ALEX Classroom Resources

   View Standards     Standard(s): [DLIT] (3) 7 :

1) Use numbers or letters to represent information in another form.

Examples: Secret codes/encryption, Roman numerals, or abbreviations.

[DLIT] (5) 7 :

1) Construct a complex system of numbers or letters to represent information.

Example: Student-created complex secret codes using more than one form to solve a problem or answer a question.

[DLIT] (8) 28 :

22) Encrypt and decrypt various data.

Example: Create and decipher a message sent in a secret code.

Make a coded message called a scytale message to send to a friend. This activity from Zoom focuses on your ability to follow directions and requires a cylinder. This learning activity can be used during a lesson on encryption.

   View Standards     Standard(s): [DLIT] (5) 7 :

1) Construct a complex system of numbers or letters to represent information.

Example: Student-created complex secret codes using more than one form to solve a problem or answer a question.

[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) 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.

In this lesson, students will take control of the Artist to complete drawings on the screen. This Artist stage will allow students to create images of increasing complexity using new blocks like move forward by 100 pixels and turn right by 90 degrees.

Building off of the students' previous experience with sequencing, this lesson will work to inspire more creativity with coding. The purpose of this lesson is to solidify knowledge of sequencing by introducing new blocks and goals. In this case, students learn more about pixels and angles using the new blocks, while still practicing their sequencing skills. Also, students will be able to visualize new goals such as coding the Artist to draw a square.

Students will be able to:
- create a program to complete an image using sequential steps.
- break complex shapes into simple parts.

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

   View Standards     Standard(s): [DLIT] (5) 7 :

1) Construct a complex system of numbers or letters to represent information.

Example: Student-created complex secret codes using more than one form to solve a problem or answer a question.

[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) 11 :

5) Develop and recommend solutions to a given problem and explain the process to an audience.

[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.

Building on the initial "My Robotic Friends" activity, students learn to use loops when programming their robots in order to build bigger structures more efficiently.

This lesson serves as a reintroduction to loops, using the now-familiar set of "robot" programming instructions. Students will develop critical thinking skills by looking for patterns of repetition in the movements of classmates and determining how to simplify those repeated patterns using loops.

Students will be able to:
- identify repeated patterns in code that could be replaced with a loop.
- write instructions that use loops to repeat patterns.

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