Programming 1A Lesson Plan
Lesson: Recognize the Pattern
Time: 75+ mins
Students use loops and pattern recognition to help Codey jump over obstacles. In "Module 5: Using Conditional Loops," students are introduced to a "repeat until" loop.
Tynker Blocks Introduced
: Make the Actor repeat this loop until a true or false condition [boolean value] determines when the block should stop repeating the code inside it. In this lesson, Codey will repeat blocks inside the loop until he reaches the red mint.
- Pattern: Something that repeats
- Recognize and describe patterns
- Identify patterns in a sequence
- Use "repeat" and "repeat until" loops to create solutions
- Arrange blocks of code in the correct order
- Computers (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)
- Draw a pattern of shapes on your classroom board: heart, square, triangle, heart, square, triangle, heart, square, triangle. Who can identify the pattern?
- Circle each group of "heart, square, triangle" shapes so you have three circles. Who can identify how many times the pattern repeats?" (3 times)
- Create a new pattern on the board by writing "walk, jump, walk, jump." Who can identify the pattern?
- Circle each pair of "walk, jump" statements so you have two circles.
- Say, "Think back to our Tynker coding blocks. When we want to repeat groups of code blocks, we can use the 'repeat' block. Here, we see that we need to repeat this pattern two times."
Activities (30 minutes)
1. Repeat the Pattern (Puzzle)
- Students can solve this puzzle by placing the "walk" and "jump" blocks three times, but encourage them to work together and use a "repeat" block.
- Explain to your students that they have to put two different code blocks inside the "repeat" block.
2. Sequenced Repetition 1 (Puzzle)
- This puzzle is more challenging than previous puzzles. Students can solve this puzzle by placing only "walk" and "jump" blocks, but encourage them to work together and use a "repeat" block.
- Remind students to write down the steps and identify the pattern before using any code blocks.
- Give a hint: Tell students that two code blocks go inside the "repeat" block.
3. Sequenced Repetition 2 (Puzzle)
- Students can solve this puzzle by placing only "walk" and "jump" blocks, but encourage them to work together and use a "repeat" block.
- Give students a hint: Tell students to place one "walk" block above the "repeat" block.
4. Two Loops (Puzzle)
- This puzzle is a good opportunity for students to discover various creative solutions. If students quickly find one solution, challenge them to create a different solution using two "repeat" blocks or a different sequence of steps.
- Remind students that they can change the number inside the "repeat" block.
5. Using Conditional Loops (Puzzle)
- This puzzle introduces the "repeat until" block, which makes Codey do all the steps inside the loop over and over until he reaches the red mint. Up until now, students were using the "repeat" block which repeated code blocks inside it for a specified number of times.
- Explain to your students that "repeat until" block tells Codey to do everything inside the loop again and again until a condition is met. In this case, the condition is Codey reaching the red mint.
- Relate the "repeat until" block to everyday situations such as giving directions. Say, "Think of a time when someone gave you directions to the bathroom and said, 'Walk down the hallway until you see the bathroom.'" Ask, "What action were you repeating over and over? You walked until you saw what?"
Optional Activities (20 minutes each)
- Direct your students' attention to "Module 4: Two Loops." Point out to students that they don't need to have an obstacle to use the "jump" block -- it will always move Codey forward two spaces (possible solution: on start - jump - walk - jump - jump - walk). How many creative solutions can the class create? Write down each solution.
Pattern and Repeat Practice:
- Have students create a pattern using the words "jump," "walk," "right," "left." Model at least two examples:
- Example 1: right, left, right, left, right, left, right, left
- Example 2: walk, jump, jump, walk, jump, jump
- CCSS-ELA: RI.1.1, RI.1.6, RI.1.10, RF.1.4, RF.1.4.A, RF.1.1, SL.1.1, SL.1.2, SL.1.3, RI.2.1, RF.2.4, RF.2.4.A, RI.2.6, SL.2.1, SL.2.2, SL.2.3
- CCSS-Math: MP.1, 1.OA.B.3, 2.OA.B.2
- CSTA: 1A-AP-09, 1A-AP-10, 1A-AP-11, 1A-AP-14
- CS CA: K-2.AP.10, K-2.AP.12, K-2.AP.13, K-2.AP.16
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c
Key stage 1
Pupils should be taught to:
- understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs
- use technology purposefully to create, organise, store, manipulate and retrieve digital content
- use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Key stage 2
Pupils should be taught to:
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact