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### Overview

The class is introduced to the Game Lab, the programming environment for this unit, and begins to use it to position shapes on the screen. The lesson covers the basics of sequencing and debugging, as well as a few simple commands. At the end of the lesson, the class creates an online version of the image they designed in the previous lesson.

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## UP:DLCS18.6.2

• process
• function

### Knowledge

Students know:
• that often people seek to simplify processes; rather than listing all of the steps needed to take a shower, one simply uses the function "shower".

### Skills

Students are able to:
• combine or join steps such as algorithms to create a function.

### Understanding

Students understand that:
it is simpler and less confusing to identify processes rather than steps.

## UP:DLCS18.6.6

### Vocabulary

• computational thinking

### Knowledge

Students know:
• how to define the problem.
• how to plan solutions.
• how to implement a plan.
• how to reflect on the results and process.
• how to iterate through the process again.

### Skills

Students are able to:
• identify the steps involved with formulating problems and solutions in a way that can be represented or carried with or without a computer.

### Understanding

Students understand that:
• computational thinking is formulating problems and solutions in a way that can be represented or carried out with or without a computer.

## UP:DLCS18.7.1

### Knowledge

Students know:
• an algorithm is the set of commands to complete a task.

### Skills

Students are able to:
• combine several algorithms or tasks as a named function.

### Understanding

Students understand that:
• it is more efficient to label an activity or program as a function than to list all of the individual steps or algorithms that make up the function or activity.

## UP:DLCS18.7.5

### Vocabulary

• computational thinking

### Knowledge

Students know:
• smaller tasks are easier to solve than complex problems.
• that trends in data can also speed up the problem-solving process.

### Skills

Students are able to:
• abstract portions of the problem and focus on smaller tasks to aid in solving a complex problem.

### Understanding

Students understand that:
• complex problems can be overwhelming.
• by decomposing the complex problem into simpler problems, a solution is easier to reach.

## UP:DLCS18.8.1

### Vocabulary

• function
• abstraction

### Knowledge

Students know:
• that a function can be called into a programming while abstracting out the details contained within the function.

### Skills

Students are able to:
• create a function that can be called into a programming while leaving out the details contained within the function.

### Understanding

Students understand that:
• abstraction is a way of hiding the details of a complex function and being able to quickly make use of the complexity that has been hidden abstraction by calling in the function.

## UP:DLCS18.8.3

• algorithm
• sequence
• selection
• iteration

### Knowledge

Students know:
• how to use a programming language to create algorithms that make use of sequencing, selections, or iterations.

### Skills

Students are able to:
• create programs to make use of sequencing, selections, or iterations.

### Understanding

Students understand that:
• each programming language has a unique way of making use of sequencing, selections, and iterations in algorithms.

## UP:DLCS18.8.5

### Knowledge

Students know:
• that many solutions exist to solve a problem.

### Skills

Students are able to:
• communicate their opinion on the efficiency of problem solving methods.

### Understanding

Students understand that:
• while many solutions exist for a problem, some are better suited to meet specific needs, such as efficiency.

### CR Resource Type

Lesson/Unit Plan

### Resource Provider

Code.org
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