Classroom Resource

Computer Science Fundamentals Unit 5 Course D Lesson 6: Loops in Ice Age (2018)

Subject Area

Digital Literacy and Computer Science

Grade(s)

3

Overview

As a quick update (or introduction) to using loops, this stage will have students using the repeat block to get Scrat to the acorn more efficiently.

In this lesson, students will be learning more about loops and how to implement them in Blockly code. Using loops is an important skill in programming because manually repeating commands is tedious and inefficient. With these Code.org puzzles, students will learn to add instructions to existing loops, gather repeated code into loops, and recognize patterns that need to be repeated.

Students will be able to:
- construct a program using structures that repeat areas of code.
- improve existing code by finding areas of repetition and moving them into looping structures.

Note: You will need to create a free account on code.org before you can view this resource.

Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.3.R6

Vocabulary

  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)

Knowledge

Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.

Skills

Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.

Understanding

Students understand that:
  • everyone can be an author, producer, director, etc.
    • , using digital tools.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.4

Examine logical reasoning to predict outcomes of an algorithm.

Unpacked Content

UP:DLCS18.3.4

Vocabulary

  • logical reasoning
  • outcome
  • algorithm

Knowledge

Students know:
  • to apply logical reasoning when predicting outcomes of algorithms.
  • strategies to examine logical reasoning to predict outcomes of an algorithm.

Skills

Students are able to:
  • determine possible outcomes of an algortihm.
  • recognize that an algorithm can have multiple outcomes.

Understanding

Students understand that:
  • logical reasoning is necessary when predicting outcomes of an algorithm.
  • algorithms can have multiple outcomes.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.5

Create an algorithm to solve a problem as a collaborative team.

Unpacked Content

UP:DLCS18.3.5

Vocabulary

  • algorithm
  • collaborative

Knowledge

Students know:
  • an algorithm can be used to solve a problem or complete a task.
  • the steps in creating an algortihm as a collaborative team.

Skills

Students are able to:
  • work as a collaborative team to create a problem-solving algorithm.
  • list steps in solving a problem.

Understanding

Students understand that:
  • algorithms are used to solve problems or complete a task in a step-by-step process.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.7

Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Unpacked Content

UP:DLCS18.3.7

Vocabulary

  • test
  • debug
  • program
  • block-based visual programming environment
  • arithmetic operators
  • conditionals
  • repetition

Knowledge

Students know:
  • strategies for debugging a given program.
  • arithmetic operators create a single numerical solution from multiple oprations.
  • conditionals are "if, then" statements that direct the program.

Skills

Students are able to:
  • test a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
  • debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Understanding

Students understand that:
  • a given program must be tested and debugged to run correctly.
  • block-based visual programming uses arithemetic operators, conditionals, and repetition to function.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.23

Implement the design process to solve a simple problem.

Unpacked Content

UP:DLCS18.3.23

Vocabulary

  • implement
  • design process
  • problem

Knowledge

Students know:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to implement the design process to solve a simple problem.
  • how to identify a simple problem.

Skills

Students are able to:
  • identify the steps in the design process.
  • apply the design process to a simple problem.
  • implement the steps in the design process to solve a simple problem.

Understanding

Students understand that:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
Link to Resource
https://curriculum.code.org/csf-18/coursed/6/

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org
Accessibility
License

Custom License Type (URL)

https://code.org/tos

Approved Date

aimeebates
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