Lesson 8: Loops with Laurel
Overview
In this lesson, students continue learning the concept of loops. Here, Laurel the Adventurer uses loops to collect treasure in open cave spaces. A new get treasure block is introduced to help her on her journey.
Purpose
This lesson gives students more practice with loops and encourages them to put multiple blocks inside of a repeat as they try to collect as much treasure as possible.
Agenda
Warm Up (10 min)
Online Foundation: Preview Loops in Collector
Main Activity (30 min)
Wrap Up (5 - 10 min)
View on Code Studio
Objectives
Students will be able to:
- Identify the benefits of using a loop structure instead of manual repetition.
- Break down a long sequence of instructions into the smallest repeatable sequence possible.
Preparation
- Play through the puzzles to find any potential problem areas for your class.
- (Optional) Pick a couple of puzzles to do as a group with your class.
- Make sure each student has a journal.
Links
Heads Up! Please make a copy of any documents you plan to share with students.
For the Students
- Feeling Faces - Emotion Images
- Think Spot Journal - Reflection Journal
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.
- What are loops?
- Why do we use them?
Online Foundation: Preview Loops in Collector
To introduce Laurel the Collector, preview an online puzzle (or two) as a class.
Model: Reveal an entire online puzzle from the progression to come. We recommend Lesson 9, Puzzle 8. Do students see any similarities to the last set of exercises that they did? What are the big differences? When should the get treasure block be used?
Work with your class to drag code into the workspace in such a way that Laurel (eventually) collects all of the treasure.
Transition: Students should now be ready to transition to computers to complete online puzzles on their own.
Main Activity (30 min)
Teacher Demonstration
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:
Online Puzzles
As students work through the puzzles, see if they can figure out how many blocks they use with a loop vs. without a loop.
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 a line of treasure that Laurel could collect.
- Draw something that uses loops.
Student Instructions
Student Instructions
Student Instructions
Student Instructions
Student Instructions
Student Instructions
Student Instructions
Student Instructions
Student Instructions
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
- 1.L.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
SL - Speaking & Listening
- 1.SL.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- 1.SL.1.a - Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
- 1.SL.1.b - Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
- 1.SL.1.c - Ask questions to clear up any confusion about the topics and texts under discussion.
Common Core Math Standards
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
OA - Operations And Algebraic Thinking
- 1.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for
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.