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Course 2 | Lesson 8

# Bee: Loops

Lesson time: 30 Minutes

## Lesson Overview

In the last stage students used loops to repeat simple movements. Now they're going to add to that the looping of actions in order to help the bee collect more nectar and make more honey.

## Teaching Summary

Bee: Loops

### Extended Learning

Extension Activities

## Lesson Objectives

### Students will:

• Write a program for a given task which loops a single command
• Identify when a loop can be used to simplify a repetitive action
• Employ a combination of sequential and looped commands to move and perform actions

## Getting Started

### Introduction

At this point, students have used loops in context of both the Maze and the Artist levels. Both of those stages focused on looping movement instructions.

• What are some other elements of our programs that could benefit from loops?
• How do you think we could use loops to make the Bee programs more efficient?

## Activity

### Bee: Loops

When students are using loops to repeat an action (such as getting nectar), encourage them to think about the movements before and after that action. Could those be brought into the loop as well?

## Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

### So Moving

• 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

### PARCC / Smarter Balanced Assessment Skills

• Click / tap
• Drag and drop
• Select and drag / slide
• Select object
• Use video player

### ISTE Standards (formerly NETS)

• 1.a - Apply existing knowledge to generate new ideas, products, or processes.
• 1.c - Use models and simulation to explore complex systems and issues.
• 4.b - Plan and manage activities to develop a solution or complete a project.
• 6.a - Understand and use technology systems.
• 6.c - Troubleshoot systems and applications.
• 6.d - Transfer current knowledge to learning of new technologies.

### CSTA K-12 Computer Science Standards

• CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems.
• CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology.
• CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.
• CPP.L1:6-06. Implement problem solutions using a block-based visual programming language.
• CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions.
• CT.L2-06. Describe and analyze a sequence of instructions being followed.
• CT.L2-08. Use visual representations of problem states, structures, and data.
• CT.L2-12. Use abstraction to decompose a problem into sub problems.

### Next-Gen Science Standards

• 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.
• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• 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
• 5. Use appropriate tools strategically.
• 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.OA.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
• 2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
• 3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
• 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

### 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.
• 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.
• 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.
• 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.
• 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.