ALEX Classroom Resource

  

Computer Science Fundamentals Unit 6 Course E Lesson 18: Functions With Artists (2018)

  Classroom Resource Information  

Title:

 Computer Science Fundamentals Unit 6 Course E Lesson 18: Functions With Artists (2018)

URL:

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

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

Students will be introduced to using functions on Code.org. Magnificent images will be created and modified with functions in Artist. For more complicated patterns, students will learn about nesting functions by calling one function from inside another.

One of the most important components of this lesson is providing students with a space to create something they are proud of. These puzzles progress to more and more complex images, but each new puzzle only builds off the previous puzzle. At the end of this lesson, students will feel confident with themselves and proud of their hard work.

Students will be able to:
- categorize and generalize code into useful functions.
- recognize when a function could help to simplify a program.

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
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
3) Show that different solutions exist for the same problem or sub-problem.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • show that different solutions exist for the same problem or sub-problem.
Teacher Vocabulary:
  • solution
Knowledge:
Students know:
  • strategies for developing different solutions for the same problem or sub-problem.
  • that different solutions exist for the same problem or sub-problem.
Skills:
Students are able to:
  • show that different solutions exist for the same problem or sub-problem.
Understanding:
Students understand that:
  • different solutions exist for the same problem or sub-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: abstraction, Artist, function, 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
Accessibility
Comments
  This resource provided by:  
Author: Aimee Bates
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