3-5 Computer Science - Blue - Unit 3 Conditionals

Lesson Overview

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Students will be introduced to the computer science concept of conditionals through plugged and unplugged activities. A variety of activities are included below to provide the teacher with choice around best supporting their students' comprehension of this concept.

Agenda

1. ⭐️ Introduce: Use the pages in the Blue Workbook to introduce students to conditionals. (5-10 min.)
2. 🤖 Engage: Select from the activities below to engage students in learning about conditionals and what they do in computer programs. (35-50 min.)
3. 📓 Reflect: (5 min.)

• Thinking about the activities you tried today, can you explain forever loops to a friend?
• Can you think of any way forever loops are used outside of the classroom?

Materials

varies, based on the activities selected from below

Blue Level Student Workbooks, pp. 10-11

• English / Spanish

Unplugged Activity:

• Ruby's Dress Code Conditionals

Conditionals in Scratch:

• Conditionals Explained in Scratch

Conditionals with Dash and Dot

• Learn about conditionals using Dash and Dot robots with these Challenge Cards!

Conditionals in Code Studio

• Video
• Lesson

Vocabulary

• conditional: a statement that only runs under certain conditions or situations

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.

Lesson Overview

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Students will first use, then modify, a project exploring conditionals 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. 💫 Review: Use the pages in the Blue Workbook to gain a deeper understanding of conditionals. (5-10 min.)
2. 🚀 Explore: TIPP & SEE Conditionals: Mini Golf Scratch activity (35-50 min.)
3. 📓 Reflect: (5 min.)

• How did the Mini Golf program help you understand conditionals in computer science?

• How would you explain conditionals to another person?

Materials

• computing devices for all students

• Blue Level Student Workbooks, pp. 10-11

  • English / Spanish

• TIPP & SEE Conditionals: Mini Golf

  • activity pages (slides 5 & 6)

    • English / Spanish

    • Google Form version (the link will automatically make a copy so that you can collect student responses)

  • Scratch project

    • English / Spanish

Vocabulary

• conditional: a statement that only runs under certain conditions or situations

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

• Scratch website: scratch.mit.edu

• Scratch TIPP & SEE posters:

  • small (8.5x11): English / Spanish

  • large (11x17): English / Spanish

Lesson Overview

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Students will continue the creation of an Amazing Mazes project in Scratch that will show their understanding of conditionals. 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 Amazing Mazes projects, using that feedback to revise and finalize their work.

Agenda

1. 💫 Review: Using conditionals to create an Amazing Mazes project in Scratch (5 min.)
2. 💥 Mini-Lesson: Conditionals in Scratch (5 min.)
3. 🚧 Build: Amazing Mazes project in Scratch (30-45 min.)
4. 📬 Peer Feedback: Providing positive and constructive feedback on 2 peer projects (15 min.)
5. 📓 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

• Blue Level Student Workbooks, p. 13

  • English / Spanish

• Peer Feedback organizer, printed

  • English / Spanish

• Amazing Mazes Scratch studio (teacher-created)

Scratch Project Resources

• Amazing Mazes starter projects: sprites & backdrops (no code) / exploded code
• Amazing Mazes example project: It's a Maze Game

Vocabulary

• conditional: a statement that only runs under certain conditions or situations
• initialize: assign a starting point for an object
• input: any information going into a program
• parallelism: sets of instructions that run at the same time

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

• Scratch website: scratch.mit.edu
• Scratch Project Student Checklist
• Peer Feedback Sentence Starters
• Getting Unstuck Strategies from the Creative Computing Lab at the Harvard Graduate School of Education

Lesson Overview

View Full Lesson Plan

Students will continue the creation of an Amazing Mazes project in Scratch that will show their understanding of conditionals. 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 Amazing Mazes projects, using that feedback to revise and finalize their work.

Agenda

1. 💫 Review: Using conditionals to create an Amazing Mazes project in Scratch (5 min.)
2. 💥 Mini-Lesson: Conditionals in Scratch (5 min.)
3. 🚧 Build: Amazing Mazes project in Scratch (30-45 min.)
4. 📬 Peer Feedback: Providing positive and constructive feedback on 2 peer projects (15 min.)
5. 📓 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

• Blue Level Student Workbooks, p. 13

  • English / Spanish

• Peer Feedback organizer, printed

  • English / Spanish

• Amazing Mazes Scratch studio (teacher-created)

Scratch Project Resources

• Amazing Mazes starter projects: sprites & backdrops (no code) / exploded code
• Amazing Mazes example project: It's a Maze Game

Vocabulary

• conditional: a statement that only runs under certain conditions or situations
• initialize: assign a starting point for an object
• input: any information going into a program
• parallelism: sets of instructions that run at the same time

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

• Scratch website: scratch.mit.edu
• Scratch Project Student Checklist
• Peer Feedback Sentence Starters
• Getting Unstuck Strategies from the Creative Computing Lab at the Harvard Graduate School of Education

Lesson Overview

View Full Lesson Plan

Students will complete the creation of an Amazing Mazes project in Scratch that will show their understanding of conditionals. 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. 💫 Review: Show a few student works-in-progress to review the project scope (5 min.)
2. 💥 Mini-Lesson: Conditionals in Scratch: if/then conditional misconceptions (5 min.)
3. 🚧 Build: Amazing Mazes project in Scratch (30 min.)
4. 🖼 Showcase: Use the 2 Stars and a Wish framework to support students providing feedback on others' projects (10-15 min.)
5. ✅ Self-Assessment/Reflect: Use the student rubric to promote self-assessment and reflection on the Amazing Mazes project (5-10 min.)

Materials

• computing devices for all students

• Blue Level Student Workbooks, p. 13

  • English / Spanish

• student rubrics, printed

  • English / Spanish

• project reflection guide, printed (optional)

  • English / Spanish

• Amazing Mazes Scratch studio (teacher-created)

Vocabulary

• conditional: a statement that only runs under certain conditions or situations
• initialize: assign a starting point for an object
• input: any information going into a program
• parallelism: sets of instructions that run at the same time

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

• Scratch website: scratch.mit.edu
• Scratch Project Student Checklist
• Peer Feedback Sentence Starters
• Guide: Three Ways to Add A Project to a Scratch Studio