COMPUTER SCIENCE FOUNDATIONS
WEEKLY LESSON PLANS
WEEK 15
November203th - November 24th
MONDAY-
Module 17: Going Going Gone!
Some things are so illogical and they just don’t make sense, but this lesson is nothing but pure logic. We’re going to learn about logical operators.
This is a three-day project on functions.
TUESDAY- Play Ball with the Sphero, School Play.....
WEDNESDAY- NO School
THURSDAY-No School
FRIDAY-No School
WEEKLY LESSON PLANS
WEEK 14
November 13th - November 17th
MONDAY- Makecode.org
Create the lucky wheel. This will review randomness.
TUESDAY- Code the lucky wheel and play for candy.
WEDNESDAY- Module 16: Uptown Function
Things are getting way too complicated and my brain is about to explode. The good news is that in this lesson, we’re going to learn about using functions to simplify our code.
THURSDAY- Module 17: Going Going Gone!
Some things are so illogical and they just don’t make sense, but this lesson is nothing but pure logic. We’re going to learn about logical operators.
This is a three-day project on functions.
FRIDAY-
Module 17: Going Going Gone!
Some things are so illogical and they just don’t make sense, but this lesson is nothing but pure logic. We’re going to learn about logical operators.
This is a three-day project on functions.
WEEKLY LESSON PLANS
WEEK 13
November 6th - November 10th
MONDAY- Module 13: Timing is Everything!
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TUESDAY- Last day on Module 13
WEDNESDAY- Module 14: Hot Potato
THURSDAY- Module 15: Nest Best Thing!
Sometimes we are in a dream within a dream. Or a nest within a nest. Whatever the case may be, in this lesson, we’re going to learn about creating more advanced conditional logic by using nested controls.
FRIDAY- No School!
Thank a Veteran!
WEEKLY LESSON PLANS
WEEK 12
October 30-November 3
MONDAY-
Students present their websites and discuss the elements. Give pros and cons to guide restructuring if needed.
TUESDAY-
Students will log on to learn nucleus and we will start coding our spheros. Start with module 11 and recall the use of spheo.edu.
WEDNESDAY- Module 11: HOT and COLD
We are working with all sorts of data in this course, and in this lesson, we’re going to learn about how we can work with this data, as well as the most common types of data that exist in computer programming. We’re also going to learn about variables and how they help us store important data that we can use later in our programs.
THURSDAY- Module 12: Hello Operator
In this lesson, we'll learn about different data types most commonly used in computer programming, and then we'll review the operators we have learned about previously and look at how they help us manipulate data in our programs.
FRIDAY- Module 12 continued
WEEKLY LESSON PLANS
WEEK 11
October 23-27
MONDAY-
Question of the Day: How can you make sure that your private information stays private?
In this lesson, students pause their own on developing web pages so they can develop an understanding of how personal information is surfaced on the internet, sometimes intentionally and sometimes unintentionally. Students look at several fictitious social media pages to see what they can learn about different people purely from publicly available information. They then reflect on what guidelines are appropriate for posting their own information online, especially as they prepare to create more personalized websites.
TUESDAY-
This lesson introduces CSS as a way to style elements on the page. Students learn the basic syntax for CSS rule-sets and then explore properties that impact HTML text elements. They work on an HTML page about Guinness World Record holders, adding their own style to the provided page. While only a few CSS properties are introduced in the core lesson, students are encouraged to use the optional activities at the end of the lesson to explore more ways that they can express themselves using CSS.
Question of the Day: How can we change the style of text on a web page?
WEDNESDAY-
In this optional mini-project, students use what they have learned to create their own styled web page on a topic of their choice. The lesson starts with a review of the CSS that students have learned. They then begin their project by designing a web page and identifying which properties they will use to implement it. They create their web pages in Web Lab and share with the class. After engaging in a formal feedback process, they make final changes to their websites before reflecting on their process. This project is intentionally open-ended and flexible to allow classes to spend one or several days, depending on the pacing needs of the students or the school calendar.
Question of the Day: How can you express your personal style on a web page?
THURSDAY-
In this optional mini-project, students use what they have learned to create their own styled web page on a topic of their choice. The lesson starts with a review of the CSS that students have learned. They then begin their project by designing a web page and identifying which properties they will use to implement it. They create their web pages in Web Lab and share with the class. After engaging in a formal feedback process, they make final changes to their websites before reflecting on their process. This project is intentionally open-ended and flexible to allow classes to spend one or several days, depending on the pacing needs of the students or the school calendar.
Question of the Day: How can you express your personal style on a web page?
FRIDAY-
In this optional mini-project, students use what they have learned to create their own styled web page on a topic of their choice. The lesson starts with a review of the CSS that students have learned. They then begin their project by designing a web page and identifying which properties they will use to implement it. They create their web pages in Web Lab and share with the class. After engaging in a formal feedback process, they make final changes to their websites before reflecting on their process. This project is intentionally open-ended and flexible to allow classes to spend one or several days, depending on the pacing needs of the students or the school calendar.
Question of the Day: How can you express your personal style on a web page?
WEEKLY LESSON PLANS
WEEK 10
October 16-20
MONDAY-
Question of the Day: How can we choose websites based on the needs of a user?
To kick off a unit devoted to group problem solving and developing websites for other users, students begin by investigating the design of different websites. Students look at a variety of websites and attempt to match each design with a potential user. Then students choose a user and attempt to prototype a website design for them on paper or in a digital template. To conclude the activity, students consider what it means to be a web designer and create resources for other users.
TUESDAY-
This lesson introduces many new concepts and tools to students: they are introduced to HTML, the Web Lab tool, and how to navigate lesson resources on Code.org in general. In this lesson, students are introduced to HTML as a solution to the problem of how to communicate both the content and structure of a website to a computer. The lesson begins with a brief unplugged activity demonstrating the challenges of effectively communicating the structure of a web page. Students then look at an exemplar HTML page in Web Lab and discuss with their classmates how HTML tags help solve this problem. Students then write their first HTML. A wrap-up discussion helps to solidify the understanding of content vs. structure that was developed throughout the lesson.
Question of the Day: How can we tell the computer both what to put on the web page, and how to organize it?
WEDNESDAY-
This lesson introduces the core practices of pair programming and debugging. In this lesson, students continue to use HTML to structure text on web pages, this time in pairs, with a focus on working together and debugging problems with their sites. Students learn how to use the different heading and list elements and practice using them to give their web pages more structure.
Question of the Day: How can we work together to fix problems with our websites?
THURSDAY-
Seniors-ACT
Juniors-ASVAB
Freshman and Sophomores- Field Trips
FRIDAY-
In this optional mini-project, students use what they have learned to create their own personal web page on a topic of their choice. The lesson starts with a review of the HTML that students have learned. They then begin their project by designing a web page and identifying which tags they will use to implement it. They then create their web pages in Web Lab and share with the class. Optionally, after engaging in a formal feedback process, they may make final changes to their websites before reflecting on their process. This project is intentionally open-ended and flexible to allow classes to spend one or several days, depending on the pacing needs of the students or the school calendar.
Question of the Day: How can I use HTML to express a personal value?
This lesson is a fun introduction to the open-ended, collaborative, and creative problem-solving students will be using over the rest of this unit and course. Students work in groups to design aluminum foil boats that will support as many pennies as possible. Groups have two rounds to work on their boats, with the goal of trying to hold more pennies than they did in round 1. The structure of the activity foreshadows different steps of the problem-solving process that students will be introduced to in more detail in the following lesson. At the end of the lesson, students reflect on their experiences with the activity and make connections to the types of problem-solving they will be doing for the rest of the course
Question of the Day: What can help us to work together and solve problems as a team?
WEEKLY LESSON PLANS
WEEK 2
MONDAY-
This lesson introduces the formal problem-solving process that students will use over the course of the year, Define - Prepare - Try - Reflect. The lesson begins by anchoring the formal problem-solving process in some real-life experiences they already have solving problems by asking students to brainstorm all the different types of problems that they encounter in everyday life. Students are then shown the four steps of the problem-solving process and work together to relate these abstract steps to their actual experiences solving problems. First students relate these steps to the problem activities from the previous lesson, then a problem they are good at solving, then a problem they want to improve at solving. At the end of the lesson, the class collects a list of generally useful strategies for each step of the process to put on posters that will be used throughout the unit and year.
Question of the Day: What are some common steps we can use to solve many different types of problems?
TUESDAY-
In this lesson, students apply the problem-solving process to three different problems in order to better understand the value of each step. They will solve a word search, arrange seating for a birthday party, and redesign a classroom. The problems grow increasingly complex and poorly defined to highlight how the problem-solving process is particularly helpful when tackling these types of problems. The lesson concludes with students reflecting on their experience with the problem-solving process. They will justify the inclusion of each step and will brainstorm questions or strategies that can help them better define open-ended problems, as this is often the most critical step.
This lesson will likely take two class periods or more to complete. The first two problems may fit into a single class period but the third will need to be moved to a second day.
Question of the Day: How can we apply the problem-solving process to many different kinds of problems?
WEDNESDAY-
This lesson builds on the problem-solving theme of the earlier lessons and focuses on the specifics of how computing is used in problem-solving, starting with developing a preliminary definition of a computer. To begin the lesson, the class will brainstorm possible definitions for a computer and place the results of this brainstorm on the board. Next, students will work in groups to sort pictures into “is a computer” or “is not a computer” on poster paper. Groups will place their posters around the room and briefly explain their motivations for choosing some of their most difficult categorizations. The teacher will then introduce a definition of the computer and allow students to revise their posters according to the new definition.
Question of the Day: What is a computer?
THURSDAY-
This lesson introduces focuses on two of the features identified in the previous lesson, input and output, that can help classify devices as a computer and has students identify different methods of input or output in common apps. In this lesson, students consider how computers get and give information to the user through inputs and outputs. Students first consider what information they would need to solve a "thinking problem", then use that information to produce a recommendation. They then identify the inputs and outputs of that process. Afterward, students consider an app that engages in the same process and determine how that app inputs and outputs information. Last, they consider other types of inputs and outputs that computers can use to help solve problems.
Question of the Day: How do computers use input and output to get and give the information that they need to solve problems?
FRIDAY-
This lesson introduces focuses on two of the features identified in the previous lesson, input and output, that can help classify devices as a computer and has students identify different methods of input or output in common apps. In this lesson, students consider how computers get and give information to the user through inputs and outputs. Students first consider what information they would need to solve a "thinking problem", then use that information to produce a recommendation. They then identify the inputs and outputs of that process. Afterward, students consider an app that engages in the same process and determine how that app inputs and outputs information. Last, they consider other types of inputs and outputs that computers can use to help solve problems.
Question of the Day: How do computers use input and output to get and give the information that they need to solve problems?
WEEKLY LESSON PLANS
WEEK 3
MONDAY-
This lesson introduces the concept of processing within computational problem-solving. While this lesson focuses on four common types of processing - if/then (conditionals), finding a match (searching), counting, and comparing - students should understand that processing is whatever a computer does to turn inputs into outputs. Students are first introduced to the types of processing through several sample apps. They then investigate more apps to determine what sorts of processing each uses. They then think of their own app and decide what types of processing it would need to work. Finally, they brainstorm other types of processing that may be useful but were not included in the main lesson.
Question of the Day: What are the different ways computers can process information?
TUESDAY-
Lesson 7: Storage
This lesson introduces the final component of the unit's model of computing: storage. After trying out an "outfit picker" app, students discuss what information should be stored in the app versus input every time the app is run. They then look at a series of apps and use their decisions about what should be stored to create guidelines for deciding what information to store. They then review the four components of this chapter's model of computing: input, output, storage, and processing. Afterward, they have one last opportunity to revise their decisions about which items should be classified as a "computer" from earlier in the chapter. The lesson ends with a reflection on their own app ideas and how storage could be used.
Question of the Day: Why is storage an important part of the computing process?
WEDNESDAY-
To conclude this unit, this project combines the two major themes of Unit 1, the problem-solving process and the input/output/store/process model of a computer, to have students identify real-world problems and find ways to use technology to help solve them. This project will be completed across multiple days and will result in students creating a poster of a proposed app they design to solve a real-world problem, highlighting the features of their app that they will present to their classmates. A project guide provides step-by-step instructions for students and helps them organize their thoughts. The project is designed to be completed in pairs though it can be completed individually.
Question of the Day: How can the IOSP model help us to design an app that solves a problem?
THURSDAY- Post-Project Test
FRIDAY- Introduction to Binary Code
WEEKLY LESSON PLANS
WEEK 4
MONDAY- Everyone will get signed in on nucleus and sphero.edu. You must use the sphero app and not the website. Sign in as a home user.
TUESDAY- Intro to Nucleus and sphero. Get familiar with the robots and how to connect.
WEDNESDAY- Seniors to TTU. All other students will create a powerpoint outlining three CS jobs that are of intrest to them. Students will include details about education, salary, and skills needed.
THURSDAY- Module 1:In this lesson, we'll provide an overview of this course. We will learn about technology and robotics, how robots are used at major companies today, and what the future holds for these growing fields. Then we'll learn about how to navigate the app to access the course content, and how to connect our robots using the Sphero EDU app.
FRIDAY- Module 2 JOY RIDE-This robot is capable of some amazing things, but we'll start with the basic functionality. In this lesson, we will focus on getting our robot to roll by using the drive and draw functions. Have some fun while getting comfortable with your robot's adjustable speed, lights, and 360-degree maneuverability.
WEEKLY LESSON PLANS
WEEK 5
MONDAY- Labor Day! NO SCHOOL
TUESDAY- Stop, Block, & Roll-Now the real fun begins. In this lesson, we are going to start using block coding and creating real computer programs to control our robots.
WEDNESDAY- Stop, Block & Roll continued.
THURSDAY- Robotics is Hard & Soft
In this lesson, we will focus on the hardware and software of your robot. What’s the difference? What hardware makes our robot awesome? How does software allow us to interact with the robot? Then we'll learn about the robot's hardware components and its powerful sensors.
FRIDAY- Lesson 4 continued and started Lesson 5
All work and no play makes our robot a boring machine. In this lesson, we are going to help our robot come to life by coding it to light up with animations, speak, and play sounds.
WEEKLY LESSON PLANS
WEEK 6
Homecoming Week 2023!!!
MONDAY- Class tournaments
TUESDAY- Door Decoration Competition
WEDNESDAY- Door Decorations Finalize--Update-- We won second place!
THURSDAY-Class tournament Championship
FRIDAY- Pep Rally- GO WILDCATS!!
WEEKLY LESSON PLANS
WEEK 7
Sept. 18-22
MONDAY-Review lessons 1-4 and Vocabulary on learn nucleus
TUESDAY- Module 5: The Bots Come to Life
All work and no play makes our robot a boring machine. In this lesson, we are going to help our robot come to life by coding it to light up with animations, speak, and play sounds.
WEDNESDAY- Module 6: Robogolf ( This lesson normally takes two days)
Before we write complex code, sometimes it helps to write an outline or blueprint of how the program will work. Also, you can’t rush through things, and sometimes, it helps to take a pause, and delay. In this lesson, we’re going to learn about writing pseudocode and using comments in our programs, and then we will introduce the Delay Block.
THURSDAY- Module 6 Continued
FRIDAY- Module 7: Feedback Loop
Do you ever find yourself repeating the same thing over and over? Or hear someone tell the same story again and again? Pretty lame when someone repeats themselves constantly. In this lesson, we’re going to learn how to not repeat ourselves by refactoring our code with a loop, which is totally not lame.
WEEKLY LESSON PLANS
WEEK 8
Sept. 25-29
MONDAY- Module 8: The main event
TUESDAY- Module 8: The main event (Day 2)
WEDNESDAY- Module 9: Boolean Operators
In this lesson, we’re going to learn about two fundamental computer programming principles booleans and comparison operators, and then we'll use these concepts to create conditional logic in our programs.
THURSDAY- Module 9 (Day 2)
FRIDAY- Module 10- RoboTrivia
In this lesson, you'll play a "Jeopardy-style" review game to test your knowledge about Robotics. Have fun showing off everything you've learned so far!
WEEKLY LESSON PLANS
WEEK 9
OCT. 2-6
MONDAY-Module 10: RoboTrivia (Day 2 Championship)
TUESDAY- Module 8: Work on perfecting your Vocabulary PowerPoint and study for module 1-9 Vocabulary test Part 1
WEDNESDAY- Vocabulary test Part 1
THURSDAY- Vocabulary test Part 2
FRIDAY- Finish and submit vocabulary PowerPoint for modules 1-9
LA FALL BREAK
HAVE AN AMAZING WEEK!!!!!!