Loops are a handy way of describing actions that repeat a certain number of times. In this lesson, students will practice converting sets of actions into a single loop.
Getting Started - 15 minutes
Activity: Loops - 15 minutes
Wrap-up - 10 minutes
5) Flash Chat - What did we learn?
Assessment - 10 minutes
- Repeat actions initiated by the instructor
- Translate a picture program into a live-action dance
- Convert a series of multiple actions into a single loop
Materials, Resources and Prep
For the Student
- Open Space for Dancing/Moving
- Assessment Worksheet: Getting Loopy Assessment
For the Teacher
Getting Started (15 min)
This is a great time to review the last lesson that you went through with your class. We suggest you alternate between asking questions of the whole class and having students talk about their answers in small groups.
Here are some questions that you can ask in review:
What did we do last time?
What do you wish we had had a chance to do?
Did you think of any questions after the lesson that you want to ask?
What was your favorite part of the last lesson?
Finishing the review by asking about the students' favorite things helps to leave a positive impression of the previous exercise, increasing excitement for the activity that you are about to introduce.
This lesson has one new and important vocabulary word:
Loop - Say it with me: Loop
The action of doing something over and over again
Ask for a volunteer and have them stand.
- Instruct your volunteer to walk around the table (or their chair, or a friend).
- When they finish, instruct them to do it again, using the exact same words you did before.
- When they finish, instruct again.
- Then again.
Would it have been easier for me to just ask you to go around the table four times?
- What if I wanted you to do it ten times?
If I want you to repeat an action 10 times, that's called "looping."
When I know in advance that I want you to do something a certain number of times, it's easier for both of us if I just ask you to "Repeat it that many times."
Can you think of some other things that we could loop?
Activity: (15 min)
Today, we're going to have a dance party!
Sometimes, when you know that you will be doing something over and over, it is helpful to know how many times it needs to be done before you begin. That way, you can keep track of how many actions you have left as you go.
If your mom wanted you to play her favorite song over and over, she wouldn’t say:
“Please play my song, play my song, play my song, play my song.”
She would most likely say:
“Please play my song four times.”
Looking for some good music? Here are some great places to find some:
Please be advised that some of these stations may display ads with third-party content. If you find that displayed ads are inappropriate, you may want to direct students to a different site, or research ad-blockers that can prevent this content.
Look at the dance moves provided on the Getting Loopy Worksheet.
Show the class what the entire dance looks like done at full-speed.
Run through the dance slowly, one instruction at a time, with the class.
Can you find the loop in the instructions?
- What would the dance look like if we only repeated the main part 2 times?
- What if we repeated the main part 4 times?
Can you find anything else in the dance that we could use a loop for?
Wrap-up (10 min)
- Do you think it is easier to add more pictures to the screen or change the number of times we loop?
- Would your answer be the same if we wanted to loop 100 times?
- Could we use these same loops with different dance moves?
- Do you know any dances that are done inside a loop?
- What was your favorite part about that activity?
Assessment (10 min)
6) Assessment Worksheet: Getting Loopy Assessment
- Hand out the worksheet titled "Getting Loopy" and allow students to complete the activity independently after the instructions have been well explained.
- This should feel familiar, thanks to the previous activities.
Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.
- Give the students pictures of actions or dance moves that they can do.
- Have students arrange moves and add loops to choreograph their own dance.
- Share the dances with the rest of the class.
Connect It Back
- Find some YouTube videos of popular dances that repeat themselves.
- Can your class find the loops?
- Try the same thing with songs!
Connections and Background Information
ISTE Standards (formerly NETS)
- 1.c - Use models and simulation to explore complex systems and issues.
- 2.d - Contribute to project teams to solve problems.
- 4.b - Plan and manage activities to develop a solution or complete a project.
- 6.a - Understand and use technology systems.
CSTA K-12 Computer Science Standards
- CT.L1:3-03 - Understand how to arrange information into useful order without using a computer.
- CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving.
- CT.L1:6-02 - Develop a simple understanding of an algorithm using computer-free exercises.
- CT.L1:6-05 - Make a list of sub-problems to consider while addressing a larger problem.
- CPP.L1:3-04 - Construct a set of statements to be acted out to accomplish a simple task.
- CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out (e.g., make a peanut butter and jelly sandwich activity).
- CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer.
- CT.L2-06. Describe and analyze a sequence of instructions being followed.
- CT.L3A-03. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
NGSS Science and Engineering Practices
- K-2-PS3-2 - Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
- 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.
Common Core Mathematical Practices
- 1. Make sense of problems and persevere in solving them.
- 2. Reason abstractly and quantitatively.
- 4. Model with mathematics.
- 6. Attend to precision.
- 7. Look for and make use of structure.
- 8. Look for and express regularity in repeated reasoning.
Common Core Math Standards
- 1.MD.4. - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Common Core Language Arts Standards
- SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups
- SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
- L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
- SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
- L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
- SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
- SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
- L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.