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Lesson 7: 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 stack design with loops just like in "My Loopy Robotic Friends"
  • 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 F Online Puzzles - 2018 - 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
  • 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

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
  • 5.L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SL - Speaking & Listening
  • 5.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
  • 5.SL.1.a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • 5.SL.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • 5.SL.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Common Core Math Standards

G - Geometry
  • 5.G.3 - Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
MP - Math Practices
  • MP.1 - Make sense of problems and persevere in solving them
  • MP.2 - Reason abstractly and quantitatively
  • MP.3 - Construct viable arguments and critique the reasoning of others
  • 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
  • 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t

Next Generation Science Standards

ETS - Engineering in the Sciences
ETS1 - Engineering Design
  • 3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5-ETS1-3 - Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.