3-5 Computer Science - Green - Unit 3 Repeat Loops

green cat

In the third unit, students will investigate the computer science concept of repeat loops through the Use - Modify - Create framework by first being introduced to the concept through a variety of multimodal activities, then exploring it in Scratch before creating their own original Dance Party project in Scratch incorporating this concept. Students will also collaborate on computational artifacts, debug problematic programs, provide feedback on each other's work, and reflect on their own progress throughout the unit.

Sequence of Lessons

Lesson 1: Discover

Lesson 2: Explore

Lesson 3: Plan

Lesson 4: Build

Lesson 5: Showcase

 

Discover: Loops Green Level Unit 3, Lesson 1

View the Lesson Plan Green Level Unit 3, Lesson 1

Lesson Overview

Students will be introduced to the computer science concept of repeat loops by participating in Scratch Charades, an unplugged hands-on activity that fosters students' understanding of how Scratch's block-based language works by acting out and building scripts. A variety of activities are included below to provide the teacher with choice around best supporting their students' comprehension of this concept.

Agenda

  1. โญ๏ธ Introduce: Use Scratch Charades in the Green Workbook to introduce students to loops. (5-10 min.)

  2. ๐Ÿค– Engage: Select from the activities below to engage students in learning about loops and what they do in computer programs. (35-50 min.)

  3. ๐Ÿ““ Reflect: (5 min.)

    • Which of the Spriteโ€™s actions were most difficult to understand?

    • What could the Sprite do to make their actions more clear?

    • What was confusing when building the scripts?

    • What changes would you suggest for this activity?

Materials

Full Lesson Plan

Unplugged Activity: Getting Loopy

  • Learn about loops using this unplugged activity from Code.org.

Loops in Scratch: Dance Loops

  • Play with repeat loop blocks in Scratch using this Dance Loops starter project.

Loops with Dash and Dot

  • Explore loops using Dash and Dot robots with these Challenge Cards.

Loops in Code Studio

  • Use loops to navigate mazes in Star Wars, create sticker art, and solve challenges with the Harvester in Code Studio.

 

Vocabulary

  • loop: repeat a sequence of instructions

Standards

  • CA CSS 3-5.AP.12 Create programs that include events, loops, and conditionals.

  • CA CSS 3-5.AP.17 Test and debug a program or algorithm to ensure it accomplishes the intended task.

  • CA CSS 3-5.AP.18 Perform different roles when collaborating with peers during the design, implementation, and review stages of program development.

Additional Resources

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Explore: Loops Green Level Unit 3, Lesson 2

Lesson Overview

Students will first use, then modify, a project exploring loops in Scratch using the TIPP & SEE model. This will provide students with another opportunity to tinker with this concept in Scratch before starting an open-ended project in the next lesson.

Agenda

  1. ๐Ÿ’ซ Review: Use the pages in the Green Workbook to gain a deeper understanding of loops. (5-10 min.)

  2. ๐Ÿš€ Explore: TIPP & SEE Repeat Loops: Animal Parade Scratch activity (35-50 min.)

  3. ๐Ÿ““ Reflect: (5 min.)

  • How did the Animal Parade program help you understand loops in computer science?

  • How would you explain loops to another person?

  • Can you think of a loop that happens in your life? What are they?

Materials

Full Lesson Plan

Vocabulary

  • loop: repeat a sequence of instructions

Standards

  • CA CSS 3-5.AP.12 Create programs that include events, loops, and conditionals.

  • CA CSS 3-5.AP.13 Decompose problems into smaller, manageable tasks which may themselves be decomposed.

Additional Resources

Link to this item

Plan: Loops Green Level Unit 3, Lesson 3

Lesson Overview

Students will begin the creation of a Dance Party project in Scratch that will show their understanding of loops. In this first lesson of a three lesson sequence, students will plan out their Dance Party project on paper using a planning guide, then begin building their project using Scratch.

Agenda

  1. โญ๏ธ Introduce: Dance Party projects in Scratch (5 min.)

  2. ๐Ÿ’ฅ Mini-Lesson: Using Loops in Scratch: finding and using the repeat loop (5 min.)

  3. ๐Ÿ“ Plan: Dance Party project on paper (15-20 min.)

  4. ๐Ÿšง Build: Dance Party project in Scratch (15-25 min.)

  5. ๐Ÿ““ Reflect: (5 min.)

    • How did the planning guide help you start your project in Scratch?

    • What are you excited to add to your Dance Party project next class?

Materials

  • computing devices for all students

  • Dance Party Planning Guide, printed

  • Green Level Student Workbooks, p. 13

  • Dance Party Scratch studio (teacher-created)

Full Lesson Plan

Scratch Project Resources

Vocabulary

  • event: an action that causes something to happen
  • loop: repeat a sequence of instructions
  • program: a set of instructions written in a language that a computer understands
  • script: a set of Scratch blocks connected together to form a sequence
  • sequence: a set of instructions that follow one another in order

Standards

  • CA CSS 3-5.AP.12 Create programs that include events, loops, and conditionals.

  • CA CSS 3-5.AP.13 Decompose problems into smaller, manageable tasks which may themselves be decomposed.

Additional Resources

Link to this item

Build: Loops Green Level Unit 3, Lesson 4

Lesson Overview

Students will continue the creation of a Dance Party project in Scratch that will show their understanding of loops. In this second lesson of a three lesson sequence, students will continue building their project using Scratch, then pause to provide feedback in small groups on each other's Dance Party projects, using that feedback to revise and finalize their work.

Agenda

  1. ๐Ÿ’ซ Review: Using loops to create a Dance Party project in Scratch (5 min.)

  2. ๐Ÿ’ฅ Mini-Lesson: Using Loops in Scratch: adding blocks before and after a loop (5 min.)

  3. ๐Ÿšง Build: Dance Party project in Scratch (30-45 min.)

  4. ๐Ÿ“ฌ Peer Feedback: Providing positive and constructive feedback on 2 peer projects (15 min.)

  5. ๐Ÿ““ Reflect: (5 min.)

    • What did you get stuck on while working on your project? How did you persevere?

    • What did you learn from your classmates' projects feedback?

    • What did you discover from looking at other projects?

Materials

  • computing devices for all students

  • Green Level Student Workbooks, p. 13

  • Peer Feedback organizer, printed

  • Dance Party Scratch studio (teacher-created)

Full Lesson Plan

Scratch Project Resources

Vocabulary

  • event: an action that causes something to happen
  • loop: repeat a sequence of instructions
  • program: a set of instructions written in a language that a computer understands
  • script: a set of Scratch blocks connected together to form a sequence
  • sequence: a set of instructions that follow one another in order

Standards

  • CA CSS 3-5.AP.12 Create programs that include events, loops, and conditionals.

  • CA CSS 3-5.AP.13 Decompose problems into smaller, manageable tasks which may themselves be decomposed.

  • CA CSS 3-5.AP.15 Use an iterative process to plan and develop a program by considering the perspectives and preferences of others.

  • CA CSS 3-5.AP.17 Test and debug a program or algorithm to ensure it accomplishes the intended task.

Additional Resources

Link to this item

Showcase: Loops Green Level Unit 3, Lesson 5

Lesson Overview

Students will complete the creation of a Dance Party project in Scratch that will show their understanding of loops. In this final lesson of a three lesson sequence, students will finish building their project using Scratch, participate in a showcase to share their project and view their classmates' projects, and use a rubric to reflect on their work.

Agenda

  1. ๐Ÿ’ซ Review: Show a few student works-in-progress to review the project scope (5 min.)

  2. ๐Ÿ’ฅ Mini-Lesson: Using Loops in Scratch: loops misconceptions (5 min.)

  3. ๐Ÿšง Build: Dance Party project in Scratch (30 min.)

  4. ๐Ÿ–ผ Showcase: Use the 2 Stars and a Wish framework to support students providing feedback on others' projects (10-15 min.)

  5. โœ… Self-Assessment/Reflect: Use the student rubric to promote self-assessment and reflection on the Dance Party project (5-10 min.)

Materials

  • computing devices for all students

  • Green Level Student Workbooks, p. 13

  • student rubrics, printed

  • project reflection guide, printed (optional)

  • Dance Party studio (teacher-created)

Full Lesson Plan

Vocabulary

  • event: an action that causes something to happen
  • loop: repeat a sequence of instructions
  • program: a set of instructions written in a language that a computer understands
  • script: a set of Scratch blocks connected together to form a sequence
  • sequence: a set of instructions that follow one another in order

Standards

  • CA CSS 3-5.AP.12 Create programs that include events, loops, and conditionals.

  • CA CSS 3-5.AP.13 Decompose problems into smaller, manageable tasks which may themselves be decomposed.

  • CA CSS 3-5.AP.15 Use an iterative process to plan and develop a program by considering the perspectives and preferences of others.

  • CA CSS 3-5.AP.17 Test and debug a program or algorithm to ensure it accomplishes the intended task.

  • CA CSS 3-5.AP.19 Describe choices made during program development using code comments, presentations, and demonstrations.

Additional Resources

Link to this item

This page was last updated on September 21, 2023