Post on 02-Oct-2020
transcript
Unit 3 Lesson 1
Building a Foundation
Resources
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Unit 3 Lesson 2
Programming in Maze
Resources
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
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Unit 3 Lesson 3
Debugging in Maze
Resources
Code.org Debugging Recipe
These debugging tips will help you keep moving when you get stuck!
Read the directions.
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?
Take it slow and go one step at a time.
Can you talk about the problem in your own words?
Look for problems each step of the way.
Fix one thing at a time, then describe how the result changed.
Describe what was supposed to happen.
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.
Describe what is going wrong.
Does the difference between what was supposed to happen and what did happen give you any clues?
Talk to a friend. Maybe one of your classmates can help you figure out where your plan goes awry.
Try at least three ways of xing problems before you ask for help.
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
This Journal Belongs To
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Unit 3 Lesson 4
Real-Life Algorithms: Paper Planes
Resources
Name(s)_____________________________________ Period ______ Date ____________________ Real-Life Algorithms
Paper Airplane Worksheet
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!
CUT CENTER OUT OF
PAPER
CREASE PAPER DOWN THE CENTER
CRUMBLE PAPER
FOLD TOP CORNERS TO CENTER
RIP CORNER OFF
PAPER
FOLD CORNER SIDES TO
CENTER
TOSS FINISHED PLANE
FOLD PAPER
IN HALF AGAIN
PULL SIDES DOWN
TEACHER KEY
Real-Life Algorithms Paper Airplane Worksheet
1. CREASE PAPER DOWN THE CENTER
2. FOLD TOP CORNERS TO CENTER
3. FOLD CORNER SIDES
TO CENTER
4. FOLD PAPER IN HALF AGAIN
5. PULL SIDES DOWN
6. TOSS FINISHED PLANE
Daily Algorithms Assessment Worksheet
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.
Teeth are clean!
Step 1
Step 2
Step 3
Step 4
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: ______ ______ ______ ______ ______ ______ ______ ______
ALGORITHM 2: ______ ______ ______ ______ ______ ______ ______ ______
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Unit 3 Lesson 5
Programming in Collector
Resources
Unplugged Blocks (Courses C-F)
Unplugged Blocks (Courses C-F)
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
This Journal Belongs To
Grade: Date:
My Think Spot Journal
Date:
Date:
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Unit 3 Lesson 6
Programming in Artist
Resources
Name(s)_____________________________________ Period ______ Date ____________________
Turns & Angles in Regular Polygons
120° Right Turn
Triangle (3 sides)
Each turn is 360° / 3 = 120°
Each angle is 180° - 120° = 60°
120°
Left turn
90° Right Turn
Rectangle (4 sides)
Each turn is 360° / 4 = 90°
Each angle is 180° - 90° = 90°
90° Left Turn
72° Right Turn
Pentagon
(5 sides)
Each turn is 360° / 5 = 72°
Each angle is 180° - 72° = 108°
72° Left Turn
60° Right Turn
Hexagon
(6 sides)
Each turn is 360° / 6 = 60°
Each angle is 180° - 60° = 120°
60° Left Turn
45° Right Turn
Octagon
(8 sides)
Each turn is 360° / 8 = 45°
Each angle is 180° - 45° = 135°
45° Left Turn
36° Right Turn
Decagon
(10 sides)
Each turn is 360° / 10 = 36°
Each angle is 180° - 36° = 144°
36° Left Turn
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
This Journal Belongs To
Grade: Date:
My Think Spot Journal
Date:
Date:
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Date:
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Unit 3 Lesson 7
Getting Loopy
Resources
Getting Loopy Unplugged Loops Activity
The Iteration
Clap
Clap
Clap
Behind Head
Waist
Behind Head
Waist
Repeat this part 3 times!
Clap
Clap
Clap
Left Up
Right Up
Left Up
Right Up
Clap
Clap
Clap
Then do this!
Belly Laugh
Name:_________________________ Date:__________
Getting Loopy Unplugged Loops Activity
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.
Clap
Clap Clap
Behind Head
Waist
Behind Head
Waist
Repeat this part 3 times!
Clap
Clap
Clap
Left Up
Right Up
Left Up
Right Up
Clap
Clap
Clap
Then do this!
Belly Laugh
Name:_________________________ Date:__________
Getting Loopy Unplugged Loops Activity
TEACHER KEY
Getting Loopy Unplugged Loops Activity
3 Clap
Clap Clap
2
Behind Head Waist
Behind Head Waist
Repeat this part 3 times!
3
Clap
Clap Clap
2
Left Up Right Up
Left Up Right Up
3
Clap
Clap Clap
Then do this!
Belly Laugh
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Unit 3 Lesson 8
Loops with Rey and BB-8
Resources
Unplugged Blocks (Courses C-F)
Unplugged Blocks (Courses C-F)
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
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Unit 3 Lesson 9
Loops in Artist
Resources
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
This Journal Belongs To
Grade: Date:
My Think Spot Journal
Date:
Date:
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Unit 3 Lesson 10
Loops in Harvester
Resources
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
This Journal Belongs To
Grade: Date:
My Think Spot Journal
Date:
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Unit 3 Lesson 11
Events Unplugged: The Big Event
Resources
The Big Event (Course C) Event Controller
Name(s)_____________________________________ Period ______ Date ____________________
The Big Event
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.
TEACHER KEY
The Big Event
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.
This Journal Belongs To
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Unit 3 Lesson 12
Build a Flappy Game
Resources
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
This Journal Belongs To
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My Think Spot Journal
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Unit 3 Lesson 13
Events in Play Lab
Resources
Unplugged Blocks (Courses C-F)
Unplugged Blocks (Courses C-F)
Lesson Recommendations
Main Activity Notes Teachers play a vital role in computer science education and supporting a collaborative and vibrant classroom environment. During online activities, the role of the teacher is primarily one of encouragement and support. Online lessons are meant to be student-centered, so teachers should avoid stepping in when students get stuck. Some ideas on how to do this are:
● Utilize pair programming whenever possible during the activity. ● Encourage students with questions/challenges to start by asking their partner.
○ Unanswered questions can be escalated to a nearby group, who might already know the solution.
● Remind students to use the debugging process before you approach. ● Have students describe the problem that they’re seeing. What is it supposed to do? What does it do?
What does that tell you? ● Remind frustrated students that frustration is a step on the path to learning, and that persistence will
pay off. ● If a student is still stuck after all of this, ask leading questions to get the student to spot an error on
their own.
Teacher Tip: Show the students the right way to help classmates:
● Don’t sit in the classmate’s chair ● Don’t use the classmate’s keyboard ● Don’t touch the classmate’s mouse ● Make sure the classmate can describe the solution to you out loud before
you walk away
This Journal Belongs To
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Unit 3 Lesson 14
Common Sense Education: Screen Out the Mean
Resources
Name(s)_____________________________________ Period ______ Date ____________________
WORKSHEET
Screen Out the Mean
Directions
Jada’s parents let her play on a website where she can take care of a pet pony and decorate its stall. Her friend Michael has played with her in the past and knows her username and password. One day Jada goes to the site to care for her pony. She finds that her pony’s stall is a mess and that there are some things missing.
What do you think happened?
How do you think Jada feels?
What should you do if someone starts cyberbullying you?
STOP using the computer until it is safe.
TELL an adult you trust.
Go ONLINE only when a trusted adult says it’s OK. PLAY online only with kids who are nice.
DIGITAL LIFE 101 / ASSESSMENT / DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE / REV DATE 2017 www.commonsense.org | CREATIVE COMMONS: ATTRIBUTION-NONCOMMERCIAL-SHAREALIKE\
Online Safety
Stop using the computer until it is safe.
Tell an adult you trust.
GoOnline when an adult says it’s OK.
Playonline only with kids you know who are nice.
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Unit 3 Lesson 15
Binary Bracelets
Resources
Binary Bracelets Binary Decoder Key
Letter Binary Letter Binary
A ■◻■■ ■■■◻ N ■◻■■ ◻◻◻■ B ■◻■■ ■■◻■ O ■◻■■ ◻◻◻◻ C ■◻■■ ■■◻◻ P ■◻■◻ ■■■■ D ■◻■■ ■◻■■ Q ■◻■◻ ■■■◻ E ■◻■■ ■◻■◻ R ■◻■◻ ■■◻■ F ■◻■■ ■◻◻■ S ■◻■◻ ■■◻◻ G ■◻■■ ■◻◻◻ T ■◻■◻ ■◻■■ H ■◻■■ ◻■■■ U ■◻■◻ ■◻■◻ I ■◻■■ ◻■■◻ V ■◻■◻ ■◻◻■ J ■◻■■ ◻■◻■ W ■◻■◻ ■◻◻◻ K ■◻■■ ◻■◻◻ X ■◻■◻ ◻■■■ L ■◻■■ ◻◻■■ Y ■◻■◻ ◻■■◻ M ■◻■■ ◻◻■◻ Z ■◻■◻ ◻■◻■
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!
Name(s)_____________________________________ Period ______ Date ____________________ Binary Bracelets
Binary Decoder Key
Letter Binary Letter Binary
A ■◻■■ ■■■◻ N ■◻■■ ◻◻◻■ B ■◻■■ ■■◻■ O ■◻■■ ◻◻◻◻ C ■◻■■ ■■◻◻ P ■◻■◻ ■■■■ D ■◻■■ ■◻■■ Q ■◻■◻ ■■■◻ E ■◻■■ ■◻■◻ R ■◻■◻ ■■◻■ F ■◻■■ ■◻◻■ S ■◻■◻ ■■◻◻ G ■◻■■ ■◻◻◻ T ■◻■◻ ■◻■■ H ■◻■■ ◻■■■ U ■◻■◻ ■◻■◻ I ■◻■■ ◻■■◻ V ■◻■◻ ■◻◻■ J ■◻■■ ◻■◻■ W ■◻■◻ ■◻◻◻ K ■◻■■ ◻■◻◻ X ■◻■◻ ◻■■■ L ■◻■■ ◻◻■■ Y ■◻■◻ ◻■■◻ M ■◻■■ ◻◻■◻ Z ■◻■◻ ◻■◻■
Can you figure out what the message says? Write the message here!
■◻■■ ■■◻◻ ■◻■■ ◻◻◻◻ ■◻■■ ■◻■■ ■◻■■ ■◻■◻ ■◻■■ ◻■■◻ ■◻■◻ ■■◻◻ ■◻■■ ■◻◻■ ■◻■◻ ■◻■◻
____
____
____
____
____
____
____
____
____
____ ____ ____ ____
____ ____
____ ____ ____
Name(s)_____________________________________ Period ______ Date ____________________ Binary Bracelets
Binary Decoder Key
■◻■■ ◻◻◻■
TEACHER KEY Binary Bracelets
Binary Decoder Key
Letter Binary Letter Binary
A ■◻■■ ■■■◻ N ■◻■■ ◻◻◻■ B ■◻■■ ■■◻■ O ■◻■■ ◻◻◻◻ C ■◻■■ ■■◻◻ P ■◻■◻ ■■■■ D ■◻■■ ■◻■■ Q ■◻■◻ ■■■◻ E ■◻■■ ■◻■◻ R ■◻■◻ ■■◻■ F ■◻■■ ■◻◻■ S ■◻■◻ ■■◻◻ G ■◻■■ ■◻◻◻ T ■◻■◻ ■◻■■ H ■◻■■ ◻■■■ U ■◻■◻ ■◻■◻ I ■◻■■ ◻■■◻ V ■◻■◻ ■◻◻■ J ■◻■■ ◻■◻■ W ■◻■◻ ■◻◻◻ K ■◻■■ ◻■◻◻ X ■◻■◻ ◻■■■ L ■◻■■ ◻◻■■ Y ■◻■◻ ◻■■◻ M ■◻■■ ◻◻■◻ Z ■◻■◻ ◻■◻■
Can you figure out what the message says? Write the message here!
■◻■■ ■■◻◻ ■◻■■ ◻◻◻◻ ■◻■■ ■◻■■ ■◻■■ ■◻■◻ ■◻■■ ◻■■◻ ■◻■◻ ■■◻◻ ■◻■■ ■◻◻■ ■◻■◻
__C__ __O__ __D__ __E__ __I__ __S__ __F__ __U__ __N__
_C_ __O_ _D_ _E_
_I_ _S_
_F_ _U_ _N_
TEACHER KEY Binary Bracelets
Binary Decoder Key
■◻■◻ ■◻■■ ◻◻◻■
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