Classroom Resource

Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)

Subject Area

Digital Literacy and Computer Science

Grade(s)

1

Overview

Building on the initial "My Robotic Friends" activity, students tackle larger and more complicated designs. In order to program their "robots" to complete these bigger designs, students will need to identify repeated patterns in their instructions that could be replaced with a loop.

This lesson serves as a reintroduction to loops, using the now familiar set of "robot" programming instructions. Students will develop critical thinking skills by looking for patterns of repetition in the movements of classmates and determining how to simplify those repeated patterns using loops.

Students will be able to:
- Identify repeated patterns in code that could be replaced with a loop.
- Write instructions that use loops to repeat patterns.

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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

DLCS18.1.14

Discuss the purpose of collecting and organizing data.

Unpacked Content

UP:DLCS18.1.14

Vocabulary

  • data
  • collection
  • information
  • graph

Knowledge

Students know:
  • data can be collected to give information.
  • data can be organized in various ways.

Skills

Students are able to:
  • determine appropriate situations to collect data.
  • determine a way to organize data they collect.

Understanding

Students understand that:
  • data collection gives information.
  • the method chosen for organizing data is important.
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/8/

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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