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Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)

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Title:

 Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)

URL:

 https://curriculum.code.org/csf-18/courseb/8/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

Building on the initial "My Robotic Friends" activity, students tackle larger and more complicated designs. In order to program their "robots" to complete these bigger designs, students will need to identify repeated patterns in their instructions that could be replaced with a loop.

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.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will identify various attributes/characteristics of items.
  • will sort items based on an identified attribute/ characteristic.
Teacher Vocabulary:
  • attribute
Knowledge:
Students know:
  • how to identify attributes of items.
  • that attributes are used for sorting.
Skills:
Students are able to:
  • identify various attributes of items.
  • sort items based on an identified attribute.
Understanding:
Students understand that:
  • items can have attributes of varying types.
  • attributes can be used to group items.
  • attributes can be used to sort items and put into a specific order.
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
14) Discuss the purpose of collecting and organizing data.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will determine when collecting and organizing data will serve the best purpose.
  • will determine the best method for organizing data collected.
Teacher Vocabulary:
  • data
  • collection
  • information
  • graph
Knowledge:
Students know:
  • data can be collected to give information.
  • data can be organized in various ways.
Skills:
Students are able to:
  • determine appropriate situations to collect data.
  • determine a way to organize data they collect.
Understanding:
Students understand that:
  • data collection gives information.
  • the method chosen for organizing data is important.
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, debug, loops, problem solving, program
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
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  This resource provided by:  
Author: Aimee Bates
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