Task Cards for Unruly Splats
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Task Cards for Unruly Splats

$2.00

Support and engage independence when students program Unruly Splats.

This resource is designed to be used with Unruly Splats™

 

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Description

Teach block coding across content areas with these task cards and activities.  Whether students are just learning block code, or are more advanced programmers, there is something for everyone!

👉🏼To download the materials be sure to click the link and then click the download arrow in the upper right hand corner. This will save the files to your computer.

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Copyright © Vr2lTch

Permission to copy for single classroom use only.

Please purchase additional licenses if you intend to share this product.

Included

  • Task Cards that can be printed 3 or 4 to a page → print & laminate to help students use as a planning tool before they create the code
  • Blank Planning Sheets  → Planning sheets that help students set a goal and sketch out what the code will look like to reach that goal. 
  • Partner Planning Sheets → students plan a piece of code for a partner to execute with the Splats! 
  • Prediction sheet with a program for students to execute → Complete code written out for students. They predict what the splats will do, test the code, and see how their prediction matches! 
  • Change the variable planning sheet → The code is written out for the students and they change any one variable provided. 
  • Planning sheet to support Social Emotional Learning → Students plan out a code that reflects emotions.
  • Nursery Rhyme Cards → students choose a nursery rhyme & write a code for the splats to sing the song.

Standards

These task cards support the following standards:

CCSS Math: 

  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively
  • Model with mathematics
  • Attend to precision

CSTA:

  • Develop programs with sequences and simple loops, to express ideas or address a problem.
  • Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
  • Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
  • Debug (identify and fix) errors in an algorithm or program that includes sequences and
  • simple loops.

ISTE:

  • Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions
  • Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
  • Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

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