Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)

Learning Resource Type

Classroom Resource

Subject Area

Digital Literacy and Computer Science

Grade(s)

3

Overview

In this lesson, students will learn about until loops. Students will build programs that have the main character repeat actions until they reach their desired stopping point.

This set of puzzles will work to solidify and build on the knowledge of loops by adding the until conditional. By pairing these concepts together, students will be able to explore the potential for creating complex and innovative programs.

Students will be able to:
- build programs with the understanding of multiple strategies to implement conditionals.
- translate spoken language conditional statements and loops into a program.

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.

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

DLCS18.3.2

Analyze a given list of sub-problems while addressing a larger problem.

UP:DLCS18.3.2

Vocabulary

  • sub-problem

Knowledge

Students know:
  • strategies for analyzing sub-problems from a given list for a larger problem.

Skills

Students are able to:
  • analyze given lists of sub-problems while addressing a larger problem.
  • identify the sub-problems for a larger problem.

Understanding

Students understand that:
  • larger problems have sub-problems.
  • it can be easier to solve a large problem if you identify smaller sub-problems to tackle or solve.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.5

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

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.

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.

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.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org

License Type

Custom
https://curriculum.code.org/csf-18/coursed/12/

Custom License Type (URL)

https://code.org/tos

Approved Date

Owner (Author)

aimeebates
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme