DAY 10 - Coding and Computer Science for Kids 1
Category: Coding & Computer Science 1
Date: June 22, 2018
Coding and Computer Science for Kids 1 - DAY 10
♦Please take this survey first today to tell us your last day of Summer School 2018. (Take this survey only one time!)


On your last day (or before), using no notes:

1) Take the Computer Science POST-TEST.

2) Take the Coding POST-TEST.


♦OPTIONAL: Play Quizlet Live with our class.
1) Take the Matching QUIZLET Coding Test and submit current score in Edmodo.
2) Take the Matching QUIZLET Computer Science Test and submit current score in Edmodo.
♦Based on your current score, STUDY Coding and Computer Science vocabulary terms in Quizlet to prepare for two class FINAL ASSESSMENTS.



Lesson Overview:


Students learn to see how often they use abstraction in their daily routines and use a Mad-Lib style thinking game to learn about the effectiveness of abstraction.


Essential Question:

What are abstractions, and how do we use them in our everyday lives?


• I can explore and internalize the idea of “abstraction.”

• I can combine writing and abstraction to test my own creativity.

• I can analyze my day to find differences that I can turn into similarities.


Abstraction (n.) Removing details from a solution so that it can work for many problems.

Specific(adj.) Referring to only one exact thing.

Template (n.) A frame to guide you in creating something new.

Function — (n.) A piece of code that can be called over and over.

Function Call — (n.) The piece of a program that sends the computer to a function.

Function Definition — (n.) The piece of a program that tells the computer what to do when the code calls a function.

Parameters — (n.) Extra information that you can give to a function to customize it.

Variable — (n.) A placeholder for a value that can change.




Think back to our last song-writing lesson.

Class Participation Questions:

• What did we do in our last song-writing lesson?

• What kind of functions did we define in our last lesson?

• What was special about a function versus any other block dragged out to the canvas?


Partner Discussion:

• Try to remember how you created a function to remove 8 shovels of dirt all the way down a path in the Farmer.

• How would you write a similar program for drawing stars on your notebook paper, if you wanted a star on the top line, then another star every three lines all the way down to the bottom? Our program requires two blocks. What is the minimum value, maximum value, and add-on amount for each block?


Lesson Steps:


Ask students: “So, what did you have for waffles this morning?”


“No one? Okay, what did you have for toast yesterday?”


Allow students time to process these questions.


“See what I was doing there? I identified my experience in a very specific manner, and that made it harder for everyone else to relate to. What could I have said that more people would have understood?”


(Hopefully, the idea of using “breakfast” in place of the actual food that was consumed will be considered by students here.)


“In a way, the word ‘breakfast’ is like a variable that we use to hold a space for whatever it is we ate this morning. By taking the specific word out and replacing the space it leaves with ‘breakfast,’ we are using abstraction to make something work for multiple people.”


• Can you give us some examples of other places that you may naturally use abstraction to allow more people to understand you?

• Is there anything *not* food related?


Next, you will receive a fill-in-the-blank” story that started as a specific story about one thing. However, we used abstraction to turn some of the specific words into blanks, and now the story can be about lots of things. Ask students what they can make their story about.



First you take your (_______) then add a layer of (_______) before you pour on a hearty dose of (_______). Next, press some (_______) down into the (_______) before covering with a sprinkle of (_______). That’s how I make a (_______)!


Allow students the chance to share their stories with the class.


• How similar or different were they?

• Did someone have a version that was almost identical to another student’s?

• Did anyone have a story that is completely different?


Next, ask if this reminds the students of anything else you have done in class. (Hopefully, they will find it like the CHORUS activity from the last lesson.)


Use this opportunity to share that the reason we search for abstraction is so that we can find one solution that will work for many things, just as we were creating one chorus that works for many verses in a song.


Now, give the students the page that has two different stories that were created from the same template.


• Can you figure out what places need to be abstracted?

• What does your abstracted story look like?

• Can you create a third story, using the abstracted template?


• Can you abstract the template even further, even if the three versions of the stories don’t require it?

• What might that look like?

• Does a more abstract template have more or less flexibility?

• Is there a point when abstracting a template is no longer helpful?

• What about when the entire story is blank?




Story 1:

Early last year, my mom gave me an old skateboard. She told me about the days when she would ride it from her school in her hometown. I tried to ride it once, but tripped over my shoelaces. It didn’t take long before I decided that it was best to leave the skateboarding to my mom.

Story 2:

Sometime last year, my mom told me an old story. She told me about the days when she would hear it from her father in her childhood. I tried to tell it once, but tripped over my words. It didn’t take long before I decided that it was best to leave the storytelling to my mom.


Extension: If time remains at the end of this lesson, have the students create their own templates from scratch. Allow them to trade stories with their classmates and see what happens!



♦Check your Accelerated Intro to CS Course Progress so far in your account:

The circles will turn green when they are completed correctly.




♦Once again, you are a zombie artist who loves drawing. However, these puzzle show you how the functions are defined. Defining a function doesn't run its blocks. Help the zombie to draw designs and shapes by defining and pulling out functions like "draw a square" and "draw a circle." Use special colors and all the same blocks arranged in categories: Actions: Move Forward, Turn, Remove, Fill; Logic: If there is a pile, hole, path ahead; and Loops: While path ahead, Repeat; and Math: change value.

Additional Learning Tasks:

1) Log in to Edmodo and check notifications for our Coding and Computer Science group. Check your Profile for Edmodo badges earned so far.
2) Log in to your account and work in your Accelerated Intro to CS Course activities.
3) Explore and study vocabulary words and definitions using the following Quizlet sets:
(Optional: Join our Coding and Computer Science class by clicking here.)
(Study Flashcards and play Match game.)
[We will also play Quizlet Live at school.]
(Study Flashcards and play Match game.)
[We will also play Quizlet Live at school.]
4) Check out additional coding apps and resources using your own devices at home.

  Curriculum Attribution: All Accelerated Intro to CS Course lessons are adapted directly from, an exemplary non-profit organization committed to educating and empowering students, teachers, and parents with essential coding and computer science technology skills.
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