Classroom Resource

Computer Science Fundamentals Unit 3 Course B Lesson 1: Move It, Move It (2018)

Subject Area

Digital Literacy and Computer Science

Grade(s)

1

Overview

This lesson will prepare students mentally for the coding exercises that they will encounter over the length of this course. In small teams, students will use physical activity to program their classmates to step carefully from place to place until a goal is achieved.

By using physical movement to program their classmates, students will run into issues and emotions similar to what they will feel when they begin coding on a computer. Encountering those stresses in a playful and open environment will help to alleviate intensity and allow students to practice necessary skills before they run into problems on their own.

Students will be able to:
- Define a list of steps (algorithm) to get a friend from their starting position to their goal.
- Translate a list of steps into a series of physical actions.
- Identify and fix errors in the execution of an algorithm.

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Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.1

Classify and sort information into logical order with and without a computer.

Unpacked Content

UP:DLCS18.1.1

Vocabulary

  • attribute

Knowledge

Students know:
  • how to identify attributes of items.
  • that attributes are used for sorting.

Skills

Students are able to:
  • identify various attributes of items.
  • sort items based on an identified attribute.

Understanding

Students understand that:
  • items can have attributes of varying types.
  • attributes can be used to group items.
  • attributes can be used to sort items and put into a specific order.
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.2

Order events into a logical sequence or algorithm.

Unpacked Content

UP:DLCS18.1.2

Vocabulary

  • sequence
  • tasks

Knowledge

Students know:
  • sequence of events are important in certain tasks.

Skills

Students are able to:
  • identify the correct sequence of events for a specific task.
  • identify a part of a task that is in the incorrect order.
  • identify a problem within a sequence of tasks.

Understanding

Students understand that:
  • the sequence of events is important to complete a specific task.
  • if the task identified does not work the sequence may not be correct.
  • they can change the sequence of events to correct a task.
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.3

Construct elements of a simple computer program in collaboration with others.

Unpacked Content

UP:DLCS18.1.3

Knowledge

Students know:
  • blocks of programs associate with an action.
  • blocks of programs can be combined to create a set of actions or a task.
  • robotic devices can respond to blocks of programs.

Skills

Students are able to:
  • determine the order of paper/pencil pieces for a tasks.
  • understand that blocks of code represent an action.
  • drag and drop blocks of programming in online activities to complete tasks.
  • use blocks of programming to control robotic/digital devices.

Understanding

Students understand that:
  • pieces of a task can be represented in parts by words or pictures.
  • code can be put together into blocks that can be manipulated.
  • blocks of code together create a task.
  • blocks of code can be used to operate robotic/digital devices.
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.19

Identify and revise problem-solving strategies to solve a simple problem.

Unpacked Content

UP:DLCS18.1.19

Vocabulary

  • problem
  • strategy
  • solution
  • visualize
  • perspective
  • patterns
  • cause and effect

Knowledge

Students know:
  • how to recognize a problem in their environment or in a story.
  • problems can be found anywhere.
  • they can use many strategies to find solutions, such as visualizing, changing perspective, finding patterns, and analyzing cause and effect.
  • there can be multiple solutions to one problem.

Skills

Students are able to:
  • find and define problems in a given context or scenerio such as story, video, in the classroom or school.
  • use multiple strategies to find solutions to a problem, for example: visualizing, changing perspectives, finding patterns, stating cause and effect.

Understanding

Students understand that:
  • they can solve problems in their home, classroom, and school.
  • there is more than one way to think through a solution to a problem.
Link to Resource
https://curriculum.code.org/csf-18/courseb/1/

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org
Accessibility
License

License Type

Custom

Custom License Type (URL)

https://code.org/tos

Approved Date

aimeebates
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