# 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 - To 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

Teaching Tip

This is a free-play level. This is not only a great place to point students who are progressing quickly, but a place for all students to really express their creativity. While students are not actually required to write any code in this level, doing so will allow them to apply what they have learned in a way that is more meaningful to them. Encourage your students to take their time here.

• These levels are not checked for correctness to allow for more open-ended creativity. Empower your students to determine for themselves when they have created something they like. There is no one right answer!
• Example solutions are available for this level which can be viewed by opening the teacher panel to the right.

### 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

Teaching Tip

This lesson extra is a “free play”. These levels have some characteristics you may want to explore before starting.

• These levels are not checked for correctness to allow for more open-ended creativity. Empower your students to determine for themselves when they have created something they like. There is no one right answer!
• Example solutions are available for this level which can be viewed by opening the teacher panel to the right.

### 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.