# Lesson 10: Ocean Scene with Loops

## 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.

## 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

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

## Vocabulary

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

# 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)

### Online Puzzles

#### 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:

## 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.
• The Artist in Code Studio
• 1
• (click tabs to see student view)
View on Code Studio

### Student Instructions

View on Code Studio

### Student Instructions

View on Code Studio

### Student Instructions

Help the artist draw this line two times forward.

View on Code Studio

### Student Instructions

Our artist is trying to draw a line five times, but can't get it right. Can you help?

View on Code Studio

### Student Instructions

View on Code Studio

### Student Instructions

Now, use a repeat loop to draw this line five times!

• Repeat Blocks with the Artist
• 7
• (click tabs to see student view)
View on Code Studio

## Draw a line seven steps long. This will become our horizon.

• Practice
• 8
• 9
• 10
• (click tabs to see student view)
View on Code Studio

## Let's put a nice hill in the back.

View on Code Studio

### Student Instructions

Use the repeat loop to add waves to the water.

View on Code Studio

## We need a ladder up to the boat.

• Challenge
• 11
• (click tabs to see student view)
View on Code Studio

## Challenge: The stairs down to the dock are broken. Help me fix them.

• Practice
• 12
• 13
• (click tabs to see student view)
View on Code Studio

## Time to head back to land. Help me put down stones so I don't fall in!

View on Code Studio

## Help me build steps to watch the ship sail away.

• Free Play
• 14
• (click tabs to see student view)
View on Code Studio

### Student Instructions

The artist saw something funny in the distance. Draw what you think he saw.

### Ideas

View on Code Studio

### Student Instructions

"Help me get the camp site ready!"

Use the blocks in the toolbox to draw these three tents.

View on Code Studio

### Student Instructions

You can use a loop to draw many lines in a row.

Can you draw a house? Make it look just the way you like it! Try looking for patterns that repeat!

Here are some ideas:

## Standards 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.