Preschool Computational Thinking

Sim Says…

Summary

This activity involves playing a game similar to “Simon Says”. Children will follow a set of instructions (algorithms) involving loops using number cards and either arrow cards or move cards. Children will take a number of steps in a particular direction (e.g., 2 left steps) or complete a number of moves (e.g., 3 stomps). The loops make it easier for children to remember the instructions. Children will practice numeral recognition and counting while learning to follow a sequence of instructions with loops.

Activity Steps

Game Play #1 - Number Cards + Direction (Arrow) Cards:

Explain and define algorithms.

Algorithms involve laying out a step-by-step plan or procedure to meet an end goal or to solve a problem.

Introduce Robot X, holding up the toy robot and explain:

Today we are going to play a game where we will think like Robot X. Robot X can only move when given directions, and can only understand certain directions. So when we move in this game, we will follow the directions like Robot X.

Introduce the game and invite children to stand facing you (but spread out like they would when dancing):

Let’s practice thinking and moving like Robot X; we will practice following the directions Robot X can understand.

Review the arrow cards. Invite children to model moving in each direction.

Let’s see what directions are on the cards. Remember, these are the directions that Robot X follows, so we will do the same.
Which arrow is this? Show each card one at a time (forward, backward, right, left).
Let’s take a step in that direction.

Repeat this a few times with each direction to practice and become familiar with the moves. [NOTE: remember to explain to children that movement should occur in a shuffling manner, like a robot, instead of turning the body in that particular direction. So for backwards, simply take a step back instead of turning around. For left, just take a step to the left.]

Explain that they should do what the card says to do after saying the words “Sim says… .”

Provide an example.

Let’s try one all together. Sim says… and then raise the command cards (e.g., number 3 with forward arrow). Then model by taking two steps forward. Explain:
The directions are “2 forward” [point to the 2 and then the direction visual on the card], so we stepped forward [point that direction] three times.
These directions make it easier for Robot X to understand. We said 3 forward instead of “forward, forward, forward” – that might be hard for Robot X to remember.

[NOTE: The benefit or efficiency of loops in the instructions become more apparent with larger numbers.]

Provide a second example.

Let’s try one more all together. Say “Sim says…” and then raise the command cards (e.g., number 4 with backward arrow). Then model by taking four steps backwards.
Explain: The directions are “4 backward” [point to the 4 and then the direction visual on the card], so we stepped backward [point that direction] four times.
These directions make it easier for Robot X to understand. We said, 4 backward instead of “backward, backward, backward, backward” – that might be hard for Robot X to remember.

Continue to give directions, saying “Sim says…” and presenting the number card and arrow card. You may gradually increase the difficulty of the directions.

Game Play #2 - Number Cards + Action Cards:

Instead of playing with arrow cards, you can also play with action cards (clap, stomp, jump).

For example: Let’s try a round together. Sim says… and then raise the command cards (e.g., stomp card with number 3). Then model by stomping 3 times.

Explain: We saw the number 3 and the stomp card [point to the 3 and then the stomp visual on the card], so we stomped three times.

In this activity, children will engage in:

Computational Thinking

Understand that sometimes the same instruction/action needs to be or can be repeated a number of times i.e., done over again a certain number of times (looping)
Follow a sequence of instructions; (enacting one instruction/action after the next in an ordered set of instructions/actions)

Mathematics

Understand quantity and the name associated with that quantity

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