Tina Williams
Computer Science, Finance, Management, Marketing, Educational Technology, Elementary Education, Measurement and Data, Numbers and Operations, Economics
Material Type:
Activity/Lab, Assessment, Lesson Plan, Simulation, Unit of Study
Upper Primary
  • Digital Age Pedagogy
  • NE Blended
  • Nebraska Department of Education
    Creative Commons Attribution Non-Commercial Share Alike
    Media Formats:

    Education Standards

    Blended Best Practices: Teaching Logic with Coding (3-5)


    This resource was created by Brandon Horst in collaboration with Tina Williams as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Upper Primary Integrated Technology (3-5).

    Unit Plan


    BlendEd Learning Best Practices

    Unit Template


    Unit Title: Teaching Logic with Coding

    Duration of Unit: 5 weeks (2 - 30 minute sessions per week)

    Unit Author: Brandon Horst

    BlendEd Coach: Tina Williams


    Content Area Skills:

    Math, Social Studies, Fine Arts, Language Arts

    MA 3.2.3, MA 3.4.2, SS 3.2.3, FA 5.1.2.d,

    LA 4.4.2, LA 4.4.2.a, LA 4.4.2.b

    Digital Age Skills:

    ISTE 2 - Digital Citizen

    ISTE 5 - Computational Thinker

    ISTE 6 - Creative Communicator


    Overview of Unit: In this unit students will expand their use and understanding of programming through blockly coding. Students will be using logic to help with the buying and selling of goods in a digital world. It is designed to build on and enhance prior knowledge. Students will create a learning artifact to showcase their understanding of using logic.

    Empower Learners

    Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning.
    Learning Objectives
    Content Area Skills: For Standards, please include # and description (add or delete rows as needed)Student Friendly Learning Objectives:
    MA 3.2.3 Applications: Students will solve real-world problems involving equations with whole numbersI can create code using real numbers.
    MA 3.4.2 Analysis & Applications: Students will analyze data to address the situation.I can create code to complete a specific task.
    SS 3.2.3 Explain that markets are places where buyers and sellers exchange goods and services.I can use code to exchange goods in an online setting.
    FA 5.1.2.d Share and/or distribute media artsthrough a specific and/or variety of contexts(e.g., physical, virtual channels, venues,spaces, mass audiences, participants).I can share my work for others to see.
    LA 4.4.2 Digital Citizenship: Students will practice the norms of appropriate and responsible technology use.LA 4.4.2.a Practice safe and ethical behaviors when communicating and interacting with others digitally (e.g., safe information to share, appropriate language use, utilize appropriate sites and materials, respect diverse perspectives).LA 4.4.2.b Use appropriate digital tools (e.g., social media, online collaborative tools,apps) to communicate with others for conveying information, gatheringopinions, and solving problems.I can use appropriate digital tools to complete projects.I can use digital tools safely and responsibly.
    CSTA Standards (District Use) 
    1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate.I can compare code to choose the best code for my situation.
    1B-AP-10 Create programs that include sequences, events, loops, and conditionals.I can create code that works only when I need it to.
    1B-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.I can add or modify existing code to change what happens.
    1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.I can edit code to change what I want to happen.
    ISTE Standards 
    2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.I can use technology safely and responsibly.
    5.a. Students formulate problem definitions suited for technology- assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.I can examine coding and work through errors.
    5.d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.I can create code to make things happen on their own.
    6.b. Students create original works or responsibly repurpose or remix digital resources into new creations.

    I can show my work using a computer.


    Empower Learner Activity
    Detailed DescriptionThe students will use Script Academy’s Coding Town ( to create and modify code as they explore a virtual world.  The end code will allow them to purchase commodities from traders and in turn run businesses that sell products made from the commodities (i.e. purchasing lemons from a lemon trader that allows them to make and sell lemonade at their lemonade stands). The emphasis here is to create code that regulates/automates the buying of commodities only when they are needed.  ***I want the students to read the blockly programming and be able to explain what it means.***Additionally, the profits from their business allows students to have currency to free-build in a world similar to Minecraft where they can use their creativity to expand at their own levels and build based on their own interests.  The same self-assessment will be used for pre and post assessment.

    Link to Empower Learner Activity - Student self assessment via Google Forms (Shared in my classroom directly from Google Classroom and tied to their email addresses).


    Knowledge Application

    The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know.
    Artifact Profile
    Title of the Artifact: Using Logic for Life
    Detailed Description: As students progress further into the digital world they are interacting with, they need to monitor the market to ensure they have sufficient resources to build on their own. All students will submit a screenshot of their fully automated stock market at the end to show completion of the learning goal.To go even further, the bottom row of the choice board is designed to allow students to showcase their learning digitally with the emphasis being placed on them explaining their understanding of logic and the skills they have been using to run Coding Town efficiently.

    Content Area Skills Addressed:

    MA 3.2.3,  MA 3.4.2, SS 3.2.3, FA 5.1.2

    LA 4.4.2

    Digital Age Skills Addressed:

    Computational Thinker

    Creative Communicator

    Link to Rubric: 

    Logic Rubric


    Knowledge Deepening

    During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills.
    Task 1: Introduction and Review
    Description:  Students will review blockly coding using a Self-Assessment and warm-up by choosing some independent hour of code activities.

    Must Do’s:


    May Do’s:

    Any of the top row of the choice board.



    Coding Choice Board


    Task 2:
    Description:  Students work through Coding town to the end goal of being able to automate buyers to buy commodities for them to increase the amount of resources they have available.

    Must Do’s:

    Complete trading of all commodities to unlock and automate the stock market.-Submit a screenshot of a fully automated stock market.

    May Do’s:

    Use currency to free build in their own worlds.-Program helpers to automate any task they can program.


    Coding Choice Board

    Coding Town Website

    Google Classroom


    Task 3:
    Description:  Students demonstrate their understanding of logic by creating a digital artifact showing their understanding.

    Must Do’s:

    Participate in class/online discussion and comment digitally on other student’s work.

    May Do’s:

    Any activity from the bottom row of the choice board.-Creatively express their learning through another means not on the choice board.


    Coding Choice Board


    Direct Instruction

    Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning.
    Learning Path
    Day #DescriptionBlendEd ModelResources
    1Introduction and Class discussion about coding, programmingStudents complete self-assessment via Google FormsWhole GroupSelf-Assessment
    1-2Use top level choices from the choice board to warm up and refresh understanding of blockly programming.FlexChoice Board
    3-9Use Coding Town to begin to explore programming in a virtual environment along with gaining the knowledge to automate the buying and selling of goods/services.Knowledge Deepening Online PracticeCoding Town Website
    10+Students submit a screenshot of their stock market and choose one of the bottom row activities to demonstrate their understanding of logic.Flex, Assessment TicketChoice Board



    The goal of this unit is to build on prior knowledge of blockly programming and focus on using logic for programming. Upon the completion of the unit I would like students to be able to explain how logic can help us and how they were able to use it during this unit. Students will complete a pre-assessment before we begin.  

    • Students will warm up with any/all of the activities on the top row of the choice board.


    • Throughout the entire unit, students are encouraged to collaborate with classmates, teachers, and anyone else who can provide assistance or inspiration.
    • Once they are comfortable and refreshed on blockly programming, we will spend the majority of the unit on Coding Town. Students will interact in a virtual world similar to Minecraft where they will learn how to buy commodities from traders, program helpers to buy those commodities as needed (using logic) and then build stands to sell their products to the community.
    • The money they make from their stands can be used to buy more commodities and eventually they can gain enough wealth to “free build” anything from houses to boats and other structures.
    • For example, a helper can buy lemons that can be made into lemonade and sold at a lemonade stand.  The students will write code that tells the helpers when to buy commodities to keep an adequate supply on hand. If there are no commodities available, they cannot sell goods.
    • As students progress through Coding Town, they will research new products that will allow them to progress to a fully unlocked stock market where a single buyer can be programmed to buy/sell commodities as needed. The end goal is to keep enough of a supply on hand to furnish products for the stands, and program buyers to automatically buy commodities when their stock runs low.
    • Once they have enough resources they can “free build” and build nearly anything they want within their world.
    • The student artifact to prove completion of a fully automated stock market will be a screenshot of the code for a fully automated helper to buy the commodities. The screenshot will be submitted via Google Classroom for their completion of the coding assignment.


    • To further demonstrate knowledge, students will complete one of the activities from the bottom row of the choice board to demonstrate their understanding of how to use logic.
      • All choices on the bottom row allow for interaction and commenting between peers.
      • They will be required to leave feedback for a minimum of three of their classmates.