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Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)

  Classroom Resource Information  

Title:

 Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)

URL:

 https://curriculum.code.org/csf-18/courseb/10/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

In this lesson, students continue learning the concept of loops. Here, Laurel the Adventurer uses loops to collect treasure in open cave spaces. A new get treasure block is introduced to help her on her journey.

This lesson gives students more practice with loops and encourages them to put multiple blocks inside of a repeat< as they try to collect as much treasure as possible.

Students will be able to:
- Identify the benefits of using a loop structure instead of manual repetition.
- Break down a long sequence of instructions into the smallest repeatable sequence possible.

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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
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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