Computer Helpers: “Wait, Then Go!”

Materials Needed

• Three toy cars, blocks, or stuffed animals
• A timer or pretend timer
• Paper and crayons
• Three simple picture cards: Start, Wait, and Go
• Optional: a tablet or computer with an age-appropriate coding game

Learning Objectives

By the end of the lesson, the child will be able to:

• Put three picture instructions in the correct order.
• Explain that computers follow instructions one step at a time.
• Act out a simple “start, wait, go” sequence.
• Create a short set of instructions for a toy or pretend computer.

Success Criteria

Success looks like this:

• “First we start. Then we wait. Then we go.”
• The child follows a three-step direction with little help.
• The child can make or draw three instructions in order.

Introduction: A Curious Computer Helper

Hook: Hold up a toy car and say, “What if this car could listen to us? What should we tell it to do first?”

Explain in simple language:

“Computers are helpers. They follow instructions. An instruction tells something what to do. Sometimes a computer needs to wait before it does the next step.”

Tell the child:

“Today we will learn how to give instructions in the right order. We will make a tiny computer plan!”

Body: Learn and Practice

Part 1: I Do — Show the Steps

Place the picture cards in this order:

1. Start
2. Wait
3. Go

Say each step while acting it out:

• “First, I start the car.”
• “Next, I wait. I keep my hands still.”
• “Last, I go!”

Use a timer for a very short wait, such as two or three seconds. Say, “Waiting is part of the plan.”

Quick check: Ask, “What comes first? What do we do before we go?”

Part 2: We Do — Be the Computer

Invite the child to pretend to be a computer. Give the directions one at a time:

1. “Start by standing up.”
2. “Wait like a statue.”
3. “Go by taking three steps.”

Repeat with fun movements, such as:

• Start: clap once.
• Wait: freeze.
• Go: wiggle like a robot.

Switch roles. Let the child give the adult the instructions.

Think-and-share question: “What might happen if we go before the waiting step?”

Part 3: We Do — Fix the Mixed-Up Plan

Mix up the three picture cards. Work together to put them in order.

Use these questions:

• “Which card tells us to begin?”
• “Which card tells us to pause?”
• “Which card tells us to move?”

Celebrate careful thinking: “You checked the steps and put them in the right order!”

Part 4: You Do — Make a Toy Computer Plan

Let the child choose one activity:

• Make a toy car move to a block “garage.”
• Help a stuffed animal find a pretend snack.
• Make a person or toy walk to a colored paper circle.

Help the child create three instructions. For example:

1. “Start at the blue block.”
2. “Wait for two claps.”
3. “Go to the red block.”

The child may draw the instructions, arrange picture cards, or say them aloud. Let the child choose the format.

Adult feedback: Give specific praise:

“You gave the directions in order. You remembered to wait before going.”

Optional Movement Game: Robot, Robot, Freeze!

Play a simple listening game:

• When the adult says Start, the child walks.
• When the adult says Wait, the child freezes.
• When the adult says Go, the child walks again.

Change the leader so the child can give the commands.

Formative Assessment

During the lesson, observe whether the child can:

• Identify the meaning of start, wait, and go.
• Place the three cards in order.
• Follow a short sequence of directions.
• Explain what happens when steps are mixed up.

Ask:

• “What does an instruction do?”
• “Why might we wait?”
• “Can you tell me the three steps?”

Summative Assessment: Teach the Toy

Ask the child to teach a toy how to complete a simple task using three steps.

For example:

1. “Start beside the pillow.”
2. “Wait for three claps.”
3. “Go to the basket.”

The child meets the goal when they give or show the steps in order and include a short wait.

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only two steps at first: Start and Go.
• Use gestures and pictures with every direction.
• Keep the waiting time to one or two seconds.
• Repeat the same sequence several times.

For a Child Ready for More Challenge

• Add a fourth step, such as Turn or Stop.
• Let the child create a path with several blocks.
• Ask the child to find and fix a “mistake” in a pretend computer plan.
• Invite the child to draw instructions for another person to follow.

Flexible Learning Options

• Hands-on: Use toys and blocks.
• Digital: Use an age-appropriate sequencing or coding game.
• Verbal: Say the steps aloud and act them out.
• Art-based: Draw a three-picture instruction story.

Conclusion: Tell What We Learned

Gather the picture cards and review them together.

Say:

“Today we learned that computers follow instructions. Instructions go in an order. Sometimes the computer waits before it does the next step.”

Invite the child to complete these sentences:

• “First, we ______.”
• “Then, we ______.”
• “Last, we ______.”

End with the child giving one final command to the adult or toy: “Start, wait, go!”

Real-World Connection

Point out that people use steps every day: getting dressed, washing hands, making food, crossing safely, and using devices. Explain that clear steps help people and computer helpers know what to do.