# ALEX Classroom Resource

## Computer Science Fundamentals Unit 7 Course F Lesson 5: Creating Art With Code (2018)

Classroom Resource Information

Title:

Computer Science Fundamentals Unit 7 Course F Lesson 5: Creating Art With Code (2018)

URL:

https://curriculum.code.org/csf-18/coursef/5/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

In this lesson, students will take control of the Artist to complete drawings on the screen. This Artist stage will allow students to create images of increasing complexity using new blocks like `move forward by 100 pixels` and `turn right by 90 degrees`.

Building off of the students' previous experience with sequencing, this lesson will work to inspire more creativity with coding. The purpose of this lesson is to solidify knowledge of sequencing by introducing new blocks and goals. In this case, students learn more about pixels and angles using the new blocks, while still practicing their sequencing skills. Also, students will be able to visualize new goals such as coding the Artist to draw a square.

Students will be able to:
- create a program to complete an image using sequential steps.
- break complex shapes into simple parts.

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: 5 1) Construct a complex system of numbers or letters to represent information. Example: Student-created complex secret codes using more than one form to solve a problem or answer a question. Unpacked Content Evidence Of Student Attainment:Students will: construct a complex system of numbers or letters to represent information.Teacher Vocabulary:code cipherKnowledge:Students know: computer use a complex system of numbers or letters to represent and transmit information. they can create a code or a complex system of numbers or letters to represent information.Skills:Students are able to: construct a complex system of numbers or letters to represent information.Understanding:Students understand that: there are an infinte amount of combinations for a complex system of numbers or letters to represent information. computers use a complex system of numbers or letters to represent information. Digital Literacy and Computer Science DLIT (2018) Grade: 5 2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm. Examples: Program the movement of a character, robot, or person through a maze. Define a variable that can be changed or updated. Unpacked Content Evidence Of Student Attainment:Students will: create an algorithm to solve a problem. detect and debug logical errors within an algorithm.Teacher Vocabulary:algorithm debug detect logical errorsKnowledge:Students know: an algorithm is a logical set of steps to solve a problem. detecting and debugging logical errors within an algorithm will ensure the algorithm serves to solve a problem successfully.Skills:Students are able to: create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.Understanding:Students understand that: debugging an algorithm is searching for logical errors within the algorithm. an algorithm is a set of steps to solve a problem. how to create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm. Digital Literacy and Computer Science DLIT (2018) Grade: 5 8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs. Examples: Set initial value of a variable, updating variables. Unpacked Content Evidence Of Student Attainment:Students will: demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.Teacher Vocabulary:starting value execution of programs initial value updating variablesKnowledge:Students know: that for a program to run properly, the starting value may need to be set when the program begins.Skills:Students are able to: explain a scenario in which starting value is important to a program. Understanding:Students understand that: programs require known starting values that may need to be updated appropriately during the execution of programs. Digital Literacy and Computer Science DLIT (2018) Grade: 5 28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem. Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs. Unpacked Content Evidence Of Student Attainment:Students will: develop prototypes as part of a cyclical design process to solve a complex problem. test prototypes as part of a cyclical design process to solve a complex problem. refine prototypes as part of a cyclical design process to solve a complex problem.Teacher Vocabulary:develop test refine prototypes cyclical design processKnowledge:Students know: how to use the design process to solve a complex problem. strategies for creating a prototype as part of a cyclical design to solve a problem. strategies for testing and refining prototypes as part of a cyclical design process to solve a complex problem. characteristics of a cyclical design process.Skills:Students are able to: develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.Understanding:Students understand that: developing, testing, and refining are necessary steps in creating an effective prototype.
Tags: abstraction, angles, Artist, images, pixel, private information, programming, revise, sequencing