Little Bits Coding Phase I Curriculum
Little Bits Coding Phase I Curriculum

1 learners earned this badge

Core coding concepts students will encounter in the inventions, and how they relate to the real world are main objectives of these lessons. The five tutorial groups are how to’s in: Inputs and Outputs: Control images, sound, and motion Loops: Make animated images Logic: Add choices to a game Variables: Create and use image, number, and coordinates variables Functions: Make custom blocks to level-up a game


Northside Afterschool Enrichment Programs

Evidence: Video

Badge Type: skill

Expected Duration: 6 weeks


  1. [required] Ultimate Shootout: Build, construct, and code a score tracking game using your knowledge of loops, conditional logic, and variables to program a 2-player score tracker game.
  2. [required] Hot Potato of Doom: Put a new spin on a traditional game by using loops, conditional logic, and variables to create a new spin on the game of Hot Potato.
  3. [required] Rock Star Guitar: Build, construct, and code an easy to use instrument by designing a musical instrument that makes it easy for anyone, even for those who cannot read music, to play simple songs
  4. [required] Tug of War: Engineer and improve a dynamic 2 player game with functions by creating and remixing the Tug of War game to explore how functions are used to structure code.
  • Hopscotch Coding

    Student will learn to create a set of instructions (code) that sets a design in motion, incorporates sound, continuously loops, incorporates a pause button, and sets invisibility blocks.

  • Comic Con

    Students manage time well. Script is completed at the end of day 3 and comic panel with corresponding art is completed at the end of day 4. Students make connections between literature and art. This is evident in the Cedric the Dragon Slayer Discussion and their script and comic panel. Their comic panel is not random, it tells a story. There are not any purposeful grammatical errors on the final comic panel. Students communicate (orally/ written) each of their superhero powers/ weaknesses, gadgets, etc. Students manage their time and complete their own superhero and villain with a written description and art drawing Students critically reason and think about what they can do over the next 3 class meetings to contribute to their Comic Con event. This will be evident in a written submission Student submission must include two of the following: cultural appreciation, music, art, language other than English, and/or philosophy. Student manages time and completes their plan in the 3 class periods provided.

  • Culinary (Phase II) Calculating cost of a meal from a recipe

    Students will cook several recipes learning to calculate the cost of a meal after following a recipe

  • Special Effects Badge

    Students will learn about illusions created for movies, television, and other productions with by props, camerawork, computer graphics, make-up, audio, costumes, and lighting. Students will create a production that incorporates each.