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Lesson 9: Loops in Artist

Overview

Watch student faces light up as they make their own gorgeous designs using a small number of blocks and digital stickers! This lesson builds on the understanding of loops from previous lessons and gives students a chance to be truly creative. This activity is fantastic for producing artifacts for portfolios or parent/teacher conferences.

Purpose

This series highlights the power of loops with creative and personal designs.

Offered as a project-backed sequence, this progression will allow students to build on top of their own work and create amazing artifacts.

Agenda

Warm Up (15 min)

Main Activity (30 min)

Wrap Up (15 min)

View on Code Studio

Objectives

Students will be able to:

  • Identify the benefits of using a loop structure instead of manual repetition.
  • Differentiate between commands that need to be repeated in loops and commands that should be used on their own.

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 (15 min)

Introduction

Students should have had plenty of introduction to loops at this point. Based on what you think your class could benefit from, we recommend:

  • Creating a new dance with loops just like in "Getting Loopy"
  • As a class, playing through a puzzle from the last lesson, "Loops with Rey and BB-8"
  • Reviewing how to use Artist by playing through a puzzle from "Programming in Artist"
  • Previewing a puzzle from this lesson

All of these options will either review loops or the artist, which will help prepare your class for fun with the online puzzles!

Main Activity (30 min)

Course C Online Puzzles - Website

Some students may discover where to add repeat loops by writing out the program without loops then circling sections of repetitions. If the students in your class seem like they could benefit from this, have them keep paper and pencils beside them at their machines. Students might also enjoy drawing some of the shapes and figures on paper before they program it online. (When drawing stamps, it can be easier to symbolize those with simple shapes like circles and squares.)

Wrap Up (15 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?
  • How did you feel during today’s lesson?
  • What was the coolest shape or figure you programmed today? Draw it out!
  • What is another shape or figure you would like to program? Can you come up with the code to create it?

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
  • 2.L.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
SL - Speaking & Listening
  • 2.SL.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Common Core Math Standards

G - Geometry
  • 2.G.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
MP - Math Practices
  • MP.1 - Make sense of problems and persevere in solving them
  • MP.2 - Reason abstractly and quantitatively
  • 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
OA - Operations And Algebraic Thinking
  • 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a sy

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.
  • K-2-ETS1-3 - Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.