Career Preparation a LESSON PLAN

MS. BRONSON PERIOD: 24 WEEK OF: 1/05/2018-1/12/2018

CBC/Course Framework: Computer Science Discoveries
Computer Science Discoveries Standards and Benchmarks: Unit 3 - Interactive Games and Animations
Student will be able to:

Identify a variable as a way to label and reference a value in a program
Use variables in a program to store a piece of information that is used multiple times
Reason about and fix common errors encountered when programming with variables
Assign a sprite to a variable
Use dot notation to update a sprite's properties
Create a static scene combining sprites, shapes, and text
Explain what an animation is and how it creates the illusion of smooth motion
Explain how the draw loop allows for the creation of animations in Game Lab
Use the draw loop in combination with the random Number () command, shapes, and sprites to make simple animations
Describe the connection between updating a sprite's location properties and sprite movement on the screen.
Read and follow the steps of a short program written in pseudocode that manipulates variable values
Organize objects based on simple and compound boolean statements
Describe the properties of an object using boolean statements
Predict the output of simple boolean statements
Use conditionals to react to changes in variables and sprite properties
Predict the output of simple boolean statements
Use conditionals to react to changes in variables and sprite properties
Use an else statement as the fallback case to an if statement
Differentiate between conditions that are true once per interaction, and those that remain true through the duration of an interaction
Use an else statement as the fallback case to an if statement
Differentiate between conditions that are true once per interaction, and those that remain true through the duration of an interaction

Lesson 13: Other forms of Input
Lesson 14 Interactive Card
Activities/Strategies / Resources
___ Individual Instruction
___ Board Work
___ Keyboarding
___ Demonstrate
___ Practice/Reinforce
___ Multimedia / ___ Lecture
___ Simulation
___ Composition
___ Discussion
___ Guided Reading
___ Worksheet / ___ Team Work
___ Role Play
___ Project
___ Oral Reading
___ Film/Video
___ Other ______/ ___ Handout
___ Computer Hardware
___ Textbook
___ Newspaper
___ Dictionary/glossary
___ Student Guide / ___ Magazine
___ Computer Software
___ Other______
Assessment/HW / ACT-Aspire Foundation Skills / Tween Tribune
___ Teacher Observation
___ Group Assignment
___Peer Evaluation
___ Quiz
___ Test
___ Student Work Sample
___ Rubric / ___ Presentation
___ Checklist
___ Tween Tribune
___ Kuder
___ Google Classroom
___ Code.org______/ ___ Reading
___ Mathematics
___ Writing
___ Creative Thinking
___ Listening
___ Speaking
___ Reasoning / ___ Problem Solving
___ Visualization
___ Self-Esteem
___ Knowing How to Learn
___ Responsibility
___ Arithmetic / See attachment for articles.
Competencies / SPED/ESOL Strategies
___ Manages Time
___ Serves Clients/Customers
___ Work with Diver Cultures
___ Organizes/Maintains Info.
___ Maintains/Troubleshoots Technology / ___ Manages Money
___ Teaches Others
___ Manages Resources
___ Manages Human Resources
___ Acquires/Evaluates Information
___ Monitors/Correct Performance
___ Applies Technology / ___ Participates in a team
___ Exercises leadership
___ Interprets /communication info.
___ Improves/ Designs Systems
___ Negotiates / ___ Buddy/Pair tutor
___ Hands on Activities
___ Model Task / ___ Extended Time
___ Manipulatives
___ Multisensory Approach to learning
___ Flexible Seating
___ 100%/40-50%
01/05/18 Unit 3 Objectives 13-18 Review Friday
CHJS News period 2 Day Activity
Daily Activities: Bell Ringer, unplugged Boolean activity, (participation)
Bell Ringer
Stand Up, Sit Down
Distribute: Give each student a card and have them answer the following questions on it (feel free to add some of your own)
What is your hair color?Do you wear glasses or contacts?What is your favorite number? What is your favorite color?
What month were you born?Do you have any siblings?What is the last digit of your phone number?
What is something about you that people here don't know and can't tell by looking at you?
Play this several times changing the true/false statements you use. Be creative with using or and and. Remind students that the OR means that either part of the statement being true will result in the entire statement being true.
Vocabulary:

Boolean- A single value of either TRUE or FALSE
Conditionals- Statements that only run under certain conditions.
Expression- Any valid unit of code that resolves to a value.

Discussion Goal:
Goal:In this lesson, students are introduced to boolean values and logic, as well as conditional statements. The class starts by playing a simple game of Stand Up, Sit Down in which the boolean (true/false) statements describe personal properties (hair or eye color, clothing type, age, etc). This gets students thinking about how they can frame a property with multiple potential values (such as age) with a binary question.
From there students are provided a group of objects with similar, yet varying, physical properties. With a partner they group those objects based on increasingly complex boolean statements, including compound booleans with AND and OR.
Finally, we reveal Conditionals as a tool to make decisions or impact the flow of a program using boolean statements as input.
Daily Activities: Bell Ringer, Unplugged Activity
Bell Ringer: Check for Understanding
Today we'll be picking up today where we left off yesterday - using conditionals to write programs that respond to user input. Let's refresh what we learned yesterday.
Prompt:
What is a Boolean? (eg. a true/false value)
What is the relationship between a Boolean and a Conditional? (eg. a conditional asks a Boolean question and runs code if the answer is true)
What are some examples of comparison operators that result in a Boolean? (eg. >, <, ==)
What is the difference between = and ==? (eg. = is used to assign a value, == is used to check if two values are equal)
Wrap up bell ringer
Transition: Send students to Code studio
Title of Lesson: Lesson 13: Other Forms of Input
In this lesson students continue to explore ways to use conditional statements to take user input. In addition to the simple keyDown() command learned yesterday, students will learn about several other keyboard input commands as well as ways to take mouse input.
Objectives: Students will be able to
•Use an else statement as the fallback case to an if statement
•Differentiate between conditions that are true once per interaction, and those that remain true through the duration of an interaction
Before:
Students have learned how to make simple decisions with conditionals. Sometimes however we want to make decision based on if the condition we asked about originally was false or we want to make a decision based on multiple conditions being true. Thats where else statements and more complex conditionals come in. Else statements are a second statement which is attached to a if statement. Else statements execute when the if statement it is attached to is false. You can think of it as "if something is true do thing 1 else do thing 2.
This concept is introduced alongside several new key and mouse input commands, allowing students to gradually build up programs that input in different ways.
During: Students work independently on “If else more input” activities 2-11 and the challenge for Multiple Conditions
Support: assist students as need with independent work.
After: Reflect on learning
Share: The final program in this lesson is asks students to expand a program to uses conditionals for user input in new and interesting ways. Have your students share their projects with the class, prompting them to explain how they used conditionals in their programs.
Resources Code Studio, e-journal Home Learning: N/A
1/08/18 Unit 3 Objectives 18-19 Monday
CHJS News Day 2
Daily Activities: Bell Ringer, Unplugged Activity
Bell Ringer:Check for Understanding
Today we'll be picking up today where we left off yesterday - using conditionals to write programs that respond to user input. Let's refresh what we learned yesterday.
Prompt:
What is a Boolean? (eg. a true/false value)
What is the relationship between a Boolean and a Conditional? (eg. a conditional asks a Boolean question and runs code if the answer is true)
What are some examples of comparison operators that result in a Boolean? (eg. >, <, ==)
What is the difference between = and ==? (eg. = is used to assign a value, == is used to check if two values are equal)
Wrap up bell ringer
Transition: Send students to Code studio
Title of Lesson: Lesson 13: Other Forms of Input
In this lesson students continue to explore ways to use conditional statements to take user input. In addition to the simple keyDown() command learned yesterday, students will learn about several other keyboard input commands as well as ways to take mouse input.
Objectives: Students will be able to

Use an else statement as the fallback case to an if statement
Differentiate between conditions that are true once per interaction, and those that remain true through the duration of an interaction

Before:
Students have learned how to make simple decisions with conditionals. Sometimes however we want to make decision based on if the condition we asked about originally was false or we want to make a decision based on multiple conditions being true. Thats where else statements and more complex conditionals come in. Else statements are a second statement which is attached to a if statement. Else statements execute when the if statement it is attached to is false. You can think of it as "if something is true do thing 1 else do thing 2.
This concept is introduced alongside several new key and mouse input commands, allowing students to gradually build up programs that input in different ways.
During: Students work independently on “If else more input” activities 2-11 and the challenge for Multiple Conditions
Support: assist students as need with independent work.
After: Reflect on learning
Share: The final program in this lesson is asks students to expand a program to uses conditionals for user input in new and interesting ways. Have your students share their projects with the class, prompting them to explain how they used conditionals in their programs.
Resources Code Studio, e-journal Home Learning: N/A
01/09/18 Unit 3 Objectives 1-21 Tuesday
3 Day Activity
CHJS News period 2

Overview

In this cumulative project for Chapter 1, students plan for and develop an interactive greeting card using all of the programming techniques they've learned to this point.
Purpose
This end of chapter assessment is a good place for students to bring together all the pieces they have learned (drawing, variables, sprites, images, conditionals, user input) in one place. Students should still be working with code that is easily readable and doesn't involve a whole lot of magic. Giving students the opportunity to really be creative after learning all these new concepts will help to engage them further as we head into chapter 2.Objectives
Students will be able to:

Use conditionals to react to keyboard input or changes in variables / properties
Sequence commands to draw in the proper order
Apply an iterator pattern to variables or properties in a loop

Activity (3 days)
Unplugged: Interactive Card Planning
Levels: Implementing Interactive Card (Level 3 - 7)
Peer Review
Iterate - Update Code
Reflect
Wrap Up (10 minutes)
Sharing Cards
Assessment
01/10/18 Unit 3Objectives 1-21 Wednesday
3 Day Activity
CHJS News
Overview
In this cumulative project for Chapter 1, students plan for and develop an interactive greeting card using all of the programming techniques they've learned to this point.
Purpose
This end of chapter assessment is a good place for students to bring together all the pieces they have learned (drawing, variables, sprites, images, conditionals, user input) in one place. Students should still be working with code that is easily readable and doesn't involve a whole lot of magic. Giving students the opportunity to really be creative after learning all these new concepts will help to engage them further as we head into chapter 2.Objectives
Students will be able to:

Use conditionals to react to keyboard input or changes in variables / properties
Sequence commands to draw in the proper order
Apply an iterator pattern to variables or properties in a loop

CHJS News

Overview

Use conditionals to react to keyboard input or changes in variables / properties
Sequence commands to draw in the proper order
Apply an iterator pattern to variables or properties in a loop

CHJS News

Bell Ringer: What are ways to share what you’ve learned in Computer Science Discoveries class this week?
Title of Lesson: Reflecting on learning
During: Student will be introduced to a variety of ways to share with the teacher what they have learned this week in Computer Science Discoveries. Students may create a Video that explains their learning process or may work with their class partner and create a video of their learning process. Teacher will model how to create a video reflection and a comic strip. Teacher model how to upload each activity in the Google classroom site. Students can use either option of their choice. Driving questions are as followed or may be student generated:

Your name, class period, computer science discoveries
What have you learned in computer science discoveries?
What was hard? What do you think would help you understand the problem-solving process?
Anything else you would like to share out.

Upload Comic Strip to Google Classroom for a gradeDaily Activities– Video reflection, complete any missed or incomplete activity
After: Students will inventions in computer science gaming and app inventions