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Animate My Name

Experience: 1st year, 3rd quarter
Practice: Creating computational artifacts, Testing and refining computational artifacts, and Communicating about computing
Concept: Algorithms and Control
Length: 40+

Overview and Purpose

Coders use a variety of blocks to animate each letter of their name (or vocabulary words). The purpose of this project is to review creating sprites using the paint editor.

Lesson plan Youtube logo

Overview video

Objectives and Standards

Process objective(s):

Statement:

I will review how to create new sprites with the paint editor.

Question:

How can we create new sprites with the paint editor?

Product objective(s):

Statement:

I will animate my name (or vocabulary words) using a variety of algorithms.

Question:

How can we animate our name (or vocabulary words) using a variety of algorithms?

Main standard(s):

1A-AP-10 Develop programs with sequences and simple loops, to express ideas or address a problem.

Programming is used as a tool to create products that reflect a wide range of interests. Control structures specify the order in which instructions are executed within a program. Sequences are the order of instructions in a program. For example, if dialogue is not sequenced correctly when programming a simple animated story, the story will not make sense. If the commands to program a robot are not in the correct order, the robot will not complete the task desired. Loops allow for the repetition of a sequence of code multiple times. For example, in a program to show the life cycle of a butterfly, a loop could be combined with move commands to allow continual but controlled movement of the character. (source)

Reinforced standard(s):

1A-AP-08 Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.

Composition is the combination of smaller tasks into more complex tasks. Students could create and follow algorithms for making simple foods, brushing their teeth, getting ready for school, participating in clean-up time. (source)

1A-AP-11 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

Decomposition is the act of breaking down tasks into simpler tasks. Students could break down the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a character across the screen, or to solve a level of a coding app. (source)

1A-AP-14 Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

Algorithms or programs may not always work correctly. Students should be able to use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs. (source)

1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development.

At this stage, students should be able to talk or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. This could be done using coding journals, discussions with a teacher, class presentations, or blogs. (source)

Practices and Concepts

Main practice(s):

Practice 5: Creating computational artifacts

"The process of developing computational artifacts embraces both creative expression and the exploration of ideas to create prototypes and solve computational problems. Students create artifacts that are personally relevant or beneficial to their community and beyond. Computational artifacts can be created by combining and modifying existing artifacts or by developing new artifacts. Examples of computational artifacts include programs, simulations, visualizations, digital animations, robotic systems, and apps." (p.80)
P5.2. Create a computational artifact for practical intent, personal expression, or to address a societal issue. (p.80)

Reinforced practice(s):

Practice 6: Testing and refining computational artifacts

"Testing and refinement is the deliberate and iterative process of improving a computational artifact. This process includes debugging (identifying and fixing errors) and comparing actual outcomes to intended outcomes. Students also respond to the changing needs and expectations of end users and improve the performance, reliability, usability, and accessibility of artifacts." (p.81)
P6.1. Systematically test computational artifacts by considering all scenarios and using test cases." (p.81)
P6.2. Identify and fix errors using a systematic process. (p.81)

Practice 7: Communicating about computing

"Communication involves personal expression and exchanging ideas with others. In computer science, students communicate with diverse audiences about the use and effects of computation and the appropriateness of computational choices. Students write clear comments, document their work, and communicate their ideas through multiple forms of media. Clear communication includes using precise language and carefully considering possible audiences." (p.82)
P7.2. Describe, justify, and document computational processes and solutions using appropriate terminology consistent with the intended audience and purpose. (p.82)

Main concept(s):

Algorithms

"Algorithms are designed to be carried out by both humans and computers. In early grades, students learn about age-appropriate algorithms from the real world. As they progress, students learn about the development, combination, and decomposition of algorithms, as well as the evaluation of competing algorithms." (p.91)
Grade 2 - People follow and create processes as part of daily life. Many of these processes can be expressed as algorithms that computers can follow." (p.96)

Reinforced concept(s):

Control

"Control structures specify the order in which instructions are executed within an algorithm or program. In early grades, students learn about sequential execution and simple control structures. As they progress, students expand their understanding to combinations of structures that support complex execution." (p.91)
Grade 2 - "Computers follow precise sequences of instructions that automate tasks. Program execution can also be nonsequential by repeating patterns of instructions and using events to initiate instructions." (p.96)