LESSON PLAN

CODING + GEOMETRY
AGES:
K-5
STUDENT ENGAGEMENT:
15-30 students per facilitator, no prior skill necessary.

Common Core State Standards for Math applied:

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.

1
.G.A.1

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles,

half-circles, and quarter-circles) or three-dimensional shapes (cubes, right
rectangular prisms, right circular cones, and right circular cylinders) to create a
composite shape, and compose new shapes from the composite shape

2.G.A.1

Recognize and draw shapes having specified attributes, such as a given number of
angles or a given number of equal faces. Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.

4.G.A.1

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.

5.G.A.1

Use a pair of perpendicular number lines, called axes, to define a coordinate

system, with the intersection of the lines (the origin) arranged to coincide with the
0 on each line and a given point in the plane located by using an ordered pair of
numbers, called its coordinates. Understand that the first number indicates how
far to travel from the origin in the direction of one axis, and the second number
indicates how far to travel in the direction of the second axis, with the convention
that the names of the two axes and the coordinates correspond (e.g., x-axis and
x-coordinate, y-axis and y-coordinate).

Materials, Resources and Preparation

Review the
Hour of Code Educator Guide
and
Best Practices from Successful Educators
to plan your Hour of Code event.
Register your Hour of Code
event to receive a thank you gift and f
un posters
.
If youre running an online tutorial, be sure to test it first before asking your students to
complete it. Check your technology and decide if you need to troubleshoot anything in
advance.
Print certificates
to hand out at the end.

Getting Started (2-5 mins)

FIRST: Introduce the activity (2-5 minutes)
Kick off your Hour of Code by inspiring students and discussing how computer science
impacts every part of our lives and is revolutionizing the study of biology.
Show

The Hour of Code is Here

.
Its okay if both you and your students are brand new to computer science. Here are some
ideas to introduce your Hour of Code activity to connect with the subject matter:
Explain ways technology plus math impacts our lives, with examples both boys and
girls will care about.
Designing new and more sustainable ways to harvest and store energy
Figuring out how to send people to space, to the moon, and soon, to Mars!
See tips for getting girls interested in computer science
here
.

NEXT: Direct students to the activity (1 minute)

Write the tutorial link on a whiteboard: b
itsbox.com/hoc
Tell students to visit the URL and start the activity by:
Click the Build Apps Now link in the center of the screen. This will launch a short
guided tutorial that will show the students the basics of using Bitsbox.
Once you've completed the tutorial, click the star-shaped New App
button. Enter the first app number from the work sheet nd click "Go".
Tip:
For younger students, load the Build Apps Now page ahead of time or save
it as a bookmark.
Pass out Bitsbox app handouts (last page of this guide) and direct students to start with the
first app.

Activity (20-40 mins)

NEXT: Ask students to complete the tutorial, alone or in groups
Direct students to type in exactly what they see on the handouts.
This will create an app they
can then experiment with. Circulate around the room ensuring students are typing into the
Bitsbox code window.

When your students have a working Hover House app ask questions or have them discuss with
a partner / neighbor:
Where in the code do you see the numbers 200, 300?
What happens when you change the first number, like to 300, 300?
What happens when you change the second number, to 200, 400?
Can you park the hoverhouse on any of the other red spots?
Can you park the hoverhouse in the upper right corner?
Can you park the hoverhouse in the lower left corner?
HINT: If your students have trouble with these questions, direct their attention to the yellow x
and y numbers that appear when they mouse over the screen of the iPad shown on
bitsbox.com.
When/If your students are ready for a new challenge:
Show them how to start a new app by:
1. Pressing the Home Icon at the bottom of the virtual tablet
2. (optional) Have them set up an account if they want to save their progress and show
their parents their work later! An email address is required to do this.
3. Press the star-shaped New App button, enter the app number (XXXX) and click "Go".

If your students like this app and want to try something similar, direct them to type in exactly
what they see in the 2nd app's (Animal Abitats) code,
circulate around the room ensuring
students are typing into the correct window
When your students have a working app, have them look at the code they wrote and discuss
with a partner / neighbor:
Can you put the animals in different places?
Answer: Yes, have them change the first two numbers in each line
Can you make the animals different sizes?
Answer: yes, have them change the last number in each line
What happens when you put two animals in the same place?
Answer: they will be stacked on top of the other
Can you control which animals is on top?
Answer: the animal in the later line will be on top, switch the order of the lines
and the animal on top will also switch
[OPTIONAL DISCUSSION OF COORDINATE SYSTEMS TO USE NUMBERS TO SPECIFY LOCATION
IN A GRID]
If your students want to see a more complex app in action, move on to the 3rd app
When your students have a working app, have them look at the code they wrote and discuss
with a partner / neighbor:
What kinds of shapes can you draw?

When your students come across difficulties

Make sure to check for common errors. Remember, every character matters.
Incorrect capitalization
Missing syntax like { or (
Missing or mismatched quotation marks. (e.g. stamp(cow') or stamp('cow"))
Misspellings
Its okay to respond:
I dont know. Lets figure this out together.
Let's try something and see what happens."
Learning to program is like learning a new language; you wont be fluent right
away.
What to do if a student finishes early?
Have them continue to the 3rd app.
Students can see all tutorials and try another Hour of Code activity at
code.org/learn
Or, ask students who finish early to help classmates who are having trouble with the
activity.

Wrap-Up (5-10 mins)

FOUR: Debrief & Close
Debrief the activity, connect the role of technology and coding in helping mathematicians and
scientists model the way the world works.
Celebrate and
pass out certificates
and stickers.
Let participants know they can continue to learn at
code.org/learn/beyond
.
Share photos and videos of your Hour of Code event on social media. Use #HourOfCode and
@codeorg so we can highlight your success, too!

Beyond one hour

If your kids enjoyed Bitsbox, they can find more materials at b
itsbox.com/hoc.
There are many ways to go Beyond an Hour of Code:
Explore other curricula
from our partners
.
Teach the
Code Studio Computer Science Fundamentals
courses. Code.org offers f
ree
professional development
for these courses, o
nline
or
in-person
.
Invite a computer science expert to your class.
Sign up for a virtual classroom.

Bitsbox App Handout

Park Your Hoverhouse?

App Number: 6978
1. fill('hoverland')
2. stamp('hoverhouse',200,300)

Animal Abitats
App Number:
5575
1. fill('africa')
2. stamp('zebra',550,450,200)
3. stamp('camel2',250,200,200)
4. stamp('lion2',400,300,200)
5. stamp('gorilla',400,550,200)

Constellation Artist
App Number: 8705
1. fill('black')
2.
3. function draw() {
4. line(x,y,5)
5. line('white')
6. }
7.
8. function create() {
9. size = random(5,50)
10. star = stamp('star2',size).move()
11. star.tap = draw
12.}
13.
14.repeat(create,40)