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Computer Science Fundamentals Unit 3 Course B Lesson 5: Programming with Scrat (2018)

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Title:

 Computer Science Fundamentals Unit 3 Course B Lesson 5: Programming with Scrat (2018)

URL:

 https://curriculum.code.org/csf-18/courseb/5/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

Using characters from the Ice Age, students will develop sequential algorithms to move Scrat from one side of a maze to the acorn at the other side. To do this, they will stack code blocks together in a linear sequence, making them move straight, turn left, or turn right.

In this lesson, students will develop programming and debugging skills on a computer platform. The block-based format of these puzzles help students learn about sequence and concepts, without having to worry about perfecting syntax.

Students will be able to:

- Construct a program by reorganizing sequential movements.
- Build a computer program from a set of written instructions.
- Choose appropriate debugging practices when solving problems.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
2) Order events into a logical sequence or algorithm.

Examples: Unplugged coding activities, sequence of instruction.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will identify and put in order the sequence of events related to a task.
  • will determine when a part of a task is not in the correct order.
  • will observe a sequence of events to identify a problem.
Teacher Vocabulary:
  • sequence
  • tasks
Knowledge:
Students know:
  • sequence of events are important in certain tasks.
Skills:
Students are able to:
  • identify the correct sequence of events for a specific task.
  • identify a part of a task that is in the incorrect order.
  • identify a problem within a sequence of tasks.
Understanding:
Students understand that:
  • the sequence of events is important to complete a specific task.
  • if the task identified does not work the sequence may not be correct.
  • they can change the sequence of events to correct a task.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will use paper/pencil examples to determine the correct order of a task.
  • will understand that each piece of block code represents a single step or task.
  • will drag and drop pieces of block code to perform a task.
  • will use block code to operate simple robotic devices.
Knowledge:
Students know:
  • blocks of programs associate with an action.
  • blocks of programs can be combined to create a set of actions or a task.
  • robotic devices can respond to blocks of programs.
Skills:
Students are able to:
  • determine the order of paper/pencil pieces for a tasks.
  • understand that blocks of code represent an action.
  • drag and drop blocks of programming in online activities to complete tasks.
  • use blocks of programming to control robotic/digital devices.
Understanding:
Students understand that:
  • pieces of a task can be represented in parts by words or pictures.
  • code can be put together into blocks that can be manipulated.
  • blocks of code together create a task.
  • blocks of code can be used to operate robotic/digital devices.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
19) Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will find problems in my environment.
  • will ideate more than one solution to a problem.
  • will test my solutions to see if they work.
  • will present my solution.
Teacher Vocabulary:
  • problem
  • strategy
  • solution
  • visualize
  • perspective
  • patterns
  • cause and effect
Knowledge:
Students know:
  • how to recognize a problem in their environment or in a story.
  • problems can be found anywhere.
  • they can use many strategies to find solutions, such as visualizing, changing perspective, finding patterns, and analyzing cause and effect.
  • there can be multiple solutions to one problem.
Skills:
Students are able to:
  • find and define problems in a given context or scenerio such as story, video, in the classroom or school.
  • use multiple strategies to find solutions to a problem, for example: 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: algorithm, program, sequence
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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