TEACHER ONLY · STANDALONE · 12 CHILDREN
Look. Test. Fix. Test again.
A standalone debugging lesson for ages 5–7, 12 children, 60 minutes. No earlier lesson or saved creation is required. A bug means instructions do something different from our chosen plan. It is a normal part of making things. These plans are Pip’s chosen plans; another order may be a good plan for a different party.
| 0–8 min | Meet Pip. Act out the socks-and-shoes and clap-and-wave debugging games. Compare a chosen plan with what the instructions actually do, then show the whole opening-night map. |
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| 8–16 min | Lights: plan ON–OFF–ON–OFF; program ON–OFF–OFF–OFF. Children raise/lower hands as instructions execute. Predict, stop at the first difference, compare that action with the plan. Change step 3 to ON, then run the whole program again. Notice both programs end OFF; the final state alone cannot prove a match. |
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| 16–24 min | Path: plan gold dot–purple stripe–green leaf–gold dot; program gold dot–green leaf–purple stripe–gold dot. Point to the first difference after a test. Exchange steps 2 and 3 using the move arrows, then rerun. If children replace one tile first, test that partial repair before changing the next. |
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| 24–33 min | Dance: plan clap–wave–stamp–wave; program clap–wave–wave–wave. Everyone follows the current program, even when it differs. Change step 3 and test again. Explain evidence: “At step 3, we waved. Our plan said stamp.” |
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| 33–50 min | Each child makes a four-step opening-night repair card. Choose a supplied challenge or draw a new four-step plan. Place a program below with one changed step (or swap two different neighbors). Partner predicts and executes it without spoken corrections, records the observed steps, finds the first difference, repairs and retests all four steps. Swap roles so each child takes home a tested card. Enter selected examples on screen. |
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| 50–55 min | Show 2–3 repair stories. Explain intended behavior, observed behavior, change and retest. Keep the original program on paper so the fix remains visible. |
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| 55–60 min | Use the two closing discussion pages. Explain how to check a fix, then invent a daily-life repair story. |
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Prepare
Open the two-page A4 landscape kit ↗. One two-page kit per child. Prepare pencils, reusable adhesive and precut cards. Page 2 supplies two complete challenges, lights and dance, with matching cutout cards. Page 1 records the plan, original program, fix and retest. Draw extra pictures for original designs. No real electrical equipment is needed.
Support and extension
Support: choose the lights challenge, cover all but the corresponding plan/program step and offer ON/OFF cards. Extension: swap two neighboring distinct steps; fix one, test, then fix the other. Discuss why a correct final lamp state is insufficient. Keep the single focus on debugging; no new loops or conditions.
Screen operation
Run before editing the supplied challenges. Stop at the first difference, give one explanation, then unlock editing. After a fix, test from the beginning. Select a program step and a replacement card, or use move arrows. Reset challenge restores its supplied program. In Your repair, select a task, edit My plan or My program, and test. Changing either clears previous evidence. Run uses a frozen snapshot; navigation and edits lock until completion or Stop. Classroom pacing holds each instruction; reduced motion preserves these teaching pauses. Save requires a matching completed run and a name. Export/import preserves a local gallery of tested repairs; imported records must be retested on this device.
Sound effects default on after interaction. Pip’s greeting uses the existing recording; lesson instructions are teacher-led. Keyboard controls and symbols accompany colors.
