Topic INTRODUCTORY LOOPS
Class Description Applying loops to computer programs for optimizing process
steps. Kids develop tremendous regard for logic, realizing
complex puzzles are created on the foundation of efficient
reasoning.
Class BEG-C6
Class time 55 mins
Goal ● Understand what a loop is
● Identify patterns of repeating code and replace with loops
● Identify where a loop can make instruction more efficient
Teacher Resources ● Teacher Resources
○ Use your [Link] login credentials
○ Earphone with mic
○ Notepad and Pen
● Student Resources
○ Use your [Link] login credentials
○ Earphone with mic (optional)
○ Notepad and Pen
Class Warm Up 3 Mins
structure Teacher-Led Activity(Explanation/Demo/Close) 15 Mins
Student-Led Activity 25 Mins
Wrap Up 2 Mins
Class Steps Say Do
Step 1. Hey, how are you today? Ask the student
Warm up to get into
(5 min) Fullscreen mode
What did we do last time?
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[Link] wrote programs or code to draw shapes and
alphabets.
We practised use of SEQUENCES and Logic to draw art forms.
Isn’t it?
Today we will learn a new concept which will help us code
better
Conduct Collaborative Learning-1 Game App Only if a friends
(Refer Collaborative Learning-1 doc) comes to class
Encourage the
student to answer
Before that let us do a fun exercise. Stand up and I’ll tell you
what to do
On the spot (in one place)
Jump
Jump
Jump
Student to
Jump
execute “JUMP”
on the spot
Jump
Jump
Student to do 6
jumps after each
Would it have been easier for you if I had asked you to command
jump 6 times as 1 instruction?
What if I had to ask you to Jump 10 times?
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This is a LOOP. When we do one activity over and over
again, like jumping 10 times , we call it a LOOP.
When we program, if we want to repeat actions we use a
loop.
Tell me an algorithm to slice a carrot into 10 pieces.
What are the steps you will follow?
Your instruction steps have to be clear and specific such that
even a robot can follow your steps and do the task.
1. Pick carrot
2. Pick knife
3. Slice
4. Slice
5. Slice
6. Slice
7. Slice
8. Slice
9. Slice
10. Slice
11. Slice
12. Slice
Instead of repeating slice, slice, slice, I can state in a single
sentence - slice 10 times.
This is where loops are used. Let us see them in greater detail
in today’s class.
Step 2a:
Teacher-Led Can you think of other activities where you repeat or loop
Activity an instruction?
(3 mins)
Example: Timer in mobile. It reduces time till end of loop
to 0.
Loop is action/s that repeats a certain number of times.
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In playschool, do you remember how you played the 'Spinning
around' game.
What did you do? You turned round and round until you felt
dizzy and had to stop.
WHILE you are not dizzy
Copy Paste in
{ Chat Box for the
Spin around quickly student to see
}
and then you either FALL DOWN or SIT ON THE GROUND
tired or STOP.
Falling down or sitting down tired is a stopping condition for the
Spin Around loop.
Close the chat
So as you can see, all these are loops we do and use in real window
life.
Now, we’ll take a look at some examples of how loops help us
when writing programs.
Teacher Initiates Screen Share
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Step 2b: Teacher Activity 0
Teacher-Led - ANGRY BIRD
Activity LOOP
(7 mins)
As we see here, the angry bird has to move 3 times East and 4
blocks South/down to reach the naughty pig.
Instead of writing long code for E, E, E, S, S, S, S
Wherever any commands are repeating we know to replace it
with a Loop command or Repeat code block.
So our code for the same will now be Repeat (3 times E block)
and Repeat (4 times S block)
Solution: Teacher Activity
1-HARVESTER
DO NOT USE LOOP (PINK REPEAT BLOCK) THE FIRST
TIME
DO IT THE STANDARD WAY WITH DROPPING COMMANDS
AS MANY TIMES AS NEEDED.
Do the standard
solution first and
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Run to see it
work
Then
Start Over
But, the instructions say pick using 1 move block. How do we
manage that?
Redo the same
puzzle with
Repeat block
solution and run
again
As you have noticed in solution above, our standard steps have
a REPETITION of
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1 Move West and 1 Pick Corn 4 times
So in order to repeat the “move-and-pick” actions over and over
for 4 times, we use the REPEAT block.
Important thing to know is how a computer reads a Program
line by line from top to bottom
So, going by our standard solution, This is how it will work
Read Line 1. Go West -- Do Go West 1 block on screen
Read Line 2. Pick Corn -- Do Pick 1 Corn on screen
Read Line 3. Go West -- Do Go West 1 block on screen
Read Line 4. Pick Corn -- Do Pick 1 Corn on screen
Read Line 5. Go West -- Do Go West 1 block on screen
Read Line 6. Pick Corn -- Do Pick 1 Corn on screen
Read Line 7. Go West -- Do Go West 1 block on screen
Read Line 8. Pick Corn -- Do Pick 1 Corn on screen
This way line by line it will go through a long program and act
upon or execute each line.
Instead when we use a Loop… it is reading the entire 1st line
which says
1. Repeat 4 times .. Move-and- Pick
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So, it has read the entire instructions and will now go and act
upon what needs to be done in a single shot.
So loops make programs shorter and faster.
Now, I will stop screen share and you will practise writing some
Loop programs
Teacher Stops Screen Share
Step 2c: We saw and learnt that LOOPs are used to repeat an action
Teacher-Led over and over again.
Activity Loops make your programs SMALLER AND FASTER.
(2 mins)
A LOOP is defined by 2 things: 1) Something to do over and
over again and 2) Knowing when to stop.
You keep doing that one thing over and over until you stop.
Every time code blocks inside the loop are run, it is called an
ITERATION.
You will now do some Loop exercises. We will start with the
easy ones and do some slightly difficult practice problems.
Why don’t you share your screen and click on the student panel
activities?
● Ask the Student to press ESC key to come back to panel
● Guide Student to start Screen Share
● Teacher gets into Fullscreen
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Step 3: Student Activity 1
Student-Led -ANGRY BIRD
activity (Do 1 to 11)
(25 mins)
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You are now able to write good loops.
Well done, now you can stop screen share and we will revise
what we learnt.
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Excellent, you have learnt to identify the patterns and replace
them with loops. Whenever we see some commands that are
repeating, we should consider changing them into Repeat
blocks using loops.
You did really well identifying repeating patterns and creating
loops from them.
Student Stops Screen Share
We saw how repeating commands can be placed inside a loop
to make the code shorter and run faster
Teacher Initiates Screen Share
Loop makes programs shorter and faster. Teacher Activity
2- LAUREL
Let us do 1 more example together before you can do them ADVENTURER
yourself. (Do 2 and 3)
Notice how as Laurel loops through the steps to find and collect
gems the goal shows how many gems she has collected
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Whenever you have difficulty working out the solution, you must
remember to use the button to see how the
program works through each step of the loop.
Angry Bird puzzle : Teacher Activity 3
- ANGRY BIRD
Teacher to
explain the
solution
according to the
figure
Can you give me the order of commands in the loop?
The angry bird has to go E, followed by N and in this
East-North sequence he has to repeat 3 times to reach the pig .
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In these puzzles above, we see that there is more than 1
command in the loop.
We can give as many commands inside a loop based on a
pattern that evolves.
Solution:
As you can see, the angry bird has to follow the same pattern 3
times. Go E and Go N.
Teacher Stops Screen Share
Student Starts Screen Share
Student Led You have to now solve using multiple commands within a loop. Student Activity 2
Activity (15 The tip here is to look and identify a pattern before starting to - HARVEST THE
min) code. CORN (Do 6 to 9)
Once you have the pattern, it is easy to replace the repeating
code blocks inside a loop.
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Puzzle 8: Student Activity 3
- GARDEN LOOP
As you can see it is a pattern of N and W repeatedly for 7 times. (Puzzle 8)
It is a steps/ stairs like pattern.
Let us now see how free flowing art can use loops and create
shapes and patterns.
We have done Artist Lab in last class and we will be using the
same for our next exercise.
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Create > New Pre Reader Artist Lab or click on the link and Student Activity 4
REMIX >> Rename and Save - LOOP ART
You have to create this woven diamond pattern
Teacher to show
the student what
is to be drawn on
screen share
mode
Reference - ART
IMAGE
Student to keep
the image open
for reference
when coding
Solve for 1 Diamond and repeat 7 times.
Note: in the code for the diamond, there is a jump N as the next
diamond starts from the middle of the earlier diamond
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Solution
TEACHER REF
CODE - LOOP
ART
As you saw, this puzzle has a batch of commands inside the
loop which we then repeated 7 times.
The diamond is the repeating pattern. So all code blocks to
draw the diamond art are within a loop.
Excellent. You did very well.
Teacher Guides Student to Stop Screen Share
Step 3: Today we learnt when and how to use Loops.
Wrap-Up
(2 mins) LOOP is used to repeat, actions or steps over and over
again until a condition is met.
A good LOOP has 2 things properly written:
1) Something to do over and over again inside the loop, and
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2) Knowing the condition for when to stop looping.
Loops make your programs shorter and execute faster.
Repeat (X times) repeats a sequence of action that many times.
Using a Repeat Block command with a number of repetitions
specified, repeats a sequence of action that many times.
Every time a code inside a loop runs, it is called an ITERATION.
You did extremely well with the arrow (direction) SEQUENCES
and I think its reward time. Which means time to get hats off.
(Give at least 2
hats off)
Press the Hats
Off Icon for
Look out for loops in things you do everyday. Like walking down Creatively
the stairs. We walk left -right-left-right until we come to a Solving
landing. Activities
Walking or running is also a loop.
Press the Hats
Ciao until next class!
Off Icon for Great
Question
Press the Hats
Off Icon for
“Strong
Concentration..”
Step 5: Project BEG-C6 project : LITTLE STAR
Pointers and
Cues Problem Statement: Write program code to draw a Star
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(5 min)
Today, we learnt how to look for repeating command blocks or
patterns in our code.
We need to draw the star using efficient code having loops
using commands in the Artist lab.
Click on the project link >> REMIX it >> Give it a name >> and
Save.
Teacher Project
Refer to the image and proceed to write your command Solution - LITTLE
sequences to create a star picture using loops in code. STAR
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Once done, run and test your project.
Share the link and submit your project for evaluation.
Additional There are multiple ways to solve this. TOSS THE DICE
Activity 1
Since the 2 dice cubes are identical, solve for 1 and we can
replicate for the other.
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Solution below
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LINKS-BEG C6
Activity No Name of Activity Links
Teacher Activity 0 ANGRY BIRD [Link]
LOOP
Teacher Activity 1 HARVESTER [Link]
Student Activity 1 ANGRY BIRD [Link]
(Do 1 to 11)
Teacher Activity 2 LAUREL [Link]
ADVENTURER
(Do 2 and 3)
Teacher Activity 3 ANGRY BIRD [Link]
Student Activity 2 HARVEST THE [Link]
CORN (Do 6-9)
Student Activity 3 GARDEN LOOP [Link]
(Do 8)
Reference ART IMAGE [Link]
m/BEG-C7/[Link]
Student Activity 4 LOOP ART [Link]
WAVtprp8QY_wrmEjNKYI509u6Vx67Q
Teacher Ref Code LOOP ART [Link]
Hlu2_sBil1af0sJeSEEPp29JZ_waE
Additional Activity 1 TOSS THE DICE [Link]
04712
Teacher Project Soln LITTLE STAR [Link]
xPb5FiIpebaZlSHexxUmXBzwPkr_Ow
[FRIEND] Teacher [FRIEND] [Link]
Collaborative Learning Collaborative ative+Learning-1+(Maze+Game).pdf
-1 Link Learning -1
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[FRIEND] Teacher [FRIEND] BYF [Link]
Activity 1 GAME V2 gcLRBCPaZWZJtrSXde0ky32yRt22A
[FRIEND] Teacher [FRIEND] BIG [Link]
Activity 2 MAZE MIaIP-WbuKSCIRCUPn8NTwxt5JV7r4
[FRIEND] SOLUTION IS COMMENTED IN THE CODE ITSELF
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