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Computer Science Fundamentals Unit 4 Course C Lesson 5: Collecting Treasure with Laurel (2018)

  Classroom Resource Information  

Title:

 Computer Science Fundamentals Unit 4 Course C Lesson 5: Collecting Treasure with Laurel (2018)

URL:

 https://curriculum.code.org/csf-18/coursec/5/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

In this series of puzzles, students will continue to develop their understanding of algorithms and debugging. With a new character, Laurel the Adventurer, students will create sequential algorithms to get Laurel to pick up treasure as she walks along a path.

In this lesson, students will be practicing their programming skills using a new character, Laurel the Adventurer. When someone starts programming they piece together instructions in a specific order using something that a machine can read. Through the use of programming, students will develop an understanding of how a computer navigates instructions and order. Using a new character with a different puzzle objective will help students widen their scope of experience with sequencing and algorithms in programming.

Students will be able to:
- order movement commands as sequential steps in a program.
- represent an algorithm as a computer program.
- develop problem-solving and critical thinking skills by reviewing debugging practices.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
1) Create and sort information into useful order using digital tools.

Examples: Sort data spreadsheets A-Z, simple filters, and tables.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will collect and enter data into a spreadsheet independently.
  • will use functions of a spreadsheet to sort data.
  • will set up a simple filter to sort data.
Teacher Vocabulary:
  • data
  • filter
  • sort
  • spreadsheet
  • fields
  • column
  • row
Knowledge:
Students know:
  • spreadsheets can used to collect data.
  • data can be sorted into a useful order with a spreadsheet.
Skills:
Students are able to:
  • collect and enter data in a spreadsheet.
  • sort data in a spreadsheet.
  • determine a simple filter to sort data.
Understanding:
Students understand that:
  • a spreadsheet may be used to collect and organize data.
  • a spreadsheet can be used to sort and arrange date in a particular order.
  • filters may be used in a spreadsheet to organize information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
2) Create an algorithm for other learners to follow.

Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will develop a sequence of events related to a task that others can follow.
Teacher Vocabulary:
  • sequence
Knowledge:
Students know:
  • the sequence of events for a tasks are important.
  • sequence of events may be read and interpreted by other people or machines.
Skills:
Students are able to:
  • develop a sequence of events for a task that others can follow.
Understanding:
Students understand that:
  • a task can be broken down into a sequence of smaller events or steps.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will drag and drop blocks of code to complete a task.
  • will run a program they develop using block based coding.
Teacher Vocabulary:
  • program
  • code
Knowledge:
Students know:
  • programming blocks represent a set of codes.
  • block based programs can be used to design a task.
  • block based programs can be interpreted by machines.
Skills:
Students are able to:
  • drag and drop blocks of code.
  • drag and drop blocks of code to complete a tasks.
  • run a block based program after sequencing tasks to complete a desired process.
Understanding:
Students understand that:
  • blocks of code can be moved around and combined into an order that completes a task or process.
  • sets of block coding can be run to perform the task/process.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
4) Identify bugs in basic programming.

Examples: Problem-solving, trial and error.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will run a sequence of block based code and determine where there is an error.
  • will correct an error in block based code once it is identified.
Teacher Vocabulary:
  • debug
  • problem-solve
  • error
Knowledge:
Students know:
  • if sequence of code is not correct the task will not complete.
  • incorrect code can be identified and corrected.
Skills:
Students are able to:
  • create a small section of code for a task.
  • run the program to ensure the task is completed.
  • identify when there is an error in the code.
  • correct an error in the code through trial and error.
Understanding:
Students understand that:
  • when sets of block coding are combined to perform a task occassionally an error may occur.
  • when an error in code is identified the code may be rearranged, edited, or removed to correct the error.
Tags: algorithm, collector, debug, problem solving, program, programming
License Type: Custom Permission Type
See Terms: https://code.org/tos
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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  This resource provided by:  
Author: Aimee Bates