Loops
In this fourth unit, students will use a variety of tools to create algorithms and build programs focused on loops. The lesson sequence is organized according to the 5Es framework for science inquiry-based learning: Engage, Explore, Explain, Elaborate, and Evaluate. Core linguistic frames to scaffold students' learning of computer science concepts are also embedded in the unit and each lesson.
Engage
Explore
Students first learn about loops with an unplugged lesson, then practice that concept in Code Studio.
Explore
Explain
Lesson 14: Introducing Loops
(Under construction, you can move onto Lesson 15)
Elaborate
Students extend their knowledge by producing a creative project in Scratch that incorporates elements of physical computing in the final product.
Elaborate
Students extend their knowledge by producing a creative project in Scratch that incorporates elements of physical computing in the final product.
Evaluate
Students present their Scratch project. Along the way, students will also debug problematic programs, critique each other's work, and reflect on their own progress.
Linguistic Frames
Activity
Create loops
Emerging
We should _____________.
Expanding
We should use __________ because _______________
Bridging
I think we should (put, use, choose) __ because __; I still think __ is the strongest choice.
Use loops
- I used loops to _____.
- My ___ and ___ are running at the same time.
- I used loop blocks in my project to _____ because ____.
- ___ and ____ are running parallel to each other
- I used loop blocks in my Build-a-Band project to _____ because ____. It was interesting to ____.
- ___ and ___ are running parallel to each other/ simultaneously/ at the same time. This is because I ____.
Peer critique
From looking at your codes, I learned ____.
I noticed ___ in your code. I would ____.
From looking at your code, I learned ____. To modify your code, I would ____.