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

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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

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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

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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

This Journal Belongs To

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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

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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

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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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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

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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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My Think Spot Journal

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