ALEX Classroom Resources

   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).

[ELA2021] (6) 7 :

7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.

This is a lesson plan from Google Education's Applied Digital Skills. During this lesson, students will begin the process of understanding how to create an if/then pseudocode by writing an if/then adventure story.  As they complete the lesson, students will collaborate with other students in a document to create a story, create a slide presentation with a group and digitally share it with others, make decisions in groups effectively, and create an engaging, visually exciting interactive story. 

   View Standards     Standard(s): [DLIT] (5) 10 :

4) Create a simple pseudocode.

[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] (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.

Are you ready to code a computer program, but not sure where to start? Write pseudocode! Computer programmers often start projects by using everyday language to write out what they want to happen in their code--this is called pseudocode. Students will write their own pseudocode in this activity.

   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) 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) 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) 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) 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] (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.

The class plans and builds original games using the project guide from the previous two lessons. Working individually or in pairs, the class plans, develops, and gives feedback on the games. After incorporating the peer feedback, the class shares out the completed games.

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] (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.

This lesson introduces Boolean values and logic, as well as conditional statements. The class starts by playing a simple game of Stand Up, Sit Down in which the Boolean (true/false) statements describe personal properties (hair or eye color, clothing type, age, etc). The class then groups objects based on increasingly complex Boolean statements then looks at how conditionals can impact the flow of a program.

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) 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) 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) 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] (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.

The class continues to explore ways to use conditional statements to take user input. In addition to the simple keyDown() command learned yesterday, the class learns about several other keyboard input commands as well as ways to take mouse input.

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) 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) 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) 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) 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) 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) 23 :

17) Publish content to be available for external feedback.

[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.

In this cumulative project for Chapter 1, the class plans for and develops an interactive greeting card using all of the programming techniques they've learned to this point.

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