Lesson 7: Getting Loopy

Unplugged | Loops

Overview

Loops are a handy way to repeat actions a certain number of times. In this lesson, students will dance their way to a better understanding of how to use repeat loops.

Purpose

Loops allow for students to categorize their code into what needs to be repeated and what does not. Students will develop critical thinking skills by noticing repetition in movements and determining how many times the to repeat commands to develop those loops.

Agenda

Warm Up (15 min)

Main Activity (15 min)

Wrap Up (15 min)

Assessment (10 min)

Extended Learning

Objectives

Students will be able to:

  • Repeat actions initiated by the instructor.
  • Translate a picture program into a live-action dance.
  • Convert a series of multiple actions into a single loop.

Preparation

Links

For the Teacher

Vocabulary

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

Support

Report a Bug

Teaching Guide

Warm Up (15 min)

Vocabulary

This lesson has one new and important vocabulary word:

Loop - Say it with me: Loop

The action of doing something over and over again

Repeat After Me

  • Ask for a volunteer and have them stand.
    • Instruct your volunteer to walk around the table (or their chair, or a friend).
    • When they finish, instruct them to do it again, using the exact same words you did before.
    • When they finish, instruct again.
    • Then again.
  • Would it have been easier for me to just ask you to go around the table four times?
    • What if I wanted you to do it ten times?
  • If I want you to repeat an action ten times in a row, that's called "looping."
  • When I know in advance that I want you to do something a certain number of times, it's easier for both of us if I just ask you to "Repeat it that many times."
  • Can you think of some other things that we could loop?

Main Activity (15 min)

Getting Loopy - Worksheet

Lesson Tip:

Looking for some good music? Here are some great places to find some:

Please be advised that some of these stations may display ads with third-party content. If you find that displayed ads are inappropriate, you may want to direct students to a different site, or research ad-blockers that can prevent this content.

Today, we're going to have a dance party!

Sometimes, when you know that you will be doing something over and over, it is helpful to know how many times it needs to be done before you begin. That way, you can keep track of how many actions you have left as you go.

Example:

If your mom wanted you to play her favorite song over and over, she wouldn’t say:

“Please play my song, play my song, play my song, play my song.”

She would most likely say:

“Please play my song four times.”

Directions:

  • Show the class what the entire dance looks like done at full-speed.
  • Run through the dance slowly, one instruction at a time, with the class.
  • Can you find the loop in the instructions?
    • What would the dance look like if we only repeated the main part 2 times?
    • What if we repeated the main part 4 times?
  • Can you find anything else in the dance that we could use a loop for?

Wrap Up (15 min)

Flash Chat: What did we learn?

  • Do you think it is easier to add more pictures to the screen or change the number of times we loop?
    • Would your answer be the same if we wanted to loop 100 times?
  • Could we use these same loops with different dance moves?
  • Do you know any dances that are done inside a loop?
  • What was your favorite part about that activity?

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?
  • Draw a picture of you dancing today. Draw the moves you did in loops, like clapping three times. Write the number of times you repeated that loop.
  • What else can you use a loop for?

Assessment (10 min)

Getting Loopy - Assessment

  • Hand out the assessment to each student. Allow students to complete the activity independently after the instructions have been well explained.
  • This should feel familiar, thanks to the previous activities.

Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

So Moving

  • Give the students pictures of actions or dance moves that they can do.
  • Have students arrange moves and add loops to choreograph their own dance.
  • Share the dances with the rest of the class.

Connect It Back

  • Find some YouTube videos of popular dances that repeat themselves.
  • Can your class find the loops?
  • Try the same thing with songs!
  • Levels
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  • 2
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Student Instructions

View on Code Studio

Student Instructions

Standards Alignment

View full course alignment

CSTA K-12 Computer Science Standards

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 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
  • 1A-AP-14 - Give attribution when using the ideas and creations of others while developing programs.