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Code.org Presents:
Computer Science Fundamentals
for
Courses 1 - 4
Instructor Handbookof
Unplugged and Online Lesson Plans
TableofContentsforCourses1,2,3,and4TEACHERRESOURCES
ResourceName PageNumber
CSFundamentalsOverview 1
Puzzle-SolvingRecipe 5
DebuggingRecipe 8
StrategiesforTeachingComputerScience 11
COURSE1LessonNumberandName Page
Number
Course1Overview 12
1.HappyMaps 14
2.MoveIt,MoveIt 23
3.Jigsaw:Learntodraganddrop 36
4.Maze:Sequence 38
5.Maze:Debugging 40
6.Real-LifeAlgorithms 42
7.Bee:Sequence 47
8.Artist:Sequence 49
9.BuildingaFoundation 51
10.Artist:Shapes 57
11.SpellingBee 59
12.GettingLoopy 61
13.Maze:Loops 68
14.Bee:Loops 70
15.TheBigEvent 72
16.PlayLab:CreateaStory 79
17.GoingPlacesSafely 81
18.Artist:Loops 87
LessonNumberandName PageNumber
COURSE2LessonNumberandName Page
Number
Course2Overview 89
1.GraphPaperProgramming 91
2.Real-LifeAlgorithms 102
3.Maze:Sequence 108
4.Artist:Sequence 110
5.GettingLoopy 112
6.Maze:Loops 120
7.Artist:Loops 122
8.Bee:Loops 124
9.RelayProgramming 126
10.Bee:Debugging 136
11.Artist:Debugging 138
12.Conditionals 140
13.Bee:Conditionals 149
14.BinaryBracelets 151
15.TheBigEvent 158
16.Flappy 165
17.PlayLab:CreateaStory 167
18.YourDigitalFootprint 169
19.Artist:NestedLoops 175
LessonNumberandName PageNumber
COURSE3LessonNumberandName Page
Number
Course3Overview 176
1.ComputationalThinking 179
2.Maze 187
3.Artist 189
4.FunctionalSuncatchers 191
5.Artist:Functions 201
6.Bee:Functions 203
7.Bee:Conditionals 204
8.Maze:Conditionals 206
9.Songwriting 208
10.Real-LifeAlgorithms-DiceRace 217
11.Artist:NestedLoops 223
12.Farmer:WhileLoops 224
13.Bee:NestedLoops 226
14.Bee:Debugging 227
15.Bounce 229
16.PlayLab:CreateaStory 231
17.PlayLab:CreateaGame 233
18.Internet 235
19.Crowdsourcing 248
20.DigitalCitizenship 254
21.Artist:Patterns 260
LessonNumberandName PageNumber
COURSE4LessonNumberandName Page
Number
Course4Overview 262
1.Algorithms:Tangrams 265
2.MazeandBee 274
3.Artist:LoopsReview 276
4.VariablesinEnvelopes 278
5.AbstractionwithMadGlibs 285
6.Artist:Variables 291
7.PlayLab:Variables 293
8.ForLoopFun 295
9.Bee:ForLoops 304
10.Artist:ForLoops 305
11.PlayLab:ForLoops 306
12.Artist:Functions 307
13.SongwritingwithParameters 308
14.Artist:FunctionswithParameters 319
15.PlayLab:FunctionswithParameters 321
16.Bee:FunctionswithParameters 322
17.BinaryImages 323
18.Artist:Binary 331
19.SuperChallenge-Variables 332
20.SuperChallenge-ForLoops 333
21.SuperChallenge-FunctionswithParameters 334
LessonNumberandName PageNumber
ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact
22.ExtremeChallenge-Comprehensive 335
LessonNumberandName PageNumber
APPENDIXResourceName Page
Number
Glossary 337
ImplementationTips 341
Course1Framework 343
Course1Standards 350
Course2Framework 375
Course2Standards 383
Course3Framework 411
Course3Standards 419
Course4Framework 446
Course4Standards 458
CurriculumOverviewCode.orgComputerScienceFundamentals
WHOMADETHIS?Webelievethateverystudentshouldhavetheopportunitytolearncomputerscience,andthereasonsarefarmorevariedthansimplyhavingastrongresume.Criticalthinking,logic,persistence,andcreativityhelpstudentsexcelatproblem-solvinginallsubjectareas,nomatterwhattheirage.AtCode.org,werecognizethatthisbenefitbeginsearly.That'swhywepartneredwithThinkersmithandCommonSenseMediatodevelopanexcitingandengagingcurriculumthatallowsstudentstoexplorethelimitlessworldoftechnology,beginninginelementaryschool.Itisthankstoourgenerousdonorsthatwewereabletodevelopandcanofferthiscourseatnocosttoschools,teachers,orstudents:Microsoft,InfosysFoundationUSA,OmidyarNetwork,Google,BallmerFamilyGiving,AliandHadiPartovi,BillandMelindaGates,BlackRock,JeffBezos,JohnandAnnDoerr,JuniperNetworks,MarkZuckerbergandPriscillaChan,QuadriviumFoundation,ReidHoffman,Salesforce,SeanN.ParkerFoundation,SmangFamilyFoundation,Verizon
WHOISTHISFOR?Kidsasyoungasfiveyears-old!
ComputerScienceFundamentalsisdesignedprimarilyforanelementaryschoolaudience,butolderstudentsfindittobeahelpfulstartingpointaswell.
Teachers!(in-school,after-school,orhome-school)
Thiscurriculumhasbeendevelopedforusebyalleducatorsofyoungchildren.Weassumenopriorcomputerscienceknowledgeandhaveprovidedclear,detailedlessonplansthatcanbecustomizedtodifferentsituations.Learnwithyourstudents!
WHICHCOURSEISFORME?Code.org’sComputerScienceFundamentalsconsistsoffourcourses:Course1:beginners,early-readers(ages4-6)Course2:beginners,readers(ages6+)Course3:prerequisiteisCourse2(ages8+)Course4:prerequisiteisCourse3(ages10+)
Thecoursesaredesignedtobeflexiblyimplemented.Ratherthanarigidpathwaybasedongradelevels,thecoursesarebasedondevelopmentallevelandpriorexperience.Teachersandschoolscanusethecoursestructuretotailoracoursesequencetotheirstudents’needsandevolvingexperience.
COURSESTRUCTUREOurresearch-basedcurriculumusesaspiralingeducationdesign,inwhichconceptsandskillsarerevisitedin
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ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact
eachcoursewhiledelvingdeepereachtime.Eachcourseexperienceisablendofonlineactivitiesand"unplugged"activities(lessonsinwhichstudentscanlearncomputingconceptswithorwithoutacomputer).Theonlineexperiencesarecomposedofmostlyself-guidedandself-pacedtutorials,whichusescaffoldedsetsofprogramminginstructionstoexploreandpracticealgorithmicthinking.Theunpluggedlessonstakeahands-on,oftenkinestheticapproach,makinguseofphysicalmanipulativestomodelcomputationalconcepts.Eachcourseconsistsofabout18to22lessons,eachlastingbetween25and45minutes.Theycanbetaughtatacomfortablepacewhetherinconsecutivedaysasasub-unitoronedayaweekfor18weeks.Thecontentofeachcoursebuildsconceptuallyonthepreviouscourse,sothatastudentcanprogressthroughallfourexperienceslearningnewconceptsalongtheway.Code.org’sK-5curriculumalignstoCSTAComputerScienceStandardsandISTEstandards,whilesomelessonsalsointegratenationalMath,EnglishLanguageArts,andSciencestandards.TheuseofComputerScienceThemesscaffoldsthedevelopmentofideasandrecognizesthecontinualconstructionofknowledge:Algorithms,Loops,Functions,Variables,ConditionalsDataAbstraction,Decomposition,PatternRecognitionComputingPracticeandProgramming(Useofcomputationaltools)ComputersandCommunicationDevices(Elementsofcomputingdevicesandnetworks)Community,Global,andEthicalImpacts
AcrosstheentireK-5curriculum,studentswilldeveloptheskillsofacomputerscientistthroughthedevelopmentofComputationalThinkingPractices:CreativityCollaborationCommunicationPersistenceProblemSolving
TECHNOLOGYREQUIREMENTSAcomputingdeviceandanInternetconnection.
Weworkhardtobuildanenvironmentthatissupportedbyallmodernwebbrowsersondesktopsandmobiledevices,butyou'llhavethemostsuccesswithanup-to-datebrowser(preferablyFirefox,Chrome,orSafari).Ourinstructionalvideosmaybeaffecteddependingonyourschool'sinternetfilters.IfYouTubeisblockedatyourschool,ourvideoplayerwillattempttouseournon-YouTubeplayerinstead.FormoredetailsabouttheITrequirementsforaccessingandplayingourembeddedvideos,seeourITrequirementspage.We’vealsomadeallourvideosavailablefordownload.Duringthetutorials,thereisagreendownloadlinkforeachvideo,allowingstudentstodownloadindividualvideos.Ifallfails,thereisa“ShowNotes”tabthatprovidesastoryboardequivalentofthevideo.
GETTINGHELPThecurriculumiscompletelyfreeforanyone,anywheretoteach.Youcangetsupportbyvisitingsupport.code.org.Ifyouareateacherandyou'dliketoattendafreetrainingonourK-5ComputerSciencecurriculum,lookhereforaworkshopnearyou,orlookforouronlinePDatstudio.code.org/s/K5-OnlinePD.
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Unplugged LessonsU
Teacher Guide Revision 160511.1a
Throughout this book, you will see dozens of “unplugged” activities that have been created to be run without access to the internet, and often, without the use of any technology at all!
Why Unplugged?
Unplugged activities are more than just an alternative for the days when the computer lab is full. They are intentionally placed kinesthetic opportunities that help students digest complicated concepts in ways that relate to their own lives. Designed for groups or entire classrooms, these computer science activities increase exposure to collaboration, creativity, and solution design (planning).
At Code.org, we use unplugged lessons to introduce each idea group before we present them online. This gives students a shared physical experience for teachers to relate back to when working on complex puzzles.
Can I Skip Unplugged Activities?
We highly suggest that you don’t! Unplugged activities might take a little more prep the �rst time you teach them, but the e�ects are indescribable. Students react well to physical learning, and a single thirty minute unplugged activity can save many hours of confusion in the computer lab.
How Can I Get Help Understanding Unplugged?
We have gathered some videos and resources for you at code.org/curriculum/unplugged. Visit that site to see helpful videos, or to witness select activities in action!
Image from “Relay Programming”
Course 2: Stage 9
3
ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact
SkillsandStrategiesCode.orgK-5ComputerScience
TEACHINGCOMPUTERSCIENCEAsanelementaryteacher,computersciencemaybeanewandforeignsubjectarea.Justlikeanysubjectarea,therearesometipsandtricksuniquetocomputerscienceingeneral,andourcurriculumspecifically,thatwethinkwillmakeyourlifeabiteasier.Inadditiontothedetailedlessonplans,we'veputtogethersomehelpfulprintablesforbothteachersandstudents.Theseguidesandhandoutscanserveashelpfulresourceseachtimeyourstudentssitdowntotackleanewsetofpuzzles.Onethefollowingpagesyou'llseeaflagtoletyouknowwhichareteacherfacingdocumentsandwhichareforstudents.
PuzzleSolvingRecipeUsethepuzzlesolvingrecipewithyourstudentstohelpthemperserverethroughdifficultchallenges.Whilemanystudentswillcomeupwiththeirownapproachfortacklingthepuzzles,followingthisrecipestep-by-stepprovidesstructureanddirectionforstudentswhoneedit.DebuggingRecipeBuildingonthePuzzleSolvingRecipe,theDebuggingRecipeisamoretargetedapproachforthosetimeswhenastudentjustcan'tfigureitout.TheDebuggingRecipecanalsobeagoodtoolforgeneraluseintheclassroomwhensomethingis"buggy."Hasthe"liningupforrecess"programgoneawry?Timetobreakoutthedebuggingrecipe!RethinkingCSStrategiesThisone'sstrictlyfortheteachers.We'vecomeupwithalistofclassroomstrategiesthatcanhelpyoudealwithdifferentiation,attention,andcollaboration.
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Code.org Puzzle Solving Recipe(Based on Polya's Four Step Problem Solving Process)
Student Handout
H
Revision 151208.1a
These tips will help you get unstuck when solving Code.org puzzles!
Step 1: Understand the Puzzle Step 2: Create a Plan (Pick one or more)
Step 3: Perform and Perfect the Plan Step 4: Check Your Work
What does the puzzle want you to do?
Can you talk about the problem in
your own words?
Were you given any code to start?
What does it do?
Why do you think it’s there?
What is the goal of the puzzle?
Have you solved any other puzzles
that are like this one?
Write an algorithm.
Guess and check as you go.
Draw a picture of what you want to do.
Try working backward.
Solve one small piece at a time.
Compare to a puzzle that you’ve
already solved.
Did you solve the puzzle?
If not, hunt for one error at a time.
Retest your plan after every change.
If you start to get frustrated, take a
deep breath, or leave your screen for
a minute. When you come back, you
may see what was causing the trouble!
Ask questions. Maybe one of your
friends can help you �gure out where
your plan goes awry.
Does your answer solve the puzzle?
Did you hit all of the goals of this
puzzle?
Now that you have one way to solve
the puzzle, is there an easier way to do
it?
If you change this solution a little, will
it work for any other puzzles?
Could you explain your solution to help
5
Talk about these steps with your students so they have tools to get themselves
unstuck while working on puzzles. Also, use these steps to ask leading questions to
students who ask for help.
Code.org Puzzle Solving Recipe(Based on Polya's Four Step Problem Solving Process)
G
Step 1: Understand the Puzzle
Step 2: Create a Plan
* Can one (or more) of the following strategies be used?
- Guess and test
- Draw a map
- Draw a picture
- Look for a pattern
- Compare to a previously solved puzzle
- Solve a simpler problem
* Draw a diagram
* Solve an equivalent problem
* Identify subgoals
* Work backwards
* Do you understand the situation or puzzle prompt?
* Can you restate the problem in your own words?
* Do you understand the code you are given and why?
- What role does the code play?
* Do you know what the goal of the puzzle is?
* Is this problem similar to another puzzle you have solved?
Teacher Guide Revision 140903.1a 6
Code.org Puzzle Solving Recipe(Continued)
G
Step 3: Perform and Perfect the Plan
Step 4: Check Your Work
* Is your solution correct? Does your answer satisfy all goals
(number of blocks, use of a particular block/concept)?
* Can you see an easier or more efficient solution?
* Can you see how you can extend your solution to a more
general puzzle pattern?
* Attempt to solve the puzzle based on the plan that you
devised. If the strategy did not succeed, look carefully at the
feedback provided by any errors that were created, and modify
your plan.
* Test and change your strategy often. Don’t be afraid to try
solutions before you know that they are perfect. You can often
reach the right answer by using trial and error each step of the
way.
* Take a walk. If you start to get frustrated, leave the screen.
Look away. Think of something else for a little while. When you
get back, the answer just might come to you!
* Talk with others. They may be able to give you hints, or even
explain how something works so that you can discover a
solution.
Teacher Guide Revision 140903.1a 7
Code.org Debugging Recipe
Student Handout
H
Revision 140827.1a
These debugging tips will help you keep moving when you get stuck!
Work to Avoid Mistakes
Debugging
Read the directions.
What is the goal of the puzzle?
Take it slow and go one step at a time.
Can you talk about the problem in
your own words?
Were you given any code to start?
What does it do?
Why do you think it’s there?
Look for problems each step of the way.
Describe what was supposed to happen.
Describe what is going wrong.
Does the di�erence between what was
supposed to happen and what did
happen give you any clues?
Fix one thing at a time, then describe
how the result changed.
Try leaving “breadcrumbs” in your
program. You can put clues inside your
code (like having your program “say”
something) to let you know when each
chunk runs.
Try doing each task as its own chunk,
then put all of the pieces together at
the end so it is easier to see what each
thing does.
Try at least three ways of �xing
problems before you ask for help.
Talk to a friend. Maybe one of your
classmates can help you �gure out
where your plan goes awry.
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Talk about these steps with your students so they are thoughtful when preparing
and troubleshooting their solutions.
Step 1: Understand the Task at Hand
Step 2: Pay Attention to Directions & Work
Step 4: One Step at a Time
Step 3: Take it Slow
Work to Avoid Errors
* Do you understand the situation or puzzle prompt?
* Can you restate the problem in your own words?
* Do you understand the code you are given and why?
- What role does the code play?
* Do you know what the goal of the puzzle is?
* Is this problem similar to another puzzle you have solved?
* Make sure that you review the directions several times
while you work. It is possible that you will see something
new once you understand the task a little more.
* Check your work frequently to make sure that it behaves
the way that you intended.
* Add only one element at a time, and make sure the solution
still works. It’s much harder to find mistakes when you add
lots of new things all at once.
* When you rush through a task, you’re more likely to make
mistakes that you could have avoided if you were paying
attention.
Code.org Debugging RecipeG
Teacher Guide Revision 140903.1a 9
Step 4: Hidden Bugs
Step 3: Where Does it First Stop Working?
Step 2: What Was Supposed to Happen?
Step 1: Something’s Wrong!
Debugging
* If you still can’t find your error, try leaving “breadcrumbs” in your
program. You can put statements in special places to see which
ones activate and which ones don’t. Those should provide much
needed additional information.
* If you’re still stuck, try going away for a bit, then coming back. A
fresh point of view can work wonders!
* Sometimes it helps to have an extra set of eyes. If you’re out of
ideas, see if someone else will come take a look with you.
* Step through little by little until you find the first place
that your solution goes wrong, then fix that error.
* Step through again to find the next place it goes wrong,
then fix that.
* Repeat until your program works!
* If you noticed that something was wrong, then your
solution probably does something different from what was
asked.
- What does it do?
- What does that tell you?
* Watch your progress carefully so that you notice errors as
soon as they happen.
Code.org Debugging Recipe(Continued)
G
Teacher Guide Revision 140903.1a 10
Rethinking Classroom Strategies for Teaching Computer Science
G
Teacher Guide Revision 160422.1a
Ditch the UniformityStudents learn at di�erent rates. They also come into technology with vastly di�erent skills. Trying to keep everyone on the same page will alienate both the bottom third and top third of learners. Take the pressure o� of everyone by having a list of “approved” activities to focus on when they’ve �nished their class exercise.
Frequent BreaksTeachers are used to helping their class get very focused and encouraging students to work quietly until an activity is done. In computer science, students often bene�t from small and frequent breaks, even if it’s just switching to a new activity for a few minutes. Try having a student write a sentence or two about what they’re trying to do, or keep a notebook, like a biologist or chemist might.
CollaborateIt’s really hard for a programmer to “cheat”. Collaboration is a requirement out in the real world. This means helping one another solve problems, researching issues on the Internet, and looking at what others have done in similar situations. The only bad method is claiming another’s work as your own.
Don’t be a Know-It-AllWe often think that being a teacher means being an expert. In computer science, it’s really much more important to be a cheerleader. Let the students know that it’s possible for them to quickly become better at this than you are. Foster determination. Encourage students to monitor themselves, and �nd answers for one another. Let them �gure things out for themselves, then let them teach you.
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Course1OVERVIEWStudentscreatecomputerprogramswithloopsandeventsandwritealgorithmsforeverydaytasks.Throughthistheylearntocollaboratewithothersmeaningfully,investigatedifferentproblem-solvingtechniques,persistinthefaceofdifficulttasks,andlearnaboutInternetsafety.Bytheendofthiscourse,studentscreatetheirveryowncustomgameorstorythattheycanshare.StudentsstartinginCourse1willbeearly-readersinthelowerelementarygrades.LessonSequenceOnlinelessonsareinregulartextandunpluggedactivitiesareinboldedtext.
# LessonName Description
1 HappyMaps Studentscreatealgorithms(setsofinstructions)tomoveacharacterthroughamazeusingasinglecommand.
2 MoveIt,MoveIt Studentslearnwhatit’sliketoinstructtheirclassmatestomovethroughamazeintheirclassroom.
3 Jigsaw:LearntodraganddropStudentsgainfamiliaritywithacomputerbysolvingjigsawpuzzles,whichaccustomthemtotheCode.orgsystemandalsototheideaofdragginganddropping.Studentslearnhowtocollaboratewithothersonassignmentsatthecomputer.
4 Maze:SequenceStudentswriteprograms(algorithmsforthecomputer)thatgetacharacterthroughamaze.They’llunderstandtheimportanceofsequenceintheprogramstheywrite.
5 Maze:DebuggingUsingthesameenvironmentasthepriorlesson,studentsarepresentedwithamazeandapre-writtenprogramthatfailstogetthecharactertothegoal.Studentswillhaveto“debug”orfixthepre-writtenprogram.
6 Real-LifeAlgorithmsOverthefirst5lessonsinthiscurriculum,studentshavebeenwritingalgorithms.Thislessoncallsoutwaysweusealgorithmsinourdailylives.Thislessonalsofocusesonthebiggerpictureofcomputerscienceandhowalgorithmsplayanessentialpart.
7 Bee:SequenceStudentswriteprogramsthatmoveacartoonbeearoundthatgathersnectarandmakeshoney.ThisisamorecomplexversionofMaze.
12
8 Artist:Sequence Studentswriteprogramsthatmoveacharacteraround,drawingalinebehinditwhereveritgoes.
9 BuildingaFoundationStudentsbuildamarshmallowstructureusingonlyprovidedsupplies.Structuresmustcompleteatask(reachacertainheightorbearacertainweight),andstudentsdiscusstheideaofpersistingduringatask.
10 Artist:ShapesStudentswriteprogramsthatdrawsimpleshapes,whiledescribingtheirpositionrelativetoothershapes(above,below,etc).
11 SpellingBee StudentswriteprogramsthatmovesaBeearoundagridofletters.Thepaththebeetakesspellsoutsimplewords.
12 GettingLoopyThislessonintroducestheprogrammingconceptofloops(repeatedinstructions)throughadanceactivity.Studentswilllearnsimplechoreographyandthenbeinstructedtorepeatit.
13 Maze:Loops StudentswriteprogramsintheMazethatinvolveusingaloop.
14 Bee:Loops StudentswriteprogramsintheBeeenvironmentthatinvolveusingaloop.
15 TheBigEventStudentsareintroducedtotheprogrammingconceptof“events,”whichareactionsthatacomputerconstantlymonitorsfor.Theteacherwillpressbuttonsonafakeremote,andstudentshavetoshoutspecificphasesdependingonwhichbuttonispressed.
16 PlayLab:CreateaStoryStudentswriteevent-drivenprogramsthatcreategamesortellstories.Therearepuzzleswithcertaingoalsandattheend,studentsareencouragedtoexpresstheircreativitytocreatewhateverthey’dlike.
17 GoingPlacesSafelyTheInternetisapowerful,butsometimesdangerousplace.TeachersintroducetostudentshowtostaysafewhilenavigatingtheInternet.
18 Artist:Loops Studentswriteprogramsthatdrawinterestingandbeautifulpatternsusingloops.
# LessonName Description
13
UUNPLUGGED
HappyMapsLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWAttherootofallcomputerscienceissomethingcalledanalgorithm.Theword“algorithm”maysoundlikesomethingcomplicated,butreallyit’sjustalistofinstructionsthatsomeonecanfollowtoachievearesult.Toprovideasolidbasefortherestofyourstudents’computerscienceeducation,we’regoingtofocusonbuildingasecurerelationshipwithalgorithms.
TEACHINGSUMMARYGettingStarted-10minutes
1)Vocabulary2)Step-by-Step
Activity:HappyMaps-20minutes3)HappyMaps:Single-StepAdventure
Wrap-up-5minutes4)FlashChat-Whatdidwelearn?5)VocabShmocab
Assessment-10minutes6)MovetheFlurbsAssessment
LESSONOBJECTIVESStudentswill:
ListstepstomovecharacteraroundamapArrangedirectionstoreachpredeterminedgoalPredictwherecharacterwillland,givenalistofsteps
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
MapsandarrowsfromHappyMaps:Single-StepAdventureGamePieces:Flurbs,Arrows,andThingsAssessmentWorksheet:MovetheFlurbsAssessmentScissorsGlue
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FortheTeacherLessonVideoTeacherLessonGuidePrintoneHappyMaps:Single-StepAdventureforeachgroupPrintoneMovetheFlurbsAssessmentforeachstudent
GETTINGSTARTED(10MIN)1)VocabularyThislessonhasonenewandimportantword:
Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishatask.2)Step-by-Step
Askyourstudentsfordirectionstothechalkboard.Iftheystartshoutingsimultaneously,explainthatyoucanonlyhearoneinstructionatatime.Callonstudentsindividuallyifthathelps.
Whenyoureachtheboard,askforinstructionstodrawasmileyface.Again,requestonestepatatime.
Explainthatmanytaskscanbedescribedusingaspecificlistofinstructions.Thatlistiscalledanalgorithm.Challengeyourstudentstoworktogetherinsmallgroupstocomeupwithalgorithmsfortheirsingle-stepanddouble-stepmazes.
ACTIVITIES:(20MIN)3)HappyMaps:Single-StepAdventure
ThisworksheethelpsteachstudentshowtothinkaheadinordertoplanashortroutefromtheFlurb’sstartlocationtothefinallocation,justonesquareaway.Printoutanactivitypacketforeverygroup(ideally2to4students)andcuttheMapsapart.Leavethearrowsymbolsforthestudentstocutapart.
LESSONTIP Studentscanworkinpairstocreatetheadventures,thenworkinpairstosolvetheadventuresofothers.Ifthisfeelstoochaoticyoucanworktogetherasaclassandcreatetheadventureonadocumentcamera,thenworktogethertosolveit.
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Explaintherulestotheclass,makingsuretoemphasisethenewword"algorithm."Flurbsarehappy,fuzzylittlethings.Flurbslovetoeatfruit.FruitishardtofindinFlurbTown.UsethemapstohelptheFlurbfindsomefruit.WorkwithyourgrouptodecidewhichdirectiontheFlurbneedstosteptogettothefruit.
DirectionsforClass:1)Cutoutanarrowforeachmemberofyourteam.
2)StartwithMap1tohelptheFlurblookforfruit.
3)HaveeachmemberofyourgroupputanarrownexttothemaptovoteforwhichwaytheFlurbshouldstep.4)Ifnotallarrowsarepointingthesameway,talktoeachotheranddecideasagroupwhichwaythearrowshouldpoint.5)Whenyourwholegroupagreesonadirection,yourteamcanshareyouranswerwiththeteacher.6)Ifyouransweriscorrect,moveontothenextmap.
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ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact
WRAP-UP(5MIN)4)FlashChat:Whatdidwelearn?
DidyoufeellikeyouwereactuallytellingtheFlurbwhattodo?Whatwoulditbeliketocontrolarobotthatway?Whatwouldyoucreateifitwerethateasytotellacomputerwhattodo?
5)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Breakingsomethingintoexactlytwopieces""Alistofstepsthatyoucanfollowtofinishatask""Theplasticcoatingontheendofashoelace"
...andwhatisthewordthatwelearned?
ASSESSMENT(10MIN)6)MovetheFlurbs
Handouttheworksheettitled"MovetheFlurbs"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwn
Allowthestudentstoguideyoutowardsolvingaproblem(thatyouprovide)onestepatatime.Pointoutthateverytimetheymakeastep,therestoftheadventuregetseasier.Ifthestudentsarestillexcitedbytheexercise,givethemamorecomplicatedconfigurationtosolve.
FlurbFlashCyclequicklythroughsingle-steppuzzlesonyourprojector.HavethestudentsholdupanarrowcardorsimplypointinthedirectionthattheythinktheFlurbshouldmove.
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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Happy Map 11
Revision 140428.1a
Happy Map 22
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Which way should the Flurb
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Cut out an arrow for each member of your team.
Place your arrow next to the map to vote for which way the Flurb should step.
If not all arrows are pointing the same way, talk to each other and decide as a group which way the arrow should point.
When your whole group agrees on a direction, your team can move on to the next map.
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Move the FlurbsAssessment Worksheet
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The Flurb’s pot of gold is in danger! Help her get to it as quickly as possible before it disappears.
To show the Flurb how to get to her pot of gold, cut out the correct arrows from the bottom of the page and paste them in the program slots by each of the picture maps.
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Move the FlurbsAssessment Worksheet
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MoveIt,MoveItLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWThislessonwillhelpstudentsrealizethatinordertogiveclearinstructions,theyneedacommonlanguage.Studentswillpracticecontrollingoneanotherusingasimplecombinationofhandgestures.Oncetheyunderstandthelanguage,theywillbeginto"program"oneanotherbygivingmultipleinstructionsinadvance.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)Let'sControlOurselves
Activity:MoveIt,MoveIt-20minutes4)MoveIt,MoveIt:Multi-StepAdventure
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
Assessment-10minutes7)MovetheFlurbs2
LESSONOBJECTIVESStudentswill:
RecognizesituationswheretheycancreateprogramstocompletetasksPredictmovesnecessarytogetteammatefromstarttofinishConvertmovementsintosymbolicinstructionsRelatealgorithmsasprogramstoteammates
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
MapsandKeyfromMoveIt,MoveIt:Multi-StepAdventureAssessmentWorksheet:MovetheFlurbs2Scissors
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LessonVideoTeacherLessonGuidePrintoneMoveIt,MoveIt:Multi-StepAdventureactivitypackonCardstockforeachgroupPrintAssessmentWorksheet:MovetheFlurbs2foreachstudent
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
Program-Sayitwithme:Pro-gramAnalgorithmthathasbeencodedintosomethingthatcanberunbyamachine.3)Let'sControlOurselves
Askyourstudentsiftheyrememberhelpingyoudrawasmileyfacelasttime.Reviewtheinstructionsbydrawingastheyguideyouonestepatatime.
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Letthemknowthatyou'regoingtomakeasmallchange.Now,IwantyoutogivemetwoinstructionsatatimebeforeImovemypen.
Canyoudoitagain,butgivemethreeinstructionsatatime?
Whenyougivememultipleinstructionsatatime,you'reprovidingmewithan"algorithm"todraweachpieceofthesmileyface.
Now,supposeweweretohaveasecret"code"foreachofthoseinstructions.Forexample,"DrawanEye"couldlooklikethis:(makealargecirclewithyourhands).Ifwehadspecialcodesforeachofthosesteps,thenouralgorithmwouldbecomeaprogram.
We'regoingtoplayagamethatallowsustoprogrameachother...andyou'lldoitallwithyourarms!
ACTIVITY:(20MIN)4)MoveIt,MoveIt:Multi-StepAdventure
Thisworksheethelpsteachstudentshowtothinkaheadinmultiplesteps,astheyplanashortroutefromtheirfriend'sstartlocationtothehiddensmileyface,uptothreestepsaway.Printoutanactivitypacketforeverygroup(ideally2to4students)andcuttheMapCardsapart.Explaintherulestotheclass,makingsuretoemphasisethenewword"program."
DirectionsforClass:1. DecidewhowillbetheWalkingMachineandwhowillbetheController.2. HavetheControllersetupagridonthefloormadeupofpiecesofpaperasshownononeofthe
MoveItMaps,exceptwiththesmileyfaceupsidedown,facingtheground.3. TheWalkingMachinewillstartbystandingonthepagewiththecompassrose.4. TheControllerwillthenleadtheWalkingMachinestep-by-stepthroughthepapermazethatthey
created,usingtheprovidedarmsignals.5. WhentheControllergivesthesignalto“STOP,”theWalkingMachinewillflipoverthepagethat
theyareon.Ifthatpageisasmileyface,thenthemazewasasuccess!TheController(andanyoneelseinthegroupwhoisnottheWalkingMachine)cansetupamapmadeofpaper,basedononeoftheMoveItMapcards.
LESSONTIP Feelfreetodoanexamplemapwiththestudentsasaclassbeforebreakingthemintogroupsorevendescribingtherules(beyondhowtoreacttoeachofthearmgestures).Learningthroughplayisoftenmoreeffectivethanspoutingoffalloftherulesatthisage.
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Rememberthatthesmileyfacemappageshouldactuallybesetfacingtheground,sothattheWalkingMachinecannoteasilytellwheretheirfinallocationis.TheWalkingMachinebeginsbystandingonthepieceofpaperimprintedwiththecompassrose.
TheControllerusesarmmovementstoguidetheWalkingMachine.EncouragetheControllertobefacingthe
LESSONTIP Herearesomeusefullinksincaseyourclasshasn'tyettalkedaboutthecompassroseandcardinaldirections:
TheCardinalDirectionsGeographySongCardinalDirectionMnemonicsLesson
Thesetopicswillbeimportantintheonlinelessonsthatfollow,sotakinganextracoupleofminutestobesurethatyourstudentscorrelateNorthwithUp,SouthwithDown,EastwithRight,andWestwithLeftwillcontinuetobehelpfulhereafter.
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samedirectionastheWalkingMachinetoavoidhavingthemgetconfusedby"EastisRight"and"WestisLeft."Controllersshouldstartbygivingonedirectionatatime,allowingtheWalkingMachinetotakeastepbeforetheymoveontothenextdirection.
Halfwayintotheactivity,youcanencourageyourstudentstoControlwithtwoinstructionsbeforetheyallowtheWalkingMachinetotakeastep,andthenthree.Ideally,bythetimethelessoniscomplete,thestudentswillrelaytheentire"program"totheWalkingMachinebeforetheWalkingMachineeventakestheirfirststep.
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Inthegamewejustplayed,whodoyousupposewasmorelikeaprogrammer,andwhowasmorelikeacomputer?Whatwerethefourdirectionsonthecompassrose?
WhattrickscanweusetorememberNorth,South,EastandWest?Howcouldwehavegiveninstructionswithoutusingourarms?Whatwasyourfavoritepartaboutthatgame?
LESSONTIP Notethattherulesarenotthemostimportantthinghere.Feelfreetoclarifyifthestudentshavequestions,butifthestudentsareplayingabitdifferentlythandescribed,youdon'tneedtoholdthemtotheletterofthegame.ThecrucialbitisthattheyaremovingfromimmediateinstructionstogivingtwoorthreeinstructionsbeforetheWalkingMachinemoves.
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6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Thefluffyfeathersofababybird""Thecircuitboardthatcontrolsarobot""Analgorithmthathasbeencodedintosomethingthatcanberunbyamachine"
...andwhatisthewordthatwelearned?
ASSESSMENT(10MIN)7)MovetheFlurbs2
Handouttheworksheettitled"MovetheFlurbs2"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstotheprevioustwoactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.X'sandO's
Drawatic-tac-toeboardfortheclass.PlaceasingleXandasingleOsomewhereontheboard.AsktheclassiftheycangettheXtotheOusingarmgesturesasaclass.
X's,O's,andArrowsSimilartotheactivityabove,buthavethestudentswritetheirprogramsinadvanceusingarrowsinsteadofhandgestures.
Thiscanbedoneingroups.Groupscansharetheirsolutionsfortheclass.
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Move It Map 11
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These are the moves that you can do to help guide your friend.
Practice a few times to be sure that you both understand what each move does.
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Move the Flurbs 2Assessment Worksheet
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The weather is getting hot. Help the Flurb get to her flowers so she can water them.
To show the Flurb how to get to her flowers, cut out the correct arrows from the bottom of the page and paste them in the program slots by each of the picture maps.
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3Course1|Lesson3
Jigsaw:LearntodraganddropLessontime:30Minutes
K-1LESSONOVERVIEWInthisfirstonlineactivitystudentswillbecomefamiliarwithbasicmouseuseandtheblock-basedprogramminginterfacetheywillbeusingthroughoutthecourse.Studentswillbeginbysimplydraggingimagesonscreenandthenprogresstodraggingpuzzlepiecesintotheproperorder.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Jigsaw:LearntodraganddropJigsaw:Learntodraganddrop
ExtendedLearningExtensionActivies
LESSONOBJECTIVESStudentswill:
UseamousetoinputinformationintoacomputerRecallandapplytherulesofpairprogrammingUsepairprogrammingtocompletecollaborativetaskswithorwithoutacomputerIdentifysituationswhentherulesofpairprogrammingarenotfollowedArrangepuzzlepiecesintotheproperorder
GETTINGSTARTEDIntroductionAskstudentsiftheyhaveeverusedacomputermousebefore(ortrackpad,touchscreen,whateverdevicethey'llbeusing).
Whatdoesthemousedo?Howdoesmovingthemouseaffectthecursoronthescreen?Youwillnowbeusingthemousetoputtogetherpuzzlepiecesonthecomputer.Pushingdownonthemousebuttonislikeclosingyourhandonarealpuzzlepieceandlettinggoofthebuttonislikeopeningyourhandtodropthepiece.Makesureyoukeepyourmousebuttonpressedwhileyoudrageachpiece.Watchthepairprogrammingvideotogetheranddiscusstheroleofthedriverandnavigator.
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ACTIVITYJigsaw:LearntodraganddropPairprogrammingworksbestwithtwostudentstoacomputerandclearexpectationsofwhoisthedriverandwhoisthenavigator.Youmaywanttocreateavisualreminder,likehatsorsashes,toidentifythedriverandthenavigator.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.HumanComputerUserealpuzzlepiecesandpairstudentsintothecomputerandtheuser.Theuser"controls"thecomputerwithamousetoputthepuzzletogether.
LESSONTIP Whenpuzzlepiecesareconnectedandyouwanttoseparatethem,youhavetodragofffromthebottomofthestack.Draggingthetopwillmovethewholestackofpieces.
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4Course1|Lesson4
Maze:SequenceLessontime:30Minutes
LESSONOVERVIEWInthisseriesofpuzzles,studentswillbuildontheunderstandingofalgorithmslearnedintheHappyMapsandMoveItUnpluggedactivities.FeaturingcharactersfromthegameAngryBirds,studentswilldevelopsequentialalgorithmstomoveabirdfromonesideofthemazetothepigattheotherside.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:MazeSequenceMaze:Sequence
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:OrdermovementcommandsassequentialstepsinaprogramRepresentanalgorithmasacomputerprogramCountthenumberoftimesanactionshouldbeexecutedandrepresentitasinstructionsinaprogram
GETTINGSTARTEDIntroductionAskyourstudentsiftheyarefamiliarwiththegameAngryBirds.ExplainthattheywillbewritingprogramstohelpanAngryBirdlocateaPig.Reviewcardinaldirections.UsetheNEWSmnemonicandletstudentsknowthattheywillseethoselettersintheirprogramsnexttothedirectionarrows.Gettingthebirdtothepigwillrequireputtingyourdirectionsinaveryspecificorderorsequence.Canyousolvethepuzzlesusingthefewestblockspossible?
LESSONTIP Encouragestudentstocontinueusingthepairprogrammingmethodthattheylearnedinthelastlesson.Askthemtorestatetherolesofthedriverandnavigator.
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ACTIVITYMaze:SequenceAsyourstudentsworkthroughthepuzzles,observehowtheyplanthepathforthebird.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Youmaywanttogothroughafewpuzzlesontheprojector.Whiledoingthisyoucanaskaonestudenttotracethepathonthescreenwhileanotherwritesthedirectionsonawhiteboard.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwnInsmallgroups,letstudentsdesigntheirownmazesandchallengeeachothertowriteprogramstosolvethem.Foraddedfun,makelife-sizemazeswithstudentsasthepigandbird.
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5Course1|Lesson5
Maze:DebuggingLessontime:30Minutes
LESSONOVERVIEWDebuggingisanessentialelementoflearningtoprogram.Inthislesson,studentswillencounterpuzzlesthathavebeensolvedincorrectly.Theywillneedtostepthroughtheexistingcodetoidentifyerrors,includingmissingblocks,extrablocks,andmisorderedblocks.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:MazeDebuggingMaze:Debugging
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:PredictwhereaprogramwillfailModifyanexistingprogramtosolveerrorsIdentifyanalgorithmthatisunsuccessfulwhenthestepsareoutoforder
GETTINGSTARTEDIntroductionAskstudentsaboutproblemstheysolveineverydaylife.Howdoyoufixsomethingthatisn'tworking?Doyoufollowaspecificseriesofsteps?Thepuzzlesinthisunithavealreadybeensolvedforyou(yay!),buttheydon'tseemtobeworking(boo!)Wecalltheproblemsintheseprograms"bugs,"anditwillbeyourjobto"debug"them.
ACTIVITYMaze:DebuggingAsyourstudentsworkthroughthepuzzles,observehowtheysearchforbugs.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PlantingbugsHavestudentsgobackthroughpreviouslevels,purposefullyaddingbugstotheirsolutions.Theycanthenaskotherstudentstodebugtheirwork.Thiscanalsobedonewithpaperpuzzles.
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LESSONOVERVIEWInthislesson,studentswillrelatetheconceptofalgorithmsbacktoeverydayreal-lifeactivitiesbyplantinganactualseed.Thegoalhereistostartbuildingtheskillstotranslatereal-worldsituationstoonlinescenariosandviceversa.
TEACHINGSUMMARYGettingStarted-10minutes
1)Review2)Vocabulary3)WhatWeDoDaily
Activity:Real-LifeAlgorithms-20minutes4)Real-LifeAlgorithms:PlantaSeed
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?
Assessment-15minutes6)DailyAlgorithms
LESSONOBJECTIVESStudentswill:
NamevariousactivitiesthatmakeuptheirdayDecomposelargeactivitiesintoaseriesofsmallereventsArrangesequentialeventsintotheirlogicalorder
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
ComponentsforPlantingSeeds:Container(suchasemptymilkcarton),pottingsoil,seed,waterReal-LifeAlgorithms:PlantaSeedWorksheet
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AssessmentWorksheet:DailyAlgorithmsScissorsGlue
FortheTeacherLessonVideoTeacherLessonGuidePrintoneReal-LifeAlgorithms:PlantaSeedWorksheetforeachstudentPrintAssessmentWorksheet:DailyAlgorithmsforeachstudent
GETTINGSTARTED(10MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonevocabularywordthatisimportanttoreview:
Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishatask3)WhatWeDoDaily
Askyourstudentswhattheydidtogetreadyforschoolthismorning.
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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WritetheiranswersontheboardIfpossible,putnumbersnexttotheirresponsestoindicatetheorderthattheyhappen
Ifstudentsgiveresponsesoutoforder,havethemhelpyouputtheminsomekindoflogicalorderPointoutplaceswhereordermattersandplaceswhereitdoesn't
Introducestudentstotheideathatitispossibletocreatealgorithmsforthethingsthatwedoeveryday.Givethemacoupleofexamples,suchasmakingbreakfast,tyingshoes,andbrushingteeth.
Let'strydoingthiswithanewandfunactivity,likeplantingaseed!
ACTIVITY:(20MIN)4)Real-LifeAlgorithms:PlantaSeed
Youcanusealgorithmstohelpdescribethingsthatpeopledoeveryday.Inthisactivity,wewillcreateanalgorithmtohelpeachotherplantaseed.Directions:1. Cutoutthestepsforplantingaseedfromtheprovidedworksheet.2. Worktogethertochoosethesixcorrectstepsfromtheninetotaloptions.3. Gluethesixcorrectsteps,inorder,ontoaseparatepieceofpaper.4. Tradethefinishedalgorithmwithanotherpersonorgroupandletthemuseittoplanttheirseed!
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Howmanyofyouwereabletofollowyourclassmates'algorithmstoplantyourseeds?Didtheexerciseleaveanythingout?
Whatwouldyouhaveaddedtomakethealgorithmevenbetter?Whatifthealgorithmhadbeenonlyonestep:"Planttheseed"?
Wouldithavebeeneasierorharder?Whatifitwerefortysteps?
Whatwasyourfavoritepartaboutthatactivity?
ASSESSMENT(15MIN)6)AssessmentWorksheet:DailyAlgorithms
Handouttheworksheettitled"DailyAlgorithms"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNING
LESSONTIP Youknowyourclassroombest.Astheteacher,decideifyoushouldalldothistogether,orifstudentsshouldworkinpairsorsmallgroups.
LESSONTIP Ifdecidingonthecorrectstepsseemstoodifficultforyourstudents,dothatpiecetogetherasaclassbeforeyoubreakupintoteams.
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Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.GoFigure
Breaktheclassupintoteams.Haveeachteamcomeupwithseveralstepsthattheycanthinkoftocompleteatask.Gatherteamsbacktogetherintoonebiggroupandhaveoneteamsharetheirsteps,withoutlettinganyoneknowwhattheactivitywasthattheyhadchosen.Allowtherestoftheclasstotrytoguesswhatactivitythealgorithmisfor.
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Real-Life AlgorithmsPlant a Seed Worksheet
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You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to help each other plant a seed.
Cut out the steps of planting a seed below, then work together to glue the six the correct steps, in order, onto a separate piece of paper. Trade your finished algorithm with another person or group and let them use it to plant their seed!
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FILL POT WITH SOILPUT GLUE ON SEED POKE HOLE IN SOIL
PUT SEED IN HOLE HUG AN ELEPHANT
COVER SEED WITH SOIL POUR SODA POP IN POTWATER POT
PUT POT IN SUNLIGHT
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7Course1|Lesson7
Bee:SequenceLessontime:30Minutes
LESSONOVERVIEWInthislessonstudentswillhelptheirbeestocollectnectarfromflowersandcreatehoneyinhoneycombs.ThisbuildsontheMazelevelsbyaddingactionblockstothemovementblocksstudentsarealreadyfamiliarwith.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:BeeSequenceBee:Sequence
LESSONOBJECTIVESStudentswill:
Expressmovementasaseriesofcommands.Ordermovementcommandsassequentialstepsinaprogram.Representanalgorithmasacomputerprogram.Convertawholenumbertotheequivalentquantityofindividualblocks.Distinguishbetweenflowersandhoneycombs.Expresstherelationshipsbetweenflowers,nectar,honeycombs,andhoney.
GETTINGSTARTEDIntroduction
Pollstudentsforpriorknowledgeaboutbees.Beescollectnectarfromflowersandcreatehoneyinhoneycombs.Theycommunicateusingintricatedancesteps,whichissimilartotheinstructionstepsthey'llbeusingtocontroltheirbee.
Inadditiontomoving,you'llalsobeusingsomenewcodetoletyourbeecollectnectarandmakehoney.Whenyouseeaflower,collectnectar.Whenyouseeahoneycomb,makehoney.
ACTIVITYBee:SequencePointouttostudentsthateachflowerandhoneycombhasalittlenumbernexttoit.Thatnumbertellsyouhowmuchnectartocollectorhoneytomake.
Havestudentscounttheirnectarandhoneyblocksoutloud.
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8Course1|Lesson8
Artist:SequenceLessontime:30Minutes
LESSONOVERVIEWInthislessonstudentswilltakecontroloftheArtisttocompletesimpledrawingsonthescreen.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:ArtistSequenceArtist:Sequence
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CreateaprogramtocompleteanimageusingsequentialstepsSelectanargumentforagivencommandChoosetheappropriateblockstodrawimageswithnon-continuouslines
GETTINGSTARTEDIntroductionBrainstormwithstudentswaystotellsomeoneelsehowtodrawapicture:
Howwouldyoudothatwithacomputer?Inthesepuzzlesyouwillbemovingacharacterwholeavesalineeverywhereitgoes.
You'llusethecardinaldirectionstodothis,justlikewe'vebeendoingtomovethebirdandbee.
ACTIVITYArtist:SequenceIfstudentsstruggletousethecorrectnumberofblockstodrawaline,pointoutthateachlinesegmenthasadotonbothends.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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TheCopyMachineGivestudentstwopiecesofpaper.Ononesheet,drawasimpleimage(rightanglesandstraightlinesonly).Onthesecondsheet,drawinstructionsforrecreatingthatimageusingaseriesofarrows.Tradeinstructionsheetsandattempttorecreatetheimageusingonlytheprovidedinstructions.
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BuildingaFoundationLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWNewandunsolvedproblemsareoftenprettyhard.Ifwewanttohaveanychanceofmakingsomethingcreative,useful,andclever,thenweneedtobewillingtoattackhardproblemsevenifitmeansfailingafewtimesbeforewesucceed.Thislessonteachesthatfailureisnottheendofajourney,butahintforhowtosucceed.
TEACHINGSUMMARYGettingStarted-20minutes
1)Review2)Vocabulary3)Try,TryAgain
Activity:BuildingaFoundation-30minutes4)BuildingaFoundation
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
LESSONOBJECTIVESStudentswill:
OutlinestepstocompleteastructuralengineeringchallengePredictanddiscusspotentialissuesinstructurecreationBuildastructurebasedonteamplanRevisebothplanandstructureuntiltheysatisfychallenge
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
BuildingElementsGumdropsandToothpicks(approx30eachgroup)orMarshmallowsandPopsicleSticks(approx30eachgroup)orPaperandTape(approx10piecespergroup)
MiniPaperCupforcheckingheight(1pergroup)
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Bookfortestingstrength(1pergroup)FortheTeacher
LessonVideoTeacherLessonGuidePrintBuildingaFoundationPacketGatherenoughbuildingelementsforeachgroup
Youdon'thavetogiveanycertainamount;justmakesureyouputsomelimitonmaterials.
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
Persistence-Sayitwithme:Per-sis-tenceTryingagainandagain,evenwhensomethingisveryhard3)Try,TryAgain
Doeseveryonegeteverythingrightthefirsttime?WhenIwasababylearningtowalk,didIstandupandrunoffonmyfirsttry?
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Videoofbabylearningtoscoot,sit,walk.Sometimes,thebestandmostusefulthingstodoarethehardesttolearn.
ItcantakeawhiletolearnhardthingsIfyoudon'tdosomethingwellatfirst,doesitmeanthatyouneverwill?Canyouthinkofsomethingthatwashardatfirst,butthatyoucannowdoprettyeasily?
WalkingTalkingRidingabike
Whenyoufailatdoingsomething,yougetahintatwhatwentwrong.Youjustneedtolookforit.Ifyourbiketipsover,nexttimeyouneedtoworkonbalance.Ifyou'refillingaballoonanditpops,nexttimeyouneedlessair.
Thinkofthemistakesaschancestolearnhowtodosomethingbetternexttime.
ACTIVITIES:(20MIN)4)BuildingaFoundationActivityHaveyoueverstartedonatask,thendiscoveredthatitwasmuchharderthanyouthoughtitwouldbe?Hardtaskscanmakeuswanttogiveup,butifwesticktoourgoalandkeeptrying,thenwejustmightmakesomethingbetterthanwe’veevermadebefore!Inthischallenge,we’llworktoconstructtowersthatarestrongenoughtoholdatextbookforatleast10seconds,usingeverydaymaterials.Rules:
1)Useonlythesuppliesprovidedtobuildatower.2)Thetowercanbeanyshape,butithastobeatleastastallasthepapercup.3)Thetowermustsupporttheweightofabookforafull10seconds.
Directions:1)Dividestudentsintogroupsof3or4.2)Explaintherulesofthechallenge,givenabove.3)Provideeachgroupwithlimitedsuppliesandmakeitknownthattheywillgetnomore.4)Challengetheclasstothinkaheadtotheproblemandplanouttheirmethodofbuildingtheirfirsttower.5)Encouragestudentstobeginbuilding,thenhavethemalertyouwhentheythinkthey’vemetthe
LESSONTIP Herearesomegreatresourcestoprepyourclasswiththeconceptofpersistencebeforeyouturnthemlooseonthisproject:
MouseWantsaCrackerFall7Times,StandUp8NeverEverGiveUpIfYouQuitTooSoon
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challengedescribedbytherules.6)Testeachstructure.Isittallerthanthecup?Doesitholdabook?7)Ifnot,havestudentsenteracycleofplanning,fixing,testing,andplanningagainuntilthechallengehasbeenmet.8)Congratulatethestudentsastheysucceedandtakepicturesofthesuccessfultowers(ifpossible)touploadtotheCode.orgsite!
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Wereyouproudofwhatyoumade?Doyouthinkyoucouldmakeatowerastallasachairthatcouldholdaperson?
Howmanygumdropsdoyouthinkyouwouldneed?Wasthereatimethatyouthoughtaboutgivingup?
Howdidyougetpastthatfeeling?
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Goingaroundtheearthalongthefullcircumference""Gettinghelpfromalargegroupofpeopletofinishsomethingfaster""Tryingagainandagain,evenwhensomethingisveryhard"
...andwhatisthewordthatwelearned?
ASSESSMENT(0MIN)7)NoIndividualAssessment
Thefinalassessmentofthislessonistheresultofthepreviousactivity.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TryItAgain!
Trydoingthesameactivitywithdifferentmaterials.
LESSONTIP Theplanningstagecanbedifficultforyoungstudents.Itmaybehelpfulforyoutoplacesomeidea"examples"atthefrontoftheroom.Donotannouncethattheyarethere.Simplyencouragestudentstotakeawalkiftheygetfrustrated.Trytoencouragestudentstolocatethetipsontheirownifatallpossible.
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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Building a FoundationLearning Persistence through Challenges
Revision 140902.1a
Directions:
1) Divide students into groups of 3 or 4.
2) Explain the rules of the challenge, provided on the other page.
3) Provide each group with limited supplies and make it known that they will get no more.
4) Challenge the class to think ahead to the problem and plan out their method of building their first tower.
5) Encourage students to begin building, then have them alert you when they think they’ve met the challenge described by the rules.
6) Test each structure. Is it taller than the cup? Does it hold a book?
7) If not, have students enter a cycle of planning, fixing, testing, and planning again until the challenge has been met.
8) Congratulate the students as they succeed and take pictures of the suc-cessful towers (if possible) to upload to the Code.org site!
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10Course1|Lesson10
Artist:ShapesLessontime:30Minutes
LESSONOVERVIEWReturningtotheArtist,thepuzzlesinthisstagearefocusedondrawing,combining,anddividingsquaresandrectangles.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:ArtistShapesArtist:Shapes
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CreateaprogramtodrawashapeusingsequentialstepsExplainthedifferencebetweensquaresandrectanglesandsupportitwithevidenceconsistingofthecommandsusedtodrawthedifferentshapesComparethepositionsofdifferentobjectsusing"above,""below,""nextto"CorrectlyidentifyshapesregardlessoftheiroverallsizeCompareandcontrastsquaresandrectanglesbytheirnumberofsidesandsidelengths
GETTINGSTARTEDIntroductionBeforebeginningthislesson,studentsshouldhaveabasicunderstandingofsquaresandrectangles.
Howdoyoumakeasquare?Arectangle?Whathappenswhenyouputtwosquaresnexttoeachother?
ACTIVITYArtist:ShapesIfstudentsstruggletousethecorrectnumberofblockstodrawaline,pointoutthateachlinesegmenthasadotonbothends.
EXTENDEDLEARNING 57
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Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TheCopyMachine
GivestudentstwopiecesofpaperOnonesheethavethestudentsdrawasimpleimage(rightanglesandstraightlinesonly)OnthesecondsheetdrawinstructionsforrecreatingthatimageusingaseriesofarrowsTradeinstructionsheetsandattempttorecreatetheimageusingonlytheprovidedinstructions.
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11Course1|Lesson11
SpellingBeeLessontime:30Minutes
LESSONOVERVIEWPartpuzzle,partwordsearch,theSpellingBeeasksstudentstoprogramabeetofindcommonwordsinagrid.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:SpellingBeeSpellingBee
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
Arrangesequentialmovementcommandstosearchforandidentifytargetwordswithinagridofletters.Practicespellingage-appropriatewords
GETTINGSTARTEDIntroduction
Studentsshouldbeabletoreadandidentifythefollowingwordsforthisactivity:NorthSouthEastWestJumpCodeDebugAboveBelowStoryMoveSquare
ACTIVITYSpellingBeeVeryyoungstudentsorstrugglingreadersmayneedaditionalsupportfindingthewords-usingmanipulatives
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(likeScrabbletiles)canhelpstudentsseewhatwordslooklikeindifferentdirections.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.VocabHopScotchUsingclassvocabwords,createafloor-sizedwordsearch.Thewholeclasscanthen"program"astudent,orteacher,tospelloutwordsbycreatingsequencesofcardinaldirections.
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GettingLoopyLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWLoopsareahandywayofdescribingactionsthatrepeatacertainnumbersoftimes.Inthislesson,studentswillpracticeconvertingsetsofactionsintoasingleloop.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)RepeatAfterMe
Activity:Loops-15minutes4)GettingLoopy
Wrap-up-10minutes5)FlashChat-Whatdidwelearn?
Assessment-10minutes6)GettingLoopyAssessment
LESSONOBJECTIVESStudentswill:
RepeatactionsinitiatedbytheinstructorTranslateapictureprogramintoalive-actiondanceConvertaseriesofmultipleactionsintoasingleloop
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
OpenSpaceforDancing/MovingAssessmentWorksheet:GettingLoopyAssessmentPens/Pencils/Markers
FortheTeacherLessonVideo
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TeacherLessonGuidePrintoneGettingLoopyActivityWorksheetfortheclassPrintAssessmentWorksheet:GettingLoopyAssessmentforeachstudent
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantvocabularyword:
Loop-Sayitwithme:LoopTheactionofdoingsomethingoverandoveragain3)RepeatAfterMe
AskforavolunteerandhavethemstandInstructyourvolunteertowalkaroundthetable(ortheirchair,orafriend)Whentheyfinish,instructthemtodoitagain,usingtheexactsamewordsyoudidbeforeWhentheyfinish,instructagainThenagain
Wouldithavebeeneasierformetojustaskyoutogoaroundthetablefourtimes?WhatifIwantedyoutodoittentimes?
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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IfIwantyoutorepeatanaction10times,that'scalled"looping."WhenIknowinadvancethatIwantyoutodosomethingacertainnumberoftimes,it'seasierforbothofusifIjustaskyouto"Repeatitthatmanytimes."Canyouthinkofsomeotherthingsthatwecouldloop?
ACTIVITY:( 1 5MIN)4)GettingLoopyToday,we'regoingtohaveadanceparty!Sometimes,whenyouknowthatyouwillbedoingsomethingoverandover,itishelpfultoknowhowmanytimesitneedstobedonebeforeyoubegin.Thatway,youcankeeptrackofhowmanyactionsyouhaveleftasyougo.Example:
Ifyourmomwantedyoutoplayherfavoritesongoverandover,shewouldn’tsay:“Pleaseplaymysong,playmysong,playmysong,playmysong.”
Shewouldmostlikelysay:“Pleaseplaymysongfourtimes.”
Directions:1. LookatthedancemovesprovidedontheGettingLoopyWorksheet.
LESSONTIP Lookingforsomegoodmusic?Herearesomegreatplacestofindsome:RadioDisney
NickRadioKidzBopRadio
Pleasebeadvisedthatsomeofthesestationsmaydisplayadswiththird-partycontent.Ifyoufindthatdisplayedadsareinappropriate,youmaywanttodirectstudentstoadifferentsite,orresearchad-blockersthatcanpreventthiscontent.
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2. Showtheclasswhattheentiredancelookslikedoneatfull-speed.3. Runthroughthedanceslowly,oneinstructionatatime,withtheclass.4. Canyoufindtheloopintheinstructions?
Whatwouldthedancelooklikeifweonlyrepeatedthemainpart2times?Whatifwerepeatedthemainpart4times?
5. Canyoufindanythingelseinthedancethatwecouldusealoopfor?
WRAP-UP(10MIN)5)FlashChat:Whatdidwelearn?
Doyouthinkitiseasiertoaddmorepicturestothescreenorchangethenumberoftimesweloop?Wouldyouranswerbethesameifwewantedtoloop100times?
Couldweusethesesameloopswithdifferentdancemoves?Doyouknowanydancesthataredoneinsidealoop?Whatwasyourfavoritepartaboutthatactivity?
ASSESSMENT(10MIN)6)AssessmentWorksheet:GettingLoopyAssessment
Handouttheworksheettitled"GettingLoopy"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother
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enrichment.SoMoving
Givethestudentspicturesofactionsordancemovesthattheycando.Havestudentsarrangemovesandaddloopstochoreographtheirowndance.
Sharethedanceswiththerestoftheclass.ConnectItBack
FindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!
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Getting LoopyUnplugged Loops Activity
Revision 140709.2a
The Iteration
Clap Clap Clap
Behind Head Waist WaistBehind Head
Clap Clap Clap
Clap Clap Clap
Left Up Right Up Right UpLeft Up
Belly Laugh
Repeat th
is part
3 times!
Then do this
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Looping can save space!
What if we wanted to take The Iteration dance below and make more loops inside? Can you circle the actions that we can group into a loop and cross out the ones that we don’t need anymore? Write a number next to each circle to let us know how many times to repeat the action.
The first line has been done for you.
Getting LoopyUnplugged Loops Activity
Revision 140710.1a
Name: Date:
The Iteration
Clap Clap Clap
Behind Head Waist WaistBehind Head
Clap Clap Clap
Clap Clap Clap
Left Up Right Up Right UpLeft Up
Belly Laugh
Repeat t
his part
3 times!
Then do this
3
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13Course1|Lesson13
Maze:LoopsLessontime:30Minutes
LESSONOVERVIEWBuildingontheconceptofrepeatinginstructionsfromGettingLoopy,thisstagewillhavestudentsusingloopstomoreefficientlytraversethemaze.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:MazeLoopsMaze:Loops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
IdentifythebenefitsofusingaloopstructureinsteadofmanualrepetitionCreateaprogramforagiventaskwhichloopsasinglecommandBreakdownalongsequenceofinstructionsintothesmallestrepeatablesequencepossibleCreateaprogramforagiventaskwhichloopsasequenceofcommandsEmployacombinationofsequentialandloopedcommandstoreachtheendofamaze
GETTINGSTARTEDIntroductionReviewwithstudentstheGettingLoopyactivity:
Whatareloops?Whydoweusethem?
ACTIVITYMaze:LoopsAsstudentsworkthroughthepuzzles,seeiftheycanfigureouthowmanyfewerblockstheyusewithaloopvs.notusingaloop.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother
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enrichment.SoMoving
Givethestudentspicturesofactionsordancemovesthattheycando.Havestudentsarrangemovesandaddloopstochoreographtheirowndance.
Sharethedanceswiththerestoftheclass.ConnectItBack
FindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!
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14Course1|Lesson14
Bee:LoopsLessontime:30Minutes
LESSONOVERVIEWInthelaststagestudentsusedloopstorepeatsimplemovements.Nowthey'regoingtoaddtothattheloopingofactionsinordertohelpthebeecollectmorenectarandmakemorehoney.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:BeeLoopsBee:Loops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
WriteaprogramforagiventaskwhichloopsasinglecommandIdentifywhenaloopcanbeusedtosimplifyarepetitiveactionEmployacombinationofsequentialandloopedcommandstomoveandperformactions
GETTINGSTARTEDIntroduction
Whatdailyactivitesdoyoudothatcouldbedescribedasaloop?Ifyouwantedsomeonetogiveyou5cookies,howwouldyouaskthemtodoit?
Pushforadetaileddescriptononthisone.HowcanItakeacookieifthecookiejarisclosed?HowcanIreachthecookiejarifI'mnotinthekitchen?
It'sobviouslyfarmoreefficienttodothisactivityasaloop,insteadoflaboriouslygivingalloftheinstructionsforgettingacookie5times.We'regoingtohelpthebeebemoreefficientbyloopingtheinstructionstogetlotsofnectarandmakelotsofhoney.
ACTIVITYBee:LoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother
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enrichment.SoMoving
Givethestudentspicturesofactionsordancemovesthattheycando.Havestudentsarrangemovesandaddloopstochoreographtheirowndance.
Sharethedanceswiththerestoftheclass.ConnectItBack
FindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!
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TheBigEventLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWEventsareagreatwaytoaddvarietytoapre-writtenalgorithm.Sometimesyouwantyourprogramtobeabletorespondtotheuserexactlywhentheuserwantsitto.Thatiswhateventsarefor.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)ASeriesofEvents
Activity:Events-15minutes4)TheBigEvent
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?
Assessment-10minutes6)TheBigEventAssessment
LESSONOBJECTIVESStudentswill:
RepeatcommandsgivenbyaninstructorRecognizeactionsoftheteacherassignalstoinitiatecommandsPracticedifferentiatingpre-definedactionsandevent-drivenones
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
AssessmentWorksheet:TheBigEventAssessmentPens/Pencils/Markers
FortheTeacherLessonVideoTeacherLessonGuide
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PrintoneTheBigEventActivityWorksheetandEventControllerPrintAssessmentWorksheet:TheBigEventAssessmentforeachstudent
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantvocabularyword:
Event-Sayitwithme:E-ventAnactionthatcausessomethingtohappen3)ASeriesofEvents
Prepyourclasstoansweraquestion:"I'mgoingtoaskyouaquestion.Iwantyoutoraiseyourhandifyouwantmetocallonyoufortheanswer."Askasimplequestionthatmostofyourstudentsshouldbeabletoanswer,suchas:
HowmanythumbsdoIhave?Whatisbigger,abirdorahorse?
Callonastudentwhohastheirhandraisedandletthemgivetheiranswer.Uponfinishingthatdisplay,asktheclasshowyouknewthatthestudentwantedyoutocallonthem.
Yourclasswilllikelymentiontheraisingofthehand.Explaintoeveryonethatwhenstudentsraisetheirhand,itisan"event"thatcausesyoutoknowthatthey
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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wanttobecalledon.
Asktheclassiftheycanthinkofanyothereventsthatgivesignals.Youmayneedtoremindthemthatyou'renottalkingaboutaneventlikeabirthdaypartyorafieldtrip.Iftheyhavetrouble,youcanremindthemthataneventisanactionthatcausessomethingtohappen.
Whataboutanalarmclockgoingoff?Whatdoesthatmakehappen?Whataboutpressing"Start"onthemicrowave?Whatdoesthatdo?Whataboutpressingthepowerbuttononyourtvremote?
Today,we'regoingtocreateprogramswithevents.
ACTIVITY:(15MIN)4)TheBigEvent
DoyourememberhelpingtheFlurbsfindfruit?Howaboutmakingmapswhereyouhelpedyourfriendgettothesmileyface?
Inthoseexercises,youknewinadvanceexactlywhereyouwantedyourcharactertoendup,soyoucouldmakeaprogramthattookthemfromstarttofinishwithoutanyinterruptions.Inmostrealprograms,wecan'tdothatbecausewewanttohaveoptions,dependingonwhattheuserneeds.
SaythatIonlywantmycharactertomovewhenmyfingerisonthescreenofmyphone.IwouldneedtoprogramthecharactertoonlymovewhenIputmyfingeronthescreenofmyphone.Puttingmyfingeronthescreenwouldthenbecomean"event"thattellsmycharactertomove.
Inearlierlessons,wecreatedalgorithmsthatallowedustocontrolafriendorFlurbforseveralstepsatatime.Itwasfunanduseful,butwhathappenswhenyoudon’tknoweverythingthatyouwantyourfriendtodoinadvance?Thisiswhereeventscomein!
Directions:1. ProjecttheEventControllerontoyourclassroomscreen.
LESSONTIP Ifyourstudentsseemconfused,talkabouttheirfavoritegamesandallofthewaysthattheyletthecharactersknowwhatthey'resupposedtodo.Pointouthowthegamewouldbereallyboringifitranfromstarttofinishwithoutanyeventsrequired.
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1. Decidewithyourclasswhateachbuttondoes.Wesuggest:PinkButton->Say“Wooooo!”TealButton->“Yeah!”PurpleDial->“Boom!”
2. Practicetappingthebuttonsontheoverheadandhavingyourclassreact.3. Addsomebuttonsequencesintothemixandhavethestudentstrytokeepupwiththeirsounds.4. Letyourclassknowthateverytimeyoupushabutton,itisan“event”thatletsthemknowwhat
theyareexpectedtodonext.5. Gettheclassstartedonaplannedtaskbeforeinterruptingthemagainwiththebuttons.We
suggest:Countingto10Singing“OldMacDonald”
6. Oncetheirplanisunderway,interjectbuttonpressessporadically.7. Continuetheblenduntiltheyunderstandthedifferencebetweenactionsthatareguidedbya
planandthosethatareeventdriven.
WRAP-UP(10MIN)5)FlashChat:Whatdidwelearn?
Whydoweneedtobeabletohandleeventsinaprogram?Whataresomeotherkindsofeventsthatyoucanthinkof?
ASSESSMENT(10MIN)6)AssessmentWorksheet:ControllingbyEventsAssessment
Handouttheassessmentactivityandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.OnePerson'sEventisAnotherOne'sReaction
Assigneachstudentaneventtowatchoutfor,andanappropriatereactiontothatevent.Chaintheactionssothateachchild'sreactionbecomesaneventthattriggersthereactionofanotherstudent.Keepassigninguntileveryonehassomethingtodoandeveryonemakessomeonereact.
EventopaloozaBreaktheclassupintogroups.UsingtheEventsController,assigneachgroupadifferentreactiontothesamebutton.Dothisforallthreebuttons,thenwatchthechaos!
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The Big Event Event Controller
Revision 140709.1a
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You’ve been given a magical controller that changes the picture on the frame on your desk.
Take a look below to see what each button does. Can you figure out which series of button events will cause your frame to show the pictures on the right? Draw a line from each set of pictures to the button combination that causes it. The first one has been done for you.
The Big EventControlling by Events Assessment
Revision 160511 . 1a
Name: Date:
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16Course1|Lesson16
PlayLab:CreateaStoryLessontime:30Minutes
LESSONOVERVIEWInthisculminatingpluggedactivity,studentswillhavetheopportunitytoapplyallofthecodingskillsthey'velearnedtocreateananimatedstory.It'stimetogetcreativeandcreateastoryinthePlayLab!
TEACHINGSUMMARYGettingStarted
Introduction
Activity:PlayLabCreateaStoryPlayLab:CreateaStory
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
IdentifyactionsthatcorrelatetoinputeventsCreateananimated,interactivestoryusingsequence,loops,andevent-handlersShareacreativeartifactwithotherstudents
GETTINGSTARTEDIntroduction
ReviewTheBigEventactivitywithstudents:Whatdidwe"program"thebuttonclickeventstodo?
Nowwe'regoingtoaddeventstoourcoding,Specifically,we'regoingtohaveaneventforwhentwocharacterstoucheachother.
Invideogameprogrammingwecallthiskindofeventcollisiondetection;itletsusdecidewhattodowhenonethingcollideswith,ortouches,another.Whatkindsofcollisioneventshaveyouseeningames?
LESSONTIP Studentswillhavetheopportunitytosharetheirfinalproductwithalink.Thisisagreatopportunitytoshowyourschoolcommunitythegreatthingsyourstudentsaredoing.Collectallofthelinksandkeepthemonyourclasswebsiteforalltosee!
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ACTIVITYPlayLab:CreateaStoryThisisthemostfree-formpluggedactivityofthecourse.Atthefinalstagestudentshavethefreedomtocreateastoryoftheirown.Youmaywanttoprovidestructuredguidelinesaroundwhatkindofstorytowrite,partiularlyforstudentswhoareoverwhelmedbytoomanyoptions.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourstory,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.
Postlinkstocompletedstoriesonlineorontheboard.Makeastoryofyourowntoshareaswell!
Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthestory.Discussasagroupthedifferentwaysyourclassmatescodedtheirstories.
Whatsuprisedyou?Whatwouldyouliketotry?
Choosesomeoneelse'sstoryandbuildonit.(Don'tworry,theoriginalstorywillbesafe.)
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GoingPlacesOnlineLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWIncollaborationwithCommonSenseMediaThislessonhelpsstudentslearnthatmanywebsitesaskforinformationthatisprivateanddiscusseshowtoresponsiblyhandlesuchrequests.Studentsalsofindoutthattheycangotoexcitingplacesonline,buttheyneedtofollowcertainrulestoremainsafe.
TEACHINGSUMMARYGettingStarted-20minutes
1)Review2)Vocabulary3)WhereWeGo
Activity:KeepItPrivate-30minutes4)KeepItPrivate
Wrap-up-10minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
Assessment-5minutes7)KeepItPrivateAssessment
LESSONOBJECTIVESStudentswill:
UnderstandthatbeingsafewhentheyvisitwebsitesissimilartostayingsafeinreallifeLearntorecognizewebsitesthatarealrightforthemtovisitRecognizethekindofinformationthatisprivate.UnderstandthattheyshouldnevergiveoutprivateinformationontheInternetLearntocreateeffectiveusernamesthatprotecttheirprivateinformation
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
Pens,PencilsandPaperKeepItPrivateAssessment
FortheTeacher 81
LessonVideoTeacherLessonGuideDownloadorpreparethe"MyOnlineNeighborhood"videoLiveaccessorprint-offofSecretBuilderssign-uppage
(Click“NewPlayer,”selectanage,andthenselect“I’maGirl”or“I’maBoy.”)PrintoneKeepItPrivateAssessmentforeachstudent
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
Username-Sayitwithme:Yews-er-naymAnameyoumakeupsothatyoucanseeordothingsonawebsite,sometimescalleda“screenname”3)WhereWeGo
Invitestudentstotalkaboutplacestheyhavevisitedonaclassfieldtrip.Ifstudentshavelimitedexperiencewithfieldtrips,providesomeexamplesofthetypesofplacestheycould
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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visitasaclass,suchasmuseums,sciencecenters,orzoos.Havestudentschooseaplacetheywouldliketogoonaclassfieldtrip.
Havestudentstakeanimaginaryfieldtriptotheirchosenplace.Narratethepreparationswhilehavingstudentspantomimewhat’shappening–Forexample:putonyourjacket;climbon/offthebus;getyourticketchecked;goinside.
Havestudentsdescribewhattheythinktheymightseeanddooncetheyarrive.Letthestudentssitbackdown,thenask:"Whatdoyouneedtodotostaysafewhenyouvisitnewplaces?"
PlayMyOnlineNeighborhoodvideo.WhatthreerulesdoesJeremiahfollowwhenhegoesplacesonline?
1)Alwaysaskyourparent(orteacher)first2)Onlytalktopeopleyouknow3)Sticktoplacesthatarejustrightforyou
Now,let'sseewhatmorewecandotokeepourselvessafe.
ACTIVITIES:(20MIN)4)KeepItPrivateAccessSecretBuilderssign-uppagelive,orprojectaprint-outontheboardfortheclasstosee.
Invitestudentstogiveexamplesofinformationthattheyshouldkeepprivate.Writedowntheirresponsesontheboardorchartpapersothatyoucanreturntothemlaterinthelesson.
Makesuretheyunderstandthatprivateinformationincludesthefollowing:fullnameageaddresstelephonenumberemailaddress(orparents’emailaddresses)wheretheygotoschoolorafterschoolwheretheirparentswork
Encouragestudentstodiscusswhyitisimportanttokeepthisinformationprivate.Stressthatitisneversafetogiveoutprivateinformationtopeopletheydon’tknow.Studentsshouldalwaysaskaparentorcaregiverbeforetheygiveoutprivateinformationtoanyone.
Referbacktothesign-uppage.Ask"Doyouthinkyoushoulduseyourrealname,orsomethingthatincludesyourrealname,whenyoumakeupausername?"
Guidestudentsthroughthefollowingrulesandtipsforcreatingusernames:Rules:
1)Askaparentorothertrustedadultbeforeyoucreateausername.2)Neverincludeanyprivateinformationinyourusername,suchasyourrealname,age,birthday,thenameofyourschoolorhometown,partsofyouraddressorphonenumber,oremailaddress.3)Avoidusingsymbolsorspaces,astheyareusuallynotallowedinusernames.Tips
1)Includethenameofsomethingthatwillhelpyourememberyourusername,likeyourfavoriteanimal,character,ortoy.Youmighthavetocombinethiswithotherwordsornumbers.2)Iftheusernameyoucreateisalreadytaken,youwillhavetocomeupwithanotherone.3)Writedownyourusernameandpasswordand,withthehelpofaparent,findasafeplacetokeepitincaseyouforgetthem.
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Distributepaperandplacestudentsinpairs.Directions:
1)Havestudentsinterviewtheirpartnerusingthefollowingquestions,andwritedowntheirresponses:-Whatisyourfavoritepetoranimal?-WhatisyourfavoriteTVshow,book,ormoviecharacter?-Whatareyourfavoritenumbers?2)Instructstudentstomakeupthreesafeusernamesfortheirpartnerusinginformationfromtheirinterviewresponses.-Theyshouldnotincludetheirpartner’sname,age,school,emailaddress,birthday,oranyotherprivateinformation.3)Invitestudentstoshareoneormoreoftheirusernameswiththeclass.4)Encouragestudentstorespondtooneanother’susernames,confirmingthateachnamefollowstherulestheyhavelearned.
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Whatinformationshouldyoualwayskeepprivatewhenyouareusingthecomputer?Whatrulesshouldyoufollowwhenyoumakeupausername?WhatcantheInternetbeusedfor?Whatrulesdowehaveforvisitingplacesonline?
TakethetimetodiscussagainwhatisappropriateinformationtoshareontheInternet,andwhatisnot:
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Travelingatthespeedoflight""Anameyoumakeupsothatyoucanseeordothingsonawebsite,sometimescalleda'screenname'""Adigitalenvironmentthatlooksreal"
...andwhatisthewordthatwelearned?
ASSESSMENT(5MIN)
LESSONTIP Formorein-depthmodules,youcanfindadditionstothiscurriculumattheCommonSenseMediapageonScopeandSequence.
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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7 )KeepItPrivateAssessmentHandouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CommonSenseMedia
VisitCommonSenseMediatolearnmoreabouthowyoucankeepyourstudentssafeinthisdigitalage.
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Keep It PrivateLearning to be Safe and Responsible AssessmentUnplugged
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Revision 140701.1a
Just because you can share something online doesn’t mean that you should!
1) Circle the place you would most like to visit online
2) Can you spot the private information? Mark “X” through the information that you should not share with people you do not know well.
Name: Date:
3) On the back of this paper, draw something that you enjoy and want to share on the Internet.
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18Course1|Lesson18
Artist:LoopsLessontime:30Minutes
LESSONOVERVIEWReturningtotheartist,studentslearntodrawmorecompleximagesbyloopingsimplesequencesofinstructions.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:LoopsArtist:Loops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDecomposeashapeintoitssmallestrepeatablesequenceCreateaprogramthatdrawscomplexshapesbyrepeatingsimplesequences
GETTINGSTARTEDIntroduction
Askstudentstonameasmanysimpleshapesaspossible,focusonshapeswithequalsidesandangles.Foreachshape:
Howwouldyouexplaintosomeonehowtodrawthatshape?Howcouldyoudrawthisusingaloop?
ACTIVITYArtist:LoopsIntheArtistlevelsstudentswillnolongerbeconstrainedto90degreeangles.Havingprotractorsavailablecanbehelpstudentsbettervisualizetheanglestheyneed.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TheCopyMachine
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Givestudentstwopiecesofpaper.Ononesheethavethestudentsdrawashapewithequalsidesandangles.Onthesecondsheetdrawinstructionsforrecreatingthatshapeusingloops.Tradeinstructionsheetsandattempttorecreatetheshapeusingonlytheprovidedinstructions.
Canyoupredictwhatshapewillbedrawnjustbyreadingtheinstructions?
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Conrse2OVERVIEWStudentscreateprogramswithloops,events,andconditionalsandwritealgorithmsforeverydaytasks.Theywilltranslatetheirnamesintobinary,investigatedifferentproblem-solvingtechniques,anddiscusssocietalimpactsofcomputing.Bytheendofthecurriculum,studentscreateinteractivegamesorstoriestheycanshare.WhilethedescriptionofsomelessonsmaylooksimilartolessonsintheCourse1,thisreviewisimportantforthosewhohavetakenCourse1asmostwillbeatthelowerelementarylevel.Thecomplexityanddepthoftopicsdiscussedarescaffoldedappropriatelytoprovideallstudentsarichandnovelexperience.StudentsstartinginCourse2willbestudentswhocanreadinthelowerandmiddleelementarygrades.LessonSeqnenceOnlinelessonsareinregulartextandunpluggedactivitiesareinboldedtext.
# LessonName Description
1 GraphPaperProgrammingStudentswriteanalgorithm(asetofinstructions)usingasetofpredefinedcommandstodirecttheirclassmatestoreproduceadrawing.
2 Real-LifeAlgorithmsThislessoncallsoutwaysweusealgorithmsinourdailylives.Thislessonalsofocusesonthebiggerpictureofcomputerscienceandhowalgorithmsplayanessentialpart.
3 Maze:SequenceStudentswriteprograms(algorithmsforthecomputer)thatgetacharacterthroughamaze.They’llunderstandtheimportanceofsequenceintheprogramstheywrite.
4 Artist:Sequence Studentswriteprogramstodrawdifferentlinesandshapes.
5 GettingLoopyThislessonintroducestheprogrammingconceptofloops(repeatedinstructions)throughadanceactivity.Studentswilllearnsimplechoreographyandthenbeinstructedtorepeatit.
6 Maze:Loops StudentwriteprogramsintheMazeenvironmentusingloops.
7 Artist:LoopsStudentswriteprogramstodrawdifferentshapeswhileidentifyingpatternsintheircode.Theylearnabouttheprogrammingconceptofloops(repeatedstatements),whichcanbeusedtomaketheirprogramsmoreefficient.
8 Bee:Loops StudentswriteprogramsusingloopsintheBeeenvironment.
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9 RelayprogrammingStudentsrunarelayrace,wheretheydashacrosstheyardtowriteanalgorithmbasedona"GraphPaperProgramming"image.Theycanonlywriteoneinstructionatatimeandifthere'sanerror,theyhavetoeraseeverythingbacktotheerror.
10 Bee:DebuggingStudentsarepresentedwithapre-writtenprogramthatfailstocompletethepuzzle.Studentswillhaveto“debug”orfixthepre-writtenprogram.
11 Artist:DebuggingStudentsarepresentedwithadrawingandapre-writtenprogramthatfailstocreatethatdrawing.Studentswillhaveto“debug”orfixthepre-writtenprogram.
12 ConditionalsTolearnaboutconditionalstatements,studentsplayacardgameandcreateruleslike“IfIdrawaredcard,Igetapoint”and“IfIdrawablackcard,yougetapoint.”
13 Bee:Conditionals StudentswriteprogramsusingconditionalstatementsusingtheBeeenvironment.
14 BinaryBraceletsStudentscreatebraceletsfromapapertemplatethatisabinaryrepresentationsofthefirstletteroftheirname.Studentslearnthatthesamesetofdatacanberepresentedinmorethanoneway.
15 TheBigEventStudentsareintroducedtotheprogrammingconceptof“events,”whichareactionsthatacomputerconstantlymonitorsfor.Theteacherwillpressbuttonsonafakeremote,andstudenthavetoshoutspecificphasesdependingonwhichbuttonispressed.
16 FlappyUsingtheconceptof“Events,”studentswillcreatetheirowngamewitheventslike“Whenthemouseisclicked,makethebirdflap”and“Whenthebirdhitstheground,endthegame.”
17 PlayLab:CreateaStoryStudentsemployallthedifferentprogrammingconceptstheyhavelearnedinthecurriculumthisfartomakeacustomized,interactivestoryorgameoftheirown.
18 YonrDigitalFootprintTeachersintroducetostudentstheideathatputtinginformationaboutthemselvesonlinecreatesadigitalfootprintor“trail”thathasconsequences.
19 Artist:NestedLoops Studentswriteprogramsthatdrawinterestingandbeautifulpatternsusingnestedloops.
# LessonName Description
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GraphPaperProgrammingLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWBy"programming"oneanothertodrawpictures,studentswillbegintounderstandwhatprogrammingisreallyabout.Theclasswillbeginbyhavingstudentsinstructeachothertocolorsquaresinongraphpaperinanefforttoreproduceanexistingpicture.Ifthere’stime,thelessoncanconcludewithimagesthatthestudentscreatethemselves.
TEACHINGSUMMARYGettingStarted-15minutes
1)Vocabulary2)IntroduceGraphPaperProgramming3)PracticeTogether
Activity:GraphPaperProgramming-20minutes4)Four-by-Fours
Wrap-up-5minutes5)FlashChat:Whatdidwelearn?6)VocabShmocab
Assessment-10minutes7)GraphPaperProgrammingAssessment
LESSONOBJECTIVESStudentswill:
UnderstandthedifficultyoftranslatingrealproblemsintoprogramsLearnthatideasmayfeelclearandyetstillbemisinterpretedbyacomputerPracticecommunicatingideasthroughcodesandsymbols
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
Four-by-FoursActivityWorksheetGraphPaperProgrammingAssessmentSheetsof4x4papergridsforthestudentstouseaspractice(TheseareprovidedaspartoftheFour-by-Fours
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ActivityWorksheet,butifyouhavethestudentscreatetheirown,youcanincludeCommonCoreMathstandard2.G.2.)BlankpaperorindexcardsforprogramsMarkers,pens,orpencils
FortheTeacherLessonVideoPrintoutoneFour-by-FoursActivityWorksheetforeachgroupPrintoneGraphPaperProgrammingAssessmentforeachstudentSupplyeachgroupwithseveraldrawinggrids,paper,andpens/pencils
GETTINGSTARTED(15MIN)1)VocabularyThislessonhastwonewandimportantwords:
Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishataskProgram-Sayitwithme:Pro-gramAnalgorithmthathasbeencodedintosomethingthatcanberunbyamachine
2)IntroduceGraphPaperProgrammingInthisactivity,wearegoingtoguideeachothertowardmakingdrawings,withoutlettingtheotherpeopleinourgroupseetheoriginalimage.Forthisexercise,wewillusesheetsof4x4graphpaper.Startingattheupperleft-handcorner,we’llguideourteammates’AutomaticRealizationMachine(ARM)withsimpleinstructions.Thoseinstructionsinclude:
MoveOneSquareRightMoveOneSquareLeftMoveOneSquareUpMoveOneSquareDownFill-InSquarewithcolor
Forexample,here’showwewouldwriteanalgorithmtoinstructafriend(whoispretendingtobeadrawingmachine)tocolortheirblankgridsothatitlooksliketheimagebelow:
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That’ssimpleenough,butitwouldtakealotofwritingtoprovideinstructionsforasquarelikethis:
Withonelittlesubstitution,wecandothismuchmoreeasily!Insteadofhavingtowriteoutanentirephraseforeachinstruction,wecanusearrows.
Inthisinstance,thearrowsymbolsarethe“program”codeandthewordsarethe“algorithm”piece.Thismeansthatwecouldwritethealgorithm:
“Moveonesquareright,Moveonesquareright,Fill-insquarewithcolor”andthatwouldcorrespondtotheprogram:
Usingarrows,wecanredothecodefromthepreviousimagemuchmoreeasily!
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3)PracticeTogetherStartyourclassoffintheworldofprogrammingbydrawingorprojectingtheprovidedkeyontotheboard.
Selectasimpledrawing,suchasthisonetouseasanexample.
Thisisagoodwaytointroduceallofthesymbolsinthekey.Tobegin,fillinthegraphfortheclass--squarebysquare--thenaskthemtohelpdescribewhatyou’vejustdone.First,youcanspeakthealgorithmoutloud,thenyoucanturnyourverbalinstructionsintoaprogram.Asamplealgorithm:
“MoveRight,Fill-InSquare,MoveRight,MoveDownFill-InSquare,MoveLeft,MoveLeft,Fill-InSquareMoveDown,MoveRight,Fill-InSquare,MoveRight”
Someofyourclassmaynoticethatthereisanunnecessarystep,butholdthemoffuntilaftertheprogrammingstage.Walktheclassthroughtranslatingthealgorithmintotheprogram:
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Theclassroommaybebuzzingwithsuggestionsbythispoint.Iftheclassgetsthegistoftheexercise,thisisagoodplacetodiscussalternatewaysoffillingoutthesamegrid.Ifthereisstillconfusion,savethatpieceforanotherdayandworkwithanotherexample.
Iftheclasscanshoutoutthealgorithmanddefinethecorrectsymbolstouseforeachstep,they’rereadytomoveon.Dependingonyourclassandtheirage,youcaneithertrydoingamorecomplicatedgridtogetherorskipstraighttohavingthemworkingroupsontheirFour-by-FoursActivityWorksheet.
ACTIVITY:GRAPHPAPERPROGRAMMING(20MIN)4)Four-by-FoursActivityWorksheet1. Dividestudentsintopairs.2. Haveeachpairchooseanimagefromtheworksheet.3. Discussthealgorithmtodrawthatimagewithpartner.4. Convertalgorithmintoaprogramusingsymbols.5. Tradeprogramswithanotherpairanddrawoneanother'simage.6. Chooseanotherimageandgoagain!
LESSONTIP HavetheclassimaginethatyourarmisanAutomaticRealizationMachine(ARM).Theideaof"algorithms"and"programs"willbebroughttolifeevenfurtherifstudentsfeellikethey'reactuallyincontrolofyourmovements.
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WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?Whatdidwelearntoday?Whatifweusedthesamearrows,butreplaced"Fill-InSquare"with"LayBrick"?Whatmightwebeabletodo?Whatelsecouldweprogramifwejustchangedwhatthearrowsmeant?
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Alargetropicalparrotwithaverylongtailandbeautifulfeathers""Alistofstepsthatyoucanfollowtofinishatask""Anincrediblystinkyflowerthatbloomsonlyonceayear"
...andwhatisthewordthatwelearned?Whichoneoftheseisthemostlikea"program"?
*Ashoeboxfullofprettyrocks*Twelvepinkflowersinavase*Sheetmusicforyourfavoritesong
Explainwhyyouchoseyouranswer.
ASSESSMENT(10MIN)7)GraphPaperProgrammingAssessment
EXTENDEDLEARNING 96
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Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.BetterandBetter
Haveyourclasstrymakinguptheirownimages.Cantheyfigureouthowtoprogramtheimagesthattheycreate?
ClassChallengeAstheteacher,drawanimageona5x5grid.Cantheclasscodethatupalongwithyou?
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Image 1 Image 2 Image 3
Image 4 Image 5 Image 6
Move One
Square Right
Move One
Square Left
Move One
Square UpMove One
Square Down
Fill-In Square
with Color
Graph Paper ProgrammingFour-by-Fours Activity Worksheet
Revision 140830.1a
Choose one of the drawings below to program for a friend. Don’t let them see which one you choose!
Write the program on a piece of paper using arrows. Can they recreate your picture?
Use these symbols to write a program that would draw each image.
Name: Date:
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Graph Paper ProgrammingAssessment Worksheet
Revision 140710.1a
You have just learned how to create algorithms and programs from drawings, and how to draw an image from a program that someone gives to you. During the lesson, you worked with other people to complete your activities. Now you can use the drawings and programs below to practice by yourself.
Use the symbols below to write a program that would draw each image.
Now, read the program below and draw the image that it describes.
Move One
Square Forward
Move One
Square Backward
Move One
Square UpMove One
Square Down
Fill-In Square
with Color
StartHere
StartHere
StartHere
StartHere
Name: Date:
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Step 1 2 3 4 5 6 7 8 9 10
Step 11 12 13 14 15 16 17 18 19 20
Step 1 2 3 4 5 6 7 8 9 10
Step 11 12 13 14 15 16 17 18 19 20
Step 1 2 3 4 5 6 7 8 9 10
Step 11 12 13 14 15 16 17 18 19 20
Step 1 2 3 4 5 6 7 8 9 10
Step 11 12 13 14 15 16 17 18 19 20
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Real-LifeAlgorithms:PaperAirplanesLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWInthislesson,studentswillrelatetheconceptofalgorithmsbacktoeverydayreal-lifeactivitiesbymakingpaperairplanes.Thegoalhereistostartbuildingtheskillstotranslatereal-worldsituationstoonlinescenariosandviceversa.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)WhatWeDoDaily
Activity:Real-LifeAlgorithms-20minutes4)Real-LifeAlgorithms:PaperAirplanes
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?
Assessment-10minutes6)DailyAlgorithms
LESSONOBJECTIVESStudentswill:
NamevariousactivitiesthatmakeuptheirdayDecomposelargeactivitiesintoaseriesofsmallereventsArrangesequentialeventsintotheirlogicalorder
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
PaperforfoldingintoairplaneReal-LifeAlgorithmsWorksheet:PaperAirplanes
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AssessmentWorksheet:DailyAlgorithmsScissorsGlue
FortheTeacherLessonVideoTeacherLessonGuideReal-LifeAlgorithmsWorksheet:PaperAirplanesPrintAssessmentWorksheet:DailyAlgorithmsforeachstudent
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonevocabularywordthatisimportanttoreview:
Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishatask3)WhatWeDoDaily
Askyourstudentswhattheydidtogetreadyforschoolthismorning.
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Writetheiranswersontheboard.Ifpossible,putnumbersnexttotheirresponsestoindicatetheorderthattheyhappen.
Ifstudentsgiveresponsesoutoforder,havethemhelpyouputtheminsomekindoflogicalorder.Pointoutplaceswhereordermattersandplaceswhereitdoesn't.
Introducestudentstotheideathatitispossibletocreatealgorithmsforthethingsthatwedoeveryday.Givethemacoupleofexamples,suchasmakingbreakfast,brushingteeth,andplantingaflower.
Let'strydoingthiswithanewandfunactivity,likemakingpaperairplanes!
ACTIVITY:(20MIN)4)Real-LifeAlgorithmWorksheet:PaperAirplanes
Youcanusealgorithmstohelpdescribethingsthatpeopledoeveryday.Inthisactivity,wewillcreateanalgorithmtohelpeachotherfoldapaperairplane.Directions:1. Cutoutthestepsformakingapaperairplaneprovidedworksheet.2. Worktogethertochoosethesixcorrectstepsfromtheninetotaloptions.3. Gluethesixcorrectsteps,inorder,ontoaseparatepieceofpaper.4. Tradethefinishedalgorithmwithanotherpersonorgroupandletthemuseittomaketheirplane!5. Ifyouareconcernedaboutinjurywhenyourstudentsbeginflyingtheirpaperairplanes,we
recommendhavingthembluntthetipoftheplanebyeitherfoldingitinwardorrippingitoffandcoveringtherippededgeswithtape.
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Howmanyofyouwereabletofollowyourclassmates'algorithmstomakeyourairplanes?Didtheexerciseleaveanythingout?
Whatwouldyouhaveaddedtomakethealgorithmevenbetter?Whatifthealgorithmhadbeenonlyonestep:"FoldaPaperAirplane"?
Wouldithavebeeneasierorharder?Whatifitwerefortysteps?
Whatwasyourfavoritepartaboutthatactivity?
ASSESSMENT(15MIN)6)AssessmentWorksheet:DailyAlgorithms
Handouttheworksheettitled"DailyAlgorithms"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
LESSONTIP Youknowyourclassroombest.Astheteacher,decideifstudentsshoulddothisindividuallyorifstudentsshouldworkinpairsorsmallgroups.
LESSONTIP Ifdecidingonthecorrectstepsseemstoodifficultforyourstudents,dothatpiecetogetherasaclassbeforeyoubreakupintoteams.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.GoFigure
Breaktheclassupintoteams.Haveeachteamcomeupwithseveralstepsthattheycanthinkoftocompleteatask.Gatherteamsbacktogetherintoonebiggroupandhaveoneteamsharetheirsteps,withoutlettinganyoneknowwhattheactivitywasthattheyhadchosen.Allowtherestoftheclasstotrytoguesswhatactivitythealgorithmisfor.
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Real-Life AlgorithmsPaper Airplane Worksheet
Revision 140710.1a
You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to help each other make paper airplanes.
Cut out the steps of making an airplane below. Glue the six the correct steps, in order, onto a separate piece of paper. Trade your finished algorithm with another person or group and let them use it to make an actual flying model paper plane!
Name: Date:
RIP CORNER OFF
PAPERFOLD TOP CORNERS
TO CENTER
FOLD CORNER SIDES
TO CENTER
CREASE PAPER
DOWN THE CENTERCRUMBLE PAPER
FOLD PAPER
IN HALF AGAIN PULL SIDES DOWNTOSS FINISHED PLANE
CUT CENTER OUT OF
PAPER
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Unplugged
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Assessment Worksheet
Revision 140710.1a
An algorithm is a list of instructions for accomplishing a task. We follow algorithms everyday when it comes to activities like making the bed, making breakfast, or even getting dressed in the morning.
These images are not in order. First, describe what is happening in each picture on
the line to its left, then match the action to its order in the algorithm. The first one
has been done for you as an example.
Sometimes you can have more than one algorithm for the same activity. The order
of some of these steps can be changed without changing the final product. Use the
letters on the images below to create two algorithms for making a paper airplane.
ALGORITHM 1:
Name: Date:
ALGORITHM 2:
Step 1
Step 2
Step 3
Step 4
Teeth are clean!
A B C D E F G H
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3Course2|Lesson3
Maze:SequenceLessontime:30Minutes
LESSONOVERVIEWInthisseriesofpuzzlesstudentswillbuildontheunderstandingofalgorithmslearnedintheGraphPaperProgrammingandReal-LifeAlgorithmsUnpluggedactivities.FeaturingcharactersfromthegameAngryBirds,studentswilldevelopsequentialalgorithmstomoveabirdfromonesideofthemazetothepigattheotherside.Todothistheywillstackblockstogetherinalinearsequencetomovestraightorturnleftandright.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Maze:SequenceMaze:Sequence
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:ExpressmovementasaseriesofcommandsOrdermovementcommandsassequentialstepsinaprogramRepresentanalgorithmasacomputerprogramCountthenumberoftimesanactionshouldbeexecutedandrepresentitasinstructionsinaprogramRecallandapplytherulesofpairprogrammingUsepairprogrammingtocompletecollaborativetaskswithorwithoutacomputerIdentifysituationswhentherulesofpairprogrammingarenotfollowed
GETTINGSTARTEDIntroductionAskyourstudentsiftheyarefamiliarwiththegameAngryBirds.ExplainthattheywillbewritingprogramstohelpanAngryBirdlocateaPig.Gettingthebirdtothepigwillrequireputtingyourdirectionsinaveryspecificorderorsequence.Canyousolvethepuzzlesusingthefewestblockspossible?
LESSONTIP Somestudentsmaystrugglewithturningtheirbirdinthecorrectdirection,particularlywhenthebirdisn'tfacingup.Remindstudentsthatwhenwesayturnleftorright,we'retalkingaboutitfromthebird'spointofview.
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ACTIVITYMaze:SequenceAsyourstudentsworkthroughthepuzzles,observehowtheyplanthepathforthebird.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Youmaywanttogothroughafewpuzzlesontheprojector.Whiledoingthisyoucanaskonestudenttotracethepathonthescreenwhileanotherwritesthedirectionsonawhiteboard.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwnInsmallgroups,letstudentsdesigntheirownmazesandchallengeeachothertowriteprogramstosolvethem.Foraddedfun,makelife-sizemazeswithstudentsasthepigandbird.
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4Course2|Lesson4
Artist:SequenceLessontime:30Minutes
LESSONOVERVIEWInthislessonstudentswilltakecontroloftheArtisttocompletesimpledrawingsonthescreen.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:SequenceArtist:Sequence
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CreateaprogramtocompleteanimageusingsequentialstepsSelectanargumentforagivencommandDifferentiatebetweendefiningandnon-definingattributesoftriangles,squares,andrectanglesDrawtriangles,squares,andrectanglestoreflectdefiningattributesExplainthedifferencebetweensquaresandrectanglesandsupportitwithevidenceconsistingofthecommandsusedtodrawthedifferentshapesCompareandcontrastsquaresandrectanglesbytheirnumberofsidesandsidelengthsComposetwo-dimensionalshapes(rectangles,squares,trapezoids,triangles)tocreateacompositeshape,suchastwosquarestocomposearectangleandtworectanglestocomposeasquareComposenewshapesfromcompositeshapesDrawpartitionsintoarectangleanddescribethepartitionsusingthewordshalves,fourths,quarters,halfof,fourthof,andquarterofDescribeawholerectangleastwohalvesorfourquartersExplainthatdecomposingintomoreequalsharescreatessmallershares
GETTINGSTARTEDIntroductionBrainstormwithstudentswaystotellsomeoneelsehowtodrawapicture:
Howwouldyoudothatwithacomputer2Inthesepuzzlesyouwillbemovingacharacterwholeavesalineeverywhereitgoes.
ACTIVITY 110
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Artist:SequenceIntheArtistlevelsstudentswillnolongerbeconstrainedto90degreeangles.Havingprotractorsavailablecanbehelpstudentsbettervisualizetheanglestheyneed.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TheCopyMachine
GivestudentstwopiecesofpaperOnonesheetdrawasimpleimage,usingstraightlinesonly.Onthesecondsheetdrawinstructionsforrecreatingthatimagecommandstomovestraightandturnatvariousangles.Tradeinstructionsheetsandattempttorecreatetheimageusingonlytheprovidedinstructions.
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GettingLoopyLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWLoopsareahandywayofdescribingactionsthatrepeatacertainnumberoftimes.Inthislesson,studentswillpracticeconvertingsetsofactionsintoasingleloop.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)RepeatAfterMe
Activity:Loops-15minutes4)GettingLoopy
Wrap-up-10minutes5)FlashChat-Whatdidwelearn?
Assessment-10minutes6)GettingLoopyAssessment
LESSONOBJECTIVESStudentswill:
RepeatactionsinitiatedbytheinstructorTranslateapictureprogramintoalive-actiondanceConvertaseriesofmultipleactionsintoasingleloop
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
OpenSpaceforDancing/MovingAssessmentWorksheet:GettingLoopyAssessmentPens/Pencils/Markers
FortheTeacherLessonVideo
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TeacherLessonGuidePrintoneGettingLoopyActivityWorksheetfortheclassPrintAssessmentWorksheet:GettingLoopyAssessmentforeachstudent
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantvocabularyword:
Loop-Sayitwithme:LoopTheactionofdoingsomethingoverandoveragain3)RepeatAfterMe
Askforavolunteerandhavethemstand.Instructyourvolunteertowalkaroundthetable(ortheirchair,orafriend).Whentheyfinish,instructthemtodoitagain,usingtheexactsamewordsyoudidbefore.Whentheyfinish,instructagain.Thenagain.
Wouldithavebeeneasierformetojustaskyoutogoaroundthetablefourtimes?WhatifIwantedyoutodoittentimes?
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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IfIwantyoutorepeatanaction10times,that'scalled"looping."WhenIknowinadvancethatIwantyoutodosomethingacertainnumberoftimes,it'seasierforbothofusifIjustaskyouto"Repeatitthatmanytimes."Canyouthinkofsomeotherthingsthatwecouldloop?
ACTIVITY:(15MIN)4)GettingLoopyToday,we'regoingtohaveadanceparty!Sometimes,whenyouknowthatyouwillbedoingsomethingoverandover,itishelpfultoknowhowmanytimesitneedstobedonebeforeyoubegin.Thatway,youcankeeptrackofhowmanyactionsyouhaveleftasyougo.Example:
Ifyourmomwantedyoutoplayherfavoritesongoverandover,shewouldn’tsay:“Pleaseplaymysong,playmysong,playmysong,playmysong.”
Shewouldmostlikelysay:“Pleaseplaymysongfourtimes.”
Directions:1. LookatthedancemovesprovidedontheGettingLoopyWorksheet.
LESSONTIP Lookingforsomegoodmusic?Herearesomegreatplacestofindsome:RadioDisney
NickRadioKidzBopRadio
Pleasebeadvisedthatsomeofthesestationsmaydisplayadswiththird-partycontent.Ifyoufindthatdisplayedadsareinappropriate,youmaywanttodirectstudentstoadifferentsite,orresearchad-blockersthatcanpreventthiscontent.
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2. Showtheclasswhattheentiredancelookslikedoneatfull-speed.3. Runthroughthedanceslowly,oneinstructionatatime,withtheclass.4. Canyoufindtheloopintheinstructions?
Whatwouldthedancelooklikeifweonlyrepeatedthemainpart2times?Whatifwerepeatedthemainpart4times?
5. Canyoufindanythingelseinthedancethatwecouldusealoopfor?
WRAP-UP(10MIN)5)FlashChat:Whatdidwelearn?
Doyouthinkitiseasiertoaddmorepicturestothescreenorchangethenumberoftimesweloop?Wouldyouranswerbethesameifwewantedtoloop100times?
Couldweusethesesameloopswithdifferentdancemoves?Doyouknowanydancesthataredoneinsidealoop?Whatwasyourfavoritepartaboutthatactivity?
ASSESSMENT(10MIN)6)AssessmentWorksheet:GettingLoopyAssessment
Handouttheworksheettitled"GettingLoopy"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother
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enrichment.SoMoving
Givethestudentspicturesofactionsordancemovesthattheycando.Havestudentsarrangemovesandaddloopstochoreographtheirowndance.
Sharethedanceswiththerestoftheclass.ConnectItBack
FindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!
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Getting LoopyUnplugged Loops Activity
Revision 140709.2a
Sometimes, when you know that you will be doing something over and over, it is helpful to know how many times it needs to be done before you begin. That way, you can keep track of how many actions you have left as you go.
Example:
If your mom wanted you to play her favorite song over and over, she wouldn’t say:
“Please play my song, play my song, play my song, play my song.”
She would most likely say:
“Please play my song four times.”
We are going to practice using loops to explain how many times we should perform an action while we learn a new dance!
Come on everybody, let’s do The Iteration!
Name: Date:
New Word!
Say it with me: Loop
The action of doing something over and over again.
Loop
When you repeat something multiple times, like clapping
your hands, you are perfoming a loop of that action.
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Getting LoopyUnplugged Loops Activity
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The Iteration
Clap Clap Clap
Behind Head Waist WaistBehind Head
Clap Clap Clap
Clap Clap Clap
Left Up Right Up Right UpLeft Up
Belly Laugh
Repeat th
is part
3 times!
Then do this
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Looping can save space!
What if we wanted to take The Iteration dance below and make more loops inside? Can you circle the actions that we can group into a loop and cross out the ones that we don’t need anymore? Write a number next to each circle to let us know how many times to repeat the action.
The first line has been done for you.
Getting LoopyUnplugged Loops Activity
Revision 140709.1a
Name: Date:
The Iteration
Clap Clap Clap
Behind Head Waist WaistBehind Head
Clap Clap Clap
Clap Clap Clap
Left Up Right Up Right UpLeft Up
Belly Laugh
Repeat t
his part
3 times!
Then do this
3
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6Course2|Lesson6
Maze:LoopsLessontime:30Minutes
LESSONOVERVIEWBuildingontheconceptofrepeatinginstructionsfromGettingLoopy,thisstagewillhavestudentsusingloopstomoreeffecientlytraversethemaze.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Maze:LoopsMaze:Loops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:IdentifythebenefitsofusingaloopstructureinsteadofmanualrepetitionCreateaprogramforagiventaskwhichloopsasinglecommandBreakdownalongsequenceofinstructionsintothesmallestrepeatablesequencepossibleCreateaprogramforagiventaskwhichloopsasequenceofcommandsEmployacombinationofsequentialandloopedcommandstoreachtheendofamaze
GETTINGSTARTEDIntroductionReviewwithstudentstheGettingLoopyactivity:Whatareloops?Whydoweusethem?
ACTIVITYMaze:LoopsAsstudentsworkthroughthepuzzles,seeiftheycanfigureouthowmanyfewerblockstheyusewithaloopvs.notusingaloop.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother
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enrichment.SoMovingGivethestudentspicturesofactionsordancemovesthattheycando.Havestudentsarrangemovesandaddloopstochoreographtheirowndance.
Sharethedanceswiththerestoftheclass.ConnectItBackFindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!
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7Course2|Lesson7
Artist:LoopsLessontime:30Minutes
LESSONOVERVIEWReturningtotheartist,studentslearntodrawmorecompleximagesbyloopingsimplesequencesofinstructions.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:LoopsArtist:Loops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDecomposeashapeintoitssmallestrepeatablesequenceCreateaprogramthatdrawscomplexshapesbyrepeatingsimplesequences
GETTINGSTARTEDIntroduction
Askstudentstonameasmanysimpleshapesaspossible,focusonshapeswithequalsidesandangles.Foreachshape:
Howwouldyouexplaintosomeonehowtodrawthatshape?Howcouldyoudrawthisusingaloop?
ACTIVITYArtist:LoopsIntheArtistlevelsstudentswillnolongerbeconstrainedto90degreeangles.Havingprotractorsavailablecanbehelpstudentsbettervisualizetheanglestheyneed.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TheCopyMachine
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Givestudentstwopiecesofpaper.Ononesheethavethestudentsdrawashapewithequalsidesandangles.Onthesecondsheetdrawinstructionsforrecreatingthatshapeusingloops.Tradeinstructionsheetsandattempttorecreatetheshapeusingonlytheprovidedinstructions.
Canyoupredictwhatshapewillbedrawnjustbyreadingtheinstructions?
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8Course2|Lesson8
Bee:LoopsLessontime:30Minutes
LESSONOVERVIEWInthelaststagestudentsusedloopstorepeatsimplemovements.Nowthey'regoingtoaddtothattheloopingofactionsinordertohelpthebeecollectmorenectarandmakemorehoney.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:LoopsBee:Loops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
WriteaprogramforagiventaskwhichloopsasinglecommandIdentifywhenaloopcanbeusedtosimplifyarepetitiveactionEmployacombinationofsequentialandloopedcommandstomoveandperformactions
GETTINGSTARTEDIntroductionAtthispoint,studentshaveusedloopsincontextofboththeMazeandtheArtistlevels.Bothofthosestagesfocusedonloopingmovementinstructions.
Whataresomeotherelementsofourprogramsthatcouldbenefitfromloops?HowdoyouthinkwecoulduseloopstomaketheBeeprogramsmoreefficient?
ACTIVITYBee:LoopsWhenstudentsareusingloopstorepeatanaction(suchasgettingnectar),encouragethemtothinkaboutthemovementsbeforeandafterthataction.Couldthosebebroughtintotheloopaswell?
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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SoMovingGivethestudentspicturesofactionsordancemovesthattheycando.
Havestudentsarrangemovesandaddloopstochoreographtheirowndance.Sharethedanceswiththerestoftheclass.
ConnectItBackFindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!
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RelayProgrammingLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWThisactivitywillbeginwithashortreviewofGraphPaperProgramming,thenwillquicklymovetoaraceagainsttheclock,asstudentsbreakintoteamsandworktogethertocreateaprogram,oneinstructionatatime.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)RefreshGraphPaperProgramming
Activity:RelayProgramming-20minutes4)RelayProgramming
Wrap-up-10minutes5)FlashChat:Whatdidwelearn?6)VocabShmocab
Assessment-10minutes7)RelayProgrammingAssessment:Debugging
LESSONOBJECTIVESStudentswill:
PracticecommunicatingideasthroughcodesandsymbolsUseteamworktocompleteataskVerifytheworkoftheirteammatestoensureasuccessfuloutcome
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
BlankPaperorIndexCardsforprogramsSheetsof4x4papergridsforthestudentstouseaspractice(TheseareprovidedaspartoftheRelayProgrammingActivityPacket,butifyouhavethestudentscreatetheirown,youcanincludeCommonCoreMathstandard2.G.2.)Markers,pens,orpencils
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RelayProgrammingAssessmentFortheTeacher
LessonVideoLocateawideopenspaceforthisactivity,suchasthegymoroutdoorfieldPrintoutoneRelayProgrammingActivityPacketforeachgroupPrintoneRelayProgrammingAssessmentforeachstudentSupplyeachgroupwithplentyofpaperandpens/pencils
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
Debugging-Sayitwithme:De-bugg-ingFindingandfixingproblemsinyouralgorithmorprogram
3)RefreshGraphPaperProgramming
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Recallthatin"GraphPaperProgramming"weguidedourteammates'AutomaticRealizationMachine(ARM)usingarrows.TakeamomenttodoarefresherGraphPaperProgrammingimage--eitheronethatyouhavealreadycoveredoranentirelynewone.Wearegoingtodothesamekindofthingtoday,butinsteadofcontrollingeachother,wearegoingtoworktogethertocreateaprogramonesymbolatatime.
ACTIVITY:RELAYPROGRAMMING(20MIN)4)RelayProgrammingThepracticelessonwaseasyenough;let'saddsomeaction!We'regoingtodothesametypeofthing(createaprogramdescribinganimage)butnowwe'regoingtodoitinrelayteams,onesymbolatatime.Therulesofthisgamearesimple:1. Dividestudentsintogroupsof3-5.2. Haveeachgroupqueueuprelay-style.3. Placeanidenticalimageattheothersideoftheroom/gym/fieldfromeachteam.4. Havethefirststudentinlinedashovertotheimage,reviewit,andwritedownthefirstsymbolintheprogram
toreproducethatimage.5. Thefirststudentthenrunsbackandtagsthenextpersoninline,thengoestothebackofthequeue.6. Thenextpersoninlinedashestotheimage,reviewstheimage,reviewstheprogramthathasalreadybeen
written,theneitherdebugstheprogrambycrossingoutanincorrectsymbol,oraddsanewone.7. Thatstudentthendashesbacktotagthenextperson,andtheprocesscontinuesuntilonegrouphas
finishedtheirprogram.8. Firstgrouptofinishisthewinner!
Playthroughthisseveraltimes,withimagesofincreasingdifficulty.
WRAP-UP(10MIN)5)FlashChat:Whatdidwelearn?
Whatdidwelearntoday?Whatifwewereeachabletodofivearrowsatatime?
Howimportantwoulditbetodebugourownworkandtheworkoftheprogrammerbeforeus?Howaboutwith10arrows?10,000?Woulditbemoreorlessimportant?
Isiteasierorhardertohavemultiplepeopleworkingonthesameprogram?Doyouthinkpeoplemakemoreorfewermistakeswhenthey'reinahurry?Ifyoufindamistake,doyouhavetothrowouttheentireprogramandstartover?
6)VocabShmocabYoucanchoosetodotheseasaclass,orhavethestudentsdiscusswithanelbowpartnerandshare.
CLARIFICATIONS Herearesomeclarificationsthatneedtobesharedfromtimetotime:Onlyonepersonfromeachgroupcanbeattheimageatonetime.Itisokaytodiscussalgorithmswiththerestofthegroupinline,evenuptothepointofplanningwhoisgoingtowritewhatwhentheygettotheimage.Whenastudentdebugsaprogrambycrossingoutanincorrectinstruction,theymustalsocrossouttherestoftheprogramafterthat.Thiscountsastheirentireturn.Thenextplayerisallowedtocontinuefromthelastcorrectinstruction.
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Whichoneofthesedefinitionsdidwelearnawordfortoday?"Toruborscrapeoutlettersorcharacters""Doingsomethingrepeatedlyinasimilarway""Findingandfixingproblemsinyouralgorithmorprogram"
...andwhatisthewordthatwelearned?Whichofthesethingscouldyoudebug?
*Thewronganswertoamathproblem*Atunafishsandwich*Twobasketsofpinecones
Explainwhyyouchoseyouranswer.
ASSESSMENT(10MIN)7)RelayProgrammingAssessment:Debugging
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.Passthepaper
Ifyoudon'thavethetimeorroomforarelay,youcanhavestudentspassthepaperaroundtheirdeskgrouping,eachwritingonearrowbeforetheymovethepaperalong.
FillIt,MoveItAstheteacher,drawanimagewithasmanyfilledsquaresaschildrenineachgroup.Havethestudentswriteasmanyarrowsintheprogramasittakestogettoafilled-insquare(includingactuallyfillingthatsquarein)beforepassingtothenextperson.
DebuggingTogetherAstheteacher,drawanimageontheboard.Haveeachstudentcreateaprogramfortheimage.Askstudentstotradewiththeirelbowpartneranddebugeachother'scode.
Circlethefirstincorrectstep,thenpassitback.Givethestudentsanotherchancetoreviewanddebugtheirownwork.Askforavolunteertosharetheirprogram.
Howmanystudentshadthesameprogram?Anyonehavesomethingdifferent?
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Name: Date:
DebuggingAssessment Worksheet
Revision 140830.1a
Sometimes when you are coding in groups, someone will make an error that will affect everyone.
Somebody has already written programs for the images below, but each one has a mistake! Figure out what the programs are supposed to look like, and circle the error in each one. Then, draw the correct symbol in the box beneath.
Each program should use the symbols below to draw the image to its left.
Move One
Square Right
Move One
Square Left
Move One
Square UpMove One
Square Down
Fill-In Square
with Color
StartHere
StartHere
StartHere
StartHere
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10Course2|Lesson10
Bee:DebuggingLessontime:30Minutes
LESSONOVERVIEWDebuggingisanessentialelementoflearningtoprogram.Inthislesson,studentswillencounterpuzzlesthathavebeensolvedincorrectly.Theywillneedtostepthroughtheexistingcodetoidentifyerrors,includingincorrectloops,missingblocks,extrablocks,andmisorderedblocks.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:DebuggingBee:Debugging
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:PredictwhereaprogramwillfailModifyanexistingprogramtosolveerrorsIdentifyanalgorithmthatisunsuccessfulwhenthestepsareoutoforderReflectonthedebuggingprocessinanage-appropriateway
GETTINGSTARTEDIntroductionAskstudentstothinkaboutproblemstheyhavetosolveineverydaylife.Howdoyoufixsomethingthatisn'tworking?Doyoufollowaspecificseriesofsteps?Thepuzzlesinthisunithavealreadybeensolvedforyou(yay!),buttheydon'tseemtobeworking(boo!)Wecalltheproblemsintheseprograms"bugs,"anditwillbeyourjobto"debug"them.
ACTIVITYBee:DebuggingAsyourstudentsworkthroughthepuzzles,observehowtheysearchforbugs.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Havestudentsfollowthepathdescribedbythecodewiththeirfingerstofindpotentialbugs.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PlantingbugsHavestudentsgobackthroughpreviouslevels,purposefullyaddingbugstotheirsolutions.Theycanthenaskotherstudentstodebugtheirwork.Thiscanalsobedonewithpaperpuzzles.
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11Course2|Lesson11
Artist:DebuggingLessontime:30Minutes
LESSONOVERVIEWInthisstage,studentswillcontinuepracticingtheirdebuggingskillsbyhelpingtheArtisttofixpicturesthataren'tcomingoutquiteright.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:DebuggingArtist:Debugging
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
PredictwhereaprogramwillfailModifyanexistingprogramtosolveerrorsIdentifyanalgorithmthatisunsuccessfulwhenthestepsareoutoforderReflectonthedebuggingprocessinanage-appropriateway
GETTINGSTARTEDIntroductionBynowstudentsshouldbeprettycomfortabledigginginandfindingbugs.Thisisagreattimetobringtheclasstogethertosharedebuggingtacticsanddifficulties.
Whatkindsofbugsareeasiestforyoutosee?Why?Whichbugswerethehardesttofind?Howdidyoueventuallyfixthem?What'sthefirstthingyoulookforinabuggyprogram?
ACTIVITYArtist:DebuggingSomestudentsareaversetorunningaprogramuntilthey'vefixedit.Sometimestheeasiestwaytofigureoutwhat'swrongwithaprogramistowatchitfail,sothere'snothingwrongwithrunningaprogrambeforewe'vefinishedfixingit.Theonlytimewecareiftheygotitrightthefirsttimeisontheassessmentlevels.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PlantingbugsHavestudentsgobackthroughpreviouslevels,purposefullyaddingbugstotheirsolutions.Theycanthenaskotherstudentstodebugtheirwork.Thiscanalsobedonewithpaperpuzzles.
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Co�ditionalswithCardsLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWWedon’talwaysknowaheadoftimewhatthingswillbelikewhenwerunourcomputerprograms.Differentusershavedifferentneeds,andsometimesyouwillwanttodosomethingbasedoffofoneuser'sneedthatyoudon’twanttodowithsomeoneelse.Thatiswhereconditionalscomein.Thislessondemonstrateshowconditionalscanbeusedtotailoraprogramtospecificinformation.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)OnOneCondition
Activity:ConditionalswithCards-30minutes4)ConditionalswithCards
Wrap-up-10minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
Assessment-5minutes7)ConditionalswithCardsAssessment
LESSONOBJECTIVESStudentswill:
Definecircumstanceswhencertainpartsofprogramsshouldrunandwhentheyshouldn'tDeterminewhetheraconditionalismetbasedoncriteriaTraverseaprogramandpredicttheoutcome,givenasetofinput
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
PlayingCardsPaperforkeepingtrackofhowaprogramreactstoacardPens&PencilsConditionalswithCardsAssessment
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FortheTeacherLessonVideoThisTeacherLessonGuideOneSampleProgramfortheclasstolookatPrintoneConditionalswithCardsAssessmentforeachstudent
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
Conditionals-Sayitwithme:Con-di-shun-ulsStatementsthatonlyrunundercertainconditions3)OnOneCondition
WecanstartthislessonoffrightawayLettheclassknowthatiftheycanbecompletelyquietforthirtyseconds,youwilldosomethinglike:
SinganoperasongGivefivemoreminutesofrecess
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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orDoahandstandStartcountingrightaway.Ifthestudentssucceed,pointoutrightawaythattheysucceeded,sotheydogetthereward.Otherwise,pointoutthattheywerenotcompletelyquietforafullthirtyseconds,sotheydonotgetthereward.
Asktheclass"Whatwastheconditionofthereward?"TheconditionwasIFyouwerequietfor30seconds
Ifyouwere,theconditionwouldbetrue,andyouwouldgetthereward.Ifyouweren't,theconditionwouldbefalse,sotherewardwoudnotapply.
Canwecomeupwithanotherconditional?Ifyoucanguessmyagecorrectly,theclasscangiveyouapplause.IfIknowananswer,Icanraisemyhand.Whatexamplescanyoucomeupwith?
Sometimes,wewanttohaveanextracondition,incasethe"IF"statementisnottrue.Thisextraconditioniscalledan"ELSE"statementWhenthe"IF"conditionisn'tmet,wecanlookatthe"ELSE"forwhattodo
Example:IFIdrawa7,everybodyclaps.OrELSE,everyonesays"Awwwwwwe."Let'stryit.(Drawacardandseeifyourclassreactsappropriately.)
Asktheclasstoanalyzewhatjusthappened.WhatwastheIF?WhatwastheELSE?Whichconditionwasmet?
Believeitornot,wehaveevenonemoreoption.WhatifIwantedyoutoclapifIdrawa7,orelseifIdrawsomethinglessthansevenyousay"YAY,"orelseyousay"Awwwwwwwe"?
ThisiswhywehavethetermsIf,ElseIf,andElse.IfisthefirstconditionElse-ifgetslookedatonlyifthe"If"isn'ttrue.Elsegetslookedatonlyifnothingbeforeitistrue.
Nowlet'splayagame.
ACTIVITIES:(20MIN)4)ConditionalswithCardsDirections:
1)Createafewprogramswithyourclassthatdependonthingslikeacard'ssuit,color,orvaluetoawardorsubtractpoints.Youcanwritetheprogramasanalgorithm,pseudocode,oractualcode.
Hereisasamplealgorithm:
Hereisasampleofthesameprograminpseudocode: 142
✁)Decidehowyouwanttosplityourclassintoteams.3)Eachteamshouldhaveapileofcards(atleastasmanycardsasteammembers)nearby.4)Putoneofyour“Programs”upontheboardforalltosee.5)Havetheteamstaketurnsdrawingcardsandfollowingtheprogramtoseehowmanypointstheyscoreineachround.6)Playseveraltimeswithseveraldifferentprogramstohelpthestudentsreallyunderstandconditionals.
Oncetheclasshashadsomepractice,youcanencouragestudentstonestconditionalsinsideoneanother:
Hereisthesameprograminpseudocode:
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WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
IfyouweregoingtocodethisupinBlocky,whatwouldyouneedtoaddaroundyourconditionalstoletthecoderunmorethanonetime?Whatotherthingsdoyoudoduringthedayundercertainconditions?Ifyouaresupposedtodosomethingwhenthevalueofacardismorethan5,andyoudrawa5,doyoumeetthatcondition?Noticethatconditionsareeither"True"or"False."Thereisnoassessmentofaconditionthatevaluatesto"Banana."Whenyouneedtomeetseveralcombinationsofconditions,wecanusesomethingcalled"nestedconditionals."
Whatdoyouthinkthatmeans?Canyougiveanexampleofwherewesawthatduringthegame?
Whatpartofthatgamedidyoulikethebest?
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Addingadditionalspacetothebeginningofalineoftext""Acombinationofyellowandgreen""Statementsthatonlyrunundercertainconditions"
...andwhatisthewordthatwelearned?
ASSESSMENT(5MIN)7)ConditionalswithCardsAssessment
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.True/FalseTag
LinestudentsupasiftoplayRedLight/GreenLight.SelectonepersontostandinfrontastheCaller.TheCallerchoosesaconditionandaskseveryonewhomeetsthatconditiontotakeastepforward.
Ifyouhavearedbelt,stepforward.Ifyouarewearingsandals,takeastepforward.
Tryswitchingitupbysayingthingslike"Ifyouarenotblonde,stepforward."Nesting
Breakstudentsupintopairsorsmallgroups.Havethemwriteifstatementsforplayingcardsonstripsofpaper,suchas:
IfthesuitisclubsIfthecolorisred
Havestudentscreatesimilarstripsforoutcomes.AddonepointSubtractonepoint
Oncethat'sdone,havestudentschoosethreeofeachtypeofstripandthreeplayingcards,payingattentiontotheorderselected.Usingthreepiecesofpaper,havestudentswritethreedifferentprogramsusingonlythesetsofstripsthattheyselected,inanyorder.
Encouragestudentstoputsomeifstatementsinsideotherifstatements.Now,studentsshouldrunthroughallthreeprogramsusingthecardsthattheydrew,inthesameorderforeachprogram.
Didanytwoprogramsreturnthesameanswer?Didanyreturnsomethingdifferent?
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Conditionals with CardsSample Program 1
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Sample program as algorithm
This program has you choose a card. If the card is red, your team gets a point. Else, the other team gets a point.
Sample program from above as pseudocode (like code, but in no particular language)
If (CARD is RED)
Award YOUR team 1 point
Else
Award OTHER team 1 point
If (card.color == RED) {
points.yours = points.yours + 1;
}
Else {
points.other = points.other + 1;
}
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Conditionals with CardsSample Program 2
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This program has you choose a card. If the card is red, your team gets a point. Else, the card must be black. If your black card is higher than 9, then the other team gets a point, else your card must be black and lower than or equal to 9, and you get as many points as are on your card.
Sample program from above as pseudocode (like code, but in no particular language)
If (CARD is RED)
Award YOUR team 1 point
Else
If ( CARD is higher than 9)
Award OTHER team 1 point
Else
Award YOUR team the same
number of points on the card
If (card.color == RED) {
points.yours = points.yours + 1;
}
Else {
If ( card.value > 9) {
points.other = points.other + 1;
}
Else {
points.yours = points.yours + card.value;
}
}
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Conditionals with CardsAssessment ActivityUnplugged
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Look at the program below.
The steps below show each team taking turns to play the Conditionals Game. See if you can figure out what happens for each draw. Write down the score during each round along the way. After three rounds, circle the winner.
Here’s how the game went:
ROUND #1
ROUND #2
ROUND #3
TEAM #1
Name: Date:
If (CARD is lower than 5)
If ( CARD is BLACK)
Award YOUR team the same
number of points on the card.
Else
Award OTHER team 1 point.
Else
If ( CARD is HEARTS)
Award YOUR team 1 point
TEAM #20 0
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13Course2|Lesson13
Bee:ConditionalsLessontime:30Minutes
LESSONOVERVIEWUpuntilthispointalltheprogramsyourstudentshavewrittenshouldrunexactlythesamewayeverytime-reliable,butnotveryflexible.Inthisstageweintroducetheconditionalstatement,codethatfunctionsdifferentlydependingontheconditionsitencounters.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:ConditionalsBee:Conditionals
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
Comparevaluesusingthe=operatorTranslatespokenlanguageconditionalstatementsintoaprogramIdentifywhenaconditionalcanbeusedtodealwithunknownvaluesExecuteanalgorithmwithaconditionalstatementSolvepuzzlesusingacombinationofloopedsequencesandconditionals
GETTINGSTARTEDIntroductionReviewtheConditionalswithCardsactivitywithyourstudents.
Whatisaconditionalstatement?Whenisituseful?WhataresomeoftheconditionsyouusedintheUnpluggedactivity?
Nowwe'regoingtouseconditionalswithourbeetohelpusdealwithsomemysteriouspurpleflowers.Wedon'tknowifthoseflowershavenectarornot,sowe'llneedtouseconditionalstomakesurethatwecollectnectarifit'sthere,butthatwedon'ttrytocollectnectarfromaflowerthatdoesn'thaveany.
ACTIVITYBee:Conditionals
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.True/FalseTag
LinestudentsupasiftoplayRedLight/GreenLight.SelectonepersontostandinfrontastheCaller.TheCallerchoosesaconditionandaskseveryonewhomeetsthatconditiontotakeastepforward.
Ifyouhavearedbelt,stepforward.Ifyouarewearingsandals,takeastepforward.
Tryswitchingitupbysayingthingslike"Ifyouarenotblonde,stepforward."Nesting
Breakstudentsupintopairsorsmallgroups.Havethemwriteifstatementsforplayingcardsonstripsofpaper,suchas:
IfthesuitisclubsIfthecolorisred
Havestudentscreatesimilarstripsforoutcomes.AddonepointSubtractonepoint
Oncethat'sdone,havestudentschoosethreeofeachtypeofstripandthreeplayingcards,payingattentiontotheorderselected.Usingthreepiecesofpaper,havestudentswritethreedifferentprogramsusingonlythesetsofstripsthattheyselected,inanyorder.
Encouragestudentstoputsomeifstatementsinsideotherifstatements.Now,studentsshouldrunthroughallthreeprogramsusingthecardsthattheydrew,inthesameorderforeachprogram.
Didanytwoprogramsreturnthesameanswer?Didanyreturnsomethingdifferent?
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BinaryBraceletsLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWBinaryisextremelyimportanttothecomputerworld.Themajorityofcomputerstodaystoreallsortsofinformationinbinaryform.Thislessonhelpstodemonstratehowitispossibletotakesomethingthatweknowandtranslateitintoaseriesofonsandoffs.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)OffandOn
Activity:BinaryBracelets-15minutes4)BinaryBracelets
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?
Assessment-10minutes6)BinaryAssessments
LESSONOBJECTIVESStudentswill:
EncodelettersintobinaryDecodebinarybacktolettersRelatetheideaofstoringinitialsonabracelettotheideaofstoringinformationinacomputer
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
BinaryBraceletWorksheetBinaryAssessmentPensandPencilsScissors
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FortheTeacherLessonVideoThisTeacherLessonGuideBinaryBraceletWorksheetBinaryAssessmentComputerforopeningorimagesofanopencomputerOptional:Writeashortmessageontheboardinbinary
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
Binary-Sayitwithme:Bi-nare-eeAwayofrepresentinginformationusingonlytwooptions3)OffandOn
Ifyou'vewrittenashortmessageontheboardinbinary,callthestudents'attentiontoitandaskifanyoneknowswhatitisorwhatitmeans.
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Putthemessageasideandmoveontopreppingfortheactivity.Youcanstartbyaskingtheclassiftheyhaveeverseeninsideacomputer.
What'sinthere?Thisisagoodplacetoactuallyshowthemtheinsideofacomputer(orpicturesoftheinsideofacomputer).
Wirescarryinformationthroughthemachineintheformofelectricity.Thetwooptionsthatacomputeruseswithrespecttothiselectricalinformationare"off"and"on."
Whencomputersrepresentinformationusingonlytwooptions,it'scalled"Binary."Thatthemeoftwooptionsdoesn'tstopwhentheinformationgetstoitsdestination.
Computersalsostoreinformationusingbinary.Binaryisn'talwaysoffandon.
HardDiskDrivesstoreinformationusingmagneticpositiveandmagneticnegative.DVDsstoreinformationaseitherreflectiveornon-reflective.
Howdoyousupposewecanconvertthethingswestoreinacomputerintobinary?Let'sstartwithletters.UsetheBinaryDecoderKeytoshowhowacomputermightrepresentcapitalletters.
Thisisagoodtimetomentionthateachspotwhereyouhaveabinaryoptioniscalleda"binarydigit"or"bit"forshort.Askifanyoneknowswhatagroupingofeightbitsiscalled(it'sabyte.)Funfact:Agroupingoffourbitsiscalledanibble.
Gooverafewexamplesofconvertinglettersintobinary,thenback.Afterward,writeanencodedletterandgivetheclassafewsecondstofigureoutwhatitis.Whentheclasscanfigureoutyourencodedlettersontheirown,youcanmoveontotheactivity.
ACTIVITY:(20MIN)4)BinaryBraceletWorksheet
Directions:1. FindthefirstletterofyourfirstnameintheBinaryDecoderKey.2. Fillinthesquaresoftheprovidedbracelettomatchthepatternofthesquaresnexttotheletter
thatyouselected.3. Cutthebraceletout.4. Tapethebraceletaroundyourwristtowearit!5. Shareyourbraceletwithyourclassmatestoseeiftheycanfigureoutyourletter.
LESSONTIP Youknowyourclassroombest.Astheteacher,decideifstudentsshoulddothisindividuallyorifstudentsshouldworkinpairsorsmallgroups.
Youdonotneedtocoverthewholeofbinary,includingcountingandconvertingnumbersbackandforthfromdecimal.R h isle s s onisintendedtobeafunintroductiontohowcomputersstoreinformation,notafrustratinglessoninbases.
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Aftertheactivity,revisitthemessagethatwasontheboardandseeifyourclasscandecypheritusingwhatthey'velearned.
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Whatelsedoyouthinkisrepresentedasbinaryinsideofacomputer?Howelsemightyourepresentbinaryinsteadofboxesthatarefilledornotfilled?Whatwasyourfavoritepartaboutthatactivity?
ASSESSMENT(15MIN)7)BinaryAssessment
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.BinaryImages
Thereareseveralgreatresourcesonthewebfortakingthisactivitytothenextlevel.Ifyourstudentsareinterestedinhowimages(orevenmusic)canberepresentedasbinary,youcanfindmore
LESSONTIP Efy o u rc la s s h a s e x tra b u d g e tfo rm a te ria ls ,try do ingthisexerciseusingthreadDo rp ip e c le aners) andbeadstocreatethebinarybraceletsinsteadofpenandpaper.Youcanprovideanycombinationoftwocolorsinbeadstothestudents,butblackandwhitetendtobeeasiest,giventhewaythatthekeyisdone.
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detailsinThinkersmith'sBinaryBaubles.
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Find the first letter of your first name.
Fill in the squares of the bracelet below to match the pattern of the squares next to the letter that you found.
Cut the bracelet out and tape it around your wrist to wear it!
Binary BraceletsBinary Decoder Key
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Use the Binary Decoder Key below to decode the message at the bottom of the sheet.
Can you figure out what the message says?
Binary BraceletsAssessment for Binary Bracelets Lesson
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TheBigEventLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWEventsareagreatwaytoaddvarietytoapre-writtenalgorithm.Sometimesyouwantyourprogramtobeabletorespondtotheuserexactlywhentheuserwantsitto.Thatiswhateventsarefor.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)ASeriesofEvents
Activity:Events-15minutes4)TheBigEvent
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?
Assessment-10minutes6)TheBigEventAssessment
LESSONOBJECTIVESStudentswill:
RepeatcommandsgivenbyaninstructorRecognizeactionsoftheteacherassignalstoinitiatecommandsPracticedifferentiatingpre-definedactionsandevent-drivenones
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
AssessmentWorksheet:TheBigEventAssessmentPens/Pencils/Markers
FortheTeacherLessonVideoTeacherLessonGuide
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PrintoneTheBigEventActivityWorksheetandEventControllerPrintAssessmentWorksheet:TheBigEventAssessmentforeachstudent
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantvocabularyword:
Event-Sayitwithme:E-ventAneventisanactionthatcausessomethingtohappen.3)ASeriesofEvents
Prepyourclasstoansweraquestion:"I'mgoingtoaskyouaquestion.Iwantyoutoraiseyourhandifyouwantmetocallonyoufortheanswer."Askasimplequestionthatmostofyourstudentsshouldbeabletoanswer,suchas:
HowmanythumbsdoIhave?Whatisbigger,abirdorahorse?
Callonastudentwhohastheirhandraisedandletthemgivetheiranswer.Uponfinishingthatdisplay,asktheclasshowyouknewthatthestudentwantedyoutocallonthem.
Yourclasswilllikelymentiontheraisingofthehand.Explaintoeveryonethatwhenstudentsraisetheirhand,itisan"event"thatcausesyoutoknowthatthey
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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wanttobecalledon.
Asktheclassiftheycanthinkofanyothereventsthatgivesignals.Youmayneedtoremindthemthatyou'renottalkingaboutaneventlikeabirthdaypartyorafieldtrip.Iftheyhavetrouble,youcanremindthemthataneventisanactionthatcausessomethingtohappen.
Whataboutanalarmclockgoingoff?Whatdoesthatmakehappen?Whataboutpressing"Start"onthemicrowave?Whatdoesthatdo?Whataboutpressingthepowerbuttononyourtvremote?
Today,we'regoingtopracticechangingprogramsbyintroducingevents.
ACTIVITY:(15MIN)4)TheBigEvent
DoyourememberguidingyourfriendstofillinanimageofsquaresinGraphPaperProgramming?Inthatexercise,youknewinadvanceexactlywhatyouwantedyourfriendstodraw,soyoucouldmakeaprogramthattookthemfromstarttofinishwithoutanyinterruptions.Inmostrealprograms,wecan'tdothatbecausewewanttohaveoptions,dependingonwhattheuserneeds.
SaythatIonlywantmycharactertomovewhenmyfingerisonthescreenofmyphone.IwouldneedtoprogramthecharactertoonlymovewhenIputmyfingeronthescreenofmyphone.Puttingmyfingeronthescreenwouldthenbecomean"event"thattellsmycharactertomove.
Inearlierlessons,wecreatedalgorithmsthatallowedustocontrolafriendorFlurbforseveralstepsatatime.Itwasfunanduseful,butwhathappenswhenyoudon’tknoweverythingthatyouwantyourfriendtodoinadvance?Thisiswhereeventscomein!
Directions:1. ProjecttheEventControllerontoyourclassroomscreen.
LESSONTIP Ifyourstudentsseemconfused,talkabouttheirfavoritegamesandallofthewaysthattheyletthecharactersknowwhatthey'resupposedtodo.Pointouthowthegamewouldbereallyboringifitranfromstarttofinishwithoutanyeventsrequired.
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1. Decidewithyourclasswhateachbuttondoes.Wesuggest:PinkButton->Say“Wooooo!”TealButton->“Yeah!”PurpleDial->“Boom!”GreenButton->ClapOrangeDial->Stomp
2. Practicetappingthebuttonsontheoverheadandhavingyourclassreact.3. Addsomebuttonsequencesintothemixandhavethestudentstrytokeepupwiththeirsounds.4. Letyourclassknowthateverytimeyoupushabutton,itisan“event”thatletsthemknowwhat
theyareexpectedtodonext.5. Gettheclassstartedonaplannedtaskbeforeinterruptingthemagainwiththebuttons.We
suggest:Countingto10Singing“OldMacDonald”
6. Oncetheirplanisunderway,interjectbuttonpressessporadically.7. Continuetheblenduntiltheyunderstandthedifferencebetweenactionsthatareguidedbya
planandthosethatareeventdriven.
WRAP-UP(10MIN)5)FlashChat:Whatdidwelearn?
Whydoweneedtobeabletohandleeventsinaprogram?Whataresomeotherkindsofeventsthatyoucanthinkof?
ASSESSMENT(10MIN)7)AssessmentWorksheet:ControllingbyEventsAssessment
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Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.OnePerson'sEventisAnotherOne'sReaction
Assigneachstudentaneventtowatchoutfor,andanappropriatereactiontothatevent.Chaintheactionssothateachchild'sreactionbecomesaneventthattriggersthereactionofanotherstudent.Keepassigninguntileveryonehassomethingtodoandeveryonemakessomeonereact.
EventopaloozaBreaktheclassupintogroups.UsingtheEventsController,assigneachgroupadifferentreactiontothesamebutton.Dothisforallthreebuttons,thenwatchthechaos!
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The Big Event Event Controller
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You’ve been given a magical controller that makes your principal do funny things with her arms.
Take a look below to see what each button does. Can you figure out which series of button events will cause your principal to do each dance? Draw a line from each set of pictures to the button combination that causes it. The first one has been done for you.
The Big EventControlling by Events Assessment
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16Course2|Lesson16
FlappyLessontime:30Minutes
LESSONOVERVIEWInthisspeciallevelstudentsgettobuildtheirownFlappygamebyusingeventhandlerstodetectmouseclicksandobjectcollisions.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:FlappyFlappy
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
MatchblockswiththeappropriateeventhandlerCreateagameusingeventhandlersShareacreativeartifactwithotherstudents
GETTINGSTARTEDIntroduction
ReviewTheBigEventactivitywithstudents:Whatdidwe"program"thebuttonclickeventstodo?
Nowwe'regoingtoaddeventstoourcoding.Specifically,we'regoingtocreateaneventforclickingthemouseandthebirdhittinganobject.
Invideogameprogrammingwecallthiskindofeventcollisiondetection;itletsusdecidewhattodowhenonethingcollideswith,ortouches,another.Whatkindsofcollisioneventshaveyouseeningames?
LESSONTIP Studentswillhavetheopportunitytosharetheirfinalproductwithalink.Thisisagreatopportunitytoshowyourschoolcommunitythegreatthingsyourstudentsaredoing.Collectallofthelinksandkeepthemonyourclasswebsiteforalltosee!
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ACTIVITYFlappyInthefinalstageofthislessonstudentsareabletotweaktheirgametomakeitunique-encouragethemtoseehowdifferenttheycanmakeeachgamewithintheconstraintsprovided.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourgame,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.
Postlinkstocompletedgamesonlineorontheboard.Makeagameofyourowntoshareaswell!
Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthegame.Discussasagroupthedifferentwaysyourclassmatescodedtheirgames.
Whatsuprisedyou?Whatwouldyouliketotry?
Choosesomeoneelse'sgameandbuildonit.(Don'tworry;theoriginalgamewillbesafe.)
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17Course2|Lesson17
PlayLab:CreateaStoryLessontime:30Minutes
LESSONOVERVIEWInthisculminatingpluggedactivity,studentswillhavetheopportunitytoapplyallofthecodingskillsthey'velearnedtocreateananimatedstory.It'stimetogetcreativeandcreateastoryinthePlayLab!
TEACHINGSUMMARYGettingStarted
Introduction
Activity:PlayLab:CreateaStoryPlayLab:CreateaStory
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:IdentifyactionsthatcorrelatetoinputeventsCreateananimated,interactivestoryusingsequence,loops,andevent-handlersShareacreativeartifactwithotherstudents
GETTINGSTARTEDIntroductionReviewtheeventhandlingstudentsdidinFlappy:WhatdideventsdidyouuseincodingFlappy?Nowyou'regoingtoanimatemultiplecharactersusingeventstriggeredbythearrowkeystotellastory.Thisisyourchancetogetreallycreative!
ACTIVITYPlayLab:CreateaStory
LESSONTIP Studentswillhavetheopportunitytosharetheirfinalproductwithalink.Thisisagreatopportunitytoshowyourschoolcommunitythegreatthingsyourstudentsaredoing.Collectallofthelinksandkeepthemonyourclasswebsiteforalltosee!
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Thisisthemostfree-formpluggedactivityofthecourse.Atthefinalstagestudentshavethefreedomtocreateastoryoftheirown.Youmaywanttoprovidestructuredguidelinesaroundwhatkindofstorytowrite,partiularlyforstudentswhoareoverwhelmedbytoomanyoptions.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourstory,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.Postlinkstocompletedstoriesonlineorontheboard.Makeastoryofyourowntoshareaswell!
Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthestory.Discussasagroupthedifferentwaysyourclassmatescodedtheirstories.Whatsuprisedyou?Whatwouldyouliketotry?
Choosesomeoneelse'sstoryandbuildonit.(Don'tworry;theoriginalstorywillbesafe.)
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YourDigitalFootprintLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWIncollaborationwithCommonSenseMedia,thislessonhelpsstudentslearnaboutthesimilaritiesofstayingsafeintherealworldandwhenvisitingwebsites.Studentswillalsolearnthattheinformationtheyputonlineleavesadigitalfootprintor“trail.”Thistrailcanbebigorsmall,helpfulorhurtful,dependingonhowtheymanageit.
TEACHINGSUMMARYGettingStarted-20minutes
1)Review2)Vocabulary3)PauseandThink
Activity:FollowtheDigitalTrail-30minutes4)FollowtheDigitalTrail
Wrap-up-10minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
Assessment-5minutes7)DigitalFootprintAssessment
LESSONOBJECTIVESStudentswill:
UnderstandthatbeingsafewhentheyvisitwebsitesissimilartostayingsafeinreallifeLearntorecognizewebsitesthatarealrightforthemtovisitRecognizeiftheyshouldaskanadulttheytrustbeforetheyvisitaparticularwebsiteExplorewhatinformationisappropriatetobeputonline
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
OneAnimalTracksChart(page7)Pens&PencilsDigitalFootprintAssessment
FortheTeacher 169
LessonVideoThisTeacherLessonGuideDownloadorpreparethe"PauseandThink"videoCommonSenseMedia'sFollowtheDigitalTrailgamePrintonesetofAnimalTracksfromthisPDFPrintoneAnimalTrackschart(page7)foreachstudentPrintoneDigitalFootprintAssessmentforeachstudent
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
DigitalFootprint-Sayitwithme:Dih-jih-talFoot-printTheinformationaboutsomeoneontheInternet3)PauseandThink
AskWhatdoesitmeantobesafe?Whenyouwalkdownthestreetorplayinyourneighborhoodwithoutatrustedadultthere,howdoyoustaysafe?Tellstudentsthatjustastheyshouldstaysafeintherealworld,theyshouldstaysafewhentheygointothe
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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onlineworld(visitingwebsites).Makeparallelsbetweentheanswersstudentsgaveyouabouttheirneighborhoodandtheonlineworld.
PlayPauseandThinkOnlinevideo.Introducetheideathattherearethreedifferentkindsofwebsitesthatstudentsmayhavetheopportunitytovisit.
Green:A“green”websiteis:AgoodsiteforkidsyouragetovisitFun,withthingsforyoutodoandseeHasappropriatewordsDoesn’tletyoutalktopeopleyoudon’tknow
Yellow:A“yellow”websiteis:AsiteyouarenotsureisrightforyouOnethatasksforinformationsuchaswhoyouare,whereyoulive,yourphonenumberoremailaddress,etc.Aplacewhereyouareallowedtocommunicatefreelywithothers
Red:A“red”websiteis:AsitethatisnotrightforyouAplaceyoumighthavegonetobyaccidentFilledwiththingsthatareforolderkidsoradults
Discussexamplesofeachofthesekindsofsites.
Now,let'sseewhatwecandotokeepourselvessafe.
ACTIVITIES:(20MIN)4)FollowtheDigitalTrail
PerusetheFollowtheDigitalTraillessonontheCommonSenseMediawebpage.GiveeachstudentanAnimalTracksChart(page7).
Directions:
LESSONTIP Ifyouhaveaccesstoacomputer,feelfreetonavigatetositesthatmightshowcaseeachofthesetypes(u s ingextremecautionwithyourR E D s e le c tion) .
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1)PlacetheDigitalTrailSquaresontheground,facedown,intwodifferenttrails,keepingMizzletheMouseandElectratheElephant’strailsseparatefromoneanother.2)SharethestoriesofMizzleandElectra.Theseanimalsdecideditwouldbefuntoputsomeinformationaboutthemselvesonline.Theywentontowww.wildkingdom.comandpostedinformation.Theonlyproblemisthattheyforgottoasktheirparentsifitwasokayfirst.3)Explaintostudentsthattheyarefromthe“ThingsBigandSmall”DetectiveAgency.AnevilhunterhashiredthemtofindoutasmuchaspossibleaboutMizzletheMouseandElectratheElephant.Themorethedetectiveslearn,thebetterfortheirplantotakeovertheanimalkingdom.4)Dividestudentsintogroupsoffour.Tellthemthateachgroupshouldhaveadetectivethatwillkeepdetailednotes.5)Invitestudentstogoonahuntforinformation.LetthemknowthattheinformationthatMizzleandElectrapostcanbeseenbyanyone,includingthedetectives.Eachgroupshouldfollowthedigitaltrailofbothanimals,startingwiththemouseandthentheelephant.Staggerthegroupssotheyareonthetrailatslightlydifferenttimes.Studentsshouldfillouttheirhandoutastheygo.
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Whocanthedetectivesfindoutmoreabout,andwhy?Whichanimalhasabiggerdigitalfootprint?MizzlesayssomeinterestingthingsabouthimselfontheInternet.Whatarethey?IsthereanythingthatElectrapostedontheInternetthatcouldbecomeaproblemforher?Ifso,whatandwhy?
TakethetimetodiscusswhatisappropriateinformationtoshareontheInternet,andwhatisnot:
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"TheinformationaboutsomeoneontheInternet""Changingthesun'slighttoenergy""Apersonwhoisundertheageof21"
...andwhatisthewordthatwelearned?
LESSONTIP Formorein- depthmodules,youcanfindadditionstothiscurriculumattheC ommonS enseM ediapageonS copeandS eq uence.
LESSONTIP FlashC hatq uestionsareintendedtosparkbig- picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.U seyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbow- partner.
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ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact
ASSESSMENT(5MIN)7)DigitalFootprintAssessment
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CommonSenseMedia
VisitCommonSenseMediatolearnmoreabouthowyoucankeepyourstudentssafeinthisdigitalage.
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Your Digital FootprintStaying Safe and Responsible AssessmentUnplugged
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Just because you can share something online doesn’t mean that you should!
Cross out the information that you should not share online. Use the words that are leftover as the key to what you should find in the word search.
Which animal below has the digital footprint that leaves him or her most unsafe?HINT: Think about which animal shares the most private information online.
Name: Date:
WORDS
1) Your Real Name (NAME)
2) Your Online Name (NICKNAME)
3) Your Address (ADDRESS)
4) Your Email (EMAIL)
5) Your Favorite Color (COLOR)
6) The Last Book you Read (BOOK)
7) Your Credit Card Info (CARD)
8) Your Favorite Band (BAND)
9) Your Phone Number (PHONE)
10) What You Ate Today (FOOD)
11) Your Birthday (BIRTHDAY)
Circle One:
A) Fran the Fish
B) Betty the Bird
C) Tony the Tiger
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ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact
Course2|Lesson19
Artist:NestedLoopsLessontime:30Minutes
LESSONOVERVIEWStudentsusetheArtistenvironmenttowriteprogramsthathaveloopedstatementsinsideanotherloop,whichiscalledanestedloop.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:NestedLoopsArtist:NestedLoops
LESSONOBJECTIVESStudentswill:
CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDividethenumberofdegreesinacircleintoevensegmentsGivenanumberofsegments,calculatethedegreesneedtocompleteacircleBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithnestedloops
GETTINGSTARTEDIntroductionACTIVITYArtist:NestedLoops
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Course3OVERVIEWStudentscreateprogramswithdifferentkindsofloops,events,functions,andconditionsandwritealgorithmsforeverydaytasks.Throughthistheywillinvestigatedifferentproblem-solvingtechniques,discusssocietalimpactsofcomputingandtheInternet,andlearnaboutInternettransmissionmethods.Bytheendofthecurriculum,studentscreateinteractivestoriesandgamestheycansharewithanyone.StudentstakingCourse3willhavealreadytakenCourse2.LessonSequenceofCourse3Onlinelessonsareinregulartextandunpluggedactivitiesareinboldedtext.
# LessonName Description
1 ComputationalThinkingStudentsusethestepsofcomputationalthinking(decompose,patternmatch,abstract,algorithm)tofigureouthowtoplayagamethatcomeswithnoinstructions.
2 MazeStudentswriteprograms(analgorithmforthecomputer)thatgetacharacterthroughamaze.They’llunderstandtheimportanceofsequenceandbasicloops(repeatedstatements)intheprogramstheywrite.
3 Artist Studentswriteprogramstodrawdifferentshapes.
4 FunctionalSuncatchersStudentscreateanalgorithmwithfunctions(piecesofcodethatyouwanttouseoverandoveragain)tocreatesuncatchersusingstringandbeads.
5 Artist:FunctionsUsingandmodifyingprebuiltproceduresinthetheArtistenvironment,studentsgainfamiliaritywithhowcodeiswrittenforfunctions.
6 Bee:Functions UsingtheBeeenvironment,studentsuseandmodifyfunctionstohelpthebeecollectnectarandmakehoney.
7 Bee:ConditionalsIntheBeeenvironment,studentswriteprogramswithconditionalstatements.StudentsoriginallylearnedthisconceptinCourse2,butthislessonintroducesmorecompleximplementationsofconditionals.
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8 Maze:Conditionals UsingtheMazeenvironment,studentswriteprogramsusingconditionals.
9 Songwriting Studentsusetheconceptofthechorusinasongtolearnaboutfunctions.
10 Real-LifeAlgorithms-DiceRaceThislessoncallsoutwaysweusealgorithmsinourdailylives.Studentshavetoidentifyandwritedownthealgorithmforadiceracegame.
11 Artist:NestedLoopsStudentsusetheArtistenvironmenttowriteprogramsthathaveloopedstatementsinsideanotherloop,whichiscalledanestedloop.
12 Farmer:WhileLoopsUsingwhileloops,studentscontrolafarmershoveldirtintoholesuntilthey’refullandremovedirtfrompilesuntilit’sallgone.
13 Bee:NestedLoops StudentsusetheBeeenvironmenttowriteprogramsusingnestedloops.
14 Bee:DebuggingUsingthesameenvironmentastheprioronlineactivity,studentsarepresentedwithapre-writtenprogramthatfailstocompletethepuzzle.Studentswillhaveto“debug”orfixthepre-writtenprogram.
15 BounceUsingtheconceptof“Events,”(aconceptlearnedinCourse2)studentswillcreateagameoftheirownwitheventslike“Whentheballgoesthroughthegoal,youscoreapoint.”
16 PlayLab:CreateaStory StudentsusetheMini-Studioenvironmenttocreatetheirowninteractivestories.
17 PlayLab:CreateaGame StudentsusetheMini-Studioenvironmenttocreatetheirowninteractivegames.
18 Internet StudentssendmessagesrepresentingvariousInternettransmissionmethodsusingpiecesofpaper.
19 CrowdsourcingStudentusecrowdsourcing,aproblem-solvingtechniquecommonincomputerscience,tocompleteatasktogetherasaclassroommoreefficientlythanifastudentattempteditalone.
20 DigitalCitizenshipStudentsexplorethedifferencebetweenprivateinformationandpersonalinformation,distinguishingwhatissafeandunsafetoshareonline.
# LessonName Description
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21 Artist:Patterns Studentswriteprogramsthatdrawinterestingandbeautifulpatterns.
# LessonName Description
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UUNPLUGGED
ComputationalThinkingLessontime:25MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWForthisactivity,noinstructionsareprovided.Instead,studentswilluseexamplesofwhatimaginaryplayershavedonetofigureouthowtoplaythegame.Thislessongivesstudentstheopportunitytopracticethefourartsofcomputationalthinking(decomposition,patternmatching,abstraction,andalgorithms)inonecohesiveactivity.
TEACHINGSUMMARYGettingStarted-15minutes
1)Vocabulary2)FiguringitOut
Activity:ComputationalThinking-25minutes3)ComputationalThinking
Wrap-up-10minutes4)FlashChat-Whatdidwelearn?5)VocabShmocab
Assessment-5minutes6)ComputationalThinkingAssessment
LESSONOBJECTIVESStudentswill:
AnalyzeinformationtodrawconclusionsMatchidenticalportionsofsimilarphrasestomatchpatternsIdentifydifferencesinsimilarphrasesandabstractthemout
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
OnediepergroupOneComputationalThinkingKitpergroupPens,Pencils,&ScissorsComputationalThinkingAssessmentforeachstudent
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FortheTeacherLessonVideoThisTeacherLessonGuidePrintoneComputationalThinkingKitpergroupPrintoneComputationalThinkingAssessmentforeachstudent
GETTINGSTARTED(15MIN)1)VocabularyThislessonhasfournewandimportantwords:
Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishataskDecompose-Sayitwithme:De-com-poseBreakaproblemdownintosmallerpiecesAbstraction-Sayitwithme:Ab-strac-shunPullingoutspecificdifferencestomakeonesolutionworkformultipleproblemsPatternMatching-Sayitwithme:Pat-ernMatchingFindingsimilaritiesbetweenthings2)FiguringitOut
Tellyourstudentsthatyouwantthemtosumupallofthenumbersbetween1&200.Useyourbodylanguagetoindicatethatthisisnota"serious"orgradedexercise.
Now,letthemknowthattheymustdoitallintheirheads.Addthetimeconstraintofthirtyseconds.Theymayfeeloverwhelmed.Thisisintentional.Youcanindicatewithyourtoneanddemeanorthatyoumightbecrazyaskingthisofthem,butbegintimingwitharesounding:"StartingNOW".
Watchtheclassasyoukeeptime.Howmanyarelostinthought?Whentimeisup,askifanyonewasabletogetthetotal.Askifthereisanyonewhothoughttheproblemwassohardthattheydidn'tevenattemptit.Didanyoneattemptitandjustnotfinish?
Whatdidtheytry?Guidestudentstowardthinkingalittlesmaller.
Ifwebreaktheproblemupintosmallerpieces,itbecomeseasiertomanage.Let'sstartatthetwoends.Whatis200+1?Whatis199+2?Whatis198+3?Seeapattern?Howmanyofthesepairswillwehave?
Whatisthelastpairwewillfind?100+101 180
Thatmeansthatwehave100totalpairs.Ifwehave100totalpairsofsumsof201,howdowefindthefinaltotal?Whatis100*201?
Now,whatifwewantedtofindthetricktodothiswithothernumbers?Canwedoiteasilywith2,000?Howabout20,000?Whatstaysthesame?Whatisdifferent?Ifweuseabstractionstomakeourendgoalsomethingthatcanchange(saywenameit"blank")thenwecanmakeanalgorithmthatwillworkforanynumber
Workthroughtheproblemuntilyouultimatelyget?=("blank"/2)*("blank"+1)Doafewsimpleexamplestoshowthatthealgorithmiscorrectforblanks=2,3,4,&5.
"ThisisalltoshowthatifyouusethetoolsofComputationalThinking(decomposition,patternmatching,abstraction,andalgorithms),thenyoucanfigureouthowtosolveproblemsthatnoonehasalreadytaughtyouhowtosolve...justlikewedidhere!Thiswillbeanextremelypowerfulskillfortherestofyourlife!"
ACTIVITIES:(25MIN)3)ComputationalThinkingThislessonisallabouta"GamewithNoInstructions."Studentswillbechargedwithfiguringouthowtoplaythegameasasmallgroup.Thesmalldetailsoftheirfinalalgorithmareunimportant.Whatisimportantisthattheywereabletotakeahugetasklike"figuringouthowtoplayagameontheirown"andtakesmallstepstowardachievingthegoal.Studentswillbeguidedtowarddiscoveringtherulesusingthestepsofcomputationalthinking.Resistthetemptationtopointthestudentstoward"doingitright"andallowthemjusttodoitontheirown.Iftheyfeelstumpedorconfused,encouragethestudentstolookattheinformationthathasbeengiventothem,oriftheymust,askaclassmate.Directions:
1)Dividestudentsintogroupsof2-4.2)Havethegroupsreadoveruserexperiencestogetanideaofhowotherstudentshaveplayedthe“GamewithNoInstructions.”3)Encouragethemtopatternmatchbetweeneachexperiencebycirclingthesectionsofwordsthatareidenticalfromplayertoplayer.4)Next,havethemabstractawaydifferencesfromeachexperiencebyunderliningwordsthatchangefromplayertoplayer.5)Usingpatternmatchingandabstraction,havethemmakeascripttemplateforgameplaybywritingupthecircledpartsoftheotherstudents’experiences,andleavingtheunderlinedsectionsasblanks.
Forexample:6)Givestudentsablanksheetofpapertowritealistofinstructionsforhowtheythinkthisgameshouldbeplayedbasedontheuserexperiencesthattheyjustread.Thiswillbetheiralgorithm.
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7)Havestudentsplaythegameusingthealgorithmthattheyjustmade.Eachplayershouldgetatleasttwoturns.
WRAP-UP(5MIN)4)FlashChat:Whatdidwelearn?
Whatshouldyoutrytodowhenyou'reaskedtodosomethingandyoudon'tknowhow?Ifaproblemistoohard,whatshouldyoutrytodo?Ifyoufindsimilaritiesinlotsofsolutionstodifferentproblems,whatdoesthatprobablytellyou?Ifyouhaveaproblemthatisjustalittledifferentfromaproblemthatyouhaveasolutionfor,whatwouldyoudo?
5)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Bringingtwopiecestogether""Breakingaproblemdownintosmallerpieces""Aneducatedguess"
...andwhatisthewordthatwelearned?
ASSESSMENT(5MIN)6)ComputationalThinkingAssessment
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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Revision 140707.1a
Figure out how to play this game by looking at the players’ phrases below. Circle the
matching parts and underline words that are different from player to player. The first
matching section has been circled for you.
Using pattern matching and abstraction, make yourself a template for game play by
writing up the circled parts of the other students’ experiences, and leaving the underlined
sections as blanks.
Player 1:
Player 2:
Player 3:
“I chose a lion, and rolled a six, then a four, then a two. That means I need to draw a black cupcake on my lion’s tail.”
“I chose a donkey, and rolled a three, then a two, then a one. That means I need to draw a yellow pineapple on my donkey’s head.”
“I chose a puppy, and rolled a five, then a three, then a five. That means I need to draw a pink salmon on my puppy’s nose.”
Computational ThinkingUser Experience ScriptsUnplugged
UName: Date:
“I chose a
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Computational ThinkingRoll Catalog
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Revision 140707.1a
Color:
1) Red
2) Blue
3) Yellow
4) Green
5) Pink
6) Black
Items:
1) Cell Phone
2) Pineapple
3) Salmon
4) Cupcake
5) Tentacle
6) Bow
Part:
1) Head
2) Tail
3) Hand/Foot/Paw/Hoof
4) Belly
5) Nose
6) Back
Cupcake
Bow
Tentacle
Pineapple
Salmon
Cell Phone
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Computational ThinkingDecomposition, Patterns, Abstraction, Algorithms
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Revision 140707.1a 185
Computational ThinkingLesson AssessmentUnplugged
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Look at the problems below. Circle the matching sections and underline the places where there are differences. Once you’ve done that, write a template to create more phrases with the same pattern.
The first one has been done for you.
1) Triangles have three sides. Squares have four sides.
Name: Date:
2) It’s fun to read books. It’s fun to read magazines.
3) I love my cat’s whiskers. I love my dog’s tail.
4) There is a cloud in the sky that looks like a dragon.
3) I love my horse’s tail. I love my cat’s tail.
4) There is a leaf in the water that looks like a heart.
4) There was a rock in the yard that looks like a heart.
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2Course3|Lesson2
MazeLessontime:30Minutes
LESSONOVERVIEWThiscourseisareviewofmazeconceptsfromCourse2.Studentswillhelpthezombiegettothesunflowerusingacombinationofsequencesandloops.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:MazeMaze
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CreateaprogramforagiventaskusingsequentialstepsCountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopAnalyzeaproblemandcompleteitasefficientlyaspossibleEmployacombinationofsequentialandloopedcommandstoreachtheendofamaze
GETTINGSTARTEDIntroductionReviewwithstudentsthebasicmazenavigation,particularly:
MovingforwardTurningleft/rightLooping
ACTIVITYMazeAsyourstudentsworkthroughthepuzzles,observehowtheyplanthepathforthezombie.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Youmaywanttogothroughafewpuzzlesontheprojector.Whiledoingthisyoucanaskaonestudenttotracethepathonthescreenwhileanotherwritesthedirectionsonawhiteboard.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwnInsmallgroups,letstudentsdesigntheirownmazesandchallengeeachothertowriteprogramstosolvethem.Foraddedfun,makelifesizemazeswithstudentsasthezombieandflower.
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3Course3|Lesson3
ArtistLessontime:30Minutes
LESSONOVERVIEWThiscourseisareviewofartistconceptsfromCourse2.Studentswilldrawimageswiththeartistusingacombinationofsequencesandloops.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:ArtistArtist
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDividethenumberofdegreesinacircleintoevensegmentsCalculatetheanglesinequilateraland306090trianglesGivenaperimeterandonesideofarectangle,calculatetheremainingsidesIdentifysymmetricalshapesDecomposeashapeintoitssmallestrepeatablesequence
GETTINGSTARTEDIntroductionReviewwithstudentsthebasicmazenavigation,particularly:
MovingvsJumpingTurningbydegreesLooping
ACTIVITYArtistIntheArtistlevelsstudentsarenotconstrainedto90degreeangles.Havingprotractorsavailablecanbehelpstudentsbettervisualizetheanglestheyneed.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TheCopyMachine
GivestudentstwopiecesofpaperOnonesheethavethestudentsdrawasimpleimageOnthesecondsheetdrawinstructionsforrecreatingthatimagecommandstomovestraightandturnatvariousangles.Tradeinstructionsheetsandattempttorecreatetheimageusingonlytheprovidedinstructions.
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UUNPLUGGED
FunctionalSuncatchersLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWInthislesson,studentswillmakeasuncatcheroutofstring,beads,andaspecialcharm.Thestudentswillfollowaseriesofrepetitivesteps,thenbeaskedtoidentifycertainsetsof“skills”thatareduplicatedseveraltimes.Oncethoseskillsaredefined,theywillbecalledfromamainprogramandthewholebeautifulprocessofcreationwillberecordedonasinglesheetofpaper.Thefinalprogramwillbegearedtowardtheentireclass,whatevertheirtypeofstring,beads,andcharms.Toeffectivelyallowforthis,studentswillneedto“abstractout”thedetailsoftheirspecificmaterialsandcreatevaguetermsforanindividual’ssupplies.Thisuseofgenericplaceholdersisawonderfulintroductiontovariables.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)SeeMySuncatcher
Activity:Fun-ctionalSuncatchers-20minutes4)FunctionalSuncatcherInstructions
Wrap-up-10minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
Assessment-5minutes7)FunctionalSkillsAssessment
LESSONOBJECTIVESStudentswill:
LearntofindpatternsinprocessesThinkaboutanartistictaskinadifferentwayInterpretsymbolsastheyrelatetophysicalmanipulatives
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
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Onefootofstring,thread,orfishinglineperstudent2-4beadsperstudent2-4otheraccessories(buttons,hoops,spacers)perstudentOnespecialbead,prism,button,orstudent-madesuncharmperstudentPens,Pencils,&ScissorsOneSkillsSheetpergroupFun-ctionalSkillsAssessmentforeachstudent
FortheTeacherLessonVideoThisTeacherLessonGuidePrintoneSkillsSheetpergroupPrintoneFun-ctionalSkillsAssessmentforeachstudentGatheravarietyofbeadingsuppliesasdescribedabove.(Thesecaneasilybefoundatcraftwarehouses,dollarstores,orevenonline.)
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhastwonewandimportantwords:
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Function-S ayitwithme:F unc-shunA pieceofcodethatyoucaneasilycalloverandoveragainVariable-Sayitwithme:Vayr-ee-ah-buhlAplaceholderforapieceofinformationthatcanchange3)SeeMySuncatcherBeginbyholdingupyourexamplesuncatcher.
Lettheclassknowthatwewillbemakingthesetoday.Theirmaterialsmaybeslightlydifferentthanyours,butthestepswillbeprettymuchthesame.
Pointingtoyourbead,youcantellthemthattheirbeadsmaybeshapeddifferently,ormightevenbeadifferentcolor,butyouwillusetheword“bead”tomeanwhateveritisthattheyendedupwith.Similarly,theirspacersmaybeadifferentsize,differenttexture,ormaybeadifferentmaterialaltogether,butyouwillusetheword“spacer”torefertothosethings.Finally,wewillallhavea“specialcharm.”Itcouldbealargebead,ahandmadeornament,orevenarandomitemfromtheroom,butinallcases,wewilljustcallita“specialcharm.”Asyousharethoseterms,feelfreetowritetheassociatedwordsontheboard.Ifyouwanttosetthemequaltotheitemsyoudiscussed,thatworkswell,also.Example:
Bead=“Whateverstyle,color,orkindofbeadthatyouhavebeengiven”Spacer=“Alongitemthatisnotabead”SpecialCharm=“Thecrystalprism,orlargeglasssphere”
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Nowyoucanmoveintodiscussinghowyoumadeyoursparklingpieceofart.
ACTIVITIES:(20MIN)4)FunctionalSuncatcherInstructions
ShowthestudentsanexamplesuncatcherIt’smadetohangfromtherearviewmirrorofacar,butitcanalsodanglefromawindoworabackpackzipper.Letthemknowthattheyaregoingtomakethesetoday,andintheprocess,learnaboutprograms,variablesandfunctions.
Steps:1)Explaintotheclasshowthesuncatcherismade.
"First,Iputabeadonthestring,thenItiedaknot.Iputanotherbeadonastring,andtiedanotherknot.Then,Iputaspaceronthestringandtiedanotherknot.Afterthat,Ididitallagain.Iputabeadonthestring,thenItiedaknot.Iputanotherbeadonastring,andtiedanotherknot.Then,Iputaspaceronthestringandtiedanotherknot.Finally,Iputonthespecialcharm,andtiedonelastknot."
2)Acknowledgethattheroutinetakesquiteafewsteps,soyouwillprovidethemasing-songywaytoremembertheorder.
"Bead,knot,bead,knot,spacer,knot.(Ithelpstohaveabitofarhythmwiththewordsasyougothrough.)Bead,knot,bead,knot,spacer,knot.Specialcharm,finalknot.”
3)Indicatethatyou’regoingtowritethestepsdowntothisprogram,sothateveryonehasthedirectionsinfrontofthem.
Usetheprovided"SkillsSheet"andbegintowritethestepsinthe"Program"areaastheclassshoutsoutinstructions.Writeoneinstructionperline.1. Bead2. Knot3. Bead4. Knot
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5. Spacer6. Knot
Bynow,theclassshouldbenoticinganissue.Iftheydon’t,youcanleadthemtoit.
Howmanyinstructionsdowehavelefttogothrough?Howmanylinesdowehaveleft?Whatshouldwedo?
4)HandouttheSkillsSheettoeveryone.
Pointoutthattherearetwo“extra”sectionswheretheycancombinestepssothatyoucanwriteonenametocallthemall.
Forinstance,everythingthatyouputintothetopsection,youcancallallatoncebycalling“Skill1”;thisisafunction.Challengetheclasstofillouttheirsheetinawaythatmakessenseandallowsthemtofittheentiresequenceunderthe“Program”listinsomeway.Givethemaboutfiveminutestocompletetheirsheet(moreforyoungerstudents)thenlistentotheirsuggestions.
Therewilllikelybegroupsthatneedtohavetheprocessexplainedone-on-one.Askthemwhattheywoulddoiftheyhadtorepeatthesequenceathousandtimesormore.
Howmanydifferentwaysdidtheclassfilloutthesamesheettomakethesamesuncatcher?
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5)Onceyouhavereviewedallofthegroups'solutions,handoutsuppliestothestudents.Pointoutthatdifferentpeopleintheclassmayhavedifferentsupplies,andtheymayallbedifferentthantheonesyouused.
Askifthatshouldstopthemfromfollowingtheprogram.Whynot?
Wecantreatthewords(Bead,Spacer,Knot,etc.)as"placeholders"forwhateveritemsweareusingthatfitthosedescriptions.Thesearecalledvariables
6)Letthestudentsgetstartedontheirsuncatchers!
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Whatitemsdidyouusethatcouldhavebeen"variable"frompersontoperson?Howimportantdoyouthinkitwastohavegroupsofskillsthatwecouldcallforthislesson?Whatifwehaddoneeachsetofsteps100timesinsteadofonlytwice?Canyouthinkofanythingelsethatwecouldgrouptogetheronceandcalleasilyoverandoveragain?
Whataboutthechorusofasong?
6)VocabShmocab
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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Whichoneofthesedefinitionsdidwelearnawordfortoday?"Topullonsomethingsuddenly""Apieceofcodethatyoucaneasilycalloverandoveragain""Someonewhocreatessomethingthatnooneelsehasevermade"
...andwhatisthewordthatwelearned?
ASSESSMENT(5MIN)7)FunctionalSkillsAssessment
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.FunctionswithSong
Didyouknowthatthesameconceptsfromabovecanbeusedtorepresentseveraldifferentthings?TryusingtheSkillsSheettorepresentasong,like"Head,Shoulders,Knees,andToes."
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Functional InstructionsLearning Variables and Functions through CraftUnplugged
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Sometimes you want to do certain instructions over and over again. That’s where functions come in handy! Group all repeated instructions into one place, give them a simple name, then you can call that entire group at the same time just by using the name you gave it.
What if you want to do something over and over, but don’t know what supplies you’ll be working with ahead of time? This is the perfect place for variables! Variables are just placeholder words that you can put into your program so that you know where your *actual* supplies are supposed to go, once you know what they are.
Directions:
1) Take a program that contains several sets of identical instructions.
2) Move one or more of the sets of identical instructions into the “Skills” areas of the Skills Sheet.
3) Rewrite the original program, using the skill names instead of actually writing out the group of instructions that the skills describe.
Name: Date:
New Words!
Say it with me: Func-shun
A piece of code that you can easily call over and over again
Funct i on
Say it with me: Vayr -ee -ah -buh l
A placeholder for a piece of information that can change
Var iab le
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Functional InstructionsSkills SheetUnplugged
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Name: Date:
SKILL 1
PROGRAM
SKILL 2
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Below, you will find three sets of skills, and a program that calls them.
Use the New Program and the skills that go with it to figure out what the steps of the Original Program were. Fill out the steps of the Original Program appropriately.
Name: Date:
Skill 3
Skill 3Skill 1
Skill 2
Skill 2
ORIGINALPROGRAM
SKILL 1
NEW
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2)
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SKILL 2
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SKILL 3
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NEW PROGRAM
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smells
catfacebanana
stinkyone
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5Course3|Lesson5
Artist:FunctionsLessontime:30Minutes
LESSONOVERVIEWAsanintroductiontofunctions(reuseableblocksofcode),studentswillusefunctionstodrawshapesonthescreenandmodifythosefunctionstofitdifferentpurposes.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:FunctionsArtist:Functions
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
Useapre-determinedfunctiontodrawanimagewithrepeatedfeaturesModifyanexistingfunctiontodrawadifferentshapeDistinguishbetweenfunctionsandloopsCreateaprogramthatcallsafunctionfromwithinaloop
GETTINGSTARTEDIntroductionReflectwithstudentsontheFunctionalSuncatchersunpluggedactivity
Whatfunctionsdidweusetomakesuncatchers?Whydidweusefunctions?Nowwe'regoingtousefunctionstomakedrawingcoolimageseveneasier!
ACTIVITYArtist:FunctionsSomestudentsmaystrugglewiththedifferencebetweenthefunctiondefinition(theactualcodeofthefunction)andthefunctioncall(usedwhenwetellfunctionstorun).Asavisualcuewe'veplacethefunctiondefinitioninsideagreybox-youcanequatethistotheseparatesheettheyusedtowritesuncatcherfunctions.
EXTENDEDLEARNING 201
Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.ShapeMachinesAskstudentstowritefunctionsonpaperforsimpleshapes,thencreatealistofinstructionsusingthosefunctionstodrawapicture.
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6Course3|Lesson6
Bee:FunctionsLessontime:30Minutes
LESSONOVERVIEWUsingtheBeeenvironment,studentsuseandmodifyfunctionstohelpthebeecollectnectarandmakehoney.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:FunctionsBee:Functions
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
Useapre-determinedfunctionstocompletecommonlyrepeatedtasksModifyanexistingfunctiontocompleteadifferenttaskCreateafunctionfromscratch
GETTINGSTARTEDIntroductionACTIVITYBee:FunctionsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.FunctionalizeYourClassroom
Brainstormalistofdailyclassroomactivitieswithstudents(turninginwork,liningupforrecess,eatinglunch,etc.)BreakstudentsintosmallgroupsandassigneachgroupanactivitiyandabigsheetofpaperEachgroupwillwritethedailyactivityasafunctionandcreateaposterwiththatfunction's"code"Asawholeclassyoucanthenwriteaprogramforatypicaldayinclass,callingeachgroup'sfunctionasnecessary
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7Course3|Lesson7
Bee:ConditionalsLessontime:30Minutes
LESSONOVERVIEWIntheBeeenvironment,studentswriteprogramswithconditionalstatements.StudentsoriginallylearnedthisconceptinCourse2,butthislessonintroducesmorecompleximplementationsofconditionals.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:ConditionalsBee:Conditionals
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:Comparepropertiesandvaluesusing>,=,<symbolsTranslatespokenlanguageconditionalstatementsintoaprogramExecuteanalgorithmwithaconditionalstatementUseconditionalstatementstomakelogic-basedchoicesNestconditionalstoanalyzemultiplevalueconditionsusingif,elseif,elselogicWritefunctionsthatexecutenestedconditionals
GETTINGSTARTEDIntroductionReviewconditionalstatementswithstudents.Whatisaconditionalstatement?Whenaretheyuseful?WhatconditionaldidweuseintheCourse2BeeConditionals?
ACTIVITYBee:ConditionalsIntheCourse2BeeConditionals,weonlylookedatsimpleconditionalscalled"ifstatments,"suchas"ifthereisonenectar,collectit."Bascially,wearesayingifastatementistrue,dosomething.Inthisstagewearegoingtolookatwhattoifthatstatementisnottrue,wecallthese"if,else"statements.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.True/FalseTagLinestudentsupasiftoplayRedLight/GreenLight.SelectonepersontostandinfrontastheCaller.TheCallerchoosesaconditionandaskseveryonewhomeetsthatconditiontotakeastepforward.Ifyouhavearedbelt,stepforward.Ifyouarewearingsandals,takeastepforward.
Tryswitchingitupbysayingthingslike"Ifyouarenotblonde,stepforward."NestingBreakstudentsupintopairsorsmallgroups.Havethemwriteifstatementsforplayingcardsonstripsofpaper,suchas:IfthesuitisclubsIfthecolorisred
Havestudentscreatesimilarstripsforoutcomes.AddonepointSubtractonepoint
Oncethat'sdone,havestudentschoosethreeofeachtypeofstripandthreeplayingcards,payingattentiontotheorderselected.Usingthreepiecesofpaper,havestudentswritethreedifferentprogramsusingonlythesetsofstripsthattheyselected,inanyorder.Encouragestudentstoputsomeifstatementsinsideotherifstatements.
Now,studentsshouldrunthroughallthreeprogramsusingthecardsthattheydrew,inthesameorderforeachprogram.Didanytwoprogramsreturnthesameanswer?Didanyreturnsomethingdifferent?
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8Course3|Lesson8
Maze:ConditionalsLessontime:30Minutes
LESSONOVERVIEWUsingtheMazeenvironment,studentswriteprogramsusingconditionals.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Maze:ConditionalsMaze:Conditionals
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
Comparepropertiesandvaluesusing>,=,<symbolsTranslatespokenlanguageconditionalstatementsintoaprogramExecuteanalgorithmwithaconditionalstatementUseconditionalstatementstomakelogic-basedchoicesNestconditionalstoanalyzemultiplevalueconditionsusingif,elseif,elselogicWritefunctionsthatexecutenestedconditionals
GETTINGSTARTEDIntroductionSimilartothelastpreviousconditionalsstage,onlythistimewe'rehelpingthezombiereachthesunflower.
ACTIVITYMaze:ConditionalsTheconditionalsinthisstagepertaintowhetherornotthereisapathavailabletotheright,left,orahead.Ifthereischomperintheway,theconditionalwillreportthatthereisnopathavailableinthatdirection.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.True/FalseTag
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LinestudentsupasiftoplayRedLight/GreenLight.SelectonepersontostandinfrontastheCaller.TheCallerchoosesaconditionandaskseveryonewhomeetsthatconditiontotakeastepforward.
Ifyouhavearedbelt,stepforward.Ifyouarewearingsandals,takeastepforward.
Tryswitchingitupbysayingthingslike"Ifyouarenotblonde,stepforward."Nesting
Breakstudentsupintopairsorsmallgroups.Havethemwriteifstatementsforplayingcardsonstripsofpaper,suchas:
IfthesuitisclubsIfthecolorisred
Havestudentscreatesimilarstripsforoutcomes.AddonepointSubtractonepoint
Oncethat'sdone,havestudentschoosethreeofeachtypeofstripandthreeplayingcards,payingattentiontotheorderselected.Usingthreepiecesofpaper,havestudentswritethreedifferentprogramsusingonlythesetsofstripsthattheyselected,inanyorder.
Encouragestudentstoputsomeifstatementsinsideotherifstatements.Now,studentsshouldrunthroughallthreeprogramsusingthecardsthattheydrew,inthesameorderforeachprogram.
Didanytwoprogramsreturnthesameanswer?Didanyreturnsomethingdifferent?
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SougwritiugLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWOneofthemostmagnificentstructuresinthecomputerscienceworldisthefunction.Functions(sometimescalledprocedures)areminiprogramsthatyoucanuseoverandoverinsideofyourbiggerprogram.Thislessonwillhelpstudentsintuitivelyunderstandwhycombiningchunksofcodeintofunctionsissuchahelpfulpractice.
TEACHINGSUMMARYGettiugStarted-20minutes
1)Review2)Vocabulary3)SingaSong
Activity:Sougwritiug-20minutes4)Songwriting
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
Assessmeut-5minutes7)SongwritingAssessment
LESSONOBJECTIVESStudeutswill:
LocaterepeatingphrasesinsidesonglyricsIdentifysectionsofasongtopullintoafunction(chorus)Describehowfunctionscanmakeprogramseasiertowrite
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudeut
SongwritingWorksheetPens&Pencils
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LessonVideoThisTeacherLessonGuidePrintseveralSongwritingWorksheetsforeachgroupPrintoneSongwritingAssessmentforeachstudent.Accesstotheinternet,orpre-downloadedsongsandlyricsforactivity
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
Fuuctiou-Sayitwithme:Func-shunApieceofcodethatyoucancalloverandoveragain3)SiugaSoug
Lettheclassknowthattodayissongday!We'regoingtolearnasongtogether.
Startwithasimplesong,eitherwrittenoutorprojectedonthescreen.Pointtothechorusandbesurethattheclassknowshowitgoesbeforeyoubeginonthesong.Blastthroughthesong,singingitwiththeminthebeginning,thenseewhathappenswhenyougettothepartwhereitcallsthechorus.
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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It'squitelikelythatthemajorityoftheclasswillsingthelyricsforthechoruswhenyoupointtothatbit.Stopthesongoncethathappens,andexplicitlyhighlightwhatjusthappened.
Youdefinedthechorus.Youcalledthechorus.Theysangthechorus.
Asktheclasswhytheysupposeyouonlywrotethechorusonceatthetopofthepaperinsteadofwritingitoverandoverineachplacewhereitissupposedtobesung.
Whatareotherbenefitsofonlywritingthechorusoncewhenyousingitmanytimes?Now,imaginethatthissongisacomputerprogram.Definingatitle(like"chorus")foralittlepieceofcodethatyouuseoverandoveragainiscalledcreatingafunction.Thisishelpfultocomputerscientistsforthesomeofthesamereasonsthatitishelpfultosongwriters.-Itsavestimenothavingtowriteallthecodeoverandoverintheprogram.-Ifyoumakeamistake,youonlyhavetochangeitoneplace.-Theprogramfeelslesscomplicatedwiththerepeatingpiecesdefinedjustonceatthetop.Wearegoingtoplaywithsongsalittlemore,totrytoreallyunderstandhowoftenthistechniqueisused!
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ACTIVITIES:(20MIN)4)Sougwritiug
Afantasticwaytocomparefunctionstosomethingweseeinoureverydaylivesistolookatsongs.Songsoftenhavecertaingroupsoflyricsthatrepeatoverandover.Wecallsuchagroupa"chorus."
Directious:1)Divideintogroupsof4,5,or6.2)GiveeachgroupseveralcopiesoftheSongwritingWorksheet.3)Playashortsongfortheclassthatcontainsaclearchorusthatdoesnotchangefromversetoverse.4)Challengetheclasstoidentify(andwritedown)thechorus.5)Compareresultsfromeachgroup.
Dideveryonegetthesamething?Singyourchorusestogethertofindout!
Playthisgameoverandoveruntiltheclasshaslittletroubleidentifyingthechoruses.Itisofteneasierjusttohavetheclasslistento(orwatch)thesong,thenvoteonwhatthechorusisbysingingittogether,ratherthanwritingthewholethingdown.Ifyouchoosethismethod,considerhavingtheclassdoawrittenchorusforthefinalsongselectiontobesurethatthevisuallearnersgetproperreinforcement.
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearu?
Wouldyouratherwritelyricsoverandoveragainordefineachorus?Doyouthinkit'spossibletomakemultiplechorusesforthesamesong?Doesitmakesensetomakeanewchorusforeverytimeit'sneededinasong?
LESSONTIP Tohitthispointhome,youcanlookupthelyricsforsomepopularsongsontheInternet.Showthestudentsthatthestandardforrepeatinglyricsistodefinethechorusatthetopandcallitfromwithinthebodyofthesong.
LESSONTIP It'smostexcitingforstudentstodothislessonwithpopularmusicfromtheradio,butifyou'rehavingahardtimefindingappropriatesongswherethelyricsrepeatexactly,hereareafewtimelessoptions:
YouAreMySunshineBoom,Boom,Ain'titGreatHowMuchIsThatDoggieintheWindowILoveTrash
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Apieceofcodethatyoucancalloverandoveragain""Ababyhorse""Gettinghelpfromalargegroupofpeopletofinishsomethingfaster"
...andwhatisthewordthatwelearned?
ASSESSMENT(5MIN)7)SougwritiugAssessmeut
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourSoug
Startbycreatingachorustogether,thenrepeatitbetweenversesofasongthatyoudeveloparoundit.Makeachangetothechorus,andponderhowmucheasieritistochangeinjustoneplace.Changethechorusagain,makingitmuchlongerthanitwasoriginally.Addasecondchorusandalternatebetweentheminyourverses.
SougwritiugaProgramWhatifweactedoutsongsinsteadofsingingthem?Allofasudden,ourchoruswouldbeafunctionofrepeatedactions,ratherthanwords.UsetheconceptsofthearrowsfromtheGraphPaperProgramminglessonandcreateaprogramwithlotsofrepeatinginstructions.
Circlethoserepeatingactionssothattheclasscanseewheretheyare.Defineafunctioncalled"Chorus"abovetheprogram.Crossouteverywheretherepeatingactionsappearintheprogramandwrite"Chorus"instead.
Repeatuntiltheclasscangothroughthisprocesswithlittledirection.
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Revision 140610.1a
One of the most magnificent structures in the computer science world is the function. Functions (sometimes called procedures) are mini programs that you can use over and over inside of your bigger program.
A fantastic way to compare functions to something we see in our everyday lives is to look at songs. Songs often have certain groups of lyrics that repeat over and over. We call such a group a “chorus.”
Directions:
1) Divide into groups of 4, 5, or 6.
2) Give each group several copies of the Songwriting Worksheet.
3) Play a short song for the class that contains a clear chorus that does not change from verse to verse.
4) Challenge the class to identify (and write down) the chorus.
5) Compare results from each group. Did everyone get the same thing?
Let’s make a function for the bits that we use most often
so that we don’t need to write so much as we go.
New Word!
Say it with me: Func-shun
A piece of code that you can call over and over again.
Funct i on
SongwritingUsing Lyrics to Explain Functions and Procedures
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Look at the lyrics for the two songs below.
If it were your job to write these songs as computer programs, what chunk of code from each would you turn into a function so that you could use it over and over again with just one word?
Circle the segments of each program that repeat most often. Is everything that you circled exactly the same? If so, that can be your chorus!
Finish by writing the chorus for each song on the Songwriting Worksheet and give it a name. Those are your functions!
Song 1: I'm a Nut
I’m a little acorn brownsitting on the cold, cold ground.
Everybody steps on methat is why I'm cracked, you see.
I'm a nutI'm a nut
I'm a nut, I'm a nut, I'm a nut
Called myself on the telephonejust to see if I was home.Asked myself out on a date.
Picked me up at half-past eight.
I'm a nutI'm a nut
I'm a nut, I'm a nut, I'm a nut
Took myself to the picture show.Sat myself in the very first row.
Wrapped my arms around my waist.Got so fresh, I slapped my face!
I'm a nutI'm a nut
I'm a nut, I'm a nut, I'm a nut
Lou, Lou, skip to my Lou,Lou, Lou, skip to my Lou,Lou, Lou, skip to my Lou,Skip to my Lou, my darlin'.
Fly's in the buttermilk,Shoo, fly, shoo,
Fly's in the buttermilk,Shoo, fly, shoo,
Fly's in the buttermilk,Shoo, fly, shoo,
Skip to my Lou, my darlin'.
Lou, Lou, skip to my Lou,Lou, Lou, skip to my Lou,Lou, Lou, skip to my Lou,Skip to my Lou, my darlin'.
Cows in the cornfield,What'll I do?
Cows in the cornfield,What'll I do?
Cows in the cornfield,What'll I do?
Skip to my Lou, my darlin'.
Lou, Lou, skip to my Lou,Lou, Lou, skip to my Lou,Lou, Lou, skip to my Lou,Skip to my Lou, my darlin'.
Song 2: Skip to my Lou
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DiceRaceLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWInthislesson,studentswillrelatetheconceptofalgorithmsbacktoeverydayreal-lifeactivitiesbyplayingtheDiceRacegame.Thegoalhereistostartbuildingtheskillstotranslatereal-worldsituationstoonlinescenariosandviceversa.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)WhatWeDoDaily
Activity:Real-LifeAlgorithms-20minutes4)Real-LifeAlgorithms:DiceRace
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?
Assessment-10minutes6)DailyAlgorithms
LESSONOBJECTIVESStudentswill:
NamevariousactivitiesthatmakeuptheirdayDecomposelargeactivitiesintoaseriesofsmallereventsArrangesequentialeventsintotheirlogicalorder
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
Dice(1perpair)Pens/Pencils/MarkersReal-LifeAlgorithmsWorksheet:DiceRaceAssessmentWorksheet:DailyAlgorithms
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FortheTeacherLessonVideoTeacherLessonGuidePrintoneReal-LifeAlgorithmsWorksheetpergroupPrintoneAssessmentWorksheet:DailyAlgorithmsperstudent
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonevocabularywordthatisimportanttoreview:
Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishatask3)WhatWeDoDaily
Askyourstudentswhattheydidtogetreadyforschoolthismorning.Writetheiranswersontheboard.Ifpossible,putnumbersnexttotheirresponsestoindicatetheorderthattheyhappen.
Ifstudentsgiveresponsesoutoforder,havethemhelpyouputtheminsomekindoflogicalorder.Pointoutplaceswhereordermattersandplaceswhereitdoesn't.
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Introducestudentstotheideathatitispossibletocreatealgorithmsforthethingsthatwedoeveryday.Givethemacoupleofexamples,suchasmakingbreakfast,brushingteeth,plantingaflower,andmakingpaperairplanes.
Computersneedalgorithmsandprogramstoshowthemhowtodoevensimplethingsthatwecandowithoutthinkingaboutthem.
Itcanbechallengingtodescribesomethingthatcomesnaturallyinenoughdetailforacomputertoreplicate.
Let'strydoingthiswithanewandfunactivity,likeplayingtheDiceRaceGame!
ACTIVITY:(20MIN)4)Real-LifeAlgorithmWorksheet:DiceRace
Youcanusealgorithmstohelpdescribethingsthatpeopledoeveryday.Inthisactivity,wewillcreateanalgorithmtodescribehowweplaytheDiceRaceGame.Thehardestpartaboutgettingaproblemreadyforacomputercanbefiguringouthowtodescribereal-lifeactivities.We’regoingtogetsomepracticebyplayinganddescribingtheDiceRacegame.
Directions:1. Readtherulesbelow.2. PlayacoupleroundsoftheDiceRacegame.
Asyou’replaying,thinkabouthowyouwoulddescribeeverythingthatyou’redoing.Whatwoulditlooklikefromthecomputer’spointofview?
Rules:1. Seteachplayer’sscoreto02. Havethefirstplayerroll3. Addpointsfromthatrolltoplayerone’stotalscore4. Havethenextplayerroll5. Addpointsfromthatrolltoplayertwo’stotalscore6. Eachplayershouldgoagaintwomoretimes7. Checkeachplayer’stotalscoretoseewhohasthemostpoints8. DeclareWinner
LESSONTIP Youknowyourclassroombest.Astheteacher,decideifstudentsshoulddothisinpairsorsmallgroups.
LESSONTIP Helpthestudentsseethegamefromacomputer'spointofview.Iftheyneedtorollthedice,thenthecomputerneedstoprovidedice.Ifthestudentneedstoplaythreeturns,thenthecomputerneedstoloopthroughthestepsmultipletimes.
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WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Howmanyofyouwereabletofollowyourclassmates'algorithmstoplaytheDiceRaceGame?What'sthedifferencebetweenanalgorithmandaprogram?
Analgorithmisthethinkingbehindwhatneedstohappen,whiletheprogramistheactualinstructionsetthatmakesithappen.Analgorithmhastobetranslatedintoaprogrambeforeacomputercanrunit.
Didtheexerciseleaveanythingout?Whatwouldyouhaveaddedtomakethealgorithmevenbetter?Whatifthealgorithmhadbeenonlyonestep:"PlayDiceRace"?
Wouldithavebeeneasierorharder?Whatifitwerefortysteps?
Whatwasyourfavoritepartaboutthatactivity?
ASSESSMENT(15MIN)6)AssessmentWorksheet:DailyAlgorithms
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.GoFigure
Breaktheclassupintoteams.Haveeachteamcomeupwithseveralstepsthattheycanthinkoftocompleteatask.Gatherteamsbacktogetherintoonebiggroupandhaveoneteamsharetheirsteps,withoutlettinganyoneknowwhattheactivitywasthattheyhadchosen.Allowtherestoftheclasstotrytoguesswhatactivitythealgorithmisfor.
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Real-Life AlgorithmsDice Race Activity
Revision 140710.1a
You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to help each other understand the Dice Race game.
The hardest part about getting a problem ready for a computer can be figuring out how to describe real-life activities. We’re going to get some practice by playing and describing the Dice Race game.
Read the rules below, then play a couple rounds of the Dice Race game. As you’re playing, think about how you would describe everything that you’re doing. What would it look like from the computer’s point of view?
Name: Date:
1) Set each player’s score to 0.
2) Have the first player roll.
3) Add points from that roll to player one’s total score.
4) Have the next player roll.
5) Add points from that roll to player two’s total score.
6) Each player should go again two more times.
7) Check each player’s total score to see who has the most points.
8) Declare Winner.
The Rules:
Player 1
Turn 1 Turn 2 Turn 3 Total
Player 2
Circlethe Winner
Player 1
Turn 1 Turn 2 Turn 3 Total
Player 2
Circlethe Winner
Game 1
Game 2
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Dice RaceAssessment Worksheet
Revision 140710.1a
Use the space below to play through the Dice Race game.
When you’re done, use the bottom of the page to create an algorithm (list of steps) that someone else could use to learn how to play.
Now, take the steps that you’ve used to play the game above, and write them
down in the slots below. Take advantage of the repeat loop to avoid having to
write down instructions more than once.
Player 1
Turn 1 Turn 2 Turn 3 Total
Player 2
Step 1 :
Repeat3 times
Circlethe Winner
Step 2 :
Step 3 :
Step 4 :
Step 5 :
Step 6 :
Step 7 :
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11Course3|Lesson11
Artist:NestedLoopsLessontime:30Minutes
LESSONOVERVIEWStudentsusetheArtistenvironmenttowriteprogramsthathaveloopedstatementsinsideanotherloop,whichiscalledanestedloop.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:NestedLoopsArtist:NestedLoops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDividethenumberofdegreesinacircleintoevensegmentsGivenanumberofsegments,calculatethedegreesneedtocompleteacircleBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithnestedloops
GETTINGSTARTEDIntroductionACTIVITYArtist:NestedLoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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12Course3|Lesson12
Farmer:WhileLoopsLessontime:30Minutes
LESSONOVERVIEWUsingwhileloops,studentscontrolafarmershoveldirtintoholesuntilthey’refullandremovedirtfrompilesuntilit’sallgone.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Farmer:WhileLoopsFarmer:WhileLoops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
DistinguishbetweenloopsthatrepeatafixednumberoftimesandloopsthatrepeatuntilaconditionismetUseawhilelooptocreateprogramsthatcansolveproblemswithunknownvalues
GETTINGSTARTEDIntroductionACTIVITYFarmer:WhileLoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.SoMoving
Givethestudentspicturesofactionsordancemovesthattheycando.Havestudentsarrangemovesandaddloopstochoreographtheirowndance.
Sharethedanceswiththerestoftheclass.ConnectItBack
FindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?
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Trythesamethingwithsongs!
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13Course3|Lesson13
Bee:NestedLoopsLessontime:30Minutes
LESSONOVERVIEWStudentsusetheBeeenvironmenttowriteprogramsusingnestedloops.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:NestedLoopsBee:NestedLoops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:BreakasequenceofstepsintoahierarchyorloopedsequencesNestloopsandconditionalstoanalyzemultiplevalueconditionsusingif,elseif,elselogic
GETTINGSTARTEDIntroductionACTIVITYBee:NestedLoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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14Course3|Lesson14
Bee:DebuggingLessontime:30Minutes
LESSONOVERVIEWDebuggingisanessentialelementoflearningtoprogram.Inthislesson,studentswillencounterpuzzlesthathavebeensolvedincorrectly.Theywillneedtostepthroughtheexistingcodetoidentifyerrorsincludingmissingblocks,extrablocks,andmisorderedblocks.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:DebuggingBee:Debugging
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:PredictwhereaprogramwillfailModifyanexistingprogramtosolveerrorsIdentifyanalgorithmthatisunsuccessfulwhenthestepsareoutoforderReflectonthedebuggingprocessinanage-appropriateway
GETTINGSTARTEDIntroductionAskstudentsaboutproblemstheysolveineverydaylife.Howdoyoufixsomethingthatisn'tworking?Doyoufollowaspecificseriesofsteps?Thepuzzlesinthisunithavealreadybeensolvedforyou(yay!),buttheydon'tseemtobeworking(boo!)Wecalltheproblemsintheseprograms"bugs,"anditwillbeyourjobto"debug"them.Brainstormdifferentwaystofindandfixbugs.
ACTIVITYBee:DebuggingAsyourstudentsworkthroughthepuzzles,observehowtheysearchforbugs.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Havestudentsfollowthepathdescribedbythecodewiththeirfingerstofindpotential
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bugs.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PlantingbugsHavestudentsgobackthroughpreviouslevels,purposfullyaddingbugstotheirsolutions.Theycanthenaskotherstudentstodebugtheirwork.Thiscanalsobedonewithpaperpuzzles.
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15Course3|Lesson15
Bo�nceLessontime:30Minutes
LESSONOVERVIEWInthisspeciallevelstudentsgettobuildtheirownFlappyBirdclone.Byusingeventhandlerstodetectmouseclicksandobjectcollisions.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:BounceBounce
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
MatchblockswiththeappropriateeventhandlerCreateagameusingeventhandlersShareacreativeartifactwithotherstudents
GETTINGSTARTEDIntroduction
ACTIVITYBounceInthefinalstageofthislessonstudentsareabletotweaktheirgametomakeitunique-encouragethemtoseehowdifferenttheycanmakeeachgamewithintheconstraintsprovided.
EXTENDEDLEARNING
LESSONTIP Studentswillhavetheopportunitytosharetheirfinalproductwithalink.Thisisagreatopportunitytoshowyourschoolcommunitythegreatthingsyourstudentsaredoing.Collectallofthelinksandkeepthemonyourclasswebsiteforalltosee!
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Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourgame,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.
Postlinkstocompletedgamesonlineorontheboard.Makeagameofyourowntoshareaswell!
Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthegame.Discussasagroupthedifferentwaysyourclassmatescodedtheirgames.
Whatsuprisedyou?Whatwouldyouliketotry?
Choosesomeoneelse'sgameandbuildonit.(Don'tworry;theoriginalgamewillbesafe.)
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16Course3|Lesson16
PlayLab:CreateaStoryLessontime:30Minutes
LESSONOVERVIEWInthisactivity,studentswillhavetheopportunitytoapplyallofthecodingskillsthey'velearnedtocreateananimatedstory.It'stimetogetcreativeandcreateastoryinthePlayLab!
TEACHINGSUMMARYGettingStarted
Introduction
Activity:PlayLab:CreateaStoryPlayLab:CreateaStory
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
IdentifyactionsthatcorrelatetoinputeventsCreateananimated,interactivestoryusingsequence,loops,andevent-handlersShareacreativeartifactwithotherstudents
GETTINGSTARTEDIntroductionReviewtheeventhandlingstudentsdidinBounce:
WhatdideventsdidyouuseincodingFlappy?Nowyou'regoingtoanimatemultiplecharactersusingeventstriggeredbythearrowkeystotellastory.Thisisyourchancetogetreallycreative!
ACTIVITYPlayLab:CreateaStory
LESSONTIP Studentswillhavetheopportunitytosharetheirfinalproductwithalink.Thisisagreatopportunitytoshowyourschoolcommunitythegreatthingsyourstudentsaredoing.Collectallofthelinksandkeepthemonyourclasswebsiteforalltosee!
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T hisisoneofthemostfree-formpluggedactivitiesofthecourse.Atthefinalstagestudentshavethefreedomtocreateastoryoftheirown.Youmaywanttoprovidestructuredguidelinesaroundwhatkindofstorytowrite,partiularlyforstudentswhoareoverwhelmedbytoomanyoptions.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourstory,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.
Postlinkstocompletedstoriesonlineorontheboard.Makeastoryofyourowntoshareaswell!
Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthestory.Discussasagroupthedifferentwaysyourclassmatescodedtheirstories.
Whatsuprisedyou?Whatwouldyouliketotry?
Choosesomeoneelse'sstoryandbuildonit.(Don'tworry;theoriginalstorywillbesafe.)
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17Course3|Lesson17
PlayLab:CreateaStoryLessontime:30Minutes
LESSONOVERVIEWBuildingonthepreviousPlayLabactivity,studentswilladddeeperinteractivityastheybuildtheirownvideogames.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:PlayLabCreateaGamePlayLab:CreateaGame
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
IdentifyactionsthatcorrelatetoinputeventsCreateananimated,interactivestoryusingsequence,loops,andevent-handlersShareacreativeartifactwithotherstudents
GETTINGSTARTEDIntroduction
ACTIVITYPlayLab:CreateaGameDesigningagamethatisfuntoplayyetchallengingenoughtoavoidboredomisatoughtask.Encouragestudentstoconsiderhowtheirprogrammingchoicesmakedifferentaspectsoftheirgameharder,easier,frustrating,andfun.
EXTENDEDLEARNING
LESSONTIP Studentswillhavetheopportunitytosharetheirfinalproductwithalink.Thisisagreatopportunitytoshowyourschoolcommunitythegreatthingsyourstudentsaredoing.Collectallofthelinksandkeepthemonyourclasswebsiteforalltosee!
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Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourgame,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.
Postlinkstocompletedgamesonlineorontheboard.Makeagameofyourowntoshareaswell!
Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthegame.Discussasagroupthedifferentwaysyourclassmatescodedtheirstories.
Whatsuprisedyou?Whatwouldyouliketotry?
Choosesomeoneelse'sgameandbuildonit.(Don'tworry;theoriginalgamewillbesafe.)
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TheInternetLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWInthislesson,studentswillpretendtoflowthroughtheInternet,allthewhilelearningaboutInternetconnections,URLs,IPAddresses,andtheDNS.
TEACHINGSUMMARYGettingStarted-25minutes
1)Review2)Vocabulary3)GettingtheMessage
Activity:TheInternet-15minutes4)TheInternet
Wrap-up-10minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
Assessment-5minutes7)TheInternetAssessment
LESSONOBJECTIVESStudentswill:
LearnaboutthecomplexityofsendingmessagesovertheInternetTranslateURLsintoIPAddressesPracticecreativeproblemsolving
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
PaperforwritingmessagestosendPaperforcreatingasignto"label"each"server"Pens&PencilsIPAddressandDeliveryTypeCardsFoundHere
FortheTeacher 235
LessonVideoThisTeacherLessonGuidePrintenoughIPAddressCardsandDeliveryTypeCardsforeachgrouptodrawPrintoneInternetAssessmentforeachstudentAccesstotheInternet(suchasgetip.com)or6+pre-determinedURL/IPaddresscombinations
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasseveralnewandimportantwords:
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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IPAddress-Sayitwithme:I-PAdd-ressAnumberassignedtoanyitemthatisconnectedtotheInternetDNS(DomainNameService)-Sayitwithme:D-N-STheservicethattranslatesURLstoIPaddressesURL(UniversalResourceLocator)-Sayitwithme:U-R-LAneasy-to-rememberaddressforcallingawebpage(likewww.code.org)Internet-Sayitwithme:In-ter-netAgroupofcomputersandserversthatareconnectedtoeachotherServers-Sayitwithme:Ser-versComputersthatexistonlytoprovidethingstoothersFiberOpticCable-Sayitwithme:Fye-berOp-ticCay-blAconnectionthatuseslighttotransmitinformationWi-Fi-Sayitwithme:Wye-FyeAwirelessmethodofsendinginformationusingradiowavesDSL/Cable-Sayitwithme:D-S-L/Cay-blAmethodofsendinginformationusingtelephoneortelevisioncablesPackets-Sayitwithme:Pack-etsSmallchunksofinformationthathavebeencarefullyformedfromlargerchunksofinformation
Aquickpreviewisallyouneedhere.Thesewordswillallbeexplainedaspartofthelesson,soitwouldbefarless 237
3)GettingtheMessageIt'squitelikelythatyourstudentsareawareofwhattheInternetis,buttheymaynotreallyunderstandwhattheInternetis.
Ask"WhatistheInternet?"IstheInternetapublicplaceoraprivateplace?(Truthfully,manypeoplethinkitcanbeboth,butitshouldbeviewedasapublicspacenomatterwhatsettingsyouthinkyou'vemastered.)Howdoesinformationgetfromplacetoplace?
Let'ssaythatIwanttolookatthewebpageforCode.org.Whatdoyousupposetheprocessislikeformetosendthemessagetorequestthatpage?
WhatdoIdoasauser?WhatdoyouthinkhappensinsidetheInternet?
SendingamessageovertheInternetisalotlikesendingamessagethroughthemail...ifeveryletterwesentrequiredthousandsofenvelopes!EverymessagewesendthroughtheInternetgetschoppedupandeachpieceiswrappedinitsownversionofanenvelope.Wecallthose"packets."PacketsarespeciallyformedchunksofinformationthatareabletoeasilyflowthroughanyoftheInternet'schannels.Sometimes,afewofthosepacketswillgetlost,becausetheInternetisacrazyplace.Inthatcase,thepacketsneedtoberesent,andthewholemessagehastogetputonholduntiltheyarrive.Wheredoyouthinkthosepacketsareheaded?
Evenifyou'resendingmessagestoanotherperson,theyfirsthavetogotoatleastone"server."Aserverisaspecialcomputerthatissupposedtobealwaysonandreadytosendandreceiveinformation.Everywebsitehasaserver.Evenemailgoesthroughservers.
Serversdon'thavenameslikeyouandIdo.They'reactuallyaddressedusingnumbers.ThesenumbersarecalledIPaddresses,andtheylookalittlestrange.
Forexample:OneofCode.org'sIPaddressesusedtobe54.243.71.82(Pleasebesuretocheckthisoutinadvance.MostIPaddresseschangefromtimetotimeandtheyarethenreusedforothersites.)
TherearemanywaystoreachtheInternetfromyourhouse,school,orplaceofbusiness.Youcanconnectdirectlyusingacable(thatmightbeDSL,Cable,orFiberOptic)OryoucanconnectusingradiowavesovertheairthroughWi-Fi
Directconnectionsaremostreliable,buttheycanbeinconvenient.Canyoufigureoutwhy?
LESSONTIPconfusingtodoabriefintrotothewordsasa"seeifyoucanspottheseduringtheday"typeofheads-up.
LESSONTIP TherearesomegreatYouTubevideosonthissubjectthatcanmakethislessonalittleeasiertounderstand.Youcanshowthemtotheclassinadvance,orjustwatchthemyourself.Hereisoneofthemostclearandentertainingversions.(Werecommendstoppingthevideoat2:59,ifpossible.)
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(Youhavetobeattachedtoacable!)Wi-Ficonnectionsaresuperconvenient,butthearen'talwaysreliable.
Canyoufigureoutwhynot?(Radiowavesbounceallovertheplaceandcangetlost.)
So,ifyou'reusedtosendinginformationtoURLs(likewww.code.org)andtheserversactuallyhaveIPaddressesfornames(like54.243.71.82)howdoestheInternetchangefromonetotheother?That'swhattheDNSisfor.TheDNS(DomainNameServer)hastablesthatallowthesystemtogobackandforthbetweenURLsandIPaddresses.IftheDomainNameServerseverstoppedworking,itwouldshutdowntheInternetasweknowit!
Withthatsaid,let'strytounderstandwhattheDNSdoesbymakingalittleDNStableourselves.PulloutapieceofpaperanddrawagridsimilartothatintheInternetactivity:
First,weneedtofillinthistable.SurveytheclassfortheirfavoritewebsitesandwritetheURLsintheleftcolumnUseasitelikegetip.comtofindtheIPaddressesforthosesitesandwritetheminthecorrespondingrowsoftherightcolumn.
Nowlet'stakethisDNSTableandpretendtosendmessagesthroughtheInternet!
ACTIVITIES:(20MIN)4)TheInternetDirections:
1)CreateyourownDNStable,similartowhatisshownabove.2)Havetheclasshelpyoufillintheblankspotsinthetable .PickyourfavoriteURLsandfindtheirIPaddressesusingasitelikewww.getip.com.
LESSONTIP Ifyou'rethinkingthatthisisalotoftextanditwouldbeextremelyboringtotrytolecturethistoaclassfullofelementaryschoolkids,you'reabsolutelyright!
Ifyou'reunabletoshowaYouTubevideoinclasstohelpexplainitall,Ihighlyrecommenddrawingpicturestoexplaineachideaabove,orchoosingstudentsasvolunteerstoactoutwhatyoudescribewhileyou'reexplaining.They'renotexpectedtogeteverydetailanddefinitionatthispoint,onlytogainexposure.
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3)Divideintogroupsof3to5.4)AssigneachgroupanIPaddressfromthetable,andeachpersoninthegroupaposition:
TheMessageWriterTheInternetTheServer(carriestheIPaddress)TheReturnInternet(optional)TheMessageReceiver(optional)
5)EachgroupwilldrawanIPAddressCardandaDeliveryCardtofindoutwheretheirmessageisgoingandwhattheirmethodofmessagedelivery(Wi-Fi,Cable/DSL,orFiberOpticCable)willbe.6)TheMessageWriterwillcraftanotetosendtotheserver.7)TheInternetwillripthemessageupinto4smallpiecescalledpackets,thendelivereachpacketoneatatimetotheServerwiththeIPaddressthatwasdrawnfromtheIPAddressCardstack.8)TheServerwillmakesurethatthemessagearrivesinorder,thenwillsendeachpacketoffoneatatimewiththeReturnInternet(canbethesamepersonordifferentpersonthantheoriginalInternet).9)TheReturnInternetwilldelivereachpiecebacktotheMessageReceiver(canbethesamepersonordifferentpersonthantheMessageWriter)andputitbacktogether.10)TheMessageReceiverwillwaitforallofthepiecestoarrive,thenreadthemessagetobesureitarrivedcorrectly!
Rules:1)TheInternetmustripthemessageintoexactlyfourpackets.2)IftheInternetdropsapacket,theyhavetopickitupandgobacktothestarttodeliveritagain.3)Theserverhastowaitforallofthemessagepiecestoarrivebeforeitcanbegintosendthemessagealong.
Info:1)Wi-Fi:Convenient,butspotty.Wi-Fidoesn’trequirecables,butsincethesignalbouncesallovertheplace,packetscangetlostprettyeasily.Simulation:Internetmustcarryeachpacketontheirshoulder(nohands).2)Cable/DSL:Fairlygoodatdeliveringmessages,butyoumustbeconnectedtoawire.Simulation:Internetmustcarryeachpacketonthebackofonehandandmustkeeptheotherhandtouchingawall,desk,chairortheflooratalltimes.3)FiberOpticCable:Thebestatdeliveringmessages,butyoumustbeconnectedtoawire.Simulation:Internetcancarrypacketsinhand,butmustkeeptheotherhandtouchingawall,desk,chairortheflooratalltimes.
Toplaythisgame,youcanhaveyourgroupsclusteranywhere,butforthefirsttimeitcanbelessconfusingtohavegroupsplayinaline.
Lineuptheserversononeendoftheroom(holdingtheirIPaddresses).TheReturnInternetplayerscanbeoverthereaswell(ifyouhavethatmanypeopleineachgroup).Havetheeveryoneelselineupacrossfromtheirserverattheothersideoftheroom.TheMessageSenderswilllikelybesendingtheirmessagestoaserverotherthantheirown,sotheInternetplayerswilllikelycrossoverfromgrouptogroup.Itmaylooksomethinglikethediagrambelow:
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WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Whatkindofconnectionwouldyouratherhave(Wi-Fi,DSL/Cable,orFiberOptic)?Why?
Whymightittakeyourmessagealongtimetogetsomewhere?
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Apieceofcodethatyoucancalloverandoveragain""Computersthatexistonlytoprovideinformationtoothers""Thebottomlegofatriangle"
LESSONTIP Ifitfeelsliketherearetoomanyrulestoexplainoutright,feelfreetopostthemontheboardandjustexplainthegameasyougo.Youcanplaymultipleroundsuntiltheclassreallyunderstands.
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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...andwhatisthewordthatwelearned?Whatwasyourfavoritenewword?Isthereawordthatwelearnedtodaywhosemeaningyouremember,butdon'tremembertheword?Isthereawordthatwelearnedwhereyouremembertheword,butnotwhatitmeans?
ASSESSMENT(5MIN)7)TheInternetAssessment
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
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InternetHow the Internet Does What it Does
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Revision 150517.1a
Directions:
1) Create your own DNS table, similar to what is shown here.
2) Have the class help you fill in the blank spots in the table.Pick your favorite URLs and find their IP addresses using a site like www.getip.com.
3) Divide into groups of 3 to 5. 4) Assign each group an IP address from the table, and each person in the group a
position:
* The Message Writer* The Internet* The Server (carries the IP Address)* The Return Internet (Optional)* The Message Receiver (Optional)
5) Each group will draw an IP address Card and a Delivery Card to find out where their message is going and what their method of message delivery (Wi-Fi, Cable/DSL, or Fiber Optic Cable) will be.
6) The Message Writer will craft a note to send to the server.
7) The Internet will rip the message up into small pieces called packets, then deliver each packet one at a time to the Server with the IP address that was drawn from the IP address Card stack.
8) The Server will make sure that the message arrives in order, then will send each packet off one at a time with the Return Internet (can be the same person or different person than the original Internet).
9) The Return Internet will deliver each piece back to the Message Receiver (can be the same person or different person than the Message Writer) and put it back together.
10) The Message Receiver will wait for all of the pieces to arrive, then read the message to be sure it arrived correctly!
Rules:
1) The Internet must rip the message into exactly four packets.
2) If the Internet drops a packet, they have to pick it up and go back to the start to deliver it again.
3) The server has to wait for all of the message pieces to arrive before it can begin to send the message along.
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InternetHow the Internet Does what it Does
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Revision 150517.1a
Group 1 Group 2 Group 3 Group 4
Message Writer 1
Internet 2
Sample of Classroom Group Layout During Game Play
Sample of DNS Table
URL#
1
2
3
4
5
IP ADDRESS
www.code.org
Server 1(71.220.205.157)
Message Writer 2
Server 2(Random IP)
Message Writer 3
Server 3(Random IP)
Message Writer 4
Server 4(Random IP)
Internet 1Internet 4
Internet 3
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InternetIP Address Cards
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Revision 150517.1a
These cards correlate with numbered entries in the DNS Table.(You should make one distinct row for each group.)
1 2
3 4
5 6
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InternetDelivery Type Cards
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Revision 150517.1a
These cards correlate with different methods ofdelivering messages over the Internet.
(Print enough to have one card for each group.)
Wi-Fi Fiber Optic
DSL Cable
Types:
1) Wi-Fi: Convenient, but spotty. Wi-Fi doesn’t require cables, but since the signal bounces all over the place, packets can get lost pretty easily.
Simulation: Internet must carry each packet on their shoulder (no hands).
2) Cable/DSL: Fairly good at delivering messages, but you must be connected to a wire. Simulation: Internet must carry each packet on the back of one hand and must keep the other hand touching a wall, desk, chair or the floor at all times.
3) Fiber Optic Cable: The best at delivering messages, but you must be connected to a wire. Simulation: Internet can carry packets in hand, but must keep the other hand touching a wall, desk, chair or the floor at all times.
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The InternetHow the Internet Does What it Does
Revision 140710.1a
The DNS has gone out, and now you’re in charge of delivering information all over the Internet! Use the DNS Look-Up Table to figure out where each packet is supposed to go.
Draw a line from each packet to the server where it is supposed to be delivered. The first one has been done for you.
This message is being delivered from someone at code.org to someone at thinkersmith.org. Draw the path that the message is likely to take.
Name: Date:
code.org
light-bot.com
thinkersmith.org
khanAcademy.org
csisfun.com
DNS Look-Up Table
URL#
1
2
3
4
5
IP ADDRESS
code.org
csisfun.com
thinkersmith.org
light-bot.com
khanAcademy.org
54.243.71.82
100.42.50.110
64.14.68.10
54.209.61.132
23.23.224.106
100.42.50.110
64.14.68.10
54.209.61.132
23.23.224.106
23.23.224.106
54.243.71.82
64.14.68.10
MessageSender
54.243.71.82 MessageReceiver
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CrowdsourcingLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWIncomputerscience,wefacesomebig,dauntingproblems.ChallengeslikefindinglargeprimenumbersorsequencingDNAarealmostimpossibletodoalone.Addingthepowerofothersmakesthesetasksmanagable.Thislessonwillshowyourstudentshowhelpfulteamworkcanreallybe.
TEACHINGSUMMARYGettingStarted-20minutes
1)Review2)Vocabulary3)BigProblems
Activity:Crowdsourcing-20minutes4)WorkingTogether
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
LESSONOBJECTIVESStudentswill:
IdentifyalargetaskthatneedstobedoneRearrangealargetaskintoseveralsmallertasksBuildacompletesolutionfromseveralsmallersolutions
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
PlayingCards(1Deckpergroup)FortheTeacher
LessonVideo
Playingcardsusuallycomeinmulti-packsatthedollarstore,butifyou'rerushedyoucanprintsomefromonlineonto 248
FortheTeacherThisTeacherLessonGuideCrowdsourcingActivity:WorkingTogetherJaroflotsofsomething(Pennies,Buttons,SlipsofPaper)
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
Crowdsourcing-Sayitwithme:Crowd-sore-singGettinghelpfromalargegroupofpeopletofinishsomethingfaster3)BigProblems
Showyourstudentsyourjarfullofsomething."Lookatthisjar.Ihavealotofbuttonsinhere,andIneedtotelltheprincipalhowmanytherearebeforetheendofclass."
MATERIALSTIPcardstockandcutthemoutwithaslicer.
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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"CanyouthinkofawayIcouldgetthesecountedquickly?"Yourstudentsmayguideyoutowardseekinghelp,butiftheydon't,youcansuggestit,too.
Pourallofthebuttons(orpennies,etc.)intoapileonthefloor.Inviteallofthestudentstocomeupandgrabasmallnumber(tenisgood,butyoucandomoreifyourstudentscanhandleit).Oncethey'vecountedouttheirten,havethemreporttoyou,droptheirbuttonsbackinthejar,andgoagainuntilthepileisgone.
Commentonhowfastthetaskwent.Havetheclassreflectonhowlongitmighthavetakenorhowharditmayhavefelttodoalone.
ACTIVITIES:(20MIN)4)CrowdsourcingActivity:WorkingTogether
Sometimesyouhaveabigjobthatneedstogetdone,butitfeelslikeitwilltakeforever.Crowdsourcingisawayofusingteamworktomakethejobgomuchfaster!Inthisgame,we’llusecrowdsourcingtosortdecksofplayingcards.
Directions:1)Divideintogroupsof4,5,or6.2)Grabyourdeckofplayingcardsanddumpitintoabag,bucket,orevenaloosepocketthatyoucanmakewiththebottomofyourshirt.3)Shakethecardsuntilthey’reallmixedup.4)Dumpthecardsoutontoatableordeskwherethewholegroupcanseethem.5)Decidehowtobreakupthetaskofsortingthedecksothateverypersonhassomethingtodoandnooneisdoingtoomuch.6)Timeyourselfsortingthecards.Canyoufigureoutawaytodoitfaster?7)Repeatthegameoverandoveruntilyouthinkyouhavefoundthefastestwayofcrowdsourcingthecardsortingactivity.
WRAP-UP(5MIN)
LESSONTIP Jarsofbuttonsandpenniesworknicely,butifyoufindyourselfwithlittletimetoprepare,youcancutslipsofpaperandputtheminaziplockbagorevenapencilbox.
LESSONTIP Itcanbechallengingforstudentstofigureouthowtobreakapartlargetasksatfirst.Studentsmightfindithelpfultohavesomeideashandedtothemafterworkingforawhile.Onegreatdivisionforsortingcardsisasfollows:
Onepersonpicksupthecardsanddeterminesthesuitofeachone.OnepersonmanagesHearts.OnepersonmanagesDiamonds.OnepersonmanagesClubs.OnepersonmanagesSpades.(Ifthere'sanother,theycanputallsortedsuitsbacktogetheragain.)
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5)FlashChat:Whatdidwelearn?Haveyouevertriedtosortapileofcardsbyyourselfbefore?Doyouthinkitwaseasierorhardertohavehelp?Whatotherthingsdoyouhavetodosometimesthatwouldbeeasierwithhelp?
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Pullingsomethingout""Gettinghelpfromalargegroupofpeopletofinishsomethingfaster""Somethingthatisnotcooked"
...andwhatisthewordthatwelearned?
ASSESSMENT(0MIN)7)NoIndivdualAssessment
Sincecrowdsourcingisnotmeanttobedonealone,thereisnoindividualassessment.Thefinalassessmentofthislessonistheresultofthepreviousactivity.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.ReverseCrowdsourcing
Oftenwethinkofcrowdsourcingaspullingthingsaparttomakethemmoresimple.Youcanalsomakebig,beautifulthingswiththesametechnique.Haveyourstudentseachgrabthreecardsandbuildonesegmentofacardhouse.Eachstudentcangooneafteranothertobuildagrandcardtower.Trywithtwo,oreventhreestudentsaddingtheirchunkatatime.
Doescrowdsourcingalwaysmakeataskeasier?CrowdsourcingintheRound
Youcancrowdsourceallatthesametimeoryoucandoitonepersonatatime.Tryhavingthewholeclasssortthesamedeckofcards,onestudentatatime.
Shufflethecardsandplacetheminapileinthecenteroftheroom.Haveeachstudentapproachthepileandchoosefourcards.
HavefourpilesforthestudentstosorttheircardsintoSpadesClubsHeartsDiamonds
Onceallcardshavebeenputintheirfourpiles,havethefollowingfourstudentssorttheindividualpiles.Thelastpersonwillputallfourpilestogether.
Thisversionmaynotsavealotoftime,butitstilldividestheworkandletseachindividualhavemorefreetime!
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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CrowdsourcingWorking together to make big things happen
Revision 140710.1a
Sometimes you have a big job that needs to get done, but it feels like it will take forever. Crowdsourcing is a way of using teamwork to make the job go much faster!
In this game, we’ll use crowdsourcing to sort decks of playing cards.
Directions:
1) Divide into groups of 4, 5, or 6.
2) Grab your deck of playing cards and dump it into a bag, bucket, or even a loose pocket that you can make with the bottom of your shirt.
3) Shake the cards until they’re all mixed up.
4) Dump the cards out onto a table or desk where the whole group can see them.
5) Decide how to break up the task of sorting the deck so that every person has something to do and no one is doing too much.
6) Time yourself sorting the cards. Can you figure out a way to do it faster?
7) Repeat the game over and over until you think you have found the fastest way of crowdsourcing the card sorting activity.
Name: Date:
It would be easier to clean your room if you tried
crowdsourcing the work with a bunch of friends.
New Word!
Say it with me: Crowd-sore -s i ng
Getting help from a large groupof people to finish something faster
Crowdsourc i ng
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DigitalCitizenshipLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWIncollaborationwithCommonSenseMedia,thislessonhelpsstudentslearntothinkcriticallyabouttheuserinformationthatsomewebsitesrequestorrequire.Studentslearnthedifferencebetweenprivateinformationandpersonalinformation,distinguishingwhatissafeandunsafetoshareonline.Studentswillalsoexplorewhatitmeanstoberesponsibleandrespectfultotheirofflineandonlinecommunitiesasasteptowardlearninghowtobegooddigitalcitizens.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)Personalvs.PrivateOnline
Activity:DigitalCitizens-30minutes4)DigitalCitizens
Wrap-up-10minutes5)FlashChat-Whatdidwelearn?6)VocabShmocab
Assessment-5minutes7)DigitalCitizensAssessment
LESSONOBJECTIVESStudentswill:
CompareandcontrasttheirresponsibilitiestotheironlineandofflinecommunitiesUnderstandwhattypeofinformationcanputthematriskforidentitytheftandotherscamsReflectonthecharacteristicsthatmakesomeoneanupstandingcitizenDeviseresolutionstodigitaldilemmas
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
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Pens,Pencils,&ScissorsSuperDigitalCitizenAssessmentforeachstudent
FortheTeacherLessonVideoThisTeacherLessonGuideAgoodselectionofmaleandfemalePapercraftSuperHeroessheetsforthewholeclassPrintoneSuperDigitalCitizenAssessmentforeachstudent
GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhasonenewandimportantword:
DigitalCitizen-Sayitwithme:Dih-jih-talSit-i-zenSomeonewhoactssafely,responsibly,andrespectfullyonline3)Personalvs.PrivateOnline
Ask"Whattypesofinformationdoyouthinkareokaytosharepubliclyonlineoronaprofilethatotherswillsee?"
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Whataresomeexamplesofwebsiteswhereyoumustregisterinordertoparticipate?Writethenamesofthewebsitesontheboard.Whatinformationisrequiredandwhydoyouthinkitisrequired?
Informationmayberequiredtohelpdistinguishonepersonfromanother.Thewebsitemaykeeparecordofwhousesit.
Explainthatit’simportanttoknowthatsharingsomekindsofuserinformationcanputyouandyourfamily’sprivacyatrisk.Pointoutthatyoudonothavetofilloutfieldsonwebsitesiftheyarenotrequired.
Requiredfieldsareusuallymarkedbyanasterisk(*)orarehighlightedinred.Elementaryschoolstudentsshouldneverregisterforsitesthatrequireprivateinformationwithouttheapprovalandguidanceofaparentorguardian.Hereisanexampleofpublicversusprivateinformation:
Explainthatsomepeoplewillactivelytrytogetyoutosharethiskindofinformationsothattheycanuseittotakeoveryouridentity.Onceathiefhastakensomeone’sidentity,heorshecanusethatperson’snametogetadriver’slicenseorbuythings,evenifthepersonwhoseidentitytheystoleisn’toldenoughtodothesethings!
It’softennotuntilmuchlaterthatpeoplerealizethattheiridentityhasbeenstolen.Identitythievesmayalsoapplyforcreditcardsinotherpeople’snamesandrunupbigbillsthattheydon’tpayoff.Letstudentsknowthatidentitythievesoftentargetchildrenandteensbecausetheyhaveacleancredithistoryandtheirparentsareunlikelytobeawarethatsomeoneistakingontheirchild’sidentity.
Now,let'sseewhatwecandotokeepourselvessafe.
ACTIVITIES:(20MIN)4)PapercraftSuperHeroes
Spidermansays"Withgreatpowercomesgreatresponsibility."ThisisalsotruewhenworkingorplayingontheInternet.Thethingsweread,see,andhearonlinecanleadpeopletohaveallsortsoffeelings(e.g.,happy,hurt,excited,angry,curious).
Whatwedoandsayonlinecanbepowerful.TheInternetallowsustolearnaboutanything,talktopeopleatanytime(nomatterwheretheyareintheworld),andshareourknowledgeandcreativeprojectswithotherpeople.
Thisalsomeansthatnegativecommentscanspreadveryquicklytofriendsofallages.CREATEathree-columnchartwiththeterms“Safe,”“Responsible,”and“Respectful”writtenatthetopofeachcolumn.Invitestudentstoshoutoutwordsorphrasesthatdescribehowpeoplecanactsafely,responsibly,andrespectfullyonline,andthenwritethemintheappropriatecolumn.
LESSONTIP Ifyouhaveaccesstoacomputer,feelfreetonavigatetoasitethatmightrequirethistypeofinformation,suchasGmailorFacebook.
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Now,let'sreallymakesureweunderstandhowtobeaSuperDigitalCitizen!Directions:
1)Haveeachstudentgrabasmallselectionofpapercraftsheetsandencouragethemtoblendthepiecestomaketheirveryownsuperhero.2)Allowplentyoftimeforstudentstocut,glue,andcolor.3)Givestudentsa5minutewarningtowrapup.4)Separatestudentsintogroupsof2-4andtellthemtousetheirsuperheroesandleftoversuppliestostageasceneinwhichonesuperheroseesanactofpoordigitalcitizenship.Thenhavethesuperherofixtheproblem…andsavetheday!5)Goaroundtheroom,havingeachstudentexplaintheirscenetotheclass.
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Whatisagoodwaytoactresponsiblyonline?Whatkindsofpersonalinformationcouldyoushareaboutyourselfwithoutshowingyouridentity?Whatkindsofsuperpowersorqualitiesdidyourdigitalsuperheroeshaveincommon?WhatdoesSpider-Man’smotto“Withgreatpowercomesgreatresponsibility”meantoyou,assomeonewhousestheInternet?
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Onewhoisafraidofspiders""Ababyhorse""Someonewhoactssafely,responsibly,andrespectfullyonline"
LESSONTIP Formorein-depthmodules,youcanfindadditionstothiscurriculumattheCommonSenseMediapageonScopeandSequence.
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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...andwhatisthewordthatwelearned?
ASSESSMENT(5MIN)7)DigitalCitizenAssessment
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CommonSenseMedia
VisitCommonSenseMediatolearnmoreabouthowyoucankeepyourstudentssafeinthisdigitalage.
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Just because you can do something online doesn’t mean that you should!
Cross out the information that you should not share online. Use the words that are leftover as the key to what you should find in the word search.
Write a paragraph in the area below, telling about what you will do when you’re on the Internet to make sure that you practice kind and respectful behavior.
Name: Date:
WORDS
1) Your Credit Card Info (CARD)
2) Your Online Name (NICKNAME)
3) What You Ate Today (FOOD)
4) Your Email (EMAIL)
5) Your Favorite Color (COLOR)
6) The Last Book you Read (BOOK)
7) The School You Attend (SCHOOL)
8) Your Favorite Band (BAND)
9) Your Phone Number (PHONE)
10) Your Address (ADDRESS)
11) Your Birthday (BIRTHDAY)
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21Course3|Lesson21
Artist:PatternsLessontime:30Minutes
LESSONOVERVIEWStudentsusetheArtistenvironmenttoexplorenestedloopsthatdrawcomplexpatterns.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:PatternsArtist:Patterns
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDividethenumberofdegreesinacircleintoevensegmentsGivenanumberofsegments,calculatethedegreesneedtocompleteacircleBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithnestedloopsComposecomplexpatternsfrommultiplenestedloops
GETTINGSTARTEDIntroductionInthisstage,studentswillexplorehownestingloopsseverallevelsdeepcanallowthemtocreatecomplexandbeautifulrepeatingpatterns.Therearenoassessmentsattheendofthisstage,itisafinalchallengetoencouragestudentstopushthemselves.
ACTIVITYArtist:PatternsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PaperPatternBuilding
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Pairstudents,andassigneachpairabasicgeometricshapetoexamine.Forthatshape,theywilldothefollowing:
WriteinstructionstodrawthatshapusingaloopWriteinstructionstodrawarowofthatshapebyrepeatingthepreviousloopWriteinstructionstodrawacomplexpatternbyrepeatingthepreviousloopUsethoseinstructionstowalkanotherstudentthroughdrawingthatsamepattern
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Course4OVERVIEWCourse4isdesignedforstudentswhohavetakenCourses2and3.Studentswilllearnhowtotacklepuzzleswithincreasedcomplexityastheylearnhowtocombineseveralconceptswhensolvingeachchallenge.BythetimethisCourseiscompleted,studentswillbecreatingprogramsthatletthemshowcasemultipleskills,includingforloopsandfunctionswithparameters.Recommendedforgrades4-8.LessonSequenceofCourse4Onlinelessonsareinregulartextandunpluggedactivitiesareinboldedtext.
# LessonName Description
1 Algorithms:TangramsIfyoukeepanalgorithmsimpletherearelotsofwaystouseit.Ifyouwanttomakesureeveryoneendsupwiththesamething,thenyouralgorithmneedsmoredetail.
2 MazeandBeeFirsthelpthezombiegettothesunflowerusingacombinationofsequencesandloops,thenreviewconditionalswiththeflower-huntingbee.
3 Artist:LoopsReviewUsethetraditionalartistcharacter,aswellasaveryartisticzombie,tocompleteandrecreaterepetitivedrawings.
4 VariablesinEnvelopes Explainswhatvariablesareandhowwecanusetheminmanydifferentways.
5 AbstractionwithMadGlibsAnalyzestoriesfordifferencessothattheycanabstractthemaway.Thoseabstractedstoriesbecometemplatesforfunandcrazynewones.
6 Artist:Variables Explorethecreationofrepetitivedesignsusingvariables.
7 PlayLab:Variables Playwithvariablesinasituationthatillustratesjusthowusefultheycanbe.
8 ForLoopFun Learnhowtouseloopswithextrastructurebuiltrightin.
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9 Bee:ForLoops UsetheBeeenvironmenttowriteprogramsthatuseloopswithembeddedcounters/indexvariables.
10 Artist:ForLoopsUsetheArtistenvironmenttowriteprogramswithforloops,similartowhattheydidinthepreviousBeelevel.
11 PlayLab:ForLoopsBuildingonthepreviousPlayLabactivity,studentswilladddeeperinteractivityastheybuildtheirownvideogames.
12 Artist:Functions UsetheArtistenvironmenttodrawcomplicatedimagesusingfunctionsforrepeatedtasks.
13 SongwritingwithParametershelpstudentsintuitivelyunderstandwhycombiningchunksofcodeintofunctionsissuchahelpfulpractice.
14 Artist:FunctionswithParametersUsetheArtistenvironmenttodrawcomplicatedimagesusingfunctionswithparameterstocreatesimilarshapeswithsmalldifferences.
15 PlayLab:FunctionswithParametersHavingexperiencedthecreationanduseoffunctionsandparameters,studentswillgettheopportunitytousetheskillinthecreationofPlayLabgames.
16 Bee:FunctionswithParametersThisshortstageillustrateshowstudentscanusetheirnewskillswithfunctionsandparameterstochangedirectionusingbinarylogic.
17 BinaryImagesIllustrateshowacomputercanstoreevenmorecomplexinformation(suchasimagesandcolors)inbinary,aswell.
18 Artist:Binary Buildbinaryimages,translating0sand1stooffsandons(orblacksandwhites).
19 SuperChallenge-VariablesDigdeepintowhatstudentshavelearnedthroughouttheirjourneytosolveahandfulofcomplexpuzzles.
20 SuperChallenge-ForLoops Useamixofdifferentenvironmentstotesttheirknowledgeofforloops.
# LessonName Description
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21 SuperChallenge-FunctionswithParametersThischallengingstageallowsstudentstohonetheirskillswithfunctionsandparameterstosolvecomplexpuzzleswithgraceandefficiency.
22 ExtremeChallenge-ComprehensiveThefinalstageinthiscourseisintendedtotestcomprehensionandtransferofallconceptstoblendedpuzzles.
# LessonName Description
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Algorithms:TangramsLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWThislessonshowsussomethingimportantaboutalgorithms.Ifyoukeepanalgorithmsimpletherearelotsofwaystouseit.Ifyouwanttomakesureeveryoneendsupwiththesamething,thenyouralgorithmneedsmoredetail.Thisactivitywillshowbothoptions.
TEACHINGSUMMARYGettingStarted-10minutes
1)Review2)Vocabulary3)IntrotoTangrams
Activity:AlgorithmswithTangrams-20minutes4)Algorithms
Wrap-up-10minutes5)FlashChat:Whatdidwelearn?6)Vocab-Shmocab
Assessment-10minutes7)AlgorithmAssessment
LESSONOBJECTIVESStudentswill:
TacklethechallengeoftranslatinganimageintoactionableinstructionsConveyinstructionstoteammatesinordertoreproduceanimageAnalyzetheworkofteammatestodeterminewhetheranoutcomewassuccessful
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
TangramSet&AlgorithmCardImagesPackScratchpaperforwritingalgorithmsorbuildingimages
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TangramAssessmentWorksheetPens/PencilsScissors
FortheTeacherPrintoneAlgorithmCardImagesPackpergroupPrintoneTangramSetperstudentPrintoneTangramAssessmentWorksheetperstudentProvidestudentwithscissors,paper,pens&pencils
GETTINGSTARTED(10MIN)1)ReviewThisisagreattimetoreviewcomputerscienceexperiencesfromthepast.Wheredideveryoneleaveoff?Herearesomequestionsthatyoucanaskinreview:
Doyourememberwhatanalgorithmis?Whatdoesanalgorithmhavetodowithsequence?
2)VocabularyThislessonhasoneimportantwordtoreview:
Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishatask3)IntrotoTangramsYourstudentsmayormaynothaveplayedwithtangramsbefore.Iftheyhave,youcanskipthisportion,andmoverighttoexplainingtheAlgorithmsactivity.Usually,Tangramsareusedtosolvepuzzles.YoureceiveasetofsevenTansandmustusethemall(withoutoverlappingany)torecreateanimagethathasbeengiventoyou.Often,thisisdoneasanindividualactivity,andtheplayerisallowedtoseetheimagethattheyaretryingtorecreate.Manytimes,youcanlayyourpiecesrighton
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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topoftheimagesilhouettetobesurethatthesolutionisjustright.
ACTIVITY:ALGORITHMS(20MIN)4)AlgorithmsWearegoingtouseourtangramsinaslightlydifferentwaythanmost.Insteadoflookingatourpuzzlesandtryingtoguesswhichshapegoeswhere,wearegoingtogetpuzzlesthatalreadytellyouwhereeachshapegoes.Youmightthinkthatthiswillmakeiteasier,butitwon't,becausestudentswillalsonotgettoactuallylookattheimagethatwearetryingtorecreate!Instead,ateammatewillbedescribingtheimagetous.Tokeepitfromgettingtoodifficult,wewillnotusepuzzlesthatrequireallsevenpieces.Directions:1. Divideintogroupsof3-5.2. Eachplayershouldcutouttheirownsetoftangrams.3. HaveonememberofeachgroupselectanAlgorithmCardwithoutshowingittoanyoneelse.4. ThepersonwiththeAlgorithmCardwilltrytoexplaintheimagetoeveryoneelsewithoutlettingthem
actuallyseeit.5. TheotherplayerswillbuildtheirpicturesoffofthedescriptiongivenbytheCardHolder.6. WhentheCardHolderisdone,everyonewillshowtheirpicturesandseeiftheyallendedupwiththesame
image.7. Ifeveryoneendsupwiththesamedrawing,theCardHoldercanshowthecardandseeifeveryone
matchedthecard.8. Ifanyofthepicturesinthegrouparedifferentfromeachother,havetheCardHoldertrydescribingthe
imageagain,usingmoredetail.9. ChooseanewCardHolderandanewAlgorithmCardandrepeatuntileveryonehashadachanceto
describeanimage.Playthroughthisseveraltimes,withimagesofincreasingdifficulty.
LESSONTIP IfyourclasshasneverusedTangrampieces,youcanchoosetodoanexampleforthemorevenhaveanentireTangramlesson.ThereareseveralgoodonesontheInternet.Hereisalessonthatyoucandointheclassroomandhereisagamethatyoucanplayonline.
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WRAP-UP(10MIN)5)FlashChat:Whatdidwelearn?
Whatdidwelearntoday?Wasiteasierorharderthanyouthoughtitwouldbetodescribeanimagetooneanother?Didanygroupenduphavingarrangementsthatallmatched?CanyousharesometricksthatyoucameupwiththathelpedyourgroupmatchtheImageCardexactly?
6)VocabShmocabYoucanchoosetodotheseasaclass,orhavethestudentsdiscusswithanelbowpartnerandshare.
Doyourememberthedefinitionoftheword"algorithm"?"Alistofstepsthatyoucanfollowtofinishatask""Analgorithmthathasbeencodedintosomethingthatcanberunbyamachine""Findingandfixingproblemsinyouralgorithmorprogram"
ASSESSMENT(10MIN)7)AlgorithmAssessment
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.AtYourWord
MakeupsimpleTangramAlgorithmsforyourclass,andhavethemfigureouthowmanydifferentimagestheycancreatethatfollowthatalgorithmtotheletter.
Chooseacoupleofdrawingstoanalyzeagainstthealgorithm.
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Movetowardmorespecificalgorithmsthatleavelittleroomforvariation.ShapelyDebugging
Createanalgorithmforanimage,andprovidetheclasswithaTangramArrangementthatdoesn'tquitematch.Asktheclassiftheimagematchesthealgorithm.Cantheyfigureoutwhereitwentwrong?Doyouneedtothrowthewholearrangementoutandstartoverorcanyoujuststartfromwherethealgorithmwentwrong?
CONNECTIONSANDBACKGROUNDINFORMATIONISTEStandards(formerlyNETS)SatisfiedbythisLessonInclude:
1c.Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject6c.Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions
TheactivitiesinthislessonsupportCSTAK-12ComputerScienceStandards:CT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCPP.L1:6-05Constructaprogramasasetofstep-by-stepinstructionstobeactedout
Next-GenScienceStandards3-5-ETS1-2Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CommonCoreMathematicalPractices1.Makesenseofproblemsandpersevereinsolvingthem6.Attendtoprecision
CommonCoreMathStandards3.G.A.1Understandthatshapesindifferentcategoriesmayshareattributesandthatthesharedattributescandefinealargercategory5.G.B.3Understandthatattributesbelongingtoacategoryoftwo-dimensionalfiguresalsobelongtoallsubcategoriesofthatcategory
CommonCoreLanguageArtsStandardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.L.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopic.L.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships.
LESSONTIP Trytofocusonmisplacementsthatallowtheclasstobackuponlyafewstepstofixthealgorithm.Wewanttogetitinthestudents'headsthattheydon'thavetodeleteentireprogramsifsomethingdoesn'twork,theyjustneedtofindtheerrorandfixthatbit(andanybitthatwasrelyingonthatinstruction).
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Name: Date:
AlgorithmsTangrams Algorithm Activity
Revision 140929.1a
This lesson shows us something important about algorithms. If you keep an algorithm
simple there are lots of ways to use it. If you want to make sure everyone ends up with
the same thing, then your algorithm needs to have a lot of detail.
This activity will show both options.
Directions:
1. Divide into groups of 3-5.
2. Each player should cut out their own set of tangrams.
2. Have one member of each group select an Algorithm Card without showing it to
anyone else.
3. The person with the Algorithm Card will try to explain the image to everyone else without letting them actually see it.
4. The other players will build their pictures off of the description given by the Card
Holder.
5. When the Card Holder is done, everyone will show their pictures and see if they all
ended up with the same image.
6. If everyone ends up with the same drawing, the Card Holder can show the card and
see if everyone matched the card.
7. If any of the pictures in the group are different from each other, have the Card
Holder try describing the image again, using more detail.
8. Choose a new Card Holder and a new Algorithm Card and repeat until everyone has
had a chance to describe an image.
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Name: Date:
AlgorithmsTangrams Assessment Worksheet
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Very specific algorithms help multiple people create identical products.
Less specific algorithms allow a great deal of flexibility for every person to have something di�erent.
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Circle the drawing that does not follow the algorithm provided.
Algorithm #1
1) Put two large triangles at the bottom of the image.
2) Put a square on top of those two triangles.
3) Put two little triangles beside the square.
Circle the algorithm that goes with Drawing 1.
Algorithm A
1) Use two triangles, a square, and another piece
2) Line two triangles up with the square
3) Put the last piece on top of the square
Algorithm B
1) Use three triangles, a rhombus, and another piece
2) Put the rhombus at the bottom
3) Put all three triangles above the rhombus
4) Put the final piece to the left of everything else
Algorithm C
1) Use three triangles, a square, and another piece
2) Line two triangles up with the square
3) Put a third triangle beneath the other shapes
4) Put the last piece on the left
Drawing 1
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2Course4|Lesson2
MazeaudBeeLessontime:30Minutes
LESSONOVERVIEWThiscourseisareviewofmazeconceptsfromCourses2and3.Studentswillfirsthelpthezombiegettothesunflowerusingacombinationofsequencesandloops,thenreviewconditionalswiththeflower-huntingbee.
TEACHINGSUMMARYGettiugStarted
Introduction
Activity:MazeaudBeeMazeandBee
ExteudedLearuiugExtensionActivities
LESSONOBJECTIVESStudeutswill:
CreateaprogramforagiventaskusingsequentialstepsCountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopAnalyzeaproblemandcompleteitasefficientlyaspossibleEmployconditionalstatementstoassesswhichactionsarecorrectforagivenstep
GETTINGSTARTEDIutroductiouReviewwithstudentsthebasicmazenavigation,particularly:
MovingforwardTurningleft/rightLoopingConditionals
ACTIVITYMazeaudBeeAsyourstudentsworkthroughthepuzzles,observehowtheyplanthepathforthezombieorbee.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Youmaywanttogothroughafewpuzzlesontheprojector.Whiledoingthisyoucanaskaonestudenttotracethepathonthescreenwhileanotherwritesthedirectionsonawhiteboard.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwuInsmallgroups,letstudentsdesigntheirownmazesandchallengeusingcheckerboardsandstripsofpaper.Cantheyrecreateabeeconditionalspuzzleusingredandblackcheckers?
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3Course4|Lesson3
Artist:LoopsReviewLessontime:30Minutes
LESSONOVERVIEWThisisareviewofloopsandnestedloops.Studentswillusethetraditionalartistcharacter,aswellasaveryartisticzombie,tocompleteandrecreaterepetitivedrawings.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:LoopsReviewArtist:LoopsReview
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CreateprogramsthatutilizerepetitiontocreategorgeousdesignsUsetrialanderrortorecreatedetaileddesignsinproperscaleDividethenumberofdegreesinacircleintoevensegmentsCalculatetheanglesinequilateraland306090trianglesDecomposeashapeintoitssmallestrepeatablesequence
GETTINGSTARTEDIntroductionReviewwithstudentsthebasicartistnavigation,particularly:
MovingforwardTurningleft/rightLoopingAngles
ACTIVITYArtist:LoopsReviewStudentswillseeavarietyofshapesinthislesson.Someofthedesignsgetprettyintricate.Yourclassmayfindithelpfultohaveaprotractorandpaperonhand.Feelfreetopromotetrialanderroraswell.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PaperSnowflakesHandyourclasssmallsquaresheetsofpaperandhavethemfoldthepapersinhalfthencutsimpledesigns.Howmanytimesisthedesignrepeated?Whatarethepointsofsymmetry?Whathappenswhenyoufoldanotherpieceofpaperasecondtimeandcutapattern?Howmanytimesisitrepeated?Whatdoyouthinkwillhappenifyoufoldthepaperthreetimes?Four?
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VariablesinEnvelopesLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWVariablesallowforalotoffreedomincomputerscience.Thislessonhelpstoexplainwhatvariablesareandhowwecanusetheminmanydifferentways.Usethisactivitybefore(orinconjunctionwith)thelessononabstractiontoreallyhittheideahome.
TEACHINGSUMMARYGettingStarted-10minutes
1)Review2)Vocabulary3)IntroducingVariables
Activity:EnvelopeVariables-20minutes4)EnvelopeVariables
Wrap-up-10minutes5)FlashChat:Whatdidwelearn?6)Vocab-Shmocab
Assessment-10minutes7)VariablesAssessment
LESSONOBJECTIVESStudentswill:
IdentifyvariablesanddeterminetheirvaluesDefineandcallvariablesinthecontextofreal-lifeactivitiesCreatesituationswhichrequiretheuseofvariablesUtilizeteamworktoenrichcreativegameplay
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
BlankPaper3envelopespergroupthathavebeenlabeled:robotName,numUnitsTall,&purpose1EnvelopeVariablesWorksheetpergroup
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Pens/Pencils/MarkersVariablesAssessmentWorksheet
FortheTeacher6ormoreblankenvelopesforwarm-upPrintoneEnvelopeVariablesWorksheetperstudentPrintoneVariablesAssessmentWorksheetProvidestudentswithenvelopes(detailsabove),paper,pens&pencils
GETTINGSTARTED(10MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwewouldhavehadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson??
2)VocabularyThislessonhasoneimportantwordtoreview:
Variable-Sayitwithme:Vayr-ee-ah-buhlAplaceholderforapieceofinformationthatcanchange3)IntroducingVariablesCall4volunteerstothefrontoftheroomandlinethemup.Letthestudentsknowthatyouaregoingtowriteapoemforeachofthem.
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Ontheboard(orunderyourdocumentcamera)writethesentenceforyourfirststudent(supposeit'sBill):"MystudentBill,standingproudisafineexampleforthecrowd"
EncouragethestudentstoclapatyourabilitiesandthankBillforvolunteering.AllowBilltositdown(orgotothebackoftheline)asyouerasetheboard,thencallthenextvolunteer(we'llsaythatshe'scalledAnnie).
"MystudentAnnie,standingproudisafineexampleforthecrowd"
Again,acceptingapplause,erasetheboardandinvitethenextvolunteer."MystudentJenny,standingproudisafineexampleforthecrowd"
Asyoucallthefinalvolunteer,inquireastowhethereveryoneintheclasswouldlikeapoemwrittenaboutthem.Maybethewholeschool?Goodness,that'sgoingtotakeawhile!Posethequestiontoyourstudents:
"HowcouldIdothismorequickly?"Yourstudentswilllikelypickuponthefactthatonlyonewordischanging,andthatwordissimplyaperson'sname.HelpthemseethelocationbycirclingJenny'snameontheboardandwriting"firstName"nexttoit.
"ItwouldtakealongtimetowriteapoemforeveryoneintheschoolifIcouldn'tstartuntilIknewwhoIwaswritingitabout,wouldn'tit?"
Howlongdoyouthinkitwouldtaketomakeavideogameiftheycouldn'tstartuntiltheyknewyourusername?Howexpensivewouldvideogamesbeiftheyhadtobecreatedseparatelyforeachperson?Howdoyouthinkwecangetaroundthat?
Bythistime,it'squitelikelythatyouclasswillcomeupwiththeideaofhavingaplaceholder.Withthat,they'remostofthewayintounderstandingwherethislessongoes.
Whatwouldwecallthatplaceholder?Weneedtocallitsomethingthatmakessense.Wewouldn'twanttocallit"age"ifitwasaplaceholderfortheirname,right?
Now,let'saddsomemorevolunteers.Givethemeachapieceofpapertowritetheirnameon,andhavethemtuckitinsideindividualenvelopeslabeledfirstName.Thistime,putthepoemontheboardwithablankspacelabeled"firstName"wherethestudent'snamewillgo.-Havethefirststudentinline(likelythelaststudentfromthepreviousexample)pulltheirnamefromtheenvelopeandthat'swhatyou'llwriteinthespace.-Whenyouerasetheboard,onlyerasetheportionwiththelaststudent'snameinit.-Callthenextstudenttoshowtheirvariable.-RepeatasmanytimesasisentertainingNowit'stimeforthemainactivity.
ACTIVITY:ENVELOPEVARIABLES(20MIN)4)EnvelopeVariablesOncethestudentsunderstandhowtheenvelopesrelatetothesentences,passouttheRobotVariablesactivityandletthempreparesomevariablesoftheirown.Directions:
1)Dividestudentsintogroupsof2-4.2)Havestudentsdesign(draw)arobot.
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3)After10-15min,requestthatthestudentsfilltheirenvelopeswithimportantdetailsabouttheirrobot.4)Collecteachgroup'senvelopes,thenbringthemtothefrontoftheroomtoshare5)Writeontheboard,"Myrobot'snameisrobotName,itisnumUnitsTalltall,andit'spurposeispurpose."6)Usetheenvelopestofilltheappropriatevariableinthesentence,thenaskeachgrouptostandwhentheyhearthesentencethatdescribestheircreation.
WRAP-UP(10MIN)5)FlashChat:Whatdidwelearn?
Whatdidwelearntoday?Canyouthinkofanywherethatyouhaveseenvariablesbefore?Thereisatleastonevariableatthetopofmosthomeworkhandouts?Canyouthinkofwhatitcouldbe?Whydoyouthinkthatprofessionalsdonotputspacesinvariablenames?
Whatwouldhappeniftherewasavariable"eye"avariable"color"andavariable"eyecolor"?Variablescanbeusedtostorenumbers,too.
SupposeIhaveenvelopeslabelednum1andnum2,thenIwritenum1+num2?Whathappensifthe"num1"envelopecontainsthenumber4and"num2"containsthenumber5?
6)VocabShmocabYoucanchoosetodotheseasaclass,orhavethestudentsdiscusswithanelbowpartnerandshare.
Doyourememberthedefinitionoftheword"variable"?"Afoursidedparallelogram""Aplaceholderforapieceofinformationthatcanchange""Thewheelsonthebottomofchairlegs"
ASSESSMENT(10MIN)7)VariablesAssessmentWorksheet
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.What'sinthebox?
Drawboxesonapieceofpaperwithsimplemathematicaloperatorsbetweenthem.Forinstance[]+[]=[]
Havesimilarsizesquareswithnumbersbetween1&20.Askonestudenttocomecreateatrueequation,usingthenumbersprovided.Oncethestudenthasfinished(andtheclassverifiestheequation)exchangeoneofthenumberswithanotherone,thenremoveasecondnumberentirely.
Tellthestudentsthatthereisahiddennumberintheemptyboxthatmakesthatequationtrueagain.Whatnumberisinthebox?
Playthisgameoverandoveragainuntilyoucanremovethenumberfromanylocationandthestudentscanfigureoutwhatitissupposedtobe.
CONNECTIONSANDBACKGROUNDINFORMATIONISTEStandards(formerlyNETS)SatisfiedbythisLessonInclude:
1c.Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems
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4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject6c.Troubleshootsystemsandapplications
TheactivitiesinthislessonsupportCSTAK-12ComputerScienceStandards:CL.L2-03Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCPP.L1:6-05Constructaprogramasasetofstep-by-stepinstructionstobeactedout
Next-GenScienceStandards3-5-ETS1-1Defineasimpledesignproblemreflectinganeedorawantthatincludesspecifiedcriteriaforsuccessandconstraintsonmaterials,time,orcost
CommonCoreMathematicalPractices2.Reasonabstractlyandquantitatively6.Attendtoprecision7.Lookforandmakeuseofstructure8.Lookforandexpressregularityinrepeatedreasoning
CommonCoreLanguageArtsStandardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
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Name: Date:
Variables in EnvelopesRobot Variables Worksheet
Revision 150806.1a
Think about a robot. What is it supposed do? What does it look like?
Draw your robot on paper. When you’re done, answer the three questions below on separate pieces of paper, then put them in the correct envelopes.
1. My robot's name is .
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2. My robot's hight is (don't forget units!) .
3. My robot's primary purpose is .
purposenumUn i tsTa l lrobotName
robotName
numUnitsTall
purpose
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Name: Date:
Variables in EnvelopesVariables Assessment Worksheet
Revision 150807.1a
Given the value of each variable envelope, fill-in the blanks to finish the sentence.
Variable envelopes can also contain number values. Use these envelopes and the provided equations to figure out the magic numbers below.
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a n ima l
hobby
pe t a lNumber
bestSpor t
numTwo
numOne
numThree
co lo rWhen I grow up, I want to own a guard _____________.
I found a flower with ______________ petals, so I picked it.
My dad just painted his house ________________ to match his car.
I love _______________ . I do it every evening.
There is no such thing as ________ rivers, so if you find one, don’t swim in it!
The best sport in the world is _______________, do you agree?
= pink a n ima l
mag icNumberA numThree numOne
pe t a lNumber
co lo r
hobby
co lo r
bestSpor t
= 22
= monkey
= 2 = -
= 5
= 7
= golf
= coding
mag icNumberB numTwo numOne
=*
mag icNumberC numOne numTwo
= +mag icNumberB
*
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AbstractiouwithMadGlibsLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWAbstractionisoneofthemostimportantskillsforacomputerscientisttounderstand.Itsimplifiesproblemsandpreventsunnecessaryrepetition.Agoodcoderusesabstractionjustabouteverytimeshecreatesaprogram.Thisactivitywillhaveyourstudentsanalyzestoriesfordifferencessothattheycanabstractthemaway.Thoseabstractedstoriesbecometemplatesforfunandcrazynewones.
TEACHINGSUMMARYGettiugStarted-10minutes
1)Review2)Vocabulary3)AnAbstractReminder
Activity:MadGlibs-20minutes4)MadGlibs
Wrap-up-10minutes5)FlashChat:Whatdidwelearn?6)Vocab-Shmocab
Assessmeut-10minutes7)AbstractionAssessment
LESSONOBJECTIVESStudentswill:
Havethechancetointernalizetheideaof“abstraction”CombinewritingandabstractiontotesttheirowncreativityAnalyzetheirdaytofinddifferencesthattheycanturnintosimilarities
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudeut
MadGlibsAbstractionWorksheetAbstractionAssessmentWorksheetPens/Pencils
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FortheTeacherPrintoneMadGlibsAbstractionWorksheetperstudentPrintoneAbstractionAssessmentWorksheetProvidestudentwithpaper,pens&pencils
GETTINGSTARTED(10MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwewouldhavehadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson??
2)VocabularyThislessonhasoneimportantwordtoreview:
Abstractiou-Sayitwithme:Ab-strac-shunPullingoutspecificdifferencestomakeonesolutionworkformultipleproblems3)AuAbstractRemiuderWhenyoufinishyourreview,trytakingyourclassbysurprise.
“So,whatdidyouhaveforwafflesthismorning?”Yourstudentsmightlookperplexed?
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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“Noone?Okay,whatdidyouhavefortoastyesterday?”Youmaystarttogetsomehandsraising,andpeopleeagertoshareandagreebecausetheywanttorelate,butpossiblynotbecausetheyunderstand.
“SeewhatIwasdoingthere?Iidentifiedmyexperienceinaveryspecificmanner,andthatmadeitharderforeveryoneelsetorelateto.WhatcouldIhavesaidthatmorepeoplewouldhaveunderstood?”
Atsomepoint,they’llstarttocomeupwiththeideaofusing“breakfast”inplaceoftheactualfoodthatwasconsumed.
“Inaway,theword‘breakfast’islikeavariablethatweusetoholdaspaceforwhateveritisweatethismorning.Bytakingthespecificwordoutandreplacingthespaceitleaveswith‘breakfast,’weareusingabstractiontomakesomethingworkformultiplepeople.”
Asktheclasstogiveyousomeexamplesofotherplacesthattheymaynaturallyuseabstractiontoallowmorepeopletounderstandthem.Theideaoflunchanddinnerwillmost-likelycomeup.Isthereanythingnotfoodrelated?
ACTIVITY:MADGLIBS(20MIN)4)MadGlibsAbstractiouWorksheetThenextstepistopassouta“fill-in-the-blank”story(seetheMadGlibsAbstractionWorksheetforacopytoprintout).Letthemknowthatthisstartedasaspecificstoryaboutonething,butweusedabstractiontoturnsomeofthespecificwordsintoblanks,andnowthestorycanbeaboutlotsofthings.Askthemwhattheycanmaketheirstoryabout.
WRAP-UP(10MIN)5)FlashChat:Whatdidwelearu?
Whatdidwelearntoday?Howmightyoubeabletouseabstractionwhendescribingthingsoutside?Canyouthinkofwaystouseabstractionwhentalkingaboutanimals?
6)VocabShmocabYoucanchoosetodotheseasaclass,orhavethestudentsdiscusswithanelbowpartnerandshare.
Doyourememberthedefinitionoftheword"abstraction"?"Alistofstepsthatyoucanfollowtofinishatask""Anobjectthatlookslikeatrianglefromonedirectionandacirclefromanother""Pullingoutspecificdifferencestomakeonesolutionworkformultipleproblems"
ASSESSMENT(10MIN) 287
7)AbstractiouAssessmeutWorksheet
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.MadDrawiug
Challengethestudentstousethesesameideastomakepuzzlesoutofdrawings.Havethestudentsfoldtwopiecesofpaperinhalfthreetimesandre-openthemtolaythemflat.
Ononeofthosepieces,havethemmakeadrawingwheretheyleaveoneoftheresultingrectanglesblank.Havethemcuttheotherfoldedpiecealongthecreasestowindupwitheightrectangleshapes.
Encouragethestudentstomakedifferentdrawingsonalleightrectanglesthatbelievablycompletetheiroriginaldrawing.
Besuretoallowstudentstimetoshare.PrepforSougwritiugwithParameters
Canstudentsfindsongswheretherearephrasesthatrepeat,exceptforoneortwowordsthatchange?Using"OldMacDonald"or"FiveLittleMonkeys"willpreparethestudentsnicelyforanactivitythatiscomingup.
CONNECTIONSANDBACKGROUNDINFORMATIONISTEStaudards(formerlyNETS)SatisfiedbythisLessouIuclude:
1a.Applyexitisngknowledgetogeneratenewideas,products,orprocesses1c.Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject
TheactivitiesiuthislessousupportCSTAK-12ComputerScieuceStaudards:CL.L2-03Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCT.L2-12Useabstractiontodecomposeaproblemintosubproblems.
CommouCoreMathematicalPractices2.Reasonabstractlyandquantitatively.6.Attendtoprecision.7.Lookforandmakeuseofstructure.8.Lookforandexpressregularityinrepeatedreasoning.
CommouCoreLauguageArtsStaudardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.L.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopic.L.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
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Name: Date:
Mad GlibsAbstraction Worksheet
Revision 141001.1a
Write a story using the Mad Glibs template below. Fill in the blanks with words to create something fun to share. Then, create a second story by writing another version on the lines at the bottom of the page.
Story 1
Story 2
First you take your then add a layer of
before you pour on a hearty dose of .
Next, press some down into the before
covering with a sprinkle of .
That’s how we make a !
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Sometime last year, my mom told me an old story. She told me about the days
when she would hear it from her father in her childhood. I tried to tell it once,
but tripped over my words. It didn’t take long before I decided that it was best
to leave the storytelling to my mom.
Name: Date:
Mad GlibsAbstraction Assessment Worksheet
Revision 141001.1a
The Mad Glib template that we used to make these stories has vanished! Look at the stories and figure out which words are supposed to be blanks, then recreate the template at the bottom of the page.
Story 1
Story 2
Early last year, my mom gave me an old skateboard. She told me about the
days when she would ride it from her school in her hometown. I tried to ride it
once, but tripped over my shoelaces. It didn’t take long before I decided that it
was best to leave the skateboarding to my mom.
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Create new template here:
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6Course4|Lesson6
Artist:VariablesLessontime:30Minutes
LESSONOVERVIEWInthislesson,studentswillexplorethecreationofrepetitivedesignsusingvariables.Studentswilllearnhowvariablescanbeusedtomakecodemoresimpletowriteandeasiertoread.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:VariablesArtist:Variables
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
CreateprogramsthatutilizerepetitiontocreategorgeousdesignsUsetrialanderrortorecreatedetaileddesignsinproperscaleCalculateanglesbydividing360bythenumberofsidesinapolygonDecomposeashapeintoitssmallestrepeatablesequence
GETTINGSTARTEDIntroductionRemindyourstudentsoftheunpluggedlessonfromapreviousclass.
Whatifyouwantedtodrawasquareontheboardandeachsidewaslabeled"side"Whatwouldhappenifyouhadanenvelopelabeled"side"with"10inchesinside"?Whatwouldhappentothesquareifyouswitchedthepaperinthe"side"envelopeto"20inches"?Whatifyoulabeledthesidesofthesquarewith"2*side"?
Next,reviewwithstudentsthebasicartistnavigation,particularly:MovingforwardTurningleft/rightLoopingAngles
ACTIVITY 291
Artist:VariablesThislessonexplorestheuseofvariablesasawaytoquicklychangemanyvaluesatonetime.Notonlywillthestudentsbedealingwiththeloopingofdesignsandrepetitionofangles,they'llalsobedoingmathonvariables.Itcanbehelpfulforthemtohavepaperandpenciltofigureoutvaluesastheygo.Also,letthemknowaheadoftimethattherewilllikelybesomepuzzlesthatconfuseorfrustratethem.Thisisnormal,andexpected.Studentsshouldpreparethemselvesforpersistenceandperseverance.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.GetSteppin'Getafewvolunteerstocometothefrontoftheroom.Assignthegroupashape(likealine,atriangle,orasquare)witheachsidelength"side".Giveeachvolunteeranenvelopelabeled"side"withdifferentnumbersofstepsinsideofeach.Havethemallstartwalkingtomakewhatevershapeyouassigned,buteachonlygetstowalkthenumberofstepsinsidetheirenvelopebeforetheyturn.
Doonesample,thenasktheclassiftheycantellwherethevariablecameinAfteryou'vedonethesquare,asktheclasshowwemightbeabletousethesamevariabletocreatearectanglewithalengththat'stwicethewidth.Howelsemightweusethesamevariabletochangeourpolygons?Wherecouldweuseasecondvariable?Whatmightwecallit?
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7Course4|Lesson7
PlayLab:VariablesLessontime:30Minutes
LESSONOVERVIEWInthisactivity,studentswillhavetheopportunitytoplaywithvariablesinasituationthatillustratesjusthowusefultheycanbe.Studentswilleditgamestogivethemselvestheadvantageandmaketheircharactersmorepowerfulusingvariablesasparameters.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:PlayLab:VariablesPlayLab:Variables
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
IdentifythenumbersthatareresponsibleforspecificelementsofaprogramCreateagamethatincorporatesnumericalparametersReplacenumberswithdescriptivevariables
GETTINGSTARTEDIntroductionReviewthepreviouslesson,payingparticularattentiontotheuseofvariables.
Whatisavariable,andhowmanywayscanyouthinktousethem?Nowyou'regoingtocreategamesonlineusingvariablesinsteadofenteringnumbers.
ACTIVITYPlayLab:VariablesThislessonwillguidethestudentsfromaplacewheretheyareplayingagameprogrammedusingnumberstraditionally,toaplacewheretheysubstitutevariablesfornumericalvaluessothattheirprogramiseasiertoread.Thechallengeswiththisstagecomeaboutmostwhentheyaretryingtoremembertousevariablesinfreeplayattheend.Itmaybehelpfultowalkaroundandaskthestudentstoshowyouwhereandhowtheyareusingvariables,andwhytheychosethenamesthattheycameupwith.
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EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.VariableSurpriseBringyourstudentsbacktoPlayLabandhavethemcreateanygametheywant,withtherequirementthattheyeachhavevariablescalled"step"and"fly".
Oncestudentshavehadachancetomakesomething,encouragetheclasstowalkaroundtolookatoneanother'sprograms.
Didanyofthegameshavesimilarities?Howmightthevariablenameshaveinfluencedthecreationofthegames?
Havethestudentsgobacktoedittheirgames.Askthestudentstoset"step"to2and"fly"to20andshareouthowthatchangedtheiroriginalcreations.
Diditaffectanyoneinawaythatwasunexpected?Notethatthestudentsallhadthesamevariablenames,buttheylikelyusedthemdifferently.
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ForLoopFnnLessontime:25MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWWeknowthatloopsallowustodothingsoverandoveragain,butnowwe’regoingtolearnhowtouseloopswithextrastructurebuiltrightin.
TEACHINGSUMMARYGettingStarted-15minutes
1)Review2)Vocabulary3)ForOneandAll
Activity:ForLoopFnn-25minutes4)ForLoopFun
Wrap-np-10minutes5)FlashChat-Whatdidwelearn?6)Vocab-Shmocab
Assessment-5minutes7)ConditionalswithCardsAssessment
LESSONOBJECTIVESStndentswill:
Determinestartingvalue,stoppingvalue,andintervalof"forloop"Illustratethecountervalueshiteachtimethroughaforloopduringruntime
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStndent
Dice(3perpairofstudents)Pens&PencilsForLoopFunWorksheetForLoopFunAssessment
FortheTeacher
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ThisTeacherLessonGuidePrintoneForLoopFunWorksheetpergroupPrintoneForLoopFunAssessmentforeachstudent
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwewouldhavehadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson??
2)VocabnlaryThislessonhasonenewandimportantword:
ForLoop-Sayitwithme:For-LoopLoopsthathaveapredeterminedbeginning,end,andincrement(stepinterval)3)ForOneandAll
Ifyoudidtheoriginalloopslesson(rememberTheIteration?)youcancallbacktotheusefulnessofloopsingeneralPointoutthattherearecertainloopsthathappenveryfrequently,forexample,loopswhereyouneedtokeeptrackofhowmanytimesyouhavebeenthrough
Sometimes,youdon'twanttostartwithone
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Sometimes,youdon'twanttocountbyonesForLoopsgiveyouapowerfulwaytokeepacounterthatstartswhenyouwant,endswhenyouwant,andincreasesbywhateversizestepthatyouwant
Here,youcanjumprightintoasampleofthegame
ACTIVITIES:(20MIN)4)ForLoopFnnSometimeswewanttorepeatthingsacertainnumberoftimes,butwewanttokeeptrackofvaluesaswedo.Thisiswherea“forloop”comesinhandy.Whenyouuseaforloop,youknowrightfromthestartwhatyourbeginningvalueis,whatyourendingvalueis,andhowmuchthevaluechangeseachtimethroughtheloop.
Directions: 297
1)Dividestudentsintopairs2)Tostarttheround,eachstudentrollsthreetimes:-OnedietodeterminethestartingvalueofX-ThreedicetodeterminethestoppingvalueforX-OnedietodeterminethestepintervalofXeachtimethrough3)Useoneoftheprovidednumberlinestotracetheforloopthatthey’vemade-StartatthestartingvalueofX-Countdownthenumberline,circlingthenumbersattherolledinterval-Stopwhenyougettothepredeterminedstoppingvalue4)Addallofthecircledvaluestoyourscore,thenlettheotherplayertakeaturn5)Best2outof3wins
WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Whatwouldyourintervalneedtobeifyouwantedtocountfrom4to13bythrees?Whatkindsofthingsdoyouthinkyoucoulddowithaforloop?Canyoureproduceanormalloopusingaforloop?
Whatwouldyouneedtodo?
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Doingsomethingmorethanoncetheexactsameway""Loopsthathaveapredeterminedbeginning,end,andincrement.""Statementsthatonlyrunundercertainconditions"
...andwhatisthewordthatwelearned?
ASSESSMENT(5MIN)7)ForLoopFnnAssessment
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.
LESSONTIP Whenyouplaythisgame,it'sasifyou'rerunningthroughalooplikethisfor(x=startValue;x<=stopValue;x=x+interval){circlecurrentXvalue;addcurrentXvaluetoroundScore;}
Itmaybedifficultforyoungstudentstounderstandthiswritteninpseudocode,butitmaybehelpfultohaveyouexplainoutloud(andperhapswithadiagram)whattheywillbeusingasthecontentofaforloop.
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbow-partner.
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Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.RnnitBackward
Trythisactivityagain,butthistimehavethestartnumberbeselectedusingthreedice,andthestopnumberwithonlyone.Makesuretohaveanegativeincrement!
HopScotchUsingchalk,drawahopscotchdiagramoutsideontheblacktop
NumberthesquaresfrombottomtotopHavestudentsgiveeachotherastartsquare,stopsquare,andhowmanyatatimetheyneedtojumpWhenthejumperisdone,havethemwritedownthelooptheyjustperformedStartaddingadditionalactivitiestobedoneateachsquare,thiswilladdcomplexitytothewrittenportion,aswell
CONNECTIONSANDBACKGROUNDINFORMATIONISTEStandards(formerlyNETS)SatisfiedbythisLessonInclnde:
1c.Usemodelsandsimulationtoexplorecomplexsystemsandissues2d.Contributetoprojectteamstosolveproblems
TheactivitiesinthislessonsnpportCSTAK-12CompnterScienceStandards:CL.L1:3-02Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCT.L2-01UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-12Useabstractiontodecomposeaproblemintosub-problemsCT.L2-14Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithms
Next-GenScienceStandards3-5-ETS1-2Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CommonCoreMathematicalPractices1.Makesenseofproblemsandpersevereinsolvingthem2.Reasonabstractlyandquantitatively.4.Modelwithmathematics6.Attendtoprecision7.Lookforandmakeuseofstructure8.Lookforandexpressregularityinrepeatedreasoning
CommonCoreMathStandards4.OA.C.5Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself
CommonCoreLangnageArtsStandardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoa
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particulartopicL.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
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For Loop FunNumber Lines and Score SheetUnplugged
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Name: Date:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
SCORE
ROUND 1
Player 2
For values of X from _______ to _______ incrementing by _______
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
Player 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
Player 2
ROUND 2
ROUND 3
Directions:
* Use the number lines to trace the “for loop” for each turn * Start at the starting value of X * Count down the number line, circling the numbers at the correct interval * Stop when you get to the stopping value
* Add all of the circled values to get the score for your round
* Best 2 out of 3 Wins
starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
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For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For Loop FunSample Game SheetUnplugged
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Name: Date:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
SCORE
ROUND 1
Player 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
Player 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
Player 2
ROUND 2
ROUND 3
Directions:
* Use the number lines to trace the “for loop” for each turn * Start at the starting value of X * Count down the number line, circling the numbers at the correct interval * Stop when you get to the stopping value
* Add all of the circled values to get the score for your round
* Best 2 out of 3 WinsSAMPLE
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For Loop FunAssessment WorksheetUnplugged
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Below, you will find three rounds of the For Loop Game, along with what each player rolled during their turn. Fill out the number lines and tally the scores for each round. Who won the game?
Directions:
* Use the number lines to trace the “for loop” for each turn * Start by circling the number at the starting value of X * Count down the number line, circling the numbers at the correct interval * Stop when you get to the stopping value
* Add all of the circled values to get the score for your round
* Best 2 out of 3 Wins
Name: Date:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
SCORE
ROUND 1
Player 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
Player 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Player 1
Player 2
ROUND 2
ROUND 3
WHO WON?
PLAYER # _______
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
For values of X from _______ to _______ incrementing by _______starting value stopping value interval
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1
2
2
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1 1
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9Course4|Lesson9
Bee:ForLoopsLessontime:30Minutes
LESSONOVERVIEWStudentsusetheBeeenvironmenttowriteprogramsthatuseloopswithembeddedcounters/indexvariables.Theseloopsarecalledforloops,andtheyutilizepredeterminedstartandstopvalues.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:ForLoopsBee:ForLoops
LESSONOBJECTIVESStudentswill:
BreakonelongsequenceofstepsintoshorterloopedsequencesUsethe"forloop"structuretorepeatanactionavariablenumberoftimeseachiteration
GETTINGSTARTEDIntroductionACTIVITYBee:ForLoopsThisactivitywalksstudentsthroughthedifferencesbetweenloopsandforloops.Inmanycases,itispossibletosolveproblemswithbruteforcethatcaneasilybesolvedusingforloopsinstead.Asyouwalkaround,lookforstudentswhoarecorrectlyusingforloopsandcounters,thenpointoutwhythecountersmaketheprogrameasier.Thefinalstagecountsdown,collectinglessnectarasthecounterincreases.Thisisexpectedtocauseasmallamountoffrustration.Encouragestudentstotalkaboutwhatissupposedtobehappeningoutloud.Thatshouldhelpthemstumbleupontheanswerontheirown.
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10Course4|Lesson10
Artist:ForLoopsLessontime:30Minutes
LESSONOVERVIEWStudentsusetheArtistenvironmenttowriteprogramswithforloops,similartowhattheydidinthepreviousBeelevel.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:ForLoopsArtist:ForLoops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
PredictthenumberofstepsneededtoincrementineachforloopiterationDeterminestartandstopvaluesformultipleforloopexamples
GETTINGSTARTEDIntroductionACTIVITYArtist:ForLoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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11Course4|Lesson11
PlayLab:ForLoopsLessontime:30Minutes
LESSONOVERVIEWBuildingonthepreviousPlayLabactivity,studentswilladddeeperinteractivityastheybuildtheirownvideogames.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:PlayLabForLoopsPlayLab:ForLoops
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
Utilizeforloopstocountfrom1to100CountbytensrepeatedlyusingtheforloopstructureEmployskillsfrompreviouslessonstocreatemoredifficultloopingalgorithms
GETTINGSTARTEDIntroductionACTIVITYPlayLab:ForLoopsPlayLaballowsstudentstocombinetheirnewforloopskillswithskillsfrompastlessonstocreatefungamesthatarerelevanttotheirlife.Thelastpuzzleofthisstageisfairlyunstructured,soawatchfuleyemaybehelpfultoencouragetheclasstointegrateforloopsintotheirfinalgame.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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12Course4|Lesson12
Artist:FunctionsLessontime:30Minutes
LESSONOVERVIEWStudentsusetheArtistenvironmenttodrawcomplicatedimagesusingfunctionsforrepeatedtasks.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:FunctionsArtist:Functions
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
IdentifyrepeatedmovementsandutilizefunctionstosimplifytheirprogramUsetrialanderrortore-createcomplexpatternsBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithfunctions
GETTINGSTARTEDIntroductionInthisstage,studentswillwalkfromusingrepetitiveinstructionsintolearninghowtointegratefunctionsasasimplificationtechnique.
ACTIVITYArtist:FunctionsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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UUNPLUGGED
SongwritingwithParametersLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWOneofthemostmagnificentstructuresinthecomputerscienceworldisthefunction.Functions(sometimescalledprocedures)areminiprogramsthatyoucanuseoverandoverinsideofyourbiggerprogram.Thislessonwillhelpstudentsintuitivelyunderstandwhycombiningchunksofcodeintofunctionsissuchahelpfulpractice.
TEACHINGSUMMARYGettingStarted-20minutes
1)Review2)Vocabulary3)SingaSong
Activity:SongwritingwithParameters-20minutes4)SongwritingwithParameters
Wrap-up-5minutes5)FlashChat-Whatdidwelearn?6)Vocab-Shmocab
Assessment-10minutes7)SongwritingAssessment
LESSONOBJECTIVESStudentswill:
LocaterepeatingphrasesinsidesonglyricsIdentifysectionsofasongtopullintoafunction(chorus)ModifyfunctionstoacceptparametersDescribehowfunctionsandparameterscanmakeprogramseasiertowrite
TEACHINGGUIDEMATERIALS,RESOURCESANDPREP
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FortheStudentSongwritingWorksheetsPens&PencilsOneSongwritingAssessmentforeachstudent.
FortheTeacherThisTeacherLessonGuidePrintseveralSongwritingWorksheetsforeachgroupPrintoneSongwritingAssessmentforeachstudent.Accesstotheinternet,orpre-downloadedsongsandlyricsforactivity
GETTINGSTARTED(20MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwewouldhavehadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?
2)VocabularyThislessonhastwonewandimportantwords:
Function-Sayitwithme:Func-shunApieceofcodethatyoucancalloverandoveragain
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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Parameter-Sayitwithme:Pa-ram-eh-terAnextrapieceofinformationthatyoupasstothefunctiontocustomizeitforaspecificneed3)SingaSong
Lettheclassknowthattodayissongday!We'regoingtolearnasongtogether.
StartwithasimplesongeitherwrittenoutorprojectedonthescreenPointtothechorusandbesurethattheclassknowshowitgoesbeforeyoubeginontherestofthesongBlastthroughthesong,singingitwiththeminthebeginning,thenseewhathappenswhenyougettothepartwhereitcallsthechorus
It'squitelikelythatthemajorityoftheclasswillsingthelyricsforthechoruswhenyoupointtothatbit.Stopthesongoncethathappens,andexplicitlyhighlightwhatjusthappened
YoudefinedthechorusYoucalledthechorusTheysangthechorus
Asktheclasswhytheysupposeyouonlywrotethechorusonceatthetopofthepaperinsteadofwritingitover 310
andoverineachplacewhereitissupposedtobesung.Whatareotherbenefitsofonlywritingthechorusoncewhenyousingitmanytimes?
Now,imaginethatthissongisacomputerprogram.Definingatitle(like"chorus")foralittlepieceofcodethatyouuseoverandoveragainiscalledcreatingafunction.Thisishelpfultocomputerscientistsforthesomeofthesamereasonsthatitishelpfultosongwriters.-Itsavestimenothavingtowriteallthecodeoverandoverintheprogram-Ifyoumakeamistake,youonlyhavetochangeitoneplace-TheprogramfeelslesscomplicatedwiththerepeatingpiecesdefinedjustonceatthetopWhataboutsongswherethechorusisn'texactlythesameeverytime?Youcanstilluseachorus,butyouhavetohaveawaytoletthesingerknowwhatspecialwordsyouwilluseforeachverse.
Thesespecialwordsarecalledparameters.Inprogramming,parametersarepassedasspecialinstructionstofunctionslikethis:
chorus(parameter1,parameter2)Feellikethisisstartingtogetcomplicated?Don'tworry.We'regoingtoplaywithsongsalittlemoretotrytoreallyunderstandhowthistechniqueisused!
ACTIVITIES:(20MIN)4)Songwriting
Afantasticwaytocomparefunctionstosomethingweseeinoureverydaylivesistolookatsongs.Songsoftenhavecertaingroupsoflyricsthatrepeatoverandover.Wecallthatachorus.
Directions:1)Divideintogroupsof4,5,or6.2)GiveeachgroupseveralcopiesoftheSongwritingWorksheet3)Playashortsongfortheclassthatcontainsaclearchorusthatdoesnotchangefromversetoverse.4)Challengetheclasstoidentify(andwritedown)thechorus.5)Compareresultsfromeachgroup.Dideveryonegetthesamething?6)Trytheactivityagain,butthistimewithasongthatchangesduringeachrepetitionofthechorus.Goodexamplesare:OldMacDonald,BabyBumblebee,orTheHokeyPokey
Canthestudentsidentifyachoruswhensomewordschange?Howmighttheyusethesameideaofcallingachoruswhenthechorusisdifferentfromversetoverse?Thesechangingwordsandphrasesarecalled“parameters”andyoucanpassthemintothechoruslikethis:chorus(cow,moo)Playthisgameoverandoveruntiltheclasshaslittletroubleidentifyingthechoruses.
Itisofteneasierjusttohavetheclasslistento(orwatch)thesong,thenvoteonwhatthechorusisbysingingittogether,ratherthanwritingthewholethingdown.Ifyouchoosethismethod,considerhavingtheclassdoawrittenchorusforthefinalsongselectiontobesurethatthevisuallearnersgetproperreinforcement.
LESSONTIP Toaddmoreinterest,youcanlookupthelyricsforsomepopularsongsontheInternet.Showthestudentsthatthestandardforrepeatinglyricsistodefinethechorusatthetopandcallitfromwithinthebodyofthesong.
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WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?
Wouldyouratherwritelyricsoverandoveragainordefineachorus?Doyouthinkit'spossibletomakemultiplechorusesforthesamesong?Doesitmakesensetomakeanewchorusforeverytimeit'sneededinasong?
6)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?
"Apieceofcodethatyoucancalloverandoveragain""Asmallshardofwood""Gettinghelpfromalargegroupofpeopletofinishsomethingfaster"
...andwhatisthewordthatwelearned?Whataboutparameters?
Whydoweusethem?Canyoupassmorethanoneparametertoachorusfunction?Canyoupassmorethantwo?
ASSESSMENT(5MIN)7)SongwritingAssessment
Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourSong
Startbycreatingachorustogether,thenrepeatitbetweenversesofasongthatyoudeveloparoundit.Makeachangetothechorus,andponderhowmucheasieritistochangeinjustoneplace.Changethechorusagain,makingitmuchlongerthanitwasoriginally.Addasecondchorusandalternatebetweentheminyourverses.
LESSONTIP It'smostexcitingforstudentstodothislessonwithpopularmusicfromtheradio,butifyou'rehavingahardtimefindingappropriatesongswherethelyricsrepeatexactly,hereareafewtimelessoptions:
5LittleMonkeysOldMacDonaldHokeyPokeyBINGOBabyBumbleBee
LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.
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Addparameterstooneofyourchorusesandseehowmanymoreoptionsyouhave.SongwritingaProgram
Whatifweactedoutsongsinsteadofsingingthem?Allofthesudden,ourchoruswouldbeafunctionofrepeatedactions,ratherthanwords.UsetheconceptsofthearrowsfromtheGraphPaperProgramminglessonandcreateaprogramwithlotsofrepeatinginstructions.
Circlethoserepeatingactionssothattheclasscanseewheretheyare.Defineafunctioncalled"Chorus"abovetheprogram.Crossouteverywheretherepeatingactionsappearintheprogramandwrite"Chorus"instead.
Repeatuntiltheclasscangothroughthisprocessfairlyundirected.Canyoufigureouthowtopassparametersinthisexercise?
CONNECTIONSANDBACKGROUNDINFORMATIONISTEStandards(formerlyNETS)
1a.Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.Usemodelsandsimulationtoexplorecomplexsystemsandissues2a.Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia2d.Contributetoprojectteamstosolveproblems4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions
CSTAK-12ComputerScienceStandardsCL.L1:3-02Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L2-01UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-08Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-01Usepredefinedfunctionsandparameters,classesandmethodstodivideacomplexproblemintosimplerpartsCT.L3A-03Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05Constructaprogramasasetofstep-by-stepinstructionstobeactedout
NGSSScienceandEngineeringPractices3-5-ETS1-2Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CommonCoreMathematicalPractices1.Makesenseofproblemsandpersevereinsolvingthem2.Reasonabstractlyandquantitatively3.Constructviableargumentsandcritiquethereasoningofothers6.Attendtoprecision7.Lookforandmakeuseofstructure8.Lookforandexpressregularityinrepeatedreasoning
CommonCoreLanguageArtsStandardsSL.3.1.DExplaintheirownideasandunderstandinginlightofthediscussionSL.3.3Askandanswerquestionsaboutinformationfromaspeaker,offeringappropriateelaborationanddetailRI.3.1Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswersL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specific
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wordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
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Songwriting Worksheet ExampleUsing Lyrics to Explain Functions and Procedures
Revision 140710.1a
Group Name: Date:
Song Name:
ParameterExamples:
Chorus:
(P1) (P2) (P3)
Song:
Exam
pleOld MacDonald
Animal Name Sound
Old MacDonald had a farme-i-e-i-o
And on that farm he had a P1e-i-e-i-o
With a P2 here and a P2 thereHere a P2, there a P2 Everywhere a P2, P2
Chorus(Cow, Moo)Chorus(Pig, Oink)
Chorus(Horse, Neeeeigh)Old MacDonald had a farm
eeeeeeee-iiiiiiiiiiieeeeeeee-iiiiiiiiiii
ohhhhhhhhhhhhh!
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Songwriting WorksheetUsing Lyrics to Explain Functions and Procedures
Revision 140710.1a
Group Name: Date:
Song Name:
ParameterExamples:
Chorus:
(P1) (P2) (P3)
Song:
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SongwritingLesson Assessment
Revision 140610.1a
Look at the lyrics for the two songs below.
If it were your job to write this song as a computer program, what chunk of code would you turn into a function so that you could easily use it over and over again?
Circle the segments of each program that repeat most often. Is everything that you circled exactly the same? What parts are different? Those will need to be parameters.
Finish by filling out the Songwriting Worksheet with the song name, chorus, parameters, and a full version of the song that calls the chorus using the parameters that you chose.
Name: Date:
Song: Where is Thumbkin?
Where is Thumbkin?Where is Thumbkin?
Here I am!Here I am!
How are you today, sir?Very well, I thank you.
Run away. Run away.
Where is Pointer?Where is Pointer?
Here I am!Here I am!
How are you today, sir?Very well, I thank you.
Run away. Run away.
Where is Middleman?Where is Middleman?
Here I am!Here I am!
How are you today, sir?Very well, I thank you.
Run away. Run away.
Where is Ringman?Where is Ringman?
Here I am!Here I am!
How are you today, sir?Very well, I thank you.
Run away. Run away.
Where is Pinkie?Where is Pinkie?
Here I am!Here I am!
How are you today, sir?Very well, I thank you.
Run away. Run away.
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Songwriting WorksheetLesson 8 Assessment - Finding the Function in a Song
Revision 140610.1a
Name: Date:
Song Name:
ParameterExamples:
Chorus:
(P1) (P2) (P3)
Song:
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14Course4|Lesson14
Artist:FunctionswithParametersLessontime:30Minutes
LESSONOVERVIEWStudentswillusetheArtistenvironmenttodrawcomplicatedimagesusingfunctionswithparameterstocreatesimilarshapeswithsmalldifferences.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:FnnctionswithParametersArtist:FunctionswithParameters
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStndentswill:
IdentifyrepeatedmovementsandutilizefunctionstosimplifyaprogramBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithfunctionsUtilizeparameterstomakeonefunctionworkformultiplepurposes
GETTINGSTARTEDIntrodnctionStudentswillhaveexperiencedfunctionsthroughArtistinapreviousstage.Thisstageaddstheoptionofparameters,whichwillallowonefunctiontoworkformultiplecreations.Theremaybesomeconfusionovercreatingparametersinsideafunction,soitisagoodideatohavetheclasswatchtheassociatedvideo,ortowatchafunctionwithparameterbeingcreatedinadvanceofthelesson.
ACTIVITYArtist:FnnctionswithParametersEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother
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enrichment.
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15Course4|Lesson15
PlayLab:F�nctionswithParametersLessontime:30Minutes
LESSONOVERVIEWHavingexperiencedthecreationanduseoffunctionsandparameters,studentswillgettheopportunitytousetheskillinthecreationofPlayLabgames.Laterpuzzlesincorporatetheuseofmultipleparameters.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:PlayLab:FunctionswithParametersArtist:PlayLabwithParameters
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:IdentifyrepeatedmovementsandutilizefunctionstosimplifyaprogramUtilizeparameterstomakeonefunctionworkformultiplepurposesAdapttheirunderstandingoffunctionstoallowfortheuseofmultipleparameters
GETTINGSTARTEDIntroductionWhilethestudentswillhavehadsomeexperiencecreatingfunctionswithparametersinearlierstages,thisPlayLabstageaddsthecomplexityofusingmultipleparametersinsideasinglefunction.Thisisagreatopportunitytoremindstudentsthatitisokaytogetfrustratedandtousetrialanderrorasaneffectivelearningtool.
ACTIVITYPlayLab:FunctionswithParametersEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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16Course4|Lesson16
Bee:F✁✂ctionswithParametersLessontime:30Minutes
LESSONOVERVIEWThisshortstageillustrateshowstudentscanusetheirnewskillswithfunctionsandparameterstochangedirectionusingbinarylogic.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Bee:FunctionswithParametersBee:FunctionswithParameters
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
EditexistingfunctionstomakethemworkforspecifictasksCombinesimilarfunctionsintoasingleonebyutilizingparameters
GETTINGSTARTEDIntroductionThislessongetscomplicatedratherquickly.Ifyourstudentshadaneasytimewithpreviouslessons,thentheyshouldbeabletokeepupjustfine.If,however,theyfoundthepreviousstagesdifficult,youmaywanttohavethemrevisitPlayLab:FunctionswithParamatersfirst.InthisBeelevel,studentswillnotonlybeusingmultipleparametersisidetheirfunctions,theywillalsobeusingbinaryflags(left=0,right=1)toallowforlogicdecisions.
ACTIVITYBee:FunctionswithParametersEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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UUNPLUGGED
BinaryImagesLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.
LESSONOVERVIEWThoughmanypeoplethinkofbinaryasstrictlyzerosandones,ourpreviouscoursestaughtstudentsthatinformationcanberepresentedinavarietyofbinaryoptions.Thislessontakesthatconceptonestepfurtherasitillustrateshowacomputercanstoreevenmorecomplexinformation(suchasimagesandcolors)inbinary,aswell.
TEACHINGSUMMARYGettingStarted-10minutes
1)Review2)Vocabulary3)BinaryinReview
Activity:BinaryImages-20minutes4)BinaryImages
Wrap-up-10minutes5)FlashChat:Whatdidwelearn?6)Vocab-Shmocab
Assessment-10minutes7)BinaryImagesAssessment
LESSONOBJECTIVESStudentswill:
IdentifymethodsforencodingimagesintobinaryRelateimagestoapeerusingbinaryencodingReproduceanimage,basedonbinarycode
TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent
OneBinaryImagesWorksheetperpairOneBinaryImageAssessmentWorksheetperstudentBlankPaper,pens,pencils
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Othertrinketsthatcandisplayopposites,suchas:PlayingCards,checkers,coin,etc.(Optional)FortheTeacher
TeacherguidePrintoneBinaryImagesWorksheetperpairPrintoneBinaryImageAssessmentWorksheetperstudentGathergroupingsofitemsthatcanshowoppositesforstudentstousewhencomingupwiththeirownbinaryencodings(Optional)
GETTINGSTARTED(10MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:
Whatdidwedolasttime?Whatdoyouwishwewouldhavehadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson??
2)VocabularyThislessonhasoneimportantwordtoreviewandonenewterm:
Binary-Sayitwithme:Bi-nare-eeAwayofrepresentinginformationusingonlytwooptions
LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.
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BinaryAlphabet-Sayitwithme:Bi-nare-eeAl-fa-betThetwooptionsusedinyourbinarycode3)BinaryinReviewSeeifyourclassrememberstheBinaryBraceletslessonfromcourse2.
"Doyourememberhowweusedoffandontorepresentletters?"Youmaywanttodoanexamplewiththemusingaletterortwotorefreshtheirmemory.
"Whatotherwayscouldwehaverepresentedthoseletters?Whatifwecouldn'tuseonandoff?"Encourageyourclasstocomeupwithsomeothersetsofoppositestorepresentthesamelettersthatyoujustdid.
"Thosearegreatsuggestions.Let'suseoneofthemtocodeanewletter."Onceyoucodeupanotherletterortwo,beginathoughexercise.
"Howcouldweusethatsamebinaryalphabettoencodeapicture?"Thestudentsmayhavenoideawhatyou'retalkingabout.That'sokay.Youcanleadthemtotheanswerstep-bystep.Whatifwehadapicturelikethis,wherethere'sonlytwodifferentoptionsforeachsquare,blackorwhite.
Howmightweencodethissothatsomeoneelsecouldrecreatethepicturewithoutseeingit?SomestudentsmightharkenbacktotheGraphPaperProgramminglesson.Whiletherecouldbealotofsimilarities,letthemknowthatthisisdifferentenoughthattheyshouldnotusethatlessontoguidethisone
Youmayhearsuggestionslike:"Say'white,black,white,black'." 325
"That'sagreatsuggestion!NowI'mgoingtobreakyouupintopairs.Workwithyourteammatetodecideonabinaryalphabet."
Decidewhetheryouwantyourpairstosharetheirencodingswiththeothergroupsaheadoftime,andtellthemiftheywillbecreatingakey,orkeepingtheirmethodssecret.
"Now,let'sencodesomeimages,justlikeacomputerwould!"
ACTIVITY:BINARYIMAGES(20MIN)4)BinaryImagesNowit'sthestudents'turn!Directions:
1)Dividestudentsintopairs.2)Havethemchooseanimagewiththeirpartner.3)Encouragethemtofigureoutwhattheirbinaryalphabetisgoingtobe.4)Havethemencodetheirimageusingtheirnewbinaryalphabet.5)Instructstudentstotradeencodingswithanotherteamandseeiftheycanfigureoutwhichpicturetheotherworkedon.6)ChooseaLevel-Easy:Lettheotherteamknowwhatyourencodingmethodwas-Tough:Havetheotherteamguessyourencodingmethod.
WRAP-UP(10MIN)5)FlashChat:Whatdidwelearn?
Whatdidwelearntoday?Whatkindofbinaryalphabetdidyoucreate?Canyouthinkofhowyoucouldencodeanimageusingonlyyourfingers?Doyouthinkyoucouldcreateabinaryalphabetoutofsounds?
6)VocabShmocabYoucanchoosetodotheseasaclass,orhavethestudentsdiscusswithanelbowpartnerandshare.
Doyourememberthedefinitionoftheterm"binaryalphabet"?"Thetwooptionsusedinyourbinarycode"
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"Athreesidedpolygon""Anumberlargerthanzero"
ASSESSMENT(10MIN)7)BinaryImageAssessmentWorksheet
EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.StoringColorImages
Ifyourclassreallygetstheideabehindstoringbinaryimages,theymaywanttoknowhowtodocolorimages.First,you'llneedtodiscusshowcolorworksusingbinary(asinBinaryBaubles,page21).
Then,introducesomeimagesthatusecombinationsofthosecolorsEncourageyourstudentstocomeupwithwaystocodethesecolorimages.
HexadecimalTaketheideaofcoloronestepfurthertointroducehexadecimalcolorcodes.
CONNECTIONSANDBACKGROUNDINFORMATIONISTEStandards(formerlyNETS)SatisfiedbythisLessonInclude:
1c.Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions6d.Transfercurrentknowledgetolearningnewtechnologies
TheactivitiesinthislessonsupportCSTAK-12ComputerScienceStandards:CL.L1:3-02Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCL.L2-03Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L2-06DescribeandanalyzeasequenceofinstructionsbeignfollowedCT.L2-07Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-14Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-05DescribetherelationsshipbetweenbinaryandhexademinalrepresentationsCT.L3B-07DiscustheinterpretationofbinarysequencesinavarietyofformsCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercises
Next-GenScienceStandards3-5-ETS1-2Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CommonCoreMathematicalPractices1.Makesenseofproblemsandpersevereinsolvingthem2.Reasonabstractlyandquantitatively
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4.Modelwithmathematics6.Attendtoprecision7.Lookforandmakeuseofstructure8.Lookforandexpressregularityinrepeatedreasoning
CommonCoreMathStandards4.OA.C.5Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself
CommonCoreLanguageArtsStandardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
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Revision 141016.1a
Here are six images. Work with a partner to figure out how you can encode them into binary in such a way that another team can use the code to figure out what image you selected.
DIRECTIONS
1. Choose an image with your partner.2. Figure out what your binary alphabet is going to be.3. Encode your image using your new binary alphabet.4. Trade your encoding with another team and see if you can figure out which
picture they worked on.5. Choose a Level * Easy: Let the other team know what your encoding method was * Tough: Have the other team guess your encoding method.
UBinary ImagesBinary Representation Activity
Image 1 Image 2 Image 3
Image 4 Image 5 Image 6
Name: Date:
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Revision 141019.1a
Match the image to the binary code that describes it. In order to get the images correct, you will need to figure out the binary alphabet for each encoding.
UBinary ImagesBinary Representation Activity
Name: Date:
image #1
A)
How do you know that your answers are correct?
B)
C)
This encodes image # _________
This encodes image # _________
This encodes image # _________
= _______________
= _______________
= _______________
= _______________
= _______________
= _______________
image #2 image #3
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18Course4|Lesson18
Artist:Bi✄aryLessontime:30Minutes
LESSONOVERVIEWRoundingoutCourse4istheArtist:Binarylesson.Here,studentswillbuildbinaryimages,translating0sand1stooffsandons(orblacksandwhites).
TEACHINGSUMMARYGettingStarted
Introduction
Activity:Artist:BinaryArtist:Binary
ExtendedLearningExtensionActivities
LESSONOBJECTIVESStudentswill:
MatchbinarysequencestoencodedimagesUtilizeloopsandbinarycodetorecreateprovidedimagesIdentifyrepeatedsequencesandbreaklongcodesupintosmallerchunksthatcanbeloopedCreatepicturesusinguniquecombinationsofonandoff
GETTINGSTARTEDIntroductionTobegin,itcanbehelpfultoreviewthepreviouslesson,specificallydifferentwaysofusingbinarytoindicatehowtocreateanimageonagrid.Thisstagewilltranslatetheunpluggedactivityintoasimple,independentonlinelesson.
ACTIVITYArtist:BinaryEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.
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19Course4|Lesson19
SuperChallenge-VariablesLessontime:30Minutes
LESSONOVERVIEWInthislesson,studentswillbechallengedtodigdeepintowhattheyhavelearnedthroughouttheirjourneytosolveahandfulofcomplexpuzzles.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:SuperChallenge-VariablesSuperChallenge-Variables
LESSONOBJECTIVESStudentswill:
CreateprogramsthatutilizerepetitiontocreategorgeousdesignsDecomposelarge,difficultpuzzlesintomanagablepiecesUsevariablestocapturepatternsincomplextasks
GETTINGSTARTEDIntroductionRemindyourstudentsofthelessonsthattheyhavedonewithvariablespreviously.
Whatkindsofthingsarevariablesgoodfor?Howdoesithelptomoveby"length"amountusingartist?Whyisithelpfultohavethebeegrab"nectarUnits"ofnectar?Canyouusevariablesasnumbersinmathequations?
Next,remindyourstudentsthatthisstageisintendedtobeverydifficultandmostpuzzleswilltakeseveralattemptstosolve.[/together]
ACTIVITYSuperChallenge-VariablesThislessonexplorestheuseofvariablesasawaytoquicklychangemanyvaluesatonetime.Notonlywillthestudentsbedealingwiththeloopingofdesignsandrepetitionofangles,they'llalsobedoingmathonvariables.Itcanbehelpfulforthemtohavepaperandpenciltofigureoutvaluesastheygo.Also,letthemknowaheadoftimethattherewilllikelybesomepuzzlesthatconfuseorfrustratethem.Thisisnormal,andexpected.Studentsshouldpreparethemselvesforpersistenceandperseverance.
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20Course4|Lesson20
SuperChallenge-ForLoopsLessontime:60Minutes
LESSONOVERVIEWStudentsuseamixofdifferentenvironmentstotesttheirknowledgeofforloops.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:SuperChallenge-ForLoopsSuperChallenge-ForLoops
LESSONOBJECTIVESStudentswill:
PredictthenumberofstepsneededtoincrementineachforloopiterationDeterminehowtouseaforloopinawaythatmakessenseforeachuniquepuzzleDecomposelargecomplexproblemsintosmallerpieces
GETTINGSTARTEDIntroductionACTIVITYSuperChallenge-ForLoops
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21Course4|Lesson21
SuperChallenge-FunctionswithParametersLessontime:45Minutes
LESSONOVERVIEWThischallengingstageallowsstudentstohonetheirskillswithfunctionsandparameterstosolvecomplexpuzzleswithgraceandefficiency.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:SuperChallenge-FunctionswithParametersSuperChallenge-FunctionswithParameters
LESSONOBJECTIVESStudentswill:
LookforpatternswheretheycanimplementfunctionsUtilizeparameterstomakeasinglefunctionworkformultipleproblems
GETTINGSTARTEDIntroductionThislessongetscomplicatedratherquickly.Ifyourstudentshadaneasytimewithpreviouslessons,thentheyshouldbeabletokeepupjustfine.If,however,theyfoundthepreviousstagesdifficult,youmaywanttohavethemrevisitPlayLab:FunctionswithParamatersfirst.Inthislevel,studentswillnotonlybeusingmultipleparametersisidetheirfunctions,theywillalsobebreakingdownlargeproblemsintosmallerpartstofindpatterns.
ACTIVITYSuperChallenge-FunctionswithParameters
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22Course4|Lesson22
ExtremeChallenge-ComprehensiveLessontime:45Minutes
LESSONOVERVIEWThefinalstageinthiscourseisintendedtotestcomprehensionandtransferofallconceptstoblendedpuzzles.
TEACHINGSUMMARYGettingStarted
Introduction
Activity:ExtremeChallenge-ComprehensiveExtremeChallenge-Comprehensive
LESSONOBJECTIVESStudentswill:ChoosefrommanytechniquestofindtheonethatbestsuitseachproblemThinkcriticallyaboutwhattheyneedtoaccomplish,giventhetoolsthattheyhave
GETTINGSTARTEDIntroductionIfyourclasshasmadeitthisfar,theirskillsareprobablyalreadyonpoint.Now,it'stimeto
ACTIVITYExtremeChallenge-Comprehensive
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AppendixCode.orgK-5ComputerScience
SUPPLEMENTALDOCUMENTS
GlossaryImplementationTipsCourse1FrameworkCourse1StandardsCourse2FrameworkCourse2StandardsCourse3FrameworkCourse3StandardsCourse4FrameworkCourse4Standards
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GlossaryCode.orgCSFundamentals
Encouragingstudentstolearnanduse'professional'termsenablesthemtocommunicatecorrectlyandefficientlywithothersandbuildstheirknowledgesuchthatitcanbefurtherdevelopedwithouthavingtorelearntermsandconceptsatalatertime.Thetermsandconceptsusedintheunpluggedlessonsaredefinedusingwordsthatyoungstudentscanunderstand.
ThefollowingtermsareintroducedinanunpluggedlessonaseitheravocabularywordorasatermrelatedtotheonlineBlocklyprogramminginterface.Termsaresubsequentlyreinforcedinthefollowingonlinepuzzlesandactivities.Mosttermsappearmultipletimesthroughoutthecoursesandlessonsprovidingthestudentswithmanyopportunitiestodeepentheirunderstandingandassimilatethewordsintoconversations,bothinandoutsideoftheclassroom.Thecourseandlessonnumbersaftereachtermindicateanunpluggedlessonsinwhichthetermisemphasized.
VOCABULARYabstraction(Course3:Stage1|Course4:Stage5)Pullingoutspecificdifferencestomakeonesolutionworkformultipleproblems.
algorithm(Course1:Stages1,6|Course2:Stages1,2|Course3:Stages1,10|Course4:Stage1)Alistofstepstofinishatask.Asetofinstructionsthatcanbeperformedwithorwithoutacomputer.Forexample,thecollectionofstepstomakeapeanutbutterandjellysandwichisanalgorithm.
binary(Course2:Stage14|Course4:Stages17,18)Awayofrepresentinginformationusingonlytwooptions.
Blockly(Course1:Stage3)
TEACHINGTIP Bestpracticeistointroducethetermswitheasy-to-understandlanguage,relatethetermstopreviousexperiences,usethetermsrepeatedlybeyondthelessonitselfthroughouttheentirecourse(andinothersituations)whenappropriate,andreinforcestudents’useinoralandwrittencommunication.
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ThevisualprogramminglanguageusedinCode.org'sonlinelearningsystemforK-5students.
bug(Course1:Stage5|Course2:Stages9,10,11|Course3:Stage14)Anerrorinaprogramthatpreventstheprogramfromrunningasexpected.
call(afunction)(Course3:Stage4)Thisisthepieceofcodethatyouaddtoaprogramtoindicatethattheprogramshouldrunthecodeinsideafunctionatacertaintime.
code(Course1:Stage2)Oneormorecommandsoralgorithm(s)designedtobecarriedoutbyacomputer.Seealso:program
command(Course1:Stage2)Aninstructionforthecomputer.Manycommandsputtogethermakeupalgorithmsandcomputerprograms.
computationalthinking(Course3:Stage1)Mentalprocessesandstrategiesthatinclude:decomposition,patternmatching,abstraction,algorithms(decomposingproblemsintosmaller,moremanageableproblems,findingrepeatingpatterns,abstractingspecificdifferencestomakeonesolutionworkformultipleproblems,andcreatingstep-by-stepalgorithms).
computerscience(Course1:Stage2)Usingthepowerofcomputerstosolveproblems.
conditionals(Course2:Stages12,13|Course3:Stages7,8)Statementsthatonlyrunundercertainconditionsorsituations.
crowdsourcing(Course3:Stage19)Gettinghelpfromalargegroupofpeopletofinishsomethingfaster.
data(Course2:Stage14|Course3:Stages1)Information.Often,quantities,characters,orsymbolsthataretheinputsandoutputsofcomputerprograms.
debugging(Course1:Stage5|Course2:Stages9,10,11|Course3:Stage14)Findingandfixingerrorsinprograms.
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decompose(Course3:Stage1)Breakaproblemdownintosmallerpieces.
define(afunction)(Course3:Stage4)Toaddcodeinsideafunctionsothattheprogramknowswhatitissupposedtodowhenthefunctioniscalled.
digitalcitizen(Course3:Stage20)Someonewhoactssafely,responsibly,andrespectfullyonline.
digitalfootprint(Course2:Stage18)TheinformationaboutsomeoneontheInternet.
DNS(domainnameservice)(Course3:Stage18)TheservicethattranslatesURLstoIPaddresses.
DSL/cable(Course3:Stage18)Amethodofsendinginformationusingtelephoneortelevisioncables.
event(Course1:Stage15|Course2:Stage15)Anactionthatcausessomethingtohappen.
event-handler(Course1:Stage15|Course2:Stage15)Amonitorforaspecificeventoractiononacomputer.Whenyouwritecodeforaneventhandler,itwillbeexecutedeverytimethateventoractionoccurs.Manyevent-handlersrespondtohumanactionssuchasmouseclicks.
fiberopticcable(Course3:Stage18)Aconnectionthatuseslighttotransmitinformation.
forloop(Course4:Stages8,9,10,11,20)Aloopwithapredeterminedbeginning,end,andincrement(stepinterval).
function(Course3:Stages4,5,6,9|Course4:Stages12,13,14,15,16,21)Apieceofcodethatyoucaneasilycalloverandoveragain.Functionsaresometimescalled‘procedures.’A
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functiondefinitionisasegmentofcodethatincludesthestepsperformedinthefunction.Afunctioncallisthecodesegment,typicallywithinthemainlogicoftheprogram,whichinvokesthefunction.
functioncall(Course3:Stage4)Thepieceofcodethatyouaddtoaprogramtoindicatethattheprogramshouldrunthecodeinsideafunctionatacertaintime.
functiondefinition(Course3:Stage4)Thecodeinsideafunctionthatinstructstheprogramonwhattodowhenthefunctioniscalled.
Internet(Course1:Stage17|Course2:Stage18|Course3:Stages18,20)Agroupofcomputersandserversthatareconnectedtoeachother.
IPaddress(Course3:Stage18)AnumberassignedtoanyitemthatisconnectedtotheInternet.
iteration(Course1:Stage12|Course2:Stage5)Arepetitiveactionorcommandtypicallycreatedwithprogrammingloops.
loop(Course1:Stages12,13,14|Course2:Stages5,6,7,8)Theactionofdoingsomethingoverandoveragain.
packets(Course3:Stage18)Smallchunksofinformationthathavebeencarefullyformedfromlargerchunksofinformation.
patternmatching(Course3:Stage1|Course4:Stage5)Findingsimilaritiesbetweenthings.
Parameter(Course4:Stages13,14,15,16)Anextrapieceofinformationthatyoupasstothefunctiontocustomizeitforaspecificneed.
persistence(Course1:Stage9)Tryingagainandagain,evenwhensomethingisveryhard.
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ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact
(Course1:Stage2|Course2:Stage1,9|Course3:Stage10)Analgorithmthathasbeencodedintosomethingthatcanberunbyamachine.
programming(Course1:Stage2|Course2:Stage1,9|Course3:Stage10)Theartofcreatingaprogram.
runprogram(Course1:Stage4)Causethecomputertoexecutethecommandsyou'vewritteninyourprogram.
servers(Course3:Stage18)Computersthatexistonlytoprovidethingstoothers.
toolbox(Course1:Stage4)ThetallgreybarinthemiddlesectionofCode.org'sonlinelearningsystemthatcontainsallofthecommandsyoucanusetowriteyourprogram.
URL(universalresourcelocator)(Course3:Stage18)Arelativelyeasy-to-rememberaddressforcallingawebpage(likewww.code.org).
username(Course1:Stage18)Anameyoumakeupsothatyoucanseeordothingsonawebsite,sometimescalleda“screenname.”
variable(Course3:Stage4|Course4:Stage4,5,6,7)Aplaceholderforapieceofinformationthatcanchange.
Wi-Fi(Course3:Stage18)Awirelessmethodofsendinginformationusingradiowaves.
workspace(Course1:Stage4)ThewhiteareaontherightsideofCode.org'sonlinelearningsystemwhereyoudraganddropcommandstobuildyourprogram.
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program
ImplementationTipsK-5Curriculum:Courses1,2,3,&4
ThisdocumentofferssuggestionsforimplementinganindividualCSFundamentalscourseinanelementaryschoolclassroom,aswellasplanningtherolloutofallfourK-5coursesasapathwayacrosselementaryschoolgradelevels.
SCHEDULINGTHELESSONSWheredoyouteachthecourses?Doyouuseanexisting"special"likemedia(library)orart,ordoyouuseapre-existingcomputerlabperiodandsplittheonlineandunpluggedlessonsbetweenthelabteacherandthegradelevelteachersrespectively?Whetheryouareagradelevelteacheroraspecialist(media,art,technology),theCSFundamentalscoursesaredesignedtobeflexiblyimplemented.Whileeachcourseissetuptorunasonelessonperweekforasemester(half-year),theycanalternativelyberunascontiguouslessonsforaboutamonth,oronelessoneverytwoweeksforayear.Lessonsaremeanttobecompletedinorderandcanrangefromaslittleas20minutestomorethan45minutesifextensionactivitiesareincluded.
COMPUTERSINTHECLASSROOMHereareimplementationtipsforthreecommoncomputerusesituationsinanelementaryschoolclassroom:LaptopcartWherethegradelevelteacherleadstheclass:Increasecollaborationbyencouragingstudentstohelponeanotherbeforeaskingyouaquestion,sothatyoucanattendtothestudentswhoareinneedofthemosthelp.
ComputerlabWhereamediaspecialistorcomputerlabteacherleadstheclass:Splittheteachingloadbyhavingthecomputerlabteacherrunalloftheonlinepuzzletutoriallessonswhileyourunalloftheunpluggedlessonsinyourclassroom.
Computersintheclassroom(usually2to6)Usea“centers”approachbymixinganunpluggedactivitystationwithacomputer-basedonlinepuzzlestation.Inlargerclasses,youmaywanttosplitupcomponentsoftheunpluggedactivityintoseparatestationsandusepairprogrammingatthecomputerstationiftherearen’tenoughcomputers.
UNPLUGGEDLESSONS Youcanchoosetodoanentireunpluggedlesson,whichincludesaGettingStartedsection,Activity,andWrap-up,andlastsforabout35-45minutes,orjustchoosetodothemainactivity,whichusuallylastsfor20-25minutes.
PAIRPROGRAMMING Showthepairprogrammingvideofeaturingthedo’sanddon’tsofworkingcollaborativelyatacomputer.
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ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact
CONCEPTUALCHUNKSTheunpluggedlessonsandonlinepuzzletutorialsarechunkedtogetherbysharedconcepts,wheretheunpluggedlessonservesasafunandgentleintroductiontoacomputingconceptthatisfurtherexploredthroughcodingexercises.Thisallowscoursestobeseparatedintochunksoflessonsthatcanbetaughtwithinatimeperiod,likeaweek,asasub-unit.SeethisexamplefromCourse2inwhichtheunpluggedlesson,GettingLoopy,precedesthreeonlinepuzzlestages.
ROLLOUTForschoolsthatdesiretoimplementallfourcourses,thecourseastudenttakesdependsontheirdevelopmentallevelaswellastheirexperience.WhileCode.orgcontinuestopublishmorecourses,teachersshouldstrivetointroducematerialfromourthird-partypartnerstocreateafullpathway.Belowisanexampleofwhatthefirstfouryearsofarolloutmaylooklikeacrossgradelevels.
K 1 2 3 4 5
Year1 Course1 Course1 Course2 Course2 Course2 Course2
Year2 Course1 Course2 Course2 Course3 Course3 Course3
Year3 Course1 Course2 Course3 Course3 Course4 Course4
Year4 Course1 Course2 Course3 Course4 Course4
Seecode.orgfor3rdpartymaterial
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Lesson 1: Happy Maps (unplugged) Objectives • List steps to move character around a map.
• Arrange directions to reach predetermined goal. • Predict where character will land, given a list of steps.
Themes Algorithms
Practices Collaboration, Problem Solving
Standards ISTE: 1.c, 2.d, 6.a CSTA: CPP.L1:3-04, CT.L1:6-01, CT.L1:6-02, CT.L2-03, CT.L2-06 CC Mathematical Practices: 1, 2, 6, 7, 8 CC Math Standards: K.G.A.1 CC ELA: SL.K.1, SL.K.2, SL.K.5, L.K.6 SL.1.1, SL.1.2, SL.1.5, L.1.6 SL.2.1, SL.2.2, SL.2.5, L.2.6
Lesson 2: Move it, Move it (unplugged) Objectives • Recognize situations where they can create programs to complete tasks.
• Predict moves necessary to get teammate from start to finish. • Convert movements into symbolic instructions. • Relate algorithms as programs to teammate.
Themes Algorithms
Practices Collaboration, Problem Solving
Standards ISTE: 1.c, 2.d, 4.b, 6.a CSTA: CPP.L1.3-04, CPP.L1:6-05, CT.L1:6-01, CT.L1:6-02, CT.L2-03, CT.L2-06 CC Mathematical Practices: 1, 2, 6, 7, 8 CC Math Standards: K.G.A.1, K.CC. 4 CC ELA: SL.K.1, SL.K.2, L.K.6 SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6
Lesson 3: Jigsaw - Learn to Drag and Drop Objectives • Use a mouse to input information into a computer.
• Recall and apply the rules of pair programming. • Use pair programming to complete collaborative tasks with or without a
computer. • Identify situations when the rules of pair programming are not followed. • Arrange puzzle pieces into the proper order.
Themes Computing Practice and Programming
Practices Collaboration, Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c CSTA: CD.L1:3-01, CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08
Standards Alignment Curriculum Framework
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CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: K.G.A.1 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6
Lesson 4: Maze – Sequence Objectives • Express movement as a series of commands.
• Order movement commands as sequential steps in a program. • Represent an algorithm as a computer program. • Count the number of times an action should be executed and represent
it as instructions in a program.
Themes Computing Practice and Programming
Practices Problem solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CD.L1:3-01, CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: K.CC.B.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1, 2.G.A.2 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6
Lesson 5: Maze - Debugging Objectives • Predict where a program will fail.
• Modify an existing program to solve errors. • Identify an algorithm that is unsuccessful when the steps are out of
order.
Themes Computing Practice and Programming
Practices Problem Solving, Persistence
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2 CC Mathematical Practices: 1, 2, 3, 5, 6, 7, 8 CC Math Standards: K.CC.B.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1, 2.G.A.2 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6
Lesson 6: Real Life Algorithms – Plant a Seed (unplugged) Objectives • Name various activities that make up their day.
• Decompose large activities into a series of smaller events. • Arrange sequential events into their logical order.
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Themes Algorithms
Practices Problem solving, Collaboration
Standards ISTE: 1.a, 1.c, 2.d, 4.b, 6.a CSTA: CT.L1:3.03, CT.L1:6.01, CT.L1:6.02, CT.L1:6.05, CPP.L1:3.04, CPP.L1:6-05, CT.L2-03, CT.L2-06 NGSS: K-LS1.1 CC Mathematical Practices: 1, 2, 3, 6, 7, 8 CC ELA: SL.K.1, SL.K. 5, L.K.6 SL.1.1, SL.1.2, SL.1.5, L.1.6 SL.2.1, SL.2.2, L.2.6
Lesson 7: Bee - Sequence Objectives • Express movement as a series of commands.
• Order movement commands as sequential steps in a program. • Represent an algorithm as a computer program. • Convert a whole number to the equivalent quantity of individual blocks. • Distinguish between flowers and honeycombs. • Express the relationships between flowers, nectar, honeycombs, and
honey.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT. L1:3-01, CPP. L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-ESS3-1 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: K.CC.B.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1, 2.G.A.2 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6
Lesson 8: Artist - Sequence Objectives • Create a program to complete an image using sequential steps.
• Select an argument for a given command. • Choose the appropriate blocks to draw images with non-continuous
lines.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT. L1:3-01, CPP. L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: K.G.A.1, K.G.A.2, K.G.B.6 1.G.A.1, 1.G.A.2 2.G.A.1 CC ELA: SL.K.1, SL.K.5, L.K.6
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SL.1.1, SL.1.5, L.1.6 SL.2.1, L.2.6
Lesson 9: Building a Foundation (unplugged) Objectives • Outline steps to complete a structural engineering challenge.
• Predict and discuss potential issues in structure creation. • Build a structure based on team plan. • Revise both plan and structure until they satisfy challenge.
Themes Algorithms
Practices Creativity, Collaboration, Problem Solving, Persistence
Standards ISTE: 1.b, 1.c, 2.d, 4.b, 4.d, 6.c CSTA: CPP.L1:3-04, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CL.L1:6-03, CL.L2-04 NGSS: K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3 Mathematical Practices: 1, 2, 3, 5, 6, 7, 8 CC Math Standards: K.CC.4, K.MD.1, K.MD.2 CC ELA: SL.K.1, SL.K.2, SL.K.5, L.K.6 SL.1.1, SL.1.2, SL.1.5, L.1.6 SL.2.1, SL.2.2, L.2.6
Lesson 10: Artist - Shapes Objectives • Create a program to draw a shape using sequential steps.
• Explain the difference between squares and rectangles and support it with evidence consisting of the commands used to draw the different shapes.
• Compare the positions of different objects using "above", "below", "next to".
• Correctly identify shapes regardless of their overall size. • Compare and contrast squares and rectangles by their number of sides
and side lengths.
Themes Computing Practice and Programming
Practices Problem Solving, Creativity
Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT. L1:3-01, CPP. L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-ETS1-1 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: K.G.A.1, K.G.A.2, K.G.B.6 1.G.A.1, 1.G.A.2, 1.G.A.3 2.G.A.1 CC ELA: SL.K.1, SL.K.5, L.K.6 SL.1.1, SL.1.5, L.1.6 SL.2.1, L.2.6
Lesson 11: Spelling Bee Objectives • Arrange sequential movement commands to search for and identify
target words within a grid of letters. • Practice spelling age-appropriate words.
Themes Computing Practice and Programming
Practices Problem Solving
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Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT. L1:3-01, CPP. L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC ELA: SL.K.1, L.K.6, RF.K.1.B SL.1.1, L.1.6, RF.1.3.B SL.2.1, L.2.6
Lesson 12: Getting Loopy (Unplugged) Objectives • Repeat actions initiated by the instructor.
• Translate a picture program into a live-action dance. • Convert a series of multiple actions into a single loop.
Themes Abstraction
Practices Creativity, Collaboration, Problem Solving
Standards ISTE: 1.c, 2.d, 4.b, 6.a CSTA: CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CPP.L1.3-04, CPP.L1:6-05, CT.L2-03, CT.L2-06 NGSS: K-2-PS3-2 Mathematical Practices: 1, 2, 4, 6, 7, 8 CC Math Standards: K.CC.4, K.CC.6, K.MD.3 CC ELA: SL.K.1, SL.K.2, L.K.6 SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6
Lesson 13: Maze - Loops Objectives • Identify the benefits of using a loop structure instead of manual
repetition. • Create a program for a given task which loops a single command. • Break down a long sequence of instructions into the smallest repeatable
sequence possible. • Create a program for a given task which loops a sequence of commands. • Employ a combination of sequential and looped commands to reach the
end of a maze.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-2-ETS1-1 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: K.CC.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1 2.G.A.2 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6
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Lesson 14: Bee - Loops Objectives • Write a program for a given task which loops a single command.
• Identify when a loop can be used to simplify a repetitive action. • Employ a combination of sequential and looped commands to move and
perform actions.
Themes Computing Practice and Programming
Practices Problem solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K- 2-PS3-2, K-2-ETS1-1, K-ESS3-1 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: K.CC.B.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6
Lesson 15: The Big Event (unplugged) Objectives • Repeat commands given by an instructor.
• Recognize actions of the teacher as signals to initiate commands. • Practice differentiating pre-defined actions and event-driven ones.
Themes Algorithms
Practices Creativity, Collaboration, Communication
Standards ISTE: 1.c, 4.b, 6.a CSTA: CPP.L1:3-04, CT.L1:6-02, CT.L1:6-05, CT.L1:6-01, CT.L 2-06 NGSS: K-2-ETS1-1 CC Mathematical Practices: 1, 2, 6, 7, 8 CC Math Standards: K.CC. 4 CC ELA: SL.K.1, SL.K.2, L.K.6 SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.1, L.2.6
Lesson 16: Play Lab – Create a Story Objectives • Identify actions that correlate to input events.
• Create an animated, interactive story using sequence, loops, and event-handlers.
• Share a creative artifact with other students.
Themes Computing Practice and Programming
Practices Creativity, Communicating
Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-03, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-2-ETS1-1 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: K.CC.B.4 , K.OA.A.5 1.OA.A.1
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2.OA.A.1 CC ELA: SL.K.1, SL.K.5, L.K.6, W.K.3, W.K.6 SL.1.1, SL.1.5, L.1.6, W.1.6 SL.2.1, SL.2.5, L.2.6, W.2.3
Lesson 17: Going Places Safely (unplugged) Objectives • Understand that being safe when they visit websites is similar to staying
safe in real life. • Learn to recognize websites that are alright for them to visit. • Recognize the kind of information that is private. • Understand that they should never give out private information on the
Internet. • Learn to create effective usernames that protect their private
information.
Themes Community Global and Ethical Impacts
Practices Communicating, Problem Solving
Standards ISTE: 5.a, 5.b, 6.a CSTA: CI.L1:3-01, CPP.L2-06 CC ELA: SL.K.1, SL.K.2, L.K.6 SL.1.1, SL.1.2, , L.1.6 SL.2.1, SL.2.2, L.2.6
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1. Happy Maps (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.
2.d - Contribute to project teams to solve problems. 6.a - Understand and use technology systems.
CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.
NGSS NA
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Standards Alignment Code.org K–5 Curriculum Course 1
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SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
2. Move It, Move It (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.
2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.
CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.
NGSS NA
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure.
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8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.CC. 4 - Understand the relationship between numbers and quantities; connect counting to cardinality.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
3. Jigsaw – Learn to Drag and Drop ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 2.d. - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.
CSTA CD.L1:3-01. Use standard input and output devices to successfully operate computer and related technologies. CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language.
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CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
4. Maze -Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
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CSTA CD.L1:3-01. Use standard input and output devices to successfully operate computer and related technologies. CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of
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CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
5. Maze - Debugging ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K-2-PS3-2 .Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them.
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2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
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6. Real-life Algorithms - Plant a Seed (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.
CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out (e.g., make a peanut butter and jelly sandwich activity). CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.
NGGS Science and Engineering Practices K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
7. Bee 1 - Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically 6. Attend to precision.
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7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
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8. Artist - Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
CS Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2 - Correctly name shapes regardless of their orientations or overall size. K.G.B.6 - Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-
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circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
CS ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
9. Building a Foundation (Unplugged) ISTE 1.b - Create original works as a means of personal or group expression.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.c - Troubleshoot systems and applications.
CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CL.L1:6-03. Identify ways that teamwork and collaboration can support problem solving and innovation. CL.L2-04. Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
NGSS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to
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define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.MD.1 - Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
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and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
10. Artist - Shapes ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.b - Create original works as a means of personal or group processes. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2 - Correctly name shapes regardless of their orientations or overall size.
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K.G.B.6 - Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 1.G.A.3 - Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
11. Spelling Bee ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications.
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6.d - Transfer current knowledge to learning of new technologies.
CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. RF.K.1.B - Recognize that spoken words are represented in written language by specific sequences of letters. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. RF.1.3.B - Decode regularly spelled one-syllable words. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
12. Getting Loopy (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.
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2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.
CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1.3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC. 4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.MD.3 - Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships . SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
13. Maze - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6 a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure.
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8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
14. Bee - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project.
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6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
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2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
15. The Big Event (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.
4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems .
CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-06. Describe and analyze a sequence of instructions being followed.
NGSS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC. 4 - Understand the relationship between numbers and quantities; connect counting to cardinality.
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CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
16. Play Lab - Create a Story ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.b - Create original works as a means of personal or group expression. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers.
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CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2 .Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.5 - Fluently add and subtract within 5. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and
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feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. W.2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
17. Going Places Safely (Unplugged) ISTE 5.a - Advocate and practice safe, legal, and responsible use of information and technology.
5.b - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6.a - Understand and use technology systems.
CSTA CI.L1:3-1. Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and software. CPP.L2-6. Demonstrate good practices in personal information security: using passwords, encryption, secure transactions.
NGSS NA
CC Math NA
CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
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Lesson 1: Graph Paper Programming (unplugged) Objectives • Understand the difficulty of translating real problems into programs.
• Learn that ideas may feel clear and yet still be misinterpreted by a computer.
• Practice communicating ideas through codes and symbols.
Themes Algorithms
Practices Collaboration, Problem Solving
Standards ISTE: 1.b, 1.c, 2.d, 4.b, 4.d CSTA: CPP.L1:3-04, CPP.L1:6-05, CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L2-07 NGSS: K-2-PS3-2, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 3, 6, 7, 8 CC Math Standards: CC Math Standards: 2.G.2 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
Lesson 2: Real Life Algorithms – Paper Airplanes (unplugged) Objectives • Name various activities that make up their day.
• Decompose large activities into a series of smaller events. • Arrange sequential events into their logical order.
Themes Algorithms
Practices Collaboration, Problem Solving
Standards ISTE: 1.c, 1.c, 2.b, 2.d, 4.b, 6.c CSTA: CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CPP.L1:3-04, CPP.L1:6-05, CT.L2-03 CT.L2-06CC NGSS: K-2-PS3-2, 3-5-ETS1-2 Mathematical Practices: 1, 2, 3, 6, 7, 8 CC Math Standards: 1.G.1 2.G.3 3.G.2 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
Lesson 3: Maze - Sequence Objectives • Express movement as a series of commands
• Order movement commands as sequential steps in a program. • Represent an algorithm as a computer program • Count the number of times an action should be executed and represent
Standards Alignment Curriculum Framework
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it as instructions in a program. • Recall and apply the rules of pair programming. • Use pair programming to complete collaborative tasks with or without a
computer • Identify situations when the rules of pair programming are not followed.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: 1.OA.A.1 2.OA.A.1 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6
Lesson 4: Artist - Sequence Objectives • Create a program to complete an image using sequential steps.
• Select an argument for a given command. • Differentiate between defining and non-defining attributes of triangles,
squares, and rectangles. • Draw triangles, squares, and rectangles to reflect defining attributes. • Explain the difference between squares and rectangles and support it
with evidence consisting of the commands used to draw the different shapes.
• Compare and contrast squares and rectangles by their number of sides and side lengths.
• Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles) to create a composite shape, such as two squares to compose a rectangle and two rectangles to compose a square.
• Compose new shapes from composite shapes. • Draw partitions into a rectangle and describe the partitions using the
words halves, fourths, quarters, half of, fourth of, and quarter of. • Describe a whole rectangle as two halves or four quarters. • Explain that decomposing into more equal shares creates smaller shares.
Themes Computing Practice and Programming
Practices Creativity, Computing Practice and Programming
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1, 1.G.A.1, 1.G.A.2 2.OA.1, 2.G.A.1 3.OA.3, 3.GA.2 CC ELA: SL.1.1, L.1.6 SL.2.1 , L.2.6
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SL.3.1, L.3.6
Lesson 5: Getting Loopy (unplugged) Objectives • Repeat actions initiated by the instructor.
• Translate a picture program into a live-action dance. • Convert a series of multiple actions into a single loop.
Themes Algorithms
Practices Collaboration, Problem Solving
Standards ISTE: 1.c, 2.d, 4.b, 6.a CSTA: CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CPP.L1.3-04, CPP.L1:6-05, CT.L2-03, CT.L2-06, CT.L3A-03 NGSS: K-2-PS3-2, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 6, 7, 8 CC Math Standards: 1.MD.4 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
Lesson 6: Maze - Loops Objectives • Identify the benefits of using a loop structure instead of manual
repetition. • Create a program for a given task which loops a single command. • Break down a long sequence of instructions into the smallest repeatable
sequence possible. • Create a program for a given task which loops a sequence of commands. • Employ a combination of sequential and looped commands to reach the
end of a maze.
Themes Computing Practice and Programming
Practices Problem solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L3A-03 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.A.1 2.OA.A.1 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6
Lesson 7: Artist - Loops Objectives • Count the number of times an action should be repeated and represent
it as a loop. • Decompose a shape into its smallest repeatable sequence. • Create a program that draws complex shapes by repeating simple
sequences.
Themes Computing Practice and Programming
Practices Problem solving
Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d
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CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L3A-03 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 3, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1, 1.G.A.1, 1.G.A.2 2.OA.1, 2.G.A.1 3.OA.3, 3.G.A.2 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6
Lesson 8: Bee - Loops Objectives • Write a program for a given task which loops a single command.
• Identify when a loop can be used to simplify a repetitive action. • Employ a combination of sequential and looped commands to move and
perform actions.
Themes Computing Practice and Programming
Practices Problem solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L3A-03 NGSS: K- 2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.A.1 2.OA.A.1 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6
Lesson 9: Relay Programming (unplugged) Objectives • Practice communicating ideas through codes and symbols
• Use teamwork to complete a task • Verify the work of their teammates to ensure a successful
outcome
Themes Algorithms
Practices Collaboration, Problem Solving
Standards ISTE: 1.a, 1.c, 2.d, 4.b, 4.d, 6.a CSTA: CT.L1:3-01, CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CT.L2-01, CT.L2-03, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CPP.L1.3-04, CPP.L1:6-05 NGSS: K- 2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 3, 6, 7, 8 CC Math Standards: 2.G.2 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
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Lesson 10: Bee Debugging Objectives • Predict where a program will fail.
• Modify an existing program to solve errors. • Identify an algorithm that is unsuccessful when the steps are out of
order. • Reflect on the debugging process in an age-appropriate way.
Themes Algorithms, Computing Practice and Programming
Practices Persistence, Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 4.c, 4.d, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CT.L1:6-01, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 CPP.L1:6-05, CPP.L1:6-06, CT.L3A-03 NGSS: K- 2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1 2.OA.A.1 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6
Lesson 11: Artist - Debugging Objectives • Predict where a program will fail.
• Modify an existing program to solve errors. • Identify an algorithm that is unsuccessful when the steps are out of
order. • Reflect on the debugging process in an age-appropriate way. • Something about calculating angles / measuring distance.
Themes Algorithms, Computing Practice and Programming
Practices Persistence, Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CT.L1:6-01, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12 CPP.L1:6-05, CPP.L1:6-06, CT.L3A-03 NGSS: K- 2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1, 1.G.A.1, 1.G.A.2 2.OA.1, 2.G.2, 2.G.A.1, 2, 2.MD.5 3.OA.3, 3.G.A.2 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6
Lesson 12: Conditionals (unplugged) Objectives • Define circumstances when certain parts of programs should run and
when they shouldn't. • Determine whether a conditional is met based on criteria. • Traverse a program and predict the outcome, given a set of input.
Themes Algorithms
Practices Problem solving
Standards ISTE: 1.a, 1.c, 2.d, 4.b, 6.a CSTA: CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CPP.L1.3-04, CPP.L1:6-
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K–5 Curriculum Course 2 Framework
05, CT.L2-03, CT.L2-06, CT.L3A-03 NGSS: 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 6, 7, 8 CC Math Standards: 1.MD.4 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
Lesson 13: Bee - Conditionals Objectives • Compare binary values.
• Translate spoken language conditional statements into a program. • Identify when a conditional can be used to deal with unknown values. • Execute an algorithm with a conditional statement. • Solve puzzles using a combination of looped sequences and
conditionals.
Themes Computing Practice and Programming
Practices Problem solving
Standards ISTE: 1.a, 1.c, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CT.L1:3-02, CT.L1:3-03, CPP.L1:6-05, CPP.L1:6-06, CT.L1:6-01, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-012, CT.L2-14, CT.L3A-03 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1 2.OA.1, 2.G.2, 2.MD.5, 2.NBT.A.4 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6
Lesson 14: Binary Bracelets (unplugged) Objectives • Encode letters into binary.
• Decode binary back to letters. • Relate the idea of storing initials on a bracelet to the idea of storing
information in a computer.
Themes Data
Practices Creativity
Standards ISTE: 1.a, 1.c, 2.d, 4.b, 6.a, 6.d CSTA: CT.L1:3-03, CT.L1:6-03, CT.L1:3-05, CT.L2-07, CT.L2-08 NGSS: K-2-PS3-2, K-2-ETS1-1 Mathematical Practices: 1, 2, 4, 6, 7, 8 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
Lesson 15: The Big Event (unplugged) Objectives • Repeat commands given by an instructor.
• Recognize actions of the teacher as signals to initiate commands. • Practice differentiating pre-defined actions and event-driven ones.
Themes Algorithms
Practices Creativity, Collaboration
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K–5 Curriculum Course 2 Framework
Standards ISTE: 1.a, 4.b, 6.a CSTA: CPP.L1:3-04, CT.L1:6-02, CT.L1:6-05, CT.L1:6-01, CT.L2-06 NGSS: K-2-ETS1-1 Mathematical Practices: 1, 2, 6, 7, 8 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
Lesson 16: Flappy Objectives • Match blocks with the appropriate event handler.
• Create a game using event handlers. • Share a creative artifact with other students.
Themes Computing Practice and Programming
Practices Persistence, Problem Solving
Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CL.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT. L1:3-02, CT.L1:6-01, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
Lesson 17: Play Lab – Create a Story Objectives • Identify actions that correlate to input events.
• Create an animated, interactive story using sequence, loops, and event-handlers.
• Share a creative artifact with other students.
Themes Computing Practice and Programming
Practices Creativity, Problem Solving, Collaboration
Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CL.L1:6-01, CPP.L1:3-03, CPP.L1:6-03, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: 1.OA.A.1 2.OA.A.1, 2.MD.5 CC ELA: SL.1.1, SL.1.5, L.1.6, W.1.6 SL.2.1, SL.2.5, L.2.6, W.2.3 SL.3.1, SL.3.6, W.3.3. W3.6
Lesson 18: Your Digital Footprint (unplugged) Objectives • Understand that being safe when they visit websites is similar to staying
safe in real life. • Learn to recognize websites that are alright for them to visit. • Recognize if they should ask an adult they trust before they visit a
particular website. • Explore what information is appropriate to be put online.
Themes Community Global and Ethical Impacts
Practices Communicating
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K–5 Curriculum Course 2 Framework
Standards ISTE: 5.a, 5.b, 6.a CSTA: CI.L1:3-01, CPP.L2-06 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6
383
1. Graph Paper Programming (Unplugged) ISTE 1.b - Create original works as a means of personal or group expression.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions.
CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Standards Alignment Code.org K–5 Curriculum Course 2
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K–5 Curriculum Course 2 Standards Alignment
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
2. Real-life Algorithms - Paper Airplanes (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes
1.c - Use models and simulation to explore complex systems and issues. 2.b - Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2.d - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.
CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out (e.g., make a peanut butter and jelly sandwich activity). CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.
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K–5 Curriculum Course 2 Standards Alignment
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.G.1 - Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes. 2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
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K–5 Curriculum Course 2 Standards Alignment
3. Maze - Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CD.L1:3-01. Use standard input and output devices to successfully operate computer and related technologies. CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
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K–5 Curriculum Course 2 Standards Alignment
3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
4. Artist - Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to
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K–5 Curriculum Course 2 Standards Alignment
meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. . 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
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K–5 Curriculum Course 2 Standards Alignment
L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
5. Getting Loopy (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.
2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.
CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1.3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.MD.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in
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K–5 Curriculum Course 2 Standards Alignment
another.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
6. Maze - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
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K–5 Curriculum Course 2 Standards Alignment
CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGGS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
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K–5 Curriculum Course 2 Standards Alignment
diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
7. Artist - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.b - Create original works as a means of personal or group processes. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure.
393
K–5 Curriculum Course 2 Standards Alignment
8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 3.0A.A.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
394
K–5 Curriculum Course 2 Standards Alignment
8. Bee - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CS Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations.
395
K–5 Curriculum Course 2 Standards Alignment
2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
CS ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
9. Relay Programming (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems.
CSTA CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions.
396
K–5 Curriculum Course 2 Standards Alignment
CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CPP.L1.3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
397
K–5 Curriculum Course 2 Standards Alignment
SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
10. Bee - Debugging ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically.
398
K–5 Curriculum Course 2 Standards Alignment
6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
11. Artist - Debugging ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project--- the tasks of this lesson are to "develop a solution. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications.
399
K–5 Curriculum Course 2 Standards Alignment
6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
400
K–5 Curriculum Course 2 Standards Alignment
2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, 2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 3.0A.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
12. Conditionals (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.
CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer
401
K–5 Curriculum Course 2 Standards Alignment
CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1.3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.MD.4. - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
402
K–5 Curriculum Course 2 Standards Alignment
diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
13. Bee - Conditionals ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics.
403
K–5 Curriculum Course 2 Standards Alignment
5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.NBT.A.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
404
K–5 Curriculum Course 2 Standards Alignment
14. Binary Bracelets (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-03. Demonstrate how a string of bits can be used to represent alphanumeric information. CT.L1:3-05. Demonstrate how 0s and 1s can be used to represent information. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
405
K–5 Curriculum Course 2 Standards Alignment
including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
15. The Big Event (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.
4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems .
CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L1:6-05 Make a list of sub-problems to consider while addressing a larger problem. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-06. Describe and analyze a sequence of instructions being followed.
NGSS K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
406
K–5 Curriculum Course 2 Standards Alignment
L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
16. Flappy ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.b - Create original works as a means of personal or group expression. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CL.L1:6-01. Use productivity technology tools for individual and collaborative writing, communication, and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
407
K–5 Curriculum Course 2 Standards Alignment
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. W.2.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
17. Play Lab - Create a Story ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.b - Create original works as a means of personal or group expression. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
408
K–5 Curriculum Course 2 Standards Alignment
CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CL.L1:6-01. Use productivity technology tools for individual and collaborative writing, communication, and publishing activities. CPP.L1:3-03. Create developmentally appropriate multimedia products with support from teachers, family, or student partners. CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
409
K–5 Curriculum Course 2 Standards Alignment
using drawings and equations with a symbol for the unknown number to represent the problem. 2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. W.2.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
18. Your Digital Footprint (Unplugged) ISTE 5.a - Advocate and practice safe, legal, and responsible use of information and technology.
5.b - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6.a - Understand and use technology systems.
CSTA CI.L1:3-01. Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and
410
K–5 Curriculum Course 2 Standards Alignment
software. CPP.L2-06. Demonstrate good practices in personal information security: using passwords, encryption, secure transactions
NGSS NA
CC Math NA
CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
411
Lesson 1: Computational Thinking (unplugged) Objectives • Analyze information to draw conclusions.
• Match identical portions of similar phrases to match patterns. • Identify differences in similar phrases and abstract them out.
Themes Algorithms
Practices Problem Solving
Standards ISTE: 1.b, 1.c, 2.d, 4.b, 4.d CSTA: CPP.L1:6-5, CT.L1:6-02, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 3, 6, 7, 8 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
Lesson 2: Maze Objectives • Create a program for a given task using sequential steps.
• Count the number of times an action should be repeated and represent it as a loop.
• Analyze a problem and complete it as efficiently as possible. • Employ a combination of sequential and looped commands to reach the
end of a maze.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6
Lesson 3: Artist Objectives • Count the number of times an action should be repeated and represent
it as a loop. • Divide the number of degrees in a circle into even segments. • Calculate the angles in equilateral and 30 60 90 triangles.
Standards Alignment Curriculum Framework
Code.org K–5 Curriculum Course 3
412
K–5 Curriculum Course 3
Framework
• Given a perimeter and one side of a rectangle, calculate the remaining sides.
• Identify symmetrical shapes. • Decompose a shape into its smallest repeatable sequence.
Themes Computing Practice and Programming
Practices Problem Solving, Creativity
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3, 3.G.A.2 4.NBT.B.4, 4.MD.A.3, 4.MD.C.5, 4.MD.C.7, 4.G.A.1, 4.G.A.2, 4.G.A.3 5.NBT.B.5, 5.G.A.2 ELA: L.3.6 L.4.6 L.5.6
Lesson 4: Functional Suncatchers (unplugged) Objectives • Learn to find patterns in processes
• Think about an artistic task in a different way • Interpret symbols as they relate to physical manipulatives
Themes Algorithms
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CPP.L1:6-05, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
Lesson 5: Artist - Functions Objectives • Use a pre-determined function to draw an image with repeated features.
• Modify an existing function to draw a different shape. • Distinguish between functions and loops. • Create a program that calls a function from within a loop.
Themes Computing Practice and Programming
Practices Creativity, Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3, 3.G.A.2 4.NBT.B.4, 4.MD.A.3, 4.MD.C.5, 4.MD.C.7, 4.G.A.1, 4.G.A.2, 4.G.A.3 5.NBT.B.5, 5.G.A.2 ELA: L.3.6
413
K–5 Curriculum Course 3
Framework
L.4.6 L.5.6
Lesson 6: Bee - Functions Objectives • Define functions for commonly repeated tasks.
• Use student-defined functions in programs. • Modify an existing function to complete a different task. • Create a function from scratch.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6
Lesson 7: Bee - Conditionals Objectives • Compare properties and values using >, =, < symbols.
• Translate spoken language conditional statements into a program. • Execute an algorithm with a conditional statement. • Use conditional statements to make logic-based choices. • Nest conditionals to analyze multiple value conditions using if, else if,
else logic. • Write functions that execute nested conditionals.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6
Lesson 8: Maze - Conditionals Objectives • Compare properties and values using >, =, < symbols.
• Translate spoken language conditional statements into a program. • Execute an algorithm with a conditional statement. • Use conditional statements to make logic-based choices.
414
K–5 Curriculum Course 3
Framework
• Nest conditionals to analyze multiple value conditions using if, else if, else logic.
• Write functions that execute nested conditionals.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6
Lesson 9: Songwriting (unplugged) Objectives • Locate repeating phrases inside song lyrics.
• Identify sections of a song to pull into a function (chorus). • Describe how functions can make programs easier to write.
Themes Abstraction
Practices Creativity
Standards ISTE: 1.b, 1.c, 2.d, 4.b, 4.d CSTA: CPP.L1:6-5, CT.L1:6-02, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03, CT.L2-14 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
Lesson 10: Dice Race (unplugged) Objectives • Name various activities that make up their day.
• Decompose large activities into a series of smaller events. • Arrange sequential events into their logical order.
Themes Algorithms
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 2.d, 4.b, 4.d, 6.a CSTA: CD1:6-06, CPP.L1:6-05, CT.L1:6-02, CT.L2-01CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 6, 7, 8 CC Math Standards: 4.NBT.B.4 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
415
K–5 Curriculum Course 3
Framework
Lesson 11: Artist - Nested Loops Objectives • Count the number of times an action should be repeated and represent
it as a loop. • Divide the number of degrees in a circle into even segments. • Given a number of segments, calculate the degrees need to complete a
circle. • Break complex tasks into smaller repeatable sections. • Combine simple shapes into complex designs with nested loops.
Themes Computing Practice and Programming
Practices Problem Solving, Creativity
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3, 3.G.A.2 4.NBT.B.4, 4.MD.A.3, 4.MD.C.5, 4.MD.C.7, 4.G.A.1, 4.G.A.2, 4.G.A.3 5.NBT.B.5, 5.G.A.2 ELA: L.3.6 L.4.6 L.5.6
Lesson 12: Farmer - While Loops Objectives • Distinguish between loops that repeat a fixed number of times and loops
that repeat until a condition is met. • Use a while loop to create programs that can solve problems with
unknown values.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6
Lesson 13: Bee – Nested Loops Objectives • Break a sequence of steps into a hierarchy or looped sequences.
• Nest loops and conditionals to analyze multiple value conditions using if, else if, else logic.
Themes Computing Practice and Programming
Practices Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d
416
K–5 Curriculum Course 3
Framework
CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6
Lesson 14: Bee Debugging Objectives • Predict where a program will fail.
• Modify an existing program to solve errors. • Identify an algorithm that is unsuccessful when the steps are out of
order. • Analyze complex conditionals for errors in logical. • Rearrange incorrectly nested loops. • Distinguish between a function definition and function call. • Reflect on the debugging process in an age-appropriate way.
Themes Computing Practice and Programming
Practices Persistence, Problem Solving
Standards ISTE: 1.a, 1.c, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6
Lesson 15: Bounce Objectives • Match blocks with the appropriate event handler.
• Create a game using event handlers. • Share a creative artifact with other students.
Themes Computing Practice and Programming
Practices Persistence
Standards ISTE: 1.a, 1.c, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6
417
K–5 Curriculum Course 3
Framework
L.4.6 L.5.6
Lesson 16: Play Lab – Create a Story Objectives • Identify actions that correlate to input events.
• Create an animated, interactive story using sequence, loops, and event-handlers.
• Share a creative artifact with other students.
Themes Computing Practice and Programming
Practices Creativity
Standards ISTE: 1.a, 1.b, 1.c, 2.a, 2.b, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CT.L1:3-02, CT.L1:6-01, CPP.L1:3-03, CPP.L1:6-03, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-0, CT.L2-08, CT.L2-12, CT.L2-14, CPP.L2-08, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
Lesson 17: Play Lab – Create a Game Objectives • Identify actions that correlate to input events.
• Create an animated, interactive game using sequence, loops, and event-handlers.
• Share a creative artifact with other students.
Themes Computing Practice and Programming
Practices Creativity
Standards ISTE: 1.a, 1.b, 1.c, 2.a, 2.b, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CT.L1:3-02, CT.L1:6-01, CPP.L1:3-03, CPP.L1:6-03, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-0, CT.L2-08, CT.L2-12, CT.L2-14, CPP.L2-08, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
Lesson 18: Internet (unplugged) Objectives • Learn about the complexity of sending messages over the Internet.
• Translate URLs into IP Addresses. • Practice creative problem solving.
Themes Data
Practices Communicating
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K–5 Curriculum Course 3
Framework
Standards ISTE: 5.a, 5.b, 6.a CSTA: CI.L1:3-01, CPP.L2-06, CD.L1:6-04, CD.L2-06 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
Lesson 19: Crowdsourcing (unplugged) Objectives • Identify a large task that needs to be done.
• Rearrange a large task into several smaller tasks. • Build a complete solution from several smaller solutions.
Themes Abstraction
Practices Collaboration
Standards ISTE: 1.c, 2.d, 4.b, 6.a CSTA: CPP.L1:3-04, CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CL.L1:6-03, CT.L2-06 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 6, 7, 8 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
Lesson 20: Digital Citizenship (unplugged) Objectives • Compare and contrast their responsibilities to their online and offline
communities. • Understand what type of information can put them at risk for identity
theft and other scams. • Reflect on the characteristics that make someone an upstanding citizen. • Devise resolutions to digital dilemmas.
Themes Community Global and Ethical Impacts
Practices Communicating
Standards ISTE: 1.c, 2.d, 5.a, 5.b, 5.d, 6.a CSTA: CI.L1:3-01, CI.L1:6-01, CI.L1:6-02, CI.L1:6-04, CI.L2-01, CI.L2-05, CPP.L2-06 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6
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1. Computational Thinking (Unplugged) ISTE 1 a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions.
CSTA CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
Standards Alignment Code.org K–5 Curriculum Course 3
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
2. Maze ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
3. Artist ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language.
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.A.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.C.5 - Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. 4.MD.C.7 - Recognize angle measure as additive. 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 4.G.A.2 - Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. 4.G.A.3 -Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching part. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm. 5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
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http://code.org/educate/curriculum
L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
4. Functional Suncatchers (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08 - Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
5. Artist - Functions ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS
3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics.
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.A.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.C.5 - Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. 4.MD.C.7 - Recognize angle measure as additive. 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 4.G.A.2 - Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. 4.G.A.3 - Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching part. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm. 5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
6. Bee - Functions ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project.
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
427
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
7. Bee – Conditionals ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGGS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision.
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
8. Maze - Conditionals ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
9. Songwriting (Unplugged) ISTE 1 a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions.
CSTA CPP.L1:6.05. Construct a program as a set of step-by-step instructions to be acted out.
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L3A-3. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
10. Dice Race (Unplugged) ISTE 1 a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues.
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
2.d - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems.
CSTA CD1:6-06. Recognize that computers model intelligent behavior. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-12. Use abstraction to decompose a problem into sub-problems.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.
CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
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K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
11. Artist - Nested Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2:2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
433
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.A.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.C.5 - Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. 4.MD.C.7 - Recognize angle measure as additive. 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 4.G.A.2 - Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. 4.G.A.3 - Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching part. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm. 5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
12. Farmer – While Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.
434
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
435
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
13. Bee - Nested Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
436
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
14. Bee Debugging ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2:2-14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A.03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices
437
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
15. Bounce ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.
438
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A.03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
16. Play Lab – Create a Story ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
439
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
1.b - Create original works as a means of personal or group expression. 2.a - Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2.b - Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project.
4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CL.L1:6-01. Use productivity technology tools for individual and collaborative writing, communication, and publishing activities. CPP.L1:3-03. Create developmentally appropriate multimedia products with support from teachers, family, or student partners. CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.
CPP.L2-08. Demonstrate dispositions amenable to open-ended problem solving and programming. CT.L3A.03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them.
440
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships. W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
17. Play Lab – Create a Game ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.
441
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
1.b - Create original works as a means of personal or group expression. 1.c - Use models and simulation to explore complex systems and issues. 2.a - Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2.b - Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 4.b - Plan and manage activities to develop a solution or complete a project.
4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.
CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CL.L1:6-01. Use productivity technology tools for individual and collaborative writing, communication, and publishing activities. CPP.L1:3-03. Create developmentally appropriate multimedia products with support from teachers, family, or student partners. CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CPP.L2-08. Demonstrate dispositions amenable to open-ended problem solving and programming. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them.
442
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships. W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
18. Internet (Unplugged) ISTE 5.a - Advocate and practice safe, legal, and responsible use of information and technology.
443
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
5.b - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6.a - Understand and use technology systems.
CSTA CI.L1:3-01. Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and software. CPP.L2-06. Demonstrate good practices in personal information security: using passwords, encryption, secure transactions. CD.L1:6-04. Identify that information is coming to the computer from many sources over a network. CD.L2-06. Describe the major components and functions of computer systems and networks.
NGSS NA
CC Math NA
CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
19. Crowdsourcing (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.
2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.
CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task.
CT.L1:3-03. Understand how to arrange information into useful order without using a computer.
CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises.
444
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
CT.L1:6-05 Make a list of sub-problems to consider while addressing a larger problem.
CL.L1:6-03. Identify ways that teamwork and collaboration can support problem solving and innovation. CT.L2-06. Describe and analyze a sequence of instructions being followed.
NGSS K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
20. Digital Citizenship (Unplugged) ISTE 1.c - Use models and simulations to explore complex systems and issues.
2.d - Contribute to project teams to solve problems. 5.a - Advocate and practice safe, legal, and responsible use of information and technology. 5.b - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 5.d. - Exhibit leadership for digital citizenship . 6.a - Understand and use technology systems.
445
K–5 Curriculum Course 3 Standards Alignment
http://code.org/educate/curriculum
CSTA CI.L1:3-01. Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and software. CI.L1:6-01. Discuss basic issues related to responsible use of technology and information, and the consequences of inappropriate use. CI.L1:6-02. Identify the impact of technology (e.g. social networking, cyber bullying, mobile computing and communication, web technologies, cyber security, and virtualization) on personal life and society. CI.L1:6-04. Understand ethical issues that relate to computers and networks (e.g., equity of access, security, privacy, copyright, and intellectual property). CI.L2-01. Exhibit legal and ethical behaviors when using information and technology and discuss the consequences of misuse. CI.L2-05. Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing). CPP.L2-06. Demonstrate good practices in personal information security: using passwords, encryption, secure transactions.
NGSS NA
CC Math NA
CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
446
CurriculumFrameworkCode.orgK-5CurriculumCourse4
LESSON1:ALGORITHMS-TANGRAMS(UNPLUGGED)
ObjectivesTacklethechallengeoftranslatinganimageintoactionableinstructionsConveyinstructionstoteammatesinordertoreproduceanimageAnalyzetheworkofteammatestodeterminewhetheranoutcomewassuccessful
Themes Algorithms,Sequence
Practices Creativity,Collaboration,Communication,Persistence,ProblemSolving
Standards
ISTE:1c,2d,4b,6cCSTA:CT.L1:6.01,CT.L1:6.02,CPP.L1:6.05NGSS:3-5-ETS1-2CCMathematicalPractices:1,6CCMathStandards:3.G.A.1,5.G.B.3CCELA:L.3.6,L.4.6,L.5.6
LESSON2:MAZEANDBEE
ObjectivesCreateaprogramforagiventaskusingsequentialstepsCountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopAnalyzeaproblemandcompleteitasefficientlyaspossibleEmployconditionalstatementstoassesswhichactionsarecorrectforagivenstep
Themes Algorithms,ComputingPractice,Programming
Practices Persistence,ProblemSolving
447
Standards
ISTE:1a,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L2-01,CT.L2-06,CT.L2-08,CT.L2-12,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-05NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,5,6,7,8CCMathStandards:3.OA.3,3.MD.C.6CCELA:L.5.6,L.4.6,L.3.6
LESSON3:ARTIST-LOOPSREVIEW
Objectives
CreateprogramsthatutilizerepetitiontocreategorgeousdesignsUsetrialanderrortorecreatedetaileddesignsinproperscaleDividethenumberofdegreesinacircleintoevensegmentsCalculatetheanglesinequilateraland306090trianglesDecomposeashapeintoitssmallestrepeatablesequence
Themes Loops,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1b,1c,4b,4d,6a,6c,6d,CSTA:CL.L1:3-02,CT.L1:3-01,CT.L2-01,CT.L2-06,CT.L2-08,CT.L2-12,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-05NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,5,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.G.A.1,4.NBT.B.4,4.MD.C.5,5.NBT.B.5CCELA:L.3.6,L.4.6,L.5.6
LESSON4:VARIABLESINENVELOPES(UNPLUGGED)
ObjectivesIdentifyvariablesanddeterminetheirvaluesDefineandcallvariablesinthecontextofreal-lifeactivitiesCreatesituationswhichrequiretheuseofvariablesUtilizeteamworktoenrichcreativegameplay
Themes Variables,Abstraction
448
Practices Creativity,Collaboration,Communication,ProblemSolving
Standards
ISTE:1c,2d,4b,6cCSTA:CL.L2-03,CT.L1:6-01,CT.L1:6-02,CPP.L1:6-05NGSS:3-5-ETS1-1CCMathematicalPractices:2,6,7,8CCELA:L.3.6,L.4.6,L.5.6
LESSON5:ABSTRACTIONWITHMADGLIBS(UNPLUGGED)
ObjectivesHavethechancetointernalizetheideaof“abstraction”CombinewritingandabstractiontotesttheirowncreativityAnalyzetheirdaytofinddifferencesthattheycanturnintosimilarities
Themes Abstraction,PatternMatching
Practices Creativity,Collaboration,Communication,ProblemSolving
Standards
ISTE:1a,1c,2d,4bCSTA:CL.L2-03,CT.L1:6-01,CT.L1:6-02,CT.L2-12CCMathematicalPractices:2,6,7,8CCELA:L.3.6,L.4.6,L.5.6
LESSON6:ARTIST-VARIABLES
ObjectivesCreateprogramsthatutilizerepetitiontocreategorgeousdesignsUsetrialanderrortorecreatedetaileddesignsinproperscaleCalculateanglesbydividing360bythenumberofsidesinapolygonDecomposeashapeintoitssmallestrepeatablesequence
Themes Variables,ComputingPractice,Programming
Practices Persistence,ProblemSolving
449
Standards
ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L2-01,CT.L2-06,CT.L2-12,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.G.A.1,4.MD.C.5,5.NBT.B.5CCELA:L.3.6,L.4.6,L.5.6
LESSON7:PLAYLAB-VARIABLES
ObjectivesIdentifythenumbersthatareresponsibleforspecificelementsofaprogramCreateagamethatincorporatesnumericalparametersReplacenumberswithdescriptivevariables
Themes Variables,,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L2-01,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:3-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.NBT.B.4CCELA:L.3.6,L.4.6,L.5.6
LESSON8:FORLOOPFUN(UNPLUGGED)
Objectives Determinestartingvalue,stoppingvalue,andintervalof"forloop"Illustratethecountervalueshiteachtimethroughaforloopduringruntime
Themes Loops
Practices Creativity,Collaboration,Communication
450
Standards
ISTE:1c,2dCSTA:CL.L1:3-02,CT.L1:6-01,CT.L1:6-02,CT.L2-01,CT.L2-12,CT.L2-14,CT.L3A-03NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6
LESSON9:BEE-FORLOOPS
Objectives BreakonelongsequenceofstepsintoshorterloopedsequencesUsethe"forloop"structuretorepeatanactionavariablenumberoftimeseachiteration.
Themes Loops,ForLoops,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2MathematicalPractices:1,2,4,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6
LESSON10:ARTIST-FORLOOPS
Objectives PredictthenumberofstepsneededtoincrementineachforloopiterationDeterminestartandstopvaluesformultipleforloopexamples
Themes Loops,ForLoops,ComputingPractice,Programming
Practices ProblemSolving,Programming
451
Standards
ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.MD.C.5,4.MD.C.7,4.G.A.1,4.G.A.2,5.NBT.B.5,5.G.A.2CCELA:L.3.6,L.4.6,L.5.6
LESSON11:PLAYLAB-FORLOOPS
ObjectivesUtilizeforloopstocountfrom1to100CountbytensrepeatedlyusingtheforloopstructureEmployskillsfrompreviouslessonstocreatemoredifficultloopingalgorithms
Themes Loops,ForLoops,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1c,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CPP.L1:6-05,CPP.L1:6-06,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.OA.3,4.NBT.B.4CCELA:L.3.6,L.4.6,L.5.6
LESSON12:ARTIST-FUNCTIONS
ObjectivesIdentifyrepeatedmovementsandutilizefunctionstosimplifytheirprogramUsetrialanderrortore-createcomplexpatternsBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithfunctions
452
Themes Functions,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-08,CT.L2-12,CT.L2-14,CT.L3A-01,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2MathematicalPractices:1,2,4,5,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.MD.C.5,4.MD.C.7,4.G.A.1,4.G.A.2,5.NBT.B.5,5.G.A.2CCELA:L.3.6,L.4.6,L.5.6
LESSON13:SONGWRITINGWITHPARAMETERS(UNPLUGGED)
Objectives
LocaterepeatingphrasesinsidesonglyricsIdentifysectionsofasongtopullintoafunction(chorus)ModifyfunctionstoacceptparametersDescribehowfunctionsandparameterscanmakeprogramseasiertowrite
Themes Functions,Variables
Practices Creativity,Collaboration,Communication,ProblemSolving
Standards
ISTE:1a,1c,2a,2d,4b,4dCSTA:CL.L1:3-02,CT.L2-01,CT.L2-06,CT.L2-07,CT.L2-08,CT.L2-12,CT.L2-14,CT.L3A-01,CT.L3A-03,CPP.L1:6-05NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,3,6,7,8CCELA:SL.3.1.D,SL.3.3,RI.3.1,L.3.6,L.4.6,L.5.6
LESSON14:ARTIST-FUNCTIONSWITHPARAMETERS
453
ObjectivesIdentifyrepeatedmovementsandutilizefunctionstosimplifyaprogramBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithfunctionsUtilizeparameterstomakeonefunctionworkformultiplepurposes
Themes Functions,Variables,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-07,CT.L2-08,CT.L2-12,CT.L2-14,CT.L3A-01,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2MathematicalPractices:1,2,4,5,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.MD.A.3,4.MD.C.5,4.MD.C.7,4.G.A.1,4.G.A.2,5.NBT.B.5,5.G.A.2CCELA:L.3.6,L.4.6,L.5.6
LESSON15:PLAYLAB-FUNCTIONSWITHPARAMETERS
ObjectivesIdentifyrepeatedmovementsandutilizefunctionstosimplifyaprogramUtilizeparameterstomakeonefunctionworkformultiplepurposesAdapttheirunderstandingoffunctionstoallowfortheuseofmultipleparameters
Themes Functions,Variables,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-07,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.NBT.B.4CCELA:L.3.6,L.4.6,L.5.6
454
LESSON16:BEE-FUNCTIONSWITHPARAMETERS
Objectives EditexistingfunctionstomakethemworkforspecifictasksCombinesimilarfunctionsintoasingleonebyutilizingparameters
Themes Functions,Variables,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6
LESSON17:BINARYIMAGES(UNPLUGGED)
ObjectivesIdentifymethodsforencodingimagesintobinaryRelateimagestoapeerusingbinaryencodingReproduceanimage,basedonbinarycode
Themes Binary
Practices Creativity,Collaboration,Communication,Persistence,ProblemSolving
455
Standards
ISTE:1c,2d,4b,4d,6dCSTA:CL.L1:3-02,CT.L1:6-01,CL.L2-03,CT.L2-06,CT.L2-07,CT.L2-14,CT.L3A-05,CT.L3B-07,CT.L1:6-02NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6
LESSON18:ARTIST-BINARY
Objectives
MatchbinarysequencestoencodedimagesUtilizeloopsandbinarycodetorecreateprovidedimagesIdentifyrepeatedsequencesandbreaklongcodesupintosmallerchunksthatcanbeloopedCreatepicturesusinguniquecombinationsofonandoff
Themes Binary,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-07,CT.L2-12,CT.L2-14,CT.L3A-03,CT.L3B-07,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6
LESSON19:SUPERCHALLENGE-VARIABLES
ObjectivesCreateprogramsthatutilizerepetitiontocreategorgeousdesignsDecomposelarge,difficultpuzzlesintomanagablepiecesUsevariablestocapturepatternsincomplextasks
456
Themes Variables,Abstraction,ComputingPractice,Programming
Practices Persistence,ProblemSolving
Standards
ISTE:1a,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.MD.C.6,4.NBT.B.4,4.OA.C.5,4.MD.C.5,4.MD.C.7,4.G.A.1CCELA:L.3.6,L.4.6,L.5.6
LESSON20:SUPERCHALLENGE-FORLOOPS
ObjectivesPredictthenumberofstepsneededtoincrementineachforloopiterationDeterminehowtouseaforloopinawaythatmakessenseforeachuniquepuzzleDecomposelargecomplexproblemsintosmallerpieces
Themes Loops,ForLoops,Abstraction,ComputingPractice,Programming
Practices Creativity,Persistence,ProblemSolving
Standards
ISTE:1a,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.MD.C.6,4.NBT.B.4,4.OA.C.5,4.MD.C.5,4.MD.C.7,4.G.A.1CCELA:L.3.6,L.4.6,L.5.6
LESSON21:SUPERCHALLENGE-FUNCTIONSWITHPARAMETERS
457
Objectives LookforpatternswheretheycanimplementfunctionsUtilizeparameterstomakeasinglefunctionworkformultipleproblems
Themes Functions,Variables,Abstraction,ComputingPractice,Programming
Practices Creativity,Persistence,ProblemSolving
Standards
ISTE:1a,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.MD.C.6,4.NBT.B.4,4.OA.C.5,4.MD.C.5,4.MD.C.7,4.G.A.1CCELA:L.3.6,L.4.6,L.5.6
LESSON22:EXTREMECHALLENGE-COMPREHENSIVE
Objectives ChoosefrommanytechniquestofindtheonethatbestsuitseachproblemThinkcriticallyaboutwhattheyneedtoaccomplish,giventhetoolsthattheyhave
Themes Loops,ForLoops,Functions,Variables,ComputingPractice,Programming
Practices Creativity,Persistence,ProblemSolving
Standards
ISTE:1a,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.MD.C.6,4.NBT.B.4CCELA:L.3.6,L.4.6,L.5.6
458
StandardsAlignmentCode.orgK–5CurriculumCourse4
1.ALGORITHMS-TANGRAMS(UNPLUGGED)
ISTE1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.-Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions
CSTA CT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedout
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem6-Attendtoprecision
CCMathStandards:3.G.A.1-Understandthatshapesindifferentcategoriesmayshareattributesandthatthesharedattributescandefinealargercategory5.G.B.3-Understandthatattributesbelongingtoacategoryoftwo-dimensionalfiguresalsobelongtoallsubcategoriesofthatcategory
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.L.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopic.L.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships.
459
2.MAZEANDBEE
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeers,teachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-Describeandanalyzeasequenceofinstructionsbeingfollowed.CT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddata.CT.L2-12-Useabstractiontodecomposeaproblemintosubproblems.CPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedout.CPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage.CPP.L2-05-Implementproblemsolutionsusingaprogramminglanguageincluding:Implementproblemsolutionsusingaprogramminglanguage,including:loopingbehavior,conditionalstatements,logic,expressions,variables,andfunctions
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively5-Useappropriatetoolsstrategically6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)
460
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
3.ARTIST
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.-Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeers,teachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-05-Implementproblemsolutionsusingaprogramminglanguageincluding:Implementproblemsolutionsusingaprogramminglanguage,including:loopingbehavior,conditionalstatements,logic,expressions,variables,andfunctions
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
461
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics5-Useappropriatetoolsstrategically6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo-dimensionalfigures4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
4.ENVELOPEVARIABLES(UNPLUGGED)
ISTE1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6c.-Troubleshootsystemsandapplications
CSTACL.L2-03-Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedout
NGSS 3-5-ETS1-1-Defineasimpledesignproblemreflectinganeedorawantthatincludesspecifiedcriteriaforsuccessandconstraintsonmaterials,time,orcost
462
CCMath
MathematicalPractices:2-Reasonabstractlyandquantitatively6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
5.MADLIBS(UNPLUGGED)
ISTE1a.-Applyexitisngknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject
CSTACL.L2-03-Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCT.L2-12-Useabstractiontodecomposeaproblemintosubproblems.
CCMath
MathematicalPractices:2-Reasonabstractlyandquantitatively.6-Attendtoprecision.7-Lookforandmakeuseofstructure.8-Lookforandexpressregularityinrepeatedreasoning.
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.L.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopic.L.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
6.ARTIST:VARIABLES
463
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo-dimensionalfigures4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm
464
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
7.PLAYLAB:VARIABLES
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-12-Useabstractiontodecomposeaproblemintosub-problemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:3-03-Createdevelopmentallyappropriatemultimediaproductswithsupportfromteachers,family,orstudentpartnersCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
465
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively.4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
8.FORLOOPFUN(UNPLUGGED)
ISTE 1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstosolveproblems
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-12-Useabstractiontodecomposeaproblemintosub-problemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithms
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
466
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively.4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
9.BEE:FORLOOPS
ISTE
1a.-Applyexitisngknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies.
CSTA
CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage
467
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
10.ARTIST:FORLOOPS
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
468
CSTA
CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines4.G.A.2-Classifytwo-dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm5.G.A.2-Representrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation/p>
469
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
11.PLAYLAB:FORLOOPS
ISTE1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-Useabstractiontodecomposeaproblemintosub-problemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithms
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm
470
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationshipsß
12.ARTIST:FUNCTIONS
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-01-Usepredefinedfundtionsandparameter,classesandmethodstodivideacomplexproblemintosimplerpartsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
471
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics5-Useappropriatetoolsstrategically6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines4.G.A.2-Classifytwo-dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm5.G.A.2-Representrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
13.SONGWRITINGWITHPARAMETERS(UNPLUGGED)
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues2a.-Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia2d.-Contributetoprojectteamstosolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.-Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions
472
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-01-Usepredefinedfunctionsandparameters,classesandmethodstodivideacomplexproblemintosimplerpartsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedout
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively3-Constructviableargumentsandcritiquethereasoningofothers6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCELA
SL.3.1.D-ExplaintheirownideasandunderstandinginlightofthediscussionSL.3.3-Askandanswerquestionsaboutinformationfromaspeaker,offeringappropriateelaborationanddetailRI.3.1-Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswersL.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
14.ARTIST:FUNCTIONSWITHPARAMETERS
473
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-01-Usepredefinedfundtionsandparameter,classesandmethodstodivideacomplexproblemintosimplerpartsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
474
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics5-Useappropriatetoolsstrategically6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.MD.A.3-Applytheareaandperimeterformulasforrectanglesinrealworldandmathematicalproblems4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines4.G.A.2-Classifytwo-dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm5.G.A.2-Representrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
15.PLAYLAB:FUNCTIONSWITHPARAMETERS
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
475
CSTA
CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
16.BEE:FUNCTIONSWITHPARAMETERS
476
ISTE
1a.-Applyexitisngknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
477
17.BINARY(UNPLUGGED)
ISTE1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.-Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions6d.-Transfercurrentknowledgetolearningnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCL.L2-03-Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeignfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-05-DescribetherelationsshipbetweenbinaryandhexademinalrepresentationsCT.L3B-07-DiscustheinterpretationofbinarysequencesinavarietyofformsCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercises
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
478
18.ARTISTBINARY
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCT.L3B-07-DiscustheinterpretationofbinarysequencesinavarietyofformsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself
479
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
19.SUPERCHALLENGE-VARIABLES
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
480
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
20.SUPERCHALLENGE-FORLOOPS
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
481
CSTA
CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
482
21.SUPERCHALLENGE-FUNCTIONSANDPARAMETERS
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines
483
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
22.EXTREMECHALLENGE-COMPREHENSIVE
ISTE
1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies
CSTA
CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage
NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem
484
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CCMath
MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning
CCMathStandards:3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm
CCELA
L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships
485
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