Lesson 14: For Loops with Bee
75 minutes
Overview
This skill-building lesson focuses on for loops and using an incrementing variable to solve more complicated puzzles.
Purpose
Today's concept, for loops, are a very important topic in computer science. Not only are they widely used, the process of learning for loops enhances the learning of other important concepts (such as variables and parameters.) Students will have plenty of practice critically thinking through problems by determining the starting, ending, and stepping values for each for loop. This concept uses plenty of math as well, so feel free to pair it with a math lesson for an even deeper learning experience.
Standards
AP - Algorithms & Programming
- 1B-AP-09 - Create programs that use variables to store and modify data.
- 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
Agenda
Objectives
Students will be able to:
- Determine starting value, stopping value, and stepping value for a for loop.
- Recognize when to use a for loop and when to use other loops such as repeat and while loops.
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 students
- Unplugged Blocks (Courses C-F) - Manipulatives
Vocabulary
- For Loop - Loops that have a predetermined beginning, end, and increment (step interval).
Teaching Guide
Warm Up (15 minutes)
Introduction
Remind students of the work they did in "For Loop Fun". Open a discussion about what they learned, why they think it might be useful, and if they had any fun. Here are some discussion starters.
- What did you learn in "For Loop Fun"?
- What are the three main components of a for loop?
- starting value, step interval, ending value
- Why do you think a for loop might be helpful in programming?
- Many students might not know an answer to this. Let them hypothesize, but don't dwell on this question for too long.
- Did you have fun learning about for loops? Why or why not?
- Are you excited to use for loops in online puzzles?
Bridging Activity - Choose One (15 minutes)
These activities will help bring the unplugged concepts from "For Loop Fun" into the online world that the students are moving into. Choose one of the following to do with your class:
Unplugged Activity Using Paper Blocks
Split up the students of your class into pairs. Ideally have the pairs be the same from when your class did "For Loop Fun". Print out a for loop from Unplugged Blocks (Courses C-F) for each pair of students. Pass out one die to each pair. Have the partners take turns rolling the die to obtain the following values:
- One roll for the starting value
- Four rolls for the ending value
- One roll for the step value
Have each pair fill in the for loop with the appropriate values in the correct spot.
Using a basic number line, like the one used in "For Loop Fun", have the students mark the beginning, ending, and middle values that this for loop will touch. When everyone is done, see who got the most points by totaling the starting, middle, and ending numbers of each pair.
-Or
Previewing Online Puzzles as a Class
Display a puzzle from the lesson. We recommend the prediction level because it displays a potential solution and asks the user to evaluate it.
Using a number line similar to the ones used in "For Loop Fun", mark the start and ending values of the given for loop (if you aren't using puzzle #4, you will need to come up with a potential solution first). With the class's help, circle the values between the start and end that the for loop will touch. If you are working on puzzle #4, ask the class what they think the answer is to the question, given what they found with the number line.
Main Activity (30 minutes)
For Loops With Bees
Online Puzzles
Some students may have a hard time differentiating between repeat loops and for loops. We recommend having scratch paper out for students to make guesses on values like the start, stop, and step. Implementing pair programming amongst the class might also be helpful for your students.
Wrap Up (15 minutes)
Reflection
Prompts:
- What was today’s lesson about?
- How did you feel during today’s lesson?
- How is a for loop different from a repeat loop?
- Why do you think for loops could be useful?
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