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Day 4: Code.org Hour of Code (Day 1)

Lesson Overview
Time 50 minutes
Objectives Set up Code.org accounts; choose a Code.org Hour of Code tutorial; complete the first half of the tutorial; identify programming concepts (loops, sequences) used in the activity
TEKS d(1)(C)
Deliverable Hour of Code tutorial 50%+ complete + a screenshot of one programming block sequence
Materials Chromebooks, Code.org Hour of Code (hourofcode.com), projector, headphones (recommended for video tutorials)

Warm-Up (5 min)

WARM-UP: Have you ever written code before, on Scratch, Code.org, Tynker, Roblox Studio, or anywhere else? If yes, what did you make? If no, what do you THINK coding is going to feel like?

Quick poll. Most students have done at least one Code.org or Scratch tutorial in elementary. Bridge: "Today is your first real Hour of Code as a 7th grader. The activities are harder than what you may have done before. The goal is to learn what software developers actually do. Finishing is optional."

Activity 1: Choose Your Hour of Code Tutorial (10 min)

Project hourofcode.com/learn on the screen. Walk students through the tutorial picker:

  1. Filter by grade: Select "Grades 6-8" or "Middle School."
  2. Filter by experience: Select "Beginner" or "Comfortable" based on their warm-up answer.
  3. Filter by topic: Show options. Minecraft, Star Wars, Frozen, Dance Party, AI for Oceans, App Lab, Music Lab, etc.

Tell students they have 5 minutes to browse the picker, read tutorial descriptions, and pick ONE that they want to do. They will work on this same tutorial for 2 days.

Some recommended tutorials for first-time 7th graders:

  • Minecraft Hour of Code: Adventurer: Block-based, very visual, easy entry
  • Dance Party: Fun, music-based, low barrier
  • AI for Oceans: Introduces AI/machine learning concepts
  • App Lab: More advanced, JavaScript-style block coding for app building
  • Star Wars: Building a Galaxy with Code: Classic, good for first-time coders

Facilitation Tip

Some students will pick the hardest tutorial because it sounds cool, then quit when they get frustrated. Have a "switch tutorial" rule: if a student is genuinely stuck after 15 minutes and not learning anything, they can switch ONCE. After the switch, they must finish the new tutorial.

Activity 2: Begin the Hour of Code Tutorial (30 min)

Students work through their chosen Code.org tutorial at their own pace. Most tutorials are ~60 minutes total, so the goal for Day 4 is to reach the midpoint (around level 10-15 of 20-25).

Teacher's role: Active monitoring with a 3-checkpoint clipboard:

  1. Progress Check (every 10 min): Walk the room and note which level each student is on. Flag students who are stuck.
  2. Concept Check: When you see a student using a loop, pause them and ask: "What does this loop do? Why is it faster than copying the same block 5 times?"
  3. Frustration Check: Watch for students who are stuck on the same level for more than 5 minutes. Ask: "What did you just try? What do you think is wrong?" Never give the answer; ask leading questions.

The 3 programming concepts to listen for:

  • Sequence: Code runs in order, top to bottom.
  • Loop: A block that repeats other blocks a set number of times (saves typing).
  • Conditional: "If this happens, then do that," used in advanced tutorials.

Students who reach the end of their tutorial print or screenshot the Code.org completion certificate (Code.org issues one automatically). Students who do not finish will continue tomorrow.

DOK 2: How would you describe what a "loop" does in your code? Why is using a loop better than copying the same block 10 times?

Exit Ticket (5 min)

EXIT TICKET (Short Constructed Response) · Printable PDF:

  1. Which programming concept did you use MOST in today's tutorial? Circle ONE: sequence / loop / conditional

  2. Pick ONE programming career from Day 2's Hat Research (Software Developer, Web Developer, App Developer, or Game Developer). Name it here: _____

  3. Write ONE real task that career does on the job that uses the concept you circled in #1. Be specific (example: "a Game Developer uses a LOOP to spawn 50 enemy monsters without writing the code 50 times"). (d(1)(C))

Differentiation

  • Support: Pair students who have never coded before with a "coding buddy" who has done Code.org before. The buddy explains, but does NOT do the work for them.
  • Extension: Students who reach the end of a beginner tutorial start a SECOND, harder tutorial (App Lab or Game Lab) for their bonus.
  • ELL: Code.org Hour of Code supports Spanish, French, Chinese, Arabic, and dozens of other languages. Show ELL students how to switch language in the Code.org settings before they start.