This lesson explores the challenges of communicating how to draw with shapes and uses a tool that introduces how this problem is approached in the Game Lab. The class uses a Game Lab tool to interactively place shapes on Game Lab's 400 by 400 grid. Partners then take turns instructing each other how to draw a hidden image using this tool, accounting for many of the challenges of programming in Game Lab.

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Content Standard(s):

Digital Literacy and Computer Science DLIT (2018) Grade: 6

2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

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Evidence Of Student Attainment:

Students will:

list a set of steps taken to complete a process and name that process as a function.

Teacher Vocabulary:

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.

Digital Literacy and Computer Science DLIT (2018) Grade: 6

6) Identify steps in developing solutions to complex problems using computational thinking.

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Evidence Of Student Attainment:

Students will:

use the problem solving or design thinking process to think logically through a previously solved complex problem.

Teacher 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.

Digital Literacy and Computer Science DLIT (2018) Grade: 7

1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

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Evidence Of Student Attainment:

Students will:

summarize a collection of steps or algorithms as one function.

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.

Digital Literacy and Computer Science DLIT (2018) Grade: 7

5) Solve a complex problem using computational thinking.

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Evidence Of Student Attainment:

Students will:

break a problem into parts or steps.

find patterns or trends.

create steps to solve the problem.

infer rules or principles associated with problem solving.

Teacher 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.

Digital Literacy and Computer Science DLIT (2018) Grade: 8

5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

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Evidence Of Student Attainment:

Students will:

examine a given artifact used to aid in problem solving.

discuss the efficiency of that artifact in problem solving.

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.