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Computer Science Fundamentals Unit 5 Course D Lesson 8: Nested Loops in Maze (2018)

  Classroom Resource Information  

Title:

Computer Science Fundamentals Unit 5 Course D Lesson 8: Nested Loops in Maze (2018)

URL:

https://curriculum.code.org/csf-18/coursed/8/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

In this online activity, students will have the opportunity to push their understanding of loops to a whole new level. Playing with the Bee and Plants vs. Zombies, students will learn how to program a loop to be inside of another loop. They will also be encouraged to figure out how little changes in either loop will affect their program when they click Run.

In this introduction to nested loops, students will go outside of their comfort zone to create more efficient solutions to puzzles. In earlier puzzles, loops pushed students to recognize repetition. Here, students will learn to recognize patterns within repeated patterns to develop these nested loops. This stage starts off by encouraging students to try to solve a puzzle where the code is irritating and complex to write out the long way. After a video introduces nested loops, students are shown an example and asked to predict what will happen when a loop is put inside of another loop. This progression leads to plenty of practice for students to solidify and build on their understanding of looping in programming.

Students will be able to:
- break complex tasks into smaller repeatable sections.
- recognize large repeated patterns as made from smaller repeated patterns.
- identify the benefits of using a loop structure instead of manual repetition.

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
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • analyze a given list of sub-problems while addressing a larger problem.
Teacher Vocabulary:
  • sub-problem
Knowledge:
Students know:
  • strategies for analyzing sub-problems from a given list for a larger problem.
Skills:
Students are able to:
  • analyze given lists of sub-problems while addressing a larger problem.
  • identify the sub-problems for a larger problem.
Understanding:
Students understand that:
  • larger problems have sub-problems.
  • it can be easier to solve a large problem if you identify smaller sub-problems to tackle or solve.
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.

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.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • implement the design process to solve a simple problem.
Teacher Vocabulary:
  • implement
  • design process
  • problem
Knowledge:
Students know:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to implement the design process to solve a simple problem.
  • how to identify a simple problem.
Skills:
Students are able to:
  • identify the steps in the design process.
  • apply the design process to a simple problem.
  • implement the steps in the design process to solve a simple problem.
Understanding:
Students understand that:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
Tags: algorithm, Bee, debug, Loops, Maze, nested 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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Author: Aimee Bates