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Computer Science Fundamentals Unit 4 Course C Lesson 15: Looking Ahead With Minecraft (2018)

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Title:

 Computer Science Fundamentals Unit 4 Course C Lesson 15: Looking Ahead With Minecraft (2018)

URL:

 https://curriculum.code.org/csf-18/coursec/15/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

This lesson was originally created for the Hour of Code, alongside the Minecraft team. Students will get the chance to practice ideas that they have learned up to this point, as well as getting a sneak peek at conditionals!

If puzzles will work to solidify and build on the knowledge of loops and introduce conditionals. By pairing these two concepts together, students will be able to explore the potential for creating fun and innovative programs in a new and exciting environment.

Students will be able to:
- define circumstances when certain parts of a program should run and when they shouldn't.
- determine whether a conditional is met based on criteria.

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
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
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
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, conditionals, debug, loops, minecraft, 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
Accessibility
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  This resource provided by:  
Author: Aimee Bates