On the fourth planet, the "Automaton Planet," children learn how automata can be represented by states and state transitions and have the opportunity to represent the automata they use in their daily lives. Commands, sequences, and algorithms also find application on "Planet Rhythmo," where children can compose their own music, which can then be performed as a drum using their bodies. On the "Dancing Planet" and the "Branching Planet", children get to know small robots, the Ozobots, and learn how to make them dance and navigate through branching paths using drawn lines and various colours. Finally, the children return with the Heckis and tell the Heckis who stayed behind about their journey, reviewing all the planets they visited.

The course content aligns with the topics suggested by the GI and the competencies expected to be achieved by the end of second grade, such as "Information and Data" (Planet Crypto), "Algorithms" (Home Planet, Crazy Planet, Planet Rhythmo, Branching Planet), and "Languages and Automata" (Automaton Planet), "Computer Systems" (Automaton Planet, Dancing or Branching Planet). The topic "Computer Science, Human and Society" is emphasized throughout all course sessions (i.e., planets) by teaching children to connect theoretical concepts with their surroundings and everyday lives, such as sequences in music or automata on their way to school. The course is conducted unplugged except for the use of Ozobots, which are only used to support the embodied approach.

The Planet of Internet

After the "Planets of Computer Science" course, third and fourth graders can take the "Planet of Internet" course. In two double sessions, the children learn how the Internet is structured as a network of networks, how websites are accessed, and how messages can be sent over the Internet. The course uses games to illustrate how it works. As an introduction, a variation of "Telephone" is played. All children receive a Dobble card with six different symbols, and only children with a specific symbol are used as connection points between the sender and receiver of the "Telephone" message. The following network game allows the children to form a network, with the course leader guiding them with leading questions, so messages can be transmitted. The children independently develop ideas corresponding to addresses or routers. Finally, in the Internet connection game, the children embody individual elements of the Internet, such as the provider or the router, after the game has been explained using cardboard figures. The materials for this course are available as Open Educational Resources (OER).

The children are intended to gain insights into various subject areas of computer science. The content areas are listed below:

• Information and Data
• Algorithms
• Languages and Automata
• Computer Science Systems
• Computer Science, Human, and Society

Competency foci are derived from these content areas and are distributed as follows:

• Encoding and decoding messages
• Execution of simple algorithms, as well as the development and description of these using everyday language
• Understanding the autonomy of automatons, their states, their rule-based transitions, and their identification in everyday life
• Realization that computer science systems are designed by humans
• Awareness of the influence of computer science on daily life

The course gradually transitions to applying the concepts and processes learned in the game in the Scratch programming environment and the "open-hardware" platform Arduino. In the final module of the course, children use Open Roberta Lab, an interactive robot simulation, to solve problems independently with an easily learned block-based programming language. The course manual for this course can be found in Leifheit (2020, pp. 118-367).

The course aims to provide children with an initial insight into the questions, methodologies, and systematic problem-solving strategies of computer science. The use of game-based and problem-oriented learning methods is intended to promote motivation and problem-solving skills. Linking individual course sessions to challenges from mathematics, natural sciences, technology, and art is also intended to provide a glimpse into the diverse applicability of the conveyed informatics skills.

Theoretical Knowledge:

• Understanding simple algorithmic structures
• Developing fundamental programming concepts such as sequences, loops, conditional branches
• Familiarity with typical programming issues

Practical Skills:

• Strategies for systematic problem-solving
• Designing simple algorithms
• Applying informatics concepts in programming, e.g., creating games, simulations, or hardware.
• Information and Data

The course follows the educational approach of the EIS principle (Bruner, 2009), where a specific concept is first introduced enactively (unplugged) using metaphors, then the children use the concept iconically with the help of program blocks, and finally apply it symbolically in text-based programming. For example, the metaphors include a box for the concept of a variable. The box can be labelled with a name (variable name), and this name acts as a placeholder for the content (variable value). Assigning a variable corresponds to adding a piece of paper with a printed number to the box. For each concept introduced in this way, there are two tasks for the children. First, they solve a task that requires a specific solution path and the planned use of the new concept, followed by a task where the children can creatively apply the concept and create their own images. At the end of the course, the children program a computer game. The  first online version of the course is available as OER.

The course is designed to give children an initial insight into programming and its applications. By gradually expanding their programming knowledge, the course aims to highlight and strengthen the connection between human creativity and computer-assisted processing power through a variety of programming tasks. The use of graphical programming results playfully enhances the children’s motivation and their structured problem-solving abilities.

Theoretical Knowledge:

• Understanding simple algorithmic structures
• Developing fundamental programming concepts such as sequences, simple and nested loops, conditional statements, logical operators, and functions
• Knowledge of the range of applications for computer-assisted problem-solving

Practical Skills:

• Design of simple programs and algorithms
• Strategies for creative, computer-assisted problem-solving
• Familiarity with text-based programming languages