ALEX Resources

   View Standards     Standard(s): [DLIT] (6) 8 :

2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

[DLIT] (6) 11 :

5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (7) 7 :

1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

[DLIT] (7) 10 :

4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (8) 7 :

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 11 :

5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

This lesson introduces the process the class will use to design games for the remainder of the unit. The class walks through this process in a series of levels. As part of this lesson the class also briefly learns to use multi-frame animations in the Game Lab. At the end of the lesson, they have an opportunity to make improvements to the game to make it their own.

Note: You will need to create a free account on code.org before you can view this resource.

   View Standards     Standard(s): [DLIT] (6) 8 :

2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

[DLIT] (6) 11 :

5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (6) 27 :

21) Identify varying data structures/systems and methods of classification, including decimal and binary.

Examples: Difference between a bit and a byte, bit representation, pixels.

[DLIT] (7) 7 :

1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

[DLIT] (7) 10 :

4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (8) 7 :

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 11 :

5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

[DLIT] (8) 13 :

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

This lesson covers functions as a way to organize code, make it more readable, and remove repeated blocks of code. The class learns that higher level or more abstract steps make it easier to understand and reason about steps, then begins to create functions in Game Lab. At the end of the lesson, the class uses these skills to organize and add functionality to the final version of their side scroller game.

Note: You will need to create a free account on code.org before you can view this resource.

   View Standards     Standard(s): [DLIT] (6) 8 :

2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (7) 7 :

1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (8) 11 :

5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

This lesson explores the challenges of communicating how to draw with shapes and uses a tool that introduces how this problem is approached in the Game Lab. The class uses a Game Lab tool to interactively place shapes on Game Lab's 400 by 400 grid. Partners then take turns instructing each other how to draw a hidden image using this tool, accounting for many of the challenges of programming in Game Lab.

Note: You will need to create a free account on code.org before you can view this resource.

   View Standards     Standard(s): [DLIT] (6) 8 :

2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (7) 7 :

1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (8) 7 :

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 9 :

3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 11 :

5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

The class is introduced to the Game Lab, the programming environment for this unit, and begins to use it to position shapes on the screen. The lesson covers the basics of sequencing and debugging, as well as a few simple commands. At the end of the lesson, the class creates an online version of the image they designed in the previous lesson.

Note: You will need to create a free account on code.org before you can view this resource.

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 8 :

2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (7) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 8 :

2) Explain how abstraction is used in a given function.

Example: Examine a set of block-based code and explain how abstraction was used.

[DLIT] (8) 9 :

3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

This lesson extends the drawing skills to include width and height and introduces the concept of random number generation. The class learns to draw with versions of the ellipse() and rect() that include width and height parameters and to use the background() block to fill the screen with color. At the end of the progression, the class is introduced to the randomNumber() block and uses the new blocks to draw a randomized rainbow snake.

Note: You will need to create a free account on code.org before you can view this resource.