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Computer Science Fundamentals Unit 4 Course C Lesson 10: Harvesting Crops with Loops (2018)

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Title:

Computer Science Fundamentals Unit 4 Course C Lesson 10: Harvesting Crops with Loops (2018)

URL:

https://curriculum.code.org/csf-18/coursec/10/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

In the preceding stage, students used loops to create fantastic drawings. Now they're going to loop new actions in order to help the harvester collect multiple veggies growing in large bunches.

It may seem unnecessarily repetitive to have two plugged stages introducing loops, but the practice of using loops for different reasons develops a student's understanding of what loops can do. In "Loops in Maze" students only used loops to repeat movements. In this lesson, students will use loops to repeat other actions like harvesting pumpkins. New patterns will emerge and students will use creativity and logical thinking to determine what code needs to be repeated and how many times.

Students will be able to:
- write a program for a given task which loops a single command.
- identify when a loop can be used to simplify a repetitive action.
- employ a combination of sequential and looped commands to move and perform actions.

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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, harvester, loops, problem solving, program
License Type: Custom Permission Type
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Author: Aimee Bates