Lesson 6: Drawing with Loops
55 minutes
Overview
This context-setting lesson shifts the focus from Sprite Lab to the Artist, a new tool that students will explore throughout the remainder of the course.
Purpose
Students will practice using loops, a concept that will be revisited throughout upcoming lessons.
Standards
AP - Algorithms & Programming
- 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
Agenda
Objectives
Students will be able to:
- Differentiate between commands that need to be repeated in loops and commands that should be used on their own.
- Identify the benefits of using a loop structure instead of manual repetition.
Preparation
- Play through the puzzles to find any potential problem areas for your class.
- Make sure every student has a reflection journal.
Links
Heads Up! Please make a copy of any documents you plan to share with students.
For the teachers
- CSF - Course E - Slides 2022-2023 - Slides (Download)
Vocabulary
- Loop - The action of doing something over and over again.
- Repeat - To do something again.
Teaching Guide
Warm Up (10 minutes)
Introduction
Students may have different levels of experience with both the Artist tool and the concept of loops. Based on what you think your class could benefit from, we recommend finding a puzzle or two to preview with the class. Whether this lesson is an introduction or a review, it's important to prepare students for what is coming next!
Display: Show “Reflect” slide
Reflect: How does this puzzle work?
Vocabulary
Display: Show “Vocabulary” slide
- Loop - The action of doing something over and over again.
- Repeat - To do something again.
Main Activity (30 minutes)
Drawing with Loops
Some students may discover where to add "repeat" loops by writing out the program without loops then circling sections of repetitions. If the students in your class seem like they could benefit from this, have them keep paper and pencils beside them at their machines. Students might also enjoy drawing some of the shapes and figures on paper before they program it online.
Display: Show “Artist Intro with JR Hildebrande” video
Display: Show “Level 2-3 - Skill Building” slide
Display: Show “Loops with the Artist” video
Display: Show “Level 5-7 - Skill Building” slide
Wrap Up (15 minutes)
Reflection
Display: Show “Reflect” slide
Reflect:
- What was the coolest shape or figure you programmed today? Draw it out!
- Can you write the code you used to create it?
Cross-Curricular Opportunity
Land of Geometry (90-120 minutes)
Computer Science + English Language Arts + Math
Land of Geometry is an optional activity aligned to Common Core ELA and Math standards, written by our teacher community. Using Artist, students will create their “Land of Geometry” made up of various shapes, angles and lines. Once their land is complete, students will write an opinion piece to support the idea that their “Land of Geometry” is the BEST place for the Artist to live.
Standards Addressed:
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CCSS.MATH.CONTENT.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
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CCSS.MATH.CONTENT.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. Recognize right triangles as a category, and identify right triangles.
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CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
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CCSS.ELA-LITERACY.W.4.1.A: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
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CCSS.ELA-LITERACY.W.4.1.B: Provide reasons that are supported by facts and details.
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CCSS.ELA-LITERACY.W.4.1.C: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
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CCSS.ELA-LITERACY.W.4.1.D: Provide a concluding statement or section related to the opinion presented.
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