ALEX Classroom Resource

  

Computer Science Fundamentals Unit 2 Course A Lesson 11: Loops with Laurel (2018)

  Classroom Resource Information  

Title:

Computer Science Fundamentals Unit 2 Course A Lesson 11: Loops with Laurel (2018)

URL:

https://curriculum.code.org/csf-18/coursea/11/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

In this lesson, students continue learning the concept of loops. In the previous lesson, students were introduced to loops by moving through a maze and picking corn. Here, loops are used to collect treasure in open cave spaces.

This lesson gives students more practice with loops and introduces a new block, get treasure. The block works just like pick corn did in Harvester. These puzzles are more open, giving students more flexibility for their final solutions.

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: K
1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will identify the order of events related to a specific task.
Teacher Vocabulary:
  • sequence
Knowledge:
Students know:
  • certain tasks require a specific sequence.
Skills:
Students are able to:
  • tell the order of events for specific task.
  • identify what comes next for specific tasks.
  • identify a step that is not in the correct order.
Understanding:
Students understand that:
  • the order of events is important.
  • events are made up of several different steps.
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
10) Collect data and organize it in a chart or graph collaboratively.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will work collaboratively to collect data and create graphs or charts.
Teacher Vocabulary:
  • graph
  • spreadsheet
  • data
Knowledge:
Students know:
  • data can be collected in various ways.
  • results of data can be depicted in various ways.
Skills:
Students are able to:
  • collect data using simple methods such as tally sheets, paper squares, voting.
  • as a group build simple graphs on paper.
  • as a group enter simple data into a spreadsheet.
Understanding:
Students understand that:
  • data can be collected in various ways.
  • results of data can be shared in various ways such as graphs, picture charts.
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
13) Use a design process in a guided setting to create an artifact or solve a problem.

Example: Problem - understanding locations on the school campus. Solution - draw paper or digital maps of the school.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will find and present solutions to problems.
  • will use different ways to find solutions.
  • will test possible solutions.
    Teacher Vocabulary:
    • define
    • strategy
    • visualize
    • perspective
    • pattern
    • cause
    • effect
    Knowledge:
    Students know:
    • solving a problem starts with finding and understanding the problem.
    • there can be more than one idea for a solution.
    • some ideas may or may not work.
    Skills:
    Students are able to:
    • find and define problems in a given context or scenerio such as story, video, in the classroom or school when given support and guidance from an adult.
    • use multiple strategies to find solutions to a problem when given support and guidance from an adult, such as visualizing, changing perspectives, finding patterns, stating cause and effect.
    Understanding:
    Students understand that:
    • they can solve problems in their home, classroom, and school.
    • there is more than one way to think through a solution to a problem.
    Tags: collector, debug, decompose, loops, patterns, problem solving, programming, sequence
    License Type: Custom Permission Type
    See Terms: https://code.org/tos
    For full descriptions of license types and a guide to usage, visit :
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    Accessibility
    Comments
      This resource provided by:  
    Author: Aimee Bates