Computer Science Fundamentals Unit 3 Course B Lesson 5: Programming with Scrat (2018)

Learning Resource Type

Classroom Resource

Subject Area

Digital Literacy and Computer Science

Grade(s)

1

Overview

Using characters from the Ice Age, students will develop sequential algorithms to move Scrat from one side of a maze to the acorn at the other side. To do this, they will stack code blocks together in a linear sequence, making them move straight, turn left, or turn right.

In this lesson, students will develop programming and debugging skills on a computer platform. The block-based format of these puzzles help students learn about sequence and concepts, without having to worry about perfecting syntax.

Students will be able to:

- Construct a program by reorganizing sequential movements.
- Build a computer program from a set of written instructions.
- Choose appropriate debugging practices when solving problems.

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

DLCS18.1.2

Order events into a logical sequence or algorithm.

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.

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.

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.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org

License Type

Custom
https://curriculum.code.org/csf-18/courseb/5/

Custom License Type (URL)

https://code.org/tos

Approved Date

Owner (Author)

aimeebates
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