DLCS

Digital Literacy & Computer Science

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Agenda 5/16 – 5/24

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

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Agenda 5/9 – 5/15

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)

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Agenda 5/6 – 5/8

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

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Agenda 4/30 – 5/3

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

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Agenda 4/11 – 4/30

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.

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Agenda 4/3 -4/6

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)

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Agenda 3/28-3/29

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.

Boolean Expressions

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.

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Agenda 3/26 – 3/29

#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.

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Agenda 3/18-3/21

#14 – Do Now – What kinds of animations could you make by combining sprite properties with the counter pattern? Consider both adding and subtracting from properties, or even updating multiple properties at the same time.

What would happen to a sprite if you constantly increased its  x  property?
What would happen to a sprite if you constantly increased its  y  property?
What about other properties, or combining multiple properties?

——————–OBJECTIVE(S)—————————

I CAN use the counter pattern to increment or decrement sprite properties.
I CAN identify which sprite properties need to be change, and in what way, to achieve a specific movement.

———————-ASSIGNMENT—————————

1. Finish Lesson 7 then share Puzzle 12 (L7P12) on Google Classroom

Skip Lesson 8 – We may go back to it if we need to reinforce the counter loop concept.

2. Complete all of Unit 3 Lesson 9 (U3L9).
When you complete Lesson 9, share your work from Puzzle 15 (L9P15) on Google Classroom

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Agenda 3/11 – 3/15

#13 – Do Now – This video shows a flipbook to make animation. In your own words how is it working? Why does it “trick our eyes” into thinking something is moving?

WATCH this YouTube Video

 

 

 

 

 

 

 

——————–OBJECTIVE(S)—————————

I CAN explain what an animation is and how it creates the illusion of smooth motion.
I CAN explain how the draw loop allows for the creation of animations in Game Lab.
I CAN use the draw loop in combination with the randomNumber() command, shapes, and sprites to make simple animations.

———————-ASSIGNMENT—————————

1. First share your completed Lesson 6 from Puzzle 17 on Google Classroom.

We’re going to start learning how to make animations, not just still images. In order to do this we need a way to make our programs draw many pictures a second. Our eyes will blur them together to make it look like smooth motion. To do this, though, we’re going to need to learn an important new tool, the drawing loop.

2. Complete all of Unit 3 Lesson 7 (U3L7)

3. When you complete Lesson 7, share your work from Puzzle 12 (L7P12) on Google Classroom.

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3/4 – 3/8

#12 – Do Now – We have only written programs that put simple shapes on the screen. Come up with a list of all of the different pieces of information that you have used to control how these shapes are drawn.

How do you tell a shape where to go on the screen?
How do you tell a shape what size it needs to be?
How do you tell a shape what color it should be?
What about its outline?

——————–OBJECTIVE(S)—————————

CO: I CAN Assign a sprite to a variable and use dot notation to update a sprite’s properties
LO: I CAN Create a static scene combining sprites, shapes, and text

———————-ASSIGNMENT—————————

1. Complete all of Unit 3 Lesson 6 (U3L6) with your partner (optional). Remember to use pair programming and link them.

2. Remember the maps in each course are useful resources to reference if you get stuck.

3. When you complete Lesson 6, share your work from Puzzle 17 on Google classroom.

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Agenda 11/14-11/20

#11 – Do Now – A variable has both a “name” and a “value”. Variables are like boxes or containers that hold a value (or information).
Take a guess here, how can variables be used in programming?

——————–OBJECTIVE(S)—————————
I CAN identify a variable as a way to label and reference a value in a program.
I CAN use variables in a program to store a piece of information that is used multiple times.

———————-ASSIGNMENT—————————

We will watch this video together:
[YouTube Video – Variables Part 1]

1. Complete all of Unit 3 Lesson 5 (U3L5) (with your partner). Remember to use pair programming and link them.
2. Remember the maps in each course are useful resources to reference if you get stuck.
3. When you complete Lesson 5, share your work from Bubble #12

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Agenda 2/14-2/15 (vacation) 2/25

#10 – Do Now – Most challenging thing in Game Lab so far?

——————–OBJECTIVE(S)—————————

I CAN use and reason about drawing commands with multiple parameters.
I CAN generate and use random numbers in a program.

———————-ASSIGNMENT—————————

Lesson 4: Shapes and Randomization (complete all steps and save/remix step 13)
On step 13 – Free Play Project include the following and POST your project link on Google Classroom to share with your classmates.

  1. background
  2. ellipse
  3. rect
  4. randomNumber

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Agenda 2/7-2/8

#8 – Do Now – “Beta”  is the edition of a game that’s ALMOST complete (not the final version), and is released to the public to gather feedback about how well it works.
Why would a game developer want to publish a game in beta before completing it?

#9 – Do Now – What problem is the grid helping to solve in Game Lab?
Have you seen different ways of solving this problem in the past? What are they?

——————–OBJECTIVE(S)—————————

I CAN understand and use the Game Lab IDE to create simple drawings that sequence code correctly to overlap shapes.

———————-ASSIGNMENT—————————

1. Watch this clip to introduce Game Lab:

2. Complete Unit 3 Lesson 3 (U3L3) with your partner. Remember to use pair programming and link them.
Screen capture puzzle #9, #12, #13, & #14 and add to your Activity Worksheet posted on Google Classroom.

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Agenda 1/7-1/8

#7 – DO NOW – Why do we seek out entertainment…whether it’s movies, music, art, games, or any number of other forms of entertainment, what problem does entertainment solve for us?

What is your favorite form of entertainment, and what problem does it solve for you?

——————–OBJECTIVE(S)—————————

I CAN identify how Computer Science is used in a field of entertainment.

———————-ASSIGNMENT—————————

1. We will complete U3L1-3 code.org

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Agenda 2/5-2/6

#6 –DO NOW – Go to http://games.thinkingmyself.com/ and select the “Algorithms” button. Did this tutorial help you define the concept? When you repeat an instruction over and over…..what is it called?

———————OBJECTIVE(S)—————————
I CAN define and write an algorithm.

———————-ASSIGNMENT—————————

U1L6  – Algorithms – See Google Classroom

Unit #1 Quiz – Link on Google Classroom

Chapter 2: Computers and Problem Solving – Big Questions

  1. How do computers help people to solve problems?
  2. How do people and computers approach problems?
  3. What does a computer need from people in order to solve problems effectively?

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Agenda 1/30-1/31

#2 –DO NOW – In the modern day we use computers almost constantly. What kinds of problems do computers help you solve?

#3 – DO NOW – How many computers are in this classroom. If you need to move around to count, feel free.

Day 2 – Do Now’s ——————–

#4 – DO NOW – What kinds of “stuff” do you use, look at, create, or edit on a computer that you think might actually be information? Ex: Videos, documents, etc.

#5 –DO NOW – What are the four things all computers do that classifies them as computers?

——————–OBJECTIVE(S)—————————

I CAN Identify a computer as a machine that processes information
I CAN Select the inputs, outputs, storage & processing used to perform common computing tasks

———————-ASSIGNMENT—————————

Chapter 2: Computers and Problem Solving – Big Questions

  1. How do computers help people to solve problems?
  2. How do people and computers approach problems?
  3. What does a computer need from people in order to solve problems effectively?

See Google Classroom

U1L4  – What is a Computer?
U1L5 – Input and Output

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Agenda 1/28 – 1/29

Do Now #2 – In the modern day we use computers almost constantly. What kinds of problems do computers help you solve?

———————OBJECTIVE(S)—————————

Lesson 2:

CO: I CAN use the 4 step problem solving process

LO: I CAN identify individual actions that would fall within each step of the problem solving process

———————-ASSIGNMENT—————————

1. Complete Lesson 2, The Problem Solving Process Activity Guide Worksheet (download from Google classroom).

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Agenda 1/22-1/24

#1- DO NOW – We use the term “problem” to refer to lots of different situations. I could say I have a problem for homework, a problem with my brother, and a problem with my car, and all three mean very different things. In your “DO NOW JOURNAL” brainstorm as many different kinds of problems as you can and be ready to share with the class.
We encounter problems in lots of different areas of our lives. Depending on the context, this word can have many different meanings. For now let’s just say that a problem is a situation that could be fixed or improved.

  1. Lesson = On Google Classroom: Unit 1 L2 – Problem Solving Process
  2. Summary = Respond to the prompt in your Coding journal

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Agenda 1/22-1/23

  1. Introduction & Seat Assignments
  2. Expectations & Behavior Plan
  3. Computer Log-in
  4. Typing Pre-Test Online
  5. Create & Share “Coding7 Folder” or “Coding8” Folder
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