Unit 3 Lesson 1 - Code.org · 2019. 10. 8. · Name(s)___ Period _ Date ___ Real-Life...

Unit 3 Lesson 1

Building a Foundation

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This Journal Belongs To

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Unit 3 Lesson 2

Programming in Maze

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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

https://www.youtube.com/watch?v=vgkahOzFH2Q


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Unit 3 Lesson 3

Debugging in Maze

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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.








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Unit 3 Lesson 4

Real-Life Algorithms: Paper Planes

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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

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Unplugged Blocks (Courses C-F)









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Unit 3 Lesson 6

Programming in Artist

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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








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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:__________


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


Clap

Clap

Clap

Left Up

Right Up

Left Up

Right Up

Clap

Clap

Clap

Then do this!

Belly Laugh

Name:_________________________ Date:__________


TEACHER KEY


3 Clap

Clap Clap

2

Behind Head Waist

Behind Head Waist


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

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Unit 3 Lesson 9

Loops in Artist

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Unit 3 Lesson 10

Loops in Harvester

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Unit 3 Lesson 11

Events Unplugged: The Big Event

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The Big Event (Course C) Event Controller


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.


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Unit 3 Lesson 12

Build a Flappy Game

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Unit 3 Lesson 13

Events in Play Lab

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Unit 3 Lesson 14

Common Sense Education: Screen Out the Mean

Resources


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\

http://www.commonsense.org/

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



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



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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Unit 3 Lesson 1 - Code.org · 2019. 10. 8. · Name(s)_____ Period _____ Date _____ Real-Life...

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Unit 3 Lesson 1 - Code.org · 2019. 10. 8. · Name(s)___ Period _ Date ___ Real-Life...