ALEX Classroom Resource

  

Computer Science Fundamentals Unit 5 Course D Lesson 15: Harvesting With Conditionals (2018)

  Classroom Resource Information  

Title:

Computer Science Fundamentals Unit 5 Course D Lesson 15: Harvesting With Conditionals (2018)

URL:

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

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

Students will practice while loops, until loops, and if / else statements. All of these blocks use conditionals. By practicing all three, students will learn to write complex and flexible code.

Practicing the use of conditionals in different scenarios helps to develop a student's understanding of what conditionals can do. In the previous lesson, students only used conditionals to move around a maze. In this lesson, students will use conditionals to help the farmer know when to harvest crops. New patterns will emerge and students will use creativity and logical thinking to determine the conditions where code should be run and repeated.

Students will be able to:
- nest conditionals to analyze multiple value conditions using if, else if, else logic.
- pair a loop and conditional statement together.

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: coding, conditionals, else, harvester, if, ifelse statements, until, until loops, while, while loops
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