ALEX Classroom Resource

  

Computer Science Fundamentals Unit 2 Course A Lesson 9: Happy Loops (2018)

  Classroom Resource Information  

Title:

 Computer Science Fundamentals Unit 2 Course A Lesson 9: Happy Loops (2018)

URL:

 https://curriculum.code.org/csf-18/coursea/9/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

This activity revisits concepts from Happy Maps (CSF Unit 2 Lesson 5). This time, students will be solving bigger, longer puzzles with their code, leading them to see the utility in structures that let them write longer code in an easier way.

This lesson serves as an introduction to loops. Loops allow for students to simplify their code by grouping commands that need to be repeated. Students will develop critical thinking skills by noticing repetition in movements of their classmates and determining how many times to repeat commands. By seeing "Happy Maps" again, students will get the chance to relate old concepts such as sequencing to the new concept of repeat loops.

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

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will alert an adult when a computing problem is recognized.
Knowledge:
Students know:
  • to contact an adult when a computing issue arises.
Skills:
Students are able to:
  • alert an adult when a computing issue arises.
Understanding:
Students understand that:
  • it is best to alert an adult when a computing issue arises.
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will identify the order of events related to a specific task.
Teacher Vocabulary:
  • sequence
Knowledge:
Students know:
  • certain tasks require a specific sequence.
Skills:
Students are able to:
  • tell the order of events for specific task.
  • identify what comes next for specific tasks.
  • identify a step that is not in the correct order.
Understanding:
Students understand that:
  • the order of events is important.
  • events are made up of several different steps.
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
13) Use a design process in a guided setting to create an artifact or solve a problem.

Example: Problem - understanding locations on the school campus. Solution - draw paper or digital maps of the school.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will find and present solutions to problems.
  • will use different ways to find solutions.
  • will test possible solutions.
    Teacher Vocabulary:
    • define
    • strategy
    • visualize
    • perspective
    • pattern
    • cause
    • effect
    Knowledge:
    Students know:
    • solving a problem starts with finding and understanding the problem.
    • there can be more than one idea for a solution.
    • some ideas may or may not work.
    Skills:
    Students are able to:
    • find and define problems in a given context or scenerio such as story, video, in the classroom or school when given support and guidance from an adult.
    • use multiple strategies to find solutions to a problem when given support and guidance from an adult, such as visualizing, changing perspectives, finding patterns, stating cause and effect.
    Understanding:
    Students understand that:
    • they can solve problems in their home, classroom, and school.
    • there is more than one way to think through a solution to a problem.
    Tags: debug, loops, patterns, problem solving, programming, repeat, unplugged
    License Type: Custom Permission Type
    See Terms: https://code.org/tos
    For full descriptions of license types and a guide to usage, visit :
    https://creativecommons.org/licenses
    Accessibility
    Comments
      This resource provided by:  
    Author: Aimee Bates
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