B2: Unplugged - Loops

Description

Students will learn the definition and function of loops. Students will use loops to create a dance for Dash.

Objectives

• define a loop

• identify examples of how they use loops in their lives

• design a dance for Dash that uses loops

Prior Experience

Before this lesson, we recommend that students complete:

• Level A Lessons: All

• Level B: Lesson 1

• [Optional] Level A Challenge Cards: All

• [Optional] Level B Challenge Cards: B 1.1-1.3

Preparation

• Print out four copies of the Dash Dance Moves Worksheet. Then cut along the dotted lines.

• Use tape to connect the 4 Dance Runways cut out from the Dash Dance Moves Worksheet.

Sequences

1. Briefly review how students have used sequences and loops in previous lessons.

   • Say, “Up until now we have written code in a sequence. Our code was shown exactly how it was run in the computer. If we wanted to predict what would happen, we could follow our code from top to bottom.”

2. Ask, “What is a loop? (Sample response: “A loop repeats a sequence of code over and over.”)

   • Why are loops important? (Sample response: “Using loops makes our code easier and faster to write.”)

Code.org Connections (Optional)

1. Review Code.org’s Course A loop activities: https://studio.code.org/s/coursea-draft/stage/9/puzzle/1

2. Ask, “How did we use loops in these puzzles?”

• Sample response: “We used loops to repeat blocks of code that are used over and over again without having to add every block to our algorithm.”

Introduction

1. Show the Code.org video about loops: https://studio.code.org/s/coursea-draft/stage/9/puzzle/4

2. Say, “This video showed us how loops work. Loops let us repeat sequences of code over and over as many times as we want. Loops make our code easier and faster to write.”

3. Review some real life examples of loops and encourage students to suggest examples as well:

   • When you drive a car on a racetrack, you make one loop around the track. Then you repeat the loop until the race ends.

   • When you bake cookies, you make ball of cookie dough and put it on a baking sheet. Then you repeat that step over and over again.

   • When you perform a dance, sometimes you repeat the same movements again and again.

Quick Check

• What is a loop? (Sample response: “Loops let us repeat sequences of code over and over as many times as we want.”)

• Why are loops important? (Sample response: “Using loops makes our code easier and faster to write.”)

Activity: Loops Dance

1. Say, “We use loops when we do some dances. The Macarena and the Cupid Shuffle are both examples of dances that use loops. These dances repeat the same movements over and over.”

2. Say, “Now we are going to create a dance that uses loops for Dash.”

   • Show students a copy of the Dash Dance Moves Worksheet.

3. Say, “In our dance, Dash is going to repeat some moves. First, let’s make a dance for Dash!”

   • Layout the dance blocks that were cut out from 4 copies of the Dash Dance Moves Worksheet.

   • Have students pick one of the dance blocks (e.g., “Turn Left”). Then have them decide how many times they want to repeat that move (e.g., “3 times”).

   • Place the selected number of dance blocks on the Dance Runway (e.g., place 3 Turn Left blocks on the Dance Runway).

   • Have students continue adding dance blocks to the Dance Runway in the same manner until there are at least 12 dance blocks in the sequence.

4. Play some music and have student volunteers perform the dance that the class designed. Then ask, “What do you notice about the sequence for Dash’s dance?”

   • Sample response: “The sequence for Dash’s dance is very long.”)

5. Say, “Now, let’s show the same dance moves using loops.”

   • Show students the Repeat blocks that were cut out from the Dash Dance Moves Worksheet.

6. Model using the Repeat blocks to simplify the dance sequence that students just designed.

   • For example, instead of placing 3 Turn Left blocks in a row, use one Turn Left block and place a “x3” Repeatblock underneath it.

   • Have students provide suggestions as you continue simplifying the dance sequence.

7. Have student volunteers share what they notice about the new version of the dance sequence.

   • Sample response: “The first version was very long, while the second version is shorter.”

   • Make sure to emphasize that both sequences create the same dance for Dash. They are just shown in a different way.

   • Say, “This is why we use loops in coding. It makes our code much shorter and faster to write.”

8. Have the entire class stand up. Play some music and have them perform Dash’s dance.

Instructions

Have students work on the following activity in small groups.

When students work together while coding, they’re able to help each other identify mistakes and develop creative solutions!

1. Have students use the Dash Dance Moves Worksheet to plan a dance for Dash.

   • Make sure each group has at least 4 copies of the Dash Dance Moves Worksheet.

   • Have students cut out the dance, Repeat blocks, and Dance Runway.

   • Have them arrange the blocks in a dance sequence.

   • When they want Dash to repeat a move, have them place a Repeat block under that dance move.

   • Have students tape together all of their Dance Runways to make one long strip.

   • Once their dance design is complete, have students glue their dance sequence on the Dance Runway.

2. Play music and have students pretend they are Dash. Have them perform the dance they designed.

   • [Optional] Have students switch dances with another group and have students follow that group’s dance moves.

   • [Optional] If your school owns a Dash robot, program Dash to do the dance you created.

Student Presentations

1. Have student groups take turns sharing their dances with the class. Encourage them to:

   • Explain their design thinking. (e.g., “We chose to add lots of turns to our dance because we like to get dizzy!”)

   • Share any obstacles and difficulties they overcame during the activity. (E.g.,“We weren’t sure how to make loops on a piece of paper, but then we learned how to add Repeat blocks under the moves we wanted to loop.”)

2. Encourage students to give each other feedback on their programs:

   • “How did you make your dance so long?”

   • “I like how you repeated the turn moves over and over again!”

   • “What if you added some Turn Left blocks?”

Follow-Up Questions/Discussion

• Do you think you will use loops in your future programs? Why or why not? (Sample response: “I think I will use loops because they make programming much easier.”)

• How do you use loops in your life? (Sample response: “I use loops every time I eat. I put food on the fork, pick up the fork, put it in my mouth, take a bite, put the fork down, and then repeat.”)

• Have students volunteers act out a loop they use in real life.

Assessment

• Use our Evaluation Rubric to review students' work and presentations.

• [Optional] Share your students' work with the world using @logicsacademy and #dashanddot!

CSTA

• 1A-AP-08: Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.

• 1B-AP-16: Take on varying roles, with teacher guidance when collaborating with peers during the design implementation and review stages of program development.

• 1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

• 1A-AP-12: Develop a plan that describes a program’s sequence of events, goals, and expected outcomes.

• 1A-AP-14: Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

• 1A-AP-15: Using correct terminology, describe steps taken and choices made during the iterative process of program development.

ISTE

• 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

• 4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

• 5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

• 5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

NGSS

• K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Common Core

• CCSS.ELA-LITERACY.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

• CCSS.ELA-LITERACY.SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

• CCSS.ELA-LITERACY.SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

• CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

Grade 1

ADST 

• Use trial and error to make changes, solve problems, or incorporate new ideas from self or others 

• Develop their skills and add new ones through play and collaborative work 

Grade 1

ICT 

Outcome 5: Students will be expected to, with teacher assistance, use grade-appropriate digital tools to explore ideas, create original works, and represent their learning, both individually and collaboratively.

Outcome 9: Students will be expected to, with teacher assistance,

• use grade-appropriate ICT terminology 

• follow verbal instructions and visual reminders to begin safely operating computers and grade-appropriate digital devices

Grade 1

Mathematics: Algebra (Coding)

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events

Grade 1

ICT

C5: Students will use technology to aid collaboration during inquiry.

C6: Students will use technology to investigate and/or solve problems.

F6: Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.