Computer Science Discoveries Unit 3 Chapter 1 Lesson 7: The Draw Loop (18-19)

Learning Resource Type

Classroom Resource

Subject Area

Digital Literacy and Computer Science

Grade(s)

6, 7

Overview

This lesson introduces the draw loop, one of the core programming paradigms in the Game Lab. The class combines the draw loop with random numbers to manipulate some simple animations with dots and then with sprites. Afterward, everyone uses what they learned to update the sprite scene from the previous lesson.

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Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.30

Discuss and apply the components of the problem-solving process.

UP:DLCS18.6.30

Vocabulary

  • problem-solving process

Knowledge

Students know:
  • when solving problems, one should identify the problem, identify possible solutions, evaluate to select a best solution, implement the solution, evaluate the solution and/or seek feedback.

Skills

Students are able to:
  • identify a problem.
  • identify possible solutions.
  • evaluate to select a best solution.
  • implement a solution.
  • evaluate a solution.
  • seek feedback.
  • revise an artifact based on feedback.

Understanding

Students understand that:
  • problem-solving is a process that can take multiple iterations.
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.5

Identify algorithms that make use of sequencing, selection or iteration.

UP:DLCS18.6.5

Vocabulary

algorithm sequence selection iteration

Knowledge

Students know:
  • differences between the three basic programming structures.

Skills

Students are able to:
  • explain the differences in sequencing, selection, and iteration.

Understanding

Students understand that:
  • differences exist in sequencing, selection, and iteration.
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.6

Identify steps in developing solutions to complex problems using computational thinking.

UP:DLCS18.6.6

Vocabulary

  • computational thinking

Knowledge

Students know:
  • how to define the problem.
  • how to plan solutions.
  • how to implement a plan.
  • how to reflect on the results and process.
  • how to iterate through the process again.

Skills

Students are able to:
  • identify the steps involved with formulating problems and solutions in a way that can be represented or carried with or without a computer.

Understanding

Students understand that:
  • computational thinking is formulating problems and solutions in a way that can be represented or carried out with or without a computer.
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.8

Create a program that initializes a variable.

UP:DLCS18.6.8

Vocabulary

  • initialize

Knowledge

Students know:
  • that updating a variable during a program changes the initial value set, so variables need to be initialized (set to the original value) at the start or end of a task or program.

Skills

Students are able to:
  • set variables back to their original values upon start
  • up or completion of a task or program.

Understanding

Students understand that:
  • variables need to be initialized for programs to work properly more than once.
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.4

Design a complex algorithm that contains sequencing, selection or iteration.

UP:DLCS18.7.4

Vocabulary

  • algorithm
  • sequence
  • selection
  • iteration

Knowledge

Students know:
  • how to use the programming structures to design complex algorithms that make use of all three programming structures sequencing, selections, and iterations.

Skills

Students are able to:
  • design complex algorithms using the various programming structures found in algorithms.

Understanding

Students understand that:
  • complex algorithms contain sequencing, selections, and iterations.
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.8

Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

UP:DLCS18.7.8

Vocabulary

  • narrative
  • pseudocode

Knowledge

Students know:
  • that a narrative is a spoken or written account of events.

Skills

Students are able to:
  • identify the intended process in a given code or pseudocode.
  • convert given code or pseudocode to a narrative of expected behavior.

Understanding

Students understand that:
  • every line of code has an intended behavior.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org

License Type

CUSTOM
https://studio.code.org/s/csd3-2018/stage/7/puzzle/1

Custom License Type (URL)

https://code.org/tos

Approved Date

Owner (Author)

aimeebates
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