ALEX Classroom Resource

  

Storytelling

  Classroom Resource Information  

Title:

 Storytelling

URL:

 https://csfirst.withgoogle.com/c/cs-first/en/storytelling/overview.html

Content Source:

 Other
Google CS First
Type: Lesson/Unit Plan

Overview:

In Storytelling, students use computer science to tell fun and interactive stories. Storytelling emphasizes creativity by encouraging students to tell a unique story each day.

Storytelling is a complete theme designed to be completed over eight, 45-75 minute sessions. For each Activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons”, which are mini-coding challenges that build on top of the core project.

This Unit Plan consists of eight activities to be completed over multiple days or weeks. 

Be sure to review the Materials tab for the lesson plan, starter guide, and more. 

Users will need a Google account to use this resource. 

Content Standard(s):
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: 4
4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine basic algorithms and determine where errors may exist.
Teacher Vocabulary:
  • detect
  • debug
  • logical
  • errors
  • algorithms
Knowledge:
Students know:
  • strategies to detect logical errors in various basic algorithms.
  • strategies to debug or repair logical errors in various basic algorithms.
Skills:
Students are able to:
  • detect and debug logical errors in various basic algorithms.
Understanding:
Students understand:
  • how to detect and debug logical errors in various basic algorithms.
  • strategies to detect and debug logical errors in various basic algorithms.
    		•
    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: 6
    R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • produce a multimedia artifact.
    • review artifacts created by others.
    • revise an artifact based on peer or teacher feedback.
    Knowledge:
    Students know:
    • feedback is important in a design process.
    Skills:
    Students are able to:
    • create a multimedia artifact.
    • critique the work of others.
    • revise their work based on feedback received.
    Understanding:
    Students understand that:
    • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 6
    1) Remove background details from an everyday process to highlight essential properties.

    Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • identify the essential components and remove any inessential descriptors given an everyday task.
    Teacher Vocabulary:
    • process
    • essential properties
    Knowledge:
    Students know:
    • how to identify details and descriptors
    Skills:
    Students are able to:
    • remove descriptors, only leaving essential details
    Understanding:
    Students understand that:
    • descriptors assist in visualizing a process but do not affect the root process.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 6
    5) Identify algorithms that make use of sequencing, selection or iteration.

    Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • find algorithms that demonstrate the three basic programming structures.
    Teacher Vocabulary:
    algorithm sequence selection iteration
    Knowledge:
    Students know:
    • differences between the three basic programming structures.
    Skills:
    Students are able to:
    • explain the differences in sequencing, selection, and iteration.
    Understanding:
    Students understand that:
    • differences exist in sequencing, selection, and iteration.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 6
    8) Create a program that initializes a variable.

    Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create a variable set to a specific value within a program that will change during the program but will reinitialize or return back to the specific value initially set when the program is run again.
    Teacher Vocabulary:
    • initialize
    Knowledge:
    Students know:
    • that updating a variable during a program changes the initial value set, so variables need to be initialized (set to the original value) at the start or end of a task or program.
    Skills:
    Students are able to:
    • set variables back to their original values upon start
    • up or completion of a task or program.
    Understanding:
    Students understand that:
    • variables need to be initialized for programs to work properly more than once.
    Tags: animation, background, block programming, debug, loop, scratch, sprite
    License Type: Custom Permission Type
    See Terms: https://www.google.com/intl/en/policies/terms/
    For full descriptions of license types and a guide to usage, visit :
    https://creativecommons.org/licenses
    AccessibilityVideo resources: includes closed captioning or subtitles
    Comments

    CS First is a free resource. Teachers and students need to create a free account to access this lesson.

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    Author: Aimee Bates