CS4HS - Jon Moore
Click on EDIT above to add to this page.
Lesson Plan Documentation
What is your objective? My professional Learning Goal is to introduce 8th grade students to Computational Thinking Skills by teaching a Scalable Game Design Project featuring "Frogger"
What standards will you meet as part of this lesson? The following ISTE standards will be addressed following the sucessful completion of "Frogger"
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
Apply existing knowledge to generate new ideas, products, or processes: Design and develop games Design and develop computational science models
Create original works as a means of personal or group expression. Design original games Model you local environment, e.g., ecology, economy
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media:
Students work in teams to build and publish their simulations as Web pages containing Java applets.
communicate information and ideas effectively to multiple audiences using a variety of media and formats. effectively combine interactive simulations, text, images in Web pages
develop cultural understanding and global awareness by engaging with learners of other cultures. students and teachers from the four culturally diverse regions interact with each other
contribute to project teams to produce original works or solve problems. define project roles and work collaboratively to produce games and simulations
 Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
plan strategies to guide inquiry. explore Web sites and identify interesting connections
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. find relevant related Web-based information, compute derivate information
evaluate and select information sources and digital tools based on the appropriateness to specific tasks. understand validity of information, e.g. scientific journal information vs. personal blogs
process data and report results. write programs to access numerical information, define functions to process data and create output based on voice or plotting to represent data.
 Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
identify and define authentic problems and significant questions for investigation. define research questions and explore approach of exploration
plan and manage activities to develop a solution or complete a project. outline sequence of exploratory steps
experience complete bottom-up and top-down design processes
employ algorithmic thinking for creating programs to solve problems
collect and analyze data to identify solutions and/or make informed decisions. collect data as time series, e.g., collect group size of predator and prey, export time series to Excel, explore various types of graph representations, e.g., x(t), y(t) or scatter y=f(x)
use multiple processes and diverse perspectives to explore alternative solutions. experience and understand design trade-offs, e.g. bottom-up vs. top-down
 Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
advocate and practice safe, legal, and responsible use of information and technology. learn how to use tools to locate resources, e.g., images with Google image search, but understand copyright issues
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. stay in the Flow, where design challenges match design skills
experience success through scaffolded game design activities
mentor other students
demonstrate personal responsibility for lifelong learning. explore options of going beyond expected learning goals
exhibit leadership for digital citizenship. in a collaborative setting become a responsible producer of content for diverse audiences
 Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
understand and use technology systems. know how to organize files and folders, launch and use applications on various platforms
select and use applications effectively and productively. know how to orchestrate a set of applications to achieve goals, e.g., make game and simulations using Photoshop (art), AgentSheets (programming), and Excel (data analysis).
troubleshoot systems and applications. debug games and simulations that are not working
transfer current knowledge to learning of new technologies. reflect on fundamental skills at conceptual level. Explore different tools to achieve similar objectives
What game will you teach first? My students will explore Bridge Builder, Maze Craze and the SGD Video Game Arcade
What grade(s) will you teach? 8th grade students will be the initial charge.
How often do you meet with your class? How many total class periods? My 8th grade students meet M - F (52 minute period)
How many students will you teach? My initial classese will have appxroximately 70 students participating
What will the layout of classes look like? Class 1: I will introduce the program, teach class rules, etc. Class 2: Frogger Part I and pre survey Classes 3 - 9 follow the Frogger tutorials offered by SGD team. Class 10 will include Post-class survey and a Final Exam.
What support materials will you need/use? (Consider curricula materials, technology resources, etc) I will make use of many tools offered throughout the CS4HS course.
How will you integrate it into your existing curriculum? For example, will it replace current lessons, will you swap an existing lesson for a SGD lesson? This Frogger project will replace 2 weeks of quarter long Applied Technology Elective
When do you plan to teach this unit for the first time? I will begin teaching this project during weeks 7-9 of the first quarter.