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Computer Science Fundamentals Unit 4 Course C Lesson 9: Sticker Art with Loops (2018)

  Classroom Resource Information  

Title:

Computer Science Fundamentals Unit 4 Course C Lesson 9: Sticker Art with Loops (2018)

URL:

https://curriculum.code.org/csf-18/coursec/9/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

Watch student faces light up as they make their own gorgeous designs using a small number of blocks and digital stickers! This lesson builds on the understanding of loops from previous lessons and gives students a chance to be truly creative. This activity is fantastic for producing artifacts for portfolios or parent/teacher conferences.

This series highlights the power of loops with creative and personal designs.

Offered as a project-backed sequence, this progression will allow students to build on top of their own work and create amazing artifacts.

Students will be able to:
- identify the benefits of using a loop structure instead of manual repetition.
- differentiate between commands that need to be repeated in loops and commands that should be used on their own.

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: 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.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
18) Investigate the design process and use digital tools to illustrate potential solutions to a problem, given guidance and support

Examples: Create a presentation, drawing or graphic, audio tool, or video.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will design multiple solutions to a problem.
  • will redesign solutions after testing and critique.
  • will share solutions using a digital too.
Teacher Vocabulary:
  • design process
  • critique
  • redesign
Knowledge:
Students know:
  • problems can be found everywhere, such as in their classroom, neighborhood, town, state, country, and world.
  • they can produce ideas and solutions to these problems.
  • there can be more than one solution to a problem.
  • how to test a solution.
  • how to display their ideas using a digital tool.
Skills:
Students are able to:
  • find and define problems in everyday life in the classroom, neighborhood, or city.
  • state multiple solutions for a problem.
  • draw, write about, or build a prototype to the solution.
  • redesign a solution after testing and/or critique.
  • share solutions through a digital platform.
Understanding:
Students understand that:
  • they can solve problems in their home, classroom, neighborhood, and city.
  • they can share their solutions with others.
  • they can share their solutions digitally with words, drawings, audion, and/or videos.
  • solutions can be made better through testing and critique.
Tags: algorithm, debug, loops, problem solving, program
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