Lesson 9: I Use OzoBlockly to Code Point Counting!
Ozobot
5
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ELA, Math
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saved
This lesson is a continuation of Fifth Grade Lesson 8. Students will complete their proximity sensor code and incorporate point counting features.
Ozobot Blockly
Academic Standards
CSTA 1B-CS-01 Describe how internal and external parts of computing devices function to form a system. (P7.2), CSTA 1B-CS-02 Model how computer hardware and software work together as a system to accomplish tasks. (P4.4), CSTA 1B-CS-03 Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. (P6.2), CSTA 1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate. (P6.3, P3.3), CSTA 1B-AP-09 Create programs that use variables to store and modify data. (P5.2), CSTA 1B-AP-10 Create programs that include sequences, events, loops, and conditionals. (P5.2), CSTA 1B-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. (P3.2), CSTA 1B-AP-12 Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features. (P5.3), CSTA 1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. (P6.1, P6.2), CSTA 1B-AP-16 Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development. (P2.2), CSTA 1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations. (P7.2), ISTE 1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways., ISTE 1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies., ISTE 4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems., ISTE 4b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks., ISTE 4c Students develop, test and refine prototypes as part of a cyclical design process., ISTE 4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems., ISTE 5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions., ISTE 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making., ISTE 5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving., ISTE 5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions., ISTE 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication., ISTE 6b Students create original works or responsibly repurpose or remix digital resources into new creations., ISTE 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations., ISTE 6d Students publish or present content that customizes the message and medium for their intended audiences., 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem., 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved., CCSS.ELA-LITERACY.W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic., CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly., CCSS.ELA-LITERACY.SL.5.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion., CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles., CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others., CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions., CCSS.ELA-LITERACY.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence., CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking., CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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