ALEX Classroom Resource

  

Art

  Classroom Resource Information  

Title:

 Art

URL:

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

Content Source:

 Other
Google CS First
Type: Lesson/Unit Plan

Overview:

In Art, students create animations, interactive artwork, photograph filters, and other exciting, artistic projects.

Art 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.

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
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: 4
2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • formulate a list of sub-problems to consider while addressing a larger problem.
Teacher Vocabulary:
  • formulate
  • sub-problems
Knowledge:
Students know:
  • a list of sub-problems need to be considered in order to address a larger problem.
  • strategies to develop a list of sub-problems.
Skills:
Students are able to:
  • formulate a list of sub-problems to consider while addressing a larger problem.
Understanding:
Students understand that:
  • a list of sub-problems need to be considered to address a larger problem.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
3) Show that different solutions exist for the same problem or sub-problem.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • show that different solutions exist for the same problem or sub-problem.
Teacher Vocabulary:
  • solution
Knowledge:
Students know:
  • strategies for developing different solutions for the same problem or sub-problem.
  • that different solutions exist for the same problem or sub-problem.
Skills:
Students are able to:
  • show that different solutions exist for the same problem or sub-problem.
Understanding:
Students understand that:
  • different solutions exist for the same problem or sub-problem.
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: 4
    7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create a working program in a block
    • based visual programming environment while using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
    Teacher Vocabulary:
    • program
    • block-based visual programming environment
    • arithmetic operators
    • conditionals
    • repetition
    Knowledge:
    Students know:
    • the definitions for arithmetic operators, conditionals, and repetition as they relate to programming.
    • strategies for collaborating with peers.
    Skills:
    Students are able to:
    • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
    • implement strategies to collaborate with others.
    Understanding:
    Students understand that:
    • operators in programming make many options available, reducing the length of an alorithm, pseudocode, or program.
    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
    6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create a working program in a block
    • based visual programming environment.
    • create a program in a block
    • based visual programming environment using arithmetic operators such as AND, OR, and NOT.
    • create a program in a block
    • based visual programming environment using conditionals such as IF, THEN, and/or ELSE.
    • create a program in a block
    • based visual programming environment using repetition or loops.
    Teacher Vocabulary:
    • program
    • block-based visual programming
    • environment
    • arithmetic operators
    • conditionals
    • repetition
    Knowledge:
    Students know:
    • how to create a working program in a block-based visual programming environment.
    • reasons for using arithmetic operators, conditionals, and repetition in programs.
    Skills:
    Students are able to:
    • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
    Understanding:
    Students understand that:
    • arithmetic operators, conditionals, and repetition in programs make more operations possible and can reduce the complexity or length of code.
    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 variables
    Knowledge:
    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: 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
    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.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 7
    6) Create and organize algorithms in order to automate a process efficiently.

    Example: Set of recipes (algorithms) for preparing a complete meal.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • use algorithms to automate a process such as sorting numbers in a random list or playing cards in a deck.
    Teacher Vocabulary:
    • algorithm
    Knowledge:
    Students know:
    • algorithms can be used to automate a process efficiently.
    Skills:
    Students are able to:
    • use search and sort algorithms to automate organizing a set.
    Understanding:
    Students understand that:
    • algorithms organized and applied to the appropriate task can significant increase proficiency.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 7
    7) Create a program that updates the value of a variable in the program.

    Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create a variable whose value changes during their program.
    Teacher Vocabulary:
    • program
    • value
    Knowledge:
    Students know:
    • how to update variables throughout their programs.
    Skills:
    Students are able to:
    • write complex programs where variables can be changed while a program is running.
    Understanding:
    Students understand that:
    • variables can be changed while a program runs.
    • changes to variables could trigger other events within a program.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 7
    8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • write a text-based narrative for expected behavior, given code or pseudocode.
    Teacher Vocabulary:
    • narrative
    • pseudocode
    Knowledge:
    Students know:
    • that a narrative is a spoken or written account of events.
    Skills:
    Students are able to:
    • identify the intended process in a given code or pseudocode.
    • convert given code or pseudocode to a narrative of expected behavior.
    Understanding:
    Students understand that:
    • every line of code has an intended behavior.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 8
    3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

    Example: Use a block-based or script programming language
    Step 1: Start
    Step 2: Declare variables a, b and c.
    Step 3: Read variables a, b and c.
    Step 4: If a>b
          If a>c
             Display a is the largest number.
         Else
             Display c is the largest number.
       Else
          If b>c
             Display b is the largest number.
          Else
             Display c is the greatest number.
    Step 5: Stop

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create an algorithm that includes sequencing, selections, or iterations.
    Teacher Vocabulary:
    • algorithm
    • sequence
    • selection
    • iteration
    Knowledge:
    Students know:
    • how to use a programming language to create algorithms that make use of sequencing, selections, or iterations.
    Skills:
    Students are able to:
    • create programs to make use of sequencing, selections, or iterations.
    Understanding:
    Students understand that:
    • each programming language has a unique way of making use of sequencing, selections, and iterations in algorithms.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 8
    7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

    Examples: Make a game, interactive card, story, or adventure game.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create a properly functioning program using selection, iteration, abstraction, that initializes and updates at least two variables.
    Teacher Vocabulary:
    • selection
    • iteration
    • abstraction
    • initialize
    • variables
    Knowledge:
    Students know:
    • how to write a program that includes selection, iteration, abstraction, initialization, and updates variables.
    Skills:
    Students are able to:
    • write a program that includes foundational programming concepts
    • selection, iteration, abstraction, initialization, and updating variables.
    Understanding:
    Students understand that:
    • they have the ability to create and design programs they may have never considered themselves able to do so.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 8
    23) Design a digital artifact to propose a solution for a content-related problem.

    Example: Create a presentation outlining how to create a cost-efficient method to melt snow on roads during the winter.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • design an artifact to propose a solution to an assigned or chosen content
    • related issue.
    Knowledge:
    Students know:
    • that often there exists many solutions to a problem.
    Skills:
    Students are able to:
    • design an artifact to propose a solution to a problem.
    Understanding:
    Students understand that:
    • the presentation of an artifact can be as important as the solution.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 8
    29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

    Examples: Create a public service announcement or design a computer program, game, or application.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create an artifact to solve a problem.
    • revise the created artifact once feedback is received from stakeholders.
    Teacher Vocabulary:
    • ideation
    • iteration
    • problem-solving process
    Knowledge:
    Students know:
    • that problem solving is a process to find the best solution.
    • that through ideation and iteration, the final product or artifact may be a more polished or appropriate solution.
    Skills:
    Students are able to:
    • gather initial data about a topic.
    • informally propose a solution.
    • gather feedback on informal proposal.
    • design a solution to a chosen problem.
    Understanding:
    Students understand that:
    • problem-solving is a process.
    • products or artifacts may undergo many revisions after data is reviewed and feedback is received.
    Tags: block programming, conditionals, debug, efficiency, programming, scratch
    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 lessons.

      This resource provided by:  
    Author: Aimee Bates