skills-teach-kids-at-home/

# data[].attributes.attachment_link.description
A printable coding game designed for kids in Grade k - 6 to learn the thinking process for computer coding, and gain fundamental thinking skills necessary for programming or computer coding. Perfect activity for Hour of Code. A good activity for Math Center, Science Center, or any STEM related cla...

# data[].attributes.attachment_link.readable_text
Von der Harvard Graduate School of Education wurde ein hervorragendes Handbuch zu Scratch entwickelt. Hervorragend deshalb, weil es sehr handlungsorientiert ist, kreative Freiräume lässt und wie von selbst auch Routinetätigkeiten des Programmierens wie Fehlersuche, etc. einbindet.

Ein Team der PH Niederösterreich (Susanne Weigl und Ingeborg Lechner) haben das Buch jetzt ins Deutsche übersetzt.

Das Workbook ist auf englisch hier verfügbar: http://scratched.gse.harvard.edu/guide/download.html

# data[].attributes.attachment_link.title
Kreative Informatik mit Scratch - das Buch!

# data[].attributes.attachment_link.description
Von der Harvard Graduate School of Education wurde ein hervorragendes Handbuch zu Scratch entwickelt. Hervorragend deshalb, weil es sehr handlungsorientiert ist, kreative Freiräume lässt und wie von selbst auch Routinetätigkeiten des Programmierens wie Fehlersuche, etc. einbindet. Ein Team der PH Niederösterreich (Susanne Weigl und Ingeborg Lechner) haben das Buch jetzt ins Deutsche übersetzt.

# data[].attributes.attachment_link.description
Mit dem Schuljahr 2022/23 ist an Mittelschulen und AHS-Unterstufen der neue Pflichtgegenstand „Digitale Grundbildung“ eingeführt. Die Verbindliche Übung läuft mit Schuljahr 2022/23 aus und wird in diesem Schuljahr nur mehr in der 8. Schulstufe unterrichtet.

# data[].attributes.attachment_link.readable_text
Worum geht es?

Scratch ist eine am MIT entwickelte, frei verfügbare Programmierumgebung für Kinder und Jugendliche nach dem "low floor – wide walls – high ceiling"-Prinzip. Es existiert bereits viel Material sowie unter scratch.mit.edu über 37 Millionen einseh- & änderbare Programme.

Was lässt sich mit Scratch lernen?

Mit Scratch lassen sich Kompetenzen in den Bereichen Medien und Informatik, Technisches Gestalten, Natur und Technik, Musik, Bewegung und Sport sowie überfachliche Kompetenzen wie Teamfähigkeit und Sozialkompetenz erlernen.

Broschüre mit Projektideen für Scratch

Die Pädagogische Hochschule Schwyz hat eine Broschüre mit acht Projektideen für Scratch entwickelt. Dabei wird jeweils ein Kernidee und einige Skript-Blöcke gezeigt, die ein erstes Erfolgserlebnis ermöglichen. Nach dieser Starthilfe bleibt jedoch sehr vieles offen und der individuellen Gestaltung überlassen. Die Broschüre eignet sich damit insbesondere für Projektarbeiten, wenn Scratch als Umgebung bereits bekannt und grundlegende Konzepte erarbeitet wurden.

Die Broschüre ist frei verfügbar unter einer Creative Commons Lizenz. Kommentare und Ergänzungen gerne an info@ilearnIT.ch.

# data[].attributes.attachment_link.description
Scratch ist eine am MIT entwickelte, frei verfügbare Programmierumgebung für Kinder und Jugendliche nach dem "low floor - wide walls - high ceiling"-Prinzip. Es existiert bereits viel Material sowie unter scratch.mit.edu über 37 Millionen einseh- & änderbare Programme.

# data[].attributes.attachment_link.readable_text
is an international initiative aiming to promote Informatics (Computer Science, or Computing) and computational thinking among school students at all ages. Participants are usually supervised by teachers who may integrate the Bebras challenge in their teaching activities. The challenge is performed at schools using computers or mobile devices.

What does Computational Thinking involve?

Computational thinking involves using a set of problem-solving skills and techniques that software engineers use to write programs and apps. The Bebras challenge promotes problem solving skills and Informatics concepts including the ability to break down complex tasks into simpler components, algorithm design, pattern recognition, pattern generalisation and abstraction. More about computational thinking.

Dates

The second week of November is declared as World-Wide BEBRAS week for solving tasks. Some countries extended it to two weeks. Many countries run all-year-round Bebras activities like participants awarding events, second round of the challenge, summer campus, teacher workshops, collecting statistics and writing research papers.

# data[].attributes.attachment_link.description
is an international initiative aiming to promote Informatics (Computer Science, or Computing) and computational thinking among school students at all ages. Participants are usually supervised by teachers who may integrate the Bebras challenge in their teaching activities. The challenge is performed at schools using computers or mobile devices.