Day 1

Session 2: Model Unplugged Lesson

40 minutes

lesson exploration | lesson role play


Teachers experience their first unplugged lesson.


  • have experienced an unplugged lesson introducing key CS concepts
  • have had space to start thinking about how activities like this could work with students.

Supplies & Prep


Choose your Model Lesson (Before Session)

Introduce Model Lessons (5 minutes)

Run Model Lesson (30 minutes)

Reflection (5 minutes)

Facilitation Guide

Choose your Model Lesson (Before Session)

Workshop Type Model Lessons Materials
K-5 Workshops Unplugged: D.1 - Graph paper programming
Plugged: D.2 - Introduction to online puzzles
D.1 - Paper, pencils/pens, resource docs from lesson
Unplugged: B.4 - My Robotic Friends Jr.
Plugged: B.5 - Programming with Scrat
B.6 - Paper, pencils/pens, (cups/paper trapezoids), resource docs from lesson
Grade-Banded Workshops K - 1 Unplugged: A.5 - Happy Maps
Plugged: A.6 - Programming with Angry Birds
A.5 - pencils/pens, resource docs from lesson
2 - 3 Unplugged: C.4 - Paper Planes
Plugged: C.5 - Collecting Treasure with Laurel
C.4 - Extra paper, pencils/pens, resource docs from lesson
4 - 5 Unplugged: E.1 - My Robotic Friends
Plugged: E.2 - Coding with Comments
E.1 - Paper, pencils/pens, (cups/paper trapezoids), resource docs from lesson

Introduce Model Lessons (5 minutes)

Teaching Tip

This overview is intended to frame all lesson exploration activities for the day. This includes both sessions where facilitators are running lessons and sessions where teachers are planning and testing lessons.

(5 minutes) Introduce Model Lessons

(2 minutes) Overview

Provide a brief overview of lesson exploration activities that will happen throughout the day


  • Setting up model lessons


I am going to model two lessons for you -- one unplugged and one plugged. During these model lessons, there will be some role playing. I will go into “teacher mode” and treat the lessons as though we were in the classroom. I’ll be working to model the teaching practices and approach to teaching these lessons, while giving you an opportunity to experience the lesson activities first hand. As much as possible, I ask that you try to put yourself in the role of ‘learner’. I know it’s hard to cast off your ‘teacher hat’ and to approach activities as just a learner, but i encourage you to try! If you have a teacher question during the model lesson, I encourage you to either reframe the question to be something a student might ask or write it down on a post it to come back to at the end of the lesson. These activities are more engaging, and you’ll get a better sense of how they can work in your classroom if you have space to actually experience them as learners.



We want to show you what the lessons are and how to use them. We want to give you space to practice using the materials so you’re prepared to go back to your students and start teaching lessons!

(3 minutes) Group norming for lessons

Given what you know about lesson exploration, are there any additional norms that you would like to add into this session?

Run Model Lesson (30 minutes)

Run the unplugged lesson that fits into the lesson progression you selected before the workshop (see table above for a reminder of lessons and links to all lesson plans).

In these model lessons, emphasize the teaching practices that we want teachers to use in their own classroom, as outlined in the "Pedagogical Approach to our Values" section in the Curriculum Guide. Specifically:

  • Discovery and Inquiry. Consider how you might respond to learner questions or how you might structure your own instruction in the model lesson to emphasis opportunities for learners to discover ideas or concepts for themselves.
  • Role of the Teacher. Consider how you might emphasis this value to demonstrate that the teacher is an active part of delivering lessons.

Reflection (5 minutes)

Teaching Tip

During the think-pair-share reflection, you should be:

  • Actively observing (Physically positioning yourself so you can listen to conversations
  • Collecting information to inform later activities (discussions, sense making wrap ups, etc)
  • Where necessary, facilitating table discussions by asking leading questions to help participants advance their conversation of the prompts

(5 minutes) Reflection

Prompt: What would you would need to do to make a lesson like this one work for the students in your own classroom or context?

(30 seconds) Think

(3.5 minutes) Table Talk