# data[].attributes.headline
The activity I found that I liked was Count the Dot: Binary Numbers.  This activity was interesting because the students had to count using dotted cards.  The students had to work together and count flipping the cards forwards and Backwards.  Check out the link: 

# data[].attributes.subject
The activity I found that I liked was Count the Dot: Binary Numbers.  This activity was interesting because the students had to count using dotted cards.  The students had to work together and count flipping the cards forwards and Backwards.  Check out the link: 

# data[].attributes.body
https://youtu.be/b6vHZ95XDwU

# data[].attributes.headline
The activity I liked on this sites was Robotic Friends.  This activity use on student as a robot and the other as the programmer.  The programmer has to use directional symbols to program the robot to stack a cup design.  Check out the link:  https://youtu.be/xaW3PAzHxCU

# data[].attributes.subject
The activity I liked on this sites was Robotic Friends.  This activity use on student as a robot and the other as the programmer.  The programmer has to use directional symbols to program the robot to stack a cup design.  Check out the link:  https://youtu.be/xaW3PAzHxCU

# data[].attributes.body
Dialogue activity in Scratch.

# data[].attributes.headline
I did the storytelling activity on Scratch tonight.  Here is the link 

# data[].attributes.subject
I did the storytelling activity on Scratch tonight.  Here is the link 

# data[].attributes.body
This is my 2nd project on Scratch, and I still feel like a newbie!

# data[].attributes.body
This activity is a build on Happy Maps and introduces loops. They learn to simplify their code by grouping their commands while they are programming the Flurb to move on the map and get to the food :))

# data[].attributes.attachment_link.readable_text
Overview

This activity revisits Happy Maps. This time, student will be solving bigger, longer puzzles with their code, leading them to see utility in structures that let them write longer code in an easier way.

Purpose

This lesson serves as an introduction to loops. Loops allow for students to simplify their code by grouping commands that need to be repeated. Students will develop critical thinking skills by noticing repetition in movements of their classmates and determining how many times to repeat commands. By seeing "Happy Maps" again, students will get the chance to relate old concepts such as sequencing to the new concept of repeat loops.

Agenda

Warm-Up (5 min)

Main Activity (20 min)

Wrap Up (8 min)

Extension Activities

Objectives

Students will be able to:

Identify repeating code and shorten multiple actions into a single loop.

Interpret a program with loops as a series of multiple actions.

Preparation

Watch the Happy Loops - Teacher Video.

Print out a Happy Map Cards - Worksheet to display for the class

Per each group of 2-3, print one of each: Happy Map Game Pieces - Manipulatives, Happy Map Cards XL - Worksheet, and Happy Map Game Pieces Bonus Pack - Manipulatives.

Make sure each student has a Think Spot Journal - Reflection Journal.

Links

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

For the Students

Vocabulary

Loop - The action of doing something over and over again.

Repeat - Do something again

Display:
Warm-Up (5 min)

Happy Maps Review

This lesson builds off of the Happy Maps actvity from earlier in the year. Students might benefit from a quick refresher before you hop into the difficult stuff.

Model: Select one of the maps that your class covered together in the last lesson.

Have students look at the puzzle, then think-pair-share their solution for how they would get the Flurb to the fruit (using the symbols from last time).

Think: Do you remember writing programs to get the Flurbs to the fruit? What would this program look like coded with arrows?

Pair: Have students discuss for about 90 seconds.

Share: Ask a student to use their fingers to point in the direction of the arrows that they chose to solve this puzzle.

Main Activity (20 min)

This portion of the lesson should help students see that there is an easier way to handle repetitive code than to brute force a solution with dozens of the same symbols.

Display:

Model: Once you are confident that your students remember Happy Maps, pull up one of the new -- and much longer -- Happy Maps XL.
Discuss:
Can your students help you program these maps? The resulting code might look something like this:

It's a bit longer, isn't it?

Discussion Goal

Give students the opportunity to brainstorm shorter ways to relay the code that they're creating. (This bit can be skipped over if your students start saying things like: "Move forward 6 times." Since that will open the discussion about how to show "six times" with symbols.)

Ideally, students will land on a method that looks like this one:

Which can be reduced even further to this:

Eventually, students can write programs like this on the fly:

Define: Once students have put together the idea of "repeating" code, give them the vocabulary around it. Make sure to share with them that often the terms "repeat something" and "loop something" will be used interchangeably in Code Studio.

Happy Loops

Now that students are familiar with the ability to repeat lots of code using a single loop, select an XL map and let them help you write code for the situation. Do this as many times together as a class as you need, then set students off in groups to solve some problems on their own. You may also need to add the Happy Map Game Pieces Bonus Pack - Manipulatives to adapt this activity for loops.

Circulate: Make sure to walk around and have students run through their code with you watching. Are there any bugs? Use the debugging questions to help them find a solution.

What does it do?

What is it supposed to do?

What does that tell you?

Does it work at the first step?

Does it work at the second step?

Where does it stop working

Wrap Up (8 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:

Draw one of the Feeling Faces - Emotion Images that shows how you felt about today's lesson in the corner of your journal page.

Have the students write or draw something in their journal that will remind them later what loops are. Prompts include:

What does "repeat" mean to you?

Draw a picture of you repeating something.

Extension Activities

Create a life-size grid on the rug with tape and have student bring stuffies to school. Now students can program friends to move their actual stuffies as directed in the programs.

Have students create their own maps for other students to solve using loops.

Draw a program on the board that uses several sets of repeated commands and have students take turns coming to the front to swap symbols for repeat 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.

# data[].attributes.attachment_link.description
This activity revisits Happy Maps. This time, student will be solving bigger, longer puzzles with their code, leading them to see utility in structures that let them write longer code in an easier way. This lesson serves as an introduction to loops. Loops allow for students to simplify their code by grouping commands that need to be repeated.

# data[].attributes.body
Story telling /dialogue activity on Scratch.
This is my 2nd project on Scratch, and although there is still so much more to learn I was a little more confident this time.

# data[].attributes.body
I like that the first question kids are asked is, "When you get stuck on a problem on the computer, what do you do?"  I think that's a great question in general:  What do you do when you get stuck?  So much time is spent helping kids develop strategies to cope with being stuck - a lot of my students seem to have few strategies other than "quit" and "get angry".  (I'm sure they actually DO have additional strategies, but it's helping them develop a wider range of ways to move ahead, even when they're stuck.)

# data[].attributes.body
I just took a 2 hour course with Sherry Gick for Google Applied Digital Skills last night.  Many projects and lesson plans using Google apps.  https://drive.google.com/file/d/1X4nPXTgp65nspwhXba8fG2aLc9Q3h3G7/view?usp=sharing

# data[].attributes.body
There are lessons for Digital Citizenship K-12 at Common Sense Education.  https://www.commonsense.org/education/

# data[].attributes.body
I had fun with this activity once I figured out what I wanted and how to get my sprites to do what I wanted them to do.  It did take me some time to figure things out but it eventually worked out.
https://scratch.mit.edu/projects/413474445/fullscreen/

# data[].attributes.headline
There are endless content related projects students can create in Scratch.  This program is versatile and a teacher can easily incorporated in it into any lesson and in any subject curriculum.  

# data[].attributes.subject
There are endless content related projects students can create in Scratch.  This program is versatile and a teacher can easily incorporated in it into any lesson and in any subject curriculum.  

# data[].attributes.headline
CS First is a good beginner start in learning how to use the Scratch program.  It gives use ideas and teaches the user how to use the code block correctly.  I recommend teaching students first through this before creating their own Scratch account.

# data[].attributes.subject
CS First is a good beginner start in learning how to use the Scratch program.  It gives use ideas and teaches the user how to use the code block correctly.  I recommend teaching students first through this before creating their own Scratch account.

# data[].attributes.body
I thought it may be fun for students to extend a story that one person (either the teacher or a peer) started. The first scene sets up what the story is about, then the next coder changes the scene and adds the next dialogue. Maybe there could be a holding page asking something like "What comes next?"
For instance, I started this story about two friends playing hide and seek; they start in a hay field but who knows where they end up hiding or being found.

# data[].attributes.body
Snoopy Snow Brawl is my favorite activity to share every winter for Hour of Code. The birds disagree on how to clothe their snowman and have a snowball fight to decide the winner. It's a game of strategy, coding efficiency and skill. It even teaches fair play, because the teams have to not peak/cheat while the other team is coding. It helps to have the other(s) other games on another laptop). If they don't win after the first two rounds, the ground loses a layer of snow so you also have to code to not be on that level when it breaks.
It's been especially fun to code with interactive boards. I make a big production of pressing the button to watch what they coded each round.

# data[].attributes.headline
Looking through the Scratch website some, I think having students view the life cycle of a butterfly (https://scratch.mit.edu/projects/162708308/) would help them understand the lesson and then they can create their own using it as a template to create their own.

# data[].attributes.subject
Looking through the Scratch website some, I think having students view the life cycle of a butterfly (https://scratch.mit.edu/projects/162708308/) would help them understand the lesson and then they can create their own using it as a template to create their own.

# data[].attributes.body
Knowing that there are a lot of tutorials for Scratch makes me much more likely to try to use Scratch in the classroom. Yes, some 5th graders do have Scratch experience or enjoy trying new things and seeing what they can do, but a lot of kids are intimidated by the blank canvas and need a more defined path forward, at least at the beginning.

# data[].attributes.body
Tools like these will be GREAT resources to enrich online instruction for students!  Students will be able to show their creativity.  These are tools that students can utilize as another form of communication.  Students WILL be able to demonstrate understanding of curriculum instruction objectives. I LOVE the storytelling feature!

# data[].attributes.headline
I am happy to finally get to use/understand Scratch as I have heard a lot about it since I use to teach coding in our after school program.  I have never actually played with it until now. 

# data[].attributes.subject
I am happy to finally get to use/understand Scratch as I have heard a lot about it since I use to teach coding in our after school program.  I have never actually played with it until now. 

# data[].attributes.headline
Scratch is full of options and definitely appeals to the creative side of the users. At first, it sure does seem intimidating but with time it is a lot of fun. When I had introduced it to my 4th graders thru CS First learning activities I had two major issues: 1) they did not want to instead of the assigned project they wanted to create freely. 2) depending on the assignment given they may need new sprites which have to be imported so this needs to be tackled with in the beginning also. I also love the fact that it lets us create our own blocks ...

# data[].attributes.subject
Scratch is full of options and definitely appeals to the creative side of the users. At first, it sure does seem intimidating but with time it is a lot of fun. When I had introduced it to my 4th graders thru CS First learning activities I had two major issues: 1) they did not want to instead of the assigned project they wanted to create freely. 2) depending on the assignment given they may need new sprites which have to be imported so this needs to be tackled with in the beginning also. I also love the fact that it lets us create our own blocks ...

# data[].attributes.headline
This resource gives student ideas and activities to really help incorporate their voice in the classroom and gain CS skill.  For example, a student can create a google slide to present a pitch to the teacher for classroom expectations.   

# data[].attributes.subject
This resource gives student ideas and activities to really help incorporate their voice in the classroom and gain CS skill.  For example, a student can create a google slide to present a pitch to the teacher for classroom expectations.   

# data[].attributes.headline
This resource helps students to learn computer science, code, create games, and apps.  I love that it is done by the skill, age, and grade level of the student.

# data[].attributes.subject
This resource helps students to learn computer science, code, create games, and apps.  I love that it is done by the skill, age, and grade level of the student.

# data[].attributes.headline
I like how there are tutorials on both general skills (like "how to use Google forms") and more specific things like "Write an interactive story".  It's a great place my students can go to learn more and develop their skills with "adult tools" like the Google products we use as adults.

# data[].attributes.subject
I like how there are tutorials on both general skills (like "how to use Google forms") and more specific things like "Write an interactive story".  It's a great place my students can go to learn more and develop their skills with "adult tools" like the Google products we use as adults.

# data[].attributes.body
I have some kids who will love the code.org AppLab!  https://code.org/educate/applab

# data[].attributes.body
I think that this is something that I can eventually begin to teach my second graders but might be too difficult for beginning learners. As an adult, it is easy to follow tutorials that will help with virtual teaching.

# data[].attributes.body
 
Your avatar
Add comment
Scratch Stories
Avatar of anonymous
Anonymous
2d
Scratch Stories
I thought it may be fun for students to extend a story that one person (either the teacher or a peer) started. The first scene sets up what the story is about, then the next coder changes the scene and adds the next dialogue. Maybe there could be a holding page asking something like "What comes next?"
For instance, I started this story about two friends playing hide and seek; they start in a hay field but who knows where they end up hiding or being found.


Your avatar
Add comment
Looking through the Scratch website some, I think having students view the life cycle of a butterfly (https://scratch.mit.edu/projects/162708308/) would help them understand the lesson and then they can create their own using it as a template to create their own.
Avatar of anonymous
Anonymous
2d
Looking through the Scratch website some, I think having students view the life cycle of a butterfly (https://scratch.mit.edu/projects/162708308/) would help them understand the lesson and then they can create their own using it as a template to create their own.
Your avatar
Add comment
Scratch Tutorials
Avatar of anonymous
Anonymous
2d
Scratch Tutorials
Knowing that there are a lot of tutorials for Scratch makes me much more likely to try to use Scratch in the classroom.  Yes, some 5th graders do have Scratch experience or enjoy trying new things and seeing what they can do, but a lot of kids are intimidated by the blank canvas and need a more defined path forward, at least at the beginning.
Your avatar
Add comment
I am happy to finally get to use/understand Scratch as I have heard a lot about it since I use to teach coding in our after school program. I have never actually played with it until now.
Avatar of anonymous
Anonymous
2d
I am happy to finally get to use/understand Scratch as I have heard a lot about it since I use to teach coding in our after school program.  I have never actually played with it until now. 
Your avatar
Add comment
Scratch is full of options and definitely appeals to the creative side of the users. At first, it sure does seem intimidating but with time it is a lot of fun. When I had introduced it to my 4th graders thru CS First learning activities I had two major issues: 1) they did not want to instead of the assigned project they wanted to create freely. 2) depending on the assignment given they may need new sprites which have to be imported so this needs to be tackled with in the beginning also. I also love the fact that it lets us create our own blocks ...
Avatar of Zeynep Ceribasi
Zeynep Ceribasi
2d
Scratch is full of options and definitely appeals to the creative side of the users. At first, it sure does seem intimidating but with time it is a lot of fun. When I had introduced it to my 4th graders thru CS First learning activities I had two major issues: 1) they did not want to instead of the assigned project they wanted to create freely. 2) depending on the assignment given they may need new sprites which have to be imported so this needs to be tackled with in the beginning also. I also love the fact that it lets us create our own blocks ...


Your avatar
Add comment

add
Applied Digital Skills
Kim Oelkers
Avatar of anonymous
Anonymous
7d
Kim Oelkers
I just took a 2 hour course with Sherry Gick for Google Applied Digital Skills last night.  Many projects and lesson plans using Google apps.  https://drive.google.com/file/d/1X4nPXTgp65nspwhXba8fG2aLc9Q3h3G7/view?usp=sharing
Your avatar
Add comment
This resource gives student ideas and activities to really help incorporate their voice in the classroom and gain CS skill. For example, a student can create a google slide to present a pitch to the teacher for classroom expectations.
Avatar of anonymous
Anonymous
2d
This resource gives student ideas and activities to really help incorporate their voice in the classroom and gain CS skill.  For example, a student can create a google slide to present a pitch to the teacher for classroom expectations.   
Your avatar
Add comment
I like how there are tutorials on both general skills (like "how to use Google forms") and more specific things like "Write an interactive story". It's a great place my students can go to learn more and develop their skills with "adult tools" like the Google products we use as adults.
Avatar of anonymous
Anonymous
1d
I like how there are tutorials on both general skills (like "how to use Google forms") and more specific things like "Write an interactive story".  It's a great place my students can go to learn more and develop their skills with "adult tools" like the Google products we use as adults.
Your avatar
Add comment
AppLab
Avatar of anonymous
Anonymous
1d
AppLab
I have some kids who will love the code.org AppLab!  https://code.org/educate/applab
1 comment
Avatar of Zeynep Ceribasi
Zeynep Ceribasi 13h
I really like Stay Connected Over Summer Break collection. The Photo Journal can be used at the beginning of the school year as an ice-breaker, get to know each other... https://applieddigitalskills.withgoogle.com/c/en/summer
Your avatar
Add comment
Applied skills
Avatar of Melissa Demlein
Melissa Demlein
27m
Applied skills
I think that this is something that I can eventually begin to teach my second graders but might be too difficult for beginning learners.  As an adult, it is easy to follow tutorials that will help with virtual teaching.
Your avatar
Add comment

add
Code.org-Hour of Code
Snoopy Snow Bawl
Avatar of anonymous
Anonymous
2d
Snoopy Snow Bawl
Snoopy Snow Brawl is my favorite activity to share every winter for Hour of Code. The birds  disagree on how to clothe their snowman and have a snowball fight to decide the winner. It's a game of strategy, coding efficiency and skill. It even teaches fair play, because the teams have to not peak/cheat while the other team is coding. It helps to have the other(s)  other games on another laptop). If they don't win after the first two rounds, the ground loses a layer of snow so you also have to code to not be on that level when it breaks. 
It's been especially fun to code with interactive boards. I make a big production of pressing the button to watch what they coded each round.
Your avatar
Add comment
This resource helps students to learn computer science, code, create games, and apps. I love that it is done by the skill, age, and grade level of the student.
Avatar of anonymous
Anonymous
2d
This resource helps students to learn computer science, code, create games, and apps.  I love that it is done by the skill, age, and grade level of the student.
Your avatar
Add comment

add
Digital Citizenship/ Cybersecurity Resources
Kim Oelkers
Avatar of anonymous
Anonymous
7d
Kim Oelkers
There are lessons for Digital Citizenship K-12 at Common Sense Education.  https://www.commonsense.org/education/
Your avatar
Add comment

add

# data[].attributes.body
CS First with Scratch may just be the tool we MOST need during this time of COVID19 and Distance Learning.  As an educator, I am very concerned about parents sharing their children NEED interaction with their classmates and friends.
I believe that CS First with Scratch will provide the opportunity for students to share their ideas and thoughts about their learning experiences with the classmates, teachers, friends and family.
These are amazing tools that provide the opportunity for students to express themselves in many different ways. These tools allow students to explore possibilities. These tools will bring smiles to faces and spark opportunities for opportunities and interactions with others. This will allow students to feel connected!

# data[].attributes.body
I went through the storytelling session and wow what a great resource for our older kids to learn at home. Loved it and will even put it in my lesson plan for integration. Great resource!!!

# data[].attributes.headline
When I started with Scratch, I was happy and relieved to find online Scratch tutorials, but I think CS First is the best of them all. I learned more with CSFirst than the other online resources. Most Ss are excited to use Scratch.  Older Ss often want to play with other people's creations so we have a rule: complete the assigned activity first, then explore. 

# data[].attributes.subject
When I started with Scratch, I was happy and relieved to find online Scratch tutorials, but I think CS First is the best of them all. I learned more with CSFirst than the other online resources. Most Ss are excited to use Scratch.  Older Ss often want to play with other people's creations so we have a rule: complete the assigned activity first, then explore. 

# data[].attributes.body
Google, of course! I liked the organization of these lessons and the videos included with them. I could see how many of the "late" elementary lessons could be modified for as young and 2nd grade. I also liked the different search options--popular, audience, tool and topic.

.

# data[].attributes.body
I've used Code.org in the past with K-5. It is a great resource. My experience has been that many students are able to work independently, but others need a buddy and more guidance to progress. Not sure if this is a prior knowledge issue or the lesson format. Students enjoy it and don't want to leave the lab when class is over.