ALEX Classroom Resource

  

Computer Science Fundamentals Unit 6 Course E Lesson 13: Build a Star Wars Game (2018)

  Classroom Resource Information  

Title:

 Computer Science Fundamentals Unit 6 Course E Lesson 13: Build a Star Wars Game (2018)

URL:

 https://curriculum.code.org/csf-18/coursee/13/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

In this lesson, students will practice using events to build a game that they can share online. Featuring R2-D2 and other Star Wars characters, students will be guided through events, then given space to create their own game.

CS Fundamentals is not simply about teaching computer science, it is about making computer science fun and exciting. In this series, students will learn about events using popular characters from Star Wars. These puzzles blur the lines between "learning" and "fun". Also, students will learn to recognize regular programming practices in games so that when they play games at home, they can see common computer science principles being used.

Students will be able to:
- create an animated, interactive game using sequence and events.
- identify actions that correlate to input events.

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: 4
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.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use 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: 4
2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • formulate a list of sub-problems to consider while addressing a larger problem.
Teacher Vocabulary:
  • formulate
  • sub-problems
Knowledge:
Students know:
  • a list of sub-problems need to be considered in order to address a larger problem.
  • strategies to develop a list of sub-problems.
Skills:
Students are able to:
  • formulate a list of sub-problems to consider while addressing a larger problem.
Understanding:
Students understand that:
  • a list of sub-problems need to be considered to address a larger problem.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a working program in a block
  • based visual programming environment while using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
Teacher Vocabulary:
  • program
  • block-based visual programming environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • the definitions for arithmetic operators, conditionals, and repetition as they relate to programming.
  • strategies for collaborating with peers.
Skills:
Students are able to:
  • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • implement strategies to collaborate with others.
Understanding:
Students understand that:
  • operators in programming make many options available, reducing the length of an alorithm, pseudocode, or program.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • solve a simple problem by developing a prototype.
  • solve a simple problem by testing a designed prototype.
  • solve a simple problem by refining a tested prototype.
Teacher Vocabulary:
  • develop
  • test
  • refine
  • prototypes
  • cyclical design process
Knowledge:
Students know:
  • strategies to brainstorm and develop prototypes as part of a cyclical design process to solve a simple problem.
  • strategies to test prototypes as part of a cyclical design process to solve a simple problem.
  • strategies to refine prototypes as part of a cyclical design process to solve a simple problem.
Skills:
Students are able to:
  • develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.
Understanding:
Students understand that:
  • some problems can be solved by developing prototypes.
Tags: algorithm, event, problem solving, program, sequence, Star Wars
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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