CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

Throughout the following week descriptions, citations to “CSP4HS” refer to the content of the CSP4HS MOOC (https://csp-cs4hs.appspot.com)

BIG IDEA/SUB-IDEA/LOs ACTIVITIES AND RESOURCES

WEEK 1

Global Impact

7.1.1, 7.2.1, 7.3.1, 7.4.1

Week 1 Goal: Complete the initial course housekeeping activities (consent forms, surveys) and provide a general overview of the course that includes the impacts of computing and activities that suggest to the students the overall theme of the course.

Core Instruction:

Introduction to course and general housekeeping needs Cooperative Learning class builder activity: (e.g., Inner/Outer) Topic suggestion: innovations that students use

daily Show students the CS4Alabama course video and seek student/parent consent; permission forms are available on

the Google Drive and also a past CSP4HS MOOC post Administer CSP4Alabama Pre Survey (before you begin course instruction) Why Study Computer Science? CSP4HS Lesson 1.5 (http://tinyurl.com/WhyStudyCS) Preview CSP Topics (2-3 days)

Programming: CS Unplugged Marching Orders Algorithms: CS Unplugged Divide and Conquer – Santa’s Dirty Socks Data: Have students “Google” themselves; discuss data as it impacts their lives and privacy concerns

ACM Tech News articles (http://technews.acm.org): Class discussion, team activities, presentation, journal entry, portfolio, technical, or reflective writing assignment.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 2-4Programming

Creativity

5.1.1, 5.1.2, 5.1.3, 5.3.1, 5.4.1, 5.5.1

1.1.1, 1.2.1, 1.2.2, 1.2.4, 1.2.5, 1.3.1

Week 2-4 Goal:  Students will begin to explore programming concepts in Snap! The core instruction will be topics related to software development, core programming constructs (sequencing, conditionals and iteration). Students will create and program a multi-screen maze with a sprite moving from an initial position to a final target.

During Weeks 2-4 students will learn block programming using Snap! Teachers may use the lessons outlined below with guided teaching to introduce the programming concepts and software features.

Core Instruction:

The Software Development Process (CSP4HS Lesson 3.1) Snap! Overview (CSP4HS Lesson 3.2)

Three Programming Structures: Sequencing (CSP4HS Lesson 3.3) Activity: Sequencing notecard activity

Conditional/If (CSP4HS Lesson 3.3) Activity: If Sprite Clicks Etch a Sketch

Iteration/Loops (CSP4HS Lesson 3. ) Activity: Drawing Square/Drawing Polygon

Maze Puzzle Project as Intro to Snap!

Guided instruction of the Maze Project to teach programming and vocabulary (CSP4HS Lesson 3.5) Solution available here:

Maze puzzle samples – please remind students to keep it very simple Activity Pad Maze Pre-school Maze Examples

Snap! Features: Sprite Creation and costumes; Basic Motion; Animation and Background movement – costume swapping;

Broadcasting Additional resources

Jill Westerlund’s shared Maze Project (code samples, video of student projects, rubric and more) BJC presentation on use of the broadcast block

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 5Algorithms

Programming

Abstraction

Creativity

4.1.1, 4.1.2, 4.2.1, 4.2.2, 4.2.4

5.1.1, 5.1.2, 5.1.3, 5.3.1. 5.4.1, 5.5.1

2.2.1, 2.2.2, 2.2.3, 2.3.1, 2.3.2 1.1.1, 1.2.1, 1.2.3, 1.2.4, 1.2.5, 1.3.1

Week 5 Goal: Using the Origami Algorithms lesson plan, students will develop a minimal language to describe origami paper folding algorithms.

Class Preparation:

Study the lesson plans mentioned below and develop a plan that introduces the topics across the periods of instruction for this week.

Core Instruction:

Origami Algorithms: Follow the linked lesson plan to guide students in the discovery of the importance of clear, logical algorithms. This fun activity has students follow a “natural language” algorithm to create an origami. Teacher should work this activity in advance to determine resources needed. (2 Class Periods)Carol Yarbrough’s Origami Lesson

Algorithms and Pseudocode: Follow the linked lesson plan to guide students in developing and the pseudocode for algorithms: (3 Class Periods)CS4Alabama Algorithms and Pseudocode Lesson

Additional Activity for Differentiated Instruction:

Have students code their algorithms in Snap! Even better is to have students pair up and code each other’s algorithms from the pseudocode, time permitting.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 6Algorithms

Programming

Abstraction

Creativity

4.1.1, 4.1.2, 4.2.1, 4.2.2, 4.2.3, 4.2.4

5.1.1, 5.1.2, 5.1.3, 5.3.1. 5.4.1, 5.5.1

2.2.1, 2.2.2, 2.2.3, 2.3.1, 2.3.2

1.1.1, 1.2.1, 1.2.3, 1.2.4, 1.2.5, 1.3.1

Week 6 Goal: Students will study the importance of algorithms, their analysis, and examples. The concept of analysis of algorithms with examples of sorting and searching will serve as a context for understanding the need to analyze the performance of algorithms.

Class Preparation:

Review the videos and course materials in Unit 4.1 of the CSP4HS MOOC related to the topic of algorithms, which are listed in the core instruction suggestions below. Watch Jeff Baker’s video below about how to use Jeroo as a tool for teaching algorithms. CS4Alabama Teacher Jeff Baker - Algorithms and Jeroo: Video

Core Instruction:

Introduce the students to the concept of algorithms with the application to sorting. Introduction: Sorting: Video PPT PDF CS Unplugged Sorting Activities: Web Page CS4Alabama PD Activity - Sorting Network Activity: Video

Demonstrate the importance of analyzing the performance of algorithms. Use the sequential search as an example of a linear algorithm.

Analysis of Algorithms: Video PPT PDF CS4Alabama PD Activity - Linear Search: Video

Ask the students to consider the Hi-Lo code (you will provide). Use that game to introduce the concept of binary search. Show the video of the Price is Right and other videos, and then cover the binary search lectures from Unit 4 of the MOOC (below).

Binary Search: Video PPT PDF CS4Alabama PD Activity - Binary Search 1: Video CS4Alabama PD Activity - Binary Search 2: Video

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears WEEK 7

Abstraction

Global Impact

2.1.1, 2.1.2

7.1.1, 7.2.1, 7.3.1, 7.4.1

Week 7 Goal: Students are introduced to the importance of bits and bytes as influenced by their daily lives in a digital world. An understanding of binary numbers and other numbering systems will be contextualized within the representation of digital information (e.g., text messages, color in images).

Core Instruction:

Suggested Reading: Blown to Bits, Chapter 1 Principles of Bits (from CSP4HS Lesson 2.1)

Information Technology: The Story of 0s and 1s The “So What”? Why are bits and bytes important?

Counting in Binary (CSP4HS Lesson 2.2) Counting from 0 to 31 with one hand

Octopus counting video Comparison to Decimal Representation

Going in Reverse: From Decimal to Binary (base 2) Suggested Activity: CS Unplugged Class exercise with Binary Cards (Count the Dots) Additional Activity: Play 2048 to teach progression of powers of 2 Additional Activity: Play the Binary Game from Cisco

Introduce other Number Bases – hexadecimal (base 16) Bits can be used to represent abstractions leading to information encoded as text, images (color), music

(CSP4HS Lesson 2.3) ASCII table representation of characters; sequences of bits lead to messages Representation of color using 3 bytes (RGB model)

Initial algorithm discussion of red-eye removal and other image transformations (e.g., chroma key/green screen)

Explore activities suggested in CSP4HS Lesson 2.3 Consider using the “Resources References” in CSP4HS Lesson 2.3 to provide examples and context for

data representation (e.g., University of Tennessee “Basics of CS”)

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 8

Abstraction

Global Impact

Data and Information

2.1.1, 2.2.3,

7.1.1, 7.2.1, 7.3.1, 7.4.1,

3.3.1

Week 8 Goal: Students will begin to understand the concept of abstraction as a mechanism used to manage complexity and the various ways that abstraction emerges in Computer Science. The topic of error detection and compression of information will also be covered in this week.

Core Instruction:

Suggested Reading: Is Abstraction the Key to Computing, by Jeff Kramer The Importance of Abstraction in Managing Complexity (CSP4HS Lesson 6) Definitions of Abstraction and Real-World Examples of Abstraction

Daily Activities: Driving a Car, Turning on a Shower, Turning on Lights Art, Maps, Music Notation

Hierarchy in Hardware Abstractions Use old devices to “pull-a-part” and learn about hardware and its many abstractions Lesson Plan centered around Abstraction (Computers Bug Me) (author Jill Westerlund and Gina

McCarley) Error Detection of Digital Information (CSP4HS Lesson 2.4)

Suggested Activity: CS Unplugged Activity Error Detection Advanced Activity: Luhn Algorithm for Credit Card Checksums (CSP4HS 2.4 slides) Cooperative Learning Activity: Ask students to describe situations when information could potentially

be lost (e.g., hard disk crash, digital TV); examine the differences in detection versus correction and the meaning of “parity” in this context

Lossy and Lossless Data Compression of Bits Suggested Activity: CS Unplugged Image Compression Cooperative Learning Activity: Ask students to discuss scenarios where data compression may be

desired (e.g., image compression) and its tradeoffs.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 9Internet

Global Impact

6.1.1, 6.2.1, 6.2.2, 6.3.1

7.1.1, 7.4.1

Week 9 Goal: Students will learn the fundamental concepts of the Internet. They will learn the history of the Internet and when and how it was designed. A timeline on how communications has progressed over time will be discussed. CSP4HS Lesson X

Core Instruction:

THE LIVING INTERNET : An excellent resource for all information about the Internet: Basic usage, history, technical information and cybersecurity. Communications & Introduction to the Internet (2 -3 Class Periods)

For a comprehensive introduction to networks and the Internet: Jeff Gray on the MOOC: Introduction to Networks and the InternetAt 3:48 there is a really nice animation on packet transfer that can be used explain that concept. Very similar to the video: Language of the Internet

Give the students the Internet Notes handout found in the google drive: Internet Notes: Google DriveFollow the lesson plan: How does the Internet Work?A good video on how a computer connects through their ISP to the Internet is:Connecting to the InternetFollow the various activities in this lesson plan to mix lecture with hands on activities.

Internet Architecture & Protocols (2-3 Class Periods): For a comprehensive introduction to the architecture and overview on the Internet protocols: Internet

Protocols A power point to explain the various layers of the Internet is on the google drive at : Layers of the

Internet Show students the MOOC video: Protocols and the layout of TCP/IP

At 0.45 and at 1.5 there is a good explanation on protocols and layout of the TCP/IP protocol. Do the series of activities that are outlined in Internet Protocol and Encapsulation

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 10Internet

Global Impact

6.1.1, 6.2.1, 6.2.2, 6.3.1

7.1.1, 7.4.1

Week 10 Goal: Students will gain an understanding of the World Wide Web and the underlying HTML code. They will learn the anatomy of a URL and the differences between the various top level domains. (.org, .edu, etc.) Students should start working on creating a vocabulary list of all the terms they learn in this section. They will learn the impact of the internet and the various tools and technologies that are available through the internet.

Core Instruction:

Use the video on the MOOC: History and How the Internet works At 3.57 is the breakdown of the URL and what the implication of each piece would be At 4.32 is an explanation of an IP Address. Use it to understand and even to show it to the students if

appropriate. At 6:57 – 7:42 is an explanation of the function of a Domain Name Server and how it functions.

A good pictorial representation on how the DNS works. A good collection of images of the hardware needed to be on the Internet. Use the Lesson Plan: Introduction to the Internet. The activities associated with it are: Internet Navigation,

Internet Diversity and Google Earth are all located on the Google Drive. Internet Diversity and the Google Earth Activity are excellent activities that emphasize the impact of the Internet on society.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 11Internet

Global Impact

6.1.1, 6.2.1, 6.2.2, 6.3.1 7.1.1, 7.4.1

Week 11 Goal: Students will learn about the various privacy and security issues. On the MOOC there are two important videos on privacy and cybersecurity. During this week students should be engaged in active research about various security leaks that happen in society and the impact of the same. Core Instruction:

Share the following examples of security leaks:http://heartbleed.com/https://corporate.homedepot.com/MediaCenter/Documents/Press%20Release.pdfhttp://abcnews.go.com/Business/wireStory/kmart-latest-victim-data-breach-26114866Students should be encouraged to find their own examples and share them with the class

A good discussion point is in Unit 5: Privacy on the MOOC. This can be used to do one of the following activities in your class:

A research paper on one of the items A real-life example on one of the items A debate, break-out into small groups followed by large group discussions

Suggested Reading: Blown to Bits: Chapter 2 this is an excellent read on privacy issues that arise with the advent of the Internet. This chapter could be made an in class reading or homework assignment.

Introduce the concept of cryptography. The MOOC video (@7:53) has some basic definitions that students can add to their vocabulary list.

End of the MOOC: Unit 5: privacy video has excellent examples of how information can be encrypted.This animation explains how the encryption process takes place. It also explains what encryption, private and public keys mean.http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/9484/applets/encryption_animation/5264_encryption_overview.htm

The video on the MOOC: Unit 5: Cryptography explains with an example that can be shown to the students. It is at time spot: 5:59. It also addresses the problems of authentic communication and digital signatures.

The Living Internet : Internet Security. This is a bit hard for the students to read, but a good read as teaching material.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 12Data and Information

Abstraction

Global Impact

3.1.1, 3.1.2, 3.1.3, 3.2.1, 3.2.2, 3.3.1

2.1.1, 2.3.1, 2.3.2 7.1.1, 7.2.1, 7.4.1

Week 12 Goal: Students will understand Microsoft Excel and the sorting function.

Class Preparation:

Review Microsoft Excel basics - specifically understand how sorting works.

Core Instruction:

Student Internet Survey (2 Class Periods)Use a modified version of Lesson LOData3_1_1-3 Jill Westerlund Mini-Data Project found in the Google drive folder CS4Alabama>Lesson Plans> TeacherLeaders_Created Lesson Plans>Data. Compress the first 3 days of this activity into 2 days.

Data Representation Lesson (1 Class Period)Use the Data Representation Lesson Located in the Goggle Drive folder CS4Alabama>Lesson Plans> TeacherLeaders_Created Lesson Plans>Data.

Lossless vs Lossy Activity (1 Class Period)Lesson needs to be created

Talk about Privacy Issues (1 Class Period) Use Slide 12 and 13 of Jeff Gray’s PPT found in the Goggle Drive folder CS4Alabama>Lesson Plans>

TeacherLeaders_Created Lesson Plans>Data. Have students research a current issue involving Privacy and journal about it.

Additional Activity for Differentiated Instruction:

Complete the entire Mini Data Project from the first 2 days of instruction. Have students research and present an example of when Lossy data would be a better choice than Lossless data Have students research and present an example of when Lossless data would be a better choice than Lossy data

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 13Data and Information

Abstraction

Global Impact

3.1.1, 3.1.2, 3.1.3, 3.2.1, 3.2.2, 3.3.1

2.1.1, 2.3.1, 2.3.2

7.1.1, 7.2.1, 7.4.1

Week 13 Goal: Students will complete an independent Learning Project on advanced Data Analysis.

Core Instruction:

Introduce Big Data (1 Class Period)

Introduce the concept of Big Data using the PowerPoint slides developed by Jeff Gray’s found in the Goggle Drive folder CS4Alabama>Lesson Plans> TeacherLeaders_Created Lesson Plans>Data.

Supplement with: Tim Berners-Lee TED talk http://www.ted.com/talks/tim_berners_lee_on_the_next_web

NOTE: There are 40+ Ted Talks on various topics related to data

Independent Learning and Project (4 Class Periods):

Use LO3.2.1a Excel Advanced Data Analysis Jill Westerlund found in Goggle Drive folder CS4Alabama>Lesson Plans> TeacherLeadersCreated Lesson Plans>Data.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 14Global Impact

Creativity

Data and Information

7.1.1, 7.1.2, 7.2.1, 7.3.1, 7.4.1

1.1.1, 1.2.1

3.3.1

Week 14 Goal: Students will learn about the requirements and expectations of the Explore PT. They will be lead through a mock Explore PT to learn not only expectations, but to gain familiarity with all of the tools needed to complete the Performance Task.

Class Preparation:

Survey class tools needed for artifact creation.

Core Instruction:

Presentation of Rubric and Guidelines (1 Class Period)

Introduce Explore Performance Task from the College Board Share / discuss sample projects

both good and bad examples writing and artifact creation

Establish and explain repository and/or procedure for PT work (Dropbox or Google Drive) students will create accounts and proper directory structure for submission

Artifact Creation Discuss artifact file type and size requirements. Review class tools available for artifact creation (a visualization, graphic, video, or audio recording) Explore software available for converting and compressing files if necessary.

Mock Explore PT (4 Class Periods) Class completes Performance Task about some aspects of Google Glass Possible Google Glass topics include:

privacy and security rent a feed (voyeurism and the ultimate reality experience) use in medicine / health

Write-up Use materials provided by Bucky Garner for discussion of the writing task

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEKS 15-16Global Impact

Creativity

Data and Information

Algorithms

7.1.1, 7.3.1, 7.4.1

1.1.1, 1.2.1, 1.3.1

3.3.1 4.3.1

Weeks 15-16 Goal: Students will complete the Explore PT. They will work individually to create a meaningful artifact and answer the questions as outline in the PT using whatever tools needed to complete the Performance Task.

Class Preparation:

Prepare tools for artifact creation (materials available, tablets/video camera charged, software needed installed)

Core Instruction:

Explore Performance Task

Individual research / topic selection Topic / artifact selection approved by teacher Plan work schedule for PT, setting intermediate deadlines, individually Deliverables:

Explore PT Artifact

Explore PT Written Responses

Ensure intermediate deadlines are met Eight hours class time allocated for Explore PT Some students may need to spend more time, outside of class to complete their PT.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 17Global Impact

CreativityData and InformationAlgorithmsAbstractionProgrammingThe Internet

Weeks 17 Goal: Students will participate in Hour of Code activities, either in the classroom or conduct Hour of Code outreach to school/district. Students will review major concepts of first semester as part of preparation for semester exam.

o Hour of Code activities should be untaken either in your classroom or if possible with outreach in your school/district. (Jeff link to CODE.org here?)

o Exam Review

WEEK 18

Exam Week

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 19Programming

Algorithms

Abstraction

5.1.1, 5.1.2, 5.1.3, 5.3.1, 5.4.1, 5.5.1

4.1.1, 4.1.2, 4.2.1, 4.2.4

2.2.1, 2.2.2, 2.2.3, 2.3.1, 2.3.2

Week 19 Goal: Students continue to learn about programming by studying iteration (loops) variables, and the assignment (“set” block in Snap!).

Conditional/If Review – Practice Exercise

Grade Converter Lesson 3.3 in the CSP4HS course has a programming activity at the end of the first video, which is then

explained in a separate video. With your students, work out a solution together for the Grade Converter problem – cover the wrong solution (and why it is wrong), as well as the two solutions using nested if/else and composed Boolean expressions

Rock-Paper-Scissors Ask students to consider the game of Rock-Paper-Scissors and write the pseudocode and/or flowchart for this

game. Challenge them to add a new variation to this game to make it more fun! Using Snap! and conditional statements, ask students to write a program based on their design.

Hi Lo Game (Possible Create PT mock assignment for scaffolding) Similar to Rock Paper Scissors, ask students do develop the pseudocode for the Hi Lo game, and then ask

them to implement their solution in Snap!

Core Instruction:

Ask students to create their own Snap! cloud account. Explain the three ways to save a Snap! program (cloud, browser, and export to XML). Explain the need to backup their programs.

Variables and Types: Assignment Statement and Swapping variables (CSP4HS Lesson 3.3) Three Programming Structures: Iteration/Loops (CSP4HS Lesson 3.3 has several examples)

Ongoing Project:

Introduce students to the SnappyBird project (http://tinyurl.com/snappybird) and ask them to complete during open class periods in the next two weeks.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 20Programming

Algorithms

Abstraction

5.1.1, 5.1.2, 5.1.3, 5.3.1, 5.4.1, 5.5.1

4.1.1, 4.1.2, 4.2.1, 4.2.4

2.2.1, 2.2.2, 2.2.3, 2.3.1, 2.3.2

Week 20 Goal: Students continue to learn more about programming by studying lists and how to create their own blocks. Students will learn to use a list in order to create a Tic-Tac-Toe game using Snap!

Class Preparation:

Go over the videos and course materials in Unit 3.4 of the CSP4HS MOOC related to the topic of creating your own blocks and the concept of procedural abstraction.

Core Instruction:

Lists: Introduce students to lists as a way to store common elements in a single container, as demonstrated in Unit 3.4 videos and slides.

Familiarize students with the basic concepts of lists, as suggested in Unit 3 (PPT slides). Ask students to explore on their own to understand how to create lists and use the various list operators. Work along with students the examples to print a list and sum a list using a loop, as shown in the slides.

From the “List Applications” slides (PPT slides), use the parallel list idea to play the ESPN theme song. Ask the students to think of another short jingle/song and ask them to modify the program to play that song.

At a very basic level, discuss the idea of search as shown in “List Applications.” This will be explored in the upcoming weeks in more detail. Help the students to understand that there is a difference in a search that confirms the presence of an item in the list, compared to also returning the value of the index where the item is found. Point out that the former (confirming membership) is available already with the Snap list operator “contains.” Write code with your students that will perform a search for an item over the list and return the index where it the search item is found.

Additional resources and project ideas: Using the Beauty and Joy of Computing curriculum, review/teach the concept of a list Using paired programming, apply list mastery by creating a Tic-Tac-Toe game

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 21Programming

Algorithms

Abstraction

5.1.1, 5.1.2, 5.1.3, 5.3.1, 5.4.1, 5.5.1

4.1.1, 4.1.2, 4.2.1, 4.2.4

2.2.1, 2.2.2, 2.2.3, 2.3.1, 2.3.2

Week 21 Goal: Students will create a program incorporating compound conditionals and user-defined blocks. Students will collaborate on a paired programming project incorporating compound conditionals and blocks.

Class Preparation:

Go over the videos and course materials in Unit 3.4 of the CSP4HS MOOC related to the topic of creating your own blocks and the concept of procedural abstraction.

Core Instruction:

Procedural Abstraction: Introduce students to building their own blocks, with an emphasis on reuse and procedural abstraction, as demonstrated in Unit 3.4 videos and slides.

Discuss how existing Snap blocks are abstractions and talk about what additional blocks we might want in our programs. A series of dance steps might be a reason to write a custom block for each style of dance – ballet, tango, square dance, etc.

Show your students the video of Dan Garcia explaining abstraction (could be a homework assignment): (can stop at the end of his planned lecture – about 12 minutes in or continue to end at 25 minutes).

Create your own custom blocks: Follow the tutorial steps from the (Beauty and Joy of Computing) BJC unit on “Looping and Custom Blocks”:

Activity: Working with a partner, students will program a bug to dance, first with simple blocks and then with more complex compound blocks. Advanced students can incorporate randomness into their Bug Dance.

Compound Conditionals: Use the leap year example from BJC to teach about compound conditionals: Instruct students to incorporate compound conditionals into their Bug Dance project. Have student pairs

design conditionals, with a flowchart, first. Students must have their logic approved/enhanced before coding. Many students will not incorporate the level of complexity desired for this activity on their own, teacher should ask questions to guide them to adding some more conditions to their decisions (if appropriate). Once design is approved, students should incorporate their conditions into their Bug Dance program.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 22Programming

Algorithms

Abstraction

Creativity

5.1.1, 5.1.2, 5.1.3, 5.3.1. 5.4.1, 5.5.1

4.1.1, 4.1.2, 4.2.1, 4.2.4

2.2.1, 2.2.2, 2.2.3, 2.3.1, 2.3.2,

1.1.1, 1.2.1, 1.2.3, 1.2.4, 1.2.5, 1.3.1

Week 22 Goal: Students will create a program of their choosing incorporating their knowledge of Snap! constructs: Boolean logic, loops, lists, compound conditionals and user-defined blocks (procedures). Students will collaborate on a paired programming project incorporating compound conditionals and blocks.

Working with a partner (a different partner than last week is a good idea), students will write a Snap! program of their choosing. Students must have their design approved by the teacher before beginning to code. Encourage students to think of something new and different as they create games, interactive animations, etc. The design should include a planning schedule for the week with daily intermediate goals/deadlines. Expect that the planning with take the first day, coding will take the 2nd and 3rd days, testing on the 4th day and sharing with the class on the 5th day.

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 23Programming

Creativity

Abstraction

Algorithms

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.1, 5.4.1, 5.5.1

1.1.1, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.3.1

2.1.1, 2.1.2, 2.2.1, 2.2.2, 2.2.3

4.1.1, 4.1.2, 4.2.1, 4.2.2, 4.2.3, 4.2.4

Week 23 Goal: During Weeks 23-24 students will build programming skills with a review of Snap! with emphasis on advanced concepts. These may include working with lists, arrays, user interfaces, file processing. These topics will scaffold students toward readiness for the Create PT which will begin on Week 27.

Snap! Reference Manual http://snap.berkeley.edu/SnapManual.pdf Chapter 4 – Lists Chapter 5 – Inputs Chapter 6 – Procedures Chapter 10 – User Interfaces

Other Snap! Resources: http://www.cteonline.org/portal/default/Curriculum/Viewer/Curriculum?

action=2&cmobjid=265461&refcmobjid=264565 http://cs10kcommunity.org/category/programming-language/byobsnap

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 24Programming

Creativity

Abstraction

Algorithms

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.1, 5.4.1, 5.5.1

1.1.1, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.3.1, 2.1.1

2.1.2, 2.2.1, 2.2.2, 2.2.3

4.1.1, 4.1.2, 4.2.1, 4.2.2, 4.2.3, 4.2.4

Week 24 Goal: During Weeks 23-24 students will build programming skills with a review of Snap! with emphasis on advanced concepts. These may include working with lists, arrays, user interfaces, file processing. These topics will scaffold students toward readiness for the Create PT which will begin on Week 27.

Continue advanced topics to scaffold toward Create PT Create PT Preparation:

This week teachers should guide students to form partners for the collaborative portion of the Create PT. Partner groups may be formed in a variety of ways including teacher selection, student selection, personality

tests, random drawings etc. Ideas for group formation:

http://teaching.berkeley.edu/using-groups-classes-encouraging-study-groups http://www.scholastic.com/teachers/top-teaching/2013/11/15-quick-and-creative-ways-group-and-partner-

students http://www.flipitconsulting.com/wp-content/uploads/2011/09/10-Creative-Ways-to-Form-Groups.pdf http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html

Teams should be given time this week to discuss ideas and begin to formulate plans for their task

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 25Algorithms

Abstraction

Creativity

3.1.2, 3.1.3, 3.2.1, 3.2.2, 3.3.1

2.3.1

1.1.1, 1.1.2, 1.1.3, 3.1.1

Week 25 Goal: Students use advanced Algorithms and Pseudocode/Natural Language to develop flowcharts to illustrate a program design.

Class Preparation:

Review the lecture Jeff Gray Pseudocode Presentation and Algorithm files Use the quote “Begin with the end in mind” by Stephen Covey to inspire students to anticipate the desired outcomes of a project while planning rather than dashing off in a direction without thought or foresight.

Core Instruction:

Flowcharting activities: (3 days) Discuss reasons to plan projects and use of flowcharts; resource http://www.breezetree.com/articles/top-

reasons-to-flowchart.htm Use classroom whiteboard to have whole or small groups flowchart Snap! projects completed in the fall

of the course. Display one project on the screen, look at code, have groups or whole class write a flowchart for this project.

Have students use remainder of class time to form small groups for board game play so that on following day they may begin to plan.

Lesson Plan: Board games to create flowchart/pseudo code . Have students stop game play at 30 minute and 45 minute mark and work on developing a flowchart to represent their game algorithms. Each team should have 1 flowchart to represent their game.

Discuss with students that the flowchart process will be used when collaborative teams plan the Create PT projects.

Individually, students should use Word or other tool for students to create a flowchart with added pseudocode. Discuss that the pseudo code is a natural language to explain the process.

Have student work individually or in pairs of 2 to create a flowchart with pseudocode for a programming project completed in the fall (not one displayed on Day 1 as a sample).

As time allows, students may write in next design elements that could be added to the existing project should it be developed further and thereby illustrate the usefulness of planning with flowcharts.

Guided learning activities to continue algorithm development: (2 days) Writing Algorithms with presentation file – this activity has students follow directions to create

algorithms. CS Unplugged Searching Algorithms http://csunplugged.org/searching-algorithms/ CS Unplugged Sorting Algorithms http://csunplugged.org/sorting-algorithms/ (Two class periods)

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 26Algorithms

Creativity

3.1.1, , 3.1.2, 3.1.3, 3.2.1, 3.2.2, 3.3.1, 2.3.1

1.1.1, 1.1.2, 1.1.3,

Week 26 Goal: Students will complete guided lessons that will introduce them to advanced programming concepts including lists (arrays), concatenation, Strings, substrings, and modulus. Additionally students will explore and annotate larger coding projects in various languages by providing printed code projects and analyzing the syntax, algorithms, design and output. This week’s activities may all be completed using cooperative learning strategies and with pair programming.

Core Instruction: Introduce and provide to students a copy of the APCSP Exam Reference Guide or if this is not allowed a

similar document?. (CKC) Review the types of programming given in block and text language examples. Explain that during this week these will be explored and practiced.

Lists: Background: Information on Lists with examples in Scratch/Snap!

http://wiki.scratch.mit.edu/wiki/List Class activity:

Using Parallel Lists to Play a Song in Snap! http://youtu.be/f1klCPiWag8 Here is a LINK with screen shots of Snap! code for this project Have student explore other ways Lists (arrays) are used in programming and report on

examples of types of projects. (1 Class Period) Have students create a Snap! program with at least 1 sprite. Use this project to guide students through

practice of the following programming concepts. NOTE to teacher: consider pre-making and sharing the starter file to students to save on time

Concatenation: Background: http://whatis.techtarget.com/definition/concatenation-concatenate-concatenating ;

http://www.computerhope.com/jargon/c/concaten.htm Activity:

Have the sprite ask the user for a word and receive that word Have the sprite ask for a second word and receive that word Write an algorithm to concatenate the two words received and give the feedback to the

user (2 Class Periods) Have students continue working with the same file in Snap! to create an algorithm to evaluate

two strings. Boolean operators will be used for this project. Review and discuss with students the Boolean Advanced Algorithms, Program Design, Pseudocode/Natural Language, and Introduction to CS Principles Exam Reference sheet. (2 Class Periods)

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 27Data and Information

Abstraction

Creativity

3.1.1, , 3.1.2, 3.1.3, 3.2.1, 3.2.2, 3.3.1

2.3.1

1.1.1, 1.1.2, 1.1.3

Week 27 Goal: Students will learn about the requirements and expectations of the Create PT. They will be lead through a mock Create PT (collaborative portion only) to learn not only expectations, but to gain familiarity with all of the tools needed to complete the Performance Task.

Class Preparation:

Survey class tools needed for artifact creation.

Core Instruction:

Presentation of Rubric and Guidelines (1 Class Period)

Introduce Create Performance Task from the College Board Share / discuss sample projects

both good and bad examples writing and program creation

Review repository and/or procedure for PT work (Dropbox or Google Drive) students should have accounts and proper directory structure for submission

Program Creation Discuss programming languages and types of programs that would be appropriate Review class tools available for program creation and video taping Explore software available for converting and compressing files if necessary.

Mock Create PT (4 Class Periods) Class completes Collaborative portion only of the Performance Task with some common program Possible topics include:

Hi-Lo (easy) (Add link to lesson plan for Hi-Lo activity) Rock-Paper-Scissors (more challenging) (Add link to lesson plan for Rock-Paper-Scissors) Other of your choosing

Write-up

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 28-29Programming

Creativity

Abstraction

Algorithms

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.1, 5.4.1, 5.5.1

1.1.1, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.3.1

2.1.1, 2.1.2, 2.2.1, 2.2.2, 2.2.3

4.1.1, 4.1.2, 4.2.1

Weeks 28-29 Goal: Students will work on the Create PT. They will work collaboratively to create a meaningful artifact and answer the questions as outline in the PT using whatever tools needed to complete the Performance Task.

Core Instruction:

Create Performance Task Collaborative Program and Writing Review the entire Create PT with students – emphasize the deliverable elements required Allow students to ask clarifying questions and create a “parking lot” of questions in the classroom Focus next by reviewing and “zeroing in” on the collaborative elements of the Create task; review the

requirements of the collaborative program and writing elements Start each class day this week by reviewing the collaborative task elements and checking for

understanding; use class days as lab time for completion of the programming project and writing prompts

Provide students with an electronic (or hard copy) of the Create PT Collaborative elements – Word/PDF version of just these portions of the task is preferred to avoid confusion by students

NOTE: Student will have 15 hours to work on the Create PT in class NOTE: Some students will need additional time out of class to complete the task Create Collaborative PT portions DUE end of week 29!

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEK 30-31Programming

Creativity

Abstraction

Algorithms

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.1, 5.4.1, 5.5.1

1.1.1, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.3.1

2.1.1, 2.1.2, 2.2.1, 2.2.2, 2.2.3

4.1.1, 4.1.2, 4.2.1

Week 30-31 Goal: Students will complete the Create PT. They will work individually to create a meaningful artifact and answer the questions as outline in the PT using whatever tools needed to complete the Performance Task.

Core Instruction:

Create Performance Task Individual Program and Writing Review the individual Create PT with students – emphasize the deliverable elements required Use discussion and procedural methods found useful from prior PT overview and instruction. Provide students with and electronic (or hard copy) of the Create PT Individual elements – Word/PDF

version of just these portions of the task is preferred to avoid confusion by students NOTE: Student will have 15 hours to work on the Create PT in class NOTE: Some students will need additional time out of class to complete the task Create Individual PT portions DUE end of week 31!

CS PRINCIPLES PACING GUIDE School Year: 2015-16Thompson High School Instructor: Dr. Duana Shears

WEEKS 32- 34 Customized Curriculum

Weeks 32-34 are built into the pacing guide as “extra” time for students to be able to explore supplemental or advanced concepts such as other programming languages, robotics, innovations in computing, Internet and/or data topics. Teachers may use this time to differentiate instruction or facilitate group instruction on a specific task to respond to student interests.

WEEK 35: Course Wrap-Up

Performance Task Submission and Revisions; End of Course Surveys & Assessments

Exam ReviewInstructions about how these processes will be managed including due dates and document guidelines will be delivered via email to those.

WEEK 36Final Exams