ALEX Classroom Resource

  

Computer Science Fundamentals Unit 5 Course D Lesson 2: Introduction to Online Puzzles (2018)

  Classroom Resource Information  

Title:

Computer Science Fundamentals Unit 5 Course D Lesson 2: Introduction to Online Puzzles (2018)

URL:

https://curriculum.code.org/csf-18/coursed/2/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

In this set of puzzles, students will begin with an introduction (or review depending on the experience of your class) of Code.org's online workspace. There will be videos pointing out the basic functionality of the workspace including the Run, Reset, and Step buttons. Also discussed in these videos: dragging Blockly blocks, deleting Blockly blocks, and connecting Blockly blocks. Next, students will practice their sequencing and >debugging skills in Maze. From there, students will see new types of puzzles like Collector, Artist, and Harvester when they learn the very basics of loops.

We recognize that every classroom has a spectrum of understanding for every subject. Some students in your class may be computer wizards, while others haven't had much experience at all. In order to create an equal playing (and learning) field, we have developed this "Ramp Up Stage" for Course D. This can be used as either an introduction or a review of how to use Code.org and basic computer science concepts. This stage covers all prerequisites needed to start Course D.

Students will be able to:
- order movement commands as sequential steps in a program.
- modify an existing program to solve errors.
- break down a long sequence of instructions into the largest repeatable sequence.

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: 3
3) Explain that different solutions exist for the same problem or sub-problem.

Example: Multiple paths exist to get home from school; one may be a shorter distance while one may encounter less traffic.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain that different solutions exist for the same problem or sub-problem.
Teacher Vocabulary:
  • solution
  • sub-problem
  • problem
Knowledge:
Students know:
  • different solutions exist for the same problem or sub-problem.
  • techniques to explain that different solutions exist for the same problem or sub-problem.
Skills:
Students are able to:
  • identify different solutions for the same problem or sub-problem.
  • explain that these solutions exist.
Understanding:
Students understand that:
  • multiple solutions exist for the same problem or sub-problem.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
4) Examine logical reasoning to predict outcomes of an algorithm.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine logical reasoning.
  • predict the possible outcomes of an algorithm.
Teacher Vocabulary:
  • logical reasoning
  • outcome
  • algorithm
Knowledge:
Students know:
  • to apply logical reasoning when predicting outcomes of algorithms.
  • strategies to examine logical reasoning to predict outcomes of an algorithm.
Skills:
Students are able to:
  • determine possible outcomes of an algortihm.
  • recognize that an algorithm can have multiple outcomes.
Understanding:
Students understand that:
  • logical reasoning is necessary when predicting outcomes of an algorithm.
  • algorithms can have multiple outcomes.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • test a given program in a block
  • based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • debug a given program in a block
  • based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • collaborate with others.
Teacher Vocabulary:
  • test
  • debug
  • program
  • block-based visual programming environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • strategies for debugging a given program.
  • arithmetic operators create a single numerical solution from multiple oprations.
  • conditionals are "if, then" statements that direct the program.
Skills:
Students are able to:
  • test a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
  • debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
Understanding:
Students understand that:
  • a given program must be tested and debugged to run correctly.
  • block-based visual programming uses arithemetic operators, conditionals, and repetition to function.
Tags: Angry Bird, Artist, Collector, debug, Debugging, Harvester, loops, program, sequence, Sequencing
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
Comments
  This resource provided by:  
Author: Aimee Bates