ALEX Classroom Resource

  

Sports

  Classroom Resource Information  

Title:

 Sports

URL:

 https://csfirst.withgoogle.com/c/cs-first/en/sports/overview.html

Content Source:

 Other
Google CS First
Type: Lesson/Unit Plan

Overview:

Students use computer science to simulate extreme sports, make their own fitness gadget commercial, and create commentary for a big sporting event.

Sports is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons,” which are mini-coding challenges that build on top of the core project.

Be sure to review the Materials tab for the lesson plan, starter guide, and more.

Users will need a Google account to use this resource.

Content Standard(s):
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: 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
16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • gather data to answer a question using a variety of computing and data visualization methods.
  • organize data to answer a question using a variety of computing and data visualization methods how to use various computing methods.
Teacher Vocabulary:
  • gather data
  • organize data
  • computing methods
  • data visualization methods
Knowledge:
Students know:
  • strategies to gather data to answer a question using a variety of computing and data visualization methods.
  • strategies to organize data to answer a question using a variety of computing and data visualization methods.
Skills:
Students are able to:
  • gather and organize data to answer a question using a variety of computing and data visualization methods.
Understanding:
Students understand that:
  • a variety of computing and data visualization methods can be used to answer a question.
  • there are strategies for gathering and organizing data to answer a question using a variety of computing and data visualization methods.
  • different solutions call for certain types of computing and data visualization.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
19) Use data from a simulation to answer a question collaboratively.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use data from a simulation to answer a question while working with other students.
Teacher Vocabulary:
  • data
  • simulation
Knowledge:
Students know:
  • strategies for using data from a simulation to answer a question collaboratively.
  • strategies for working with others.
Skills:
Students are able to:
  • use data from a simulation to answer a question.
  • collaboratively work with others.
Understanding:
Students understand that:
  • data from a simulation can be used to answer a question collaboratively.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create an algorithm to solve a problem.
  • detect and debug logical errors within an algorithm.
Teacher Vocabulary:
  • algorithm
  • debug
  • detect
  • logical errors
Knowledge:
Students know:
  • an algorithm is a logical set of steps to solve a problem.
  • detecting and debugging logical errors within an algorithm will ensure the algorithm serves to solve a problem successfully.
Skills:
Students are able to:
  • create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
Understanding:
Students understand that:
  • debugging an algorithm is searching for logical errors within the algorithm.
  • an algorithm is a set of steps to solve a problem.
  • how to create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a working program in a block
  • based visual programming environment.
  • create a program in a block
  • based visual programming environment using arithmetic operators such as AND, OR, and NOT.
  • create a program in a block
  • based visual programming environment using conditionals such as IF, THEN, and/or ELSE.
  • create a program in a block
  • based visual programming environment using repetition or loops.
Teacher Vocabulary:
  • program
  • block-based visual programming
  • environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • how to create a working program in a block-based visual programming environment.
  • reasons for using arithmetic operators, conditionals, and repetition in programs.
Skills:
Students are able to:
  • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
Understanding:
Students understand that:
  • arithmetic operators, conditionals, and repetition in programs make more operations possible and can reduce the complexity or length of code.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

Examples: Set initial value of a variable, updating variables.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.
Teacher Vocabulary:
  • starting value
  • execution of programs
  • initial value
  • updating variables
Knowledge:
Students know:
  • that for a program to run properly, the starting value may need to be set when the program begins.
Skills:
Students are able to:
  • explain a scenario in which starting value is important to a program.
Understanding:
Students understand that:
  • programs require known starting values that may need to be updated appropriately during the execution of programs.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
21) Manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.
Teacher Vocabulary:
  • manipulate
  • data
  • computing methods
  • computing tools
Knowledge:
Students know:
  • how to use tools to collect, organize, graph, analyze, and publish information.
  • how to manipulate data to answer a question.
Skills:
Students are able to:
  • use tools to collect, organize, graph, analyze, and publish information.
  • manipulate data to answer a question.
Understanding:
Students understand that:
  • data can be manipulated to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
26) Connect data from a simulation to real-life events.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • connect data from a simulation to real
  • life events.
Teacher Vocabulary:
  • data
  • simulation
Knowledge:
Students know:
  • how to connect real
  • life events to data from a simulation.
Skills:
Students are able to:
  • connect data from a simulation to real
  • life events.
Understanding:
Students understand that:
  • data from simulations relates to real
  • life events.
  • simulations can be accurate predictors of real
  • life possibilities.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • find algorithms that demonstrate the three basic programming structures.
Teacher Vocabulary:
algorithm sequence selection iteration
Knowledge:
Students know:
  • differences between the three basic programming structures.
Skills:
Students are able to:
  • explain the differences in sequencing, selection, and iteration.
Understanding:
Students understand that:
  • differences exist in sequencing, selection, and iteration.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a variable set to a specific value within a program that will change during the program but will reinitialize or return back to the specific value initially set when the program is run again.
Teacher Vocabulary:
  • initialize
Knowledge:
Students know:
  • that updating a variable during a program changes the initial value set, so variables need to be initialized (set to the original value) at the start or end of a task or program.
Skills:
Students are able to:
  • set variables back to their original values upon start
  • up or completion of a task or program.
Understanding:
Students understand that:
  • variables need to be initialized for programs to work properly more than once.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use algorithms to automate a process such as sorting numbers in a random list or playing cards in a deck.
Teacher Vocabulary:
  • algorithm
Knowledge:
Students know:
  • algorithms can be used to automate a process efficiently.
Skills:
Students are able to:
  • use search and sort algorithms to automate organizing a set.
Understanding:
Students understand that:
  • algorithms organized and applied to the appropriate task can significant increase proficiency.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a variable whose value changes during their program.
Teacher Vocabulary:
  • program
  • value
Knowledge:
Students know:
  • how to update variables throughout their programs.
Skills:
Students are able to:
  • write complex programs where variables can be changed while a program is running.
Understanding:
Students understand that:
  • variables can be changed while a program runs.
  • changes to variables could trigger other events within a program.
Tags: animation, block programming, debug, game design, programming, scratch
License Type: Custom Permission Type
See Terms: https://www.google.com/intl/en/policies/terms/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

CS First is a free resource.  Teachers and students need to create a free account to access lessons.

  This resource provided by:  
Author: Aimee Bates
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