ALEX Resources

   View Standards     Standard(s): [DLIT] (4) 6 :

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

[DLIT] (4) 8 :

2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

[DLIT] (4) 10 :

4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

[DLIT] (4) 13 :

7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[DLIT] (4) 27 :

21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

[DLIT] (5) 6 :

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

[DLIT] (5) 8 :

2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 12 :

6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

[DLIT] (5) 14 :

8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

Examples: Set initial value of a variable, updating variables.

[DLIT] (5) 34 :

28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

[DLIT] (6) 6 :

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

[DLIT] (6) 14 :

8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (7) 6 :

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

[DLIT] (7) 13 :

7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (8) 6 :

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

[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) 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.

[DLIT] (8) 35 :

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

In Game Design, students learn basic video game coding concepts by making different types of games, including racing, platform, launching, and more! 

Game Design is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons”, which are mini-coding challenges that build on top of the core project.

Be sure to review the Materials tab for the lesson plan, starter guide, and more.

Users will need a Google account to use 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) 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) 12 :

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

[DLIT] (6) 14 :

8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

[DLIT] (6) 36 :

30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 6 :

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

[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) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 13 :

7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (7) 33 :

27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

[DLIT] (8) 6 :

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

[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) 10 :

4) Create a function to simplify a task.

Example: 3⁸ = 3*3*3*3*3*3*3*3; =(Average) used in a spreadsheet to average a given list of grades.

[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.

[DLIT] (8) 35 :

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Students take what they've learned through Unit 6 Chapter 1 and develop an app of their own design that uses the circuit board to output information.

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) 9 :

3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

[DLIT] (6) 14 :

8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

[DLIT] (6) 36 :

30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 6 :

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

[DLIT] (7) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[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] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 33 :

27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 6 :

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

[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) 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.

[DLIT] (8) 29 :

23) Design a digital artifact to propose a solution for a content-related problem.

Example: Create a presentation outlining how to create a cost-efficient method to melt snow on roads during the winter.

[DLIT] (8) 35 :

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Students, working with a partner or team will brainstorm physical devices they wish to prototype. Students have the option to design a new creation or recreate a device they have found in the "real world". Students will complete a planning guide to determine the resources (physical and digital) they will need to create their prototype. Students will design a user interface (typically an app or circuit board) that may control some output device (like a circuit board). It will be necessary for students to develop pseudocode or algorithms to aid in the coding process. Students will need to complete the problem-solving process during this lesson plan which will include testing a revising the prototype.

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] (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) 9 :

3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

[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) 12 :

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

[DLIT] (7) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[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] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[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) 10 :

4) Create a function to simplify a task.

Example: 3⁸ = 3*3*3*3*3*3*3*3; =(Average) used in a spreadsheet to average a given list of grades.

[DLIT] (8) 11 :

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

[DLIT] (8) 12 :

6) Describe how algorithmic processes and automation increase efficiency.

[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.

After a brief review of how the counter pattern is used to move sprites, the class is introduced to the properties that set velocity and rotation speed directly. As they use these new properties in different ways, they build up the skills they need to create a basic 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) 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) 9 :

3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

[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) 12 :

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

[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] (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) 10 :

4) Create a function to simplify a task.

Example: 3⁸ = 3*3*3*3*3*3*3*3; =(Average) used in a spreadsheet to average a given list of grades.

In order to create more interesting and detailed images, the class is introduced to the sprite object. Every sprite can be assigned an image to show, and sprites also keep track of multiple values about themselves, which will prove useful when making animations. At the end of the lesson, everyone creates a scene using sprites.

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.