CS4HS - Monika Dunne
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Lesson Plan Documentation
What is your objective? To introduce the basic concepts of Computatational Thinking Processes (CTP's) through programming the introductory game of Frogger.
What standards will you meet as part of this lesson? ISTE, NGSS, Common Core, etc... Think Computer Science, Math, Literacy, etc.
We will incorporate the ISTE standards while the students learn Frogger. During the pre-programming stage, students will integrate English composition skills as they write documentation describing their program.
What game will you teach first?
We will first teach Frogger. with more advanced students adding the challenges to their program. If they complete the Frogger program early, they can move on to programming Journey.
What grade(s) will you teach?
The Computer Science class consists of 7-12 grades. This will be the first year that our school will be offering the Computer Science class to all the students, we will be offering the same lesson plans for all the students.
How often do you meet with your class? How many total class periods? As this is a parttime public school (charter school), our students only meet 57 minutes per week. We will be teaching Frogger for eight 57-minute periods during the Fall 2014.
What will the layout of classes look like? For example, Class 1: I will introduce the program, teach class rules, etc. Class 2: Frogger Part I
Class 1: Introduce some CTP concepts that are basic to Frogger. Class 2: Create agents for first part of the game Class 3: Create worksheet with the road Class 4: Identify Agent behaviors for the road and the frog Class 5: Create the River Agents and place on worksheet Class 6: Identify Agent behaviors for the river, frog, turtles, logs Class 7: Debug, and peer reviews Class 8: Finalize, presentation to class of game. Upload to Scalable Game Arcade.
What support materials will you need/use? (Consider curricula materials, technology resources, etc) Might need help on identifying best way to set up the fleet of laptop computers with the software, and "best ideas" on how to manage the students' files. I like the idea that a fellow scholar (teacher) shared of the students all having their own folder saved up in "the cloud", so that they can easily retrieve their programs and documentation, regardless of the computer they are working on.
We'll be utilizing Susan Miller's handouts that we received during the CS4HS workshop. I foresee also utilizing fellow scholar Mark's assessment sheets that he used for peer review. We'll probably be going onto the Scalable Game Design wiki website to look at the various "scaffolding" .pdf documents that are available.
When the students' programs "get stuck", it'll be helpful to have a list of common problems to look for. We'll be utilizing the Scalable Game Design wiki website for helpful teacher tips and handouts.
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? The students will put on hold their individualized study of Microsoft Office or their Java programming while we focus on the Scalable Game Design.
When do you plan to teach this unit for the first time? Sept. 24, 2014 - Nov. 21 (one day a week for 57 minutes a day)