3-5 Computer Science - Green - Unit 1 Sequence

green cat

In the first unit, students will begin their exploration of the Scratch programming platform. They will investigate the computer science concept of sequence 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 Name Poem 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

Discover: Sequence Green Level: Unit 1, Lesson 1

View the Lesson Plan - G1-1: Discover - Sequence

Lesson Overview

With the understanding that coding is only one aspect of Computer Science, students will have their first opportunity to explore Scratch in this lesson. In partners, they explore the project editor and coding blocks using a code comprehension protocol called TIPP & SEE.

Agenda

  • 🔥 Warm-up: Review Computer Science Norms. What do you remember about computer science from previous grades? If this is your first time learning computer science, how are you already using computers to be creative?
  • ▶️ Main Activity: Watch Scratch Overview video. Model the TIPP & SEE Protocol with the Scavenger Hunt - Under the Sea project. In partners, students complete a hardcopy or Google Form activity page then continue to make changes to the Under the Sea program to personalize it.
  • 🤔 Debrief: How did you and your partner change the project to make it more “you”? What is something you can thank your partner for today?

Materials

Vocabulary

  • code: a special language a computer understands
  • computer science: using the power of computers to solve our problems and express ourselves
  • program: a set of instructions (algorithm) written in a language that a computer understands
  • script: a sequence of code, not inclusive of an event block
  • sprite: an object or character you can program in Scratch

Standards

  • CSTA 1B-AP-10: Create programs that include sequences, events, loops, and conditionals

Additional Resources

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Introduce: Sequence Green Level: Unit 1, Lesson 2

View the Lesson Plan - G1-2: Introduce - Sequence

Lesson Overview

Students will be introduced to the computer science concept sequence 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. 🔥 Warm-up: Play Scratch Charades and/or review page 2 of the Green Level Student Workbook. (5-10 min.)
  2. ▶️ Main Activity: Play Scratch Charades in groups and/or select from a variety of activities below. Each option is explained in depth in the lesson plan. (35-50 min.)
  3. 🤔 Reflect: (5 min.) This may vary according to which activity was done, but generally: Why does sequence matter in computer science? Where else in our lives does sequencing matter?

Materials

Materials

Vocabulary

  • 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.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.
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Explore: Sequence Green Level: Unit 1, Lesson 3

View the Lesson Plan - G1-3: Explore - Sequence

Lesson Overview

Students will first explore, then modify, a project exploring sequence in Scratch.

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. ?? Warm-up: Link today's sequencing starter project to students' every day lives. Ask: How do you know when to wake-up in the morning? (5-10 min.)
  2. ▶️ Main Activity: Go through the TIPP & SEE Protocol with the Sequence: On the Farm project. In partners, students complete a hardcopy or Google Form activity page then continue to make changes to the On the Farm program to personalize it. (35-50 min.
  3. 🤔 Debrief: (5 min.)
  4. Give space for student pairs to present their projects.
  5. After the rooster crowed, did your characters all respond the same way, with the same sequence of code? If not, how did you change the sequence?
  6. What was a strategy you and your partner used to make decisions together?

Materials

  • computing devices for all students
  • Green Level Student Workbooks, pp. 2-3
  • TIPP & SEE Sequence: On the Farm
  • Scratch project

Vocabulary

  • 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

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Plan & Build: Name Poem Green Level: Unit 1, Lessons 4 & 5 (Part 1)

View the Lesson Plan - G1-4 & 5: Plan & Build - Name Poem

Lesson Overview

Students will continue to learn about sequence and programming in Scratch as they use just 9 different blocks to create a poem using the letters of their name.* In this two-lesson series, students will first plan the 3-step sequence for each letter, then use the remaining class time and next session to begin building their project in Scratch.

Note: While, at every opportunity, we invite students to bring their full selves into their work, there are inherent internet safety issues with creating projects that make students' first names and other identifying information so public.

You could alternately choose to invite students to use:

  • A nickname
  • A screen name
  • The name of someone they believe is important (lesson plan)

Agenda (Day 1)

  1. 🔥Warm-up: What do you want people to know about you? Is it an interest you have? A hobby? A dream or wish for the future? (5 min.)
  2. ▶️ Main Activity: Explore sample projects. Brainstorm content for the project. Fill-out planning sheet. (30-40 min.)
  3. 🤔 Reflect: (5 min.)
    • Knowing what you put online will eventually be public, what did you wish to share about yourself, but also keep yourself safe?
    • What kind of background, sprites, sound, or imported pictures do you envision adding to your project?
    • (If students are doing their project on someone else) Who did you choose and why?

Materials

  • computing devices for all students
  • Name Poem Planning Guide (hard or soft copy)
  • Green Level Student Workbooks, p. 5
  • About Me Scratch studio (teacher-created)

Scratch Project Resources

Project Extensions

Vocabulary

  • algorithm: steps to complete a task
  • code: a special language a computer understands
  • computer science: using the power of computers to solve problems and express ourselves
  • program: a set of instructions (algorithm) 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

Plan & Build: Name Poem Green Level: Unit 1, Lessons 4 & 5 (Part 2)

View the Lesson Plan - G1-4 & 5: Plan & Build - Name Poem

Lesson Overview

Students will continue to learn about sequence and programming in Scratch as they use just 9 different blocks to create a poem using the letters of their name.* In this two-lesson series, students will first plan the 3-step sequence for each letter, then use the remaining class time and next session to begin building their project in Scratch.

Note: While, at every opportunity, we invite students to bring their full selves into their work, there are inherent internet safety issues with creating projects that make students' first names and other identifying information so public.

You could alternately choose to invite students to use:

  • A nickname
  • A screen name
  • The name of someone they believe is important (lesson plan)

Agenda (Day 2)

  1. 🔥Warm-up: What goal do you have for yourself today? (5 min.)
  2. ▶️ Main Activity Day 2: Build or continue to build the project. (30-40 min.)
  3. 🤔 Reflect Day 2: (5 min.)
    • How helpful was the planning guide when you first sat down to code?
    • Who is your audience? Who do you want to see this project when it is done?

Materials

  • computing devices for all students
  • Name Poem Planning Guide (hard or soft copy)
  • Green Level Student Workbooks, p. 5
  • About Me Scratch studio (teacher-created)
  • How to Doc: Creating a studio. Guiding students to add their projects to a studio.

Scratch Project Resources

Project Extensions

Vocabulary

  • algorithm: steps to complete a task
  • code: a special language a computer understands
  • computer science: using the power of computers to solve problems and express ourselves
  • program: a set of instructions (algorithm) 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

Showcase: Name Poem Green Level: Unit 1, Lesson 6

View the Lesson Plan - G1-6: Showcase

Lesson Overview

Students will continue to learn about sequence and programming in Scratch as they use just 9 different blocks to create a poem using the letters of their name. In this lesson, students will finish building their project, then share it with their peers for feedback.

Agenda

  1. 🔥Warm-up: Think about your project so far. What's one thing you're proud of? What's one thing you'd change if you had more time? (5 min.)
  2. ▶️ Main Activity: Model giving warm feedback to a few projects together orally and via Scatch comments before releasing students to do so on their own. (30-40 min.)
  3. 🤔 Reflect: (5 min.)
    • What’s a piece of feedback you received that you really appreciate?
    • What’s something you might try in the future after reading people’s feedback or seeing other people’s work?

Materials

  • computing devices for all students

Two Stars and a Wish sentence frames

Lesson Extensions

Vocabulary

  • algorithm: steps to complete a task
  • code: a special language a computer understands
  • computer science: using the power of computers to solve problems and express ourselves
  • program: a set of instructions (algorithm) written in a language that a computer understands
  • studio: a user-created gallery in the Scratch online community that can be used to highlight projects contributed by one or many users

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

This page was last updated on December 7, 2023