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Computer Science Fundamentals Unit 7 Course F Lesson 6: My Loopy Robotic Friends (2018)

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Title:

 Computer Science Fundamentals Unit 7 Course F Lesson 6: My Loopy Robotic Friends (2018)

URL:

 https://curriculum.code.org/csf-18/coursef/6/

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

Building on the initial "My Robotic Friends" activity, students learn to use loops when programming their robots in order to build bigger structures more efficiently.

This lesson serves as a reintroduction to loops, using the now-familiar set of "robot" programming instructions. Students will develop critical thinking skills by looking for patterns of repetition in the movements of classmates and determining how to simplify those repeated patterns using loops.

Students will be able to:
- identify repeated patterns in code that could be replaced with a loop.
- write instructions that use loops to repeat patterns.

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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
  • cipher
Knowledge:
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 errors
Knowledge:
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
5) Develop and recommend solutions to a given problem and explain the process to an audience.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • develop and recommend solutions to a given problem.
  • explain the development process to an audience.
Teacher Vocabulary:
  • process
Knowledge:
Students know:
  • steps of the problem-solving process.
  • many solutions exist to solve a problem.
Skills:
Students are able to:
  • develop and recommend solutions to a given problem.
  • share their process with others.
Understanding:
Students understand that:
  • problems can have multiple solutions.
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 process
Knowledge:
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: debug, loop, patterns, problem solving, programming, repeat, unplugged
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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  This resource provided by:  
Author: Aimee Bates