Unit 5 — Coding Module 5
Description
Students revisit and build on prior modules with a focus on conditional (if-then) statements, refining algorithms for efficiency, and making connections between coding and real-world/academic contexts.
Essential Questions
- In programming, where there are many possible solutions, how can we choose the algorithm that solves a specific problem more efficiently?
- What are conditional statements, and how do they apply to programming?
- How is a programming language like spoken/written language? How is it different?
- How can we look at a program and determine its components?
- How do we break a program into smaller parts? Why would this be advantageous?
- Why do individuals develop programs? What steps in the process are necessary to create a functional program?
Learning Objectives
- Recall information introduced in prior modules and understand the meaning of algorithms and loops in the context of programming
- Understand the meaning and context of conditional (if-then) statements
- Revise conditional statements to make algorithms more efficient
- Analyze algorithms and determine which is the most efficient and effective to solve a particular task
- Make meaningful connections between coding conditional statements and other academic areas as well as everyday lives
- Create conditional statements within the coding application chosen by their teacher
- Discuss how evolving technologies have benefitted the world due to the impact of coding
- Explain how communities use data and technology to develop measures in response to effects of climate change
- Compare and refine multiple algorithms for the same task and determine which is the most appropriate
- Create programs that use clearly named variables to store and modify data
- Create programs that include sequences, events, loops, and conditionals
- Break down problems into smaller, manageable sub-problems to facilitate program development
- Modify, remix, or incorporate pieces of existing programs into one's own work
- Develop programs using an iterative process, implement the program design, and test the program
- Identify computing technologies that have impacted how individuals live and work
Supplemental Resources
- CodeSpark - iPad app
- Code.org - website
- Swift Playgrounds (Learn to Code 1) - iPad app
- Learn To Code 1 & 2 Swift Vocabulary Cards
- Swift Vocabulary - Intro Assignment
- Conditionals with Cards (unplugged activity)
- Simon Says If Then Else (unplugged activity)
- Unplugged: Red Light, Green Light
- District Robots
No core standards aligned for this unit.
Students critique writing through open-ended responses, engage with current events and guest speakers, and present information using multimedia components and visual displays to support claims and findings.
Students research, acquire, and present information using acceptable and appropriate internet etiquette standards when using websites, databases, Google apps, and extensions for writing, research, and multimedia presentations.
Formative Assessments
- Teacher surveys, short quizzes and responses
- Teacher observation, questioning, anecdotal notes
- Programming pre-assessment to gauge students' current understanding
Summative Assessment
Student work on various coding platforms evaluated through teacher dashboard/data provided through that application
Benchmark Assessment
Students complete a short coding task that requires them to write or modify a conditional statement to solve a simple problem, such as creating a program that checks a condition and performs different actions based on the result. This assesses understanding of if-then statements, algorithm efficiency, and application of prior module knowledge.
Alternative Assessment
Students may demonstrate understanding of conditional statements through verbal explanation of their code logic or by annotating code with written or verbal descriptions of what the if-then statement does. Visual flowcharts or block diagrams may be provided as alternatives to written code to show conditional logic.
IEP (Individualized Education Program)
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Section 504
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ELL / MLL
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At Risk (RTI)
Allow students time to work independently or cooperatively based on mastery levels. Work with small groups to clarify concepts or deepen understanding.
Gifted & Talented
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