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Course 4 | Lesson 18

Artist: Binary


Lesson time: 30 Minutes

Lesson Overview

Rounding out Course 4 is the Artist: Binary lesson. Here, students will build binary images, translating 0s and 1s to offs and ons (or blacks and whites).

Teaching Summary

Getting Started

Introduction

Activity: Artist: Binary

Artist: Binary

Lesson Objectives

Students will:

  • Match binary sequences to encoded images
  • Utilize loops and binary code to recreate provided images
  • Identify repeated sequences and break long codes up into smaller chunks that can be looped
  • Create pictures using unique combinations of on and off

Getting Started

Introduction

To begin, it can be helpful to review the previous lesson, specifically different ways of using binary to indicate how to create an image on a grid. This stage will translate the unplugged activity into a simple, independent online lesson.

Activity

Artist: Binary

Connections and Background Information

PARCC / Smarter Balanced Assessment Skills

  • Click / tap
  • Drag and drop
  • Select object
  • Select and drag / slide

ISTE Standards (formerly NETS)

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

CSTA K-12 Computer Science Standards

  • CL.L1:3-02 Work cooperatively and collaboratively with peers teachers, and others using technology
  • CT.L1:3-01 Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems
  • CT.L1:6-01 Understand and use the basic steps in algorithmic problem-solving
  • 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.L2-07 Represent data in a variety of ways: text, sounds, pictures, numbers
  • CT.L2-12 Use abstraction to decompose a problem into sub problems
  • CT.L2-14 Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions
  • CT.L3A-03 Explain how sequence, selection, iteration, and recursion are building blocks of algorithms
  • CT.L3B-07 Discus the interpretation of binary sequences in a variety of forms
  • 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

Next-Gen Science Standards

  • 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

  • 4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself

Common Core Language Arts Standards

  • 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
  • L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic
  • L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships