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### Overview

In this multi-day lesson, the class uses the problem-solving process from Unit 1 to create a platform jumper game. After looking at a sample game, the class defines what their games will look like and uses a structured process to build them. Finally, the class reflects on how the games could be improved and implements those changes.

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## UP:DLCS18.6.21

### Vocabulary

• data structures
• decimal
• binary

### Knowledge

Students know:
• how to recognize a binary number system including bits and bytes.

### Skills

Students are able to:
• identify how binary can be used for bit representation in pixels.

### Understanding

Students understand that:
• there are several data structures and methods for classification.

## UP:DLCS18.6.5

### 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.

## UP:DLCS18.7.16

### Knowledge

Students know:
• how to select and design an appropriate medium to display designed content.

### Skills

Students are able to:
• select the best medium for the content design.

### Understanding

Students understand that:
• while many mediums exist, it is best to select the one most appropriate to your intended audience.

## UP:DLCS18.7.17

### Knowledge

Students know:
• that feedback is important to refine a product.

### Skills

Students are able to:
• appropriately publish content.
• seek feedback on a product.

### Understanding

Students understand that:
• feedback can be used to refine a product.

## UP:DLCS18.7.2

### Vocabulary

• pseudocode
• conditional
• Boolean statement

### Knowledge

Students know:
• that Boolean logic combined with conditional statements make for complex and powerful programs.

### Skills

Students are able to:
• use Boolean logic combined with conditional statements to create complex pseudocode or a program.

### Understanding

Students understand that:
• questions in conditionals are what makes programs more complex.

## UP:DLCS18.7.3

• algorithm
• sequence
• selection
• iteration

### Knowledge

Students know:
• how to use the programming structures to create algorithms and how many algorithms make use of all three programming structures.

### Skills

Students are able to:
• create and recognize various programming structures found in algorithms.

### Understanding

Students understand that:
• each structure sequencing, selections, and iterations have a purpose.

## UP:DLCS18.7.4

• algorithm
• sequence
• selection
• iteration

### Knowledge

Students know:
• how to use the programming structures to design complex algorithms that make use of all three programming structures sequencing, selections, and iterations.

### Skills

Students are able to:
• design complex algorithms using the various programming structures found in algorithms.

### Understanding

Students understand that:
• complex algorithms contain sequencing, selections, and iterations.

## 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:DLCS18.7.6

• 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.

## UP:DLCS18.8.7

### Vocabulary

• selection
• iteration
• abstraction
• initialize
• variables

### Knowledge

Students know:
• how to write a program that includes selection, iteration, abstraction, initialization, and updates variables.

### Skills

Students are able to:
• write a program that includes foundational programming concepts
• selection, iteration, abstraction, initialization, and updating variables.

### Understanding

Students understand that:
• they have the ability to create and design programs they may have never considered themselves able to do so.

### CR Resource Type

Lesson/Unit Plan

### Resource Provider

Code.org
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