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Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)

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Title:

 Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)

URL:

 https://curriculum.code.org/csf-18/coursed/7/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

This lesson builds on the understanding of loops from previous lessons and gives students a chance to be truly creative. This activity doubles as a debugging exercise for extra problem-solving practice.

This series highlights the power of loops with an array of puzzles meant to get students thinking about why repeat loops are superior to longhand.

Students will be able to:
- identify the benefits of using a loop structure instead of manual repetition.
- differentiate between commands that need to be repeated in loops and commands that should be used on their own.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools using various forms of media.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
    • , using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • analyze a given list of sub-problems while addressing a larger problem.
Teacher Vocabulary:
  • sub-problem
Knowledge:
Students know:
  • strategies for analyzing sub-problems from a given list for a larger problem.
Skills:
Students are able to:
  • analyze given lists of sub-problems while addressing a larger problem.
  • identify the sub-problems for a larger problem.
Understanding:
Students understand that:
  • larger problems have sub-problems.
  • it can be easier to solve a large problem if you identify smaller sub-problems to tackle or solve.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create an algortihm.
  • work collaboratively.
  • solve a problem or complete a task with the algortihm.
Teacher Vocabulary:
  • algorithm
  • collaborative
Knowledge:
Students know:
  • an algorithm can be used to solve a problem or complete a task.
  • the steps in creating an algortihm as a collaborative team.
Skills:
Students are able to:
  • work as a collaborative team to create a problem-solving algorithm.
  • list steps in solving a problem.
Understanding:
Students understand that:
  • algorithms are used to solve problems or complete a task in a step-by-step process.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • test a given program in a block
  • based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • debug a given program in a block
  • based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • collaborate with others.
Teacher Vocabulary:
  • test
  • debug
  • program
  • block-based visual programming environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • strategies for debugging a given program.
  • arithmetic operators create a single numerical solution from multiple oprations.
  • conditionals are "if, then" statements that direct the program.
Skills:
Students are able to:
  • test a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
  • debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
Understanding:
Students understand that:
  • a given program must be tested and debugged to run correctly.
  • block-based visual programming uses arithemetic operators, conditionals, and repetition to function.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • implement the design process to solve a simple problem.
Teacher Vocabulary:
  • implement
  • design process
  • problem
Knowledge:
Students know:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to implement the design process to solve a simple problem.
  • how to identify a simple problem.
Skills:
Students are able to:
  • identify the steps in the design process.
  • apply the design process to a simple problem.
  • implement the steps in the design process to solve a simple problem.
Understanding:
Students understand that:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
Tags: algorithm, artist, debug, loops, problem solving, program
License Type: Custom Permission Type
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  This resource provided by:  
Author: Aimee Bates
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