1. Every Day We're PROGRAMMING
Exploring the world of coding one activity at a time

2. Agenda Icebreaker Housekeeping Why Programming Is Important
How To Make Programming Accessible
Break
Let’s Program A Person
Online Resources
Looping and Languages
Wrap Up

3. Icebreaker Name ______________________ I will never _______________,
Introductory Poem
Name ______________________
I will never _______________,
I will never ________________,
and I will never ______________.
I will always ______________.

4. I will never let you down, and I will never run around.
Introductory Poem
Name: Heathen Sporks
I will never give you up,
I will never let you down,
and I will never run around.
I will always dessert you.

5. What Do We Already Know About Programming?
What’s programming?
Why is learning computer programming so important?
What are some examples of things that need to be programmed?
What’s the difference between digital and analog?
Do all programs speak the same “language?”
Who do you know that does programming? Where does programming happen?

6. Why is Programming an Important Skill?
Programming is all around us (Smartphones, Apps, Computers, Grocery Stores, Cars, Games)
Programming is basic literacy in the digital age.
Programming can change the world.
Programming empowers kids.

7. How is Programming Fun & Accessible?
Coding lets students experience the joy of making things.
Programming is a form of puzzle solving.
It gives students an opportunity to build and create.
It can be used to help others and make the world a better place.
Coding can be competitive – but in a good way.

8. Robot Maze
Cut out the arrows and robot. The robot must traverse the maze using only white spaces.
The possible commands are Right, Left, Up, Down
You can use a different “programming language” with arrows too! (←↓→↑)
Pair up, but then work separately.
Have one person work as the programmer and write the algorithm, which is a set of steps to solve a problem, and the second person will be the computer, or the person completing the set of steps.
The computer will carry out the steps of the algorithm as written by the programmer.
The computer must do each step one at a time and follow it exactly as written. If the wrong step is given or it’s not a command the robot can understand you’ll have to debug the program by rewriting it.
The fewer the lines of code, the easier it is for the computer to read the instructions!

9. Analog Coding
This activity an example of how you can teach programming to students without a computer.
Students learn important puzzle solving skills through these activities.
It teaches them critical thinking through if this-then that logic.
It builds the skills they need for future programming with computers even if they don’t have access to one now.

10. Break

11. Let’s Program a Person
For this activity, you’re going to be describing step-by-step how to either draw a simple shape, or make a paper airplane.
Working on your own, write out the steps to complete a task as simply and clearly as possible, without stating what the task is or discussing it with anyone at your table. When you’re done, pass your instructions to the left. You’ll receive a set of instructions not written by you and you must follow them exactly.
If the algorithm was written correctly, another person will be able to create the design intended. If the algorithm was written unclearly or incorrectly, the person will not be able to recreate the design by following the steps.
The paper airplane or more complicated shapes will require more complex algorithms and may be better suited for older participants.

12. Young Programmers
A School of Teenage Girls in Mumbai develop Apps to help their neighborhood
Brian Wong: Developed Klip at age 17
Started developing in Middle School
Nick D'Aloisio: Developed Summly App to Help w/ Homework
Sold it for millions
Audrey Tang: Started programming at 12 was a software executive by 19. First transwoman to be a minister in China
Thomas Suarez: 12-Year Old App Developer

13. Some Programming Resources
Websites
Virtual Robotics Lab:
Khan Academy:
Tynker:
Code.org
Lesson plans for various ages
Unplugged activities

14. More Programming Resources
Some students may have a smartphone, but not a computer. These are some resources the can access on their phones.
Apps
Scratch
ScratchJr
Hopscotch (On the iPads!)
Daisy the Dinosaur (Youngest Students)
Cargo-Bot
Code Kingdoms: Treasure

15. Hour of Code
Started by code.org, a nonprofit promoting computer education
Challenge to encourage teaching computer programming to students
Students do short snippets of programming for an hour each day
Other websites and programs participate such as Tynker
The event takes place for two weeks in December, but the resources are accessible and encouraged to be used year round
Barack Obama, Justin Trudeau, Microsoft, and Apple have all endorsed the program since its inception.

16. The Importance of Looping & Languages
Looping is when a program is told to repeat a line of code to make the algorithm shorter.
The shorter the algorithm the easier it is to follow.
Its important to make sure you are using the right programming language.
Certain kinds of programs can only understand certain kind of programming languages.

17. For this activity, you’ll need graph paper and you’ll work in pairs
For this activity, you’ll need graph paper and you’ll work in pairs. To begin, outline a 4 square by 4 square grid. Then, one person will draw a pattern in the grid by coloring some squares and leaving others uncolored.
Now, define the language you’ll use. The examples below use “move one square right” “move one square left” “move one square up” and move one square down”, as well as “fill-in square with color”. If you choose to use that language or its corresponding symbols, you will need to designate a starting point, as they have done.
You could also use “top, bottom, left, right, up, down, color, no color” as your language, which gives the coder more flexibility in writing out the code and gives them the option to start at four different points (top right, top left, bottom right, bottom left).
The goal is to write code that another person could follow to replicate the design in a blank 4x4 grid.
Once you get the hang of it, try to decrease the number of lines of code you need to use. You can loop repeating commands, for example, instead of saying “move one square left. Move one square left.” You could write “move one square left 2 times”. The same action will be completed but with one fewer line of code. Also look for pairs of lines of code that are repeated, like “move up one square, move right one square 2 times” rather than “move up one square, move right one square, move up one square, move right one square.”

18. <(Loop) Looping Color Right No Color Right Color Down No Color
Left No Color
Left Color
Down Color

19. LOOPING Top Left Color Top Right Color Bottom Left Color
Bottom Right Color
Up No Color
Left Color

20. <(Loop) Language & lOOPING Top Left Color Top Right Color
Bottom Left Color
Bottom Color
<(Loop)
Up No Color
Left Color

21. Language & Looping
1. C 2. → ×3 3. C 4. ↓ 5. ← ×2 6. C 7. ← 8. ↓ 9. → ×2 10. C 11. → 12. ↓ 13. C 14. ← ×3 15. C

22. Wrap uP