Coding Chatbots

Learning Python Through Programming a Chatbot

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REAL-WORLD COMPUTER PROGRAMMING FOR KIDS

Coding Chatbots paves the way for students to learn text-based code through the programming language of Python. 

Python is a general-purpose, versatile and popular programming language. Through learning Python, students become one step closer to gaining the confidence they need to enter the real world of programming where they will build websites, apps and games

ENTER THE REAL WORLD OF PROGRAMMING

python coding

LEARN HOW TO CODE IN PYTHON

Coding Chatbots introduces kids ages 13+ to the programming language of Python. Students will learn how to code a chatbot by playing the popular game Snowman, where they need to guess the correct letters in a secret word

create a chatbot

CREATE YOUR OWN CHATBOT

Chatbots have become increasingly popular in the last couple of years, with some predicting its success trumping that of mobile apps. Since kids are increasingly exposed to chatbots, learning how to build chatbots can help kids develop problem-solving skills, as well as critical thinking and attend to real life issues

learn programming

OUTCOMES & EXPECTATIONS

The activity starts off with very simple tasks in order to gradually teach students different aspects of coding in python. Eventually students will be able to create a chatbot of their own!

CURRICULUM

CODING CONCEPTS

Conditionals, Variables, Loops, String Manipulation, Data Structures, Server-side programming, classes and conditional execution

COURSE STRUCTURE

70+ exercises

COURSE LENGTH

Classroom lessons plans: 16

STANDARDS ALIGNMENT

COMMON CORE STATE STANDARDS

technology teacher
coding teacher

UK COMPUTING PROGRAMMES

CSTA STANDARDS

LEARN NEW CODING CONCEPTS​

Through programming their own chatbot using Python, your students will learn the following computer programming concepts:

coding chatbots

What are you waiting for?

Start teaching your students Python and introduce them to one of the most used Computer Science Languages of the 21st century!

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Python Course

common core state standards

MATH.PRACTICE.MP1

Make sense of problems and persevere in solving them. Plans a solution pathway rather than simply jumping into a solution attempt.

MATH.PRACTICE.MP3

Construct viable arguments and critique others’ reasoning. Analyzes situations by breaking them into cases.

MATH.PRACTICE.MP4​

Model with Mathematics. Reflects on whether the results make sense.

MATH.PRACTICE.MP4

Model with Mathematics. Makes assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.

MATH.PRACTICE.MP4

Model with Mathematics. Improves the model to better serve its purpose.

MATH.PRACTICE.MP5

Use appropriate tools strategically. Uses technological tools to explore and deepen conceptual understanding.​

MATH.CONTENT.6.NS.C.5

Apply and extend previous understandings of numbers to the system of rational numbers. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

MATH.CONTENT.6.EE.B.6

Reason about and solve one-variable equations and inequalities. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.​

CCSS.ELA-LITERACY.RST.6-8.3

Key Ideas and Details. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CSTA K-12 Computer Science Standards

Level 1/K-3

Computational Thinking. Recognize that software is created to control computer operations.

Level 1/3-6

Computational Thinking: Make a list of sub-problems to consider while addressing a larger problem.

Level 1/K-3

Computing Practice and Programming: Construct a set of statements to be acted out to accomplish a simple task (e.g., turtle instructions).

LEVEL 1/K-3

ComputingPractice and Programming: Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.

LEVEL 1/3-6

Computing Practice and Programming: Use technology tools (e.g., multimedia and text authoring, presentation, web tools, digital cameras and scanners) for individual and collaborative writing, communication and publishing activities.

LEVEL 1/3-6

Computing Practice and Programming: Construct a program as a set of step-by-step instructions to be acted out (e.g., make peanut butter and jelly sandwich activity).

Level 2/6-9

Computational Thinking: Use the basic steps in algorithmic problem- solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing, evaluation).

LEVEL 2/6-9

Computational Thinking: Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).

LEVEL 2/6-9

Collaboration: Collaboratively design, develop, publish, and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum concepts.

Level 2/6-9

Collaboration.
Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

Level 2/6-9

Computing Practice and Programming: Design, develop, publish, and present products (e.g., webpages, mobile applications, animations) using technology resources that demonstrate and communicate curriculum concepts.

Level 2/6-9

Computing Practice and Programming: Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.

Level 2/6-9

Computing Practice and Programming: Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).

Level 2/6-9

Computers and Communication Devices: Use developmentally appropriate, accurate terminology when communicating about technology.

Level 3A/9-12

Computational Thinking: Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).

Level 3A/9-12

Computational Thinking Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.

Level 3A/9-12

Collaboration: Work in a team to design and develop a software artifact.

Level 3B/9-12

Collaboration.
Evaluate programs written by others for readability and usability.

Level 3B/9-12

Computational Thinking Compare and contrast simple data structures and their uses (e.g., arrays and lists).

National curriculum in England

Key stage 1

Create and debug simple programs.

Key stage 1

Use logical reasoning to predict the behavior of simple programs.

Key stage 2

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Key stage 2

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Key stage 2

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Key stage 2

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analyzing, evaluating and presenting data and information

KEY STAGE 3

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

Key stage 3

Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

Key stage 3

Use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions.

Key stage 3

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming;

Key stage 4

Understand how instructions are stored and executed within a computer system;

Key stage 4

Develop their capability, creativity and knowledge in computer science, digital media and information technology​

Key stage 4

Develop and apply their analytic, problem-solving, design, and computational thinking skills

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