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Code.org Presents:

Computer Science Fundamentals

Courses 1 - 4

Instructor Handbookof

Unplugged and Online Lesson Plans

TableofContentsforCourses1,2,3,and4TEACHERRESOURCES

ResourceName PageNumber

CSFundamentalsOverview 1

Puzzle-SolvingRecipe 5

DebuggingRecipe 8

StrategiesforTeachingComputerScience 11

COURSE1LessonNumberandName Page

Number

Course1Overview 12

1.HappyMaps 14

2.MoveIt,MoveIt 23

3.Jigsaw:Learntodraganddrop 36

4.Maze:Sequence 38

5.Maze:Debugging 40

6.Real-LifeAlgorithms 42

7.Bee:Sequence 47

8.Artist:Sequence 49

9.BuildingaFoundation 51

10.Artist:Shapes 57

11.SpellingBee 59

12.GettingLoopy 61

13.Maze:Loops 68

14.Bee:Loops 70

15.TheBigEvent 72

16.PlayLab:CreateaStory 79

17.GoingPlacesSafely 81

18.Artist:Loops 87

LessonNumberandName PageNumber

Number

Course2Overview 89

1.GraphPaperProgramming 91

2.Real-LifeAlgorithms 102

3.Maze:Sequence 108

4.Artist:Sequence 110

5.GettingLoopy 112

6.Maze:Loops 120

7.Artist:Loops 122

8.Bee:Loops 124

9.RelayProgramming 126

10.Bee:Debugging 136

11.Artist:Debugging 138

12.Conditionals 140

13.Bee:Conditionals 149

14.BinaryBracelets 151

15.TheBigEvent 158

16.Flappy 165

18.YourDigitalFootprint 169

19.Artist:NestedLoops 175

Number

Course3Overview 176

1.ComputationalThinking 179

2.Maze 187

3.Artist 189

4.FunctionalSuncatchers 191

5.Artist:Functions 201

6.Bee:Functions 203

7.Bee:Conditionals 204

8.Maze:Conditionals 206

9.Songwriting 208

10.Real-LifeAlgorithms-DiceRace 217

11.Artist:NestedLoops 223

12.Farmer:WhileLoops 224

13.Bee:NestedLoops 226

14.Bee:Debugging 227

15.Bounce 229

17.PlayLab:CreateaGame 233

18.Internet 235

19.Crowdsourcing 248

20.DigitalCitizenship 254

21.Artist:Patterns 260

Number

Course4Overview 262

1.Algorithms:Tangrams 265

2.MazeandBee 274

3.Artist:LoopsReview 276

4.VariablesinEnvelopes 278

5.AbstractionwithMadGlibs 285

6.Artist:Variables 291

7.PlayLab:Variables 293

8.ForLoopFun 295

9.Bee:ForLoops 304

10.Artist:ForLoops 305

11.PlayLab:ForLoops 306

12.Artist:Functions 307

13.SongwritingwithParameters 308

14.Artist:FunctionswithParameters 319

15.PlayLab:FunctionswithParameters 321

16.Bee:FunctionswithParameters 322

17.BinaryImages 323

18.Artist:Binary 331

19.SuperChallenge-Variables 332

20.SuperChallenge-ForLoops 333

21.SuperChallenge-FunctionswithParameters 334

ThiscurriculumisavailableunderaCreativeCommonsLicense(CCBY-NC-SA4.0)IfyouareinterestedinlicensingCode.orgmaterialsforcommercialpurposes,contactus:https://code.org/contact

22.ExtremeChallenge-Comprehensive 335

APPENDIXResourceName Page

Number

Glossary 337

ImplementationTips 341

Course1Framework 343

Course1Standards 350

CurriculumOverviewCode.orgComputerScienceFundamentals

WHOMADETHIS?Webelievethateverystudentshouldhavetheopportunitytolearncomputerscience,andthereasonsarefarmorevariedthansimplyhavingastrongresume.Criticalthinking,logic,persistence,andcreativityhelpstudentsexcelatproblem-solvinginallsubjectareas,nomatterwhattheirage.AtCode.org,werecognizethatthisbenefitbeginsearly.That'swhywepartneredwithThinkersmithandCommonSenseMediatodevelopanexcitingandengagingcurriculumthatallowsstudentstoexplorethelimitlessworldoftechnology,beginninginelementaryschool.Itisthankstoourgenerousdonorsthatwewereabletodevelopandcanofferthiscourseatnocosttoschools,teachers,orstudents:Microsoft,InfosysFoundationUSA,OmidyarNetwork,Google,BallmerFamilyGiving,AliandHadiPartovi,BillandMelindaGates,BlackRock,JeffBezos,JohnandAnnDoerr,JuniperNetworks,MarkZuckerbergandPriscillaChan,QuadriviumFoundation,ReidHoffman,Salesforce,SeanN.ParkerFoundation,SmangFamilyFoundation,Verizon

WHOISTHISFOR?Kidsasyoungasfiveyears-old!

ComputerScienceFundamentalsisdesignedprimarilyforanelementaryschoolaudience,butolderstudentsfindittobeahelpfulstartingpointaswell.

Teachers!(in-school,after-school,orhome-school)

Thiscurriculumhasbeendevelopedforusebyalleducatorsofyoungchildren.Weassumenopriorcomputerscienceknowledgeandhaveprovidedclear,detailedlessonplansthatcanbecustomizedtodifferentsituations.Learnwithyourstudents!

WHICHCOURSEISFORME?Code.org’sComputerScienceFundamentalsconsistsoffourcourses:Course1:beginners,early-readers(ages4-6)Course2:beginners,readers(ages6+)Course3:prerequisiteisCourse2(ages8+)Course4:prerequisiteisCourse3(ages10+)

Thecoursesaredesignedtobeflexiblyimplemented.Ratherthanarigidpathwaybasedongradelevels,thecoursesarebasedondevelopmentallevelandpriorexperience.Teachersandschoolscanusethecoursestructuretotailoracoursesequencetotheirstudents’needsandevolvingexperience.

COURSESTRUCTUREOurresearch-basedcurriculumusesaspiralingeducationdesign,inwhichconceptsandskillsarerevisitedin

eachcoursewhiledelvingdeepereachtime.Eachcourseexperienceisablendofonlineactivitiesand"unplugged"activities(lessonsinwhichstudentscanlearncomputingconceptswithorwithoutacomputer).Theonlineexperiencesarecomposedofmostlyself-guidedandself-pacedtutorials,whichusescaffoldedsetsofprogramminginstructionstoexploreandpracticealgorithmicthinking.Theunpluggedlessonstakeahands-on,oftenkinestheticapproach,makinguseofphysicalmanipulativestomodelcomputationalconcepts.Eachcourseconsistsofabout18to22lessons,eachlastingbetween25and45minutes.Theycanbetaughtatacomfortablepacewhetherinconsecutivedaysasasub-unitoronedayaweekfor18weeks.Thecontentofeachcoursebuildsconceptuallyonthepreviouscourse,sothatastudentcanprogressthroughallfourexperienceslearningnewconceptsalongtheway.Code.org’sK-5curriculumalignstoCSTAComputerScienceStandardsandISTEstandards,whilesomelessonsalsointegratenationalMath,EnglishLanguageArts,andSciencestandards.TheuseofComputerScienceThemesscaffoldsthedevelopmentofideasandrecognizesthecontinualconstructionofknowledge:Algorithms,Loops,Functions,Variables,ConditionalsDataAbstraction,Decomposition,PatternRecognitionComputingPracticeandProgramming(Useofcomputationaltools)ComputersandCommunicationDevices(Elementsofcomputingdevicesandnetworks)Community,Global,andEthicalImpacts

AcrosstheentireK-5curriculum,studentswilldeveloptheskillsofacomputerscientistthroughthedevelopmentofComputationalThinkingPractices:CreativityCollaborationCommunicationPersistenceProblemSolving

TECHNOLOGYREQUIREMENTSAcomputingdeviceandanInternetconnection.

Weworkhardtobuildanenvironmentthatissupportedbyallmodernwebbrowsersondesktopsandmobiledevices,butyou'llhavethemostsuccesswithanup-to-datebrowser(preferablyFirefox,Chrome,orSafari).Ourinstructionalvideosmaybeaffecteddependingonyourschool'sinternetfilters.IfYouTubeisblockedatyourschool,ourvideoplayerwillattempttouseournon-YouTubeplayerinstead.FormoredetailsabouttheITrequirementsforaccessingandplayingourembeddedvideos,seeourITrequirementspage.We’vealsomadeallourvideosavailablefordownload.Duringthetutorials,thereisagreendownloadlinkforeachvideo,allowingstudentstodownloadindividualvideos.Ifallfails,thereisa“ShowNotes”tabthatprovidesastoryboardequivalentofthevideo.

GETTINGHELPThecurriculumiscompletelyfreeforanyone,anywheretoteach.Youcangetsupportbyvisitingsupport.code.org.Ifyouareateacherandyou'dliketoattendafreetrainingonourK-5ComputerSciencecurriculum,lookhereforaworkshopnearyou,orlookforouronlinePDatstudio.code.org/s/K5-OnlinePD.

Unplugged LessonsU

Teacher Guide Revision 160511.1a

Throughout this book, you will see dozens of “unplugged” activities that have been created to be run without access to the internet, and often, without the use of any technology at all!

Why Unplugged?

Unplugged activities are more than just an alternative for the days when the computer lab is full. They are intentionally placed kinesthetic opportunities that help students digest complicated concepts in ways that relate to their own lives. Designed for groups or entire classrooms, these computer science activities increase exposure to collaboration, creativity, and solution design (planning).

At Code.org, we use unplugged lessons to introduce each idea group before we present them online. This gives students a shared physical experience for teachers to relate back to when working on complex puzzles.

Can I Skip Unplugged Activities?

We highly suggest that you don’t! Unplugged activities might take a little more prep the �rst time you teach them, but the e�ects are indescribable. Students react well to physical learning, and a single thirty minute unplugged activity can save many hours of confusion in the computer lab.

How Can I Get Help Understanding Unplugged?

We have gathered some videos and resources for you at code.org/curriculum/unplugged. Visit that site to see helpful videos, or to witness select activities in action!

Image from “Relay Programming”

Course 2: Stage 9

SkillsandStrategiesCode.orgK-5ComputerScience

TEACHINGCOMPUTERSCIENCEAsanelementaryteacher,computersciencemaybeanewandforeignsubjectarea.Justlikeanysubjectarea,therearesometipsandtricksuniquetocomputerscienceingeneral,andourcurriculumspecifically,thatwethinkwillmakeyourlifeabiteasier.Inadditiontothedetailedlessonplans,we'veputtogethersomehelpfulprintablesforbothteachersandstudents.Theseguidesandhandoutscanserveashelpfulresourceseachtimeyourstudentssitdowntotackleanewsetofpuzzles.Onethefollowingpagesyou'llseeaflagtoletyouknowwhichareteacherfacingdocumentsandwhichareforstudents.

PuzzleSolvingRecipeUsethepuzzlesolvingrecipewithyourstudentstohelpthemperserverethroughdifficultchallenges.Whilemanystudentswillcomeupwiththeirownapproachfortacklingthepuzzles,followingthisrecipestep-by-stepprovidesstructureanddirectionforstudentswhoneedit.DebuggingRecipeBuildingonthePuzzleSolvingRecipe,theDebuggingRecipeisamoretargetedapproachforthosetimeswhenastudentjustcan'tfigureitout.TheDebuggingRecipecanalsobeagoodtoolforgeneraluseintheclassroomwhensomethingis"buggy."Hasthe"liningupforrecess"programgoneawry?Timetobreakoutthedebuggingrecipe!RethinkingCSStrategiesThisone'sstrictlyfortheteachers.We'vecomeupwithalistofclassroomstrategiesthatcanhelpyoudealwithdifferentiation,attention,andcollaboration.

Code.org Puzzle Solving Recipe(Based on Polya's Four Step Problem Solving Process)

Student Handout

Revision 151208.1a

These tips will help you get unstuck when solving Code.org puzzles!

Step 1: Understand the Puzzle Step 2: Create a Plan (Pick one or more)

Step 3: Perform and Perfect the Plan Step 4: Check Your Work

What does the puzzle want you to do?

Can you talk about the problem in

your own words?

Were you given any code to start?

What does it do?

Why do you think it’s there?

What is the goal of the puzzle?

Have you solved any other puzzles

that are like this one?

Write an algorithm.

Guess and check as you go.

Draw a picture of what you want to do.

Try working backward.

Solve one small piece at a time.

Compare to a puzzle that you’ve

already solved.

Did you solve the puzzle?

If not, hunt for one error at a time.

Retest your plan after every change.

If you start to get frustrated, take a

deep breath, or leave your screen for

a minute. When you come back, you

may see what was causing the trouble!

Ask questions. Maybe one of your

friends can help you �gure out where

your plan goes awry.

Does your answer solve the puzzle?

Did you hit all of the goals of this

puzzle?

Now that you have one way to solve

the puzzle, is there an easier way to do

If you change this solution a little, will

it work for any other puzzles?

Could you explain your solution to help

Talk about these steps with your students so they have tools to get themselves

unstuck while working on puzzles. Also, use these steps to ask leading questions to

students who ask for help.

Code.org Puzzle Solving Recipe(Based on Polya's Four Step Problem Solving Process)

Step 1: Understand the Puzzle

Step 2: Create a Plan

* Can one (or more) of the following strategies be used?

- Guess and test

- Draw a map

- Draw a picture

- Look for a pattern

- Compare to a previously solved puzzle

- Solve a simpler problem

* Draw a diagram

* Solve an equivalent problem

* Identify subgoals

* Work backwards

* Do you understand the situation or puzzle prompt?

* Can you restate the problem in your own words?

* Do you understand the code you are given and why?

- What role does the code play?

* Do you know what the goal of the puzzle is?

* Is this problem similar to another puzzle you have solved?

Teacher Guide Revision 140903.1a 6

Code.org Puzzle Solving Recipe(Continued)

Step 3: Perform and Perfect the Plan

Step 4: Check Your Work

* Is your solution correct? Does your answer satisfy all goals

(number of blocks, use of a particular block/concept)?

* Can you see an easier or more efficient solution?

* Can you see how you can extend your solution to a more

general puzzle pattern?

* Attempt to solve the puzzle based on the plan that you

devised. If the strategy did not succeed, look carefully at the

feedback provided by any errors that were created, and modify

your plan.

* Test and change your strategy often. Don’t be afraid to try

solutions before you know that they are perfect. You can often

reach the right answer by using trial and error each step of the

* Take a walk. If you start to get frustrated, leave the screen.

Look away. Think of something else for a little while. When you

get back, the answer just might come to you!

* Talk with others. They may be able to give you hints, or even

explain how something works so that you can discover a

solution.

Code.org Debugging Recipe

Student Handout

Revision 140827.1a

These debugging tips will help you keep moving when you get stuck!

Work to Avoid Mistakes

Debugging

Read the directions.

What is the goal of the puzzle?

Take it slow and go one step at a time.

Can you talk about the problem in

your own words?

Were you given any code to start?

What does it do?

Why do you think it’s there?

Look for problems each step of the way.

Describe what was supposed to happen.

Describe what is going wrong.

Does the di�erence between what was

supposed to happen and what did

happen give you any clues?

Fix one thing at a time, then describe

how the result changed.

Try leaving “breadcrumbs” in your

program. You can put clues inside your

code (like having your program “say”

something) to let you know when each

chunk runs.

Try doing each task as its own chunk,

then put all of the pieces together at

the end so it is easier to see what each

thing does.

Try at least three ways of �xing

problems before you ask for help.

Talk to a friend. Maybe one of your

classmates can help you �gure out

where your plan goes awry.

Talk about these steps with your students so they are thoughtful when preparing

and troubleshooting their solutions.

Step 1: Understand the Task at Hand

Step 2: Pay Attention to Directions & Work

Step 4: One Step at a Time

Step 3: Take it Slow

Work to Avoid Errors

* Do you understand the situation or puzzle prompt?

* Can you restate the problem in your own words?

* Do you understand the code you are given and why?

- What role does the code play?

* Do you know what the goal of the puzzle is?

* Is this problem similar to another puzzle you have solved?

* Make sure that you review the directions several times

while you work. It is possible that you will see something

new once you understand the task a little more.

* Check your work frequently to make sure that it behaves

the way that you intended.

* Add only one element at a time, and make sure the solution

still works. It’s much harder to find mistakes when you add

lots of new things all at once.

* When you rush through a task, you’re more likely to make

mistakes that you could have avoided if you were paying

attention.

Code.org Debugging RecipeG

Step 4: Hidden Bugs

Step 3: Where Does it First Stop Working?

Step 2: What Was Supposed to Happen?

Step 1: Something’s Wrong!

Debugging

* If you still can’t find your error, try leaving “breadcrumbs” in your

program. You can put statements in special places to see which

ones activate and which ones don’t. Those should provide much

needed additional information.

* If you’re still stuck, try going away for a bit, then coming back. A

fresh point of view can work wonders!

* Sometimes it helps to have an extra set of eyes. If you’re out of

ideas, see if someone else will come take a look with you.

* Step through little by little until you find the first place

that your solution goes wrong, then fix that error.

* Step through again to find the next place it goes wrong,

then fix that.

* Repeat until your program works!

* If you noticed that something was wrong, then your

solution probably does something different from what was

asked.

- What does it do?

- What does that tell you?

* Watch your progress carefully so that you notice errors as

soon as they happen.

Code.org Debugging Recipe(Continued)

Rethinking Classroom Strategies for Teaching Computer Science

Teacher Guide Revision 160422.1a

Ditch the UniformityStudents learn at di�erent rates. They also come into technology with vastly di�erent skills. Trying to keep everyone on the same page will alienate both the bottom third and top third of learners. Take the pressure o� of everyone by having a list of “approved” activities to focus on when they’ve �nished their class exercise.

Frequent BreaksTeachers are used to helping their class get very focused and encouraging students to work quietly until an activity is done. In computer science, students often bene�t from small and frequent breaks, even if it’s just switching to a new activity for a few minutes. Try having a student write a sentence or two about what they’re trying to do, or keep a notebook, like a biologist or chemist might.

CollaborateIt’s really hard for a programmer to “cheat”. Collaboration is a requirement out in the real world. This means helping one another solve problems, researching issues on the Internet, and looking at what others have done in similar situations. The only bad method is claiming another’s work as your own.

Don’t be a Know-It-AllWe often think that being a teacher means being an expert. In computer science, it’s really much more important to be a cheerleader. Let the students know that it’s possible for them to quickly become better at this than you are. Foster determination. Encourage students to monitor themselves, and �nd answers for one another. Let them �gure things out for themselves, then let them teach you.

Course1OVERVIEWStudentscreatecomputerprogramswithloopsandeventsandwritealgorithmsforeverydaytasks.Throughthistheylearntocollaboratewithothersmeaningfully,investigatedifferentproblem-solvingtechniques,persistinthefaceofdifficulttasks,andlearnaboutInternetsafety.Bytheendofthiscourse,studentscreatetheirveryowncustomgameorstorythattheycanshare.StudentsstartinginCourse1willbeearly-readersinthelowerelementarygrades.LessonSequenceOnlinelessonsareinregulartextandunpluggedactivitiesareinboldedtext.

# LessonName Description

1 HappyMaps Studentscreatealgorithms(setsofinstructions)tomoveacharacterthroughamazeusingasinglecommand.

2 MoveIt,MoveIt Studentslearnwhatit’sliketoinstructtheirclassmatestomovethroughamazeintheirclassroom.

3 Jigsaw:LearntodraganddropStudentsgainfamiliaritywithacomputerbysolvingjigsawpuzzles,whichaccustomthemtotheCode.orgsystemandalsototheideaofdragginganddropping.Studentslearnhowtocollaboratewithothersonassignmentsatthecomputer.

4 Maze:SequenceStudentswriteprograms(algorithmsforthecomputer)thatgetacharacterthroughamaze.They’llunderstandtheimportanceofsequenceintheprogramstheywrite.

5 Maze:DebuggingUsingthesameenvironmentasthepriorlesson,studentsarepresentedwithamazeandapre-writtenprogramthatfailstogetthecharactertothegoal.Studentswillhaveto“debug”orfixthepre-writtenprogram.

6 Real-LifeAlgorithmsOverthefirst5lessonsinthiscurriculum,studentshavebeenwritingalgorithms.Thislessoncallsoutwaysweusealgorithmsinourdailylives.Thislessonalsofocusesonthebiggerpictureofcomputerscienceandhowalgorithmsplayanessentialpart.

7 Bee:SequenceStudentswriteprogramsthatmoveacartoonbeearoundthatgathersnectarandmakeshoney.ThisisamorecomplexversionofMaze.

8 Artist:Sequence Studentswriteprogramsthatmoveacharacteraround,drawingalinebehinditwhereveritgoes.

9 BuildingaFoundationStudentsbuildamarshmallowstructureusingonlyprovidedsupplies.Structuresmustcompleteatask(reachacertainheightorbearacertainweight),andstudentsdiscusstheideaofpersistingduringatask.

10 Artist:ShapesStudentswriteprogramsthatdrawsimpleshapes,whiledescribingtheirpositionrelativetoothershapes(above,below,etc).

11 SpellingBee StudentswriteprogramsthatmovesaBeearoundagridofletters.Thepaththebeetakesspellsoutsimplewords.

12 GettingLoopyThislessonintroducestheprogrammingconceptofloops(repeatedinstructions)throughadanceactivity.Studentswilllearnsimplechoreographyandthenbeinstructedtorepeatit.

13 Maze:Loops StudentswriteprogramsintheMazethatinvolveusingaloop.

14 Bee:Loops StudentswriteprogramsintheBeeenvironmentthatinvolveusingaloop.

15 TheBigEventStudentsareintroducedtotheprogrammingconceptof“events,”whichareactionsthatacomputerconstantlymonitorsfor.Theteacherwillpressbuttonsonafakeremote,andstudentshavetoshoutspecificphasesdependingonwhichbuttonispressed.

16 PlayLab:CreateaStoryStudentswriteevent-drivenprogramsthatcreategamesortellstories.Therearepuzzleswithcertaingoalsandattheend,studentsareencouragedtoexpresstheircreativitytocreatewhateverthey’dlike.

17 GoingPlacesSafelyTheInternetisapowerful,butsometimesdangerousplace.TeachersintroducetostudentshowtostaysafewhilenavigatingtheInternet.

18 Artist:Loops Studentswriteprogramsthatdrawinterestingandbeautifulpatternsusingloops.

UUNPLUGGED

HappyMapsLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWAttherootofallcomputerscienceissomethingcalledanalgorithm.Theword“algorithm”maysoundlikesomethingcomplicated,butreallyit’sjustalistofinstructionsthatsomeonecanfollowtoachievearesult.Toprovideasolidbasefortherestofyourstudents’computerscienceeducation,we’regoingtofocusonbuildingasecurerelationshipwithalgorithms.

TEACHINGSUMMARYGettingStarted-10minutes

1)Vocabulary2)Step-by-Step

Activity:HappyMaps-20minutes3)HappyMaps:Single-StepAdventure

Wrap-up-5minutes4)FlashChat-Whatdidwelearn?5)VocabShmocab

Assessment-10minutes6)MovetheFlurbsAssessment

LESSONOBJECTIVESStudentswill:

ListstepstomovecharacteraroundamapArrangedirectionstoreachpredeterminedgoalPredictwherecharacterwillland,givenalistofsteps

TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudent

MapsandarrowsfromHappyMaps:Single-StepAdventureGamePieces:Flurbs,Arrows,andThingsAssessmentWorksheet:MovetheFlurbsAssessmentScissorsGlue

FortheTeacherLessonVideoTeacherLessonGuidePrintoneHappyMaps:Single-StepAdventureforeachgroupPrintoneMovetheFlurbsAssessmentforeachstudent

GETTINGSTARTED(10MIN)1)VocabularyThislessonhasonenewandimportantword:

Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishatask.2)Step-by-Step

Askyourstudentsfordirectionstothechalkboard.Iftheystartshoutingsimultaneously,explainthatyoucanonlyhearoneinstructionatatime.Callonstudentsindividuallyifthathelps.

Whenyoureachtheboard,askforinstructionstodrawasmileyface.Again,requestonestepatatime.

Explainthatmanytaskscanbedescribedusingaspecificlistofinstructions.Thatlistiscalledanalgorithm.Challengeyourstudentstoworktogetherinsmallgroupstocomeupwithalgorithmsfortheirsingle-stepanddouble-stepmazes.

ACTIVITIES:(20MIN)3)HappyMaps:Single-StepAdventure

ThisworksheethelpsteachstudentshowtothinkaheadinordertoplanashortroutefromtheFlurb’sstartlocationtothefinallocation,justonesquareaway.Printoutanactivitypacketforeverygroup(ideally2to4students)andcuttheMapsapart.Leavethearrowsymbolsforthestudentstocutapart.

LESSONTIP Studentscanworkinpairstocreatetheadventures,thenworkinpairstosolvetheadventuresofothers.Ifthisfeelstoochaoticyoucanworktogetherasaclassandcreatetheadventureonadocumentcamera,thenworktogethertosolveit.

Explaintherulestotheclass,makingsuretoemphasisethenewword"algorithm."Flurbsarehappy,fuzzylittlethings.Flurbslovetoeatfruit.FruitishardtofindinFlurbTown.UsethemapstohelptheFlurbfindsomefruit.WorkwithyourgrouptodecidewhichdirectiontheFlurbneedstosteptogettothefruit.

DirectionsforClass:1)Cutoutanarrowforeachmemberofyourteam.

2)StartwithMap1tohelptheFlurblookforfruit.

3)HaveeachmemberofyourgroupputanarrownexttothemaptovoteforwhichwaytheFlurbshouldstep.4)Ifnotallarrowsarepointingthesameway,talktoeachotheranddecideasagroupwhichwaythearrowshouldpoint.5)Whenyourwholegroupagreesonadirection,yourteamcanshareyouranswerwiththeteacher.6)Ifyouransweriscorrect,moveontothenextmap.

WRAP-UP(5MIN)4)FlashChat:Whatdidwelearn?

DidyoufeellikeyouwereactuallytellingtheFlurbwhattodo?Whatwoulditbeliketocontrolarobotthatway?Whatwouldyoucreateifitwerethateasytotellacomputerwhattodo?

5)VocabShmocabWhichoneofthesedefinitionsdidwelearnawordfortoday?

"Breakingsomethingintoexactlytwopieces""Alistofstepsthatyoucanfollowtofinishatask""Theplasticcoatingontheendofashoelace"

...andwhatisthewordthatwelearned?

ASSESSMENT(10MIN)6)MovetheFlurbs

Handouttheworksheettitled"MovetheFlurbs"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwn

Allowthestudentstoguideyoutowardsolvingaproblem(thatyouprovide)onestepatatime.Pointoutthateverytimetheymakeastep,therestoftheadventuregetseasier.Ifthestudentsarestillexcitedbytheexercise,givethemamorecomplicatedconfigurationtosolve.

FlurbFlashCyclequicklythroughsingle-steppuzzlesonyourprojector.HavethestudentsholdupanarrowcardorsimplypointinthedirectionthattheythinktheFlurbshouldmove.

LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.

Happy Map 11

Revision 140428.1a

Happy Map 22

Revision 140428.1a

Which way should the Flurb

step to get to the fruit?

Happy Map 33

Revision 140428.1a

Happy Map 44

Revision 140428.1a

Cut out an arrow for each member of your team.

Place your arrow next to the map to vote for which way the Flurb should step.

If not all arrows are pointing the same way, talk to each other and decide as a group which way the arrow should point.

When your whole group agrees on a direction, your team can move on to the next map.

Happy MapsSingle-Step Adventure Activity Pieces

Revision 140428.1a

Name: Date:

Unplugged

Move the FlurbsAssessment Worksheet

Revision 140710.1a

The Flurb’s pot of gold is in danger! Help her get to it as quickly as possible before it disappears.

To show the Flurb how to get to her pot of gold, cut out the correct arrows from the bottom of the page and paste them in the program slots by each of the picture maps.

Name: Date:

Unplugged

PROGRAM 1

EXTRA CREDIT PROGRAMPROGRAM 3

PROGRAM 2

Move the FlurbsAssessment Worksheet

Revision 140710.1a

Name: Date:

Unplugged

UUNPLUGGED

MoveIt,MoveItLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWThislessonwillhelpstudentsrealizethatinordertogiveclearinstructions,theyneedacommonlanguage.Studentswillpracticecontrollingoneanotherusingasimplecombinationofhandgestures.Oncetheyunderstandthelanguage,theywillbeginto"program"oneanotherbygivingmultipleinstructionsinadvance.

1)Review2)Vocabulary3)Let'sControlOurselves

Activity:MoveIt,MoveIt-20minutes4)MoveIt,MoveIt:Multi-StepAdventure

Assessment-10minutes7)MovetheFlurbs2

RecognizesituationswheretheycancreateprogramstocompletetasksPredictmovesnecessarytogetteammatefromstarttofinishConvertmovementsintosymbolicinstructionsRelatealgorithmsasprogramstoteammates

MapsandKeyfromMoveIt,MoveIt:Multi-StepAdventureAssessmentWorksheet:MovetheFlurbs2Scissors

GlueFortheTeacher

LessonVideoTeacherLessonGuidePrintoneMoveIt,MoveIt:Multi-StepAdventureactivitypackonCardstockforeachgroupPrintAssessmentWorksheet:MovetheFlurbs2foreachstudent

GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Youcandothisasonelargegrouporhavestudentsdiscusswithanelbowpartner.Herearesomequestionsthatyoucanaskinreview:

Whatdidwedolasttime?Whatdoyouwishwehadhadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?

2)VocabularyThislessonhasonenewandimportantword:

Program-Sayitwithme:Pro-gramAnalgorithmthathasbeencodedintosomethingthatcanberunbyamachine.3)Let'sControlOurselves

Askyourstudentsiftheyrememberhelpingyoudrawasmileyfacelasttime.Reviewtheinstructionsbydrawingastheyguideyouonestepatatime.

LESSONTIP Finishingthereviewbyaskingaboutthestudents'favoritethingshelpstoleaveapositiveimpressionofthepreviousexercise,increasingexcitementfortheactivitythatyouareabouttointroduce.

Letthemknowthatyou'regoingtomakeasmallchange.Now,IwantyoutogivemetwoinstructionsatatimebeforeImovemypen.

Canyoudoitagain,butgivemethreeinstructionsatatime?

Whenyougivememultipleinstructionsatatime,you'reprovidingmewithan"algorithm"todraweachpieceofthesmileyface.

Now,supposeweweretohaveasecret"code"foreachofthoseinstructions.Forexample,"DrawanEye"couldlooklikethis:(makealargecirclewithyourhands).Ifwehadspecialcodesforeachofthosesteps,thenouralgorithmwouldbecomeaprogram.

We'regoingtoplayagamethatallowsustoprogrameachother...andyou'lldoitallwithyourarms!

ACTIVITY:(20MIN)4)MoveIt,MoveIt:Multi-StepAdventure

Thisworksheethelpsteachstudentshowtothinkaheadinmultiplesteps,astheyplanashortroutefromtheirfriend'sstartlocationtothehiddensmileyface,uptothreestepsaway.Printoutanactivitypacketforeverygroup(ideally2to4students)andcuttheMapCardsapart.Explaintherulestotheclass,makingsuretoemphasisethenewword"program."

DirectionsforClass:1. DecidewhowillbetheWalkingMachineandwhowillbetheController.2. HavetheControllersetupagridonthefloormadeupofpiecesofpaperasshownononeofthe

MoveItMaps,exceptwiththesmileyfaceupsidedown,facingtheground.3. TheWalkingMachinewillstartbystandingonthepagewiththecompassrose.4. TheControllerwillthenleadtheWalkingMachinestep-by-stepthroughthepapermazethatthey

created,usingtheprovidedarmsignals.5. WhentheControllergivesthesignalto“STOP,”theWalkingMachinewillflipoverthepagethat

theyareon.Ifthatpageisasmileyface,thenthemazewasasuccess!TheController(andanyoneelseinthegroupwhoisnottheWalkingMachine)cansetupamapmadeofpaper,basedononeoftheMoveItMapcards.

LESSONTIP Feelfreetodoanexamplemapwiththestudentsasaclassbeforebreakingthemintogroupsorevendescribingtherules(beyondhowtoreacttoeachofthearmgestures).Learningthroughplayisoftenmoreeffectivethanspoutingoffalloftherulesatthisage.

Rememberthatthesmileyfacemappageshouldactuallybesetfacingtheground,sothattheWalkingMachinecannoteasilytellwheretheirfinallocationis.TheWalkingMachinebeginsbystandingonthepieceofpaperimprintedwiththecompassrose.

TheControllerusesarmmovementstoguidetheWalkingMachine.EncouragetheControllertobefacingthe

LESSONTIP Herearesomeusefullinksincaseyourclasshasn'tyettalkedaboutthecompassroseandcardinaldirections:

TheCardinalDirectionsGeographySongCardinalDirectionMnemonicsLesson

Thesetopicswillbeimportantintheonlinelessonsthatfollow,sotakinganextracoupleofminutestobesurethatyourstudentscorrelateNorthwithUp,SouthwithDown,EastwithRight,andWestwithLeftwillcontinuetobehelpfulhereafter.

samedirectionastheWalkingMachinetoavoidhavingthemgetconfusedby"EastisRight"and"WestisLeft."Controllersshouldstartbygivingonedirectionatatime,allowingtheWalkingMachinetotakeastepbeforetheymoveontothenextdirection.

Halfwayintotheactivity,youcanencourageyourstudentstoControlwithtwoinstructionsbeforetheyallowtheWalkingMachinetotakeastep,andthenthree.Ideally,bythetimethelessoniscomplete,thestudentswillrelaytheentire"program"totheWalkingMachinebeforetheWalkingMachineeventakestheirfirststep.

Inthegamewejustplayed,whodoyousupposewasmorelikeaprogrammer,andwhowasmorelikeacomputer?Whatwerethefourdirectionsonthecompassrose?

WhattrickscanweusetorememberNorth,South,EastandWest?Howcouldwehavegiveninstructionswithoutusingourarms?Whatwasyourfavoritepartaboutthatgame?

LESSONTIP Notethattherulesarenotthemostimportantthinghere.Feelfreetoclarifyifthestudentshavequestions,butifthestudentsareplayingabitdifferentlythandescribed,youdon'tneedtoholdthemtotheletterofthegame.ThecrucialbitisthattheyaremovingfromimmediateinstructionstogivingtwoorthreeinstructionsbeforetheWalkingMachinemoves.

"Thefluffyfeathersofababybird""Thecircuitboardthatcontrolsarobot""Analgorithmthathasbeencodedintosomethingthatcanberunbyamachine"

ASSESSMENT(10MIN)7)MovetheFlurbs2

Handouttheworksheettitled"MovetheFlurbs2"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstotheprevioustwoactivities.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.X'sandO's

Drawatic-tac-toeboardfortheclass.PlaceasingleXandasingleOsomewhereontheboard.AsktheclassiftheycangettheXtotheOusingarmgesturesasaclass.

X's,O's,andArrowsSimilartotheactivityabove,buthavethestudentswritetheirprogramsinadvanceusingarrowsinsteadofhandgestures.

Thiscanbedoneingroups.Groupscansharetheirsolutionsfortheclass.

Move It Map 11

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Move It Map 22

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EastWest

Move It Map 33

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Move It Map 44

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EastWest

These are the moves that you can do to help guide your friend.

Practice a few times to be sure that you both understand what each move does.

Move It, Move ItMulti-Step Adventure Activity Key

Revision 140710.1a

Name: Date:

Rest( No I nst ruct i on )

Stop(Done )

SouthNor th

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EastWest

Move the Flurbs 2Assessment Worksheet

Revision 140710.1a

The weather is getting hot. Help the Flurb get to her flowers so she can water them.

To show the Flurb how to get to her flowers, cut out the correct arrows from the bottom of the page and paste them in the program slots by each of the picture maps.

Name: Date:

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Move the Flurbs 2Assessment Worksheet

Revision 140710.1a

Name: Date:

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3Course1|Lesson3

Jigsaw:LearntodraganddropLessontime:30Minutes

K-1LESSONOVERVIEWInthisfirstonlineactivitystudentswillbecomefamiliarwithbasicmouseuseandtheblock-basedprogramminginterfacetheywillbeusingthroughoutthecourse.Studentswillbeginbysimplydraggingimagesonscreenandthenprogresstodraggingpuzzlepiecesintotheproperorder.

TEACHINGSUMMARYGettingStarted

Introduction

Activity:Jigsaw:LearntodraganddropJigsaw:Learntodraganddrop

ExtendedLearningExtensionActivies

UseamousetoinputinformationintoacomputerRecallandapplytherulesofpairprogrammingUsepairprogrammingtocompletecollaborativetaskswithorwithoutacomputerIdentifysituationswhentherulesofpairprogrammingarenotfollowedArrangepuzzlepiecesintotheproperorder

GETTINGSTARTEDIntroductionAskstudentsiftheyhaveeverusedacomputermousebefore(ortrackpad,touchscreen,whateverdevicethey'llbeusing).

Whatdoesthemousedo?Howdoesmovingthemouseaffectthecursoronthescreen?Youwillnowbeusingthemousetoputtogetherpuzzlepiecesonthecomputer.Pushingdownonthemousebuttonislikeclosingyourhandonarealpuzzlepieceandlettinggoofthebuttonislikeopeningyourhandtodropthepiece.Makesureyoukeepyourmousebuttonpressedwhileyoudrageachpiece.Watchthepairprogrammingvideotogetheranddiscusstheroleofthedriverandnavigator.

ACTIVITYJigsaw:LearntodraganddropPairprogrammingworksbestwithtwostudentstoacomputerandclearexpectationsofwhoisthedriverandwhoisthenavigator.Youmaywanttocreateavisualreminder,likehatsorsashes,toidentifythedriverandthenavigator.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.HumanComputerUserealpuzzlepiecesandpairstudentsintothecomputerandtheuser.Theuser"controls"thecomputerwithamousetoputthepuzzletogether.

LESSONTIP Whenpuzzlepiecesareconnectedandyouwanttoseparatethem,youhavetodragofffromthebottomofthestack.Draggingthetopwillmovethewholestackofpieces.

4Course1|Lesson4

Maze:SequenceLessontime:30Minutes

LESSONOVERVIEWInthisseriesofpuzzles,studentswillbuildontheunderstandingofalgorithmslearnedintheHappyMapsandMoveItUnpluggedactivities.FeaturingcharactersfromthegameAngryBirds,studentswilldevelopsequentialalgorithmstomoveabirdfromonesideofthemazetothepigattheotherside.

Introduction

Activity:MazeSequenceMaze:Sequence

ExtendedLearningExtensionActivities

LESSONOBJECTIVESStudentswill:OrdermovementcommandsassequentialstepsinaprogramRepresentanalgorithmasacomputerprogramCountthenumberoftimesanactionshouldbeexecutedandrepresentitasinstructionsinaprogram

GETTINGSTARTEDIntroductionAskyourstudentsiftheyarefamiliarwiththegameAngryBirds.ExplainthattheywillbewritingprogramstohelpanAngryBirdlocateaPig.Reviewcardinaldirections.UsetheNEWSmnemonicandletstudentsknowthattheywillseethoselettersintheirprogramsnexttothedirectionarrows.Gettingthebirdtothepigwillrequireputtingyourdirectionsinaveryspecificorderorsequence.Canyousolvethepuzzlesusingthefewestblockspossible?

LESSONTIP Encouragestudentstocontinueusingthepairprogrammingmethodthattheylearnedinthelastlesson.Askthemtorestatetherolesofthedriverandnavigator.

ACTIVITYMaze:SequenceAsyourstudentsworkthroughthepuzzles,observehowtheyplanthepathforthebird.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Youmaywanttogothroughafewpuzzlesontheprojector.Whiledoingthisyoucanaskaonestudenttotracethepathonthescreenwhileanotherwritesthedirectionsonawhiteboard.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwnInsmallgroups,letstudentsdesigntheirownmazesandchallengeeachothertowriteprogramstosolvethem.Foraddedfun,makelife-sizemazeswithstudentsasthepigandbird.

5Course1|Lesson5

Maze:DebuggingLessontime:30Minutes

LESSONOVERVIEWDebuggingisanessentialelementoflearningtoprogram.Inthislesson,studentswillencounterpuzzlesthathavebeensolvedincorrectly.Theywillneedtostepthroughtheexistingcodetoidentifyerrors,includingmissingblocks,extrablocks,andmisorderedblocks.

Introduction

Activity:MazeDebuggingMaze:Debugging

LESSONOBJECTIVESStudentswill:PredictwhereaprogramwillfailModifyanexistingprogramtosolveerrorsIdentifyanalgorithmthatisunsuccessfulwhenthestepsareoutoforder

GETTINGSTARTEDIntroductionAskstudentsaboutproblemstheysolveineverydaylife.Howdoyoufixsomethingthatisn'tworking?Doyoufollowaspecificseriesofsteps?Thepuzzlesinthisunithavealreadybeensolvedforyou(yay!),buttheydon'tseemtobeworking(boo!)Wecalltheproblemsintheseprograms"bugs,"anditwillbeyourjobto"debug"them.

ACTIVITYMaze:DebuggingAsyourstudentsworkthroughthepuzzles,observehowtheysearchforbugs.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PlantingbugsHavestudentsgobackthroughpreviouslevels,purposefullyaddingbugstotheirsolutions.Theycanthenaskotherstudentstodebugtheirwork.Thiscanalsobedonewithpaperpuzzles.

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Real-LifeAlgorithms:PlantaSeedLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWInthislesson,studentswillrelatetheconceptofalgorithmsbacktoeverydayreal-lifeactivitiesbyplantinganactualseed.Thegoalhereistostartbuildingtheskillstotranslatereal-worldsituationstoonlinescenariosandviceversa.

1)Review2)Vocabulary3)WhatWeDoDaily

Activity:Real-LifeAlgorithms-20minutes4)Real-LifeAlgorithms:PlantaSeed

Wrap-up-5minutes5)FlashChat-Whatdidwelearn?

Assessment-15minutes6)DailyAlgorithms

NamevariousactivitiesthatmakeuptheirdayDecomposelargeactivitiesintoaseriesofsmallereventsArrangesequentialeventsintotheirlogicalorder

ComponentsforPlantingSeeds:Container(suchasemptymilkcarton),pottingsoil,seed,waterReal-LifeAlgorithms:PlantaSeedWorksheet

AssessmentWorksheet:DailyAlgorithmsScissorsGlue

FortheTeacherLessonVideoTeacherLessonGuidePrintoneReal-LifeAlgorithms:PlantaSeedWorksheetforeachstudentPrintAssessmentWorksheet:DailyAlgorithmsforeachstudent

2)VocabularyThislessonhasonevocabularywordthatisimportanttoreview:

Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishatask3)WhatWeDoDaily

Askyourstudentswhattheydidtogetreadyforschoolthismorning.

WritetheiranswersontheboardIfpossible,putnumbersnexttotheirresponsestoindicatetheorderthattheyhappen

Ifstudentsgiveresponsesoutoforder,havethemhelpyouputtheminsomekindoflogicalorderPointoutplaceswhereordermattersandplaceswhereitdoesn't

Introducestudentstotheideathatitispossibletocreatealgorithmsforthethingsthatwedoeveryday.Givethemacoupleofexamples,suchasmakingbreakfast,tyingshoes,andbrushingteeth.

Let'strydoingthiswithanewandfunactivity,likeplantingaseed!

ACTIVITY:(20MIN)4)Real-LifeAlgorithms:PlantaSeed

Youcanusealgorithmstohelpdescribethingsthatpeopledoeveryday.Inthisactivity,wewillcreateanalgorithmtohelpeachotherplantaseed.Directions:1. Cutoutthestepsforplantingaseedfromtheprovidedworksheet.2. Worktogethertochoosethesixcorrectstepsfromtheninetotaloptions.3. Gluethesixcorrectsteps,inorder,ontoaseparatepieceofpaper.4. Tradethefinishedalgorithmwithanotherpersonorgroupandletthemuseittoplanttheirseed!

Howmanyofyouwereabletofollowyourclassmates'algorithmstoplantyourseeds?Didtheexerciseleaveanythingout?

Whatwouldyouhaveaddedtomakethealgorithmevenbetter?Whatifthealgorithmhadbeenonlyonestep:"Planttheseed"?

Wouldithavebeeneasierorharder?Whatifitwerefortysteps?

Whatwasyourfavoritepartaboutthatactivity?

ASSESSMENT(15MIN)6)AssessmentWorksheet:DailyAlgorithms

Handouttheworksheettitled"DailyAlgorithms"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.

EXTENDEDLEARNING

LESSONTIP Youknowyourclassroombest.Astheteacher,decideifyoushouldalldothistogether,orifstudentsshouldworkinpairsorsmallgroups.

LESSONTIP Ifdecidingonthecorrectstepsseemstoodifficultforyourstudents,dothatpiecetogetherasaclassbeforeyoubreakupintoteams.

Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.GoFigure

Breaktheclassupintoteams.Haveeachteamcomeupwithseveralstepsthattheycanthinkoftocompleteatask.Gatherteamsbacktogetherintoonebiggroupandhaveoneteamsharetheirsteps,withoutlettinganyoneknowwhattheactivitywasthattheyhadchosen.Allowtherestoftheclasstotrytoguesswhatactivitythealgorithmisfor.

Real-Life AlgorithmsPlant a Seed Worksheet

Revision 140710.1a

You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to help each other plant a seed.

Cut out the steps of planting a seed below, then work together to glue the six the correct steps, in order, onto a separate piece of paper. Trade your finished algorithm with another person or group and let them use it to plant their seed!

Name: Date:

FILL POT WITH SOILPUT GLUE ON SEED POKE HOLE IN SOIL

PUT SEED IN HOLE HUG AN ELEPHANT

COVER SEED WITH SOIL POUR SODA POP IN POTWATER POT

PUT POT IN SUNLIGHT

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7Course1|Lesson7

Bee:SequenceLessontime:30Minutes

LESSONOVERVIEWInthislessonstudentswillhelptheirbeestocollectnectarfromflowersandcreatehoneyinhoneycombs.ThisbuildsontheMazelevelsbyaddingactionblockstothemovementblocksstudentsarealreadyfamiliarwith.

Introduction

Activity:BeeSequenceBee:Sequence

Expressmovementasaseriesofcommands.Ordermovementcommandsassequentialstepsinaprogram.Representanalgorithmasacomputerprogram.Convertawholenumbertotheequivalentquantityofindividualblocks.Distinguishbetweenflowersandhoneycombs.Expresstherelationshipsbetweenflowers,nectar,honeycombs,andhoney.

GETTINGSTARTEDIntroduction

Pollstudentsforpriorknowledgeaboutbees.Beescollectnectarfromflowersandcreatehoneyinhoneycombs.Theycommunicateusingintricatedancesteps,whichissimilartotheinstructionstepsthey'llbeusingtocontroltheirbee.

Inadditiontomoving,you'llalsobeusingsomenewcodetoletyourbeecollectnectarandmakehoney.Whenyouseeaflower,collectnectar.Whenyouseeahoneycomb,makehoney.

ACTIVITYBee:SequencePointouttostudentsthateachflowerandhoneycombhasalittlenumbernexttoit.Thatnumbertellsyouhowmuchnectartocollectorhoneytomake.

Havestudentscounttheirnectarandhoneyblocksoutloud.

8Course1|Lesson8

Artist:SequenceLessontime:30Minutes

LESSONOVERVIEWInthislessonstudentswilltakecontroloftheArtisttocompletesimpledrawingsonthescreen.

Introduction

Activity:ArtistSequenceArtist:Sequence

CreateaprogramtocompleteanimageusingsequentialstepsSelectanargumentforagivencommandChoosetheappropriateblockstodrawimageswithnon-continuouslines

GETTINGSTARTEDIntroductionBrainstormwithstudentswaystotellsomeoneelsehowtodrawapicture:

Howwouldyoudothatwithacomputer?Inthesepuzzlesyouwillbemovingacharacterwholeavesalineeverywhereitgoes.

You'llusethecardinaldirectionstodothis,justlikewe'vebeendoingtomovethebirdandbee.

ACTIVITYArtist:SequenceIfstudentsstruggletousethecorrectnumberofblockstodrawaline,pointoutthateachlinesegmenthasadotonbothends.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.

TheCopyMachineGivestudentstwopiecesofpaper.Ononesheet,drawasimpleimage(rightanglesandstraightlinesonly).Onthesecondsheet,drawinstructionsforrecreatingthatimageusingaseriesofarrows.Tradeinstructionsheetsandattempttorecreatetheimageusingonlytheprovidedinstructions.

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BuildingaFoundationLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWNewandunsolvedproblemsareoftenprettyhard.Ifwewanttohaveanychanceofmakingsomethingcreative,useful,andclever,thenweneedtobewillingtoattackhardproblemsevenifitmeansfailingafewtimesbeforewesucceed.Thislessonteachesthatfailureisnottheendofajourney,butahintforhowtosucceed.

1)Review2)Vocabulary3)Try,TryAgain

Activity:BuildingaFoundation-30minutes4)BuildingaFoundation

OutlinestepstocompleteastructuralengineeringchallengePredictanddiscusspotentialissuesinstructurecreationBuildastructurebasedonteamplanRevisebothplanandstructureuntiltheysatisfychallenge

BuildingElementsGumdropsandToothpicks(approx30eachgroup)orMarshmallowsandPopsicleSticks(approx30eachgroup)orPaperandTape(approx10piecespergroup)

MiniPaperCupforcheckingheight(1pergroup)

Bookfortestingstrength(1pergroup)FortheTeacher

LessonVideoTeacherLessonGuidePrintBuildingaFoundationPacketGatherenoughbuildingelementsforeachgroup

Youdon'thavetogiveanycertainamount;justmakesureyouputsomelimitonmaterials.

Persistence-Sayitwithme:Per-sis-tenceTryingagainandagain,evenwhensomethingisveryhard3)Try,TryAgain

Doeseveryonegeteverythingrightthefirsttime?WhenIwasababylearningtowalk,didIstandupandrunoffonmyfirsttry?

Videoofbabylearningtoscoot,sit,walk.Sometimes,thebestandmostusefulthingstodoarethehardesttolearn.

ItcantakeawhiletolearnhardthingsIfyoudon'tdosomethingwellatfirst,doesitmeanthatyouneverwill?Canyouthinkofsomethingthatwashardatfirst,butthatyoucannowdoprettyeasily?

WalkingTalkingRidingabike

Whenyoufailatdoingsomething,yougetahintatwhatwentwrong.Youjustneedtolookforit.Ifyourbiketipsover,nexttimeyouneedtoworkonbalance.Ifyou'refillingaballoonanditpops,nexttimeyouneedlessair.

Thinkofthemistakesaschancestolearnhowtodosomethingbetternexttime.

ACTIVITIES:(20MIN)4)BuildingaFoundationActivityHaveyoueverstartedonatask,thendiscoveredthatitwasmuchharderthanyouthoughtitwouldbe?Hardtaskscanmakeuswanttogiveup,butifwesticktoourgoalandkeeptrying,thenwejustmightmakesomethingbetterthanwe’veevermadebefore!Inthischallenge,we’llworktoconstructtowersthatarestrongenoughtoholdatextbookforatleast10seconds,usingeverydaymaterials.Rules:

1)Useonlythesuppliesprovidedtobuildatower.2)Thetowercanbeanyshape,butithastobeatleastastallasthepapercup.3)Thetowermustsupporttheweightofabookforafull10seconds.

Directions:1)Dividestudentsintogroupsof3or4.2)Explaintherulesofthechallenge,givenabove.3)Provideeachgroupwithlimitedsuppliesandmakeitknownthattheywillgetnomore.4)Challengetheclasstothinkaheadtotheproblemandplanouttheirmethodofbuildingtheirfirsttower.5)Encouragestudentstobeginbuilding,thenhavethemalertyouwhentheythinkthey’vemetthe

LESSONTIP Herearesomegreatresourcestoprepyourclasswiththeconceptofpersistencebeforeyouturnthemlooseonthisproject:

MouseWantsaCrackerFall7Times,StandUp8NeverEverGiveUpIfYouQuitTooSoon

challengedescribedbytherules.6)Testeachstructure.Isittallerthanthecup?Doesitholdabook?7)Ifnot,havestudentsenteracycleofplanning,fixing,testing,andplanningagainuntilthechallengehasbeenmet.8)Congratulatethestudentsastheysucceedandtakepicturesofthesuccessfultowers(ifpossible)touploadtotheCode.orgsite!

Wereyouproudofwhatyoumade?Doyouthinkyoucouldmakeatowerastallasachairthatcouldholdaperson?

Howmanygumdropsdoyouthinkyouwouldneed?Wasthereatimethatyouthoughtaboutgivingup?

Howdidyougetpastthatfeeling?

"Goingaroundtheearthalongthefullcircumference""Gettinghelpfromalargegroupofpeopletofinishsomethingfaster""Tryingagainandagain,evenwhensomethingisveryhard"

ASSESSMENT(0MIN)7)NoIndividualAssessment

Thefinalassessmentofthislessonistheresultofthepreviousactivity.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TryItAgain!

Trydoingthesameactivitywithdifferentmaterials.

LESSONTIP Theplanningstagecanbedifficultforyoungstudents.Itmaybehelpfulforyoutoplacesomeidea"examples"atthefrontoftheroom.Donotannouncethattheyarethere.Simplyencouragestudentstotakeawalkiftheygetfrustrated.Trytoencouragestudentstolocatethetipsontheirownifatallpossible.

Building a FoundationLearning Persistence through Challenges

Revision 140902.1a

Directions:

1) Divide students into groups of 3 or 4.

2) Explain the rules of the challenge, provided on the other page.

3) Provide each group with limited supplies and make it known that they will get no more.

4) Challenge the class to think ahead to the problem and plan out their method of building their first tower.

5) Encourage students to begin building, then have them alert you when they think they’ve met the challenge described by the rules.

6) Test each structure. Is it taller than the cup? Does it hold a book?

7) If not, have students enter a cycle of planning, fixing, testing, and planning again until the challenge has been met.

8) Congratulate the students as they succeed and take pictures of the suc-cessful towers (if possible) to upload to the Code.org site!

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10Course1|Lesson10

Artist:ShapesLessontime:30Minutes

LESSONOVERVIEWReturningtotheArtist,thepuzzlesinthisstagearefocusedondrawing,combining,anddividingsquaresandrectangles.

Introduction

Activity:ArtistShapesArtist:Shapes

CreateaprogramtodrawashapeusingsequentialstepsExplainthedifferencebetweensquaresandrectanglesandsupportitwithevidenceconsistingofthecommandsusedtodrawthedifferentshapesComparethepositionsofdifferentobjectsusing"above,""below,""nextto"CorrectlyidentifyshapesregardlessoftheiroverallsizeCompareandcontrastsquaresandrectanglesbytheirnumberofsidesandsidelengths

GETTINGSTARTEDIntroductionBeforebeginningthislesson,studentsshouldhaveabasicunderstandingofsquaresandrectangles.

Howdoyoumakeasquare?Arectangle?Whathappenswhenyouputtwosquaresnexttoeachother?

ACTIVITYArtist:ShapesIfstudentsstruggletousethecorrectnumberofblockstodrawaline,pointoutthateachlinesegmenthasadotonbothends.

EXTENDEDLEARNING 57

Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TheCopyMachine

GivestudentstwopiecesofpaperOnonesheethavethestudentsdrawasimpleimage(rightanglesandstraightlinesonly)OnthesecondsheetdrawinstructionsforrecreatingthatimageusingaseriesofarrowsTradeinstructionsheetsandattempttorecreatetheimageusingonlytheprovidedinstructions.

11Course1|Lesson11

SpellingBeeLessontime:30Minutes

LESSONOVERVIEWPartpuzzle,partwordsearch,theSpellingBeeasksstudentstoprogramabeetofindcommonwordsinagrid.

Introduction

Activity:SpellingBeeSpellingBee

Arrangesequentialmovementcommandstosearchforandidentifytargetwordswithinagridofletters.Practicespellingage-appropriatewords

Studentsshouldbeabletoreadandidentifythefollowingwordsforthisactivity:NorthSouthEastWestJumpCodeDebugAboveBelowStoryMoveSquare

ACTIVITYSpellingBeeVeryyoungstudentsorstrugglingreadersmayneedaditionalsupportfindingthewords-usingmanipulatives

(likeScrabbletiles)canhelpstudentsseewhatwordslooklikeindifferentdirections.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.VocabHopScotchUsingclassvocabwords,createafloor-sizedwordsearch.Thewholeclasscanthen"program"astudent,orteacher,tospelloutwordsbycreatingsequencesofcardinaldirections.

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GettingLoopyLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWLoopsareahandywayofdescribingactionsthatrepeatacertainnumbersoftimes.Inthislesson,studentswillpracticeconvertingsetsofactionsintoasingleloop.

1)Review2)Vocabulary3)RepeatAfterMe

Activity:Loops-15minutes4)GettingLoopy

Assessment-10minutes6)GettingLoopyAssessment

RepeatactionsinitiatedbytheinstructorTranslateapictureprogramintoalive-actiondanceConvertaseriesofmultipleactionsintoasingleloop

OpenSpaceforDancing/MovingAssessmentWorksheet:GettingLoopyAssessmentPens/Pencils/Markers

FortheTeacherLessonVideo

TeacherLessonGuidePrintoneGettingLoopyActivityWorksheetfortheclassPrintAssessmentWorksheet:GettingLoopyAssessmentforeachstudent

2)VocabularyThislessonhasonenewandimportantvocabularyword:

Loop-Sayitwithme:LoopTheactionofdoingsomethingoverandoveragain3)RepeatAfterMe

AskforavolunteerandhavethemstandInstructyourvolunteertowalkaroundthetable(ortheirchair,orafriend)Whentheyfinish,instructthemtodoitagain,usingtheexactsamewordsyoudidbeforeWhentheyfinish,instructagainThenagain

Wouldithavebeeneasierformetojustaskyoutogoaroundthetablefourtimes?WhatifIwantedyoutodoittentimes?

IfIwantyoutorepeatanaction10times,that'scalled"looping."WhenIknowinadvancethatIwantyoutodosomethingacertainnumberoftimes,it'seasierforbothofusifIjustaskyouto"Repeatitthatmanytimes."Canyouthinkofsomeotherthingsthatwecouldloop?

ACTIVITY:( 1 5MIN)4)GettingLoopyToday,we'regoingtohaveadanceparty!Sometimes,whenyouknowthatyouwillbedoingsomethingoverandover,itishelpfultoknowhowmanytimesitneedstobedonebeforeyoubegin.Thatway,youcankeeptrackofhowmanyactionsyouhaveleftasyougo.Example:

Ifyourmomwantedyoutoplayherfavoritesongoverandover,shewouldn’tsay:“Pleaseplaymysong,playmysong,playmysong,playmysong.”

Shewouldmostlikelysay:“Pleaseplaymysongfourtimes.”

Directions:1. LookatthedancemovesprovidedontheGettingLoopyWorksheet.

LESSONTIP Lookingforsomegoodmusic?Herearesomegreatplacestofindsome:RadioDisney

NickRadioKidzBopRadio

Pleasebeadvisedthatsomeofthesestationsmaydisplayadswiththird-partycontent.Ifyoufindthatdisplayedadsareinappropriate,youmaywanttodirectstudentstoadifferentsite,orresearchad-blockersthatcanpreventthiscontent.

2. Showtheclasswhattheentiredancelookslikedoneatfull-speed.3. Runthroughthedanceslowly,oneinstructionatatime,withtheclass.4. Canyoufindtheloopintheinstructions?

Whatwouldthedancelooklikeifweonlyrepeatedthemainpart2times?Whatifwerepeatedthemainpart4times?

5. Canyoufindanythingelseinthedancethatwecouldusealoopfor?

Doyouthinkitiseasiertoaddmorepicturestothescreenorchangethenumberoftimesweloop?Wouldyouranswerbethesameifwewantedtoloop100times?

Couldweusethesesameloopswithdifferentdancemoves?Doyouknowanydancesthataredoneinsidealoop?Whatwasyourfavoritepartaboutthatactivity?

ASSESSMENT(10MIN)6)AssessmentWorksheet:GettingLoopyAssessment

Handouttheworksheettitled"GettingLoopy"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother

enrichment.SoMoving

Givethestudentspicturesofactionsordancemovesthattheycando.Havestudentsarrangemovesandaddloopstochoreographtheirowndance.

Sharethedanceswiththerestoftheclass.ConnectItBack

FindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!

Getting LoopyUnplugged Loops Activity

Revision 140709.2a

The Iteration

Clap Clap Clap

Behind Head Waist WaistBehind Head

Clap Clap Clap

Left Up Right Up Right UpLeft Up

Belly Laugh

Repeat th

is part

3 times!

Then do this

Looping can save space!

What if we wanted to take The Iteration dance below and make more loops inside? Can you circle the actions that we can group into a loop and cross out the ones that we don’t need anymore? Write a number next to each circle to let us know how many times to repeat the action.

The first line has been done for you.

Revision 140710.1a

Name: Date:

The Iteration

Clap Clap Clap

Belly Laugh

Repeat t

his part

3 times!

Then do this

Unplugged

13Course1|Lesson13

Maze:LoopsLessontime:30Minutes

LESSONOVERVIEWBuildingontheconceptofrepeatinginstructionsfromGettingLoopy,thisstagewillhavestudentsusingloopstomoreefficientlytraversethemaze.

Introduction

Activity:MazeLoopsMaze:Loops

IdentifythebenefitsofusingaloopstructureinsteadofmanualrepetitionCreateaprogramforagiventaskwhichloopsasinglecommandBreakdownalongsequenceofinstructionsintothesmallestrepeatablesequencepossibleCreateaprogramforagiventaskwhichloopsasequenceofcommandsEmployacombinationofsequentialandloopedcommandstoreachtheendofamaze

GETTINGSTARTEDIntroductionReviewwithstudentstheGettingLoopyactivity:

Whatareloops?Whydoweusethem?

ACTIVITYMaze:LoopsAsstudentsworkthroughthepuzzles,seeiftheycanfigureouthowmanyfewerblockstheyusewithaloopvs.notusingaloop.

enrichment.SoMoving

14Course1|Lesson14

Bee:LoopsLessontime:30Minutes

LESSONOVERVIEWInthelaststagestudentsusedloopstorepeatsimplemovements.Nowthey'regoingtoaddtothattheloopingofactionsinordertohelpthebeecollectmorenectarandmakemorehoney.

Introduction

Activity:BeeLoopsBee:Loops

WriteaprogramforagiventaskwhichloopsasinglecommandIdentifywhenaloopcanbeusedtosimplifyarepetitiveactionEmployacombinationofsequentialandloopedcommandstomoveandperformactions

Whatdailyactivitesdoyoudothatcouldbedescribedasaloop?Ifyouwantedsomeonetogiveyou5cookies,howwouldyouaskthemtodoit?

Pushforadetaileddescriptononthisone.HowcanItakeacookieifthecookiejarisclosed?HowcanIreachthecookiejarifI'mnotinthekitchen?

It'sobviouslyfarmoreefficienttodothisactivityasaloop,insteadoflaboriouslygivingalloftheinstructionsforgettingacookie5times.We'regoingtohelpthebeebemoreefficientbyloopingtheinstructionstogetlotsofnectarandmakelotsofhoney.

ACTIVITYBee:LoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother

enrichment.SoMoving

UUNPLUGGED

TheBigEventLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWEventsareagreatwaytoaddvarietytoapre-writtenalgorithm.Sometimesyouwantyourprogramtobeabletorespondtotheuserexactlywhentheuserwantsitto.Thatiswhateventsarefor.

1)Review2)Vocabulary3)ASeriesofEvents

Activity:Events-15minutes4)TheBigEvent

Assessment-10minutes6)TheBigEventAssessment

RepeatcommandsgivenbyaninstructorRecognizeactionsoftheteacherassignalstoinitiatecommandsPracticedifferentiatingpre-definedactionsandevent-drivenones

AssessmentWorksheet:TheBigEventAssessmentPens/Pencils/Markers

FortheTeacherLessonVideoTeacherLessonGuide

PrintoneTheBigEventActivityWorksheetandEventControllerPrintAssessmentWorksheet:TheBigEventAssessmentforeachstudent

Event-Sayitwithme:E-ventAnactionthatcausessomethingtohappen3)ASeriesofEvents

Prepyourclasstoansweraquestion:"I'mgoingtoaskyouaquestion.Iwantyoutoraiseyourhandifyouwantmetocallonyoufortheanswer."Askasimplequestionthatmostofyourstudentsshouldbeabletoanswer,suchas:

HowmanythumbsdoIhave?Whatisbigger,abirdorahorse?

Callonastudentwhohastheirhandraisedandletthemgivetheiranswer.Uponfinishingthatdisplay,asktheclasshowyouknewthatthestudentwantedyoutocallonthem.

Yourclasswilllikelymentiontheraisingofthehand.Explaintoeveryonethatwhenstudentsraisetheirhand,itisan"event"thatcausesyoutoknowthatthey

wanttobecalledon.

Asktheclassiftheycanthinkofanyothereventsthatgivesignals.Youmayneedtoremindthemthatyou'renottalkingaboutaneventlikeabirthdaypartyorafieldtrip.Iftheyhavetrouble,youcanremindthemthataneventisanactionthatcausessomethingtohappen.

Whataboutanalarmclockgoingoff?Whatdoesthatmakehappen?Whataboutpressing"Start"onthemicrowave?Whatdoesthatdo?Whataboutpressingthepowerbuttononyourtvremote?

Today,we'regoingtocreateprogramswithevents.

ACTIVITY:(15MIN)4)TheBigEvent

DoyourememberhelpingtheFlurbsfindfruit?Howaboutmakingmapswhereyouhelpedyourfriendgettothesmileyface?

Inthoseexercises,youknewinadvanceexactlywhereyouwantedyourcharactertoendup,soyoucouldmakeaprogramthattookthemfromstarttofinishwithoutanyinterruptions.Inmostrealprograms,wecan'tdothatbecausewewanttohaveoptions,dependingonwhattheuserneeds.

SaythatIonlywantmycharactertomovewhenmyfingerisonthescreenofmyphone.IwouldneedtoprogramthecharactertoonlymovewhenIputmyfingeronthescreenofmyphone.Puttingmyfingeronthescreenwouldthenbecomean"event"thattellsmycharactertomove.

Inearlierlessons,wecreatedalgorithmsthatallowedustocontrolafriendorFlurbforseveralstepsatatime.Itwasfunanduseful,butwhathappenswhenyoudon’tknoweverythingthatyouwantyourfriendtodoinadvance?Thisiswhereeventscomein!

Directions:1. ProjecttheEventControllerontoyourclassroomscreen.

LESSONTIP Ifyourstudentsseemconfused,talkabouttheirfavoritegamesandallofthewaysthattheyletthecharactersknowwhatthey'resupposedtodo.Pointouthowthegamewouldbereallyboringifitranfromstarttofinishwithoutanyeventsrequired.

1. Decidewithyourclasswhateachbuttondoes.Wesuggest:PinkButton->Say“Wooooo!”TealButton->“Yeah!”PurpleDial->“Boom!”

2. Practicetappingthebuttonsontheoverheadandhavingyourclassreact.3. Addsomebuttonsequencesintothemixandhavethestudentstrytokeepupwiththeirsounds.4. Letyourclassknowthateverytimeyoupushabutton,itisan“event”thatletsthemknowwhat

theyareexpectedtodonext.5. Gettheclassstartedonaplannedtaskbeforeinterruptingthemagainwiththebuttons.We

suggest:Countingto10Singing“OldMacDonald”

6. Oncetheirplanisunderway,interjectbuttonpressessporadically.7. Continuetheblenduntiltheyunderstandthedifferencebetweenactionsthatareguidedbya

planandthosethatareeventdriven.

Whydoweneedtobeabletohandleeventsinaprogram?Whataresomeotherkindsofeventsthatyoucanthinkof?

ASSESSMENT(10MIN)6)AssessmentWorksheet:ControllingbyEventsAssessment

Handouttheassessmentactivityandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.OnePerson'sEventisAnotherOne'sReaction

Assigneachstudentaneventtowatchoutfor,andanappropriatereactiontothatevent.Chaintheactionssothateachchild'sreactionbecomesaneventthattriggersthereactionofanotherstudent.Keepassigninguntileveryonehassomethingtodoandeveryonemakessomeonereact.

EventopaloozaBreaktheclassupintogroups.UsingtheEventsController,assigneachgroupadifferentreactiontothesamebutton.Dothisforallthreebuttons,thenwatchthechaos!

The Big Event Event Controller

Revision 140709.1a

You’ve been given a magical controller that changes the picture on the frame on your desk.

Take a look below to see what each button does. Can you figure out which series of button events will cause your frame to show the pictures on the right? Draw a line from each set of pictures to the button combination that causes it. The first one has been done for you.

The Big EventControlling by Events Assessment

Revision 160511 . 1a

Name: Date:

Unplugged

16Course1|Lesson16

PlayLab:CreateaStoryLessontime:30Minutes

LESSONOVERVIEWInthisculminatingpluggedactivity,studentswillhavetheopportunitytoapplyallofthecodingskillsthey'velearnedtocreateananimatedstory.It'stimetogetcreativeandcreateastoryinthePlayLab!

Introduction

Activity:PlayLabCreateaStoryPlayLab:CreateaStory

IdentifyactionsthatcorrelatetoinputeventsCreateananimated,interactivestoryusingsequence,loops,andevent-handlersShareacreativeartifactwithotherstudents

ReviewTheBigEventactivitywithstudents:Whatdidwe"program"thebuttonclickeventstodo?

Nowwe'regoingtoaddeventstoourcoding,Specifically,we'regoingtohaveaneventforwhentwocharacterstoucheachother.

Invideogameprogrammingwecallthiskindofeventcollisiondetection;itletsusdecidewhattodowhenonethingcollideswith,ortouches,another.Whatkindsofcollisioneventshaveyouseeningames?

LESSONTIP Studentswillhavetheopportunitytosharetheirfinalproductwithalink.Thisisagreatopportunitytoshowyourschoolcommunitythegreatthingsyourstudentsaredoing.Collectallofthelinksandkeepthemonyourclasswebsiteforalltosee!

ACTIVITYPlayLab:CreateaStoryThisisthemostfree-formpluggedactivityofthecourse.Atthefinalstagestudentshavethefreedomtocreateastoryoftheirown.Youmaywanttoprovidestructuredguidelinesaroundwhatkindofstorytowrite,partiularlyforstudentswhoareoverwhelmedbytoomanyoptions.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourstory,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.

Postlinkstocompletedstoriesonlineorontheboard.Makeastoryofyourowntoshareaswell!

Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthestory.Discussasagroupthedifferentwaysyourclassmatescodedtheirstories.

Whatsuprisedyou?Whatwouldyouliketotry?

Choosesomeoneelse'sstoryandbuildonit.(Don'tworry,theoriginalstorywillbesafe.)

UUNPLUGGED

GoingPlacesOnlineLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWIncollaborationwithCommonSenseMediaThislessonhelpsstudentslearnthatmanywebsitesaskforinformationthatisprivateanddiscusseshowtoresponsiblyhandlesuchrequests.Studentsalsofindoutthattheycangotoexcitingplacesonline,buttheyneedtofollowcertainrulestoremainsafe.

1)Review2)Vocabulary3)WhereWeGo

Activity:KeepItPrivate-30minutes4)KeepItPrivate

Assessment-5minutes7)KeepItPrivateAssessment

UnderstandthatbeingsafewhentheyvisitwebsitesissimilartostayingsafeinreallifeLearntorecognizewebsitesthatarealrightforthemtovisitRecognizethekindofinformationthatisprivate.UnderstandthattheyshouldnevergiveoutprivateinformationontheInternetLearntocreateeffectiveusernamesthatprotecttheirprivateinformation

Pens,PencilsandPaperKeepItPrivateAssessment

FortheTeacher 81

LessonVideoTeacherLessonGuideDownloadorpreparethe"MyOnlineNeighborhood"videoLiveaccessorprint-offofSecretBuilderssign-uppage

(Click“NewPlayer,”selectanage,andthenselect“I’maGirl”or“I’maBoy.”)PrintoneKeepItPrivateAssessmentforeachstudent

Username-Sayitwithme:Yews-er-naymAnameyoumakeupsothatyoucanseeordothingsonawebsite,sometimescalleda“screenname”3)WhereWeGo

Invitestudentstotalkaboutplacestheyhavevisitedonaclassfieldtrip.Ifstudentshavelimitedexperiencewithfieldtrips,providesomeexamplesofthetypesofplacestheycould

visitasaclass,suchasmuseums,sciencecenters,orzoos.Havestudentschooseaplacetheywouldliketogoonaclassfieldtrip.

Havestudentstakeanimaginaryfieldtriptotheirchosenplace.Narratethepreparationswhilehavingstudentspantomimewhat’shappening–Forexample:putonyourjacket;climbon/offthebus;getyourticketchecked;goinside.

Havestudentsdescribewhattheythinktheymightseeanddooncetheyarrive.Letthestudentssitbackdown,thenask:"Whatdoyouneedtodotostaysafewhenyouvisitnewplaces?"

PlayMyOnlineNeighborhoodvideo.WhatthreerulesdoesJeremiahfollowwhenhegoesplacesonline?

1)Alwaysaskyourparent(orteacher)first2)Onlytalktopeopleyouknow3)Sticktoplacesthatarejustrightforyou

Now,let'sseewhatmorewecandotokeepourselvessafe.

ACTIVITIES:(20MIN)4)KeepItPrivateAccessSecretBuilderssign-uppagelive,orprojectaprint-outontheboardfortheclasstosee.

Invitestudentstogiveexamplesofinformationthattheyshouldkeepprivate.Writedowntheirresponsesontheboardorchartpapersothatyoucanreturntothemlaterinthelesson.

Makesuretheyunderstandthatprivateinformationincludesthefollowing:fullnameageaddresstelephonenumberemailaddress(orparents’emailaddresses)wheretheygotoschoolorafterschoolwheretheirparentswork

Encouragestudentstodiscusswhyitisimportanttokeepthisinformationprivate.Stressthatitisneversafetogiveoutprivateinformationtopeopletheydon’tknow.Studentsshouldalwaysaskaparentorcaregiverbeforetheygiveoutprivateinformationtoanyone.

Referbacktothesign-uppage.Ask"Doyouthinkyoushoulduseyourrealname,orsomethingthatincludesyourrealname,whenyoumakeupausername?"

Guidestudentsthroughthefollowingrulesandtipsforcreatingusernames:Rules:

1)Askaparentorothertrustedadultbeforeyoucreateausername.2)Neverincludeanyprivateinformationinyourusername,suchasyourrealname,age,birthday,thenameofyourschoolorhometown,partsofyouraddressorphonenumber,oremailaddress.3)Avoidusingsymbolsorspaces,astheyareusuallynotallowedinusernames.Tips

1)Includethenameofsomethingthatwillhelpyourememberyourusername,likeyourfavoriteanimal,character,ortoy.Youmighthavetocombinethiswithotherwordsornumbers.2)Iftheusernameyoucreateisalreadytaken,youwillhavetocomeupwithanotherone.3)Writedownyourusernameandpasswordand,withthehelpofaparent,findasafeplacetokeepitincaseyouforgetthem.

Distributepaperandplacestudentsinpairs.Directions:

1)Havestudentsinterviewtheirpartnerusingthefollowingquestions,andwritedowntheirresponses:-Whatisyourfavoritepetoranimal?-WhatisyourfavoriteTVshow,book,ormoviecharacter?-Whatareyourfavoritenumbers?2)Instructstudentstomakeupthreesafeusernamesfortheirpartnerusinginformationfromtheirinterviewresponses.-Theyshouldnotincludetheirpartner’sname,age,school,emailaddress,birthday,oranyotherprivateinformation.3)Invitestudentstoshareoneormoreoftheirusernameswiththeclass.4)Encouragestudentstorespondtooneanother’susernames,confirmingthateachnamefollowstherulestheyhavelearned.

Whatinformationshouldyoualwayskeepprivatewhenyouareusingthecomputer?Whatrulesshouldyoufollowwhenyoumakeupausername?WhatcantheInternetbeusedfor?Whatrulesdowehaveforvisitingplacesonline?

TakethetimetodiscussagainwhatisappropriateinformationtoshareontheInternet,andwhatisnot:

"Travelingatthespeedoflight""Anameyoumakeupsothatyoucanseeordothingsonawebsite,sometimescalleda'screenname'""Adigitalenvironmentthatlooksreal"

ASSESSMENT(5MIN)

LESSONTIP Formorein-depthmodules,youcanfindadditionstothiscurriculumattheCommonSenseMediapageonScopeandSequence.

7 )KeepItPrivateAssessmentHandouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CommonSenseMedia

VisitCommonSenseMediatolearnmoreabouthowyoucankeepyourstudentssafeinthisdigitalage.

Keep It PrivateLearning to be Safe and Responsible AssessmentUnplugged

Revision 140701.1a

Just because you can share something online doesn’t mean that you should!

1) Circle the place you would most like to visit online

2) Can you spot the private information? Mark “X” through the information that you should not share with people you do not know well.

Name: Date:

3) On the back of this paper, draw something that you enjoy and want to share on the Internet.

18Course1|Lesson18

Artist:LoopsLessontime:30Minutes

LESSONOVERVIEWReturningtotheartist,studentslearntodrawmorecompleximagesbyloopingsimplesequencesofinstructions.

Introduction

Activity:Artist:LoopsArtist:Loops

CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDecomposeashapeintoitssmallestrepeatablesequenceCreateaprogramthatdrawscomplexshapesbyrepeatingsimplesequences

Askstudentstonameasmanysimpleshapesaspossible,focusonshapeswithequalsidesandangles.Foreachshape:

Howwouldyouexplaintosomeonehowtodrawthatshape?Howcouldyoudrawthisusingaloop?

ACTIVITYArtist:LoopsIntheArtistlevelsstudentswillnolongerbeconstrainedto90degreeangles.Havingprotractorsavailablecanbehelpstudentsbettervisualizetheanglestheyneed.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.TheCopyMachine

Givestudentstwopiecesofpaper.Ononesheethavethestudentsdrawashapewithequalsidesandangles.Onthesecondsheetdrawinstructionsforrecreatingthatshapeusingloops.Tradeinstructionsheetsandattempttorecreatetheshapeusingonlytheprovidedinstructions.

Canyoupredictwhatshapewillbedrawnjustbyreadingtheinstructions?

Conrse2OVERVIEWStudentscreateprogramswithloops,events,andconditionalsandwritealgorithmsforeverydaytasks.Theywilltranslatetheirnamesintobinary,investigatedifferentproblem-solvingtechniques,anddiscusssocietalimpactsofcomputing.Bytheendofthecurriculum,studentscreateinteractivegamesorstoriestheycanshare.WhilethedescriptionofsomelessonsmaylooksimilartolessonsintheCourse1,thisreviewisimportantforthosewhohavetakenCourse1asmostwillbeatthelowerelementarylevel.Thecomplexityanddepthoftopicsdiscussedarescaffoldedappropriatelytoprovideallstudentsarichandnovelexperience.StudentsstartinginCourse2willbestudentswhocanreadinthelowerandmiddleelementarygrades.LessonSeqnenceOnlinelessonsareinregulartextandunpluggedactivitiesareinboldedtext.

1 GraphPaperProgrammingStudentswriteanalgorithm(asetofinstructions)usingasetofpredefinedcommandstodirecttheirclassmatestoreproduceadrawing.

2 Real-LifeAlgorithmsThislessoncallsoutwaysweusealgorithmsinourdailylives.Thislessonalsofocusesonthebiggerpictureofcomputerscienceandhowalgorithmsplayanessentialpart.

3 Maze:SequenceStudentswriteprograms(algorithmsforthecomputer)thatgetacharacterthroughamaze.They’llunderstandtheimportanceofsequenceintheprogramstheywrite.

4 Artist:Sequence Studentswriteprogramstodrawdifferentlinesandshapes.

5 GettingLoopyThislessonintroducestheprogrammingconceptofloops(repeatedinstructions)throughadanceactivity.Studentswilllearnsimplechoreographyandthenbeinstructedtorepeatit.

6 Maze:Loops StudentwriteprogramsintheMazeenvironmentusingloops.

7 Artist:LoopsStudentswriteprogramstodrawdifferentshapeswhileidentifyingpatternsintheircode.Theylearnabouttheprogrammingconceptofloops(repeatedstatements),whichcanbeusedtomaketheirprogramsmoreefficient.

8 Bee:Loops StudentswriteprogramsusingloopsintheBeeenvironment.

9 RelayprogrammingStudentsrunarelayrace,wheretheydashacrosstheyardtowriteanalgorithmbasedona"GraphPaperProgramming"image.Theycanonlywriteoneinstructionatatimeandifthere'sanerror,theyhavetoeraseeverythingbacktotheerror.

10 Bee:DebuggingStudentsarepresentedwithapre-writtenprogramthatfailstocompletethepuzzle.Studentswillhaveto“debug”orfixthepre-writtenprogram.

11 Artist:DebuggingStudentsarepresentedwithadrawingandapre-writtenprogramthatfailstocreatethatdrawing.Studentswillhaveto“debug”orfixthepre-writtenprogram.

12 ConditionalsTolearnaboutconditionalstatements,studentsplayacardgameandcreateruleslike“IfIdrawaredcard,Igetapoint”and“IfIdrawablackcard,yougetapoint.”

13 Bee:Conditionals StudentswriteprogramsusingconditionalstatementsusingtheBeeenvironment.

14 BinaryBraceletsStudentscreatebraceletsfromapapertemplatethatisabinaryrepresentationsofthefirstletteroftheirname.Studentslearnthatthesamesetofdatacanberepresentedinmorethanoneway.

15 TheBigEventStudentsareintroducedtotheprogrammingconceptof“events,”whichareactionsthatacomputerconstantlymonitorsfor.Theteacherwillpressbuttonsonafakeremote,andstudenthavetoshoutspecificphasesdependingonwhichbuttonispressed.

16 FlappyUsingtheconceptof“Events,”studentswillcreatetheirowngamewitheventslike“Whenthemouseisclicked,makethebirdflap”and“Whenthebirdhitstheground,endthegame.”

17 PlayLab:CreateaStoryStudentsemployallthedifferentprogrammingconceptstheyhavelearnedinthecurriculumthisfartomakeacustomized,interactivestoryorgameoftheirown.

18 YonrDigitalFootprintTeachersintroducetostudentstheideathatputtinginformationaboutthemselvesonlinecreatesadigitalfootprintor“trail”thathasconsequences.

19 Artist:NestedLoops Studentswriteprogramsthatdrawinterestingandbeautifulpatternsusingnestedloops.

UUNPLUGGED

GraphPaperProgrammingLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWBy"programming"oneanothertodrawpictures,studentswillbegintounderstandwhatprogrammingisreallyabout.Theclasswillbeginbyhavingstudentsinstructeachothertocolorsquaresinongraphpaperinanefforttoreproduceanexistingpicture.Ifthere’stime,thelessoncanconcludewithimagesthatthestudentscreatethemselves.

1)Vocabulary2)IntroduceGraphPaperProgramming3)PracticeTogether

Activity:GraphPaperProgramming-20minutes4)Four-by-Fours

Wrap-up-5minutes5)FlashChat:Whatdidwelearn?6)VocabShmocab

Assessment-10minutes7)GraphPaperProgrammingAssessment

UnderstandthedifficultyoftranslatingrealproblemsintoprogramsLearnthatideasmayfeelclearandyetstillbemisinterpretedbyacomputerPracticecommunicatingideasthroughcodesandsymbols

Four-by-FoursActivityWorksheetGraphPaperProgrammingAssessmentSheetsof4x4papergridsforthestudentstouseaspractice(TheseareprovidedaspartoftheFour-by-Fours

ActivityWorksheet,butifyouhavethestudentscreatetheirown,youcanincludeCommonCoreMathstandard2.G.2.)BlankpaperorindexcardsforprogramsMarkers,pens,orpencils

FortheTeacherLessonVideoPrintoutoneFour-by-FoursActivityWorksheetforeachgroupPrintoneGraphPaperProgrammingAssessmentforeachstudentSupplyeachgroupwithseveraldrawinggrids,paper,andpens/pencils

GETTINGSTARTED(15MIN)1)VocabularyThislessonhastwonewandimportantwords:

Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishataskProgram-Sayitwithme:Pro-gramAnalgorithmthathasbeencodedintosomethingthatcanberunbyamachine

2)IntroduceGraphPaperProgrammingInthisactivity,wearegoingtoguideeachothertowardmakingdrawings,withoutlettingtheotherpeopleinourgroupseetheoriginalimage.Forthisexercise,wewillusesheetsof4x4graphpaper.Startingattheupperleft-handcorner,we’llguideourteammates’AutomaticRealizationMachine(ARM)withsimpleinstructions.Thoseinstructionsinclude:

MoveOneSquareRightMoveOneSquareLeftMoveOneSquareUpMoveOneSquareDownFill-InSquarewithcolor

Forexample,here’showwewouldwriteanalgorithmtoinstructafriend(whoispretendingtobeadrawingmachine)tocolortheirblankgridsothatitlooksliketheimagebelow:

That’ssimpleenough,butitwouldtakealotofwritingtoprovideinstructionsforasquarelikethis:

Withonelittlesubstitution,wecandothismuchmoreeasily!Insteadofhavingtowriteoutanentirephraseforeachinstruction,wecanusearrows.

Inthisinstance,thearrowsymbolsarethe“program”codeandthewordsarethe“algorithm”piece.Thismeansthatwecouldwritethealgorithm:

“Moveonesquareright,Moveonesquareright,Fill-insquarewithcolor”andthatwouldcorrespondtotheprogram:

Usingarrows,wecanredothecodefromthepreviousimagemuchmoreeasily!

3)PracticeTogetherStartyourclassoffintheworldofprogrammingbydrawingorprojectingtheprovidedkeyontotheboard.

Selectasimpledrawing,suchasthisonetouseasanexample.

Thisisagoodwaytointroduceallofthesymbolsinthekey.Tobegin,fillinthegraphfortheclass--squarebysquare--thenaskthemtohelpdescribewhatyou’vejustdone.First,youcanspeakthealgorithmoutloud,thenyoucanturnyourverbalinstructionsintoaprogram.Asamplealgorithm:

“MoveRight,Fill-InSquare,MoveRight,MoveDownFill-InSquare,MoveLeft,MoveLeft,Fill-InSquareMoveDown,MoveRight,Fill-InSquare,MoveRight”

Someofyourclassmaynoticethatthereisanunnecessarystep,butholdthemoffuntilaftertheprogrammingstage.Walktheclassthroughtranslatingthealgorithmintotheprogram:

Theclassroommaybebuzzingwithsuggestionsbythispoint.Iftheclassgetsthegistoftheexercise,thisisagoodplacetodiscussalternatewaysoffillingoutthesamegrid.Ifthereisstillconfusion,savethatpieceforanotherdayandworkwithanotherexample.

Iftheclasscanshoutoutthealgorithmanddefinethecorrectsymbolstouseforeachstep,they’rereadytomoveon.Dependingonyourclassandtheirage,youcaneithertrydoingamorecomplicatedgridtogetherorskipstraighttohavingthemworkingroupsontheirFour-by-FoursActivityWorksheet.

ACTIVITY:GRAPHPAPERPROGRAMMING(20MIN)4)Four-by-FoursActivityWorksheet1. Dividestudentsintopairs.2. Haveeachpairchooseanimagefromtheworksheet.3. Discussthealgorithmtodrawthatimagewithpartner.4. Convertalgorithmintoaprogramusingsymbols.5. Tradeprogramswithanotherpairanddrawoneanother'simage.6. Chooseanotherimageandgoagain!

LESSONTIP HavetheclassimaginethatyourarmisanAutomaticRealizationMachine(ARM).Theideaof"algorithms"and"programs"willbebroughttolifeevenfurtherifstudentsfeellikethey'reactuallyincontrolofyourmovements.

WRAP-UP(5MIN)5)FlashChat:Whatdidwelearn?Whatdidwelearntoday?Whatifweusedthesamearrows,butreplaced"Fill-InSquare"with"LayBrick"?Whatmightwebeabletodo?Whatelsecouldweprogramifwejustchangedwhatthearrowsmeant?

"Alargetropicalparrotwithaverylongtailandbeautifulfeathers""Alistofstepsthatyoucanfollowtofinishatask""Anincrediblystinkyflowerthatbloomsonlyonceayear"

...andwhatisthewordthatwelearned?Whichoneoftheseisthemostlikea"program"?

*Ashoeboxfullofprettyrocks*Twelvepinkflowersinavase*Sheetmusicforyourfavoritesong

Explainwhyyouchoseyouranswer.

ASSESSMENT(10MIN)7)GraphPaperProgrammingAssessment

EXTENDEDLEARNING 96

Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.BetterandBetter

Haveyourclasstrymakinguptheirownimages.Cantheyfigureouthowtoprogramtheimagesthattheycreate?

ClassChallengeAstheteacher,drawanimageona5x5grid.Cantheclasscodethatupalongwithyou?

Image 1 Image 2 Image 3

Move One

Square Right

Move One

Square Left

Move One

Square UpMove One

Square Down

Fill-In Square

with Color

Graph Paper ProgrammingFour-by-Fours Activity Worksheet

Revision 140830.1a

Choose one of the drawings below to program for a friend. Don’t let them see which one you choose!

Write the program on a piece of paper using arrows. Can they recreate your picture?

Use these symbols to write a program that would draw each image.

Name: Date:

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Graph Paper ProgrammingAssessment Worksheet

Revision 140710.1a

You have just learned how to create algorithms and programs from drawings, and how to draw an image from a program that someone gives to you. During the lesson, you worked with other people to complete your activities. Now you can use the drawings and programs below to practice by yourself.

Use the symbols below to write a program that would draw each image.

Now, read the program below and draw the image that it describes.

Move One

Square Forward

Move One

Square Backward

Move One

Square UpMove One

Square Down

Fill-In Square

with Color

StartHere

Name: Date:

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Step 1 2 3 4 5 6 7 8 9 10

Step 11 12 13 14 15 16 17 18 19 20

Step 1 2 3 4 5 6 7 8 9 10

Step 11 12 13 14 15 16 17 18 19 20

Step 1 2 3 4 5 6 7 8 9 10

Step 11 12 13 14 15 16 17 18 19 20

Step 1 2 3 4 5 6 7 8 9 10

Step 11 12 13 14 15 16 17 18 19 20

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Real-LifeAlgorithms:PaperAirplanesLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWInthislesson,studentswillrelatetheconceptofalgorithmsbacktoeverydayreal-lifeactivitiesbymakingpaperairplanes.Thegoalhereistostartbuildingtheskillstotranslatereal-worldsituationstoonlinescenariosandviceversa.

Activity:Real-LifeAlgorithms-20minutes4)Real-LifeAlgorithms:PaperAirplanes

PaperforfoldingintoairplaneReal-LifeAlgorithmsWorksheet:PaperAirplanes

AssessmentWorksheet:DailyAlgorithmsScissorsGlue

FortheTeacherLessonVideoTeacherLessonGuideReal-LifeAlgorithmsWorksheet:PaperAirplanesPrintAssessmentWorksheet:DailyAlgorithmsforeachstudent

GETTINGSTARTED(15MIN)1)ReviewThisisagreattimetoreviewthelastlessonthatyouwentthroughwithyourclass.Wesuggestyoualternatebetweenaskingquestionsofthewholeclassandhavingstudentstalkabouttheiranswersinsmallgroups.Herearesomequestionsthatyoucanaskinreview:

Askyourstudentswhattheydidtogetreadyforschoolthismorning.

Writetheiranswersontheboard.Ifpossible,putnumbersnexttotheirresponsestoindicatetheorderthattheyhappen.

Ifstudentsgiveresponsesoutoforder,havethemhelpyouputtheminsomekindoflogicalorder.Pointoutplaceswhereordermattersandplaceswhereitdoesn't.

Introducestudentstotheideathatitispossibletocreatealgorithmsforthethingsthatwedoeveryday.Givethemacoupleofexamples,suchasmakingbreakfast,brushingteeth,andplantingaflower.

Let'strydoingthiswithanewandfunactivity,likemakingpaperairplanes!

ACTIVITY:(20MIN)4)Real-LifeAlgorithmWorksheet:PaperAirplanes

Youcanusealgorithmstohelpdescribethingsthatpeopledoeveryday.Inthisactivity,wewillcreateanalgorithmtohelpeachotherfoldapaperairplane.Directions:1. Cutoutthestepsformakingapaperairplaneprovidedworksheet.2. Worktogethertochoosethesixcorrectstepsfromtheninetotaloptions.3. Gluethesixcorrectsteps,inorder,ontoaseparatepieceofpaper.4. Tradethefinishedalgorithmwithanotherpersonorgroupandletthemuseittomaketheirplane!5. Ifyouareconcernedaboutinjurywhenyourstudentsbeginflyingtheirpaperairplanes,we

recommendhavingthembluntthetipoftheplanebyeitherfoldingitinwardorrippingitoffandcoveringtherippededgeswithtape.

Howmanyofyouwereabletofollowyourclassmates'algorithmstomakeyourairplanes?Didtheexerciseleaveanythingout?

Whatwouldyouhaveaddedtomakethealgorithmevenbetter?Whatifthealgorithmhadbeenonlyonestep:"FoldaPaperAirplane"?

Handouttheworksheettitled"DailyAlgorithms"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.

LESSONTIP Youknowyourclassroombest.Astheteacher,decideifstudentsshoulddothisindividuallyorifstudentsshouldworkinpairsorsmallgroups.

LESSONTIP Ifdecidingonthecorrectstepsseemstoodifficultforyourstudents,dothatpiecetogetherasaclassbeforeyoubreakupintoteams.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.GoFigure

Real-Life AlgorithmsPaper Airplane Worksheet

Revision 140710.1a

You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to help each other make paper airplanes.

Cut out the steps of making an airplane below. Glue the six the correct steps, in order, onto a separate piece of paper. Trade your finished algorithm with another person or group and let them use it to make an actual flying model paper plane!

Name: Date:

RIP CORNER OFF

PAPERFOLD TOP CORNERS

TO CENTER

FOLD CORNER SIDES

TO CENTER

CREASE PAPER

DOWN THE CENTERCRUMBLE PAPER

FOLD PAPER

IN HALF AGAIN PULL SIDES DOWNTOSS FINISHED PLANE

CUT CENTER OUT OF

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UDaily Algorithms

Assessment Worksheet

Revision 140710.1a

An algorithm is a list of instructions for accomplishing a task. We follow algorithms everyday when it comes to activities like making the bed, making breakfast, or even getting dressed in the morning.

These images are not in order. First, describe what is happening in each picture on

the line to its left, then match the action to its order in the algorithm. The first one

has been done for you as an example.

Sometimes you can have more than one algorithm for the same activity. The order

of some of these steps can be changed without changing the final product. Use the

letters on the images below to create two algorithms for making a paper airplane.

ALGORITHM 1:

Name: Date:

ALGORITHM 2:

Step 1

Step 2

Step 3

Step 4

Teeth are clean!

A B C D E F G H

3Course2|Lesson3

Maze:SequenceLessontime:30Minutes

LESSONOVERVIEWInthisseriesofpuzzlesstudentswillbuildontheunderstandingofalgorithmslearnedintheGraphPaperProgrammingandReal-LifeAlgorithmsUnpluggedactivities.FeaturingcharactersfromthegameAngryBirds,studentswilldevelopsequentialalgorithmstomoveabirdfromonesideofthemazetothepigattheotherside.Todothistheywillstackblockstogetherinalinearsequencetomovestraightorturnleftandright.

Introduction

Activity:Maze:SequenceMaze:Sequence

LESSONOBJECTIVESStudentswill:ExpressmovementasaseriesofcommandsOrdermovementcommandsassequentialstepsinaprogramRepresentanalgorithmasacomputerprogramCountthenumberoftimesanactionshouldbeexecutedandrepresentitasinstructionsinaprogramRecallandapplytherulesofpairprogrammingUsepairprogrammingtocompletecollaborativetaskswithorwithoutacomputerIdentifysituationswhentherulesofpairprogrammingarenotfollowed

GETTINGSTARTEDIntroductionAskyourstudentsiftheyarefamiliarwiththegameAngryBirds.ExplainthattheywillbewritingprogramstohelpanAngryBirdlocateaPig.Gettingthebirdtothepigwillrequireputtingyourdirectionsinaveryspecificorderorsequence.Canyousolvethepuzzlesusingthefewestblockspossible?

LESSONTIP Somestudentsmaystrugglewithturningtheirbirdinthecorrectdirection,particularlywhenthebirdisn'tfacingup.Remindstudentsthatwhenwesayturnleftorright,we'retalkingaboutitfromthebird'spointofview.

ACTIVITYMaze:SequenceAsyourstudentsworkthroughthepuzzles,observehowtheyplanthepathforthebird.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Youmaywanttogothroughafewpuzzlesontheprojector.Whiledoingthisyoucanaskonestudenttotracethepathonthescreenwhileanotherwritesthedirectionsonawhiteboard.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwnInsmallgroups,letstudentsdesigntheirownmazesandchallengeeachothertowriteprogramstosolvethem.Foraddedfun,makelife-sizemazeswithstudentsasthepigandbird.

4Course2|Lesson4

Artist:SequenceLessontime:30Minutes

LESSONOVERVIEWInthislessonstudentswilltakecontroloftheArtisttocompletesimpledrawingsonthescreen.

Introduction

Activity:Artist:SequenceArtist:Sequence

CreateaprogramtocompleteanimageusingsequentialstepsSelectanargumentforagivencommandDifferentiatebetweendefiningandnon-definingattributesoftriangles,squares,andrectanglesDrawtriangles,squares,andrectanglestoreflectdefiningattributesExplainthedifferencebetweensquaresandrectanglesandsupportitwithevidenceconsistingofthecommandsusedtodrawthedifferentshapesCompareandcontrastsquaresandrectanglesbytheirnumberofsidesandsidelengthsComposetwo-dimensionalshapes(rectangles,squares,trapezoids,triangles)tocreateacompositeshape,suchastwosquarestocomposearectangleandtworectanglestocomposeasquareComposenewshapesfromcompositeshapesDrawpartitionsintoarectangleanddescribethepartitionsusingthewordshalves,fourths,quarters,halfof,fourthof,andquarterofDescribeawholerectangleastwohalvesorfourquartersExplainthatdecomposingintomoreequalsharescreatessmallershares

GETTINGSTARTEDIntroductionBrainstormwithstudentswaystotellsomeoneelsehowtodrawapicture:

Howwouldyoudothatwithacomputer2Inthesepuzzlesyouwillbemovingacharacterwholeavesalineeverywhereitgoes.

ACTIVITY 110

Artist:SequenceIntheArtistlevelsstudentswillnolongerbeconstrainedto90degreeangles.Havingprotractorsavailablecanbehelpstudentsbettervisualizetheanglestheyneed.

GivestudentstwopiecesofpaperOnonesheetdrawasimpleimage,usingstraightlinesonly.Onthesecondsheetdrawinstructionsforrecreatingthatimagecommandstomovestraightandturnatvariousangles.Tradeinstructionsheetsandattempttorecreatetheimageusingonlytheprovidedinstructions.

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GettingLoopyLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWLoopsareahandywayofdescribingactionsthatrepeatacertainnumberoftimes.Inthislesson,studentswillpracticeconvertingsetsofactionsintoasingleloop.

1)Review2)Vocabulary3)RepeatAfterMe

Activity:Loops-15minutes4)GettingLoopy

Assessment-10minutes6)GettingLoopyAssessment

RepeatactionsinitiatedbytheinstructorTranslateapictureprogramintoalive-actiondanceConvertaseriesofmultipleactionsintoasingleloop

OpenSpaceforDancing/MovingAssessmentWorksheet:GettingLoopyAssessmentPens/Pencils/Markers

FortheTeacherLessonVideo

TeacherLessonGuidePrintoneGettingLoopyActivityWorksheetfortheclassPrintAssessmentWorksheet:GettingLoopyAssessmentforeachstudent

Loop-Sayitwithme:LoopTheactionofdoingsomethingoverandoveragain3)RepeatAfterMe

Askforavolunteerandhavethemstand.Instructyourvolunteertowalkaroundthetable(ortheirchair,orafriend).Whentheyfinish,instructthemtodoitagain,usingtheexactsamewordsyoudidbefore.Whentheyfinish,instructagain.Thenagain.

Wouldithavebeeneasierformetojustaskyoutogoaroundthetablefourtimes?WhatifIwantedyoutodoittentimes?

IfIwantyoutorepeatanaction10times,that'scalled"looping."WhenIknowinadvancethatIwantyoutodosomethingacertainnumberoftimes,it'seasierforbothofusifIjustaskyouto"Repeatitthatmanytimes."Canyouthinkofsomeotherthingsthatwecouldloop?

ACTIVITY:(15MIN)4)GettingLoopyToday,we'regoingtohaveadanceparty!Sometimes,whenyouknowthatyouwillbedoingsomethingoverandover,itishelpfultoknowhowmanytimesitneedstobedonebeforeyoubegin.Thatway,youcankeeptrackofhowmanyactionsyouhaveleftasyougo.Example:

Ifyourmomwantedyoutoplayherfavoritesongoverandover,shewouldn’tsay:“Pleaseplaymysong,playmysong,playmysong,playmysong.”

Shewouldmostlikelysay:“Pleaseplaymysongfourtimes.”

Directions:1. LookatthedancemovesprovidedontheGettingLoopyWorksheet.

LESSONTIP Lookingforsomegoodmusic?Herearesomegreatplacestofindsome:RadioDisney

NickRadioKidzBopRadio

Pleasebeadvisedthatsomeofthesestationsmaydisplayadswiththird-partycontent.Ifyoufindthatdisplayedadsareinappropriate,youmaywanttodirectstudentstoadifferentsite,orresearchad-blockersthatcanpreventthiscontent.

2. Showtheclasswhattheentiredancelookslikedoneatfull-speed.3. Runthroughthedanceslowly,oneinstructionatatime,withtheclass.4. Canyoufindtheloopintheinstructions?

Whatwouldthedancelooklikeifweonlyrepeatedthemainpart2times?Whatifwerepeatedthemainpart4times?

5. Canyoufindanythingelseinthedancethatwecouldusealoopfor?

Doyouthinkitiseasiertoaddmorepicturestothescreenorchangethenumberoftimesweloop?Wouldyouranswerbethesameifwewantedtoloop100times?

Couldweusethesesameloopswithdifferentdancemoves?Doyouknowanydancesthataredoneinsidealoop?Whatwasyourfavoritepartaboutthatactivity?

ASSESSMENT(10MIN)6)AssessmentWorksheet:GettingLoopyAssessment

Handouttheworksheettitled"GettingLoopy"andallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.

enrichment.SoMoving

Revision 140709.2a

Sometimes, when you know that you will be doing something over and over, it is helpful to know how many times it needs to be done before you begin. That way, you can keep track of how many actions you have left as you go.

Example:

If your mom wanted you to play her favorite song over and over, she wouldn’t say:

“Please play my song, play my song, play my song, play my song.”

She would most likely say:

“Please play my song four times.”

We are going to practice using loops to explain how many times we should perform an action while we learn a new dance!

Come on everybody, let’s do The Iteration!

Name: Date:

New Word!

Say it with me: Loop

The action of doing something over and over again.

When you repeat something multiple times, like clapping

your hands, you are perfoming a loop of that action.

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Revision 140709.2a

The Iteration

Clap Clap Clap

Belly Laugh

Repeat th

is part

3 times!

Then do this

Looping can save space!

What if we wanted to take The Iteration dance below and make more loops inside? Can you circle the actions that we can group into a loop and cross out the ones that we don’t need anymore? Write a number next to each circle to let us know how many times to repeat the action.

The first line has been done for you.

Revision 140709.1a

Name: Date:

The Iteration

Clap Clap Clap

Belly Laugh

Repeat t

his part

3 times!

Then do this

Unplugged

6Course2|Lesson6

Maze:LoopsLessontime:30Minutes

LESSONOVERVIEWBuildingontheconceptofrepeatinginstructionsfromGettingLoopy,thisstagewillhavestudentsusingloopstomoreeffecientlytraversethemaze.

Introduction

Activity:Maze:LoopsMaze:Loops

LESSONOBJECTIVESStudentswill:IdentifythebenefitsofusingaloopstructureinsteadofmanualrepetitionCreateaprogramforagiventaskwhichloopsasinglecommandBreakdownalongsequenceofinstructionsintothesmallestrepeatablesequencepossibleCreateaprogramforagiventaskwhichloopsasequenceofcommandsEmployacombinationofsequentialandloopedcommandstoreachtheendofamaze

GETTINGSTARTEDIntroductionReviewwithstudentstheGettingLoopyactivity:Whatareloops?Whydoweusethem?

ACTIVITYMaze:LoopsAsstudentsworkthroughthepuzzles,seeiftheycanfigureouthowmanyfewerblockstheyusewithaloopvs.notusingaloop.

enrichment.SoMovingGivethestudentspicturesofactionsordancemovesthattheycando.Havestudentsarrangemovesandaddloopstochoreographtheirowndance.

Sharethedanceswiththerestoftheclass.ConnectItBackFindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!

7Course2|Lesson7

Artist:LoopsLessontime:30Minutes

LESSONOVERVIEWReturningtotheartist,studentslearntodrawmorecompleximagesbyloopingsimplesequencesofinstructions.

Introduction

Activity:Artist:LoopsArtist:Loops

CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDecomposeashapeintoitssmallestrepeatablesequenceCreateaprogramthatdrawscomplexshapesbyrepeatingsimplesequences

Askstudentstonameasmanysimpleshapesaspossible,focusonshapeswithequalsidesandangles.Foreachshape:

Howwouldyouexplaintosomeonehowtodrawthatshape?Howcouldyoudrawthisusingaloop?

ACTIVITYArtist:LoopsIntheArtistlevelsstudentswillnolongerbeconstrainedto90degreeangles.Havingprotractorsavailablecanbehelpstudentsbettervisualizetheanglestheyneed.

Givestudentstwopiecesofpaper.Ononesheethavethestudentsdrawashapewithequalsidesandangles.Onthesecondsheetdrawinstructionsforrecreatingthatshapeusingloops.Tradeinstructionsheetsandattempttorecreatetheshapeusingonlytheprovidedinstructions.

Canyoupredictwhatshapewillbedrawnjustbyreadingtheinstructions?

8Course2|Lesson8

Bee:LoopsLessontime:30Minutes

LESSONOVERVIEWInthelaststagestudentsusedloopstorepeatsimplemovements.Nowthey'regoingtoaddtothattheloopingofactionsinordertohelpthebeecollectmorenectarandmakemorehoney.

Introduction

Activity:Bee:LoopsBee:Loops

WriteaprogramforagiventaskwhichloopsasinglecommandIdentifywhenaloopcanbeusedtosimplifyarepetitiveactionEmployacombinationofsequentialandloopedcommandstomoveandperformactions

GETTINGSTARTEDIntroductionAtthispoint,studentshaveusedloopsincontextofboththeMazeandtheArtistlevels.Bothofthosestagesfocusedonloopingmovementinstructions.

Whataresomeotherelementsofourprogramsthatcouldbenefitfromloops?HowdoyouthinkwecoulduseloopstomaketheBeeprogramsmoreefficient?

ACTIVITYBee:LoopsWhenstudentsareusingloopstorepeatanaction(suchasgettingnectar),encouragethemtothinkaboutthemovementsbeforeandafterthataction.Couldthosebebroughtintotheloopaswell?

SoMovingGivethestudentspicturesofactionsordancemovesthattheycando.

Havestudentsarrangemovesandaddloopstochoreographtheirowndance.Sharethedanceswiththerestoftheclass.

ConnectItBackFindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?Trythesamethingwithsongs!

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RelayProgrammingLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWThisactivitywillbeginwithashortreviewofGraphPaperProgramming,thenwillquicklymovetoaraceagainsttheclock,asstudentsbreakintoteamsandworktogethertocreateaprogram,oneinstructionatatime.

1)Review2)Vocabulary3)RefreshGraphPaperProgramming

Activity:RelayProgramming-20minutes4)RelayProgramming

Wrap-up-10minutes5)FlashChat:Whatdidwelearn?6)VocabShmocab

Assessment-10minutes7)RelayProgrammingAssessment:Debugging

PracticecommunicatingideasthroughcodesandsymbolsUseteamworktocompleteataskVerifytheworkoftheirteammatestoensureasuccessfuloutcome

BlankPaperorIndexCardsforprogramsSheetsof4x4papergridsforthestudentstouseaspractice(TheseareprovidedaspartoftheRelayProgrammingActivityPacket,butifyouhavethestudentscreatetheirown,youcanincludeCommonCoreMathstandard2.G.2.)Markers,pens,orpencils

RelayProgrammingAssessmentFortheTeacher

LessonVideoLocateawideopenspaceforthisactivity,suchasthegymoroutdoorfieldPrintoutoneRelayProgrammingActivityPacketforeachgroupPrintoneRelayProgrammingAssessmentforeachstudentSupplyeachgroupwithplentyofpaperandpens/pencils

Debugging-Sayitwithme:De-bugg-ingFindingandfixingproblemsinyouralgorithmorprogram

3)RefreshGraphPaperProgramming

Recallthatin"GraphPaperProgramming"weguidedourteammates'AutomaticRealizationMachine(ARM)usingarrows.TakeamomenttodoarefresherGraphPaperProgrammingimage--eitheronethatyouhavealreadycoveredoranentirelynewone.Wearegoingtodothesamekindofthingtoday,butinsteadofcontrollingeachother,wearegoingtoworktogethertocreateaprogramonesymbolatatime.

ACTIVITY:RELAYPROGRAMMING(20MIN)4)RelayProgrammingThepracticelessonwaseasyenough;let'saddsomeaction!We'regoingtodothesametypeofthing(createaprogramdescribinganimage)butnowwe'regoingtodoitinrelayteams,onesymbolatatime.Therulesofthisgamearesimple:1. Dividestudentsintogroupsof3-5.2. Haveeachgroupqueueuprelay-style.3. Placeanidenticalimageattheothersideoftheroom/gym/fieldfromeachteam.4. Havethefirststudentinlinedashovertotheimage,reviewit,andwritedownthefirstsymbolintheprogram

toreproducethatimage.5. Thefirststudentthenrunsbackandtagsthenextpersoninline,thengoestothebackofthequeue.6. Thenextpersoninlinedashestotheimage,reviewstheimage,reviewstheprogramthathasalreadybeen

written,theneitherdebugstheprogrambycrossingoutanincorrectsymbol,oraddsanewone.7. Thatstudentthendashesbacktotagthenextperson,andtheprocesscontinuesuntilonegrouphas

finishedtheirprogram.8. Firstgrouptofinishisthewinner!

Playthroughthisseveraltimes,withimagesofincreasingdifficulty.

Whatdidwelearntoday?Whatifwewereeachabletodofivearrowsatatime?

Howimportantwoulditbetodebugourownworkandtheworkoftheprogrammerbeforeus?Howaboutwith10arrows?10,000?Woulditbemoreorlessimportant?

Isiteasierorhardertohavemultiplepeopleworkingonthesameprogram?Doyouthinkpeoplemakemoreorfewermistakeswhenthey'reinahurry?Ifyoufindamistake,doyouhavetothrowouttheentireprogramandstartover?

6)VocabShmocabYoucanchoosetodotheseasaclass,orhavethestudentsdiscusswithanelbowpartnerandshare.

CLARIFICATIONS Herearesomeclarificationsthatneedtobesharedfromtimetotime:Onlyonepersonfromeachgroupcanbeattheimageatonetime.Itisokaytodiscussalgorithmswiththerestofthegroupinline,evenuptothepointofplanningwhoisgoingtowritewhatwhentheygettotheimage.Whenastudentdebugsaprogrambycrossingoutanincorrectinstruction,theymustalsocrossouttherestoftheprogramafterthat.Thiscountsastheirentireturn.Thenextplayerisallowedtocontinuefromthelastcorrectinstruction.

Whichoneofthesedefinitionsdidwelearnawordfortoday?"Toruborscrapeoutlettersorcharacters""Doingsomethingrepeatedlyinasimilarway""Findingandfixingproblemsinyouralgorithmorprogram"

...andwhatisthewordthatwelearned?Whichofthesethingscouldyoudebug?

*Thewronganswertoamathproblem*Atunafishsandwich*Twobasketsofpinecones

Explainwhyyouchoseyouranswer.

ASSESSMENT(10MIN)7)RelayProgrammingAssessment:Debugging

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.Passthepaper

Ifyoudon'thavethetimeorroomforarelay,youcanhavestudentspassthepaperaroundtheirdeskgrouping,eachwritingonearrowbeforetheymovethepaperalong.

FillIt,MoveItAstheteacher,drawanimagewithasmanyfilledsquaresaschildrenineachgroup.Havethestudentswriteasmanyarrowsintheprogramasittakestogettoafilled-insquare(includingactuallyfillingthatsquarein)beforepassingtothenextperson.

DebuggingTogetherAstheteacher,drawanimageontheboard.Haveeachstudentcreateaprogramfortheimage.Askstudentstotradewiththeirelbowpartneranddebugeachother'scode.

Circlethefirstincorrectstep,thenpassitback.Givethestudentsanotherchancetoreviewanddebugtheirownwork.Askforavolunteertosharetheirprogram.

Howmanystudentshadthesameprogram?Anyonehavesomethingdifferent?

Relay ProgrammingRelay Image 1

Revision 140710.1a

Name: Date:

DebuggingAssessment Worksheet

Revision 140830.1a

Sometimes when you are coding in groups, someone will make an error that will affect everyone.

Somebody has already written programs for the images below, but each one has a mistake! Figure out what the programs are supposed to look like, and circle the error in each one. Then, draw the correct symbol in the box beneath.

Each program should use the symbols below to draw the image to its left.

Move One

Square Right

Move One

Square Left

Move One

Square UpMove One

Square Down

Fill-In Square

with Color

StartHere

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10Course2|Lesson10

Bee:DebuggingLessontime:30Minutes

LESSONOVERVIEWDebuggingisanessentialelementoflearningtoprogram.Inthislesson,studentswillencounterpuzzlesthathavebeensolvedincorrectly.Theywillneedtostepthroughtheexistingcodetoidentifyerrors,includingincorrectloops,missingblocks,extrablocks,andmisorderedblocks.

Introduction

Activity:Bee:DebuggingBee:Debugging

LESSONOBJECTIVESStudentswill:PredictwhereaprogramwillfailModifyanexistingprogramtosolveerrorsIdentifyanalgorithmthatisunsuccessfulwhenthestepsareoutoforderReflectonthedebuggingprocessinanage-appropriateway

GETTINGSTARTEDIntroductionAskstudentstothinkaboutproblemstheyhavetosolveineverydaylife.Howdoyoufixsomethingthatisn'tworking?Doyoufollowaspecificseriesofsteps?Thepuzzlesinthisunithavealreadybeensolvedforyou(yay!),buttheydon'tseemtobeworking(boo!)Wecalltheproblemsintheseprograms"bugs,"anditwillbeyourjobto"debug"them.

ACTIVITYBee:DebuggingAsyourstudentsworkthroughthepuzzles,observehowtheysearchforbugs.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Havestudentsfollowthepathdescribedbythecodewiththeirfingerstofindpotentialbugs.

11Course2|Lesson11

Artist:DebuggingLessontime:30Minutes

LESSONOVERVIEWInthisstage,studentswillcontinuepracticingtheirdebuggingskillsbyhelpingtheArtisttofixpicturesthataren'tcomingoutquiteright.

Introduction

Activity:Artist:DebuggingArtist:Debugging

PredictwhereaprogramwillfailModifyanexistingprogramtosolveerrorsIdentifyanalgorithmthatisunsuccessfulwhenthestepsareoutoforderReflectonthedebuggingprocessinanage-appropriateway

GETTINGSTARTEDIntroductionBynowstudentsshouldbeprettycomfortabledigginginandfindingbugs.Thisisagreattimetobringtheclasstogethertosharedebuggingtacticsanddifficulties.

Whatkindsofbugsareeasiestforyoutosee?Why?Whichbugswerethehardesttofind?Howdidyoueventuallyfixthem?What'sthefirstthingyoulookforinabuggyprogram?

ACTIVITYArtist:DebuggingSomestudentsareaversetorunningaprogramuntilthey'vefixedit.Sometimestheeasiestwaytofigureoutwhat'swrongwithaprogramistowatchitfail,sothere'snothingwrongwithrunningaprogrambeforewe'vefinishedfixingit.Theonlytimewecareiftheygotitrightthefirsttimeisontheassessmentlevels.

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Co�ditionalswithCardsLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWWedon’talwaysknowaheadoftimewhatthingswillbelikewhenwerunourcomputerprograms.Differentusershavedifferentneeds,andsometimesyouwillwanttodosomethingbasedoffofoneuser'sneedthatyoudon’twanttodowithsomeoneelse.Thatiswhereconditionalscomein.Thislessondemonstrateshowconditionalscanbeusedtotailoraprogramtospecificinformation.

1)Review2)Vocabulary3)OnOneCondition

Activity:ConditionalswithCards-30minutes4)ConditionalswithCards

Assessment-5minutes7)ConditionalswithCardsAssessment

Definecircumstanceswhencertainpartsofprogramsshouldrunandwhentheyshouldn'tDeterminewhetheraconditionalismetbasedoncriteriaTraverseaprogramandpredicttheoutcome,givenasetofinput

PlayingCardsPaperforkeepingtrackofhowaprogramreactstoacardPens&PencilsConditionalswithCardsAssessment

FortheTeacherLessonVideoThisTeacherLessonGuideOneSampleProgramfortheclasstolookatPrintoneConditionalswithCardsAssessmentforeachstudent

Conditionals-Sayitwithme:Con-di-shun-ulsStatementsthatonlyrunundercertainconditions3)OnOneCondition

WecanstartthislessonoffrightawayLettheclassknowthatiftheycanbecompletelyquietforthirtyseconds,youwilldosomethinglike:

SinganoperasongGivefivemoreminutesofrecess

orDoahandstandStartcountingrightaway.Ifthestudentssucceed,pointoutrightawaythattheysucceeded,sotheydogetthereward.Otherwise,pointoutthattheywerenotcompletelyquietforafullthirtyseconds,sotheydonotgetthereward.

Asktheclass"Whatwastheconditionofthereward?"TheconditionwasIFyouwerequietfor30seconds

Ifyouwere,theconditionwouldbetrue,andyouwouldgetthereward.Ifyouweren't,theconditionwouldbefalse,sotherewardwoudnotapply.

Canwecomeupwithanotherconditional?Ifyoucanguessmyagecorrectly,theclasscangiveyouapplause.IfIknowananswer,Icanraisemyhand.Whatexamplescanyoucomeupwith?

Sometimes,wewanttohaveanextracondition,incasethe"IF"statementisnottrue.Thisextraconditioniscalledan"ELSE"statementWhenthe"IF"conditionisn'tmet,wecanlookatthe"ELSE"forwhattodo

Example:IFIdrawa7,everybodyclaps.OrELSE,everyonesays"Awwwwwwe."Let'stryit.(Drawacardandseeifyourclassreactsappropriately.)

Asktheclasstoanalyzewhatjusthappened.WhatwastheIF?WhatwastheELSE?Whichconditionwasmet?

Believeitornot,wehaveevenonemoreoption.WhatifIwantedyoutoclapifIdrawa7,orelseifIdrawsomethinglessthansevenyousay"YAY,"orelseyousay"Awwwwwwwe"?

ThisiswhywehavethetermsIf,ElseIf,andElse.IfisthefirstconditionElse-ifgetslookedatonlyifthe"If"isn'ttrue.Elsegetslookedatonlyifnothingbeforeitistrue.

Nowlet'splayagame.

ACTIVITIES:(20MIN)4)ConditionalswithCardsDirections:

1)Createafewprogramswithyourclassthatdependonthingslikeacard'ssuit,color,orvaluetoawardorsubtractpoints.Youcanwritetheprogramasanalgorithm,pseudocode,oractualcode.

Hereisasamplealgorithm:

Hereisasampleofthesameprograminpseudocode: 142

✁)Decidehowyouwanttosplityourclassintoteams.3)Eachteamshouldhaveapileofcards(atleastasmanycardsasteammembers)nearby.4)Putoneofyour“Programs”upontheboardforalltosee.5)Havetheteamstaketurnsdrawingcardsandfollowingtheprogramtoseehowmanypointstheyscoreineachround.6)Playseveraltimeswithseveraldifferentprogramstohelpthestudentsreallyunderstandconditionals.

Oncetheclasshashadsomepractice,youcanencouragestudentstonestconditionalsinsideoneanother:

Hereisthesameprograminpseudocode:

IfyouweregoingtocodethisupinBlocky,whatwouldyouneedtoaddaroundyourconditionalstoletthecoderunmorethanonetime?Whatotherthingsdoyoudoduringthedayundercertainconditions?Ifyouaresupposedtodosomethingwhenthevalueofacardismorethan5,andyoudrawa5,doyoumeetthatcondition?Noticethatconditionsareeither"True"or"False."Thereisnoassessmentofaconditionthatevaluatesto"Banana."Whenyouneedtomeetseveralcombinationsofconditions,wecanusesomethingcalled"nestedconditionals."

Whatdoyouthinkthatmeans?Canyougiveanexampleofwherewesawthatduringthegame?

Whatpartofthatgamedidyoulikethebest?

"Addingadditionalspacetothebeginningofalineoftext""Acombinationofyellowandgreen""Statementsthatonlyrunundercertainconditions"

ASSESSMENT(5MIN)7)ConditionalswithCardsAssessment

Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.Thisshouldfeelfamiliar,thankstothepreviousactivities.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.True/FalseTag

LinestudentsupasiftoplayRedLight/GreenLight.SelectonepersontostandinfrontastheCaller.TheCallerchoosesaconditionandaskseveryonewhomeetsthatconditiontotakeastepforward.

Ifyouhavearedbelt,stepforward.Ifyouarewearingsandals,takeastepforward.

Tryswitchingitupbysayingthingslike"Ifyouarenotblonde,stepforward."Nesting

Breakstudentsupintopairsorsmallgroups.Havethemwriteifstatementsforplayingcardsonstripsofpaper,suchas:

IfthesuitisclubsIfthecolorisred

Havestudentscreatesimilarstripsforoutcomes.AddonepointSubtractonepoint

Oncethat'sdone,havestudentschoosethreeofeachtypeofstripandthreeplayingcards,payingattentiontotheorderselected.Usingthreepiecesofpaper,havestudentswritethreedifferentprogramsusingonlythesetsofstripsthattheyselected,inanyorder.

Encouragestudentstoputsomeifstatementsinsideotherifstatements.Now,studentsshouldrunthroughallthreeprogramsusingthecardsthattheydrew,inthesameorderforeachprogram.

Didanytwoprogramsreturnthesameanswer?Didanyreturnsomethingdifferent?

Conditionals with CardsSample Program 1

Revision 140829.1a

Sample program as algorithm

This program has you choose a card. If the card is red, your team gets a point. Else, the other team gets a point.

Sample program from above as pseudocode (like code, but in no particular language)

If (CARD is RED)

Award YOUR team 1 point

Award OTHER team 1 point

If (card.color == RED) {

points.yours = points.yours + 1;

Else {

points.other = points.other + 1;

Conditionals with CardsSample Program 2

Revision 140829.1a

Sample program as algorithm

This program has you choose a card. If the card is red, your team gets a point. Else, the card must be black. If your black card is higher than 9, then the other team gets a point, else your card must be black and lower than or equal to 9, and you get as many points as are on your card.

Sample program from above as pseudocode (like code, but in no particular language)

If (CARD is RED)

If ( CARD is higher than 9)

Award OTHER team 1 point

Award YOUR team the same

number of points on the card

If (card.color == RED) {

points.yours = points.yours + 1;

Else {

If ( card.value > 9) {

points.other = points.other + 1;

Else {

points.yours = points.yours + card.value;

Conditionals with CardsAssessment ActivityUnplugged

Revision 140625.1a

Look at the program below.

The steps below show each team taking turns to play the Conditionals Game. See if you can figure out what happens for each draw. Write down the score during each round along the way. After three rounds, circle the winner.

Here’s how the game went:

ROUND #1

ROUND #2

ROUND #3

TEAM #1

Name: Date:

If (CARD is lower than 5)

If ( CARD is BLACK)

Award YOUR team the same

number of points on the card.

Award OTHER team 1 point.

If ( CARD is HEARTS)

TEAM #20 0

F ROUN

13Course2|Lesson13

Bee:ConditionalsLessontime:30Minutes

LESSONOVERVIEWUpuntilthispointalltheprogramsyourstudentshavewrittenshouldrunexactlythesamewayeverytime-reliable,butnotveryflexible.Inthisstageweintroducetheconditionalstatement,codethatfunctionsdifferentlydependingontheconditionsitencounters.

Introduction

Activity:Bee:ConditionalsBee:Conditionals

Comparevaluesusingthe=operatorTranslatespokenlanguageconditionalstatementsintoaprogramIdentifywhenaconditionalcanbeusedtodealwithunknownvaluesExecuteanalgorithmwithaconditionalstatementSolvepuzzlesusingacombinationofloopedsequencesandconditionals

GETTINGSTARTEDIntroductionReviewtheConditionalswithCardsactivitywithyourstudents.

Whatisaconditionalstatement?Whenisituseful?WhataresomeoftheconditionsyouusedintheUnpluggedactivity?

Nowwe'regoingtouseconditionalswithourbeetohelpusdealwithsomemysteriouspurpleflowers.Wedon'tknowifthoseflowershavenectarornot,sowe'llneedtouseconditionalstomakesurethatwecollectnectarifit'sthere,butthatwedon'ttrytocollectnectarfromaflowerthatdoesn'thaveany.

ACTIVITYBee:Conditionals

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BinaryBraceletsLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWBinaryisextremelyimportanttothecomputerworld.Themajorityofcomputerstodaystoreallsortsofinformationinbinaryform.Thislessonhelpstodemonstratehowitispossibletotakesomethingthatweknowandtranslateitintoaseriesofonsandoffs.

1)Review2)Vocabulary3)OffandOn

Activity:BinaryBracelets-15minutes4)BinaryBracelets

Assessment-10minutes6)BinaryAssessments

EncodelettersintobinaryDecodebinarybacktolettersRelatetheideaofstoringinitialsonabracelettotheideaofstoringinformationinacomputer

BinaryBraceletWorksheetBinaryAssessmentPensandPencilsScissors

FortheTeacherLessonVideoThisTeacherLessonGuideBinaryBraceletWorksheetBinaryAssessmentComputerforopeningorimagesofanopencomputerOptional:Writeashortmessageontheboardinbinary

Binary-Sayitwithme:Bi-nare-eeAwayofrepresentinginformationusingonlytwooptions3)OffandOn

Ifyou'vewrittenashortmessageontheboardinbinary,callthestudents'attentiontoitandaskifanyoneknowswhatitisorwhatitmeans.

Putthemessageasideandmoveontopreppingfortheactivity.Youcanstartbyaskingtheclassiftheyhaveeverseeninsideacomputer.

What'sinthere?Thisisagoodplacetoactuallyshowthemtheinsideofacomputer(orpicturesoftheinsideofacomputer).

Wirescarryinformationthroughthemachineintheformofelectricity.Thetwooptionsthatacomputeruseswithrespecttothiselectricalinformationare"off"and"on."

Whencomputersrepresentinformationusingonlytwooptions,it'scalled"Binary."Thatthemeoftwooptionsdoesn'tstopwhentheinformationgetstoitsdestination.

Computersalsostoreinformationusingbinary.Binaryisn'talwaysoffandon.

HardDiskDrivesstoreinformationusingmagneticpositiveandmagneticnegative.DVDsstoreinformationaseitherreflectiveornon-reflective.

Howdoyousupposewecanconvertthethingswestoreinacomputerintobinary?Let'sstartwithletters.UsetheBinaryDecoderKeytoshowhowacomputermightrepresentcapitalletters.

Thisisagoodtimetomentionthateachspotwhereyouhaveabinaryoptioniscalleda"binarydigit"or"bit"forshort.Askifanyoneknowswhatagroupingofeightbitsiscalled(it'sabyte.)Funfact:Agroupingoffourbitsiscalledanibble.

Gooverafewexamplesofconvertinglettersintobinary,thenback.Afterward,writeanencodedletterandgivetheclassafewsecondstofigureoutwhatitis.Whentheclasscanfigureoutyourencodedlettersontheirown,youcanmoveontotheactivity.

ACTIVITY:(20MIN)4)BinaryBraceletWorksheet

Directions:1. FindthefirstletterofyourfirstnameintheBinaryDecoderKey.2. Fillinthesquaresoftheprovidedbracelettomatchthepatternofthesquaresnexttotheletter

thatyouselected.3. Cutthebraceletout.4. Tapethebraceletaroundyourwristtowearit!5. Shareyourbraceletwithyourclassmatestoseeiftheycanfigureoutyourletter.

LESSONTIP Youknowyourclassroombest.Astheteacher,decideifstudentsshoulddothisindividuallyorifstudentsshouldworkinpairsorsmallgroups.

Youdonotneedtocoverthewholeofbinary,includingcountingandconvertingnumbersbackandforthfromdecimal.R h isle s s onisintendedtobeafunintroductiontohowcomputersstoreinformation,notafrustratinglessoninbases.

Aftertheactivity,revisitthemessagethatwasontheboardandseeifyourclasscandecypheritusingwhatthey'velearned.

Whatelsedoyouthinkisrepresentedasbinaryinsideofacomputer?Howelsemightyourepresentbinaryinsteadofboxesthatarefilledornotfilled?Whatwasyourfavoritepartaboutthatactivity?

ASSESSMENT(15MIN)7)BinaryAssessment

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.BinaryImages

Thereareseveralgreatresourcesonthewebfortakingthisactivitytothenextlevel.Ifyourstudentsareinterestedinhowimages(orevenmusic)canberepresentedasbinary,youcanfindmore

LESSONTIP Efy o u rc la s s h a s e x tra b u d g e tfo rm a te ria ls ,try do ingthisexerciseusingthreadDo rp ip e c le aners) andbeadstocreatethebinarybraceletsinsteadofpenandpaper.Youcanprovideanycombinationoftwocolorsinbeadstothestudents,butblackandwhitetendtobeeasiest,giventhewaythatthekeyisdone.

detailsinThinkersmith'sBinaryBaubles.

Find the first letter of your first name.

Fill in the squares of the bracelet below to match the pattern of the squares next to the letter that you found.

Cut the bracelet out and tape it around your wrist to wear it!

Binary BraceletsBinary Decoder Key

Revision 140902.1a

Name: Date:

Unplugged

Use the Binary Decoder Key below to decode the message at the bottom of the sheet.

Can you figure out what the message says?

Binary BraceletsAssessment for Binary Bracelets Lesson

Revision 140710.1a

Name: Date:

Unplugged

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TheBigEventLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWEventsareagreatwaytoaddvarietytoapre-writtenalgorithm.Sometimesyouwantyourprogramtobeabletorespondtotheuserexactlywhentheuserwantsitto.Thatiswhateventsarefor.

1)Review2)Vocabulary3)ASeriesofEvents

Activity:Events-15minutes4)TheBigEvent

Assessment-10minutes6)TheBigEventAssessment

RepeatcommandsgivenbyaninstructorRecognizeactionsoftheteacherassignalstoinitiatecommandsPracticedifferentiatingpre-definedactionsandevent-drivenones

AssessmentWorksheet:TheBigEventAssessmentPens/Pencils/Markers

FortheTeacherLessonVideoTeacherLessonGuide

PrintoneTheBigEventActivityWorksheetandEventControllerPrintAssessmentWorksheet:TheBigEventAssessmentforeachstudent

Event-Sayitwithme:E-ventAneventisanactionthatcausessomethingtohappen.3)ASeriesofEvents

Prepyourclasstoansweraquestion:"I'mgoingtoaskyouaquestion.Iwantyoutoraiseyourhandifyouwantmetocallonyoufortheanswer."Askasimplequestionthatmostofyourstudentsshouldbeabletoanswer,suchas:

HowmanythumbsdoIhave?Whatisbigger,abirdorahorse?

Callonastudentwhohastheirhandraisedandletthemgivetheiranswer.Uponfinishingthatdisplay,asktheclasshowyouknewthatthestudentwantedyoutocallonthem.

Yourclasswilllikelymentiontheraisingofthehand.Explaintoeveryonethatwhenstudentsraisetheirhand,itisan"event"thatcausesyoutoknowthatthey

wanttobecalledon.

Asktheclassiftheycanthinkofanyothereventsthatgivesignals.Youmayneedtoremindthemthatyou'renottalkingaboutaneventlikeabirthdaypartyorafieldtrip.Iftheyhavetrouble,youcanremindthemthataneventisanactionthatcausessomethingtohappen.

Whataboutanalarmclockgoingoff?Whatdoesthatmakehappen?Whataboutpressing"Start"onthemicrowave?Whatdoesthatdo?Whataboutpressingthepowerbuttononyourtvremote?

Today,we'regoingtopracticechangingprogramsbyintroducingevents.

ACTIVITY:(15MIN)4)TheBigEvent

DoyourememberguidingyourfriendstofillinanimageofsquaresinGraphPaperProgramming?Inthatexercise,youknewinadvanceexactlywhatyouwantedyourfriendstodraw,soyoucouldmakeaprogramthattookthemfromstarttofinishwithoutanyinterruptions.Inmostrealprograms,wecan'tdothatbecausewewanttohaveoptions,dependingonwhattheuserneeds.

SaythatIonlywantmycharactertomovewhenmyfingerisonthescreenofmyphone.IwouldneedtoprogramthecharactertoonlymovewhenIputmyfingeronthescreenofmyphone.Puttingmyfingeronthescreenwouldthenbecomean"event"thattellsmycharactertomove.

Inearlierlessons,wecreatedalgorithmsthatallowedustocontrolafriendorFlurbforseveralstepsatatime.Itwasfunanduseful,butwhathappenswhenyoudon’tknoweverythingthatyouwantyourfriendtodoinadvance?Thisiswhereeventscomein!

Directions:1. ProjecttheEventControllerontoyourclassroomscreen.

LESSONTIP Ifyourstudentsseemconfused,talkabouttheirfavoritegamesandallofthewaysthattheyletthecharactersknowwhatthey'resupposedtodo.Pointouthowthegamewouldbereallyboringifitranfromstarttofinishwithoutanyeventsrequired.

1. Decidewithyourclasswhateachbuttondoes.Wesuggest:PinkButton->Say“Wooooo!”TealButton->“Yeah!”PurpleDial->“Boom!”GreenButton->ClapOrangeDial->Stomp

2. Practicetappingthebuttonsontheoverheadandhavingyourclassreact.3. Addsomebuttonsequencesintothemixandhavethestudentstrytokeepupwiththeirsounds.4. Letyourclassknowthateverytimeyoupushabutton,itisan“event”thatletsthemknowwhat

theyareexpectedtodonext.5. Gettheclassstartedonaplannedtaskbeforeinterruptingthemagainwiththebuttons.We

suggest:Countingto10Singing“OldMacDonald”

6. Oncetheirplanisunderway,interjectbuttonpressessporadically.7. Continuetheblenduntiltheyunderstandthedifferencebetweenactionsthatareguidedbya

planandthosethatareeventdriven.

Whydoweneedtobeabletohandleeventsinaprogram?Whataresomeotherkindsofeventsthatyoucanthinkof?

ASSESSMENT(10MIN)7)AssessmentWorksheet:ControllingbyEventsAssessment

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.OnePerson'sEventisAnotherOne'sReaction

Assigneachstudentaneventtowatchoutfor,andanappropriatereactiontothatevent.Chaintheactionssothateachchild'sreactionbecomesaneventthattriggersthereactionofanotherstudent.Keepassigninguntileveryonehassomethingtodoandeveryonemakessomeonereact.

EventopaloozaBreaktheclassupintogroups.UsingtheEventsController,assigneachgroupadifferentreactiontothesamebutton.Dothisforallthreebuttons,thenwatchthechaos!

The Big Event Event Controller

Revision 140902.1a

You’ve been given a magical controller that makes your principal do funny things with her arms.

Take a look below to see what each button does. Can you figure out which series of button events will cause your principal to do each dance? Draw a line from each set of pictures to the button combination that causes it. The first one has been done for you.

The Big EventControlling by Events Assessment

Revision 160511 .1a

Name: Date:

WaistClap

Clap Clap Clap

Left Up

Waist Clap Left Up

Waist Left UpLeft Up

Clap ClapLeft Up

Unplugged

16Course2|Lesson16

FlappyLessontime:30Minutes

LESSONOVERVIEWInthisspeciallevelstudentsgettobuildtheirownFlappygamebyusingeventhandlerstodetectmouseclicksandobjectcollisions.

Introduction

Activity:FlappyFlappy

MatchblockswiththeappropriateeventhandlerCreateagameusingeventhandlersShareacreativeartifactwithotherstudents

ReviewTheBigEventactivitywithstudents:Whatdidwe"program"thebuttonclickeventstodo?

Nowwe'regoingtoaddeventstoourcoding.Specifically,we'regoingtocreateaneventforclickingthemouseandthebirdhittinganobject.

Invideogameprogrammingwecallthiskindofeventcollisiondetection;itletsusdecidewhattodowhenonethingcollideswith,ortouches,another.Whatkindsofcollisioneventshaveyouseeningames?

ACTIVITYFlappyInthefinalstageofthislessonstudentsareabletotweaktheirgametomakeitunique-encouragethemtoseehowdifferenttheycanmakeeachgamewithintheconstraintsprovided.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourgame,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.

Postlinkstocompletedgamesonlineorontheboard.Makeagameofyourowntoshareaswell!

Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthegame.Discussasagroupthedifferentwaysyourclassmatescodedtheirgames.

Choosesomeoneelse'sgameandbuildonit.(Don'tworry;theoriginalgamewillbesafe.)

17Course2|Lesson17

LESSONOVERVIEWInthisculminatingpluggedactivity,studentswillhavetheopportunitytoapplyallofthecodingskillsthey'velearnedtocreateananimatedstory.It'stimetogetcreativeandcreateastoryinthePlayLab!

Introduction

Activity:PlayLab:CreateaStoryPlayLab:CreateaStory

LESSONOBJECTIVESStudentswill:IdentifyactionsthatcorrelatetoinputeventsCreateananimated,interactivestoryusingsequence,loops,andevent-handlersShareacreativeartifactwithotherstudents

GETTINGSTARTEDIntroductionReviewtheeventhandlingstudentsdidinFlappy:WhatdideventsdidyouuseincodingFlappy?Nowyou'regoingtoanimatemultiplecharactersusingeventstriggeredbythearrowkeystotellastory.Thisisyourchancetogetreallycreative!

ACTIVITYPlayLab:CreateaStory

Thisisthemostfree-formpluggedactivityofthecourse.Atthefinalstagestudentshavethefreedomtocreateastoryoftheirown.Youmaywanttoprovidestructuredguidelinesaroundwhatkindofstorytowrite,partiularlyforstudentswhoareoverwhelmedbytoomanyoptions.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourstory,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.Postlinkstocompletedstoriesonlineorontheboard.Makeastoryofyourowntoshareaswell!

Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthestory.Discussasagroupthedifferentwaysyourclassmatescodedtheirstories.Whatsuprisedyou?Whatwouldyouliketotry?

Choosesomeoneelse'sstoryandbuildonit.(Don'tworry;theoriginalstorywillbesafe.)

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YourDigitalFootprintLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWIncollaborationwithCommonSenseMedia,thislessonhelpsstudentslearnaboutthesimilaritiesofstayingsafeintherealworldandwhenvisitingwebsites.Studentswillalsolearnthattheinformationtheyputonlineleavesadigitalfootprintor“trail.”Thistrailcanbebigorsmall,helpfulorhurtful,dependingonhowtheymanageit.

1)Review2)Vocabulary3)PauseandThink

Activity:FollowtheDigitalTrail-30minutes4)FollowtheDigitalTrail

Assessment-5minutes7)DigitalFootprintAssessment

UnderstandthatbeingsafewhentheyvisitwebsitesissimilartostayingsafeinreallifeLearntorecognizewebsitesthatarealrightforthemtovisitRecognizeiftheyshouldaskanadulttheytrustbeforetheyvisitaparticularwebsiteExplorewhatinformationisappropriatetobeputonline

OneAnimalTracksChart(page7)Pens&PencilsDigitalFootprintAssessment

FortheTeacher 169

LessonVideoThisTeacherLessonGuideDownloadorpreparethe"PauseandThink"videoCommonSenseMedia'sFollowtheDigitalTrailgamePrintonesetofAnimalTracksfromthisPDFPrintoneAnimalTrackschart(page7)foreachstudentPrintoneDigitalFootprintAssessmentforeachstudent

DigitalFootprint-Sayitwithme:Dih-jih-talFoot-printTheinformationaboutsomeoneontheInternet3)PauseandThink

AskWhatdoesitmeantobesafe?Whenyouwalkdownthestreetorplayinyourneighborhoodwithoutatrustedadultthere,howdoyoustaysafe?Tellstudentsthatjustastheyshouldstaysafeintherealworld,theyshouldstaysafewhentheygointothe

onlineworld(visitingwebsites).Makeparallelsbetweentheanswersstudentsgaveyouabouttheirneighborhoodandtheonlineworld.

PlayPauseandThinkOnlinevideo.Introducetheideathattherearethreedifferentkindsofwebsitesthatstudentsmayhavetheopportunitytovisit.

Green:A“green”websiteis:AgoodsiteforkidsyouragetovisitFun,withthingsforyoutodoandseeHasappropriatewordsDoesn’tletyoutalktopeopleyoudon’tknow

Yellow:A“yellow”websiteis:AsiteyouarenotsureisrightforyouOnethatasksforinformationsuchaswhoyouare,whereyoulive,yourphonenumberoremailaddress,etc.Aplacewhereyouareallowedtocommunicatefreelywithothers

Red:A“red”websiteis:AsitethatisnotrightforyouAplaceyoumighthavegonetobyaccidentFilledwiththingsthatareforolderkidsoradults

Discussexamplesofeachofthesekindsofsites.

Now,let'sseewhatwecandotokeepourselvessafe.

ACTIVITIES:(20MIN)4)FollowtheDigitalTrail

PerusetheFollowtheDigitalTraillessonontheCommonSenseMediawebpage.GiveeachstudentanAnimalTracksChart(page7).

Directions:

LESSONTIP Ifyouhaveaccesstoacomputer,feelfreetonavigatetositesthatmightshowcaseeachofthesetypes(u s ingextremecautionwithyourR E D s e le c tion) .

1)PlacetheDigitalTrailSquaresontheground,facedown,intwodifferenttrails,keepingMizzletheMouseandElectratheElephant’strailsseparatefromoneanother.2)SharethestoriesofMizzleandElectra.Theseanimalsdecideditwouldbefuntoputsomeinformationaboutthemselvesonline.Theywentontowww.wildkingdom.comandpostedinformation.Theonlyproblemisthattheyforgottoasktheirparentsifitwasokayfirst.3)Explaintostudentsthattheyarefromthe“ThingsBigandSmall”DetectiveAgency.AnevilhunterhashiredthemtofindoutasmuchaspossibleaboutMizzletheMouseandElectratheElephant.Themorethedetectiveslearn,thebetterfortheirplantotakeovertheanimalkingdom.4)Dividestudentsintogroupsoffour.Tellthemthateachgroupshouldhaveadetectivethatwillkeepdetailednotes.5)Invitestudentstogoonahuntforinformation.LetthemknowthattheinformationthatMizzleandElectrapostcanbeseenbyanyone,includingthedetectives.Eachgroupshouldfollowthedigitaltrailofbothanimals,startingwiththemouseandthentheelephant.Staggerthegroupssotheyareonthetrailatslightlydifferenttimes.Studentsshouldfillouttheirhandoutastheygo.

Whocanthedetectivesfindoutmoreabout,andwhy?Whichanimalhasabiggerdigitalfootprint?MizzlesayssomeinterestingthingsabouthimselfontheInternet.Whatarethey?IsthereanythingthatElectrapostedontheInternetthatcouldbecomeaproblemforher?Ifso,whatandwhy?

TakethetimetodiscusswhatisappropriateinformationtoshareontheInternet,andwhatisnot:

"TheinformationaboutsomeoneontheInternet""Changingthesun'slighttoenergy""Apersonwhoisundertheageof21"

LESSONTIP Formorein- depthmodules,youcanfindadditionstothiscurriculumattheC ommonS enseM ediapageonS copeandS eq uence.

LESSONTIP FlashC hatq uestionsareintendedtosparkbig- picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.U seyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbowpartner.

ASSESSMENT(5MIN)7)DigitalFootprintAssessment

Your Digital FootprintStaying Safe and Responsible AssessmentUnplugged

Revision 140625.1a

Just because you can share something online doesn’t mean that you should!

Cross out the information that you should not share online. Use the words that are leftover as the key to what you should find in the word search.

Which animal below has the digital footprint that leaves him or her most unsafe?HINT: Think about which animal shares the most private information online.

Name: Date:

1) Your Real Name (NAME)

2) Your Online Name (NICKNAME)

3) Your Address (ADDRESS)

4) Your Email (EMAIL)

5) Your Favorite Color (COLOR)

6) The Last Book you Read (BOOK)

7) Your Credit Card Info (CARD)

8) Your Favorite Band (BAND)

9) Your Phone Number (PHONE)

10) What You Ate Today (FOOD)

11) Your Birthday (BIRTHDAY)

Circle One:

A) Fran the Fish

B) Betty the Bird

C) Tony the Tiger

Course2|Lesson19

Artist:NestedLoopsLessontime:30Minutes

LESSONOVERVIEWStudentsusetheArtistenvironmenttowriteprogramsthathaveloopedstatementsinsideanotherloop,whichiscalledanestedloop.

Introduction

Activity:Artist:NestedLoopsArtist:NestedLoops

CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDividethenumberofdegreesinacircleintoevensegmentsGivenanumberofsegments,calculatethedegreesneedtocompleteacircleBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithnestedloops

GETTINGSTARTEDIntroductionACTIVITYArtist:NestedLoops

Course3OVERVIEWStudentscreateprogramswithdifferentkindsofloops,events,functions,andconditionsandwritealgorithmsforeverydaytasks.Throughthistheywillinvestigatedifferentproblem-solvingtechniques,discusssocietalimpactsofcomputingandtheInternet,andlearnaboutInternettransmissionmethods.Bytheendofthecurriculum,studentscreateinteractivestoriesandgamestheycansharewithanyone.StudentstakingCourse3willhavealreadytakenCourse2.LessonSequenceofCourse3Onlinelessonsareinregulartextandunpluggedactivitiesareinboldedtext.

1 ComputationalThinkingStudentsusethestepsofcomputationalthinking(decompose,patternmatch,abstract,algorithm)tofigureouthowtoplayagamethatcomeswithnoinstructions.

2 MazeStudentswriteprograms(analgorithmforthecomputer)thatgetacharacterthroughamaze.They’llunderstandtheimportanceofsequenceandbasicloops(repeatedstatements)intheprogramstheywrite.

3 Artist Studentswriteprogramstodrawdifferentshapes.

4 FunctionalSuncatchersStudentscreateanalgorithmwithfunctions(piecesofcodethatyouwanttouseoverandoveragain)tocreatesuncatchersusingstringandbeads.

5 Artist:FunctionsUsingandmodifyingprebuiltproceduresinthetheArtistenvironment,studentsgainfamiliaritywithhowcodeiswrittenforfunctions.

6 Bee:Functions UsingtheBeeenvironment,studentsuseandmodifyfunctionstohelpthebeecollectnectarandmakehoney.

7 Bee:ConditionalsIntheBeeenvironment,studentswriteprogramswithconditionalstatements.StudentsoriginallylearnedthisconceptinCourse2,butthislessonintroducesmorecompleximplementationsofconditionals.

8 Maze:Conditionals UsingtheMazeenvironment,studentswriteprogramsusingconditionals.

9 Songwriting Studentsusetheconceptofthechorusinasongtolearnaboutfunctions.

10 Real-LifeAlgorithms-DiceRaceThislessoncallsoutwaysweusealgorithmsinourdailylives.Studentshavetoidentifyandwritedownthealgorithmforadiceracegame.

11 Artist:NestedLoopsStudentsusetheArtistenvironmenttowriteprogramsthathaveloopedstatementsinsideanotherloop,whichiscalledanestedloop.

12 Farmer:WhileLoopsUsingwhileloops,studentscontrolafarmershoveldirtintoholesuntilthey’refullandremovedirtfrompilesuntilit’sallgone.

13 Bee:NestedLoops StudentsusetheBeeenvironmenttowriteprogramsusingnestedloops.

14 Bee:DebuggingUsingthesameenvironmentastheprioronlineactivity,studentsarepresentedwithapre-writtenprogramthatfailstocompletethepuzzle.Studentswillhaveto“debug”orfixthepre-writtenprogram.

15 BounceUsingtheconceptof“Events,”(aconceptlearnedinCourse2)studentswillcreateagameoftheirownwitheventslike“Whentheballgoesthroughthegoal,youscoreapoint.”

16 PlayLab:CreateaStory StudentsusetheMini-Studioenvironmenttocreatetheirowninteractivestories.

17 PlayLab:CreateaGame StudentsusetheMini-Studioenvironmenttocreatetheirowninteractivegames.

18 Internet StudentssendmessagesrepresentingvariousInternettransmissionmethodsusingpiecesofpaper.

19 CrowdsourcingStudentusecrowdsourcing,aproblem-solvingtechniquecommonincomputerscience,tocompleteatasktogetherasaclassroommoreefficientlythanifastudentattempteditalone.

20 DigitalCitizenshipStudentsexplorethedifferencebetweenprivateinformationandpersonalinformation,distinguishingwhatissafeandunsafetoshareonline.

21 Artist:Patterns Studentswriteprogramsthatdrawinterestingandbeautifulpatterns.

UUNPLUGGED

ComputationalThinkingLessontime:25MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWForthisactivity,noinstructionsareprovided.Instead,studentswilluseexamplesofwhatimaginaryplayershavedonetofigureouthowtoplaythegame.Thislessongivesstudentstheopportunitytopracticethefourartsofcomputationalthinking(decomposition,patternmatching,abstraction,andalgorithms)inonecohesiveactivity.

1)Vocabulary2)FiguringitOut

Activity:ComputationalThinking-25minutes3)ComputationalThinking

Assessment-5minutes6)ComputationalThinkingAssessment

AnalyzeinformationtodrawconclusionsMatchidenticalportionsofsimilarphrasestomatchpatternsIdentifydifferencesinsimilarphrasesandabstractthemout

OnediepergroupOneComputationalThinkingKitpergroupPens,Pencils,&ScissorsComputationalThinkingAssessmentforeachstudent

FortheTeacherLessonVideoThisTeacherLessonGuidePrintoneComputationalThinkingKitpergroupPrintoneComputationalThinkingAssessmentforeachstudent

GETTINGSTARTED(15MIN)1)VocabularyThislessonhasfournewandimportantwords:

Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishataskDecompose-Sayitwithme:De-com-poseBreakaproblemdownintosmallerpiecesAbstraction-Sayitwithme:Ab-strac-shunPullingoutspecificdifferencestomakeonesolutionworkformultipleproblemsPatternMatching-Sayitwithme:Pat-ernMatchingFindingsimilaritiesbetweenthings2)FiguringitOut

Tellyourstudentsthatyouwantthemtosumupallofthenumbersbetween1&200.Useyourbodylanguagetoindicatethatthisisnota"serious"orgradedexercise.

Now,letthemknowthattheymustdoitallintheirheads.Addthetimeconstraintofthirtyseconds.Theymayfeeloverwhelmed.Thisisintentional.Youcanindicatewithyourtoneanddemeanorthatyoumightbecrazyaskingthisofthem,butbegintimingwitharesounding:"StartingNOW".

Watchtheclassasyoukeeptime.Howmanyarelostinthought?Whentimeisup,askifanyonewasabletogetthetotal.Askifthereisanyonewhothoughttheproblemwassohardthattheydidn'tevenattemptit.Didanyoneattemptitandjustnotfinish?

Whatdidtheytry?Guidestudentstowardthinkingalittlesmaller.

Ifwebreaktheproblemupintosmallerpieces,itbecomeseasiertomanage.Let'sstartatthetwoends.Whatis200+1?Whatis199+2?Whatis198+3?Seeapattern?Howmanyofthesepairswillwehave?

Whatisthelastpairwewillfind?100+101 180

Thatmeansthatwehave100totalpairs.Ifwehave100totalpairsofsumsof201,howdowefindthefinaltotal?Whatis100*201?

Now,whatifwewantedtofindthetricktodothiswithothernumbers?Canwedoiteasilywith2,000?Howabout20,000?Whatstaysthesame?Whatisdifferent?Ifweuseabstractionstomakeourendgoalsomethingthatcanchange(saywenameit"blank")thenwecanmakeanalgorithmthatwillworkforanynumber

Workthroughtheproblemuntilyouultimatelyget?=("blank"/2)*("blank"+1)Doafewsimpleexamplestoshowthatthealgorithmiscorrectforblanks=2,3,4,&5.

"ThisisalltoshowthatifyouusethetoolsofComputationalThinking(decomposition,patternmatching,abstraction,andalgorithms),thenyoucanfigureouthowtosolveproblemsthatnoonehasalreadytaughtyouhowtosolve...justlikewedidhere!Thiswillbeanextremelypowerfulskillfortherestofyourlife!"

ACTIVITIES:(25MIN)3)ComputationalThinkingThislessonisallabouta"GamewithNoInstructions."Studentswillbechargedwithfiguringouthowtoplaythegameasasmallgroup.Thesmalldetailsoftheirfinalalgorithmareunimportant.Whatisimportantisthattheywereabletotakeahugetasklike"figuringouthowtoplayagameontheirown"andtakesmallstepstowardachievingthegoal.Studentswillbeguidedtowarddiscoveringtherulesusingthestepsofcomputationalthinking.Resistthetemptationtopointthestudentstoward"doingitright"andallowthemjusttodoitontheirown.Iftheyfeelstumpedorconfused,encouragethestudentstolookattheinformationthathasbeengiventothem,oriftheymust,askaclassmate.Directions:

1)Dividestudentsintogroupsof2-4.2)Havethegroupsreadoveruserexperiencestogetanideaofhowotherstudentshaveplayedthe“GamewithNoInstructions.”3)Encouragethemtopatternmatchbetweeneachexperiencebycirclingthesectionsofwordsthatareidenticalfromplayertoplayer.4)Next,havethemabstractawaydifferencesfromeachexperiencebyunderliningwordsthatchangefromplayertoplayer.5)Usingpatternmatchingandabstraction,havethemmakeascripttemplateforgameplaybywritingupthecircledpartsoftheotherstudents’experiences,andleavingtheunderlinedsectionsasblanks.

Forexample:6)Givestudentsablanksheetofpapertowritealistofinstructionsforhowtheythinkthisgameshouldbeplayedbasedontheuserexperiencesthattheyjustread.Thiswillbetheiralgorithm.

7)Havestudentsplaythegameusingthealgorithmthattheyjustmade.Eachplayershouldgetatleasttwoturns.

Whatshouldyoutrytodowhenyou'reaskedtodosomethingandyoudon'tknowhow?Ifaproblemistoohard,whatshouldyoutrytodo?Ifyoufindsimilaritiesinlotsofsolutionstodifferentproblems,whatdoesthatprobablytellyou?Ifyouhaveaproblemthatisjustalittledifferentfromaproblemthatyouhaveasolutionfor,whatwouldyoudo?

"Bringingtwopiecestogether""Breakingaproblemdownintosmallerpieces""Aneducatedguess"

ASSESSMENT(5MIN)6)ComputationalThinkingAssessment

Revision 140707.1a

Figure out how to play this game by looking at the players’ phrases below. Circle the

matching parts and underline words that are different from player to player. The first

matching section has been circled for you.

Using pattern matching and abstraction, make yourself a template for game play by

writing up the circled parts of the other students’ experiences, and leaving the underlined

sections as blanks.

Player 1:

Player 2:

Player 3:

“I chose a lion, and rolled a six, then a four, then a two. That means I need to draw a black cupcake on my lion’s tail.”

“I chose a donkey, and rolled a three, then a two, then a one. That means I need to draw a yellow pineapple on my donkey’s head.”

“I chose a puppy, and rolled a five, then a three, then a five. That means I need to draw a pink salmon on my puppy’s nose.”

Computational ThinkingUser Experience ScriptsUnplugged

UName: Date:

“I chose a

Computational ThinkingRoll Catalog

Revision 140707.1a

Color:

1) Red

2) Blue

3) Yellow

4) Green

5) Pink

6) Black

Items:

1) Cell Phone

2) Pineapple

3) Salmon

4) Cupcake

5) Tentacle

6) Bow

1) Head

2) Tail

3) Hand/Foot/Paw/Hoof

4) Belly

5) Nose

6) Back

Cupcake

Tentacle

Pineapple

Salmon

Cell Phone

Computational ThinkingDecomposition, Patterns, Abstraction, Algorithms

Revision 140707.1a 185

Computational ThinkingLesson AssessmentUnplugged

Revision 140707.1a

Look at the problems below. Circle the matching sections and underline the places where there are differences. Once you’ve done that, write a template to create more phrases with the same pattern.

The first one has been done for you.

1) Triangles have three sides. Squares have four sides.

Name: Date:

2) It’s fun to read books. It’s fun to read magazines.

3) I love my cat’s whiskers. I love my dog’s tail.

4) There is a cloud in the sky that looks like a dragon.

3) I love my horse’s tail. I love my cat’s tail.

4) There is a leaf in the water that looks like a heart.

4) There was a rock in the yard that looks like a heart.

2Course3|Lesson2

MazeLessontime:30Minutes

LESSONOVERVIEWThiscourseisareviewofmazeconceptsfromCourse2.Studentswillhelpthezombiegettothesunflowerusingacombinationofsequencesandloops.

Introduction

Activity:MazeMaze

CreateaprogramforagiventaskusingsequentialstepsCountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopAnalyzeaproblemandcompleteitasefficientlyaspossibleEmployacombinationofsequentialandloopedcommandstoreachtheendofamaze

GETTINGSTARTEDIntroductionReviewwithstudentsthebasicmazenavigation,particularly:

MovingforwardTurningleft/rightLooping

ACTIVITYMazeAsyourstudentsworkthroughthepuzzles,observehowtheyplanthepathforthezombie.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Youmaywanttogothroughafewpuzzlesontheprojector.Whiledoingthisyoucanaskaonestudenttotracethepathonthescreenwhileanotherwritesthedirectionsonawhiteboard.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwnInsmallgroups,letstudentsdesigntheirownmazesandchallengeeachothertowriteprogramstosolvethem.Foraddedfun,makelifesizemazeswithstudentsasthezombieandflower.

3Course3|Lesson3

ArtistLessontime:30Minutes

LESSONOVERVIEWThiscourseisareviewofartistconceptsfromCourse2.Studentswilldrawimageswiththeartistusingacombinationofsequencesandloops.

Introduction

Activity:ArtistArtist

CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDividethenumberofdegreesinacircleintoevensegmentsCalculatetheanglesinequilateraland306090trianglesGivenaperimeterandonesideofarectangle,calculatetheremainingsidesIdentifysymmetricalshapesDecomposeashapeintoitssmallestrepeatablesequence

GETTINGSTARTEDIntroductionReviewwithstudentsthebasicmazenavigation,particularly:

MovingvsJumpingTurningbydegreesLooping

ACTIVITYArtistIntheArtistlevelsstudentsarenotconstrainedto90degreeangles.Havingprotractorsavailablecanbehelpstudentsbettervisualizetheanglestheyneed.

GivestudentstwopiecesofpaperOnonesheethavethestudentsdrawasimpleimageOnthesecondsheetdrawinstructionsforrecreatingthatimagecommandstomovestraightandturnatvariousangles.Tradeinstructionsheetsandattempttorecreatetheimageusingonlytheprovidedinstructions.

UUNPLUGGED

FunctionalSuncatchersLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWInthislesson,studentswillmakeasuncatcheroutofstring,beads,andaspecialcharm.Thestudentswillfollowaseriesofrepetitivesteps,thenbeaskedtoidentifycertainsetsof“skills”thatareduplicatedseveraltimes.Oncethoseskillsaredefined,theywillbecalledfromamainprogramandthewholebeautifulprocessofcreationwillberecordedonasinglesheetofpaper.Thefinalprogramwillbegearedtowardtheentireclass,whatevertheirtypeofstring,beads,andcharms.Toeffectivelyallowforthis,studentswillneedto“abstractout”thedetailsoftheirspecificmaterialsandcreatevaguetermsforanindividual’ssupplies.Thisuseofgenericplaceholdersisawonderfulintroductiontovariables.

1)Review2)Vocabulary3)SeeMySuncatcher

Activity:Fun-ctionalSuncatchers-20minutes4)FunctionalSuncatcherInstructions

Assessment-5minutes7)FunctionalSkillsAssessment

LearntofindpatternsinprocessesThinkaboutanartistictaskinadifferentwayInterpretsymbolsastheyrelatetophysicalmanipulatives

Onefootofstring,thread,orfishinglineperstudent2-4beadsperstudent2-4otheraccessories(buttons,hoops,spacers)perstudentOnespecialbead,prism,button,orstudent-madesuncharmperstudentPens,Pencils,&ScissorsOneSkillsSheetpergroupFun-ctionalSkillsAssessmentforeachstudent

FortheTeacherLessonVideoThisTeacherLessonGuidePrintoneSkillsSheetpergroupPrintoneFun-ctionalSkillsAssessmentforeachstudentGatheravarietyofbeadingsuppliesasdescribedabove.(Thesecaneasilybefoundatcraftwarehouses,dollarstores,orevenonline.)

2)VocabularyThislessonhastwonewandimportantwords:

Function-S ayitwithme:F unc-shunA pieceofcodethatyoucaneasilycalloverandoveragainVariable-Sayitwithme:Vayr-ee-ah-buhlAplaceholderforapieceofinformationthatcanchange3)SeeMySuncatcherBeginbyholdingupyourexamplesuncatcher.

Lettheclassknowthatwewillbemakingthesetoday.Theirmaterialsmaybeslightlydifferentthanyours,butthestepswillbeprettymuchthesame.

Pointingtoyourbead,youcantellthemthattheirbeadsmaybeshapeddifferently,ormightevenbeadifferentcolor,butyouwillusetheword“bead”tomeanwhateveritisthattheyendedupwith.Similarly,theirspacersmaybeadifferentsize,differenttexture,ormaybeadifferentmaterialaltogether,butyouwillusetheword“spacer”torefertothosethings.Finally,wewillallhavea“specialcharm.”Itcouldbealargebead,ahandmadeornament,orevenarandomitemfromtheroom,butinallcases,wewilljustcallita“specialcharm.”Asyousharethoseterms,feelfreetowritetheassociatedwordsontheboard.Ifyouwanttosetthemequaltotheitemsyoudiscussed,thatworkswell,also.Example:

Bead=“Whateverstyle,color,orkindofbeadthatyouhavebeengiven”Spacer=“Alongitemthatisnotabead”SpecialCharm=“Thecrystalprism,orlargeglasssphere”

Nowyoucanmoveintodiscussinghowyoumadeyoursparklingpieceofart.

ACTIVITIES:(20MIN)4)FunctionalSuncatcherInstructions

ShowthestudentsanexamplesuncatcherIt’smadetohangfromtherearviewmirrorofacar,butitcanalsodanglefromawindoworabackpackzipper.Letthemknowthattheyaregoingtomakethesetoday,andintheprocess,learnaboutprograms,variablesandfunctions.

Steps:1)Explaintotheclasshowthesuncatcherismade.

"First,Iputabeadonthestring,thenItiedaknot.Iputanotherbeadonastring,andtiedanotherknot.Then,Iputaspaceronthestringandtiedanotherknot.Afterthat,Ididitallagain.Iputabeadonthestring,thenItiedaknot.Iputanotherbeadonastring,andtiedanotherknot.Then,Iputaspaceronthestringandtiedanotherknot.Finally,Iputonthespecialcharm,andtiedonelastknot."

2)Acknowledgethattheroutinetakesquiteafewsteps,soyouwillprovidethemasing-songywaytoremembertheorder.

"Bead,knot,bead,knot,spacer,knot.(Ithelpstohaveabitofarhythmwiththewordsasyougothrough.)Bead,knot,bead,knot,spacer,knot.Specialcharm,finalknot.”

3)Indicatethatyou’regoingtowritethestepsdowntothisprogram,sothateveryonehasthedirectionsinfrontofthem.

Usetheprovided"SkillsSheet"andbegintowritethestepsinthe"Program"areaastheclassshoutsoutinstructions.Writeoneinstructionperline.1. Bead2. Knot3. Bead4. Knot

5. Spacer6. Knot

Bynow,theclassshouldbenoticinganissue.Iftheydon’t,youcanleadthemtoit.

Howmanyinstructionsdowehavelefttogothrough?Howmanylinesdowehaveleft?Whatshouldwedo?

4)HandouttheSkillsSheettoeveryone.

Pointoutthattherearetwo“extra”sectionswheretheycancombinestepssothatyoucanwriteonenametocallthemall.

Forinstance,everythingthatyouputintothetopsection,youcancallallatoncebycalling“Skill1”;thisisafunction.Challengetheclasstofillouttheirsheetinawaythatmakessenseandallowsthemtofittheentiresequenceunderthe“Program”listinsomeway.Givethemaboutfiveminutestocompletetheirsheet(moreforyoungerstudents)thenlistentotheirsuggestions.

Therewilllikelybegroupsthatneedtohavetheprocessexplainedone-on-one.Askthemwhattheywoulddoiftheyhadtorepeatthesequenceathousandtimesormore.

Howmanydifferentwaysdidtheclassfilloutthesamesheettomakethesamesuncatcher?

5)Onceyouhavereviewedallofthegroups'solutions,handoutsuppliestothestudents.Pointoutthatdifferentpeopleintheclassmayhavedifferentsupplies,andtheymayallbedifferentthantheonesyouused.

Askifthatshouldstopthemfromfollowingtheprogram.Whynot?

Wecantreatthewords(Bead,Spacer,Knot,etc.)as"placeholders"forwhateveritemsweareusingthatfitthosedescriptions.Thesearecalledvariables

6)Letthestudentsgetstartedontheirsuncatchers!

Whatitemsdidyouusethatcouldhavebeen"variable"frompersontoperson?Howimportantdoyouthinkitwastohavegroupsofskillsthatwecouldcallforthislesson?Whatifwehaddoneeachsetofsteps100timesinsteadofonlytwice?Canyouthinkofanythingelsethatwecouldgrouptogetheronceandcalleasilyoverandoveragain?

Whataboutthechorusofasong?

6)VocabShmocab

Whichoneofthesedefinitionsdidwelearnawordfortoday?"Topullonsomethingsuddenly""Apieceofcodethatyoucaneasilycalloverandoveragain""Someonewhocreatessomethingthatnooneelsehasevermade"

ASSESSMENT(5MIN)7)FunctionalSkillsAssessment

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.FunctionswithSong

Didyouknowthatthesameconceptsfromabovecanbeusedtorepresentseveraldifferentthings?TryusingtheSkillsSheettorepresentasong,like"Head,Shoulders,Knees,andToes."

Functional InstructionsLearning Variables and Functions through CraftUnplugged

Revision 140702.1a

Sometimes you want to do certain instructions over and over again. That’s where functions come in handy! Group all repeated instructions into one place, give them a simple name, then you can call that entire group at the same time just by using the name you gave it.

What if you want to do something over and over, but don’t know what supplies you’ll be working with ahead of time? This is the perfect place for variables! Variables are just placeholder words that you can put into your program so that you know where your *actual* supplies are supposed to go, once you know what they are.

Directions:

1) Take a program that contains several sets of identical instructions.

2) Move one or more of the sets of identical instructions into the “Skills” areas of the Skills Sheet.

3) Rewrite the original program, using the skill names instead of actually writing out the group of instructions that the skills describe.

Name: Date:

New Words!

Say it with me: Func-shun

A piece of code that you can easily call over and over again

Funct i on

Say it with me: Vayr -ee -ah -buh l

A placeholder for a piece of information that can change

Var iab le

Functional InstructionsSkills SheetUnplugged

Revision 140702.1a

Name: Date:

SKILL 1

PROGRAM

SKILL 2

Fun-ctional SkillsFunctions and Variables AssessmentUnplugged

Revision 140702.1a

Below, you will find three sets of skills, and a program that calls them.

Use the New Program and the skills that go with it to figure out what the steps of the Original Program were. Fill out the steps of the Original Program appropriately.

Name: Date:

Skill 3

Skill 3Skill 1

Skill 2

ORIGINALPROGRAM

SKILL 1

SKILL 2

SKILL 3

NEW PROGRAM

smells

catfacebanana

stinkyone

5Course3|Lesson5

Artist:FunctionsLessontime:30Minutes

LESSONOVERVIEWAsanintroductiontofunctions(reuseableblocksofcode),studentswillusefunctionstodrawshapesonthescreenandmodifythosefunctionstofitdifferentpurposes.

Introduction

Activity:Artist:FunctionsArtist:Functions

Useapre-determinedfunctiontodrawanimagewithrepeatedfeaturesModifyanexistingfunctiontodrawadifferentshapeDistinguishbetweenfunctionsandloopsCreateaprogramthatcallsafunctionfromwithinaloop

GETTINGSTARTEDIntroductionReflectwithstudentsontheFunctionalSuncatchersunpluggedactivity

Whatfunctionsdidweusetomakesuncatchers?Whydidweusefunctions?Nowwe'regoingtousefunctionstomakedrawingcoolimageseveneasier!

ACTIVITYArtist:FunctionsSomestudentsmaystrugglewiththedifferencebetweenthefunctiondefinition(theactualcodeofthefunction)andthefunctioncall(usedwhenwetellfunctionstorun).Asavisualcuewe'veplacethefunctiondefinitioninsideagreybox-youcanequatethistotheseparatesheettheyusedtowritesuncatcherfunctions.

EXTENDEDLEARNING 201

Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.ShapeMachinesAskstudentstowritefunctionsonpaperforsimpleshapes,thencreatealistofinstructionsusingthosefunctionstodrawapicture.

6Course3|Lesson6

Bee:FunctionsLessontime:30Minutes

LESSONOVERVIEWUsingtheBeeenvironment,studentsuseandmodifyfunctionstohelpthebeecollectnectarandmakehoney.

Introduction

Activity:Bee:FunctionsBee:Functions

Useapre-determinedfunctionstocompletecommonlyrepeatedtasksModifyanexistingfunctiontocompleteadifferenttaskCreateafunctionfromscratch

GETTINGSTARTEDIntroductionACTIVITYBee:FunctionsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.FunctionalizeYourClassroom

Brainstormalistofdailyclassroomactivitieswithstudents(turninginwork,liningupforrecess,eatinglunch,etc.)BreakstudentsintosmallgroupsandassigneachgroupanactivitiyandabigsheetofpaperEachgroupwillwritethedailyactivityasafunctionandcreateaposterwiththatfunction's"code"Asawholeclassyoucanthenwriteaprogramforatypicaldayinclass,callingeachgroup'sfunctionasnecessary

7Course3|Lesson7

Bee:ConditionalsLessontime:30Minutes

LESSONOVERVIEWIntheBeeenvironment,studentswriteprogramswithconditionalstatements.StudentsoriginallylearnedthisconceptinCourse2,butthislessonintroducesmorecompleximplementationsofconditionals.

Introduction

Activity:Bee:ConditionalsBee:Conditionals

LESSONOBJECTIVESStudentswill:Comparepropertiesandvaluesusing>,=,<symbolsTranslatespokenlanguageconditionalstatementsintoaprogramExecuteanalgorithmwithaconditionalstatementUseconditionalstatementstomakelogic-basedchoicesNestconditionalstoanalyzemultiplevalueconditionsusingif,elseif,elselogicWritefunctionsthatexecutenestedconditionals

GETTINGSTARTEDIntroductionReviewconditionalstatementswithstudents.Whatisaconditionalstatement?Whenaretheyuseful?WhatconditionaldidweuseintheCourse2BeeConditionals?

ACTIVITYBee:ConditionalsIntheCourse2BeeConditionals,weonlylookedatsimpleconditionalscalled"ifstatments,"suchas"ifthereisonenectar,collectit."Bascially,wearesayingifastatementistrue,dosomething.Inthisstagewearegoingtolookatwhattoifthatstatementisnottrue,wecallthese"if,else"statements.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.True/FalseTagLinestudentsupasiftoplayRedLight/GreenLight.SelectonepersontostandinfrontastheCaller.TheCallerchoosesaconditionandaskseveryonewhomeetsthatconditiontotakeastepforward.Ifyouhavearedbelt,stepforward.Ifyouarewearingsandals,takeastepforward.

Tryswitchingitupbysayingthingslike"Ifyouarenotblonde,stepforward."NestingBreakstudentsupintopairsorsmallgroups.Havethemwriteifstatementsforplayingcardsonstripsofpaper,suchas:IfthesuitisclubsIfthecolorisred

Oncethat'sdone,havestudentschoosethreeofeachtypeofstripandthreeplayingcards,payingattentiontotheorderselected.Usingthreepiecesofpaper,havestudentswritethreedifferentprogramsusingonlythesetsofstripsthattheyselected,inanyorder.Encouragestudentstoputsomeifstatementsinsideotherifstatements.

Now,studentsshouldrunthroughallthreeprogramsusingthecardsthattheydrew,inthesameorderforeachprogram.Didanytwoprogramsreturnthesameanswer?Didanyreturnsomethingdifferent?

8Course3|Lesson8

Maze:ConditionalsLessontime:30Minutes

LESSONOVERVIEWUsingtheMazeenvironment,studentswriteprogramsusingconditionals.

Introduction

Activity:Maze:ConditionalsMaze:Conditionals

Comparepropertiesandvaluesusing>,=,<symbolsTranslatespokenlanguageconditionalstatementsintoaprogramExecuteanalgorithmwithaconditionalstatementUseconditionalstatementstomakelogic-basedchoicesNestconditionalstoanalyzemultiplevalueconditionsusingif,elseif,elselogicWritefunctionsthatexecutenestedconditionals

GETTINGSTARTEDIntroductionSimilartothelastpreviousconditionalsstage,onlythistimewe'rehelpingthezombiereachthesunflower.

ACTIVITYMaze:ConditionalsTheconditionalsinthisstagepertaintowhetherornotthereisapathavailabletotheright,left,orahead.Ifthereischomperintheway,theconditionalwillreportthatthereisnopathavailableinthatdirection.

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SougwritiugLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWOneofthemostmagnificentstructuresinthecomputerscienceworldisthefunction.Functions(sometimescalledprocedures)areminiprogramsthatyoucanuseoverandoverinsideofyourbiggerprogram.Thislessonwillhelpstudentsintuitivelyunderstandwhycombiningchunksofcodeintofunctionsissuchahelpfulpractice.

TEACHINGSUMMARYGettiugStarted-20minutes

1)Review2)Vocabulary3)SingaSong

Activity:Sougwritiug-20minutes4)Songwriting

Assessmeut-5minutes7)SongwritingAssessment

LESSONOBJECTIVESStudeutswill:

LocaterepeatingphrasesinsidesonglyricsIdentifysectionsofasongtopullintoafunction(chorus)Describehowfunctionscanmakeprogramseasiertowrite

TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudeut

SongwritingWorksheetPens&Pencils

FortheTeacher

LessonVideoThisTeacherLessonGuidePrintseveralSongwritingWorksheetsforeachgroupPrintoneSongwritingAssessmentforeachstudent.Accesstotheinternet,orpre-downloadedsongsandlyricsforactivity

Fuuctiou-Sayitwithme:Func-shunApieceofcodethatyoucancalloverandoveragain3)SiugaSoug

Lettheclassknowthattodayissongday!We'regoingtolearnasongtogether.

Startwithasimplesong,eitherwrittenoutorprojectedonthescreen.Pointtothechorusandbesurethattheclassknowshowitgoesbeforeyoubeginonthesong.Blastthroughthesong,singingitwiththeminthebeginning,thenseewhathappenswhenyougettothepartwhereitcallsthechorus.

It'squitelikelythatthemajorityoftheclasswillsingthelyricsforthechoruswhenyoupointtothatbit.Stopthesongoncethathappens,andexplicitlyhighlightwhatjusthappened.

Youdefinedthechorus.Youcalledthechorus.Theysangthechorus.

Asktheclasswhytheysupposeyouonlywrotethechorusonceatthetopofthepaperinsteadofwritingitoverandoverineachplacewhereitissupposedtobesung.

Whatareotherbenefitsofonlywritingthechorusoncewhenyousingitmanytimes?Now,imaginethatthissongisacomputerprogram.Definingatitle(like"chorus")foralittlepieceofcodethatyouuseoverandoveragainiscalledcreatingafunction.Thisishelpfultocomputerscientistsforthesomeofthesamereasonsthatitishelpfultosongwriters.-Itsavestimenothavingtowriteallthecodeoverandoverintheprogram.-Ifyoumakeamistake,youonlyhavetochangeitoneplace.-Theprogramfeelslesscomplicatedwiththerepeatingpiecesdefinedjustonceatthetop.Wearegoingtoplaywithsongsalittlemore,totrytoreallyunderstandhowoftenthistechniqueisused!

ACTIVITIES:(20MIN)4)Sougwritiug

Afantasticwaytocomparefunctionstosomethingweseeinoureverydaylivesistolookatsongs.Songsoftenhavecertaingroupsoflyricsthatrepeatoverandover.Wecallsuchagroupa"chorus."

Directious:1)Divideintogroupsof4,5,or6.2)GiveeachgroupseveralcopiesoftheSongwritingWorksheet.3)Playashortsongfortheclassthatcontainsaclearchorusthatdoesnotchangefromversetoverse.4)Challengetheclasstoidentify(andwritedown)thechorus.5)Compareresultsfromeachgroup.

Dideveryonegetthesamething?Singyourchorusestogethertofindout!

Playthisgameoverandoveruntiltheclasshaslittletroubleidentifyingthechoruses.Itisofteneasierjusttohavetheclasslistento(orwatch)thesong,thenvoteonwhatthechorusisbysingingittogether,ratherthanwritingthewholethingdown.Ifyouchoosethismethod,considerhavingtheclassdoawrittenchorusforthefinalsongselectiontobesurethatthevisuallearnersgetproperreinforcement.

WRAP-UP(5MIN)5)FlashChat:Whatdidwelearu?

Wouldyouratherwritelyricsoverandoveragainordefineachorus?Doyouthinkit'spossibletomakemultiplechorusesforthesamesong?Doesitmakesensetomakeanewchorusforeverytimeit'sneededinasong?

LESSONTIP Tohitthispointhome,youcanlookupthelyricsforsomepopularsongsontheInternet.Showthestudentsthatthestandardforrepeatinglyricsistodefinethechorusatthetopandcallitfromwithinthebodyofthesong.

LESSONTIP It'smostexcitingforstudentstodothislessonwithpopularmusicfromtheradio,butifyou'rehavingahardtimefindingappropriatesongswherethelyricsrepeatexactly,hereareafewtimelessoptions:

YouAreMySunshineBoom,Boom,Ain'titGreatHowMuchIsThatDoggieintheWindowILoveTrash

"Apieceofcodethatyoucancalloverandoveragain""Ababyhorse""Gettinghelpfromalargegroupofpeopletofinishsomethingfaster"

ASSESSMENT(5MIN)7)SougwritiugAssessmeut

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourSoug

Startbycreatingachorustogether,thenrepeatitbetweenversesofasongthatyoudeveloparoundit.Makeachangetothechorus,andponderhowmucheasieritistochangeinjustoneplace.Changethechorusagain,makingitmuchlongerthanitwasoriginally.Addasecondchorusandalternatebetweentheminyourverses.

SougwritiugaProgramWhatifweactedoutsongsinsteadofsingingthem?Allofasudden,ourchoruswouldbeafunctionofrepeatedactions,ratherthanwords.UsetheconceptsofthearrowsfromtheGraphPaperProgramminglessonandcreateaprogramwithlotsofrepeatinginstructions.

Circlethoserepeatingactionssothattheclasscanseewheretheyare.Defineafunctioncalled"Chorus"abovetheprogram.Crossouteverywheretherepeatingactionsappearintheprogramandwrite"Chorus"instead.

Repeatuntiltheclasscangothroughthisprocesswithlittledirection.

Revision 140610.1a

One of the most magnificent structures in the computer science world is the function. Functions (sometimes called procedures) are mini programs that you can use over and over inside of your bigger program.

A fantastic way to compare functions to something we see in our everyday lives is to look at songs. Songs often have certain groups of lyrics that repeat over and over. We call such a group a “chorus.”

Directions:

1) Divide into groups of 4, 5, or 6.

2) Give each group several copies of the Songwriting Worksheet.

3) Play a short song for the class that contains a clear chorus that does not change from verse to verse.

4) Challenge the class to identify (and write down) the chorus.

5) Compare results from each group. Did everyone get the same thing?

Let’s make a function for the bits that we use most often

so that we don’t need to write so much as we go.

New Word!

Say it with me: Func-shun

A piece of code that you can call over and over again.

Funct i on

SongwritingUsing Lyrics to Explain Functions and Procedures

Name: Date:

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Revision 140610.1a

Song Name:

Chorus:

Song Name:

Chorus:

Songwriting Worksheet ExampleUsing Lyrics to Explain Functions and Procedures

Group Name: Date:

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Revision 140610.1a

Look at the lyrics for the two songs below.

If it were your job to write these songs as computer programs, what chunk of code from each would you turn into a function so that you could use it over and over again with just one word?

Circle the segments of each program that repeat most often. Is everything that you circled exactly the same? If so, that can be your chorus!

Finish by writing the chorus for each song on the Songwriting Worksheet and give it a name. Those are your functions!

Song 1: I'm a Nut

I’m a little acorn brownsitting on the cold, cold ground.

Everybody steps on methat is why I'm cracked, you see.

I'm a nutI'm a nut

I'm a nut, I'm a nut, I'm a nut

Called myself on the telephonejust to see if I was home.Asked myself out on a date.

Picked me up at half-past eight.

I'm a nutI'm a nut

Took myself to the picture show.Sat myself in the very first row.

Wrapped my arms around my waist.Got so fresh, I slapped my face!

I'm a nutI'm a nut

Lou, Lou, skip to my Lou,Lou, Lou, skip to my Lou,Lou, Lou, skip to my Lou,Skip to my Lou, my darlin'.

Fly's in the buttermilk,Shoo, fly, shoo,

Skip to my Lou, my darlin'.

Cows in the cornfield,What'll I do?

Skip to my Lou, my darlin'.

Song 2: Skip to my Lou

SongwritingUsing Lyrics to Explain Functions - Assessment

Name: Date:

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Revision 140610.1a

Song 1 Name:

Chorus:

Song 2 Name:

Songwriting WorksheetUsing Lyrics to Explain Functions - Assessment

Group Name: Date:

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DiceRaceLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWInthislesson,studentswillrelatetheconceptofalgorithmsbacktoeverydayreal-lifeactivitiesbyplayingtheDiceRacegame.Thegoalhereistostartbuildingtheskillstotranslatereal-worldsituationstoonlinescenariosandviceversa.

Activity:Real-LifeAlgorithms-20minutes4)Real-LifeAlgorithms:DiceRace

Dice(1perpair)Pens/Pencils/MarkersReal-LifeAlgorithmsWorksheet:DiceRaceAssessmentWorksheet:DailyAlgorithms

FortheTeacherLessonVideoTeacherLessonGuidePrintoneReal-LifeAlgorithmsWorksheetpergroupPrintoneAssessmentWorksheet:DailyAlgorithmsperstudent

Askyourstudentswhattheydidtogetreadyforschoolthismorning.Writetheiranswersontheboard.Ifpossible,putnumbersnexttotheirresponsestoindicatetheorderthattheyhappen.

Ifstudentsgiveresponsesoutoforder,havethemhelpyouputtheminsomekindoflogicalorder.Pointoutplaceswhereordermattersandplaceswhereitdoesn't.

Introducestudentstotheideathatitispossibletocreatealgorithmsforthethingsthatwedoeveryday.Givethemacoupleofexamples,suchasmakingbreakfast,brushingteeth,plantingaflower,andmakingpaperairplanes.

Computersneedalgorithmsandprogramstoshowthemhowtodoevensimplethingsthatwecandowithoutthinkingaboutthem.

Itcanbechallengingtodescribesomethingthatcomesnaturallyinenoughdetailforacomputertoreplicate.

Let'strydoingthiswithanewandfunactivity,likeplayingtheDiceRaceGame!

ACTIVITY:(20MIN)4)Real-LifeAlgorithmWorksheet:DiceRace

Youcanusealgorithmstohelpdescribethingsthatpeopledoeveryday.Inthisactivity,wewillcreateanalgorithmtodescribehowweplaytheDiceRaceGame.Thehardestpartaboutgettingaproblemreadyforacomputercanbefiguringouthowtodescribereal-lifeactivities.We’regoingtogetsomepracticebyplayinganddescribingtheDiceRacegame.

Directions:1. Readtherulesbelow.2. PlayacoupleroundsoftheDiceRacegame.

Asyou’replaying,thinkabouthowyouwoulddescribeeverythingthatyou’redoing.Whatwoulditlooklikefromthecomputer’spointofview?

Rules:1. Seteachplayer’sscoreto02. Havethefirstplayerroll3. Addpointsfromthatrolltoplayerone’stotalscore4. Havethenextplayerroll5. Addpointsfromthatrolltoplayertwo’stotalscore6. Eachplayershouldgoagaintwomoretimes7. Checkeachplayer’stotalscoretoseewhohasthemostpoints8. DeclareWinner

LESSONTIP Youknowyourclassroombest.Astheteacher,decideifstudentsshoulddothisinpairsorsmallgroups.

LESSONTIP Helpthestudentsseethegamefromacomputer'spointofview.Iftheyneedtorollthedice,thenthecomputerneedstoprovidedice.Ifthestudentneedstoplaythreeturns,thenthecomputerneedstoloopthroughthestepsmultipletimes.

Howmanyofyouwereabletofollowyourclassmates'algorithmstoplaytheDiceRaceGame?What'sthedifferencebetweenanalgorithmandaprogram?

Analgorithmisthethinkingbehindwhatneedstohappen,whiletheprogramistheactualinstructionsetthatmakesithappen.Analgorithmhastobetranslatedintoaprogrambeforeacomputercanrunit.

Didtheexerciseleaveanythingout?Whatwouldyouhaveaddedtomakethealgorithmevenbetter?Whatifthealgorithmhadbeenonlyonestep:"PlayDiceRace"?

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.GoFigure

Real-Life AlgorithmsDice Race Activity

Revision 140710.1a

You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to help each other understand the Dice Race game.

The hardest part about getting a problem ready for a computer can be figuring out how to describe real-life activities. We’re going to get some practice by playing and describing the Dice Race game.

Read the rules below, then play a couple rounds of the Dice Race game. As you’re playing, think about how you would describe everything that you’re doing. What would it look like from the computer’s point of view?

Name: Date:

1) Set each player’s score to 0.

2) Have the first player roll.

3) Add points from that roll to player one’s total score.

4) Have the next player roll.

5) Add points from that roll to player two’s total score.

6) Each player should go again two more times.

7) Check each player’s total score to see who has the most points.

8) Declare Winner.

The Rules:

Player 1

Turn 1 Turn 2 Turn 3 Total

Player 2

Circlethe Winner

Player 1

Player 2

Circlethe Winner

Game 1

Game 2

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Dice RaceAssessment Worksheet

Revision 140710.1a

Use the space below to play through the Dice Race game.

When you’re done, use the bottom of the page to create an algorithm (list of steps) that someone else could use to learn how to play.

Now, take the steps that you’ve used to play the game above, and write them

down in the slots below. Take advantage of the repeat loop to avoid having to

write down instructions more than once.

Player 1

Player 2

Step 1 :

Repeat3 times

Circlethe Winner

Step 2 :

Step 3 :

Step 4 :

Step 5 :

Step 6 :

Step 7 :

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11Course3|Lesson11

Artist:NestedLoopsLessontime:30Minutes

LESSONOVERVIEWStudentsusetheArtistenvironmenttowriteprogramsthathaveloopedstatementsinsideanotherloop,whichiscalledanestedloop.

Introduction

Activity:Artist:NestedLoopsArtist:NestedLoops

CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDividethenumberofdegreesinacircleintoevensegmentsGivenanumberofsegments,calculatethedegreesneedtocompleteacircleBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithnestedloops

GETTINGSTARTEDIntroductionACTIVITYArtist:NestedLoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.

12Course3|Lesson12

Farmer:WhileLoopsLessontime:30Minutes

LESSONOVERVIEWUsingwhileloops,studentscontrolafarmershoveldirtintoholesuntilthey’refullandremovedirtfrompilesuntilit’sallgone.

Introduction

Activity:Farmer:WhileLoopsFarmer:WhileLoops

DistinguishbetweenloopsthatrepeatafixednumberoftimesandloopsthatrepeatuntilaconditionismetUseawhilelooptocreateprogramsthatcansolveproblemswithunknownvalues

GETTINGSTARTEDIntroductionACTIVITYFarmer:WhileLoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.SoMoving

FindsomeYouTubevideosofpopulardancesthatrepeatthemselves.Canyourclassfindtheloops?

Trythesamethingwithsongs!

13Course3|Lesson13

Bee:NestedLoopsLessontime:30Minutes

LESSONOVERVIEWStudentsusetheBeeenvironmenttowriteprogramsusingnestedloops.

Introduction

Activity:Bee:NestedLoopsBee:NestedLoops

LESSONOBJECTIVESStudentswill:BreakasequenceofstepsintoahierarchyorloopedsequencesNestloopsandconditionalstoanalyzemultiplevalueconditionsusingif,elseif,elselogic

GETTINGSTARTEDIntroductionACTIVITYBee:NestedLoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.

14Course3|Lesson14

Bee:DebuggingLessontime:30Minutes

LESSONOVERVIEWDebuggingisanessentialelementoflearningtoprogram.Inthislesson,studentswillencounterpuzzlesthathavebeensolvedincorrectly.Theywillneedtostepthroughtheexistingcodetoidentifyerrorsincludingmissingblocks,extrablocks,andmisorderedblocks.

Introduction

Activity:Bee:DebuggingBee:Debugging

LESSONOBJECTIVESStudentswill:PredictwhereaprogramwillfailModifyanexistingprogramtosolveerrorsIdentifyanalgorithmthatisunsuccessfulwhenthestepsareoutoforderReflectonthedebuggingprocessinanage-appropriateway

GETTINGSTARTEDIntroductionAskstudentsaboutproblemstheysolveineverydaylife.Howdoyoufixsomethingthatisn'tworking?Doyoufollowaspecificseriesofsteps?Thepuzzlesinthisunithavealreadybeensolvedforyou(yay!),buttheydon'tseemtobeworking(boo!)Wecalltheproblemsintheseprograms"bugs,"anditwillbeyourjobto"debug"them.Brainstormdifferentwaystofindandfixbugs.

ACTIVITYBee:DebuggingAsyourstudentsworkthroughthepuzzles,observehowtheysearchforbugs.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Havestudentsfollowthepathdescribedbythecodewiththeirfingerstofindpotential

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PlantingbugsHavestudentsgobackthroughpreviouslevels,purposfullyaddingbugstotheirsolutions.Theycanthenaskotherstudentstodebugtheirwork.Thiscanalsobedonewithpaperpuzzles.

15Course3|Lesson15

Bo�nceLessontime:30Minutes

LESSONOVERVIEWInthisspeciallevelstudentsgettobuildtheirownFlappyBirdclone.Byusingeventhandlerstodetectmouseclicksandobjectcollisions.

Introduction

Activity:BounceBounce

MatchblockswiththeappropriateeventhandlerCreateagameusingeventhandlersShareacreativeartifactwithotherstudents

ACTIVITYBounceInthefinalstageofthislessonstudentsareabletotweaktheirgametomakeitunique-encouragethemtoseehowdifferenttheycanmakeeachgamewithintheconstraintsprovided.

EXTENDEDLEARNING

Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourgame,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.

Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthegame.Discussasagroupthedifferentwaysyourclassmatescodedtheirgames.

16Course3|Lesson16

LESSONOVERVIEWInthisactivity,studentswillhavetheopportunitytoapplyallofthecodingskillsthey'velearnedtocreateananimatedstory.It'stimetogetcreativeandcreateastoryinthePlayLab!

Introduction

Activity:PlayLab:CreateaStoryPlayLab:CreateaStory

GETTINGSTARTEDIntroductionReviewtheeventhandlingstudentsdidinBounce:

WhatdideventsdidyouuseincodingFlappy?Nowyou'regoingtoanimatemultiplecharactersusingeventstriggeredbythearrowkeystotellastory.Thisisyourchancetogetreallycreative!

ACTIVITYPlayLab:CreateaStory

T hisisoneofthemostfree-formpluggedactivitiesofthecourse.Atthefinalstagestudentshavethefreedomtocreateastoryoftheirown.Youmaywanttoprovidestructuredguidelinesaroundwhatkindofstorytowrite,partiularlyforstudentswhoareoverwhelmedbytoomanyoptions.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourstory,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.

Postlinkstocompletedstoriesonlineorontheboard.Makeastoryofyourowntoshareaswell!

Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthestory.Discussasagroupthedifferentwaysyourclassmatescodedtheirstories.

Choosesomeoneelse'sstoryandbuildonit.(Don'tworry;theoriginalstorywillbesafe.)

17Course3|Lesson17

LESSONOVERVIEWBuildingonthepreviousPlayLabactivity,studentswilladddeeperinteractivityastheybuildtheirownvideogames.

Introduction

Activity:PlayLabCreateaGamePlayLab:CreateaGame

ACTIVITYPlayLab:CreateaGameDesigningagamethatisfuntoplayyetchallengingenoughtoavoidboredomisatoughtask.Encouragestudentstoconsiderhowtheirprogrammingchoicesmakedifferentaspectsoftheirgameharder,easier,frustrating,andfun.

EXTENDEDLEARNING

Usetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.LookUndertheHoodWhenyousharealinktoyourgame,youalsoshareallofthecodethatgoesbehindit.Thisisagreatwayforstudentstolearnfromeachother.

Whenstudentsloadupalink,havethemclickthe"HowitWorks"buttontoseethecodebehindthegame.Discussasagroupthedifferentwaysyourclassmatescodedtheirstories.

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TheInternetLessontime:15MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWInthislesson,studentswillpretendtoflowthroughtheInternet,allthewhilelearningaboutInternetconnections,URLs,IPAddresses,andtheDNS.

1)Review2)Vocabulary3)GettingtheMessage

Activity:TheInternet-15minutes4)TheInternet

Assessment-5minutes7)TheInternetAssessment

LearnaboutthecomplexityofsendingmessagesovertheInternetTranslateURLsintoIPAddressesPracticecreativeproblemsolving

PaperforwritingmessagestosendPaperforcreatingasignto"label"each"server"Pens&PencilsIPAddressandDeliveryTypeCardsFoundHere

FortheTeacher 235

LessonVideoThisTeacherLessonGuidePrintenoughIPAddressCardsandDeliveryTypeCardsforeachgrouptodrawPrintoneInternetAssessmentforeachstudentAccesstotheInternet(suchasgetip.com)or6+pre-determinedURL/IPaddresscombinations

2)VocabularyThislessonhasseveralnewandimportantwords:

IPAddress-Sayitwithme:I-PAdd-ressAnumberassignedtoanyitemthatisconnectedtotheInternetDNS(DomainNameService)-Sayitwithme:D-N-STheservicethattranslatesURLstoIPaddressesURL(UniversalResourceLocator)-Sayitwithme:U-R-LAneasy-to-rememberaddressforcallingawebpage(likewww.code.org)Internet-Sayitwithme:In-ter-netAgroupofcomputersandserversthatareconnectedtoeachotherServers-Sayitwithme:Ser-versComputersthatexistonlytoprovidethingstoothersFiberOpticCable-Sayitwithme:Fye-berOp-ticCay-blAconnectionthatuseslighttotransmitinformationWi-Fi-Sayitwithme:Wye-FyeAwirelessmethodofsendinginformationusingradiowavesDSL/Cable-Sayitwithme:D-S-L/Cay-blAmethodofsendinginformationusingtelephoneortelevisioncablesPackets-Sayitwithme:Pack-etsSmallchunksofinformationthathavebeencarefullyformedfromlargerchunksofinformation

Aquickpreviewisallyouneedhere.Thesewordswillallbeexplainedaspartofthelesson,soitwouldbefarless 237

3)GettingtheMessageIt'squitelikelythatyourstudentsareawareofwhattheInternetis,buttheymaynotreallyunderstandwhattheInternetis.

Ask"WhatistheInternet?"IstheInternetapublicplaceoraprivateplace?(Truthfully,manypeoplethinkitcanbeboth,butitshouldbeviewedasapublicspacenomatterwhatsettingsyouthinkyou'vemastered.)Howdoesinformationgetfromplacetoplace?

Let'ssaythatIwanttolookatthewebpageforCode.org.Whatdoyousupposetheprocessislikeformetosendthemessagetorequestthatpage?

WhatdoIdoasauser?WhatdoyouthinkhappensinsidetheInternet?

SendingamessageovertheInternetisalotlikesendingamessagethroughthemail...ifeveryletterwesentrequiredthousandsofenvelopes!EverymessagewesendthroughtheInternetgetschoppedupandeachpieceiswrappedinitsownversionofanenvelope.Wecallthose"packets."PacketsarespeciallyformedchunksofinformationthatareabletoeasilyflowthroughanyoftheInternet'schannels.Sometimes,afewofthosepacketswillgetlost,becausetheInternetisacrazyplace.Inthatcase,thepacketsneedtoberesent,andthewholemessagehastogetputonholduntiltheyarrive.Wheredoyouthinkthosepacketsareheaded?

Evenifyou'resendingmessagestoanotherperson,theyfirsthavetogotoatleastone"server."Aserverisaspecialcomputerthatissupposedtobealwaysonandreadytosendandreceiveinformation.Everywebsitehasaserver.Evenemailgoesthroughservers.

Serversdon'thavenameslikeyouandIdo.They'reactuallyaddressedusingnumbers.ThesenumbersarecalledIPaddresses,andtheylookalittlestrange.

Forexample:OneofCode.org'sIPaddressesusedtobe54.243.71.82(Pleasebesuretocheckthisoutinadvance.MostIPaddresseschangefromtimetotimeandtheyarethenreusedforothersites.)

TherearemanywaystoreachtheInternetfromyourhouse,school,orplaceofbusiness.Youcanconnectdirectlyusingacable(thatmightbeDSL,Cable,orFiberOptic)OryoucanconnectusingradiowavesovertheairthroughWi-Fi

Directconnectionsaremostreliable,buttheycanbeinconvenient.Canyoufigureoutwhy?

LESSONTIPconfusingtodoabriefintrotothewordsasa"seeifyoucanspottheseduringtheday"typeofheads-up.

LESSONTIP TherearesomegreatYouTubevideosonthissubjectthatcanmakethislessonalittleeasiertounderstand.Youcanshowthemtotheclassinadvance,orjustwatchthemyourself.Hereisoneofthemostclearandentertainingversions.(Werecommendstoppingthevideoat2:59,ifpossible.)

(Youhavetobeattachedtoacable!)Wi-Ficonnectionsaresuperconvenient,butthearen'talwaysreliable.

Canyoufigureoutwhynot?(Radiowavesbounceallovertheplaceandcangetlost.)

So,ifyou'reusedtosendinginformationtoURLs(likewww.code.org)andtheserversactuallyhaveIPaddressesfornames(like54.243.71.82)howdoestheInternetchangefromonetotheother?That'swhattheDNSisfor.TheDNS(DomainNameServer)hastablesthatallowthesystemtogobackandforthbetweenURLsandIPaddresses.IftheDomainNameServerseverstoppedworking,itwouldshutdowntheInternetasweknowit!

Withthatsaid,let'strytounderstandwhattheDNSdoesbymakingalittleDNStableourselves.PulloutapieceofpaperanddrawagridsimilartothatintheInternetactivity:

First,weneedtofillinthistable.SurveytheclassfortheirfavoritewebsitesandwritetheURLsintheleftcolumnUseasitelikegetip.comtofindtheIPaddressesforthosesitesandwritetheminthecorrespondingrowsoftherightcolumn.

Nowlet'stakethisDNSTableandpretendtosendmessagesthroughtheInternet!

ACTIVITIES:(20MIN)4)TheInternetDirections:

1)CreateyourownDNStable,similartowhatisshownabove.2)Havetheclasshelpyoufillintheblankspotsinthetable .PickyourfavoriteURLsandfindtheirIPaddressesusingasitelikewww.getip.com.

LESSONTIP Ifyou'rethinkingthatthisisalotoftextanditwouldbeextremelyboringtotrytolecturethistoaclassfullofelementaryschoolkids,you'reabsolutelyright!

Ifyou'reunabletoshowaYouTubevideoinclasstohelpexplainitall,Ihighlyrecommenddrawingpicturestoexplaineachideaabove,orchoosingstudentsasvolunteerstoactoutwhatyoudescribewhileyou'reexplaining.They'renotexpectedtogeteverydetailanddefinitionatthispoint,onlytogainexposure.

3)Divideintogroupsof3to5.4)AssigneachgroupanIPaddressfromthetable,andeachpersoninthegroupaposition:

TheMessageWriterTheInternetTheServer(carriestheIPaddress)TheReturnInternet(optional)TheMessageReceiver(optional)

5)EachgroupwilldrawanIPAddressCardandaDeliveryCardtofindoutwheretheirmessageisgoingandwhattheirmethodofmessagedelivery(Wi-Fi,Cable/DSL,orFiberOpticCable)willbe.6)TheMessageWriterwillcraftanotetosendtotheserver.7)TheInternetwillripthemessageupinto4smallpiecescalledpackets,thendelivereachpacketoneatatimetotheServerwiththeIPaddressthatwasdrawnfromtheIPAddressCardstack.8)TheServerwillmakesurethatthemessagearrivesinorder,thenwillsendeachpacketoffoneatatimewiththeReturnInternet(canbethesamepersonordifferentpersonthantheoriginalInternet).9)TheReturnInternetwilldelivereachpiecebacktotheMessageReceiver(canbethesamepersonordifferentpersonthantheMessageWriter)andputitbacktogether.10)TheMessageReceiverwillwaitforallofthepiecestoarrive,thenreadthemessagetobesureitarrivedcorrectly!

Rules:1)TheInternetmustripthemessageintoexactlyfourpackets.2)IftheInternetdropsapacket,theyhavetopickitupandgobacktothestarttodeliveritagain.3)Theserverhastowaitforallofthemessagepiecestoarrivebeforeitcanbegintosendthemessagealong.

Info:1)Wi-Fi:Convenient,butspotty.Wi-Fidoesn’trequirecables,butsincethesignalbouncesallovertheplace,packetscangetlostprettyeasily.Simulation:Internetmustcarryeachpacketontheirshoulder(nohands).2)Cable/DSL:Fairlygoodatdeliveringmessages,butyoumustbeconnectedtoawire.Simulation:Internetmustcarryeachpacketonthebackofonehandandmustkeeptheotherhandtouchingawall,desk,chairortheflooratalltimes.3)FiberOpticCable:Thebestatdeliveringmessages,butyoumustbeconnectedtoawire.Simulation:Internetcancarrypacketsinhand,butmustkeeptheotherhandtouchingawall,desk,chairortheflooratalltimes.

Toplaythisgame,youcanhaveyourgroupsclusteranywhere,butforthefirsttimeitcanbelessconfusingtohavegroupsplayinaline.

Lineuptheserversononeendoftheroom(holdingtheirIPaddresses).TheReturnInternetplayerscanbeoverthereaswell(ifyouhavethatmanypeopleineachgroup).Havetheeveryoneelselineupacrossfromtheirserverattheothersideoftheroom.TheMessageSenderswilllikelybesendingtheirmessagestoaserverotherthantheirown,sotheInternetplayerswilllikelycrossoverfromgrouptogroup.Itmaylooksomethinglikethediagrambelow:

Whatkindofconnectionwouldyouratherhave(Wi-Fi,DSL/Cable,orFiberOptic)?Why?

Whymightittakeyourmessagealongtimetogetsomewhere?

"Apieceofcodethatyoucancalloverandoveragain""Computersthatexistonlytoprovideinformationtoothers""Thebottomlegofatriangle"

LESSONTIP Ifitfeelsliketherearetoomanyrulestoexplainoutright,feelfreetopostthemontheboardandjustexplainthegameasyougo.Youcanplaymultipleroundsuntiltheclassreallyunderstands.

...andwhatisthewordthatwelearned?Whatwasyourfavoritenewword?Isthereawordthatwelearnedtodaywhosemeaningyouremember,butdon'tremembertheword?Isthereawordthatwelearnedwhereyouremembertheword,butnotwhatitmeans?

ASSESSMENT(5MIN)7)TheInternetAssessment

InternetHow the Internet Does What it Does

Revision 150517.1a

Directions:

1) Create your own DNS table, similar to what is shown here.

2) Have the class help you fill in the blank spots in the table.Pick your favorite URLs and find their IP addresses using a site like www.getip.com.

3) Divide into groups of 3 to 5. 4) Assign each group an IP address from the table, and each person in the group a

position:

* The Message Writer* The Internet* The Server (carries the IP Address)* The Return Internet (Optional)* The Message Receiver (Optional)

5) Each group will draw an IP address Card and a Delivery Card to find out where their message is going and what their method of message delivery (Wi-Fi, Cable/DSL, or Fiber Optic Cable) will be.

6) The Message Writer will craft a note to send to the server.

7) The Internet will rip the message up into small pieces called packets, then deliver each packet one at a time to the Server with the IP address that was drawn from the IP address Card stack.

8) The Server will make sure that the message arrives in order, then will send each packet off one at a time with the Return Internet (can be the same person or different person than the original Internet).

9) The Return Internet will deliver each piece back to the Message Receiver (can be the same person or different person than the Message Writer) and put it back together.

10) The Message Receiver will wait for all of the pieces to arrive, then read the message to be sure it arrived correctly!

Rules:

1) The Internet must rip the message into exactly four packets.

2) If the Internet drops a packet, they have to pick it up and go back to the start to deliver it again.

3) The server has to wait for all of the message pieces to arrive before it can begin to send the message along.

InternetHow the Internet Does what it Does

Revision 150517.1a

Group 1 Group 2 Group 3 Group 4

Message Writer 1

Internet 2

Sample of Classroom Group Layout During Game Play

Sample of DNS Table

IP ADDRESS

www.code.org

Server 1(71.220.205.157)

Message Writer 2

Server 2(Random IP)

Message Writer 3

Server 3(Random IP)

Message Writer 4

Server 4(Random IP)

Internet 1Internet 4

Internet 3

InternetIP Address Cards

Revision 150517.1a

These cards correlate with numbered entries in the DNS Table.(You should make one distinct row for each group.)

InternetDelivery Type Cards

Revision 150517.1a

These cards correlate with different methods ofdelivering messages over the Internet.

(Print enough to have one card for each group.)

Wi-Fi Fiber Optic

DSL Cable

Types:

1) Wi-Fi: Convenient, but spotty. Wi-Fi doesn’t require cables, but since the signal bounces all over the place, packets can get lost pretty easily.

Simulation: Internet must carry each packet on their shoulder (no hands).

2) Cable/DSL: Fairly good at delivering messages, but you must be connected to a wire. Simulation: Internet must carry each packet on the back of one hand and must keep the other hand touching a wall, desk, chair or the floor at all times.

3) Fiber Optic Cable: The best at delivering messages, but you must be connected to a wire. Simulation: Internet can carry packets in hand, but must keep the other hand touching a wall, desk, chair or the floor at all times.

The InternetHow the Internet Does What it Does

Revision 140710.1a

The DNS has gone out, and now you’re in charge of delivering information all over the Internet! Use the DNS Look-Up Table to figure out where each packet is supposed to go.

Draw a line from each packet to the server where it is supposed to be delivered. The first one has been done for you.

This message is being delivered from someone at code.org to someone at thinkersmith.org. Draw the path that the message is likely to take.

Name: Date:

code.org

light-bot.com

thinkersmith.org

khanAcademy.org

csisfun.com

DNS Look-Up Table

IP ADDRESS

code.org

csisfun.com

thinkersmith.org

light-bot.com

khanAcademy.org

54.243.71.82

100.42.50.110

64.14.68.10

54.209.61.132

23.23.224.106

100.42.50.110

64.14.68.10

54.209.61.132

23.23.224.106

54.243.71.82

64.14.68.10

MessageSender

54.243.71.82 MessageReceiver

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CrowdsourcingLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWIncomputerscience,wefacesomebig,dauntingproblems.ChallengeslikefindinglargeprimenumbersorsequencingDNAarealmostimpossibletodoalone.Addingthepowerofothersmakesthesetasksmanagable.Thislessonwillshowyourstudentshowhelpfulteamworkcanreallybe.

1)Review2)Vocabulary3)BigProblems

Activity:Crowdsourcing-20minutes4)WorkingTogether

IdentifyalargetaskthatneedstobedoneRearrangealargetaskintoseveralsmallertasksBuildacompletesolutionfromseveralsmallersolutions

PlayingCards(1Deckpergroup)FortheTeacher

LessonVideo

Playingcardsusuallycomeinmulti-packsatthedollarstore,butifyou'rerushedyoucanprintsomefromonlineonto 248

FortheTeacherThisTeacherLessonGuideCrowdsourcingActivity:WorkingTogetherJaroflotsofsomething(Pennies,Buttons,SlipsofPaper)

Crowdsourcing-Sayitwithme:Crowd-sore-singGettinghelpfromalargegroupofpeopletofinishsomethingfaster3)BigProblems

Showyourstudentsyourjarfullofsomething."Lookatthisjar.Ihavealotofbuttonsinhere,andIneedtotelltheprincipalhowmanytherearebeforetheendofclass."

MATERIALSTIPcardstockandcutthemoutwithaslicer.

"CanyouthinkofawayIcouldgetthesecountedquickly?"Yourstudentsmayguideyoutowardseekinghelp,butiftheydon't,youcansuggestit,too.

Pourallofthebuttons(orpennies,etc.)intoapileonthefloor.Inviteallofthestudentstocomeupandgrabasmallnumber(tenisgood,butyoucandomoreifyourstudentscanhandleit).Oncethey'vecountedouttheirten,havethemreporttoyou,droptheirbuttonsbackinthejar,andgoagainuntilthepileisgone.

Commentonhowfastthetaskwent.Havetheclassreflectonhowlongitmighthavetakenorhowharditmayhavefelttodoalone.

ACTIVITIES:(20MIN)4)CrowdsourcingActivity:WorkingTogether

Sometimesyouhaveabigjobthatneedstogetdone,butitfeelslikeitwilltakeforever.Crowdsourcingisawayofusingteamworktomakethejobgomuchfaster!Inthisgame,we’llusecrowdsourcingtosortdecksofplayingcards.

Directions:1)Divideintogroupsof4,5,or6.2)Grabyourdeckofplayingcardsanddumpitintoabag,bucket,orevenaloosepocketthatyoucanmakewiththebottomofyourshirt.3)Shakethecardsuntilthey’reallmixedup.4)Dumpthecardsoutontoatableordeskwherethewholegroupcanseethem.5)Decidehowtobreakupthetaskofsortingthedecksothateverypersonhassomethingtodoandnooneisdoingtoomuch.6)Timeyourselfsortingthecards.Canyoufigureoutawaytodoitfaster?7)Repeatthegameoverandoveruntilyouthinkyouhavefoundthefastestwayofcrowdsourcingthecardsortingactivity.

WRAP-UP(5MIN)

LESSONTIP Jarsofbuttonsandpenniesworknicely,butifyoufindyourselfwithlittletimetoprepare,youcancutslipsofpaperandputtheminaziplockbagorevenapencilbox.

LESSONTIP Itcanbechallengingforstudentstofigureouthowtobreakapartlargetasksatfirst.Studentsmightfindithelpfultohavesomeideashandedtothemafterworkingforawhile.Onegreatdivisionforsortingcardsisasfollows:

Onepersonpicksupthecardsanddeterminesthesuitofeachone.OnepersonmanagesHearts.OnepersonmanagesDiamonds.OnepersonmanagesClubs.OnepersonmanagesSpades.(Ifthere'sanother,theycanputallsortedsuitsbacktogetheragain.)

5)FlashChat:Whatdidwelearn?Haveyouevertriedtosortapileofcardsbyyourselfbefore?Doyouthinkitwaseasierorhardertohavehelp?Whatotherthingsdoyouhavetodosometimesthatwouldbeeasierwithhelp?

"Pullingsomethingout""Gettinghelpfromalargegroupofpeopletofinishsomethingfaster""Somethingthatisnotcooked"

ASSESSMENT(0MIN)7)NoIndivdualAssessment

Sincecrowdsourcingisnotmeanttobedonealone,thereisnoindividualassessment.Thefinalassessmentofthislessonistheresultofthepreviousactivity.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.ReverseCrowdsourcing

Oftenwethinkofcrowdsourcingaspullingthingsaparttomakethemmoresimple.Youcanalsomakebig,beautifulthingswiththesametechnique.Haveyourstudentseachgrabthreecardsandbuildonesegmentofacardhouse.Eachstudentcangooneafteranothertobuildagrandcardtower.Trywithtwo,oreventhreestudentsaddingtheirchunkatatime.

Doescrowdsourcingalwaysmakeataskeasier?CrowdsourcingintheRound

Youcancrowdsourceallatthesametimeoryoucandoitonepersonatatime.Tryhavingthewholeclasssortthesamedeckofcards,onestudentatatime.

Shufflethecardsandplacetheminapileinthecenteroftheroom.Haveeachstudentapproachthepileandchoosefourcards.

HavefourpilesforthestudentstosorttheircardsintoSpadesClubsHeartsDiamonds

Onceallcardshavebeenputintheirfourpiles,havethefollowingfourstudentssorttheindividualpiles.Thelastpersonwillputallfourpilestogether.

Thisversionmaynotsavealotoftime,butitstilldividestheworkandletseachindividualhavemorefreetime!

CrowdsourcingWorking together to make big things happen

Revision 140710.1a

Sometimes you have a big job that needs to get done, but it feels like it will take forever. Crowdsourcing is a way of using teamwork to make the job go much faster!

In this game, we’ll use crowdsourcing to sort decks of playing cards.

Directions:

1) Divide into groups of 4, 5, or 6.

2) Grab your deck of playing cards and dump it into a bag, bucket, or even a loose pocket that you can make with the bottom of your shirt.

3) Shake the cards until they’re all mixed up.

4) Dump the cards out onto a table or desk where the whole group can see them.

5) Decide how to break up the task of sorting the deck so that every person has something to do and no one is doing too much.

6) Time yourself sorting the cards. Can you figure out a way to do it faster?

7) Repeat the game over and over until you think you have found the fastest way of crowdsourcing the card sorting activity.

Name: Date:

It would be easier to clean your room if you tried

crowdsourcing the work with a bunch of friends.

New Word!

Say it with me: Crowd-sore -s i ng

Getting help from a large groupof people to finish something faster

Crowdsourc i ng

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DigitalCitizenshipLessontime:30MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWIncollaborationwithCommonSenseMedia,thislessonhelpsstudentslearntothinkcriticallyabouttheuserinformationthatsomewebsitesrequestorrequire.Studentslearnthedifferencebetweenprivateinformationandpersonalinformation,distinguishingwhatissafeandunsafetoshareonline.Studentswillalsoexplorewhatitmeanstoberesponsibleandrespectfultotheirofflineandonlinecommunitiesasasteptowardlearninghowtobegooddigitalcitizens.

1)Review2)Vocabulary3)Personalvs.PrivateOnline

Activity:DigitalCitizens-30minutes4)DigitalCitizens

Assessment-5minutes7)DigitalCitizensAssessment

CompareandcontrasttheirresponsibilitiestotheironlineandofflinecommunitiesUnderstandwhattypeofinformationcanputthematriskforidentitytheftandotherscamsReflectonthecharacteristicsthatmakesomeoneanupstandingcitizenDeviseresolutionstodigitaldilemmas

PapercraftSuperHeroes 254

Pens,Pencils,&ScissorsSuperDigitalCitizenAssessmentforeachstudent

FortheTeacherLessonVideoThisTeacherLessonGuideAgoodselectionofmaleandfemalePapercraftSuperHeroessheetsforthewholeclassPrintoneSuperDigitalCitizenAssessmentforeachstudent

DigitalCitizen-Sayitwithme:Dih-jih-talSit-i-zenSomeonewhoactssafely,responsibly,andrespectfullyonline3)Personalvs.PrivateOnline

Ask"Whattypesofinformationdoyouthinkareokaytosharepubliclyonlineoronaprofilethatotherswillsee?"

Whataresomeexamplesofwebsiteswhereyoumustregisterinordertoparticipate?Writethenamesofthewebsitesontheboard.Whatinformationisrequiredandwhydoyouthinkitisrequired?

Informationmayberequiredtohelpdistinguishonepersonfromanother.Thewebsitemaykeeparecordofwhousesit.

Explainthatit’simportanttoknowthatsharingsomekindsofuserinformationcanputyouandyourfamily’sprivacyatrisk.Pointoutthatyoudonothavetofilloutfieldsonwebsitesiftheyarenotrequired.

Requiredfieldsareusuallymarkedbyanasterisk(*)orarehighlightedinred.Elementaryschoolstudentsshouldneverregisterforsitesthatrequireprivateinformationwithouttheapprovalandguidanceofaparentorguardian.Hereisanexampleofpublicversusprivateinformation:

Explainthatsomepeoplewillactivelytrytogetyoutosharethiskindofinformationsothattheycanuseittotakeoveryouridentity.Onceathiefhastakensomeone’sidentity,heorshecanusethatperson’snametogetadriver’slicenseorbuythings,evenifthepersonwhoseidentitytheystoleisn’toldenoughtodothesethings!

It’softennotuntilmuchlaterthatpeoplerealizethattheiridentityhasbeenstolen.Identitythievesmayalsoapplyforcreditcardsinotherpeople’snamesandrunupbigbillsthattheydon’tpayoff.Letstudentsknowthatidentitythievesoftentargetchildrenandteensbecausetheyhaveacleancredithistoryandtheirparentsareunlikelytobeawarethatsomeoneistakingontheirchild’sidentity.

Now,let'sseewhatwecandotokeepourselvessafe.

ACTIVITIES:(20MIN)4)PapercraftSuperHeroes

Spidermansays"Withgreatpowercomesgreatresponsibility."ThisisalsotruewhenworkingorplayingontheInternet.Thethingsweread,see,andhearonlinecanleadpeopletohaveallsortsoffeelings(e.g.,happy,hurt,excited,angry,curious).

Whatwedoandsayonlinecanbepowerful.TheInternetallowsustolearnaboutanything,talktopeopleatanytime(nomatterwheretheyareintheworld),andshareourknowledgeandcreativeprojectswithotherpeople.

Thisalsomeansthatnegativecommentscanspreadveryquicklytofriendsofallages.CREATEathree-columnchartwiththeterms“Safe,”“Responsible,”and“Respectful”writtenatthetopofeachcolumn.Invitestudentstoshoutoutwordsorphrasesthatdescribehowpeoplecanactsafely,responsibly,andrespectfullyonline,andthenwritethemintheappropriatecolumn.

LESSONTIP Ifyouhaveaccesstoacomputer,feelfreetonavigatetoasitethatmightrequirethistypeofinformation,suchasGmailorFacebook.

Now,let'sreallymakesureweunderstandhowtobeaSuperDigitalCitizen!Directions:

1)Haveeachstudentgrabasmallselectionofpapercraftsheetsandencouragethemtoblendthepiecestomaketheirveryownsuperhero.2)Allowplentyoftimeforstudentstocut,glue,andcolor.3)Givestudentsa5minutewarningtowrapup.4)Separatestudentsintogroupsof2-4andtellthemtousetheirsuperheroesandleftoversuppliestostageasceneinwhichonesuperheroseesanactofpoordigitalcitizenship.Thenhavethesuperherofixtheproblem…andsavetheday!5)Goaroundtheroom,havingeachstudentexplaintheirscenetotheclass.

Whatisagoodwaytoactresponsiblyonline?Whatkindsofpersonalinformationcouldyoushareaboutyourselfwithoutshowingyouridentity?Whatkindsofsuperpowersorqualitiesdidyourdigitalsuperheroeshaveincommon?WhatdoesSpider-Man’smotto“Withgreatpowercomesgreatresponsibility”meantoyou,assomeonewhousestheInternet?

"Onewhoisafraidofspiders""Ababyhorse""Someonewhoactssafely,responsibly,andrespectfullyonline"

LESSONTIP Formorein-depthmodules,youcanfindadditionstothiscurriculumattheCommonSenseMediapageonScopeandSequence.

ASSESSMENT(5MIN)7)DigitalCitizenAssessment

Digital CitizenshipAssessment WorksheetUnplugged

Revision 140625.1a

Just because you can do something online doesn’t mean that you should!

Cross out the information that you should not share online. Use the words that are leftover as the key to what you should find in the word search.

Write a paragraph in the area below, telling about what you will do when you’re on the Internet to make sure that you practice kind and respectful behavior.

Name: Date:

1) Your Credit Card Info (CARD)

2) Your Online Name (NICKNAME)

3) What You Ate Today (FOOD)

4) Your Email (EMAIL)

5) Your Favorite Color (COLOR)

6) The Last Book you Read (BOOK)

7) The School You Attend (SCHOOL)

8) Your Favorite Band (BAND)

9) Your Phone Number (PHONE)

10) Your Address (ADDRESS)

11) Your Birthday (BIRTHDAY)

21Course3|Lesson21

Artist:PatternsLessontime:30Minutes

LESSONOVERVIEWStudentsusetheArtistenvironmenttoexplorenestedloopsthatdrawcomplexpatterns.

Introduction

Activity:Artist:PatternsArtist:Patterns

CountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopDividethenumberofdegreesinacircleintoevensegmentsGivenanumberofsegments,calculatethedegreesneedtocompleteacircleBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithnestedloopsComposecomplexpatternsfrommultiplenestedloops

GETTINGSTARTEDIntroductionInthisstage,studentswillexplorehownestingloopsseverallevelsdeepcanallowthemtocreatecomplexandbeautifulrepeatingpatterns.Therearenoassessmentsattheendofthisstage,itisafinalchallengetoencouragestudentstopushthemselves.

ACTIVITYArtist:PatternsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PaperPatternBuilding

Pairstudents,andassigneachpairabasicgeometricshapetoexamine.Forthatshape,theywilldothefollowing:

WriteinstructionstodrawthatshapusingaloopWriteinstructionstodrawarowofthatshapebyrepeatingthepreviousloopWriteinstructionstodrawacomplexpatternbyrepeatingthepreviousloopUsethoseinstructionstowalkanotherstudentthroughdrawingthatsamepattern

Course4OVERVIEWCourse4isdesignedforstudentswhohavetakenCourses2and3.Studentswilllearnhowtotacklepuzzleswithincreasedcomplexityastheylearnhowtocombineseveralconceptswhensolvingeachchallenge.BythetimethisCourseiscompleted,studentswillbecreatingprogramsthatletthemshowcasemultipleskills,includingforloopsandfunctionswithparameters.Recommendedforgrades4-8.LessonSequenceofCourse4Onlinelessonsareinregulartextandunpluggedactivitiesareinboldedtext.

1 Algorithms:TangramsIfyoukeepanalgorithmsimpletherearelotsofwaystouseit.Ifyouwanttomakesureeveryoneendsupwiththesamething,thenyouralgorithmneedsmoredetail.

2 MazeandBeeFirsthelpthezombiegettothesunflowerusingacombinationofsequencesandloops,thenreviewconditionalswiththeflower-huntingbee.

3 Artist:LoopsReviewUsethetraditionalartistcharacter,aswellasaveryartisticzombie,tocompleteandrecreaterepetitivedrawings.

4 VariablesinEnvelopes Explainswhatvariablesareandhowwecanusetheminmanydifferentways.

5 AbstractionwithMadGlibsAnalyzestoriesfordifferencessothattheycanabstractthemaway.Thoseabstractedstoriesbecometemplatesforfunandcrazynewones.

6 Artist:Variables Explorethecreationofrepetitivedesignsusingvariables.

7 PlayLab:Variables Playwithvariablesinasituationthatillustratesjusthowusefultheycanbe.

8 ForLoopFun Learnhowtouseloopswithextrastructurebuiltrightin.

9 Bee:ForLoops UsetheBeeenvironmenttowriteprogramsthatuseloopswithembeddedcounters/indexvariables.

10 Artist:ForLoopsUsetheArtistenvironmenttowriteprogramswithforloops,similartowhattheydidinthepreviousBeelevel.

11 PlayLab:ForLoopsBuildingonthepreviousPlayLabactivity,studentswilladddeeperinteractivityastheybuildtheirownvideogames.

12 Artist:Functions UsetheArtistenvironmenttodrawcomplicatedimagesusingfunctionsforrepeatedtasks.

13 SongwritingwithParametershelpstudentsintuitivelyunderstandwhycombiningchunksofcodeintofunctionsissuchahelpfulpractice.

14 Artist:FunctionswithParametersUsetheArtistenvironmenttodrawcomplicatedimagesusingfunctionswithparameterstocreatesimilarshapeswithsmalldifferences.

15 PlayLab:FunctionswithParametersHavingexperiencedthecreationanduseoffunctionsandparameters,studentswillgettheopportunitytousetheskillinthecreationofPlayLabgames.

16 Bee:FunctionswithParametersThisshortstageillustrateshowstudentscanusetheirnewskillswithfunctionsandparameterstochangedirectionusingbinarylogic.

17 BinaryImagesIllustrateshowacomputercanstoreevenmorecomplexinformation(suchasimagesandcolors)inbinary,aswell.

18 Artist:Binary Buildbinaryimages,translating0sand1stooffsandons(orblacksandwhites).

19 SuperChallenge-VariablesDigdeepintowhatstudentshavelearnedthroughouttheirjourneytosolveahandfulofcomplexpuzzles.

20 SuperChallenge-ForLoops Useamixofdifferentenvironmentstotesttheirknowledgeofforloops.

21 SuperChallenge-FunctionswithParametersThischallengingstageallowsstudentstohonetheirskillswithfunctionsandparameterstosolvecomplexpuzzleswithgraceandefficiency.

22 ExtremeChallenge-ComprehensiveThefinalstageinthiscourseisintendedtotestcomprehensionandtransferofallconceptstoblendedpuzzles.

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Algorithms:TangramsLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWThislessonshowsussomethingimportantaboutalgorithms.Ifyoukeepanalgorithmsimpletherearelotsofwaystouseit.Ifyouwanttomakesureeveryoneendsupwiththesamething,thenyouralgorithmneedsmoredetail.Thisactivitywillshowbothoptions.

1)Review2)Vocabulary3)IntrotoTangrams

Activity:AlgorithmswithTangrams-20minutes4)Algorithms

Wrap-up-10minutes5)FlashChat:Whatdidwelearn?6)Vocab-Shmocab

Assessment-10minutes7)AlgorithmAssessment

TacklethechallengeoftranslatinganimageintoactionableinstructionsConveyinstructionstoteammatesinordertoreproduceanimageAnalyzetheworkofteammatestodeterminewhetheranoutcomewassuccessful

TangramSet&AlgorithmCardImagesPackScratchpaperforwritingalgorithmsorbuildingimages

TangramAssessmentWorksheetPens/PencilsScissors

FortheTeacherPrintoneAlgorithmCardImagesPackpergroupPrintoneTangramSetperstudentPrintoneTangramAssessmentWorksheetperstudentProvidestudentwithscissors,paper,pens&pencils

GETTINGSTARTED(10MIN)1)ReviewThisisagreattimetoreviewcomputerscienceexperiencesfromthepast.Wheredideveryoneleaveoff?Herearesomequestionsthatyoucanaskinreview:

Doyourememberwhatanalgorithmis?Whatdoesanalgorithmhavetodowithsequence?

2)VocabularyThislessonhasoneimportantwordtoreview:

Algorithm-Sayitwithme:Al-go-ri-thmAlistofstepsthatyoucanfollowtofinishatask3)IntrotoTangramsYourstudentsmayormaynothaveplayedwithtangramsbefore.Iftheyhave,youcanskipthisportion,andmoverighttoexplainingtheAlgorithmsactivity.Usually,Tangramsareusedtosolvepuzzles.YoureceiveasetofsevenTansandmustusethemall(withoutoverlappingany)torecreateanimagethathasbeengiventoyou.Often,thisisdoneasanindividualactivity,andtheplayerisallowedtoseetheimagethattheyaretryingtorecreate.Manytimes,youcanlayyourpiecesrighton

topoftheimagesilhouettetobesurethatthesolutionisjustright.

ACTIVITY:ALGORITHMS(20MIN)4)AlgorithmsWearegoingtouseourtangramsinaslightlydifferentwaythanmost.Insteadoflookingatourpuzzlesandtryingtoguesswhichshapegoeswhere,wearegoingtogetpuzzlesthatalreadytellyouwhereeachshapegoes.Youmightthinkthatthiswillmakeiteasier,butitwon't,becausestudentswillalsonotgettoactuallylookattheimagethatwearetryingtorecreate!Instead,ateammatewillbedescribingtheimagetous.Tokeepitfromgettingtoodifficult,wewillnotusepuzzlesthatrequireallsevenpieces.Directions:1. Divideintogroupsof3-5.2. Eachplayershouldcutouttheirownsetoftangrams.3. HaveonememberofeachgroupselectanAlgorithmCardwithoutshowingittoanyoneelse.4. ThepersonwiththeAlgorithmCardwilltrytoexplaintheimagetoeveryoneelsewithoutlettingthem

actuallyseeit.5. TheotherplayerswillbuildtheirpicturesoffofthedescriptiongivenbytheCardHolder.6. WhentheCardHolderisdone,everyonewillshowtheirpicturesandseeiftheyallendedupwiththesame

image.7. Ifeveryoneendsupwiththesamedrawing,theCardHoldercanshowthecardandseeifeveryone

matchedthecard.8. Ifanyofthepicturesinthegrouparedifferentfromeachother,havetheCardHoldertrydescribingthe

imageagain,usingmoredetail.9. ChooseanewCardHolderandanewAlgorithmCardandrepeatuntileveryonehashadachanceto

describeanimage.Playthroughthisseveraltimes,withimagesofincreasingdifficulty.

LESSONTIP IfyourclasshasneverusedTangrampieces,youcanchoosetodoanexampleforthemorevenhaveanentireTangramlesson.ThereareseveralgoodonesontheInternet.Hereisalessonthatyoucandointheclassroomandhereisagamethatyoucanplayonline.

Whatdidwelearntoday?Wasiteasierorharderthanyouthoughtitwouldbetodescribeanimagetooneanother?Didanygroupenduphavingarrangementsthatallmatched?CanyousharesometricksthatyoucameupwiththathelpedyourgroupmatchtheImageCardexactly?

Doyourememberthedefinitionoftheword"algorithm"?"Alistofstepsthatyoucanfollowtofinishatask""Analgorithmthathasbeencodedintosomethingthatcanberunbyamachine""Findingandfixingproblemsinyouralgorithmorprogram"

ASSESSMENT(10MIN)7)AlgorithmAssessment

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.AtYourWord

MakeupsimpleTangramAlgorithmsforyourclass,andhavethemfigureouthowmanydifferentimagestheycancreatethatfollowthatalgorithmtotheletter.

Chooseacoupleofdrawingstoanalyzeagainstthealgorithm.

Movetowardmorespecificalgorithmsthatleavelittleroomforvariation.ShapelyDebugging

Createanalgorithmforanimage,andprovidetheclasswithaTangramArrangementthatdoesn'tquitematch.Asktheclassiftheimagematchesthealgorithm.Cantheyfigureoutwhereitwentwrong?Doyouneedtothrowthewholearrangementoutandstartoverorcanyoujuststartfromwherethealgorithmwentwrong?

CONNECTIONSANDBACKGROUNDINFORMATIONISTEStandards(formerlyNETS)SatisfiedbythisLessonInclude:

1c.Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject6c.Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions

TheactivitiesinthislessonsupportCSTAK-12ComputerScienceStandards:CT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCPP.L1:6-05Constructaprogramasasetofstep-by-stepinstructionstobeactedout

Next-GenScienceStandards3-5-ETS1-2Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem

CommonCoreMathematicalPractices1.Makesenseofproblemsandpersevereinsolvingthem6.Attendtoprecision

CommonCoreMathStandards3.G.A.1Understandthatshapesindifferentcategoriesmayshareattributesandthatthesharedattributescandefinealargercategory5.G.B.3Understandthatattributesbelongingtoacategoryoftwo-dimensionalfiguresalsobelongtoallsubcategoriesofthatcategory

CommonCoreLanguageArtsStandardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.L.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopic.L.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships.

LESSONTIP Trytofocusonmisplacementsthatallowtheclasstobackuponlyafewstepstofixthealgorithm.Wewanttogetitinthestudents'headsthattheydon'thavetodeleteentireprogramsifsomethingdoesn'twork,theyjustneedtofindtheerrorandfixthatbit(andanybitthatwasrelyingonthatinstruction).

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AlgorithmsTangrams Algorithm Activity

Revision 140929.1a

This lesson shows us something important about algorithms. If you keep an algorithm

simple there are lots of ways to use it. If you want to make sure everyone ends up with

the same thing, then your algorithm needs to have a lot of detail.

This activity will show both options.

Directions:

1. Divide into groups of 3-5.

2. Each player should cut out their own set of tangrams.

2. Have one member of each group select an Algorithm Card without showing it to

anyone else.

3. The person with the Algorithm Card will try to explain the image to everyone else without letting them actually see it.

4. The other players will build their pictures off of the description given by the Card

Holder.

5. When the Card Holder is done, everyone will show their pictures and see if they all

ended up with the same image.

6. If everyone ends up with the same drawing, the Card Holder can show the card and

see if everyone matched the card.

7. If any of the pictures in the group are different from each other, have the Card

Holder try describing the image again, using more detail.

8. Choose a new Card Holder and a new Algorithm Card and repeat until everyone has

had a chance to describe an image.

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AlgorithmsAlgorithms Card 1

Revision 140929.1a

Name: Date:

AlgorithmsTangrams Assessment Worksheet

Revision 150520.1a

Very specific algorithms help multiple people create identical products.

Less specific algorithms allow a great deal of flexibility for every person to have something di�erent.

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Circle the drawing that does not follow the algorithm provided.

Algorithm #1

1) Put two large triangles at the bottom of the image.

2) Put a square on top of those two triangles.

3) Put two little triangles beside the square.

Circle the algorithm that goes with Drawing 1.

Algorithm A

1) Use two triangles, a square, and another piece

2) Line two triangles up with the square

3) Put the last piece on top of the square

Algorithm B

1) Use three triangles, a rhombus, and another piece

2) Put the rhombus at the bottom

3) Put all three triangles above the rhombus

4) Put the final piece to the left of everything else

Algorithm C

1) Use three triangles, a square, and another piece

2) Line two triangles up with the square

3) Put a third triangle beneath the other shapes

4) Put the last piece on the left

Drawing 1

2Course4|Lesson2

MazeaudBeeLessontime:30Minutes

LESSONOVERVIEWThiscourseisareviewofmazeconceptsfromCourses2and3.Studentswillfirsthelpthezombiegettothesunflowerusingacombinationofsequencesandloops,thenreviewconditionalswiththeflower-huntingbee.

TEACHINGSUMMARYGettiugStarted

Introduction

Activity:MazeaudBeeMazeandBee

ExteudedLearuiugExtensionActivities

LESSONOBJECTIVESStudeutswill:

CreateaprogramforagiventaskusingsequentialstepsCountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopAnalyzeaproblemandcompleteitasefficientlyaspossibleEmployconditionalstatementstoassesswhichactionsarecorrectforagivenstep

GETTINGSTARTEDIutroductiouReviewwithstudentsthebasicmazenavigation,particularly:

MovingforwardTurningleft/rightLoopingConditionals

ACTIVITYMazeaudBeeAsyourstudentsworkthroughthepuzzles,observehowtheyplanthepathforthezombieorbee.Identifydifferentstrategiesusedandaskstudentstosharewiththewholeclass.Thishelpsstudentstorecognizethattherearemanywaystoapproachtheseproblems.Youmaywanttogothroughafewpuzzlesontheprojector.Whiledoingthisyoucanaskaonestudenttotracethepathonthescreenwhileanotherwritesthedirectionsonawhiteboard.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourOwuInsmallgroups,letstudentsdesigntheirownmazesandchallengeusingcheckerboardsandstripsofpaper.Cantheyrecreateabeeconditionalspuzzleusingredandblackcheckers?

3Course4|Lesson3

Artist:LoopsReviewLessontime:30Minutes

LESSONOVERVIEWThisisareviewofloopsandnestedloops.Studentswillusethetraditionalartistcharacter,aswellasaveryartisticzombie,tocompleteandrecreaterepetitivedrawings.

Introduction

Activity:Artist:LoopsReviewArtist:LoopsReview

CreateprogramsthatutilizerepetitiontocreategorgeousdesignsUsetrialanderrortorecreatedetaileddesignsinproperscaleDividethenumberofdegreesinacircleintoevensegmentsCalculatetheanglesinequilateraland306090trianglesDecomposeashapeintoitssmallestrepeatablesequence

GETTINGSTARTEDIntroductionReviewwithstudentsthebasicartistnavigation,particularly:

MovingforwardTurningleft/rightLoopingAngles

ACTIVITYArtist:LoopsReviewStudentswillseeavarietyofshapesinthislesson.Someofthedesignsgetprettyintricate.Yourclassmayfindithelpfultohaveaprotractorandpaperonhand.Feelfreetopromotetrialanderroraswell.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.PaperSnowflakesHandyourclasssmallsquaresheetsofpaperandhavethemfoldthepapersinhalfthencutsimpledesigns.Howmanytimesisthedesignrepeated?Whatarethepointsofsymmetry?Whathappenswhenyoufoldanotherpieceofpaperasecondtimeandcutapattern?Howmanytimesisitrepeated?Whatdoyouthinkwillhappenifyoufoldthepaperthreetimes?Four?

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VariablesinEnvelopesLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWVariablesallowforalotoffreedomincomputerscience.Thislessonhelpstoexplainwhatvariablesareandhowwecanusetheminmanydifferentways.Usethisactivitybefore(orinconjunctionwith)thelessononabstractiontoreallyhittheideahome.

1)Review2)Vocabulary3)IntroducingVariables

Activity:EnvelopeVariables-20minutes4)EnvelopeVariables

Assessment-10minutes7)VariablesAssessment

IdentifyvariablesanddeterminetheirvaluesDefineandcallvariablesinthecontextofreal-lifeactivitiesCreatesituationswhichrequiretheuseofvariablesUtilizeteamworktoenrichcreativegameplay

BlankPaper3envelopespergroupthathavebeenlabeled:robotName,numUnitsTall,&purpose1EnvelopeVariablesWorksheetpergroup

Pens/Pencils/MarkersVariablesAssessmentWorksheet

FortheTeacher6ormoreblankenvelopesforwarm-upPrintoneEnvelopeVariablesWorksheetperstudentPrintoneVariablesAssessmentWorksheetProvidestudentswithenvelopes(detailsabove),paper,pens&pencils

Whatdidwedolasttime?Whatdoyouwishwewouldhavehadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson??

Variable-Sayitwithme:Vayr-ee-ah-buhlAplaceholderforapieceofinformationthatcanchange3)IntroducingVariablesCall4volunteerstothefrontoftheroomandlinethemup.Letthestudentsknowthatyouaregoingtowriteapoemforeachofthem.

Ontheboard(orunderyourdocumentcamera)writethesentenceforyourfirststudent(supposeit'sBill):"MystudentBill,standingproudisafineexampleforthecrowd"

EncouragethestudentstoclapatyourabilitiesandthankBillforvolunteering.AllowBilltositdown(orgotothebackoftheline)asyouerasetheboard,thencallthenextvolunteer(we'llsaythatshe'scalledAnnie).

"MystudentAnnie,standingproudisafineexampleforthecrowd"

Again,acceptingapplause,erasetheboardandinvitethenextvolunteer."MystudentJenny,standingproudisafineexampleforthecrowd"

Asyoucallthefinalvolunteer,inquireastowhethereveryoneintheclasswouldlikeapoemwrittenaboutthem.Maybethewholeschool?Goodness,that'sgoingtotakeawhile!Posethequestiontoyourstudents:

"HowcouldIdothismorequickly?"Yourstudentswilllikelypickuponthefactthatonlyonewordischanging,andthatwordissimplyaperson'sname.HelpthemseethelocationbycirclingJenny'snameontheboardandwriting"firstName"nexttoit.

"ItwouldtakealongtimetowriteapoemforeveryoneintheschoolifIcouldn'tstartuntilIknewwhoIwaswritingitabout,wouldn'tit?"

Howlongdoyouthinkitwouldtaketomakeavideogameiftheycouldn'tstartuntiltheyknewyourusername?Howexpensivewouldvideogamesbeiftheyhadtobecreatedseparatelyforeachperson?Howdoyouthinkwecangetaroundthat?

Bythistime,it'squitelikelythatyouclasswillcomeupwiththeideaofhavingaplaceholder.Withthat,they'remostofthewayintounderstandingwherethislessongoes.

Whatwouldwecallthatplaceholder?Weneedtocallitsomethingthatmakessense.Wewouldn'twanttocallit"age"ifitwasaplaceholderfortheirname,right?

Now,let'saddsomemorevolunteers.Givethemeachapieceofpapertowritetheirnameon,andhavethemtuckitinsideindividualenvelopeslabeledfirstName.Thistime,putthepoemontheboardwithablankspacelabeled"firstName"wherethestudent'snamewillgo.-Havethefirststudentinline(likelythelaststudentfromthepreviousexample)pulltheirnamefromtheenvelopeandthat'swhatyou'llwriteinthespace.-Whenyouerasetheboard,onlyerasetheportionwiththelaststudent'snameinit.-Callthenextstudenttoshowtheirvariable.-RepeatasmanytimesasisentertainingNowit'stimeforthemainactivity.

ACTIVITY:ENVELOPEVARIABLES(20MIN)4)EnvelopeVariablesOncethestudentsunderstandhowtheenvelopesrelatetothesentences,passouttheRobotVariablesactivityandletthempreparesomevariablesoftheirown.Directions:

1)Dividestudentsintogroupsof2-4.2)Havestudentsdesign(draw)arobot.

3)After10-15min,requestthatthestudentsfilltheirenvelopeswithimportantdetailsabouttheirrobot.4)Collecteachgroup'senvelopes,thenbringthemtothefrontoftheroomtoshare5)Writeontheboard,"Myrobot'snameisrobotName,itisnumUnitsTalltall,andit'spurposeispurpose."6)Usetheenvelopestofilltheappropriatevariableinthesentence,thenaskeachgrouptostandwhentheyhearthesentencethatdescribestheircreation.

Whatdidwelearntoday?Canyouthinkofanywherethatyouhaveseenvariablesbefore?Thereisatleastonevariableatthetopofmosthomeworkhandouts?Canyouthinkofwhatitcouldbe?Whydoyouthinkthatprofessionalsdonotputspacesinvariablenames?

Whatwouldhappeniftherewasavariable"eye"avariable"color"andavariable"eyecolor"?Variablescanbeusedtostorenumbers,too.

SupposeIhaveenvelopeslabelednum1andnum2,thenIwritenum1+num2?Whathappensifthe"num1"envelopecontainsthenumber4and"num2"containsthenumber5?

Doyourememberthedefinitionoftheword"variable"?"Afoursidedparallelogram""Aplaceholderforapieceofinformationthatcanchange""Thewheelsonthebottomofchairlegs"

ASSESSMENT(10MIN)7)VariablesAssessmentWorksheet

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.What'sinthebox?

Drawboxesonapieceofpaperwithsimplemathematicaloperatorsbetweenthem.Forinstance[]+[]=[]

Havesimilarsizesquareswithnumbersbetween1&20.Askonestudenttocomecreateatrueequation,usingthenumbersprovided.Oncethestudenthasfinished(andtheclassverifiestheequation)exchangeoneofthenumberswithanotherone,thenremoveasecondnumberentirely.

Tellthestudentsthatthereisahiddennumberintheemptyboxthatmakesthatequationtrueagain.Whatnumberisinthebox?

Playthisgameoverandoveragainuntilyoucanremovethenumberfromanylocationandthestudentscanfigureoutwhatitissupposedtobe.

1c.Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems

4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject6c.Troubleshootsystemsandapplications

TheactivitiesinthislessonsupportCSTAK-12ComputerScienceStandards:CL.L2-03Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCPP.L1:6-05Constructaprogramasasetofstep-by-stepinstructionstobeactedout

Next-GenScienceStandards3-5-ETS1-1Defineasimpledesignproblemreflectinganeedorawantthatincludesspecifiedcriteriaforsuccessandconstraintsonmaterials,time,orcost

CommonCoreMathematicalPractices2.Reasonabstractlyandquantitatively6.Attendtoprecision7.Lookforandmakeuseofstructure8.Lookforandexpressregularityinrepeatedreasoning

CommonCoreLanguageArtsStandardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships

Name: Date:

Variables in EnvelopesRobot Variables Worksheet

Revision 150806.1a

Think about a robot. What is it supposed do? What does it look like?

Draw your robot on paper. When you’re done, answer the three questions below on separate pieces of paper, then put them in the correct envelopes.

1. My robot's name is .

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2. My robot's hight is (don't forget units!) .

3. My robot's primary purpose is .

purposenumUn i tsTa l lrobotName

robotName

numUnitsTall

purpose

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Variables in EnvelopesVariables Assessment Worksheet

Revision 150807.1a

Given the value of each variable envelope, fill-in the blanks to finish the sentence.

Variable envelopes can also contain number values. Use these envelopes and the provided equations to figure out the magic numbers below.

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a n ima l

pe t a lNumber

bestSpor t

numTwo

numOne

numThree

co lo rWhen I grow up, I want to own a guard _____________.

I found a flower with ______________ petals, so I picked it.

My dad just painted his house ________________ to match his car.

I love _______________ . I do it every evening.

There is no such thing as ________ rivers, so if you find one, don’t swim in it!

The best sport in the world is _______________, do you agree?

= pink a n ima l

mag icNumberA numThree numOne

pe t a lNumber

co lo r

bestSpor t

= monkey

= 2 = -

= golf

= coding

mag icNumberB numTwo numOne

mag icNumberC numOne numTwo

= +mag icNumberB

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AbstractiouwithMadGlibsLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWAbstractionisoneofthemostimportantskillsforacomputerscientisttounderstand.Itsimplifiesproblemsandpreventsunnecessaryrepetition.Agoodcoderusesabstractionjustabouteverytimeshecreatesaprogram.Thisactivitywillhaveyourstudentsanalyzestoriesfordifferencessothattheycanabstractthemaway.Thoseabstractedstoriesbecometemplatesforfunandcrazynewones.

TEACHINGSUMMARYGettiugStarted-10minutes

1)Review2)Vocabulary3)AnAbstractReminder

Activity:MadGlibs-20minutes4)MadGlibs

Assessmeut-10minutes7)AbstractionAssessment

Havethechancetointernalizetheideaof“abstraction”CombinewritingandabstractiontotesttheirowncreativityAnalyzetheirdaytofinddifferencesthattheycanturnintosimilarities

TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStudeut

MadGlibsAbstractionWorksheetAbstractionAssessmentWorksheetPens/Pencils

FortheTeacherPrintoneMadGlibsAbstractionWorksheetperstudentPrintoneAbstractionAssessmentWorksheetProvidestudentwithpaper,pens&pencils

Abstractiou-Sayitwithme:Ab-strac-shunPullingoutspecificdifferencestomakeonesolutionworkformultipleproblems3)AuAbstractRemiuderWhenyoufinishyourreview,trytakingyourclassbysurprise.

“So,whatdidyouhaveforwafflesthismorning?”Yourstudentsmightlookperplexed?

“Noone?Okay,whatdidyouhavefortoastyesterday?”Youmaystarttogetsomehandsraising,andpeopleeagertoshareandagreebecausetheywanttorelate,butpossiblynotbecausetheyunderstand.

“SeewhatIwasdoingthere?Iidentifiedmyexperienceinaveryspecificmanner,andthatmadeitharderforeveryoneelsetorelateto.WhatcouldIhavesaidthatmorepeoplewouldhaveunderstood?”

Atsomepoint,they’llstarttocomeupwiththeideaofusing“breakfast”inplaceoftheactualfoodthatwasconsumed.

“Inaway,theword‘breakfast’islikeavariablethatweusetoholdaspaceforwhateveritisweatethismorning.Bytakingthespecificwordoutandreplacingthespaceitleaveswith‘breakfast,’weareusingabstractiontomakesomethingworkformultiplepeople.”

Asktheclasstogiveyousomeexamplesofotherplacesthattheymaynaturallyuseabstractiontoallowmorepeopletounderstandthem.Theideaoflunchanddinnerwillmost-likelycomeup.Isthereanythingnotfoodrelated?

ACTIVITY:MADGLIBS(20MIN)4)MadGlibsAbstractiouWorksheetThenextstepistopassouta“fill-in-the-blank”story(seetheMadGlibsAbstractionWorksheetforacopytoprintout).Letthemknowthatthisstartedasaspecificstoryaboutonething,butweusedabstractiontoturnsomeofthespecificwordsintoblanks,andnowthestorycanbeaboutlotsofthings.Askthemwhattheycanmaketheirstoryabout.

WRAP-UP(10MIN)5)FlashChat:Whatdidwelearu?

Whatdidwelearntoday?Howmightyoubeabletouseabstractionwhendescribingthingsoutside?Canyouthinkofwaystouseabstractionwhentalkingaboutanimals?

Doyourememberthedefinitionoftheword"abstraction"?"Alistofstepsthatyoucanfollowtofinishatask""Anobjectthatlookslikeatrianglefromonedirectionandacirclefromanother""Pullingoutspecificdifferencestomakeonesolutionworkformultipleproblems"

ASSESSMENT(10MIN) 287

7)AbstractiouAssessmeutWorksheet

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.MadDrawiug

Challengethestudentstousethesesameideastomakepuzzlesoutofdrawings.Havethestudentsfoldtwopiecesofpaperinhalfthreetimesandre-openthemtolaythemflat.

Ononeofthosepieces,havethemmakeadrawingwheretheyleaveoneoftheresultingrectanglesblank.Havethemcuttheotherfoldedpiecealongthecreasestowindupwitheightrectangleshapes.

Encouragethestudentstomakedifferentdrawingsonalleightrectanglesthatbelievablycompletetheiroriginaldrawing.

Besuretoallowstudentstimetoshare.PrepforSougwritiugwithParameters

Canstudentsfindsongswheretherearephrasesthatrepeat,exceptforoneortwowordsthatchange?Using"OldMacDonald"or"FiveLittleMonkeys"willpreparethestudentsnicelyforanactivitythatiscomingup.

CONNECTIONSANDBACKGROUNDINFORMATIONISTEStaudards(formerlyNETS)SatisfiedbythisLessouIuclude:

1a.Applyexitisngknowledgetogeneratenewideas,products,orprocesses1c.Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject

TheactivitiesiuthislessousupportCSTAK-12ComputerScieuceStaudards:CL.L2-03Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCT.L2-12Useabstractiontodecomposeaproblemintosubproblems.

CommouCoreMathematicalPractices2.Reasonabstractlyandquantitatively.6.Attendtoprecision.7.Lookforandmakeuseofstructure.8.Lookforandexpressregularityinrepeatedreasoning.

CommouCoreLauguageArtsStaudardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.L.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopic.L.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships

Name: Date:

Mad GlibsAbstraction Worksheet

Revision 141001.1a

Write a story using the Mad Glibs template below. Fill in the blanks with words to create something fun to share. Then, create a second story by writing another version on the lines at the bottom of the page.

Story 1

Story 2

First you take your then add a layer of

before you pour on a hearty dose of .

Next, press some down into the before

covering with a sprinkle of .

That’s how we make a !

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Sometime last year, my mom told me an old story. She told me about the days

when she would hear it from her father in her childhood. I tried to tell it once,

but tripped over my words. It didn’t take long before I decided that it was best

to leave the storytelling to my mom.

Name: Date:

Mad GlibsAbstraction Assessment Worksheet

Revision 141001.1a

The Mad Glib template that we used to make these stories has vanished! Look at the stories and figure out which words are supposed to be blanks, then recreate the template at the bottom of the page.

Story 1

Story 2

Early last year, my mom gave me an old skateboard. She told me about the

days when she would ride it from her school in her hometown. I tried to ride it

once, but tripped over my shoelaces. It didn’t take long before I decided that it

was best to leave the skateboarding to my mom.

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Create new template here:

6Course4|Lesson6

Artist:VariablesLessontime:30Minutes

LESSONOVERVIEWInthislesson,studentswillexplorethecreationofrepetitivedesignsusingvariables.Studentswilllearnhowvariablescanbeusedtomakecodemoresimpletowriteandeasiertoread.

Introduction

Activity:Artist:VariablesArtist:Variables

CreateprogramsthatutilizerepetitiontocreategorgeousdesignsUsetrialanderrortorecreatedetaileddesignsinproperscaleCalculateanglesbydividing360bythenumberofsidesinapolygonDecomposeashapeintoitssmallestrepeatablesequence

GETTINGSTARTEDIntroductionRemindyourstudentsoftheunpluggedlessonfromapreviousclass.

Whatifyouwantedtodrawasquareontheboardandeachsidewaslabeled"side"Whatwouldhappenifyouhadanenvelopelabeled"side"with"10inchesinside"?Whatwouldhappentothesquareifyouswitchedthepaperinthe"side"envelopeto"20inches"?Whatifyoulabeledthesidesofthesquarewith"2*side"?

Next,reviewwithstudentsthebasicartistnavigation,particularly:MovingforwardTurningleft/rightLoopingAngles

ACTIVITY 291

Artist:VariablesThislessonexplorestheuseofvariablesasawaytoquicklychangemanyvaluesatonetime.Notonlywillthestudentsbedealingwiththeloopingofdesignsandrepetitionofangles,they'llalsobedoingmathonvariables.Itcanbehelpfulforthemtohavepaperandpenciltofigureoutvaluesastheygo.Also,letthemknowaheadoftimethattherewilllikelybesomepuzzlesthatconfuseorfrustratethem.Thisisnormal,andexpected.Studentsshouldpreparethemselvesforpersistenceandperseverance.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.GetSteppin'Getafewvolunteerstocometothefrontoftheroom.Assignthegroupashape(likealine,atriangle,orasquare)witheachsidelength"side".Giveeachvolunteeranenvelopelabeled"side"withdifferentnumbersofstepsinsideofeach.Havethemallstartwalkingtomakewhatevershapeyouassigned,buteachonlygetstowalkthenumberofstepsinsidetheirenvelopebeforetheyturn.

Doonesample,thenasktheclassiftheycantellwherethevariablecameinAfteryou'vedonethesquare,asktheclasshowwemightbeabletousethesamevariabletocreatearectanglewithalengththat'stwicethewidth.Howelsemightweusethesamevariabletochangeourpolygons?Wherecouldweuseasecondvariable?Whatmightwecallit?

7Course4|Lesson7

PlayLab:VariablesLessontime:30Minutes

LESSONOVERVIEWInthisactivity,studentswillhavetheopportunitytoplaywithvariablesinasituationthatillustratesjusthowusefultheycanbe.Studentswilleditgamestogivethemselvestheadvantageandmaketheircharactersmorepowerfulusingvariablesasparameters.

Introduction

Activity:PlayLab:VariablesPlayLab:Variables

IdentifythenumbersthatareresponsibleforspecificelementsofaprogramCreateagamethatincorporatesnumericalparametersReplacenumberswithdescriptivevariables

GETTINGSTARTEDIntroductionReviewthepreviouslesson,payingparticularattentiontotheuseofvariables.

Whatisavariable,andhowmanywayscanyouthinktousethem?Nowyou'regoingtocreategamesonlineusingvariablesinsteadofenteringnumbers.

ACTIVITYPlayLab:VariablesThislessonwillguidethestudentsfromaplacewheretheyareplayingagameprogrammedusingnumberstraditionally,toaplacewheretheysubstitutevariablesfornumericalvaluessothattheirprogramiseasiertoread.Thechallengeswiththisstagecomeaboutmostwhentheyaretryingtoremembertousevariablesinfreeplayattheend.Itmaybehelpfultowalkaroundandaskthestudentstoshowyouwhereandhowtheyareusingvariables,andwhytheychosethenamesthattheycameupwith.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.VariableSurpriseBringyourstudentsbacktoPlayLabandhavethemcreateanygametheywant,withtherequirementthattheyeachhavevariablescalled"step"and"fly".

Oncestudentshavehadachancetomakesomething,encouragetheclasstowalkaroundtolookatoneanother'sprograms.

Didanyofthegameshavesimilarities?Howmightthevariablenameshaveinfluencedthecreationofthegames?

Havethestudentsgobacktoedittheirgames.Askthestudentstoset"step"to2and"fly"to20andshareouthowthatchangedtheiroriginalcreations.

Diditaffectanyoneinawaythatwasunexpected?Notethatthestudentsallhadthesamevariablenames,buttheylikelyusedthemdifferently.

UUNPLUGGED

ForLoopFnnLessontime:25MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWWeknowthatloopsallowustodothingsoverandoveragain,butnowwe’regoingtolearnhowtouseloopswithextrastructurebuiltrightin.

1)Review2)Vocabulary3)ForOneandAll

Activity:ForLoopFnn-25minutes4)ForLoopFun

Wrap-np-10minutes5)FlashChat-Whatdidwelearn?6)Vocab-Shmocab

Assessment-5minutes7)ConditionalswithCardsAssessment

LESSONOBJECTIVESStndentswill:

Determinestartingvalue,stoppingvalue,andintervalof"forloop"Illustratethecountervalueshiteachtimethroughaforloopduringruntime

TEACHINGGUIDEMATERIALS,RESOURCESANDPREPFortheStndent

Dice(3perpairofstudents)Pens&PencilsForLoopFunWorksheetForLoopFunAssessment

FortheTeacher

ThisTeacherLessonGuidePrintoneForLoopFunWorksheetpergroupPrintoneForLoopFunAssessmentforeachstudent

2)VocabnlaryThislessonhasonenewandimportantword:

ForLoop-Sayitwithme:For-LoopLoopsthathaveapredeterminedbeginning,end,andincrement(stepinterval)3)ForOneandAll

Ifyoudidtheoriginalloopslesson(rememberTheIteration?)youcancallbacktotheusefulnessofloopsingeneralPointoutthattherearecertainloopsthathappenveryfrequently,forexample,loopswhereyouneedtokeeptrackofhowmanytimesyouhavebeenthrough

Sometimes,youdon'twanttostartwithone

Sometimes,youdon'twanttocountbyonesForLoopsgiveyouapowerfulwaytokeepacounterthatstartswhenyouwant,endswhenyouwant,andincreasesbywhateversizestepthatyouwant

Here,youcanjumprightintoasampleofthegame

ACTIVITIES:(20MIN)4)ForLoopFnnSometimeswewanttorepeatthingsacertainnumberoftimes,butwewanttokeeptrackofvaluesaswedo.Thisiswherea“forloop”comesinhandy.Whenyouuseaforloop,youknowrightfromthestartwhatyourbeginningvalueis,whatyourendingvalueis,andhowmuchthevaluechangeseachtimethroughtheloop.

Directions: 297

1)Dividestudentsintopairs2)Tostarttheround,eachstudentrollsthreetimes:-OnedietodeterminethestartingvalueofX-ThreedicetodeterminethestoppingvalueforX-OnedietodeterminethestepintervalofXeachtimethrough3)Useoneoftheprovidednumberlinestotracetheforloopthatthey’vemade-StartatthestartingvalueofX-Countdownthenumberline,circlingthenumbersattherolledinterval-Stopwhenyougettothepredeterminedstoppingvalue4)Addallofthecircledvaluestoyourscore,thenlettheotherplayertakeaturn5)Best2outof3wins

Whatwouldyourintervalneedtobeifyouwantedtocountfrom4to13bythrees?Whatkindsofthingsdoyouthinkyoucoulddowithaforloop?Canyoureproduceanormalloopusingaforloop?

Whatwouldyouneedtodo?

"Doingsomethingmorethanoncetheexactsameway""Loopsthathaveapredeterminedbeginning,end,andincrement.""Statementsthatonlyrunundercertainconditions"

ASSESSMENT(5MIN)7)ForLoopFnnAssessment

Handouttheassessmentworksheetandallowstudentstocompletetheactivityindependentlyaftertheinstructionshavebeenwellexplained.

LESSONTIP Whenyouplaythisgame,it'sasifyou'rerunningthroughalooplikethisfor(x=startValue;x<=stopValue;x=x+interval){circlecurrentXvalue;addcurrentXvaluetoroundScore;}

Itmaybedifficultforyoungstudentstounderstandthiswritteninpseudocode,butitmaybehelpfultohaveyouexplainoutloud(andperhapswithadiagram)whattheywillbeusingasthecontentofaforloop.

LESSONTIP FlashChatquestionsareintendedtosparkbig-picturethinkingabouthowthelessonrelatestothegreaterworldandthestudents'greaterfuture.Useyourknowledgeofyourclassroomtodecideifyouwanttodiscusstheseasaclass,ingroups,orwithanelbow-partner.

Thisshouldfeelfamiliar,thankstothepreviousactivities.

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.RnnitBackward

Trythisactivityagain,butthistimehavethestartnumberbeselectedusingthreedice,andthestopnumberwithonlyone.Makesuretohaveanegativeincrement!

HopScotchUsingchalk,drawahopscotchdiagramoutsideontheblacktop

NumberthesquaresfrombottomtotopHavestudentsgiveeachotherastartsquare,stopsquare,andhowmanyatatimetheyneedtojumpWhenthejumperisdone,havethemwritedownthelooptheyjustperformedStartaddingadditionalactivitiestobedoneateachsquare,thiswilladdcomplexitytothewrittenportion,aswell

CONNECTIONSANDBACKGROUNDINFORMATIONISTEStandards(formerlyNETS)SatisfiedbythisLessonInclnde:

1c.Usemodelsandsimulationtoexplorecomplexsystemsandissues2d.Contributetoprojectteamstosolveproblems

TheactivitiesinthislessonsnpportCSTAK-12CompnterScienceStandards:CL.L1:3-02Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCT.L2-01UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-12Useabstractiontodecomposeaproblemintosub-problemsCT.L2-14Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithms

CommonCoreMathematicalPractices1.Makesenseofproblemsandpersevereinsolvingthem2.Reasonabstractlyandquantitatively.4.Modelwithmathematics6.Attendtoprecision7.Lookforandmakeuseofstructure8.Lookforandexpressregularityinrepeatedreasoning

CommonCoreMathStandards4.OA.C.5Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself

CommonCoreLangnageArtsStandardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoa

particulartopicL.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships

For Loop FunNumber Lines and Score SheetUnplugged

Revision 140927.1a

Name: Date:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

ROUND 1

Player 2

For values of X from _______ to _______ incrementing by _______

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

Player 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

Player 2

ROUND 2

ROUND 3

Directions:

* Use the number lines to trace the “for loop” for each turn * Start at the starting value of X * Count down the number line, circling the numbers at the correct interval * Stop when you get to the stopping value

* Add all of the circled values to get the score for your round

* Best 2 out of 3 Wins

starting value stopping value interval

For values of X from _______ to _______ incrementing by _______starting value stopping value interval

For Loop FunSample Game SheetUnplugged

Revision 140927.1a

Name: Date:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

ROUND 1

Player 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

Player 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

Player 2

ROUND 2

ROUND 3

Directions:

* Use the number lines to trace the “for loop” for each turn * Start at the starting value of X * Count down the number line, circling the numbers at the correct interval * Stop when you get to the stopping value

* Best 2 out of 3 WinsSAMPLE

For Loop FunAssessment WorksheetUnplugged

Revision 140928.1a

Below, you will find three rounds of the For Loop Game, along with what each player rolled during their turn. Fill out the number lines and tally the scores for each round. Who won the game?

Directions:

* Use the number lines to trace the “for loop” for each turn * Start by circling the number at the starting value of X * Count down the number line, circling the numbers at the correct interval * Stop when you get to the stopping value

* Best 2 out of 3 Wins

Name: Date:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

ROUND 1

Player 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

Player 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Player 1

Player 2

ROUND 2

ROUND 3

WHO WON?

PLAYER # _______

For values of X from _______ to _______ incrementing by _______starting value stopping value interval

9Course4|Lesson9

Bee:ForLoopsLessontime:30Minutes

LESSONOVERVIEWStudentsusetheBeeenvironmenttowriteprogramsthatuseloopswithembeddedcounters/indexvariables.Theseloopsarecalledforloops,andtheyutilizepredeterminedstartandstopvalues.

Introduction

Activity:Bee:ForLoopsBee:ForLoops

BreakonelongsequenceofstepsintoshorterloopedsequencesUsethe"forloop"structuretorepeatanactionavariablenumberoftimeseachiteration

GETTINGSTARTEDIntroductionACTIVITYBee:ForLoopsThisactivitywalksstudentsthroughthedifferencesbetweenloopsandforloops.Inmanycases,itispossibletosolveproblemswithbruteforcethatcaneasilybesolvedusingforloopsinstead.Asyouwalkaround,lookforstudentswhoarecorrectlyusingforloopsandcounters,thenpointoutwhythecountersmaketheprogrameasier.Thefinalstagecountsdown,collectinglessnectarasthecounterincreases.Thisisexpectedtocauseasmallamountoffrustration.Encouragestudentstotalkaboutwhatissupposedtobehappeningoutloud.Thatshouldhelpthemstumbleupontheanswerontheirown.

10Course4|Lesson10

Artist:ForLoopsLessontime:30Minutes

LESSONOVERVIEWStudentsusetheArtistenvironmenttowriteprogramswithforloops,similartowhattheydidinthepreviousBeelevel.

Introduction

Activity:Artist:ForLoopsArtist:ForLoops

PredictthenumberofstepsneededtoincrementineachforloopiterationDeterminestartandstopvaluesformultipleforloopexamples

GETTINGSTARTEDIntroductionACTIVITYArtist:ForLoopsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.

11Course4|Lesson11

PlayLab:ForLoopsLessontime:30Minutes

LESSONOVERVIEWBuildingonthepreviousPlayLabactivity,studentswilladddeeperinteractivityastheybuildtheirownvideogames.

Introduction

Activity:PlayLabForLoopsPlayLab:ForLoops

Utilizeforloopstocountfrom1to100CountbytensrepeatedlyusingtheforloopstructureEmployskillsfrompreviouslessonstocreatemoredifficultloopingalgorithms

GETTINGSTARTEDIntroductionACTIVITYPlayLab:ForLoopsPlayLaballowsstudentstocombinetheirnewforloopskillswithskillsfrompastlessonstocreatefungamesthatarerelevanttotheirlife.Thelastpuzzleofthisstageisfairlyunstructured,soawatchfuleyemaybehelpfultoencouragetheclasstointegrateforloopsintotheirfinalgame.

12Course4|Lesson12

Artist:FunctionsLessontime:30Minutes

LESSONOVERVIEWStudentsusetheArtistenvironmenttodrawcomplicatedimagesusingfunctionsforrepeatedtasks.

Introduction

Activity:Artist:FunctionsArtist:Functions

IdentifyrepeatedmovementsandutilizefunctionstosimplifytheirprogramUsetrialanderrortore-createcomplexpatternsBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithfunctions

GETTINGSTARTEDIntroductionInthisstage,studentswillwalkfromusingrepetitiveinstructionsintolearninghowtointegratefunctionsasasimplificationtechnique.

ACTIVITYArtist:FunctionsEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.

UUNPLUGGED

SongwritingwithParametersLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWOneofthemostmagnificentstructuresinthecomputerscienceworldisthefunction.Functions(sometimescalledprocedures)areminiprogramsthatyoucanuseoverandoverinsideofyourbiggerprogram.Thislessonwillhelpstudentsintuitivelyunderstandwhycombiningchunksofcodeintofunctionsissuchahelpfulpractice.

1)Review2)Vocabulary3)SingaSong

Activity:SongwritingwithParameters-20minutes4)SongwritingwithParameters

Wrap-up-5minutes5)FlashChat-Whatdidwelearn?6)Vocab-Shmocab

Assessment-10minutes7)SongwritingAssessment

LocaterepeatingphrasesinsidesonglyricsIdentifysectionsofasongtopullintoafunction(chorus)ModifyfunctionstoacceptparametersDescribehowfunctionsandparameterscanmakeprogramseasiertowrite

TEACHINGGUIDEMATERIALS,RESOURCESANDPREP

FortheStudentSongwritingWorksheetsPens&PencilsOneSongwritingAssessmentforeachstudent.

FortheTeacherThisTeacherLessonGuidePrintseveralSongwritingWorksheetsforeachgroupPrintoneSongwritingAssessmentforeachstudent.Accesstotheinternet,orpre-downloadedsongsandlyricsforactivity

Whatdidwedolasttime?Whatdoyouwishwewouldhavehadachancetodo?Didyouthinkofanyquestionsafterthelessonthatyouwanttoask?Whatwasyourfavoritepartofthelastlesson?

2)VocabularyThislessonhastwonewandimportantwords:

Function-Sayitwithme:Func-shunApieceofcodethatyoucancalloverandoveragain

Parameter-Sayitwithme:Pa-ram-eh-terAnextrapieceofinformationthatyoupasstothefunctiontocustomizeitforaspecificneed3)SingaSong

Lettheclassknowthattodayissongday!We'regoingtolearnasongtogether.

StartwithasimplesongeitherwrittenoutorprojectedonthescreenPointtothechorusandbesurethattheclassknowshowitgoesbeforeyoubeginontherestofthesongBlastthroughthesong,singingitwiththeminthebeginning,thenseewhathappenswhenyougettothepartwhereitcallsthechorus

It'squitelikelythatthemajorityoftheclasswillsingthelyricsforthechoruswhenyoupointtothatbit.Stopthesongoncethathappens,andexplicitlyhighlightwhatjusthappened

YoudefinedthechorusYoucalledthechorusTheysangthechorus

Asktheclasswhytheysupposeyouonlywrotethechorusonceatthetopofthepaperinsteadofwritingitover 310

andoverineachplacewhereitissupposedtobesung.Whatareotherbenefitsofonlywritingthechorusoncewhenyousingitmanytimes?

Now,imaginethatthissongisacomputerprogram.Definingatitle(like"chorus")foralittlepieceofcodethatyouuseoverandoveragainiscalledcreatingafunction.Thisishelpfultocomputerscientistsforthesomeofthesamereasonsthatitishelpfultosongwriters.-Itsavestimenothavingtowriteallthecodeoverandoverintheprogram-Ifyoumakeamistake,youonlyhavetochangeitoneplace-TheprogramfeelslesscomplicatedwiththerepeatingpiecesdefinedjustonceatthetopWhataboutsongswherethechorusisn'texactlythesameeverytime?Youcanstilluseachorus,butyouhavetohaveawaytoletthesingerknowwhatspecialwordsyouwilluseforeachverse.

Thesespecialwordsarecalledparameters.Inprogramming,parametersarepassedasspecialinstructionstofunctionslikethis:

chorus(parameter1,parameter2)Feellikethisisstartingtogetcomplicated?Don'tworry.We'regoingtoplaywithsongsalittlemoretotrytoreallyunderstandhowthistechniqueisused!

ACTIVITIES:(20MIN)4)Songwriting

Afantasticwaytocomparefunctionstosomethingweseeinoureverydaylivesistolookatsongs.Songsoftenhavecertaingroupsoflyricsthatrepeatoverandover.Wecallthatachorus.

Directions:1)Divideintogroupsof4,5,or6.2)GiveeachgroupseveralcopiesoftheSongwritingWorksheet3)Playashortsongfortheclassthatcontainsaclearchorusthatdoesnotchangefromversetoverse.4)Challengetheclasstoidentify(andwritedown)thechorus.5)Compareresultsfromeachgroup.Dideveryonegetthesamething?6)Trytheactivityagain,butthistimewithasongthatchangesduringeachrepetitionofthechorus.Goodexamplesare:OldMacDonald,BabyBumblebee,orTheHokeyPokey

Canthestudentsidentifyachoruswhensomewordschange?Howmighttheyusethesameideaofcallingachoruswhenthechorusisdifferentfromversetoverse?Thesechangingwordsandphrasesarecalled“parameters”andyoucanpassthemintothechoruslikethis:chorus(cow,moo)Playthisgameoverandoveruntiltheclasshaslittletroubleidentifyingthechoruses.

Itisofteneasierjusttohavetheclasslistento(orwatch)thesong,thenvoteonwhatthechorusisbysingingittogether,ratherthanwritingthewholethingdown.Ifyouchoosethismethod,considerhavingtheclassdoawrittenchorusforthefinalsongselectiontobesurethatthevisuallearnersgetproperreinforcement.

LESSONTIP Toaddmoreinterest,youcanlookupthelyricsforsomepopularsongsontheInternet.Showthestudentsthatthestandardforrepeatinglyricsistodefinethechorusatthetopandcallitfromwithinthebodyofthesong.

Wouldyouratherwritelyricsoverandoveragainordefineachorus?Doyouthinkit'spossibletomakemultiplechorusesforthesamesong?Doesitmakesensetomakeanewchorusforeverytimeit'sneededinasong?

"Apieceofcodethatyoucancalloverandoveragain""Asmallshardofwood""Gettinghelpfromalargegroupofpeopletofinishsomethingfaster"

...andwhatisthewordthatwelearned?Whataboutparameters?

Whydoweusethem?Canyoupassmorethanoneparametertoachorusfunction?Canyoupassmorethantwo?

ASSESSMENT(5MIN)7)SongwritingAssessment

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.CreateYourSong

Startbycreatingachorustogether,thenrepeatitbetweenversesofasongthatyoudeveloparoundit.Makeachangetothechorus,andponderhowmucheasieritistochangeinjustoneplace.Changethechorusagain,makingitmuchlongerthanitwasoriginally.Addasecondchorusandalternatebetweentheminyourverses.

LESSONTIP It'smostexcitingforstudentstodothislessonwithpopularmusicfromtheradio,butifyou'rehavingahardtimefindingappropriatesongswherethelyricsrepeatexactly,hereareafewtimelessoptions:

5LittleMonkeysOldMacDonaldHokeyPokeyBINGOBabyBumbleBee

Addparameterstooneofyourchorusesandseehowmanymoreoptionsyouhave.SongwritingaProgram

Whatifweactedoutsongsinsteadofsingingthem?Allofthesudden,ourchoruswouldbeafunctionofrepeatedactions,ratherthanwords.UsetheconceptsofthearrowsfromtheGraphPaperProgramminglessonandcreateaprogramwithlotsofrepeatinginstructions.

Circlethoserepeatingactionssothattheclasscanseewheretheyare.Defineafunctioncalled"Chorus"abovetheprogram.Crossouteverywheretherepeatingactionsappearintheprogramandwrite"Chorus"instead.

Repeatuntiltheclasscangothroughthisprocessfairlyundirected.Canyoufigureouthowtopassparametersinthisexercise?

CONNECTIONSANDBACKGROUNDINFORMATIONISTEStandards(formerlyNETS)

1a.Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.Usemodelsandsimulationtoexplorecomplexsystemsandissues2a.Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia2d.Contributetoprojectteamstosolveproblems4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions

CSTAK-12ComputerScienceStandardsCL.L1:3-02Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L2-01UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-08Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-01Usepredefinedfunctionsandparameters,classesandmethodstodivideacomplexproblemintosimplerpartsCT.L3A-03Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05Constructaprogramasasetofstep-by-stepinstructionstobeactedout

NGSSScienceandEngineeringPractices3-5-ETS1-2Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem

CommonCoreMathematicalPractices1.Makesenseofproblemsandpersevereinsolvingthem2.Reasonabstractlyandquantitatively3.Constructviableargumentsandcritiquethereasoningofothers6.Attendtoprecision7.Lookforandmakeuseofstructure8.Lookforandexpressregularityinrepeatedreasoning

CommonCoreLanguageArtsStandardsSL.3.1.DExplaintheirownideasandunderstandinginlightofthediscussionSL.3.3Askandanswerquestionsaboutinformationfromaspeaker,offeringappropriateelaborationanddetailRI.3.1Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswersL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specific

wordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships

Songwriting Worksheet ExampleUsing Lyrics to Explain Functions and Procedures

Revision 140710.1a

Group Name: Date:

Song Name:

ParameterExamples:

Chorus:

(P1) (P2) (P3)

pleOld MacDonald

Animal Name Sound

Old MacDonald had a farme-i-e-i-o

And on that farm he had a P1e-i-e-i-o

With a P2 here and a P2 thereHere a P2, there a P2 Everywhere a P2, P2

Chorus(Cow, Moo)Chorus(Pig, Oink)

Chorus(Horse, Neeeeigh)Old MacDonald had a farm

eeeeeeee-iiiiiiiiiiieeeeeeee-iiiiiiiiiii

ohhhhhhhhhhhhh!

Unplugged

Songwriting WorksheetUsing Lyrics to Explain Functions and Procedures

Revision 140710.1a

Group Name: Date:

Song Name:

ParameterExamples:

Chorus:

(P1) (P2) (P3)

Unplugged

SongwritingLesson Assessment

Revision 140610.1a

Look at the lyrics for the two songs below.

If it were your job to write this song as a computer program, what chunk of code would you turn into a function so that you could easily use it over and over again?

Circle the segments of each program that repeat most often. Is everything that you circled exactly the same? What parts are different? Those will need to be parameters.

Finish by filling out the Songwriting Worksheet with the song name, chorus, parameters, and a full version of the song that calls the chorus using the parameters that you chose.

Name: Date:

Song: Where is Thumbkin?

Where is Thumbkin?Where is Thumbkin?

Here I am!Here I am!

How are you today, sir?Very well, I thank you.

Run away. Run away.

Where is Pointer?Where is Pointer?

Run away. Run away.

Where is Middleman?Where is Middleman?

Run away. Run away.

Where is Ringman?Where is Ringman?

Run away. Run away.

Where is Pinkie?Where is Pinkie?

Run away. Run away.

Unplugged

Songwriting WorksheetLesson 8 Assessment - Finding the Function in a Song

Revision 140610.1a

Name: Date:

Song Name:

ParameterExamples:

Chorus:

(P1) (P2) (P3)

Unplugged

14Course4|Lesson14

Artist:FunctionswithParametersLessontime:30Minutes

LESSONOVERVIEWStudentswillusetheArtistenvironmenttodrawcomplicatedimagesusingfunctionswithparameterstocreatesimilarshapeswithsmalldifferences.

Introduction

Activity:Artist:FnnctionswithParametersArtist:FunctionswithParameters

LESSONOBJECTIVESStndentswill:

IdentifyrepeatedmovementsandutilizefunctionstosimplifyaprogramBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithfunctionsUtilizeparameterstomakeonefunctionworkformultiplepurposes

GETTINGSTARTEDIntrodnctionStudentswillhaveexperiencedfunctionsthroughArtistinapreviousstage.Thisstageaddstheoptionofparameters,whichwillallowonefunctiontoworkformultiplecreations.Theremaybesomeconfusionovercreatingparametersinsideafunction,soitisagoodideatohavetheclasswatchtheassociatedvideo,ortowatchafunctionwithparameterbeingcreatedinadvanceofthelesson.

ACTIVITYArtist:FnnctionswithParametersEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorother

enrichment.

15Course4|Lesson15

PlayLab:F�nctionswithParametersLessontime:30Minutes

LESSONOVERVIEWHavingexperiencedthecreationanduseoffunctionsandparameters,studentswillgettheopportunitytousetheskillinthecreationofPlayLabgames.Laterpuzzlesincorporatetheuseofmultipleparameters.

Introduction

Activity:PlayLab:FunctionswithParametersArtist:PlayLabwithParameters

LESSONOBJECTIVESStudentswill:IdentifyrepeatedmovementsandutilizefunctionstosimplifyaprogramUtilizeparameterstomakeonefunctionworkformultiplepurposesAdapttheirunderstandingoffunctionstoallowfortheuseofmultipleparameters

GETTINGSTARTEDIntroductionWhilethestudentswillhavehadsomeexperiencecreatingfunctionswithparametersinearlierstages,thisPlayLabstageaddsthecomplexityofusingmultipleparametersinsideasinglefunction.Thisisagreatopportunitytoremindstudentsthatitisokaytogetfrustratedandtousetrialanderrorasaneffectivelearningtool.

ACTIVITYPlayLab:FunctionswithParametersEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.

16Course4|Lesson16

Bee:F✁✂ctionswithParametersLessontime:30Minutes

LESSONOVERVIEWThisshortstageillustrateshowstudentscanusetheirnewskillswithfunctionsandparameterstochangedirectionusingbinarylogic.

Introduction

Activity:Bee:FunctionswithParametersBee:FunctionswithParameters

EditexistingfunctionstomakethemworkforspecifictasksCombinesimilarfunctionsintoasingleonebyutilizingparameters

GETTINGSTARTEDIntroductionThislessongetscomplicatedratherquickly.Ifyourstudentshadaneasytimewithpreviouslessons,thentheyshouldbeabletokeepupjustfine.If,however,theyfoundthepreviousstagesdifficult,youmaywanttohavethemrevisitPlayLab:FunctionswithParamatersfirst.InthisBeelevel,studentswillnotonlybeusingmultipleparametersisidetheirfunctions,theywillalsobeusingbinaryflags(left=0,right=1)toallowforlogicdecisions.

ACTIVITYBee:FunctionswithParametersEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.

UUNPLUGGED

BinaryImagesLessontime:20MinutesBasiclessontimeincludesactivityonly.IntroductoryandWrap-Upsuggestionscanbeusedtodelvedeeperwhentimeallows.

LESSONOVERVIEWThoughmanypeoplethinkofbinaryasstrictlyzerosandones,ourpreviouscoursestaughtstudentsthatinformationcanberepresentedinavarietyofbinaryoptions.Thislessontakesthatconceptonestepfurtherasitillustrateshowacomputercanstoreevenmorecomplexinformation(suchasimagesandcolors)inbinary,aswell.

1)Review2)Vocabulary3)BinaryinReview

Activity:BinaryImages-20minutes4)BinaryImages

Assessment-10minutes7)BinaryImagesAssessment

IdentifymethodsforencodingimagesintobinaryRelateimagestoapeerusingbinaryencodingReproduceanimage,basedonbinarycode

OneBinaryImagesWorksheetperpairOneBinaryImageAssessmentWorksheetperstudentBlankPaper,pens,pencils

Othertrinketsthatcandisplayopposites,suchas:PlayingCards,checkers,coin,etc.(Optional)FortheTeacher

TeacherguidePrintoneBinaryImagesWorksheetperpairPrintoneBinaryImageAssessmentWorksheetperstudentGathergroupingsofitemsthatcanshowoppositesforstudentstousewhencomingupwiththeirownbinaryencodings(Optional)

2)VocabularyThislessonhasoneimportantwordtoreviewandonenewterm:

Binary-Sayitwithme:Bi-nare-eeAwayofrepresentinginformationusingonlytwooptions

BinaryAlphabet-Sayitwithme:Bi-nare-eeAl-fa-betThetwooptionsusedinyourbinarycode3)BinaryinReviewSeeifyourclassrememberstheBinaryBraceletslessonfromcourse2.

"Doyourememberhowweusedoffandontorepresentletters?"Youmaywanttodoanexamplewiththemusingaletterortwotorefreshtheirmemory.

"Whatotherwayscouldwehaverepresentedthoseletters?Whatifwecouldn'tuseonandoff?"Encourageyourclasstocomeupwithsomeothersetsofoppositestorepresentthesamelettersthatyoujustdid.

"Thosearegreatsuggestions.Let'suseoneofthemtocodeanewletter."Onceyoucodeupanotherletterortwo,beginathoughexercise.

"Howcouldweusethatsamebinaryalphabettoencodeapicture?"Thestudentsmayhavenoideawhatyou'retalkingabout.That'sokay.Youcanleadthemtotheanswerstep-bystep.Whatifwehadapicturelikethis,wherethere'sonlytwodifferentoptionsforeachsquare,blackorwhite.

Howmightweencodethissothatsomeoneelsecouldrecreatethepicturewithoutseeingit?SomestudentsmightharkenbacktotheGraphPaperProgramminglesson.Whiletherecouldbealotofsimilarities,letthemknowthatthisisdifferentenoughthattheyshouldnotusethatlessontoguidethisone

Youmayhearsuggestionslike:"Say'white,black,white,black'." 325

"That'sagreatsuggestion!NowI'mgoingtobreakyouupintopairs.Workwithyourteammatetodecideonabinaryalphabet."

Decidewhetheryouwantyourpairstosharetheirencodingswiththeothergroupsaheadoftime,andtellthemiftheywillbecreatingakey,orkeepingtheirmethodssecret.

"Now,let'sencodesomeimages,justlikeacomputerwould!"

ACTIVITY:BINARYIMAGES(20MIN)4)BinaryImagesNowit'sthestudents'turn!Directions:

1)Dividestudentsintopairs.2)Havethemchooseanimagewiththeirpartner.3)Encouragethemtofigureoutwhattheirbinaryalphabetisgoingtobe.4)Havethemencodetheirimageusingtheirnewbinaryalphabet.5)Instructstudentstotradeencodingswithanotherteamandseeiftheycanfigureoutwhichpicturetheotherworkedon.6)ChooseaLevel-Easy:Lettheotherteamknowwhatyourencodingmethodwas-Tough:Havetheotherteamguessyourencodingmethod.

Whatdidwelearntoday?Whatkindofbinaryalphabetdidyoucreate?Canyouthinkofhowyoucouldencodeanimageusingonlyyourfingers?Doyouthinkyoucouldcreateabinaryalphabetoutofsounds?

Doyourememberthedefinitionoftheterm"binaryalphabet"?"Thetwooptionsusedinyourbinarycode"

"Athreesidedpolygon""Anumberlargerthanzero"

ASSESSMENT(10MIN)7)BinaryImageAssessmentWorksheet

EXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.StoringColorImages

Ifyourclassreallygetstheideabehindstoringbinaryimages,theymaywanttoknowhowtodocolorimages.First,you'llneedtodiscusshowcolorworksusingbinary(asinBinaryBaubles,page21).

Then,introducesomeimagesthatusecombinationsofthosecolorsEncourageyourstudentstocomeupwithwaystocodethesecolorimages.

HexadecimalTaketheideaofcoloronestepfurthertointroducehexadecimalcolorcodes.

1c.Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions6d.Transfercurrentknowledgetolearningnewtechnologies

TheactivitiesinthislessonsupportCSTAK-12ComputerScienceStandards:CL.L1:3-02Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01Understandandusethebasicstepsinalgorithmicproblem-solvingCL.L2-03Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L2-06DescribeandanalyzeasequenceofinstructionsbeignfollowedCT.L2-07Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-14Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-05DescribetherelationsshipbetweenbinaryandhexademinalrepresentationsCT.L3B-07DiscustheinterpretationofbinarysequencesinavarietyofformsCT.L1:6-02Developasimpleunderstandingofanalgorithmusingcomputer-freeexercises

CommonCoreMathematicalPractices1.Makesenseofproblemsandpersevereinsolvingthem2.Reasonabstractlyandquantitatively

4.Modelwithmathematics6.Attendtoprecision7.Lookforandmakeuseofstructure8.Lookforandexpressregularityinrepeatedreasoning

CommonCoreMathStandards4.OA.C.5Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself

CommonCoreLanguageArtsStandardsL.3.6Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships

Revision 141016.1a

Here are six images. Work with a partner to figure out how you can encode them into binary in such a way that another team can use the code to figure out what image you selected.

DIRECTIONS

1. Choose an image with your partner.2. Figure out what your binary alphabet is going to be.3. Encode your image using your new binary alphabet.4. Trade your encoding with another team and see if you can figure out which

picture they worked on.5. Choose a Level * Easy: Let the other team know what your encoding method was * Tough: Have the other team guess your encoding method.

UBinary ImagesBinary Representation Activity

Name: Date:

Revision 141019.1a

Match the image to the binary code that describes it. In order to get the images correct, you will need to figure out the binary alphabet for each encoding.

UBinary ImagesBinary Representation Activity

Name: Date:

image #1

How do you know that your answers are correct?

This encodes image # _________

= _______________

image #2 image #3

18Course4|Lesson18

Artist:Bi✄aryLessontime:30Minutes

LESSONOVERVIEWRoundingoutCourse4istheArtist:Binarylesson.Here,studentswillbuildbinaryimages,translating0sand1stooffsandons(orblacksandwhites).

Introduction

Activity:Artist:BinaryArtist:Binary

MatchbinarysequencestoencodedimagesUtilizeloopsandbinarycodetorecreateprovidedimagesIdentifyrepeatedsequencesandbreaklongcodesupintosmallerchunksthatcanbeloopedCreatepicturesusinguniquecombinationsofonandoff

GETTINGSTARTEDIntroductionTobegin,itcanbehelpfultoreviewthepreviouslesson,specificallydifferentwaysofusingbinarytoindicatehowtocreateanimageonagrid.Thisstagewilltranslatetheunpluggedactivityintoasimple,independentonlinelesson.

ACTIVITYArtist:BinaryEXTENDEDLEARNINGUsetheseactivitiestoenhancestudentlearning.Theycanbeusedasoutsideofclassactivitiesorotherenrichment.

19Course4|Lesson19

SuperChallenge-VariablesLessontime:30Minutes

LESSONOVERVIEWInthislesson,studentswillbechallengedtodigdeepintowhattheyhavelearnedthroughouttheirjourneytosolveahandfulofcomplexpuzzles.

Introduction

Activity:SuperChallenge-VariablesSuperChallenge-Variables

CreateprogramsthatutilizerepetitiontocreategorgeousdesignsDecomposelarge,difficultpuzzlesintomanagablepiecesUsevariablestocapturepatternsincomplextasks

GETTINGSTARTEDIntroductionRemindyourstudentsofthelessonsthattheyhavedonewithvariablespreviously.

Whatkindsofthingsarevariablesgoodfor?Howdoesithelptomoveby"length"amountusingartist?Whyisithelpfultohavethebeegrab"nectarUnits"ofnectar?Canyouusevariablesasnumbersinmathequations?

Next,remindyourstudentsthatthisstageisintendedtobeverydifficultandmostpuzzleswilltakeseveralattemptstosolve.[/together]

ACTIVITYSuperChallenge-VariablesThislessonexplorestheuseofvariablesasawaytoquicklychangemanyvaluesatonetime.Notonlywillthestudentsbedealingwiththeloopingofdesignsandrepetitionofangles,they'llalsobedoingmathonvariables.Itcanbehelpfulforthemtohavepaperandpenciltofigureoutvaluesastheygo.Also,letthemknowaheadoftimethattherewilllikelybesomepuzzlesthatconfuseorfrustratethem.Thisisnormal,andexpected.Studentsshouldpreparethemselvesforpersistenceandperseverance.

20Course4|Lesson20

SuperChallenge-ForLoopsLessontime:60Minutes

LESSONOVERVIEWStudentsuseamixofdifferentenvironmentstotesttheirknowledgeofforloops.

Introduction

Activity:SuperChallenge-ForLoopsSuperChallenge-ForLoops

PredictthenumberofstepsneededtoincrementineachforloopiterationDeterminehowtouseaforloopinawaythatmakessenseforeachuniquepuzzleDecomposelargecomplexproblemsintosmallerpieces

GETTINGSTARTEDIntroductionACTIVITYSuperChallenge-ForLoops

21Course4|Lesson21

SuperChallenge-FunctionswithParametersLessontime:45Minutes

LESSONOVERVIEWThischallengingstageallowsstudentstohonetheirskillswithfunctionsandparameterstosolvecomplexpuzzleswithgraceandefficiency.

Introduction

Activity:SuperChallenge-FunctionswithParametersSuperChallenge-FunctionswithParameters

LookforpatternswheretheycanimplementfunctionsUtilizeparameterstomakeasinglefunctionworkformultipleproblems

GETTINGSTARTEDIntroductionThislessongetscomplicatedratherquickly.Ifyourstudentshadaneasytimewithpreviouslessons,thentheyshouldbeabletokeepupjustfine.If,however,theyfoundthepreviousstagesdifficult,youmaywanttohavethemrevisitPlayLab:FunctionswithParamatersfirst.Inthislevel,studentswillnotonlybeusingmultipleparametersisidetheirfunctions,theywillalsobebreakingdownlargeproblemsintosmallerpartstofindpatterns.

ACTIVITYSuperChallenge-FunctionswithParameters

22Course4|Lesson22

ExtremeChallenge-ComprehensiveLessontime:45Minutes

LESSONOVERVIEWThefinalstageinthiscourseisintendedtotestcomprehensionandtransferofallconceptstoblendedpuzzles.

Introduction

Activity:ExtremeChallenge-ComprehensiveExtremeChallenge-Comprehensive

LESSONOBJECTIVESStudentswill:ChoosefrommanytechniquestofindtheonethatbestsuitseachproblemThinkcriticallyaboutwhattheyneedtoaccomplish,giventhetoolsthattheyhave

GETTINGSTARTEDIntroductionIfyourclasshasmadeitthisfar,theirskillsareprobablyalreadyonpoint.Now,it'stimeto

ACTIVITYExtremeChallenge-Comprehensive

AppendixCode.orgK-5ComputerScience

SUPPLEMENTALDOCUMENTS

GlossaryImplementationTipsCourse1FrameworkCourse1StandardsCourse2FrameworkCourse2StandardsCourse3FrameworkCourse3StandardsCourse4FrameworkCourse4Standards

GlossaryCode.orgCSFundamentals

Encouragingstudentstolearnanduse'professional'termsenablesthemtocommunicatecorrectlyandefficientlywithothersandbuildstheirknowledgesuchthatitcanbefurtherdevelopedwithouthavingtorelearntermsandconceptsatalatertime.Thetermsandconceptsusedintheunpluggedlessonsaredefinedusingwordsthatyoungstudentscanunderstand.

ThefollowingtermsareintroducedinanunpluggedlessonaseitheravocabularywordorasatermrelatedtotheonlineBlocklyprogramminginterface.Termsaresubsequentlyreinforcedinthefollowingonlinepuzzlesandactivities.Mosttermsappearmultipletimesthroughoutthecoursesandlessonsprovidingthestudentswithmanyopportunitiestodeepentheirunderstandingandassimilatethewordsintoconversations,bothinandoutsideoftheclassroom.Thecourseandlessonnumbersaftereachtermindicateanunpluggedlessonsinwhichthetermisemphasized.

VOCABULARYabstraction(Course3:Stage1|Course4:Stage5)Pullingoutspecificdifferencestomakeonesolutionworkformultipleproblems.

algorithm(Course1:Stages1,6|Course2:Stages1,2|Course3:Stages1,10|Course4:Stage1)Alistofstepstofinishatask.Asetofinstructionsthatcanbeperformedwithorwithoutacomputer.Forexample,thecollectionofstepstomakeapeanutbutterandjellysandwichisanalgorithm.

binary(Course2:Stage14|Course4:Stages17,18)Awayofrepresentinginformationusingonlytwooptions.

Blockly(Course1:Stage3)

TEACHINGTIP Bestpracticeistointroducethetermswitheasy-to-understandlanguage,relatethetermstopreviousexperiences,usethetermsrepeatedlybeyondthelessonitselfthroughouttheentirecourse(andinothersituations)whenappropriate,andreinforcestudents’useinoralandwrittencommunication.

ThevisualprogramminglanguageusedinCode.org'sonlinelearningsystemforK-5students.

bug(Course1:Stage5|Course2:Stages9,10,11|Course3:Stage14)Anerrorinaprogramthatpreventstheprogramfromrunningasexpected.

call(afunction)(Course3:Stage4)Thisisthepieceofcodethatyouaddtoaprogramtoindicatethattheprogramshouldrunthecodeinsideafunctionatacertaintime.

code(Course1:Stage2)Oneormorecommandsoralgorithm(s)designedtobecarriedoutbyacomputer.Seealso:program

command(Course1:Stage2)Aninstructionforthecomputer.Manycommandsputtogethermakeupalgorithmsandcomputerprograms.

computationalthinking(Course3:Stage1)Mentalprocessesandstrategiesthatinclude:decomposition,patternmatching,abstraction,algorithms(decomposingproblemsintosmaller,moremanageableproblems,findingrepeatingpatterns,abstractingspecificdifferencestomakeonesolutionworkformultipleproblems,andcreatingstep-by-stepalgorithms).

computerscience(Course1:Stage2)Usingthepowerofcomputerstosolveproblems.

conditionals(Course2:Stages12,13|Course3:Stages7,8)Statementsthatonlyrunundercertainconditionsorsituations.

crowdsourcing(Course3:Stage19)Gettinghelpfromalargegroupofpeopletofinishsomethingfaster.

data(Course2:Stage14|Course3:Stages1)Information.Often,quantities,characters,orsymbolsthataretheinputsandoutputsofcomputerprograms.

debugging(Course1:Stage5|Course2:Stages9,10,11|Course3:Stage14)Findingandfixingerrorsinprograms.

decompose(Course3:Stage1)Breakaproblemdownintosmallerpieces.

define(afunction)(Course3:Stage4)Toaddcodeinsideafunctionsothattheprogramknowswhatitissupposedtodowhenthefunctioniscalled.

digitalcitizen(Course3:Stage20)Someonewhoactssafely,responsibly,andrespectfullyonline.

digitalfootprint(Course2:Stage18)TheinformationaboutsomeoneontheInternet.

DNS(domainnameservice)(Course3:Stage18)TheservicethattranslatesURLstoIPaddresses.

DSL/cable(Course3:Stage18)Amethodofsendinginformationusingtelephoneortelevisioncables.

event(Course1:Stage15|Course2:Stage15)Anactionthatcausessomethingtohappen.

event-handler(Course1:Stage15|Course2:Stage15)Amonitorforaspecificeventoractiononacomputer.Whenyouwritecodeforaneventhandler,itwillbeexecutedeverytimethateventoractionoccurs.Manyevent-handlersrespondtohumanactionssuchasmouseclicks.

fiberopticcable(Course3:Stage18)Aconnectionthatuseslighttotransmitinformation.

forloop(Course4:Stages8,9,10,11,20)Aloopwithapredeterminedbeginning,end,andincrement(stepinterval).

function(Course3:Stages4,5,6,9|Course4:Stages12,13,14,15,16,21)Apieceofcodethatyoucaneasilycalloverandoveragain.Functionsaresometimescalled‘procedures.’A

functiondefinitionisasegmentofcodethatincludesthestepsperformedinthefunction.Afunctioncallisthecodesegment,typicallywithinthemainlogicoftheprogram,whichinvokesthefunction.

functioncall(Course3:Stage4)Thepieceofcodethatyouaddtoaprogramtoindicatethattheprogramshouldrunthecodeinsideafunctionatacertaintime.

functiondefinition(Course3:Stage4)Thecodeinsideafunctionthatinstructstheprogramonwhattodowhenthefunctioniscalled.

Internet(Course1:Stage17|Course2:Stage18|Course3:Stages18,20)Agroupofcomputersandserversthatareconnectedtoeachother.

IPaddress(Course3:Stage18)AnumberassignedtoanyitemthatisconnectedtotheInternet.

iteration(Course1:Stage12|Course2:Stage5)Arepetitiveactionorcommandtypicallycreatedwithprogrammingloops.

loop(Course1:Stages12,13,14|Course2:Stages5,6,7,8)Theactionofdoingsomethingoverandoveragain.

packets(Course3:Stage18)Smallchunksofinformationthathavebeencarefullyformedfromlargerchunksofinformation.

patternmatching(Course3:Stage1|Course4:Stage5)Findingsimilaritiesbetweenthings.

Parameter(Course4:Stages13,14,15,16)Anextrapieceofinformationthatyoupasstothefunctiontocustomizeitforaspecificneed.

persistence(Course1:Stage9)Tryingagainandagain,evenwhensomethingisveryhard.

(Course1:Stage2|Course2:Stage1,9|Course3:Stage10)Analgorithmthathasbeencodedintosomethingthatcanberunbyamachine.

programming(Course1:Stage2|Course2:Stage1,9|Course3:Stage10)Theartofcreatingaprogram.

runprogram(Course1:Stage4)Causethecomputertoexecutethecommandsyou'vewritteninyourprogram.

servers(Course3:Stage18)Computersthatexistonlytoprovidethingstoothers.

toolbox(Course1:Stage4)ThetallgreybarinthemiddlesectionofCode.org'sonlinelearningsystemthatcontainsallofthecommandsyoucanusetowriteyourprogram.

URL(universalresourcelocator)(Course3:Stage18)Arelativelyeasy-to-rememberaddressforcallingawebpage(likewww.code.org).

username(Course1:Stage18)Anameyoumakeupsothatyoucanseeordothingsonawebsite,sometimescalleda“screenname.”

variable(Course3:Stage4|Course4:Stage4,5,6,7)Aplaceholderforapieceofinformationthatcanchange.

Wi-Fi(Course3:Stage18)Awirelessmethodofsendinginformationusingradiowaves.

workspace(Course1:Stage4)ThewhiteareaontherightsideofCode.org'sonlinelearningsystemwhereyoudraganddropcommandstobuildyourprogram.

program

ImplementationTipsK-5Curriculum:Courses1,2,3,&4

ThisdocumentofferssuggestionsforimplementinganindividualCSFundamentalscourseinanelementaryschoolclassroom,aswellasplanningtherolloutofallfourK-5coursesasapathwayacrosselementaryschoolgradelevels.

SCHEDULINGTHELESSONSWheredoyouteachthecourses?Doyouuseanexisting"special"likemedia(library)orart,ordoyouuseapre-existingcomputerlabperiodandsplittheonlineandunpluggedlessonsbetweenthelabteacherandthegradelevelteachersrespectively?Whetheryouareagradelevelteacheroraspecialist(media,art,technology),theCSFundamentalscoursesaredesignedtobeflexiblyimplemented.Whileeachcourseissetuptorunasonelessonperweekforasemester(half-year),theycanalternativelyberunascontiguouslessonsforaboutamonth,oronelessoneverytwoweeksforayear.Lessonsaremeanttobecompletedinorderandcanrangefromaslittleas20minutestomorethan45minutesifextensionactivitiesareincluded.

COMPUTERSINTHECLASSROOMHereareimplementationtipsforthreecommoncomputerusesituationsinanelementaryschoolclassroom:LaptopcartWherethegradelevelteacherleadstheclass:Increasecollaborationbyencouragingstudentstohelponeanotherbeforeaskingyouaquestion,sothatyoucanattendtothestudentswhoareinneedofthemosthelp.

ComputerlabWhereamediaspecialistorcomputerlabteacherleadstheclass:Splittheteachingloadbyhavingthecomputerlabteacherrunalloftheonlinepuzzletutoriallessonswhileyourunalloftheunpluggedlessonsinyourclassroom.

Computersintheclassroom(usually2to6)Usea“centers”approachbymixinganunpluggedactivitystationwithacomputer-basedonlinepuzzlestation.Inlargerclasses,youmaywanttosplitupcomponentsoftheunpluggedactivityintoseparatestationsandusepairprogrammingatthecomputerstationiftherearen’tenoughcomputers.

UNPLUGGEDLESSONS Youcanchoosetodoanentireunpluggedlesson,whichincludesaGettingStartedsection,Activity,andWrap-up,andlastsforabout35-45minutes,orjustchoosetodothemainactivity,whichusuallylastsfor20-25minutes.

PAIRPROGRAMMING Showthepairprogrammingvideofeaturingthedo’sanddon’tsofworkingcollaborativelyatacomputer.

CONCEPTUALCHUNKSTheunpluggedlessonsandonlinepuzzletutorialsarechunkedtogetherbysharedconcepts,wheretheunpluggedlessonservesasafunandgentleintroductiontoacomputingconceptthatisfurtherexploredthroughcodingexercises.Thisallowscoursestobeseparatedintochunksoflessonsthatcanbetaughtwithinatimeperiod,likeaweek,asasub-unit.SeethisexamplefromCourse2inwhichtheunpluggedlesson,GettingLoopy,precedesthreeonlinepuzzlestages.

ROLLOUTForschoolsthatdesiretoimplementallfourcourses,thecourseastudenttakesdependsontheirdevelopmentallevelaswellastheirexperience.WhileCode.orgcontinuestopublishmorecourses,teachersshouldstrivetointroducematerialfromourthird-partypartnerstocreateafullpathway.Belowisanexampleofwhatthefirstfouryearsofarolloutmaylooklikeacrossgradelevels.

K 1 2 3 4 5

Year1 Course1 Course1 Course2 Course2 Course2 Course2

Year4 Course1 Course2 Course3 Course4 Course4

Seecode.orgfor3rdpartymaterial

Lesson 1: Happy Maps (unplugged) Objectives • List steps to move character around a map.

• Arrange directions to reach predetermined goal. • Predict where character will land, given a list of steps.

Themes Algorithms

Practices Collaboration, Problem Solving

Standards ISTE: 1.c, 2.d, 6.a CSTA: CPP.L1:3-04, CT.L1:6-01, CT.L1:6-02, CT.L2-03, CT.L2-06 CC Mathematical Practices: 1, 2, 6, 7, 8 CC Math Standards: K.G.A.1 CC ELA: SL.K.1, SL.K.2, SL.K.5, L.K.6 SL.1.1, SL.1.2, SL.1.5, L.1.6 SL.2.1, SL.2.2, SL.2.5, L.2.6

Lesson 2: Move it, Move it (unplugged) Objectives • Recognize situations where they can create programs to complete tasks.

• Predict moves necessary to get teammate from start to finish. • Convert movements into symbolic instructions. • Relate algorithms as programs to teammate.

Themes Algorithms

Standards ISTE: 1.c, 2.d, 4.b, 6.a CSTA: CPP.L1.3-04, CPP.L1:6-05, CT.L1:6-01, CT.L1:6-02, CT.L2-03, CT.L2-06 CC Mathematical Practices: 1, 2, 6, 7, 8 CC Math Standards: K.G.A.1, K.CC. 4 CC ELA: SL.K.1, SL.K.2, L.K.6 SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6

Lesson 3: Jigsaw - Learn to Drag and Drop Objectives • Use a mouse to input information into a computer.

• Recall and apply the rules of pair programming. • Use pair programming to complete collaborative tasks with or without a

computer. • Identify situations when the rules of pair programming are not followed. • Arrange puzzle pieces into the proper order.

Themes Computing Practice and Programming

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c CSTA: CD.L1:3-01, CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08

Standards Alignment Curriculum Framework

Code.org K–5 Curriculum Course 1

K–5 Curriculum Course 1

Framework

CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: K.G.A.1 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6

Lesson 4: Maze – Sequence Objectives • Express movement as a series of commands.

• Order movement commands as sequential steps in a program. • Represent an algorithm as a computer program. • Count the number of times an action should be executed and represent

it as instructions in a program.

Practices Problem solving

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CD.L1:3-01, CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: K.CC.B.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1, 2.G.A.2 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6

Lesson 5: Maze - Debugging Objectives • Predict where a program will fail.

• Modify an existing program to solve errors. • Identify an algorithm that is unsuccessful when the steps are out of

order.

Practices Problem Solving, Persistence

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2 CC Mathematical Practices: 1, 2, 3, 5, 6, 7, 8 CC Math Standards: K.CC.B.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1, 2.G.A.2 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6

Lesson 6: Real Life Algorithms – Plant a Seed (unplugged) Objectives • Name various activities that make up their day.

• Decompose large activities into a series of smaller events. • Arrange sequential events into their logical order.

Framework

Themes Algorithms

Practices Problem solving, Collaboration

Standards ISTE: 1.a, 1.c, 2.d, 4.b, 6.a CSTA: CT.L1:3.03, CT.L1:6.01, CT.L1:6.02, CT.L1:6.05, CPP.L1:3.04, CPP.L1:6-05, CT.L2-03, CT.L2-06 NGSS: K-LS1.1 CC Mathematical Practices: 1, 2, 3, 6, 7, 8 CC ELA: SL.K.1, SL.K. 5, L.K.6 SL.1.1, SL.1.2, SL.1.5, L.1.6 SL.2.1, SL.2.2, L.2.6

Lesson 7: Bee - Sequence Objectives • Express movement as a series of commands.

• Order movement commands as sequential steps in a program. • Represent an algorithm as a computer program. • Convert a whole number to the equivalent quantity of individual blocks. • Distinguish between flowers and honeycombs. • Express the relationships between flowers, nectar, honeycombs, and

honey.

Practices Problem Solving

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT. L1:3-01, CPP. L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-ESS3-1 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: K.CC.B.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1, 2.G.A.2 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6

Lesson 8: Artist - Sequence Objectives • Create a program to complete an image using sequential steps.

• Select an argument for a given command. • Choose the appropriate blocks to draw images with non-continuous

lines.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT. L1:3-01, CPP. L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: K.G.A.1, K.G.A.2, K.G.B.6 1.G.A.1, 1.G.A.2 2.G.A.1 CC ELA: SL.K.1, SL.K.5, L.K.6

Framework

SL.1.1, SL.1.5, L.1.6 SL.2.1, L.2.6

Lesson 9: Building a Foundation (unplugged) Objectives • Outline steps to complete a structural engineering challenge.

• Predict and discuss potential issues in structure creation. • Build a structure based on team plan. • Revise both plan and structure until they satisfy challenge.

Themes Algorithms

Practices Creativity, Collaboration, Problem Solving, Persistence

Standards ISTE: 1.b, 1.c, 2.d, 4.b, 4.d, 6.c CSTA: CPP.L1:3-04, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CL.L1:6-03, CL.L2-04 NGSS: K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3 Mathematical Practices: 1, 2, 3, 5, 6, 7, 8 CC Math Standards: K.CC.4, K.MD.1, K.MD.2 CC ELA: SL.K.1, SL.K.2, SL.K.5, L.K.6 SL.1.1, SL.1.2, SL.1.5, L.1.6 SL.2.1, SL.2.2, L.2.6

Lesson 10: Artist - Shapes Objectives • Create a program to draw a shape using sequential steps.

• Explain the difference between squares and rectangles and support it with evidence consisting of the commands used to draw the different shapes.

• Compare the positions of different objects using "above", "below", "next to".

• Correctly identify shapes regardless of their overall size. • Compare and contrast squares and rectangles by their number of sides

and side lengths.

Practices Problem Solving, Creativity

Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT. L1:3-01, CPP. L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-ETS1-1 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: K.G.A.1, K.G.A.2, K.G.B.6 1.G.A.1, 1.G.A.2, 1.G.A.3 2.G.A.1 CC ELA: SL.K.1, SL.K.5, L.K.6 SL.1.1, SL.1.5, L.1.6 SL.2.1, L.2.6

Lesson 11: Spelling Bee Objectives • Arrange sequential movement commands to search for and identify

target words within a grid of letters. • Practice spelling age-appropriate words.

Framework

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT. L1:3-01, CPP. L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC ELA: SL.K.1, L.K.6, RF.K.1.B SL.1.1, L.1.6, RF.1.3.B SL.2.1, L.2.6

Lesson 12: Getting Loopy (Unplugged) Objectives • Repeat actions initiated by the instructor.

• Translate a picture program into a live-action dance. • Convert a series of multiple actions into a single loop.

Themes Abstraction

Practices Creativity, Collaboration, Problem Solving

Standards ISTE: 1.c, 2.d, 4.b, 6.a CSTA: CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CPP.L1.3-04, CPP.L1:6-05, CT.L2-03, CT.L2-06 NGSS: K-2-PS3-2 Mathematical Practices: 1, 2, 4, 6, 7, 8 CC Math Standards: K.CC.4, K.CC.6, K.MD.3 CC ELA: SL.K.1, SL.K.2, L.K.6 SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6

Lesson 13: Maze - Loops Objectives • Identify the benefits of using a loop structure instead of manual

repetition. • Create a program for a given task which loops a single command. • Break down a long sequence of instructions into the smallest repeatable

sequence possible. • Create a program for a given task which loops a sequence of commands. • Employ a combination of sequential and looped commands to reach the

end of a maze.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-2-ETS1-1 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: K.CC.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1 2.G.A.2 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6

Framework

Lesson 14: Bee - Loops Objectives • Write a program for a given task which loops a single command.

• Identify when a loop can be used to simplify a repetitive action. • Employ a combination of sequential and looped commands to move and

perform actions.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K- 2-PS3-2, K-2-ETS1-1, K-ESS3-1 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: K.CC.B.4, K.OA.A.3, K.OA.A.5, K.G.A.1 1.OA.A.1 2.OA.A.1 CC ELA: SL.K.1, L.K.6 SL.1.1, L.1.6 SL.2.1, L.2.6

Lesson 15: The Big Event (unplugged) Objectives • Repeat commands given by an instructor.

• Recognize actions of the teacher as signals to initiate commands. • Practice differentiating pre-defined actions and event-driven ones.

Themes Algorithms

Practices Creativity, Collaboration, Communication

Standards ISTE: 1.c, 4.b, 6.a CSTA: CPP.L1:3-04, CT.L1:6-02, CT.L1:6-05, CT.L1:6-01, CT.L 2-06 NGSS: K-2-ETS1-1 CC Mathematical Practices: 1, 2, 6, 7, 8 CC Math Standards: K.CC. 4 CC ELA: SL.K.1, SL.K.2, L.K.6 SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.1, L.2.6

Lesson 16: Play Lab – Create a Story Objectives • Identify actions that correlate to input events.

• Create an animated, interactive story using sequence, loops, and event-handlers.

• Share a creative artifact with other students.

Practices Creativity, Communicating

Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-03, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-2-ETS1-1 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: K.CC.B.4 , K.OA.A.5 1.OA.A.1

Framework

2.OA.A.1 CC ELA: SL.K.1, SL.K.5, L.K.6, W.K.3, W.K.6 SL.1.1, SL.1.5, L.1.6, W.1.6 SL.2.1, SL.2.5, L.2.6, W.2.3

Lesson 17: Going Places Safely (unplugged) Objectives • Understand that being safe when they visit websites is similar to staying

safe in real life. • Learn to recognize websites that are alright for them to visit. • Recognize the kind of information that is private. • Understand that they should never give out private information on the

Internet. • Learn to create effective usernames that protect their private

information.

Themes Community Global and Ethical Impacts

Practices Communicating, Problem Solving

Standards ISTE: 5.a, 5.b, 6.a CSTA: CI.L1:3-01, CPP.L2-06 CC ELA: SL.K.1, SL.K.2, L.K.6 SL.1.1, SL.1.2, , L.1.6 SL.2.1, SL.2.2, L.2.6

1. Happy Maps (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.

2.d - Contribute to project teams to solve problems. 6.a - Understand and use technology systems.

CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.

NGSS NA

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Standards Alignment Code.org K–5 Curriculum Course 1

! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!K–5$Curriculum$Course$1$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$Standards$Alignment!

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SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

2. Move It, Move It (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.

2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.

CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.

NGSS NA

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure.

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8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.CC. 4 - Understand the relationship between numbers and quantities; connect counting to cardinality.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

3. Jigsaw – Learn to Drag and Drop ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 2.d. - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.

CSTA CD.L1:3-01. Use standard input and output devices to successfully operate computer and related technologies. CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language.

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CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

4. Maze -Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

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CSTA CD.L1:3-01. Use standard input and output devices to successfully operate computer and related technologies. CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

NGSS K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of

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5. Maze - Debugging ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

NGSS K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K-2-PS3-2 .Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them.

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2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

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6. Real-life Algorithms - Plant a Seed (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.

CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out (e.g., make a peanut butter and jelly sandwich activity). CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.

NGGS Science and Engineering Practices K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

7. Bee 1 - Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically 6. Attend to precision.

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7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

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8. Artist - Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

CS Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2 - Correctly name shapes regardless of their orientations or overall size. K.G.B.6 - Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-

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circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

CS ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

9. Building a Foundation (Unplugged) ISTE 1.b - Create original works as a means of personal or group expression.

1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.c - Troubleshoot systems and applications.

CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CL.L1:6-03. Identify ways that teamwork and collaboration can support problem solving and innovation. CL.L2-04. Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.

NGSS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to

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define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.MD.1 - Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers

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and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

10. Artist - Shapes ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.b - Create original works as a means of personal or group processes. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

NGSS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2 - Correctly name shapes regardless of their orientations or overall size.

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K.G.B.6 - Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 1.G.A.3 - Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

11. Spelling Bee ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications.

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6.d - Transfer current knowledge to learning of new technologies.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. RF.K.1.B - Recognize that spoken words are represented in written language by specific sequences of letters. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. RF.1.3.B - Decode regularly spelled one-syllable words. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

12. Getting Loopy (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.

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CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1.3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC. 4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.MD.3 - Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships . SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

13. Maze - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6 a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

NGSS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure.

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8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

14. Bee - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project.

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6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.5 - Fluently add and subtract within 5. K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

15. The Big Event (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.

4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems .

CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-06. Describe and analyze a sequence of instructions being followed.

NGSS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC. 4 - Understand the relationship between numbers and quantities; connect counting to cardinality.

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CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

16. Play Lab - Create a Story ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.b - Create original works as a means of personal or group expression. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers.

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CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

NGSS K-2-PS3-2 .Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. K.OA.A.5 - Fluently add and subtract within 5. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and

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feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. W.2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

17. Going Places Safely (Unplugged) ISTE 5.a - Advocate and practice safe, legal, and responsible use of information and technology.

5.b - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6.a - Understand and use technology systems.

CSTA CI.L1:3-1. Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and software. CPP.L2-6. Demonstrate good practices in personal information security: using passwords, encryption, secure transactions.

NGSS NA

CC Math NA

CC ELA SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Lesson 1: Graph Paper Programming (unplugged) Objectives • Understand the difficulty of translating real problems into programs.

• Learn that ideas may feel clear and yet still be misinterpreted by a computer.

• Practice communicating ideas through codes and symbols.

Themes Algorithms

Standards ISTE: 1.b, 1.c, 2.d, 4.b, 4.d CSTA: CPP.L1:3-04, CPP.L1:6-05, CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L2-07 NGSS: K-2-PS3-2, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 3, 6, 7, 8 CC Math Standards: CC Math Standards: 2.G.2 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

Lesson 2: Real Life Algorithms – Paper Airplanes (unplugged) Objectives • Name various activities that make up their day.

Themes Algorithms

Standards ISTE: 1.c, 1.c, 2.b, 2.d, 4.b, 6.c CSTA: CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CPP.L1:3-04, CPP.L1:6-05, CT.L2-03 CT.L2-06CC NGSS: K-2-PS3-2, 3-5-ETS1-2 Mathematical Practices: 1, 2, 3, 6, 7, 8 CC Math Standards: 1.G.1 2.G.3 3.G.2 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

Lesson 3: Maze - Sequence Objectives • Express movement as a series of commands

• Order movement commands as sequential steps in a program. • Represent an algorithm as a computer program • Count the number of times an action should be executed and represent

K–5 Curriculum Course 2 Framework

it as instructions in a program. • Recall and apply the rules of pair programming. • Use pair programming to complete collaborative tasks with or without a

computer • Identify situations when the rules of pair programming are not followed.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: 1.OA.A.1 2.OA.A.1 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6

Lesson 4: Artist - Sequence Objectives • Create a program to complete an image using sequential steps.

• Select an argument for a given command. • Differentiate between defining and non-defining attributes of triangles,

squares, and rectangles. • Draw triangles, squares, and rectangles to reflect defining attributes. • Explain the difference between squares and rectangles and support it

with evidence consisting of the commands used to draw the different shapes.

• Compare and contrast squares and rectangles by their number of sides and side lengths.

• Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles) to create a composite shape, such as two squares to compose a rectangle and two rectangles to compose a square.

• Compose new shapes from composite shapes. • Draw partitions into a rectangle and describe the partitions using the

words halves, fourths, quarters, half of, fourth of, and quarter of. • Describe a whole rectangle as two halves or four quarters. • Explain that decomposing into more equal shares creates smaller shares.

Practices Creativity, Computing Practice and Programming

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1, 1.G.A.1, 1.G.A.2 2.OA.1, 2.G.A.1 3.OA.3, 3.GA.2 CC ELA: SL.1.1, L.1.6 SL.2.1 , L.2.6

SL.3.1, L.3.6

Lesson 5: Getting Loopy (unplugged) Objectives • Repeat actions initiated by the instructor.

• Translate a picture program into a live-action dance. • Convert a series of multiple actions into a single loop.

Themes Algorithms

Standards ISTE: 1.c, 2.d, 4.b, 6.a CSTA: CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CPP.L1.3-04, CPP.L1:6-05, CT.L2-03, CT.L2-06, CT.L3A-03 NGSS: K-2-PS3-2, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 6, 7, 8 CC Math Standards: 1.MD.4 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

Lesson 6: Maze - Loops Objectives • Identify the benefits of using a loop structure instead of manual

repetition. • Create a program for a given task which loops a single command. • Break down a long sequence of instructions into the smallest repeatable

sequence possible. • Create a program for a given task which loops a sequence of commands. • Employ a combination of sequential and looped commands to reach the

end of a maze.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L3A-03 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.A.1 2.OA.A.1 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6

Lesson 7: Artist - Loops Objectives • Count the number of times an action should be repeated and represent

it as a loop. • Decompose a shape into its smallest repeatable sequence. • Create a program that draws complex shapes by repeating simple

sequences.

Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d

CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L3A-03 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 3, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1, 1.G.A.1, 1.G.A.2 2.OA.1, 2.G.A.1 3.OA.3, 3.G.A.2 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6

Lesson 8: Bee - Loops Objectives • Write a program for a given task which loops a single command.

• Identify when a loop can be used to simplify a repetitive action. • Employ a combination of sequential and looped commands to move and

perform actions.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L3A-03 NGSS: K- 2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.A.1 2.OA.A.1 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6

Lesson 9: Relay Programming (unplugged) Objectives • Practice communicating ideas through codes and symbols

• Use teamwork to complete a task • Verify the work of their teammates to ensure a successful

outcome

Themes Algorithms

Standards ISTE: 1.a, 1.c, 2.d, 4.b, 4.d, 6.a CSTA: CT.L1:3-01, CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CT.L2-01, CT.L2-03, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CPP.L1.3-04, CPP.L1:6-05 NGSS: K- 2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 3, 6, 7, 8 CC Math Standards: 2.G.2 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

Lesson 10: Bee Debugging Objectives • Predict where a program will fail.

order. • Reflect on the debugging process in an age-appropriate way.

Themes Algorithms, Computing Practice and Programming

Practices Persistence, Problem Solving

Standards ISTE: 1.a, 1.c, 4.b, 4.c, 4.d, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CT.L1:6-01, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 CPP.L1:6-05, CPP.L1:6-06, CT.L3A-03 NGSS: K- 2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1 2.OA.A.1 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6

Lesson 11: Artist - Debugging Objectives • Predict where a program will fail.

order. • Reflect on the debugging process in an age-appropriate way. • Something about calculating angles / measuring distance.

Themes Algorithms, Computing Practice and Programming

Standards ISTE: 1.a, 1.c, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CT.L1:6-01, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12 CPP.L1:6-05, CPP.L1:6-06, CT.L3A-03 NGSS: K- 2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1, 1.G.A.1, 1.G.A.2 2.OA.1, 2.G.2, 2.G.A.1, 2, 2.MD.5 3.OA.3, 3.G.A.2 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6

Lesson 12: Conditionals (unplugged) Objectives • Define circumstances when certain parts of programs should run and

when they shouldn't. • Determine whether a conditional is met based on criteria. • Traverse a program and predict the outcome, given a set of input.

Themes Algorithms

Standards ISTE: 1.a, 1.c, 2.d, 4.b, 6.a CSTA: CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CPP.L1.3-04, CPP.L1:6-

05, CT.L2-03, CT.L2-06, CT.L3A-03 NGSS: 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 6, 7, 8 CC Math Standards: 1.MD.4 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

Lesson 13: Bee - Conditionals Objectives • Compare binary values.

• Translate spoken language conditional statements into a program. • Identify when a conditional can be used to deal with unknown values. • Execute an algorithm with a conditional statement. • Solve puzzles using a combination of looped sequences and

conditionals.

Standards ISTE: 1.a, 1.c, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CT.L1:3-02, CT.L1:3-03, CPP.L1:6-05, CPP.L1:6-06, CT.L1:6-01, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-012, CT.L2-14, CT.L3A-03 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 1.OA.1 2.OA.1, 2.G.2, 2.MD.5, 2.NBT.A.4 3.OA.3 CC ELA: SL.1.1, L.1.6 SL.2.1, L.2.6 SL.3.1, L.3.6

Lesson 14: Binary Bracelets (unplugged) Objectives • Encode letters into binary.

• Decode binary back to letters. • Relate the idea of storing initials on a bracelet to the idea of storing

information in a computer.

Themes Data

Practices Creativity

Standards ISTE: 1.a, 1.c, 2.d, 4.b, 6.a, 6.d CSTA: CT.L1:3-03, CT.L1:6-03, CT.L1:3-05, CT.L2-07, CT.L2-08 NGSS: K-2-PS3-2, K-2-ETS1-1 Mathematical Practices: 1, 2, 4, 6, 7, 8 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

Lesson 15: The Big Event (unplugged) Objectives • Repeat commands given by an instructor.

• Recognize actions of the teacher as signals to initiate commands. • Practice differentiating pre-defined actions and event-driven ones.

Themes Algorithms

Practices Creativity, Collaboration

Standards ISTE: 1.a, 4.b, 6.a CSTA: CPP.L1:3-04, CT.L1:6-02, CT.L1:6-05, CT.L1:6-01, CT.L2-06 NGSS: K-2-ETS1-1 Mathematical Practices: 1, 2, 6, 7, 8 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

Lesson 16: Flappy Objectives • Match blocks with the appropriate event handler.

• Create a game using event handlers. • Share a creative artifact with other students.

Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CL.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT. L1:3-02, CT.L1:6-01, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

Practices Creativity, Problem Solving, Collaboration

Standards ISTE: 1.a, 1.b, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CL.L1:6-01, CPP.L1:3-03, CPP.L1:6-03, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12 NGSS: K-2-PS3-2, K-2-ETS1-1, 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: 1.OA.A.1 2.OA.A.1, 2.MD.5 CC ELA: SL.1.1, SL.1.5, L.1.6, W.1.6 SL.2.1, SL.2.5, L.2.6, W.2.3 SL.3.1, SL.3.6, W.3.3. W3.6

Lesson 18: Your Digital Footprint (unplugged) Objectives • Understand that being safe when they visit websites is similar to staying

safe in real life. • Learn to recognize websites that are alright for them to visit. • Recognize if they should ask an adult they trust before they visit a

particular website. • Explore what information is appropriate to be put online.

Practices Communicating

Standards ISTE: 5.a, 5.b, 6.a CSTA: CI.L1:3-01, CPP.L2-06 CC ELA: SL.1.1, SL.1.2, L.1.6 SL.2.1, SL.2.2, L.2.6 SL.3.1. SL.3.3, L.3.6

1. Graph Paper Programming (Unplugged) ISTE 1.b - Create original works as a means of personal or group expression.

1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions.

CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

K–5 Curriculum Course 2 Standards Alignment

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

2. Real-life Algorithms - Paper Airplanes (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes

1.c - Use models and simulation to explore complex systems and issues. 2.b - Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2.d - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.

CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out (e.g., make a peanut butter and jelly sandwich activity). CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.G.1 - Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes. 2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.

3. Maze - Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CD.L1:3-01. Use standard input and output devices to successfully operate computer and related technologies. CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

4. Artist - Sequence ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to

meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. . 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

5. Getting Loopy (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.

CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1.3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.MD.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in

another.

6. Maze - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

NGGS K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

7. Artist - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.b - Create original works as a means of personal or group processes. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 3.0A.A.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

8. Bee - Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CS Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations.

2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

CS ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

9. Relay Programming (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems.

CSTA CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions.

CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CPP.L1.3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

10. Bee - Debugging ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically.

6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

11. Artist - Debugging ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project--- the tasks of this lesson are to "develop a solution. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications.

6.d - Transfer current knowledge to learning of new technologies.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 - Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, 2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 3.0A.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

12. Conditionals (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems.

CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer

CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercise. CT.L1:6-05. Make a list of sub-problems to consider while addressing a larger problem. CPP.L1.3-04. Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

NGSS 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.MD.4. - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

13. Bee - Conditionals ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics.

5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations. 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.NBT.A.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

14. Binary Bracelets (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.d - Transfer current knowledge to learning of new technologies.

CSTA CT.L1:3-03. Understand how to arrange information into useful order without using a computer. CT.L1:6-03. Demonstrate how a string of bits can be used to represent alphanumeric information. CT.L1:3-05. Demonstrate how 0s and 1s can be used to represent information. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data.

NGSS K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts,

including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

15. The Big Event (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.

4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems .

CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L1:6-05 Make a list of sub-problems to consider while addressing a larger problem. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-06. Describe and analyze a sequence of instructions being followed.

NGSS K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

16. Flappy ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CL.L1:6-01. Use productivity technology tools for individual and collaborative writing, communication, and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. W.2.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

17. Play Lab - Create a Story ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CL.L1:6-01. Use productivity technology tools for individual and collaborative writing, communication, and publishing activities. CPP.L1:3-03. Create developmentally appropriate multimedia products with support from teachers, family, or student partners. CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by

using drawings and equations with a symbol for the unknown number to represent the problem. 2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

CC ELA SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. W.2.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

18. Your Digital Footprint (Unplugged) ISTE 5.a - Advocate and practice safe, legal, and responsible use of information and technology.

CSTA CI.L1:3-01. Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and

software. CPP.L2-06. Demonstrate good practices in personal information security: using passwords, encryption, secure transactions

NGSS NA

CC Math NA

Lesson 1: Computational Thinking (unplugged) Objectives • Analyze information to draw conclusions.

• Match identical portions of similar phrases to match patterns. • Identify differences in similar phrases and abstract them out.

Themes Algorithms

Standards ISTE: 1.b, 1.c, 2.d, 4.b, 4.d CSTA: CPP.L1:6-5, CT.L1:6-02, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 3, 6, 7, 8 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

Lesson 2: Maze Objectives • Create a program for a given task using sequential steps.

• Count the number of times an action should be repeated and represent it as a loop.

• Analyze a problem and complete it as efficiently as possible. • Employ a combination of sequential and looped commands to reach the

end of a maze.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6

Lesson 3: Artist Objectives • Count the number of times an action should be repeated and represent

it as a loop. • Divide the number of degrees in a circle into even segments. • Calculate the angles in equilateral and 30 60 90 triangles.

Framework

• Given a perimeter and one side of a rectangle, calculate the remaining sides.

• Identify symmetrical shapes. • Decompose a shape into its smallest repeatable sequence.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3, 3.G.A.2 4.NBT.B.4, 4.MD.A.3, 4.MD.C.5, 4.MD.C.7, 4.G.A.1, 4.G.A.2, 4.G.A.3 5.NBT.B.5, 5.G.A.2 ELA: L.3.6 L.4.6 L.5.6

Lesson 4: Functional Suncatchers (unplugged) Objectives • Learn to find patterns in processes

• Think about an artistic task in a different way • Interpret symbols as they relate to physical manipulatives

Themes Algorithms

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CPP.L1:6-05, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

Lesson 5: Artist - Functions Objectives • Use a pre-determined function to draw an image with repeated features.

• Modify an existing function to draw a different shape. • Distinguish between functions and loops. • Create a program that calls a function from within a loop.

Practices Creativity, Problem Solving

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3, 3.G.A.2 4.NBT.B.4, 4.MD.A.3, 4.MD.C.5, 4.MD.C.7, 4.G.A.1, 4.G.A.2, 4.G.A.3 5.NBT.B.5, 5.G.A.2 ELA: L.3.6

Framework

L.4.6 L.5.6

Lesson 6: Bee - Functions Objectives • Define functions for commonly repeated tasks.

• Use student-defined functions in programs. • Modify an existing function to complete a different task. • Create a function from scratch.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6

Lesson 7: Bee - Conditionals Objectives • Compare properties and values using >, =, < symbols.

• Translate spoken language conditional statements into a program. • Execute an algorithm with a conditional statement. • Use conditional statements to make logic-based choices. • Nest conditionals to analyze multiple value conditions using if, else if,

else logic. • Write functions that execute nested conditionals.

Lesson 8: Maze - Conditionals Objectives • Compare properties and values using >, =, < symbols.

• Translate spoken language conditional statements into a program. • Execute an algorithm with a conditional statement. • Use conditional statements to make logic-based choices.

Framework

• Nest conditionals to analyze multiple value conditions using if, else if, else logic.

• Write functions that execute nested conditionals.

Lesson 9: Songwriting (unplugged) Objectives • Locate repeating phrases inside song lyrics.

• Identify sections of a song to pull into a function (chorus). • Describe how functions can make programs easier to write.

Themes Abstraction

Standards ISTE: 1.b, 1.c, 2.d, 4.b, 4.d CSTA: CPP.L1:6-5, CT.L1:6-02, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03, CT.L2-14 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 5, 6, 7, 8 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

Lesson 10: Dice Race (unplugged) Objectives • Name various activities that make up their day.

Themes Algorithms

Standards ISTE: 1.a, 1.c, 2.d, 4.b, 4.d, 6.a CSTA: CD1:6-06, CPP.L1:6-05, CT.L1:6-02, CT.L2-01CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 6, 7, 8 CC Math Standards: 4.NBT.B.4 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

Framework

Lesson 11: Artist - Nested Loops Objectives • Count the number of times an action should be repeated and represent

it as a loop. • Divide the number of degrees in a circle into even segments. • Given a number of segments, calculate the degrees need to complete a

circle. • Break complex tasks into smaller repeatable sections. • Combine simple shapes into complex designs with nested loops.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3, 3.G.A.2 4.NBT.B.4, 4.MD.A.3, 4.MD.C.5, 4.MD.C.7, 4.G.A.1, 4.G.A.2, 4.G.A.3 5.NBT.B.5, 5.G.A.2 ELA: L.3.6 L.4.6 L.5.6

Lesson 12: Farmer - While Loops Objectives • Distinguish between loops that repeat a fixed number of times and loops

that repeat until a condition is met. • Use a while loop to create programs that can solve problems with

unknown values.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6

Lesson 13: Bee – Nested Loops Objectives • Break a sequence of steps into a hierarchy or looped sequences.

• Nest loops and conditionals to analyze multiple value conditions using if, else if, else logic.

Standards ISTE: 1.a, 1.c, 4.b, 6.a, 6.c, 6.d

Framework

CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-07, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6

Lesson 14: Bee Debugging Objectives • Predict where a program will fail.

order. • Analyze complex conditionals for errors in logical. • Rearrange incorrectly nested loops. • Distinguish between a function definition and function call. • Reflect on the debugging process in an age-appropriate way.

Standards ISTE: 1.a, 1.c, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6 L.4.6 L.5.6

Lesson 15: Bounce Objectives • Match blocks with the appropriate event handler.

• Create a game using event handlers. • Share a creative artifact with other students.

Practices Persistence

Standards ISTE: 1.a, 1.c, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CT.L1:3-01, CL.L1:3-02, CT.L1:6-01, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-06, CT.L2-08, CT.L2-12, CT.L2-14, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC ELA: L.3.6

Framework

L.4.6 L.5.6

Standards ISTE: 1.a, 1.b, 1.c, 2.a, 2.b, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CT.L1:3-02, CT.L1:6-01, CPP.L1:3-03, CPP.L1:6-03, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-0, CT.L2-08, CT.L2-12, CT.L2-14, CPP.L2-08, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

Lesson 17: Play Lab – Create a Game Objectives • Identify actions that correlate to input events.

• Create an animated, interactive game using sequence, loops, and event-handlers.

Standards ISTE: 1.a, 1.b, 1.c, 2.a, 2.b, 4.b, 4.d, 6.a, 6.c, 6.d CSTA: CL.L1:3-02, CT.L1:3-01, CT.L1:3-02, CT.L1:6-01, CPP.L1:3-03, CPP.L1:6-03, CPP.L1:6-05, CPP.L1:6-06, CT.L2-01, CT.L2-0, CT.L2-08, CT.L2-12, CT.L2-14, CPP.L2-08, CT.L3A-03 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 4, 5, 6, 7, 8 CC Math Standards: 3.OA.3 4.NBT.B.4 5.NBT.B.5CC CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

Lesson 18: Internet (unplugged) Objectives • Learn about the complexity of sending messages over the Internet.

• Translate URLs into IP Addresses. • Practice creative problem solving.

Themes Data

Framework

Standards ISTE: 5.a, 5.b, 6.a CSTA: CI.L1:3-01, CPP.L2-06, CD.L1:6-04, CD.L2-06 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

Lesson 19: Crowdsourcing (unplugged) Objectives • Identify a large task that needs to be done.

• Rearrange a large task into several smaller tasks. • Build a complete solution from several smaller solutions.

Themes Abstraction

Practices Collaboration

Standards ISTE: 1.c, 2.d, 4.b, 6.a CSTA: CPP.L1:3-04, CT.L1:3-03, CT.L1:6-01, CT.L1:6-02, CT.L1:6-05, CL.L1:6-03, CT.L2-06 NGSS: 3-5-ETS1-2 CC Mathematical Practices: 1, 2, 6, 7, 8 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

Lesson 20: Digital Citizenship (unplugged) Objectives • Compare and contrast their responsibilities to their online and offline

communities. • Understand what type of information can put them at risk for identity

theft and other scams. • Reflect on the characteristics that make someone an upstanding citizen. • Devise resolutions to digital dilemmas.

Standards ISTE: 1.c, 2.d, 5.a, 5.b, 5.d, 6.a CSTA: CI.L1:3-01, CI.L1:6-01, CI.L1:6-02, CI.L1:6-04, CI.L2-01, CI.L2-05, CPP.L2-06 CC ELA: SL.3.1, SL.3.3, L.3.6 SL.4.6 SL.5.1, SL.5.6

1. Computational Thinking (Unplugged) ISTE 1 a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.

NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

http://code.org/educate/curriculum

4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships

2. Maze ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

NGSS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to

meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships

3. Artist ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language.

CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.A.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.C.5 - Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. 4.MD.C.7 - Recognize angle measure as additive. 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 4.G.A.2 - Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. 4.G.A.3 -Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching part. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm. 5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships

4. Functional Suncatchers (Unplugged) ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. 6.d - Transfer current knowledge to learning of new technologies.

CSTA CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08 - Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships

5. Artist - Functions ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics.

5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.A.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.C.5 - Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. 4.MD.C.7 - Recognize angle measure as additive. 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 4.G.A.2 - Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. 4.G.A.3 - Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching part. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm. 5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

6. Bee - Functions ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project.

6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

7. Bee – Conditionals ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

NGGS 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision.

7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

8. Maze - Conditionals ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

9. Songwriting (Unplugged) ISTE 1 a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CPP.L1:6.05. Construct a program as a set of step-by-step instructions to be acted out.

CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L3A-3. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.

CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

10. Dice Race (Unplugged) ISTE 1 a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues.

2.d - Contribute to project teams to produce original works or solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems.

CSTA CD1:6-06. Recognize that computers model intelligent behavior. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-12. Use abstraction to decompose a problem into sub-problems.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.

CC ELA SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

11. Artist - Nested Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2:2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC Math Mathematical Practices. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.A.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.C.5 - Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. 4.MD.C.7 - Recognize angle measure as additive. 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 4.G.A.2 - Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. 4.G.A.3 - Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching part. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm. 5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

12. Farmer – While Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.

CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

13. Bee - Nested Loops ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06 .Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

14. Bee Debugging ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2:2-14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A.03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC Math Mathematical Practices

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

15. Bounce ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

CSTA CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.

CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CT.L3A.03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

16. Play Lab – Create a Story ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.b - Create original works as a means of personal or group expression. 2.a - Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2.b - Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 1.c - Use models and simulation to explore complex systems and issues. 4.b - Plan and manage activities to develop a solution or complete a project.

4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CL.L1:6-01. Use productivity technology tools for individual and collaborative writing, communication, and publishing activities. CPP.L1:3-03. Create developmentally appropriate multimedia products with support from teachers, family, or student partners. CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.

CPP.L2-08. Demonstrate dispositions amenable to open-ended problem solving and programming. CT.L3A.03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships. W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

17. Play Lab – Create a Game ISTE 1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.b - Create original works as a means of personal or group expression. 1.c - Use models and simulation to explore complex systems and issues. 2.a - Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2.b - Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 4.b - Plan and manage activities to develop a solution or complete a project.

4.d - Use multiple processes and diverse perspectives to explore alternative solutions. 6.a - Understand and use technology systems. 6.c - Troubleshoot systems and applications. 6.d - Transfer current knowledge to learning of new technologies.

CSTA CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems. CT.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner. CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology. CL.L1:6-01. Use productivity technology tools for individual and collaborative writing, communication, and publishing activities. CPP.L1:3-03. Create developmentally appropriate multimedia products with support from teachers, family, or student partners. CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:6-06. Implement problem solutions using a block-based visual programming language. CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions. CT.L2-06. Describe and analyze a sequence of instructions being followed. CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers. CT.L2-08. Use visual representations of problem states, structures, and data. CT.L2-12. Use abstraction to decompose a problem into sub-problems. CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions. CPP.L2-08. Demonstrate dispositions amenable to open-ended problem solving and programming. CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

CC ELA L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships. W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

18. Internet (Unplugged) ISTE 5.a - Advocate and practice safe, legal, and responsible use of information and technology.

CSTA CI.L1:3-01. Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and software. CPP.L2-06. Demonstrate good practices in personal information security: using passwords, encryption, secure transactions. CD.L1:6-04. Identify that information is coming to the computer from many sources over a network. CD.L2-06. Describe the major components and functions of computer systems and networks.

NGSS NA

CC Math NA

19. Crowdsourcing (Unplugged) ISTE 1.c - Use models and simulation to explore complex systems and issues.

CSTA CPP.L1:3-04. Construct a set of statements to be acted out to accomplish a simple task.

CT.L1:3-03. Understand how to arrange information into useful order without using a computer.

CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises.

CT.L1:6-05 Make a list of sub-problems to consider while addressing a larger problem.

CL.L1:6-03. Identify ways that teamwork and collaboration can support problem solving and innovation. CT.L2-06. Describe and analyze a sequence of instructions being followed.

NGSS K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

CC Math Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

20. Digital Citizenship (Unplugged) ISTE 1.c - Use models and simulations to explore complex systems and issues.

2.d - Contribute to project teams to solve problems. 5.a - Advocate and practice safe, legal, and responsible use of information and technology. 5.b - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 5.d. - Exhibit leadership for digital citizenship . 6.a - Understand and use technology systems.

CSTA CI.L1:3-01. Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and software. CI.L1:6-01. Discuss basic issues related to responsible use of technology and information, and the consequences of inappropriate use. CI.L1:6-02. Identify the impact of technology (e.g. social networking, cyber bullying, mobile computing and communication, web technologies, cyber security, and virtualization) on personal life and society. CI.L1:6-04. Understand ethical issues that relate to computers and networks (e.g., equity of access, security, privacy, copyright, and intellectual property). CI.L2-01. Exhibit legal and ethical behaviors when using information and technology and discuss the consequences of misuse. CI.L2-05. Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing). CPP.L2-06. Demonstrate good practices in personal information security: using passwords, encryption, secure transactions.

NGSS NA

CC Math NA

CurriculumFrameworkCode.orgK-5CurriculumCourse4

LESSON1:ALGORITHMS-TANGRAMS(UNPLUGGED)

ObjectivesTacklethechallengeoftranslatinganimageintoactionableinstructionsConveyinstructionstoteammatesinordertoreproduceanimageAnalyzetheworkofteammatestodeterminewhetheranoutcomewassuccessful

Themes Algorithms,Sequence

Practices Creativity,Collaboration,Communication,Persistence,ProblemSolving

Standards

ISTE:1c,2d,4b,6cCSTA:CT.L1:6.01,CT.L1:6.02,CPP.L1:6.05NGSS:3-5-ETS1-2CCMathematicalPractices:1,6CCMathStandards:3.G.A.1,5.G.B.3CCELA:L.3.6,L.4.6,L.5.6

LESSON2:MAZEANDBEE

ObjectivesCreateaprogramforagiventaskusingsequentialstepsCountthenumberoftimesanactionshouldberepeatedandrepresentitasaloopAnalyzeaproblemandcompleteitasefficientlyaspossibleEmployconditionalstatementstoassesswhichactionsarecorrectforagivenstep

Themes Algorithms,ComputingPractice,Programming

Practices Persistence,ProblemSolving

Standards

ISTE:1a,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L2-01,CT.L2-06,CT.L2-08,CT.L2-12,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-05NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,5,6,7,8CCMathStandards:3.OA.3,3.MD.C.6CCELA:L.5.6,L.4.6,L.3.6

LESSON3:ARTIST-LOOPSREVIEW

Objectives

CreateprogramsthatutilizerepetitiontocreategorgeousdesignsUsetrialanderrortorecreatedetaileddesignsinproperscaleDividethenumberofdegreesinacircleintoevensegmentsCalculatetheanglesinequilateraland306090trianglesDecomposeashapeintoitssmallestrepeatablesequence

Themes Loops,ComputingPractice,Programming

Standards

ISTE:1a,1b,1c,4b,4d,6a,6c,6d,CSTA:CL.L1:3-02,CT.L1:3-01,CT.L2-01,CT.L2-06,CT.L2-08,CT.L2-12,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-05NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,5,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.G.A.1,4.NBT.B.4,4.MD.C.5,5.NBT.B.5CCELA:L.3.6,L.4.6,L.5.6

LESSON4:VARIABLESINENVELOPES(UNPLUGGED)

ObjectivesIdentifyvariablesanddeterminetheirvaluesDefineandcallvariablesinthecontextofreal-lifeactivitiesCreatesituationswhichrequiretheuseofvariablesUtilizeteamworktoenrichcreativegameplay

Themes Variables,Abstraction

Practices Creativity,Collaboration,Communication,ProblemSolving

Standards

ISTE:1c,2d,4b,6cCSTA:CL.L2-03,CT.L1:6-01,CT.L1:6-02,CPP.L1:6-05NGSS:3-5-ETS1-1CCMathematicalPractices:2,6,7,8CCELA:L.3.6,L.4.6,L.5.6

LESSON5:ABSTRACTIONWITHMADGLIBS(UNPLUGGED)

ObjectivesHavethechancetointernalizetheideaof“abstraction”CombinewritingandabstractiontotesttheirowncreativityAnalyzetheirdaytofinddifferencesthattheycanturnintosimilarities

Themes Abstraction,PatternMatching

Standards

ISTE:1a,1c,2d,4bCSTA:CL.L2-03,CT.L1:6-01,CT.L1:6-02,CT.L2-12CCMathematicalPractices:2,6,7,8CCELA:L.3.6,L.4.6,L.5.6

LESSON6:ARTIST-VARIABLES

ObjectivesCreateprogramsthatutilizerepetitiontocreategorgeousdesignsUsetrialanderrortorecreatedetaileddesignsinproperscaleCalculateanglesbydividing360bythenumberofsidesinapolygonDecomposeashapeintoitssmallestrepeatablesequence

Themes Variables,ComputingPractice,Programming

Standards

ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L2-01,CT.L2-06,CT.L2-12,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.G.A.1,4.MD.C.5,5.NBT.B.5CCELA:L.3.6,L.4.6,L.5.6

LESSON7:PLAYLAB-VARIABLES

ObjectivesIdentifythenumbersthatareresponsibleforspecificelementsofaprogramCreateagamethatincorporatesnumericalparametersReplacenumberswithdescriptivevariables

Themes Variables,,ComputingPractice,Programming

Standards

ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L2-01,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:3-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.NBT.B.4CCELA:L.3.6,L.4.6,L.5.6

LESSON8:FORLOOPFUN(UNPLUGGED)

Objectives Determinestartingvalue,stoppingvalue,andintervalof"forloop"Illustratethecountervalueshiteachtimethroughaforloopduringruntime

Themes Loops

Practices Creativity,Collaboration,Communication

Standards

ISTE:1c,2dCSTA:CL.L1:3-02,CT.L1:6-01,CT.L1:6-02,CT.L2-01,CT.L2-12,CT.L2-14,CT.L3A-03NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6

LESSON9:BEE-FORLOOPS

Objectives BreakonelongsequenceofstepsintoshorterloopedsequencesUsethe"forloop"structuretorepeatanactionavariablenumberoftimeseachiteration.

Themes Loops,ForLoops,ComputingPractice,Programming

Standards

ISTE:1a,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2MathematicalPractices:1,2,4,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6

LESSON10:ARTIST-FORLOOPS

Objectives PredictthenumberofstepsneededtoincrementineachforloopiterationDeterminestartandstopvaluesformultipleforloopexamples

Practices ProblemSolving,Programming

Standards

ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.MD.C.5,4.MD.C.7,4.G.A.1,4.G.A.2,5.NBT.B.5,5.G.A.2CCELA:L.3.6,L.4.6,L.5.6

LESSON11:PLAYLAB-FORLOOPS

ObjectivesUtilizeforloopstocountfrom1to100CountbytensrepeatedlyusingtheforloopstructureEmployskillsfrompreviouslessonstocreatemoredifficultloopingalgorithms

Standards

ISTE:1a,1c,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CPP.L1:6-05,CPP.L1:6-06,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.OA.3,4.NBT.B.4CCELA:L.3.6,L.4.6,L.5.6

LESSON12:ARTIST-FUNCTIONS

ObjectivesIdentifyrepeatedmovementsandutilizefunctionstosimplifytheirprogramUsetrialanderrortore-createcomplexpatternsBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithfunctions

Themes Functions,ComputingPractice,Programming

Standards

ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-08,CT.L2-12,CT.L2-14,CT.L3A-01,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2MathematicalPractices:1,2,4,5,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.MD.C.5,4.MD.C.7,4.G.A.1,4.G.A.2,5.NBT.B.5,5.G.A.2CCELA:L.3.6,L.4.6,L.5.6

LESSON13:SONGWRITINGWITHPARAMETERS(UNPLUGGED)

Objectives

LocaterepeatingphrasesinsidesonglyricsIdentifysectionsofasongtopullintoafunction(chorus)ModifyfunctionstoacceptparametersDescribehowfunctionsandparameterscanmakeprogramseasiertowrite

Themes Functions,Variables

Standards

ISTE:1a,1c,2a,2d,4b,4dCSTA:CL.L1:3-02,CT.L2-01,CT.L2-06,CT.L2-07,CT.L2-08,CT.L2-12,CT.L2-14,CT.L3A-01,CT.L3A-03,CPP.L1:6-05NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,3,6,7,8CCELA:SL.3.1.D,SL.3.3,RI.3.1,L.3.6,L.4.6,L.5.6

LESSON14:ARTIST-FUNCTIONSWITHPARAMETERS

ObjectivesIdentifyrepeatedmovementsandutilizefunctionstosimplifyaprogramBreakcomplextasksintosmallerrepeatablesectionsCombinesimpleshapesintocomplexdesignswithfunctionsUtilizeparameterstomakeonefunctionworkformultiplepurposes

Themes Functions,Variables,ComputingPractice,Programming

Standards

ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-07,CT.L2-08,CT.L2-12,CT.L2-14,CT.L3A-01,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2MathematicalPractices:1,2,4,5,6,7,8CCMathStandards:3.OA.3,3.MD.C.6,4.NBT.B.4,4.MD.A.3,4.MD.C.5,4.MD.C.7,4.G.A.1,4.G.A.2,5.NBT.B.5,5.G.A.2CCELA:L.3.6,L.4.6,L.5.6

LESSON15:PLAYLAB-FUNCTIONSWITHPARAMETERS

ObjectivesIdentifyrepeatedmovementsandutilizefunctionstosimplifyaprogramUtilizeparameterstomakeonefunctionworkformultiplepurposesAdapttheirunderstandingoffunctionstoallowfortheuseofmultipleparameters

Standards

ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-07,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06,CPP.L2-08NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.NBT.B.4CCELA:L.3.6,L.4.6,L.5.6

LESSON16:BEE-FUNCTIONSWITHPARAMETERS

Objectives EditexistingfunctionstomakethemworkforspecifictasksCombinesimilarfunctionsintoasingleonebyutilizingparameters

Standards

ISTE:1a,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6

LESSON17:BINARYIMAGES(UNPLUGGED)

ObjectivesIdentifymethodsforencodingimagesintobinaryRelateimagestoapeerusingbinaryencodingReproduceanimage,basedonbinarycode

Themes Binary

Practices Creativity,Collaboration,Communication,Persistence,ProblemSolving

Standards

ISTE:1c,2d,4b,4d,6dCSTA:CL.L1:3-02,CT.L1:6-01,CL.L2-03,CT.L2-06,CT.L2-07,CT.L2-14,CT.L3A-05,CT.L3B-07,CT.L1:6-02NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6

LESSON18:ARTIST-BINARY

Objectives

MatchbinarysequencestoencodedimagesUtilizeloopsandbinarycodetorecreateprovidedimagesIdentifyrepeatedsequencesandbreaklongcodesupintosmallerchunksthatcanbeloopedCreatepicturesusinguniquecombinationsofonandoff

Themes Binary,ComputingPractice,Programming

Standards

ISTE:1a,1b,1c,4b,6a,6c,6dCSTA:CL.L1:3-02,CT.L1:3-01,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-07,CT.L2-12,CT.L2-14,CT.L3A-03,CT.L3B-07,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:4.OA.C.5CCELA:L.3.6,L.4.6,L.5.6

LESSON19:SUPERCHALLENGE-VARIABLES

ObjectivesCreateprogramsthatutilizerepetitiontocreategorgeousdesignsDecomposelarge,difficultpuzzlesintomanagablepiecesUsevariablestocapturepatternsincomplextasks

Themes Variables,Abstraction,ComputingPractice,Programming

Standards

ISTE:1a,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.MD.C.6,4.NBT.B.4,4.OA.C.5,4.MD.C.5,4.MD.C.7,4.G.A.1CCELA:L.3.6,L.4.6,L.5.6

LESSON20:SUPERCHALLENGE-FORLOOPS

ObjectivesPredictthenumberofstepsneededtoincrementineachforloopiterationDeterminehowtouseaforloopinawaythatmakessenseforeachuniquepuzzleDecomposelargecomplexproblemsintosmallerpieces

Themes Loops,ForLoops,Abstraction,ComputingPractice,Programming

Practices Creativity,Persistence,ProblemSolving

Standards

LESSON21:SUPERCHALLENGE-FUNCTIONSWITHPARAMETERS

Objectives LookforpatternswheretheycanimplementfunctionsUtilizeparameterstomakeasinglefunctionworkformultipleproblems

Themes Functions,Variables,Abstraction,ComputingPractice,Programming

Standards

LESSON22:EXTREMECHALLENGE-COMPREHENSIVE

Objectives ChoosefrommanytechniquestofindtheonethatbestsuitseachproblemThinkcriticallyaboutwhattheyneedtoaccomplish,giventhetoolsthattheyhave

Themes Loops,ForLoops,Functions,Variables,ComputingPractice,Programming

Standards

ISTE:1a,1c,4b,6a,6c,6dCSTA:CT.L1:3-01,CL.L1:3-02,CT.L1:6-01,CT.L2-01,CT.L2-06,CT.L2-12,CT.L2-14,CT.L3A-03,CPP.L1:6-05,CPP.L1:6-06NGSS:3-5-ETS1-2CCMathematicalPractices:1,2,4,6,7,8CCMathStandards:3.MD.C.6,4.NBT.B.4CCELA:L.3.6,L.4.6,L.5.6

StandardsAlignmentCode.orgK–5CurriculumCourse4

1.ALGORITHMS-TANGRAMS(UNPLUGGED)

ISTE1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.-Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions

CSTA CT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedout

NGSS 3-5-ETS1-2-Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem

CCMath

MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem6-Attendtoprecision

CCMathStandards:3.G.A.1-Understandthatshapesindifferentcategoriesmayshareattributesandthatthesharedattributescandefinealargercategory5.G.B.3-Understandthatattributesbelongingtoacategoryoftwo-dimensionalfiguresalsobelongtoallsubcategoriesofthatcategory

L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.L.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopic.L.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships.

2.MAZEANDBEE

1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeers,teachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-Describeandanalyzeasequenceofinstructionsbeingfollowed.CT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddata.CT.L2-12-Useabstractiontodecomposeaproblemintosubproblems.CPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedout.CPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage.CPP.L2-05-Implementproblemsolutionsusingaprogramminglanguageincluding:Implementproblemsolutionsusingaprogramminglanguage,including:loopingbehavior,conditionalstatements,logic,expressions,variables,andfunctions

CCMath

MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively5-Useappropriatetoolsstrategically6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning

CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)

L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships

3.ARTIST

1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.-Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeers,teachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-05-Implementproblemsolutionsusingaprogramminglanguageincluding:Implementproblemsolutionsusingaprogramminglanguage,including:loopingbehavior,conditionalstatements,logic,expressions,variables,andfunctions

CCMath

MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics5-Useappropriatetoolsstrategically6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning

CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo-dimensionalfigures4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm

4.ENVELOPEVARIABLES(UNPLUGGED)

ISTE1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6c.-Troubleshootsystemsandapplications

CSTACL.L2-03-Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedout

NGSS 3-5-ETS1-1-Defineasimpledesignproblemreflectinganeedorawantthatincludesspecifiedcriteriaforsuccessandconstraintsonmaterials,time,orcost

CCMath

MathematicalPractices:2-Reasonabstractlyandquantitatively6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning

5.MADLIBS(UNPLUGGED)

ISTE1a.-Applyexitisngknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject

CSTACL.L2-03-Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCT.L2-12-Useabstractiontodecomposeaproblemintosubproblems.

CCMath

MathematicalPractices:2-Reasonabstractlyandquantitatively.6-Attendtoprecision.7-Lookforandmakeuseofstructure.8-Lookforandexpressregularityinrepeatedreasoning.

L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.L.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopic.L.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships

6.ARTIST:VARIABLES

1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1b.-Createoriginalworksasmeansofpersonalorgroupexpression1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies

CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage

CCMath

MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning

CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo-dimensionalfigures4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm

7.PLAYLAB:VARIABLES

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-12-Useabstractiontodecomposeaproblemintosub-problemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:3-03-Createdevelopmentallyappropriatemultimediaproductswithsupportfromteachers,family,orstudentpartnersCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming

CCMath

MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively.4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning

CCMathStandards:4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm

8.FORLOOPFUN(UNPLUGGED)

ISTE 1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstosolveproblems

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercisesCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-12-Useabstractiontodecomposeaproblemintosub-problemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithms

CCMath

MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively.4-Modelwithmathematics6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning

CCMathStandards:4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself

9.BEE:FORLOOPS

1a.-Applyexitisngknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies.

CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage

CCMath

CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself

10.ARTIST:FORLOOPS

CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming

CCMath

CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines4.G.A.2-Classifytwo-dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm5.G.A.2-Representrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation/p>

11.PLAYLAB:FORLOOPS

ISTE1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-Useabstractiontodecomposeaproblemintosub-problemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithms

CCMath

CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm

L.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationshipsß

12.ARTIST:FUNCTIONS

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-01-Usepredefinedfundtionsandparameter,classesandmethodstodivideacomplexproblemintosimplerpartsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming

CCMath

CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines4.G.A.2-Classifytwo-dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm5.G.A.2-Representrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation

13.SONGWRITINGWITHPARAMETERS(UNPLUGGED)

1a.-Applyexistingknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationtoexplorecomplexsystemsandissues2a.-Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia2d.-Contributetoprojectteamstosolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.-Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-01-Usepredefinedfunctionsandparameters,classesandmethodstodivideacomplexproblemintosimplerpartsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedout

CCMath

MathematicalPractices:1-Makesenseofproblemsandpersevereinsolvingthem2-Reasonabstractlyandquantitatively3-Constructviableargumentsandcritiquethereasoningofothers6-Attendtoprecision7-Lookforandmakeuseofstructure8-Lookforandexpressregularityinrepeatedreasoning

SL.3.1.D-ExplaintheirownideasandunderstandinginlightofthediscussionSL.3.3-Askandanswerquestionsaboutinformationfromaspeaker,offeringappropriateelaborationanddetailRI.3.1-Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswersL.3.6-Acquireanduseaccuratelygrade-appropriateconversational,generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationshipsL.4.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeingandthatarebasictoaparticulartopicL.5.6-Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships

14.ARTIST:FUNCTIONSWITHPARAMETERS

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-08-Usevisualrepresentationsofproblemstates,structures,anddataCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-01-Usepredefinedfundtionsandparameter,classesandmethodstodivideacomplexproblemintosimplerpartsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming

CCMath

CCMathStandards:3.OA.3-Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.MD.A.3-Applytheareaandperimeterformulasforrectanglesinrealworldandmathematicalproblems4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines4.G.A.2-Classifytwo-dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize5.NBT.B.5-Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm5.G.A.2-Representrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation

15.PLAYLAB:FUNCTIONSWITHPARAMETERS

CT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguageCPP.L2-08-Demonstratedispositionsamenabletoopen-endedproblemsolvingandprogramming

CCMath

CCMathStandards:4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm

16.BEE:FUNCTIONSWITHPARAMETERS

1a.-Applyexitisngknowledgetogeneratenewideas,products,orprocesses1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject6a.-Understandandusetechnologysystems6c.-Troubleshootsystemsandapplications6d.-Transfercurrentknowledgetolearningofnewtechnologies

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage

CCMath

17.BINARY(UNPLUGGED)

ISTE1c.-Usemodelsandsimulationstoexplorecomplexsystemsandissues2d.-Contributetoprojectteamstoproduceoriginalworksorsolveproblems4b.-Planandmanageactivitiestodevelopasolutionorcompleteaproject4d.-Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions6d.-Transfercurrentknowledgetolearningnewtechnologies

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCL.L2-03-Collaboratewithpeers,experts,andothersusingcollaborativepracticessuchaspairprogramming,workinginprojectteams,andparticipatingingroupactivelearningactivitiesCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeignfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-05-DescribetherelationsshipbetweenbinaryandhexademinalrepresentationsCT.L3B-07-DiscustheinterpretationofbinarysequencesinavarietyofformsCT.L1:6-02-Developasimpleunderstandingofanalgorithmusingcomputer-freeexercises

CCMath

18.ARTISTBINARY

CL.L1:3-02-Workcooperativelyandcollaborativelywithpeersteachers,andothersusingtechnologyCT.L1:3-01-Usetechnologyresources(e.g.,puzzles,logicalthinkingprograms)tosolveageappropriateproblemsCT.L1:6-01-Understandandusethebasicstepsinalgorithmicproblem-solvingCT.L2-01-UsethebasicstepsinalgorithmicproblemsolvingtodesignsolutionsCT.L2-06-DescribeandanalyzeasequenceofinstructionsbeingfollowedCT.L2-07-Representdatainavarietyofways:text,sounds,pictures,numbersCT.L2-12-UseabstractiontodecomposeaproblemintosubproblemsCT.L2-14-Examineconnectionsbetweenelementsofmathematicsandcomputerscienceincludingbinarynumbers,logic,sets,andfunctionsCT.L3A-03-Explainhowsequence,selection,iteration,andrecursionarebuildingblocksofalgorithmsCT.L3B-07-DiscustheinterpretationofbinarysequencesinavarietyofformsCPP.L1:6-05-Constructaprogramasasetofstep-by-stepinstructionstobeactedoutCPP.L1:6-06-Implementproblemsolutionsusingablock-basedvisualprogramminglanguage

CCMath

19.SUPERCHALLENGE-VARIABLES

CCMath

CCMathStandards:3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm4.OA.C.5-Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself4.MD.C.5-Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement4.MD.C.7-Recognizeanglemeasureasadditive4.G.A.1-Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines

20.SUPERCHALLENGE-FORLOOPS

CCMath

21.SUPERCHALLENGE-FUNCTIONSANDPARAMETERS

CCMath

22.EXTREMECHALLENGE-COMPREHENSIVE

CCMath

CCMathStandards:3.MD.C.6-Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits)4.NBT.B.4-Fluentlyaddandsubtractmulti-digitwholenumbersusingthestandardalgorithm

To view the most updated version of these lesson plans and to view the online

activities associated with these lesson plans, please visit http://studio.code.org.

The easy, fun, and active way

to learn computer science!

This book contains lesson plans from CS Fundamentals, Code.org's introduction to computer science for elementary school students and beyond. We have provided lesson plans, worksheets and classroom assessments for each of our courses. We suggest that you follow these lessons in the order presented, but feel free to adapt this plan as needed. You know your classroom best!

Course 1 - Intended for early-readers who have little or no previous computer science experience.

Course 2- Intended for readers who have little or no previous computer science experience.

Course 3 - Intended for readers who have done Course 2.

Course 4 - Intended for readers who have done Course 3.

Teachers are saying:

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I have been learning so much.”

“I love trying new things! Oh, I should also mention, I am a

57 year old grandmother!”

“After my daughter (who was never particularly interested

in math/coding) finished she said, ‘Maybe I could be a

computer scientist one day.’ "

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