# ALEX Classroom Resource

## Computer Science Fundamentals Unit 5 Course D Lesson 10: Snowflakes With Anna and Elsa (2018)

Classroom Resource Information

Title:

Computer Science Fundamentals Unit 5 Course D Lesson 10: Snowflakes With Anna and Elsa (2018)

URL:

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

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

Now that students know how to layer their loops, they can create so many beautiful things. This lesson will take students through a series of exercises to help them create their own portfolio-ready images using Anna and Elsa's excellent ice-skating skills!

In this series, students will get practice nesting loops while creating images that they will be excited to share. Beginning with a handful of instructions, students will make their own decisions when it comes to creating designs for repetition. They will then spin those around a variety of ways to end up with a work of art that is truly unique.

Students will be able to:
- break apart code into the largest repeatable sequences using both loops and nested loops.
- recognize the difference between using a loop and a nested loop.
- describe when a loop, nested loop, or no loop is needed.

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Content Standard(s):
 Digital Literacy and Computer Science DLIT (2018) Grade: 3 R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools. Unpacked Content Evidence Of Student Attainment:Students will: produce authentic artifacts using digital tools using various forms of media. review and revise authentic artifacts using digital tools.Teacher Vocabulary:multimedia artifacts Children's Online Privacy Protection Act (COPPA)Knowledge:Students know: a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.Skills:Students are able to: design and create authentic artifacts using approved digital tools that meet COPPA guidelines. review an authentic artifact to revise with new or additional information.Understanding:Students understand that: everyone can be an author, producer, director, etc., using digital tools. 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-problemKnowledge: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 blockbased visual programming environment using arithmetic operators, conditionals, and repetition in programs. debug a given program in a blockbased 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 repetitionKnowledge: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 22) Discuss the design process and use digital tools to illustrate potential solutions. Unpacked Content Evidence Of Student Attainment:Students will: discuss the design process and use digital tools to illustrate potential solutions.Teacher Vocabulary:design process digital tools potential solutionKnowledge:Students know: the design process steps 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 use digital tools to illustrate potential solutions.Skills:Students are able to: discuss the design process and use digital tools to illustrate potential solutions.Understanding:Students understand that: the design process steps 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 use digital tools to illustrate potential solutions. digital tools can be used to illustrate potential solutions for problems developed through design thinking. 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 problemKnowledge: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, debug, decompose, frozen, loops, nested loop, problem solving, program