introduction to programming.docx

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PLUMSTED TOWNSHIP SCHOOL DISTRICTAligned to Common Core State StandardsCourse Title: Introduction to Programming

Course Title:Introduction to Programming

Content Area: Technology

Grade Level(s): 10-12

Course Description:

This course is designed to introduce students to the concepts of computers and

computing with a focus on programming and problem solving.

Date Created: May 2014

Date Approved by Plumsted Township Board of Education: August 2014

Pacing Guide

Unit 1 Human Computer Interaction

Unit 2 Problem Solving

Unit 3 Programming With Karel

Unit 4 Basic JavaScript and Graphics

Unit 5 Animation and Games

Unit 6 Capstone Project

__2__ Weeks

__2__ Weeks

__4__ Weeks

__5

__ Weeks

__4__ Weeks

__2__ Weeks

Unit 1 Human Computer Interaction

Unit Summary:

In this unit, students are introduced to the concepts of a computer and computing while investigating the major

components of computers and the suitability of these components for particular applications. Students will experiment

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with Internet search techniques, explore a variety of websites and web applications, and discuss issues of privacy and

security. Fundamental notions of Human Computer Interaction (HCI) and ergonomics are introduced. Students will learn

that intelligent machine behavior is not magic but is based on algorithms applied to useful representations of

information, including large data sets. Students will learn the characteristics that make certain tasks easy or difficult for

computers, and how these differ from those that humans characteristically find easy or difficult. Students will gain an

appreciation for the many ways in which computing--enabled innovation have hadan impacton society, aswell as forthe

many different fields in which they are used. Connections among social, economical, and cultural contexts will be

discussed.

Interdisciplinary Connections/Content Area Integrations: technology, mathematics, science, reading, writing

NJCCCS

8.1.12.D.1 Technology

Operations and Concepts





8.1.12.B.01 Creativity and

Innovation (Tech Ed)

8.1.12.A.03 Technology


8.1.12.F.2 Technology


9.1.12.A.1 21st-Century Life

and Career Skills

Evaluate policies on unauthorized electronic access (e.g., hacking) and disclosure and on

dissemination of personal information.

Demonstrate appropriate use of copyrights as well as fair use and Creative Commons

guidelines.

Compare and contrast international government policies on filters for censorship.

Design and pilot a digital learning game to demonstrate knowledge and skillsrelated toone or

more content areas or a real world situation.

Participate in online courses learning communities social networks or virtual worlds and

recognize them as resources for lifelong learning.

Analyze the capabilities and limitations of current and emerging technology resources and

assess their potential to address educational, career, personal, and social needs.

Apply critical thinking and problem-solving strategies during structured learning experiences.

Essential Questions:

What is a computer? What is computing?

What are the components of a computer? Describe the uses of the computer hardware components. Differentiatebetween hardware components for various types of users.

What does the term Web 2.0 mean?

What is a search engine? How do they work?

What resources would you use to locate information on the Internet?

What are good websites?

Differentiate between ranking based search engines and social bookmarking (collaborative) search engines.

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What role do computers play in communication in todays society? How have they changed?

What is the difference between information and data?

How do we most effectively exchange information and data?

How has social media transformed the way we communicate?

What level of privacy should we anticipate/expect when we communicate electronically?

Instructional Outcomes:

What will the students learn? The students will be able to:

Describe ways in which computing enables innovation.

Discuss the ways in which innovations enabled by computing affect communication and problem solving.

Analyze how computing influences and is influenced by the cultures for which they are designed and the cultures inwhich

they are used.

Analyze how social and economic values influence the design and development of computing innovations.

Discuss issues of equity, access, and power in the context of computing resources.

Communicate the legal an ethical concerns raised by computational innovations.

Discuss privacy and security concerns related to computational innovations.

Explain positive and negative effects of technological innovations on human culture.

Formative Assessments:

Journal entries

Completion of daily assignments

Informal checks for Understanding

Student handouts

Class discussions and Feedback Students will be graded using the rubric system

They will be graded on their performance and participation

Summative Assessments: Unit project (or test)

Suggested Learning Activities:Computer Buying project, Computer Components Checklist, Jigsaw Activity, Website

evaluation, ScavengerHunt, Communications Methods Chart, Privacy Activity,Room ActivityPicture, DataJournal,Virtual Bead

Loom Tutorial, Culturally Situated Design Tools Project Sample Rubric, Following Directions Quiz, Drawing Pictures Activity,

Bread, Peanut Butter, Jelly, and a Knife, Computer Intelligence Activity.

Curriculum Development Resources:

http://www.exploringcs.org/

The Wayback Machine: http://www.archive.org

Google Maps (including StreetView): http://maps.google.com

Wikipedia: http://www.wikipedia.org

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Encyclopedia Britannica: http://www.britannica.com

Mapquest: http://www.mapquest.com

Internet Movie Database: http://www.imdb.com

Switchboard: http://www.switchboard.com

Yellow Pages: http://www.yellowpages.com

How Stuff Works: http://www.howstuffworks.com

YouTube: http://www.youtube.com

Howcast: http://howcast.com

http://www.delicious.com

http://www.stumbleupon.com

http://www.wordle.net

http://www.tadalist.com

The white nationalist site on Martin Luther King, Jr.: http://www.martinlutherking.org

Culturally Situated Design Toolshttp://www.csdt.rpi.edu (site and adaptations of tutorials courtesy Ron Eglash)

Virtual Bead Loom Tutorial

Pacific Northwest Basket Weaver Tutorial

Navajo Rug Weaver Tutorial

Culturally Situated Design Tools Project Sample Rubric

http://www.photoshop.com

http://www.justriddlesandmore.com/direct.html

The basis for the following directions quiz (the quiz was modified slightly)

Computer Science Unplugged Activity 20: Conversations with ComputersThe Turing Test

(http://www.csunplugged.com), pp. 213--226

Computer Science Unplugged Activity 20: Conversations with ComputersThe Turing Test, p. 225

questions (one copy for each pair of students)

Computer Science Unplugged Activity 20: Conversations with ComputersThe Turing Test, p. 226 answers

(one copy to post or display)

Unit 2 Problem Solving

Unit Summary:This unit provides students with opportunities to become computational thinkers by applyinga variety of

problem-solving techniques as they create solutions to problems that are situated in a variety of contexts. The range of

contexts motivates the need for students to think abstractly and apply known algorithms where appropriate, but also createnew algorithms. Analysis of various solutionsand algorithms will highlightproblemsthat arenot easilysolved bycomputerand

for which there areno knownsolutions. This unit also focuses ontheconnectionsbetweenmathematics andcomputer science.

Students willbe introduced to selectedtopics in discrete mathematics includingBoolean logic, functions,graphs, andthe binary

number system. Students are also introduced to searching and sorting algorithms and graphs.

Interdisciplinary Connections/Content Area Integrations: technology, mathematics, science, reading, writing

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NJCCCS








and Career Skills









What is intelligence?

To what extent is a computer a strategic thinker?

How important is problem-solving and strategy?

How do you determine if you are going to develop a short or long term solutions?

What is an ill-structured problem? To what extent does every problem have a solution?

How do you know if your solutions are options for solving a problem?


What will the students learn? The students will be able to:

Name and explain the steps they use in solving a problem.

Solve a problem by applying appropriate problem-solving techniques.

Express a solution using standard design tools.

Determine if a given algorithm successfully solves a stated problem.

Create algorithms that meet specified objectives.

Explain the connections between binary numbers and computers.

Summarize the behavior of an algorithm.

Compare the tradeoffs between different algorithms for solving the same problem.

Explain the characteristics of problems that cannot be solved by an algorithm.


Journal entries


Informal checks for understanding

Student handouts

Class discussions and feedback

Students will be graded using a rubric system

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Final Project (This project is adapted from MathmaniaCS Lesson 13 (http://www.mathmaniacs.org/lessons)

Final Project Sample Rubric

Suggested Learning Activities:Data Journal, Communication Methods and Data Chart, Number of Pieces/Number ofBreaks Chart, HandshakeandFencepostActivity,HandshakeActivity#2 Sample Solution,ComputerScience UnpluggedActivity

1: Count the DotsBinary Numbers, pp. 3--13, Tower Building Activity, Computer Science Unplugged Activity7: Lightest and

HeaviestSorting Algorithms, pp. 64--70, Computer Science Unplugged Activity9: TheMuddyCityMinimalSpanning Trees,

pp. 76--80

Curriculum Development Resources:

http://www.exploringcs.org/

Polya, G. How to Solve It. 2nd. Princeton, NJ: Princeton University Press, 2004. Candy bar problem suggested by Dr.Manuel Blum, Carnegie Mellon University

Candy bars for student groups to use

Number of Pieces/Number of Breaks Chart

Polya, G. How to Solve It. 2nd. Princeton, NJ: Princeton University Press, 2004

Culturally Situated Design Tools Cornrow Curvescsdt.rpi.edu (courtesy Ron Eglash)

Bell, Tim, Ian Witten and Mike Fellows. Computer Science Unplugged. Canterbury, New Zealand: 2002

Binary number cards for each student

Large binary number cards for the demonstrations

Shasha, Dennis. The Puzzling Adventures of Doctor Ecco. Mineola, New York: Dover Publications, Inc., 1998

Sample Solutions for Tower Building Activity

Bell, Tim, Ian Witten and Mike Fellows. Computer Science Unplugged., New Zealand: 2002

Containers of the same size with different weights

Balance scales

Bell, Tim, Ian Witten and Mike Fellows. Computer Science Unplugged. Canterbury, New Zealand: 2002

Mapping website such as www.maps.google.com

Unit 3 Programming With Karel

Unit Summary:Students will learn thefundamentals of computer science whilecreating theirownanimations, graphics,and

games for the web. This is the beginning unit for the www.codehs.comcurriculum.

Interdisciplinary Connections/Content Area Integrations:technology, mathematics, reading, writing

NJCCCS

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and Career Skills









How similar is the language of computer programming to that of the English language?(features, patterns,symbols,

syntax) What is programming?

Who/what is Karel?

What is a command?

What is a function?

What is the analogy we use to describe functions in Karel?

What is a bug?

What is top down design? How would you apply top down design to everyday activities? Eating lunch, Waking up,

Playing a sport?

Why should you use comments?

What is programming style? What can SuperKarel do?

What is a loop?

What is a for loop? When do we use a for loop?

What is an if/else statement?

What is a world? Why is it useful to use different worlds to test code?

What are examples of situations when you use if statements or if/else statementsin yourlife? Whatis a while loop?

How do we decide if we should use a while loop or a for loop?

What are the different types of control structures, and how do we know when to use each one?

Why is indenting important?

What are the important factors for good programming style?

How do you approach breaking down a tough coding problem into smaller problems?

What are edge cases? What are some edge cases you have run into?

Instructional Outcomes: What will the students learn? SWBAT

Programming with Karel

Differentiate between a command and a function

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Define what a function is

Define what the term bug means

Define top down design

Apply top down design to everyday activities

Utilize comments in code Develop a programming style

Work with SuperKarel

Understand and utilize loops and For Loops

Utilize conditional logic such as If, If/Else statements

Identify examples of situations when to use If statements or if/else statements in life

Define what a world is

Understand why it is useful to use different worlds to test code

Define and use a while loop

Differentiate between a while look and a for loop

Identify different types of control structures and when to use them

Understand the importance of indenting code

Understand the important factors of good programming style

Develop an approach breaking down a tough coding problem into smaller problems

Define edge cases and list some edge cases students may have run into

Test and debug programs

Utilize techniques for fixing bugs in a program

List the important things they have learned from Karel




Student handouts


Quizzes

Students will be graded using the rubric system



Suggested Learning Activities:

Introduction to Programming with Karel reading and video, Your First Karel program activity, Short Stack, More Basic Karelreading and video, Tennis Ball Square program activity, Make a Tower, Pyramid of Karel, Karel Can't Turn Right

Curriculum Development Resources: http://codehs.com/

Unit 4 Basic JavaScript and Graphics

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Unit Summary:Students will be introduced to JavaScript programming basics. The use of graphics and

JavaScript code will the mastered and applied.

Interdisciplinary Connections/Content Area Integrations: technology, mathematics, reading, writing

NJCCCS








and Career Skills








Essential Questions:What are programming languages used for?What is JavaScript? How are graphics

important to an applications design?


What will the students learn? SWBAT

Define what a variable is Read input from a user

List the different types of input they can get from a user

Decide what type of program they design based in the user input received

Define what a modulus operator is

List the process for writing this type of program

List the steeps for creating a graphics object on the screen

Understand the importance of constraints in a program

Define a magic number and the problem with using them in a program

Understand and utilize Boolean logic and logical operators in a program

Develop examples of a Boolean Define what a comparison operator is and when to use them

Develop If/Else logic from examples in their day to day life

Compare the For loop in Karel to the For loop in JavaScript

Use debugging techniques learned in the previous unit to programs created with JavaScript

Identify the parts of the For loop

Explain how to write a For loop

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Use the Randomizer in program code to simulate a random coin flip and dice roll

Compare While loops in JavaScript to those in Karel

Define what a loop and a half is and when to use it

Define what a Parameter is and site three examplesof day today tasks thatyou can turnintoa problem offunctions

and parameters

Come up with three examples of day-to-day tasks that you can turnintoa problem offunctions and parametersand

return value

Define what a global variable is and use Return values, Local variables and Scope




Student handouts





Suggested Learning Activities:

Hello World, Your Name and Hobby, Variables, Basic Variables, Apples and Oranges, User Input, Basic User Input, Grocery

Store, Basic Math in JavaScript, Simple Calculator, Dollars to Pounds, Dividing Up Groups, T-Shirt Shop, Running Speed,

Graphics, Graphics Hello World, Blue Circle, Red Rectangle, 8 Ball, French Flag, Snowman, Booleans, First Boolean, Do You

Have a Dog?, Logical Operators, Light Switch, President, Wasting Time, Can You Graduate?, The Weekend, Comparison

Operators, Walk into a Bar, Grade Range, Rolling Dice, All Star, If Statements, Negative Numbers, Great Names, Even

and Odd, Secret Password, Teenagers, Stop Light, Basic For Loop, For Loop, Chalkboard, Caterpillar, General ForLoop,

Countdown, Count By Twos, Count BySevens, Powersof Two, For LoopExamples, For LoopSum, BetterSum, Factorial, All

Dice Values, Random Numbers, Rolling a Die, Flipping a Coin, Lots of Dice, Random Color Square, While Loops, While Loop

Countdown, Inventory, Fibonacci, Loop and a Half, Adding Up Numbers, Snake Eyes, Better Password Prompt, Functions

and Parameters 1, Double Number, Square, Triple, Functions and Parameters 2, Sum Function, AreaofTriangle, Heightin

Meters, Functions and Parameters 3, Draw Circles, Horizontal Lines, GraphicsStopLight, PoolTable, Functions and Return

Values 1, Double Number, Square with Return Values, Triple with Return Values, Functions and Return Values 2,

Return Values, Is ItEven?, Max, Local Variables and Scope, ReturnValues, LocalVariables, Ghosts, GuessingGame and Draw

Something


Unit 5 Animation and Games

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Unit Summary:Students will expand on the knowledge acquired in the previous unit and develop more interactive

applications using graphics and animations. Concepts covered previously will be mastered and applied.


NJCCCS








and Career Skills








Essential Questions:Define what a computer game is? What makes a computer game a good game? What is user

interactivity? Now that you have made your first game, what are some other games you think you can make?


What will the students learn? SWBAT:

Use the Timer commandDifferentiate between when to use the Timer command and the While loop

Identify what global variables are

Understand why to use a global variable on an object that you change in a time?

Mix local and global variables when using a timer

Recognize when to use local and global variables

Figure out a way to keep track of information when using a timer

Identify and define what a mouse event is

Design a program with user interaction

Define and identify what a keyboard event is

Design a program with a keyboard event

Define what a key code is

Write general functions

List the importance of using return values when coding




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Student handouts





Suggested Learning Activities: Timers,Moving Ball, Magic 8 Ball, Crazy Ball, Example: Random Circles, Random Circles,

Spinner, Growing Circle, Paint Splatter, Example: Random Ghosts, Random Ghosts, Random Fireworks, Circle Wall, Example:

Bouncing Ball, Bouncing Ball, Hotspot Ball, Trail, Mouse Events: Mouse Clicked, Click for Circles, Click for Ghosts, Teleporting

Ball, Pause, Mouse Events: Mouse Moved, Simple Painting, Colorful Drag to Paint, Coordinates, Coordinates (finish up), Target,

Example: Drawing Lines,Drawing Lines,Leash, KeyEvents, Keyboard Square, Basic Snake,CrazyBallGame1,CrazyBall Game 2,

Drag and Drop, Bricks, Ball and Paddle, Breakout, Catch up, and Finish up module


Unit 6 Capstone Project

Unit Summary:Students will complete a capstone project based on the skills acquired during the course. They will utilize

programming syntax (code) and skills mastered throughout the semester.


NJCCCS








and Career Skills








Essential Questions:Define what a computer game is? What makes a computer game a good game? What is user

interactivity? Now that you have made your first game, what are some other games you think you can make?

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What will the students learn? SWBAT

Work collaboratively to complete this project.

Design and create an interactive game using JavaScript and graphics.

Apply various coding techniques such as looping, conditional testing, and Boolean logic.

Test and debug the program.


Completion of daily work on the projects


Student handouts





Suggested Learning Activities:TBD-Students will apply their knowledge of programming to create their own computer

game for pre-school aged students to use. Students will work in groups of 2-3 to complete the final project.The final project

will count as 20% of their overall grade for the course.

Curriculum Development Resources: http://codehs.com/, http://www.exploringcs.org/

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