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Lesson 10: Loops in Artist

Overview

Returning to loops, students learn to draw images by looping simple sequences of instructions. In the previous plugged lesson, loops were used to traverse a maze and collect treasure. Here, loops are creating patterns. At the end of this stage, students will be given the opportunity to create their own images using loops.

Purpose

This lesson gives a different perspective on how loops can create things in programming. Students can also reflect on the inefficiency of programming without loops here because of how many blocks the program would require without the help of repeat loops.

Agenda

Warm Up (10 min)

Main Activity (30 min)

Wrap Up (5 - 10 min)

View on Code Studio

Objectives

Students will be able to:

  • Count the number of times an action should be repeated and represent it as a loop.
  • Decompose a shape into its largest repeatable sequence.
  • Create a program that draws complex shapes by repeating simple sequences.

Preparation

Links

Heads Up! Please make a copy of any documents you plan to share with students.

For the Teachers

For the Students

Vocabulary

  • Loop - The action of doing something over and over again.
  • Repeat - To do something again.

Support

Report a Bug

Teaching Guide

Warm Up (10 min)

Introduction

  • Quickly review the definition of a loop, the action of doing something over and over again.
  • Discuss different patterns like zigzags and stairsteps.
    • How would you explain to someone how to draw that pattern?
    • How could you draw this using a loop?

In the artist levels students will be using 45 degree angles described as northwest, northeast, southwest, southeast. We recommend briefly discussing these directions with the class and drawing an image for students to refer back to.

Main Activity (30 min)

Teacher Demonstration

Teacher Tip

Remind the students to only share their work with their close friends or family. For more information watch or show the class Pause and Think Online - Video.

We've included some multiple choice prediction levels that are difficult for non-readers. These levels are optional for you to review with your class to help prepare for the puzzles to come. Alternatively, these could be used after finishing the stage as a review for the class.

Prediction Levels:

Course A Online Puzzles - Website

Wrap Up (5 - 10 min)

Journaling

Having students write about what they learned, why it’s useful, and how they feel about it can help solidify any knowledge they obtained today and build a review sheet for them to look to in the future.

Journal Prompts:

  • What was today’s lesson about?
  • Draw one of the Feeling Faces - Emotion Images that shows how you felt about today's lesson in the corner of your journal page.
  • Draw some stairs. Imagine the loop needed to draw this.
  • Draw something else in your life that uses loops.

Standards Alignment

View full course alignment

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 1A-AP-09 - Model the way programs store and manipulate data by using numbers or other symbols to represent information.
  • 1A-AP-10 - Develop programs with sequences and simple loops, to express ideas or address a problem.
  • 1A-AP-11 - Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
  • 1A-AP-14 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

Cross-curricular Opportunities

This list represents opportunities in this lesson to support standards in other content areas.

Common Core English Language Arts Standards

L - Language
  • K.L.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
SL - Speaking & Listening
  • K.SL.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  • K.SL.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • K.SL.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail.

Common Core Math Standards

G - Geometry
  • K.G.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
MP - Math Practices
  • MP.1 - Make sense of problems and persevere in solving them
  • MP.2 - Reason abstractly and quantitatively
  • MP.4 - Model with mathematics
  • MP.5 - Use appropriate tools strategically
  • MP.6 - Attend to precision
  • MP.7 - Look for and make use of structure
  • MP.8 - Look for and express regularity in repeated reasoning

Next Generation Science Standards

ETS - Engineering in the Sciences
ETS1 - Engineering Design
  • K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • 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.