May
16
Do Now – Check all Do Now’s for completion
———————OBJECTIVE(S)—————————
Lesson 18:
CO: Describe how abstractions can be built upon to develop even further abstractions
LO: Use the `displace`, `collide`, `bounce`, and `bounceOff` blocks to produce sprite interactions
Lesson 19:
———————-ASSIGNMENT—————————
1. Complete Lesson 18, Collisions & Lesson 19, Functions
May
9
Do Now #21 – Here are four major concepts that you will be combining in today’s lesson, isTouching(), keyDown(), sprite.velocityX/sprite.velocityY, and the “counter pattern”. What do you think each of these four constructs is used for and how they work. Discuss with your partner.
———————OBJECTIVE(S)—————————
Lesson 16:
CO: Explain how individual programming constructs can be combined to create more complex behavior
LO: Use sprite velocity with the counter pattern to create different types of sprite movement
———————-ASSIGNMENT—————————
1. Complete Lesson 17, Complex Spite Movement (code.org)
May
6
Do Now #24 – Refer back to the analog sensors, what makes a sensor a sensor? What makes a sensor? Could an accelerometer be a sensor?
——————–OBJECTIVE(S)—————————
CO: I CAN Recognize the use and need for accelerometer orientation (pitch and roll).
LO: I CAN Identify and explain the difference between the shake, data and change events.
———————-ASSIGNMENT—————————
CSD – Unit #6 L13 – Accelerometer (on Code.org)
May
6
Do Now #20 – Look at the frog jumping game (Lesson 16.2). It looks like the game from the last lesson, but the frog moves the mushroom if it hits it. What code do you think would help the computer to know whether two sprites are touching?
———————OBJECTIVE(S)—————————
Lesson 16:
CO: Describe how abstractions help to manage the complexity of code
LO: Use the isTouching block to determine when two sprites are touching
———————-ASSIGNMENT—————————
1. Complete Lesson 16, Collision Detection
May
3
Apr
30
Do Now #23 – If you had a list full of all of your ToDos and you wanted the computer to print out each one, how might you do it? Don’t worry about the specific code, focus on the what information your program would need to know and keep track of. Would your approach still work if you added or removed a ToDo from your list?
——————–OBJECTIVE(S)—————————
CO: I CAN Recognize an array as a list of elements that can be operated on sequentially.
LO: I CAN create and modify arrays
———————-ASSIGNMENT—————————
CSD – Unit #6 L12 – Arrays and For Loops (on Code.org)
Apr
30
Do Now #19 – One way to move sprites in Game Lab is with the counter pattern. For example sprite1.x = sprite1.x + 1 moves a sprite by 1 pixel each frame of the draw loop. This pattern is so common that sprites have a velocityX property that does this for you. If this is making a sprite move back and forth. How would you make a sprite move up and down?
———————OBJECTIVE(S)—————————
Lesson 15:
CO: Describe the advantages of simplifying code by using higher level blocks
LO: Use the velocity and rotationSpeed blocks to create and change sprite movements
———————-ASSIGNMENT—————————
1. Complete Lesson 15, Velocity
Apr
25
Apr
24
Do Now #21 Visit “This Is Engineering Website”, Pick a topic that interest you and write about how engineering/programming is important in that field. Do you want to help shape the future?
Do Now #22 We’ve been using the buzzer to make sounds, but those buzzes didn’t always sound too great. What do you think you need to make real music on the buzzer?
——————–OBJECTIVE(S)—————————
CO: I CAN Recognize an array as a list of elements that can be operated on sequentially.
LO: I CAN create and modify arrays
———————-ASSIGNMENT—————————
CSD – Unit #6 L11 – Making Music (on Code.org)
Apr
22
Do Now #20 What is a list? What do you use lists for?
——————–OBJECTIVE(S)—————————
CO: I CAN Access an element in an array using its index
LO: I CAN Use the color LED array to individually control each color LED
———————-ASSIGNMENT—————————
CSD – Unit #6 L10 – Arrays and Color LEDS (on Code.org)
Apr
11
Do Now #18 – How are conditionals used in programming, give an example of when they are used in games or programs you use regularly. (Some examples are:
If my username and password are correct, log me into Facebook OR If Pacman has collected all the balls, start the next level OR If my keyboard or mouse hasn’t moved in 10 minutes, turn on the screensaver)
———————OBJECTIVE(S)—————————
Lesson 14:
CO: I CAN use conditionals to react to keyboard input or changes in variables / properties and sequence commands to draw in the proper order
LO: I CAN program an interactive card
———————-ASSIGNMENT—————————
1. Complete Lesson 14, Interactive Card – Final Project, when you are done share your project on Google classroom.
Apr
5
Do Now #19 Why is using a planning guide important in the software development process? What improvements to the program (Emoji Race) do you plan on making to make it unique?
Do Now #18 – So far, you’ve seen several different types of input, some from the screen, and some from the circuit playground. Choose one type of input and answer the following questions about it.
——————–OBJECTIVE(S)—————————
CO: I CAN Implement different features of a program by following a structured project guide
LO: I CAN develop a program (Emoji Race App) that responds to events from hardware input.
———————-ASSIGNMENT—————————
CSD – Unit #6 L8 – The Program Design Process (Emoji Race) (on Code.org)
Apr
2
Do Now #17 – What is the relationship between a Boolean and a Conditional?
What are some examples of comparison operators that result in a Boolean?
What is the difference between = and ==?
———————OBJECTIVE(S)—————————
Lesson 13:
I CAN use if/else statements and differentiate between conditions that are true once per interaction and those that remain true through the duration of an interaction.
———————-ASSIGNMENT—————————
1. Complete Lesson 13, complete puzzles 1-12 (see rubric for check-offs)
Mar
28
Do Now #16 – What is Boolean Logic?
———————OBJECTIVE(S)—————————
Lesson 11:
I CAN predict the output of simple Boolean statements.
I CAN use conditionals to react to changes in variables and sprite properties.
Lesson 12:
I CAN use conditionals to react to keyboard input.
I CAN move sprites in response to keyboard input.
———————-ASSIGNMENT—————————
1. Complete Lesson 11, share your work from Puzzle 12 (L11P12) on Google Classroom.
2. Complete Lesson 12, share your work from Puzzle 9 (L11P12)on Google Classroom.
The simplest Boolean expressions are questions that the computer can answer with true or false. These expressions are made using comparison operators, as shown below.
Note: If you saw the statement 3 < 2 in math class, you’d think something was terribly wrong, but this is not math class. In computer science, the comparison operators ask a question that the computer will answer with true or false. So you can read 3 < 2 as “Is 3 less than 2?” The answer in this case is no, or false.
Another way to say this is that the Boolean expression 3 < 2 evaluates to false.
Mar
28
Do Now #16 – What is the difference between analog & digital?
Do Now #17 – What Cyber Career seems the most interesting to you on this list? Why aren’t students choosing educational paths in Cybersecurity?
——————–OBJECTIVE(S)—————————
CO: I CAN Develop programs that respond to analog input
LO: I CAN Represent a sensor value in a variety of ways
———————-ASSIGNMENT—————————
CSD – Unit #6 L7 – Analog Input (on Code.org)
Mar
26
Mar
26
#15 – Do Now – Watch “Careers in Tech” & “Top Ten Reasons to Code” videos and reflect on how important will technology and coding/programming be in your future?
———————OBJECTIVE(S)—————————
Lesson 11:
I CAN predict the output of simple Boolean statements.
I CAN use conditionals to react to changes in variables and sprite properties.
Lesson 12:
I CAN use conditionals to react to keyboard input.
I CAN move sprites in response to keyboard input.
———————-ASSIGNMENT—————————
1. Complete Lesson 11, share your work from Puzzle 12 (L11P12) on Google Classroom.
2. Complete Lesson 12, share your work from Puzzle 9 (L11P12)on Google Classroom.
Mar
25
Do Now #18 – So far, you’ve seen several different types of input, some from the screen, and some from the circuit playground. Choose one type of input and answer the following questions about it.
This lesson introduces students to the getProperty block, which allows them to access the properties of different elements with code. Students first practice using the block to determine what the user has input in various user interface elements. Students later use getProperty and setProperty together with the counter pattern to make elements move across the screen. A new screen element, the slider, and a new event trigger, onChange, are also introduced.
——————–OBJECTIVE(S)—————————
CO: I CAN Attach an event handler to a hardware input
LO: I CAN use getProperty and setProperty together with the counter pattern to make elements move across the screen.
———————-ASSIGNMENT—————————
CSD – Unit #6 L6 – Getting Properties (on Code.org)
Mar
22
Do Now #15 – Looking over the Circuit Playground board, focusing on potential input devices. Based on what you already know about this board, how do you think you might use it to get input?
Taking Input from the Board
(This lesson marks the transition from using the board solely as an output device to using it for both input and output. The onBoardEvent() block works much like onEvent(), with the most significant different being that the first parameter is a board object (a variable) while onEvent()takes a UI element ID (a string).)
——————–OBJECTIVE(S)—————————
CO: I CAN Attach an event handler to a hardware input
LO: I CAN Choose the appropriate event for a given scenario
———————-ASSIGNMENT—————————
CSD – Unit #6 L5 – Board Events (on Code.org)
Mar
20
Do Now #14 – What do you think the Circuit Playground board does (or could do) and why?
——————–OBJECTIVE(S)—————————
CO: I CAN Use code to control a circuit playground
LO: I CAN Connect and troubleshoot the circuit playground and use code to turn on and off an LED
———————-ASSIGNMENT—————————
CSD – Unit #6 L3 – The Circuit Playground (on Code.org)