After the Hour of Code

Students and teachers across the world participated in the Hour of Code last week, December 5 – 11.  This celebration of computer science, including 1-hour activities, promotes coding and shines light on possibilities for all participants, from the youngest of learners in kindergarten (and before!) through our soon-to-be-graduates!

In case the excitement has subsided following the Hour of Code at your school, there are plenty of ways to continue learning about code through the spring!

No devices or learners not quite ready to use computers or tablets?  Check out the unplugged activities below.

Unplugged Activities

  • Algorithm Activities: An algorithm is a series, or list, of steps used to solve a problem or complete a task.  Unplugged algorithm activities may include scripting directions to create an image, move a friend, or complete a real-life activity.
  • Binary Activities: Binary is a system with only two options.  Unplugged binary activities may include creating images or making bracelets.
  • Computational Thinking Activities: Computational Thinking is a way of solving problems.  Unplugged computational thinking activities may include ways for learners to practice decomposition, pattern matching, abstraction, and algorithms.
  • More unplugged activities can be found on the website here:

Have devices and your learners are ready to jump in with block-based or text-based coding?  Check out the tutorials and lesson plans below.

Tutorials and Lesson Plans

How are you extending the passion for computer science beyond the Hour of Code?

Within Article I: The New Digital Learning Environment of the Visioning Document, we recognize:

1.a The technologies that make this new digital world possible must be viewed as opportunities and tools that can help us in educating and socializing the young both in and outside of school.

Consider how students are learning how to code AND coding to learn.


Do your students have access to and regularly use digital technologies as tools for learning as an integral part of in and out of school learning?



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