Recognize that more than one algorithm can solve a given problem.
| Name |
Description |
| Errors in Code: The Three Branches of US Government - Part 3 | Students will create a Scratch program about the three branches of government using work from previous lessons (Resources #208945 and #208958). Students will be required to include multiple Sprites, motion block, control block, looks block, conditional statement using the control block, sound block, and the use of an extension. This is the final lesson in a 3-part series that integrates civics with computer science. |
| Errors in code: the three Branches of Government Part 2 | Students will debug a Scratch program on the three branches of government where the roles/responsibilities are incorrectly matched. Student(s) will design a storyboard to create their own Scratch program to prepare for the next lesson. This is the second lesson in a 3-part integrated civics and computer science mini-unit. |
| Errors in Code: The Three Branches of US Government - Part 1 | Students will research the three branches of government and analyze the importance of each branch’s responsibility. Students will also complete an unplugged evaluation of the logical flow of a step-by-step Scratch program by cutting up and rearranging printed code. This is the first lesson in a three-part integrated civics and computer science mini-unit. |
| Algorithms & Voting Rights: Lesson 3 | This lesson is part 3 in a 3-lesson unit involving Algorithm design and voting rights. In this lesson, students work in pairs to evaluate/redesign their flowcharts (from lesson 1). A block-based program that applies conditional logic to determine voting eligibility based on demographic data is created. The lesson concludes with a short response essay reflecting on the effect of expanding voting rights on American society. |
| The Water Cycle: If/Then and Loops | This lesson introduces the water cycle to enhance the understanding of how bodies of water and landforms interact to form a complex system. This lesson provides students the opportunity to see how systems can be found in many different forms from science to computers. This lesson will also introduce pseudocode as another form of a procedure. This is lesson 3 of 4 in the Florida Landform and Water Unit. |
| Logical Bodies of Water and Algorithms | This lesson will allow students to understand Florida landforms as systems and identify their characteristics. This lesson will also give understanding of how computers take input, give output, take commands, and execute an action from a user. Lastly this lesson will use different graphical representations, like tables and flowcharts to understand how computers think, while students create origami to review their science concepts. This is lesson 2 in a 4-lesson unit on Florida Landforms and Water. |
| Building an algorithm with HTML | Using the case study, Real-life Algorithms, students will read the case study and then the students will be paired up to discuss what algorithm was more efficient and why. The students will choose (and circle) what attempt is the most effective and build a HTML website with the ingredients and instructions used by Liliana. This lesson is intended to introduce students to the concept of algorithm in computer science with the idea that computers and devices are able to execute a program when given sequences of algorithms. |
| Scratch Playground | Using the case study," Real Life Algorithms," students will read the case study and use block coding to simulate the building of a sandwich. This lesson is intended to introduce students to the concept of algorithm in computer science with the idea that it is possible to create algorithms in their daily lives. |
| The Sandwich Algorithm | Using the case study, “Real-life Algorithms,” students will read the case study and analyze each attempt Liliana took to make her school sandwich. Students will create their own algorithm for a real-life scenario. This lesson is intended to introduce students to the concept of algorithm in computer science with the idea that it is possible to create algorithms in their daily lives. |
