Period 1

Period 3

Period 5

Code.org Class Code-

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Code.org Class Code-

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Code.org Class Code-

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AP Test Class Code-

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AP Test Class Code-

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AP Test Class Code-

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Week 10

Day 22- Monday March 16- Performance Task Start

Performance Task due date is Wednesday April 1 by the end of the class. 50pts.

We will upload Your PDF Code, Video, and PPRs on Friday April 3 in class- 20pts

Helpful Links-

• App Lab Workspace for Performance Task
• AP Computer Science Principles: Student Handouts
• Create PT Survival Guide 25-26
• Performance Task Overview Video (5min)

In your program, you must include student-developed program code that contains the following:

• Your App- Title, Purpose, and Screens- What does your app do for it's user? Why would someone want to use your App? What will the App look like? How will it work? Instructions for input from one of the following:the user (including user actions that trigger events)
  • a device
  • an online data stream
  • a file
• List- Use of at least one list (or other collection type) to represent a collection of data that is stored and used to manage program complexity and help fulfill the program’s purpose
  • IMPORTANT: The data abstraction must make the program easier to develop (alternatives would be more complex) or easier to maintain (future changes to the size of the list would otherwise require significant modifications to the program code).
• Procedure- At least one procedure that contributes to the program’s intended purpose, where you have defined:
  • the procedure’s name
  • the return type (if necessary)
  • one or more parameters

IMPORTANT: Implementation of built-in or existing procedures or language structures, such as event handlers or main methods, are not considered student-developed.

• An algorithm that includes sequencing, selection, and iteration that is in the body of the selected procedure
• Calls to your student-developed procedure
• Instructions for output (tactile, audible, visual, or textual) based on input and program functionality

Some Tips-

• Pick a project you are actually interested in building.
• You should assume that you’re not going to have enough time to complete the “perfect” app project for the Create PT. While 7 class days may seem like a long time, the majority of your score actually is based on your written responses during the end-of-course exam, and it turns out that even many small or simple projects meet all the requirements listed above. You'll be better set up for success if you "narrow down" project ideas.
• Complex visual design work in Design Mode (setting colors, fonts, spacing, etc.) will likely NOT meet any of the requirements for the Create PT. Don’t worry about how your app looks until after you already have code that will let you complete the personalized project reference.
• Make sure you already have the programming skills necessary to complete the project. Be flexible. With some creativity you can likely use the skills you’ve already learned to make many different types of projects. Avoid taking on new programming environments or concepts as part of the Create PT.

Some Student Past App Creations-

Weather, Shopping, Sports Stats, Finaancial Calculator, Hobbies, Uno Like Card Game, Trivia, Recipe/Cooking, How-To, Passwords, Fantasy Sports, Music Playlist, Pizza Toppings, Driving Directions, Card or Board Game, Ebay, Schedule Planner, Jokes, Roll Dice, Racing, Predict the Future, Social Media, Arts & Crafts, News Generator, Car Repairs, Build a Computer, Fuel Efficiency, Famous Quotes, Calendar, Pac-Man Like Game, Rating Pictures/Drawings, Jeopardy Like Game, Choose a College, Record Collection, Smart Home, Gift Suggestions, What's for Dinner, History/Timeline of Something, GPA Calculator, Build-A-Something, I am Bored, Drink Water, Sleep Tracker, Checkers, Match Maker, Workout Tracker, Tetris, Sports Cards, Gas Mileage, Insurance, Pack for a Trip, Tell a Story, Parking Meter, Mental Health, Notes, Jewelry, Buy/Sell Things, Concert Ticket Broker, Tip Calculator, Pet Care, Earthquake Preparedness, Food Delivery, Translator, Streaming Services, Food Donations, Interior Design, Teenage Slang, Event Planning, Halloween, Travel, Karaoke, Wheel of Fortune Like Game, Meidcation Tracker, Tutoring, Motivational, Recycle, Streaming Sevice Recomendations, Coupons, Simon Says Like Game, Flashcards, Meme Generator, Podcast Directory, Online Store, To-Do List, Typing Practice, Voting, Elevator, Battleship, Star Gazing, Gossip, Shuffle Cards, Reservations, Surveys, Tic-Tac-Toe, Home Repairs, Whack-A-Burrill Game, Deal or No Deal Like Game, Child Names, Warranty Expires, Find Band Members, Wildlife, River Rafting, Maze, etc... What did I miss?? Got a better idea?!?!

Find someone "focused" to work with- You both need different apps! Share a Google Folder

Record where you got things in a GoogleDoc- code, pictures, ideas, help, video, text, etc...

Back-Up your code and other App items on a GoogleDoc- Google Drive best place.

Make it simple- Do not get caught making something complicated and long.

Be you- Be different, competitive, creative, specific, interested, engaged, proud, unique, enthusiastic, efficient, and have fun!

Check-ins- we will have a few check-ins along the way. 10pts each. First one on Friday.

Home- Working outside of class

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What will do after we create our app--

• PDF of Code
  • Goolge Docs and Export as PDF
• Video
  • 59 Seconds or Less
  • Must be Either .mp4, .wmv, .avi, .webM, or .mov Format
  • Must Not Exceed 30MB in File Size.
  • No Sound
  • Loom
  • ScreenPal
  • Screencastify
  • input to your program; and at least one aspect of the functionality of your program; and output produced by your program.
  • Your Vdeo Must Run Continuously
• Code Snipets- PPRs
  • What is PPR- 4 PPR Catagories- Personalized Project Reference
    • Screen Captures Should Not be Blurry, and text should be at least 10-point font size. 
    • No Comments
    • 4 PPR Toics
      1. Program Design, Function, and Purpose
      2. Algorithm Development
      3. Errors and Testing
      4. Data and Procedural Abstraction
  • Poceedure: Capture and paste two program code segments you developed during the administration of this task that contain a student-developed procedure that implements an algorithm used in your program and a call to that procedure.
    • The first program code segment must be a student-developed procedure that:
      • Defines the procedure’s name and return type (if necessary)
      • Contains and uses one or more parameters that have an effect on the functionality of the procedure
      • Implements an algorithm that includes sequencing, selection, and iteration
    • The second program code segment must show where your student-developed procedure is being called in your program.
  • List: Capture and paste two program code segments you developed during the administration of this task that contain a list (or other collection type) being used to manage complexity in your program.
    • The first program code segment must show how data have been stored in the list.
    • The second program code segment must show the data in the same list being used, such as creating new data from the existing data or accessing multiple elements in the list, as part of fulfilling the program’s purpose.
• The Create performance task section of the end-of-course exam consists of four prompts that require students to write responses that demonstrate understanding of their personal Create performance task. The specific prompts will vary across the different versions of the exam. Students will have access to their student-authored Personalized Project Reference (PPR), as long as it was submitted as final via the AP Digital Portfolio, when responding to these prompts.
• If you fail to cite the source of any code that you or your partner didn't write, you will automatically get a 0 on the entire task. Make sure you use comments to cite any code that you or your partner did not write. For example:
• Human Help
• Chat GPT and AI
• Images and Graphics
• Comments in your code
  • When to use comments
  • When not to use comments
• 1 Hour to Respond to PPR Questions on Test Day
• How to submit your video, code, and PPR- AP Digital Portfolio
• What if I did not sign-up for the AP Exam?

Some College Board Examples with Grading

Examples 1-

• Free-Response Questions, Set 1
• Scoring Guidelines, Set 1
• Chief Reader Report, Set 1
• Scoring Statistics, Set 1
• Scoring Distributions
• Commentary and Samples, Question 1, Set 1 (.zip)
• Commentary and Samples, Question 1, Set 2 (.zip)

Examples 2-

• Free-Response Questions, Set 2
• Scoring Guidelines, Set 2
• Chief Reader Report, Set 2
• Scoring Statistics. Set 2
• Scoring Distributions
• Commentary and Samples, Question 2, Set 1 (.zip)
• Commentary and Samples, Question 2, Set 2 (.zip)

Upload Day April 3

• AP Student Guide for setting up digital portfolio (PDF)

• AP Digital Portfolio

  • AP Central web page about the digital portfolio

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10pts- Before you leave today. You and/or a partner need to make a GoogleSlide and share with me. Please include the following 8 slides-

1. Tittle Slide- Your Names and Period (1 Slide)
2. Program Code requirements (1 Slide)
3. PPR requirements-
   1. Program Design, Function, and Purpose (1 Slide)
   2. Algorithm Development (1 Slide)
   3. Errors and Testing (1 Slide)
   4. Data and Procedural Abstraction (1 Slide)
4. App Video (1 Slide)
5. Important tips and dates (1 Slide)

Due at the end of class today- 10pts

We will start coding in class on Wednesday!

App Lab Workspace for Performance Task

Day 23- Wednesday March 18- Performance Task

App Lab Workspace for Performance Task

Performance Task due date is Wednesday April 1 by the end of the class. 50pts.

We will upload Your PDF Code, Video, and PPRs on Friday April 3 in class- 20pts

 

Day 24- Friday March 21- Performance Task

Check-In # 1- 10 Points Due During Class Today

App Lab Workspace for Performance Task

Performance Task due date is Wednesday April 1 by the end of the class. 50pts.

We will upload Your PDF Code, Video, and PPRs on Friday April 3 in class- 20pts

 

Week 9

Day 20- Tuesday March 10- Unit 7 (24-25)- Lessons 8-10

Quiz- 15 Question, 15 points- Parameters, Return, and Libraries

Lesson 8-10 - Project Make a Library (Pairs or Solo Activity)

Libraries let you build functions that you and others can use to help build more powerful apps in lots of situations. As the designer of a library you not only need to know how to program, you also need to think about the many different kinds of programs other people might build.

For this project you will design and build a library of functions around any topic you want. You will have an opportunity to exchange feedback with another group about how you might use their library to design an app. Finally you will answer a few questions about the library you designed.

Project- Make a Library- Complete your own code.org lessons

• 2 Classes to work on project
• 15 pts for App Lab Completion (Lessons 8-10)
• Project Help Video

Project- Make a Library Activity Guide- pairs or solo

• 2 Classes to work on project
• 10 pts for Activity Guide Completion

25 Points Total- Code.org 8-10 and Activity Guide due at end of class Thursday

Day 21- Thursday March 12- Unit 7 (24-25)- Lesson 4

Finish Project Make a Library

Week 8

Day 17- Monday March 2- Unit 7 (24-25)- Lessons 1-3 Parameters and Return (6pts)

All work from last Thursday due at start of class today!

Lessons 2 & 3 due at end of class today- 6pts

Lesson 1- Parameters and Return Explore- 0pts

• Vocab-
  • Argument - the value passed to the parameter
  • Parameter - a variable in a function definition. Used as a placeholder for values that will be passed through the function
  • Return - used to return the flow of control to the point where the procedure (also known as a function) was called and to return the value of expression

No need to complete Lesson 1 code.org

Lesson 2- Parameters and Return Investigate- 3pts

In this lesson, students work with friends to investigate two different apps that use parameters and return values.

• Vocab-
  • Procedural Abstraction - a process and allows a procedure to be used only knowing what it does, not how it does it. Procedural abstraction allows a solution to a large problem to be based on the solution of smaller subproblems. This is accomplished by creating procedures to solve each of the subproblems.

Complete Lesson 2- 3pts

Lesson 3- Parameters and Return Practice- 3pts

Students practice writing programs with parameters and return values by creating and debugging functions that use them

Complete Lesson 3- 3pts

Feel Free to Start on Lesson 4- Parameters and Return Make

You will have Wednesday to complete Lesson 4.

Day 18- Wednesday March 4- Unit 7 (24-25)- Lesson 4

Student Wellness Survey- Per 1 During WRTV

Using Programming Patterns and a step-by-step approach students make their own version of a Reminder app. At the beginning of the lesson students are able to explore a working version of the app. They are then given the design elements of the app but begin with a blank screen. Students use an Activity Guide to go through the high level steps they should use to develop their app but leaves it to them to decide how to write the code. At the end students submit their apps and answer a free-response question in the style of a Create performance task written response prompt. Student apps and written responses can be assessed using a provided rubric.

Complete Lesson 4- Rock, Paper, Scissors App- 10pts

Parameters and Return Make Rock, Paper, Scissors Activity Guide- 5pts, 1-3 Students

Help Video for App and Activity Guide

Lesson 4 Completion and Activity Guide Due at End of Class today- 15pts Total

Day 19- Friday March 6- Unit 7 (24-25)- Lessons 5-7 Libraries- 9pts

Lesson 5- Libraries Explore- 3pts

Students learn the basics of libraries while building upon the envelope model of a function with a folder to represent a library.

• Video- Libraries in App Lab
• Vocab-
• API - Application Program Interface - specifications for how functions in a library behave and can be used
• Library - a group of functions (procedures) that may be used in creating new programs

Complete Libraries Explore Lesson 5- 3pts

Lesson 6- Libraries Investigate- 3pts

In this lesson students work with partners to investigate two apps that use libraries as well as the code used to make a library. Through a series of guided discussions they learn how libraries help programmers simplify and reuse their code.

• Vocab-
  • Modularity - the subdivision of a computer program into separate subprograms

Complete Libraries Investigate Lesson 6- 3pts

Lesson 7- Libraries Practice- 3pts

Students practice important skills for working with libraries, including testing and debugging libraries, and using libraries to help develop apps. After a brief introduction to these practices by the teacher, students spend the majority of their time programming in a level progression.

When we program with libraries we can use functions that take care of difficult or repetitive tasks. Instead of focusing on these details we can focus on the big picture of what it is that we want our programs to do and just assume that those details are handled by library functions. As we'll see in today's lesson that leads to two important realizations.

• Our programs may often be shorter and easier to read
• We need to debug libraries carefully before we share them to make sure they really work

Complete Libraries Practice Lesson 7- 3pts

Tuesday Next Week-

• Quiz
• Start Project

Week 7

Day 15- Tuesday February 24- Unit 6 (24-25)- Lesson 13- Hackathon Project

Unit 6 Quiz- 15pts

Hackathon PAirs Project

• You are tasked with building a functional app in App Lab that uses a dataset and list traversals (filtering, mapping, or reducing)
• Popular Project Ideas
  • Movie/Netflix Finder: Filter the "Netflix Movies" dataset by release year or genre to display a list of titles.
  • Volcano Explorer: Filter volcanoes by elevation or last eruption year to help users find specific geological data.
  • Sports Stats Tracker: Use a baseball or NFL dataset to find teams with a certain number of wins.
  • Solar System Guide: Use the "Planets" dataset to find which planet has the most moons (Reduction pattern).
• Common Pitfalls to Avoid
  • UI Formatting: Use a Text Area for displaying long lists of results. Using a Text Input or Label can cause formatting issues where new lines don't show up correctly.
  • Variable Placement: Declare all your global variables (like your lists) at the very top of your code to avoid "undefined" errors.
  • Dead Ends: Ensure every screen has a "Back" or "Home" button so the user never gets stuck.
• Project Requirements & Core Concepts - To meet the project criteria, your app must include:
  • Three Navigable Screens: Usually a Start screen, a Search/Input screen, and a Results screen.
  • Data Traversal: You must use a for loop to look through a list of data from the Code.org Data Library.
  • Logical Patterns: Use one of these three methods to process your data:
    • Filtering: Show only items that match a specific criteria (e.g., "Movies from 1994").
    • Mapping: Change every item in a list (e.g., "Convert all prices to Euros").
    • Reducing: Find one single value from a list (e.g., "The highest mountain" or "Average test score")
• The Assignment- (35 Pts)
  1. 1-2 Students Only, Pairs Preferred
  2. Make a Google Folder and share with me Casey Burrill
  3. Complete Planning Guide & Rubric- turn in next to microwave- 5pts (Due Today)
  4. Complete Hackathon at Lesson 13- 15pts- can get help from others in the room, everyone completes Lesson 13 in their own code.org login
  5. Complete Hackathon Written Responses on a Google Doc and save in shared Google Folder- 10pts
  6. Make a 30sec or less video of your app working and save in shared Google Folder- 5pts
• Project Help Video

Day 16- Thursday February 26- Unit 6 (24-25)- Finish Hackathon Project

Finish the Hackathon Project. Lesson 13

• Lesson 13- Due Monday start of class
• Written Response and video- Due start of class Monday in shared Google Folder
• Total Project = 35pts

Week 6

Day 13- Wednesday February 18- Unit 6 (24-25)- Traversals Leesons 9-11

I am absent today. My wife, Max, and I are digging out from all of the snow we got in Pine Mountain Club. Please take GREAT care of my sub! I will be back at school on Friday for sure!

Lesson 9 Explore- 3pts

The lesson begins with a quick review of lists and loops before moving into the main activity. Here students explore the concept with the Traversal Machine, a physical model of traversal using a for loop.

• Traversal - the process of accessing each item in a list one at a time
• Video- Processing Lists
• Complete Lesson 9

Lesson 10 Investigate- 3pts

In this lesson students work with partners to investigate three different apps that use traversals to access items in a lists. Students first explore all three apps without seeing the code to notice similarities and predict how they will work. Then they explore the code itself and make additions and modifications to the apps. To conclude the lesson, students review and discuss common programming patterns with traversals.

• Video- Data Tab in App Lab
• Complete Lesson 10

Lesson 11 Practice- 3pts

Students practice traversing lists, filtering and reducing lists, and using the data import tools. Along the way students develop debugging practices with traversals.

• Complete Lesson 11

Lessons 9-11 Due at End of Class Today! 9pts

Day 14- Friday February 20- Unit 6 (24-25)- Lesson 12- Traversals Make

Lesson 12- Traversals Make

Using Programming Patterns and a step-by-step approach students make their own version of a Random Forecaster app. At the beginning of the lesson students are able to explore a working version of the app. They are then given the design elements of the app but begin with a blank screen. Students use an Activity Guide to go through the high level steps they should use to develop their app but leaves it to them to decide how to write the code. At the end students submit their apps and answer a free-response question in the style of a Create performance task written response prompt. Student apps and written responses can be assessed using a provided rubric.

• Complete Lesson 12- Randon Forecaster App- 10pts
  • App Help Video
• Forecaster App Activity Guide- 5pts (1-3 Students)
  • Activity Guide Help Video

Next Week-

• 15 Question Quiz on Traversals, Loops, and Lists (15pts)
• Start Hackathon App Project (20pts)

Week 5

Day 11- Tuesday February 10- Unit 6 (24-25)- Loops Lessons 5-7

9 Points, 2 Points for Each Lesson

Lesson 5- Loops Explore

Students are introduced to the concept of loops.

• Video- Using Loops
• Vocab-
  • Infinite Loop - occurs when the ending condition will never evaluate to true
  • Iteration - a repetitive portion of an algorithm which repeats a specified number of times or until a given condition is met
  • For Loop - an iteration method typically used when you know the exact number of times you want to execute a block of code or when iterating over a fixed sequence of items (like a list, array, or a range of numbers).
  • While Loop - an iteration method used when the number of iterations is not known in advance, and the loop needs to continue as long as a specific boolean condition remains true.
• Complete Lesson 5 (3pts)

Lesson 6- Loops Investigate

Students practice using the for loop in order to repeatedly run pieces of code. The lesson begins with a quick investigation of an app that flips coins. After that code investigation students complete another investigation with an app that uses loops to update screen elements.

• Complete Lesson 6 (3pts)

Lesson 7- Loops Practice

Students practice the basics of loops including using while loops, for loops, and updating multiple screen elements with a for loop. Along the way students develop debugging practices with loops.

• Complete Lesson 7 (3pts)

All 3 Lessons Due at the End of the Class Today

Day 12- Thursday February 12- Unit 6 (24-25)- Lesson 8- Loops Make

Using Programming Patterns and a step-by-step approach students make their own version of a Lock Screen Maker app. At the beginning of the lesson students are able to explore a working version of the app. They are then given the design elements of the app but begin with minimal starting code. A progression of levels guides students on the high level steps they should use to develop their app but leaves it to them to decide how to write the code. At the end students submit their apps and answer a free-response question in the style of a Create performance task written response prompt. Student apps and written responses can be assessed using a provided rubric.

Lesson 8- Loops Make

• Lock Screen Maker App- 10pts
  • Help Video- Lock Screen Maker App
• Complete Activity Guid, Rubric, and PT Writing Question- 5pts (1-3 Students
  • Help Video- Activty Guide

App, Lesson 8, and Activity Guide Due at end of Class Today!

Traversals Next Week

Week 4

Day 8- Monday February 2- Unit 4 (24-25)- Lesson 12- Finish Decision Maker App

I am with my dad in the hospital today, nothing too serious. But he needs a family member with him. So I got dad tomorrow. Thanks for your support and understanding! See you Wednesday with all your work done! Take great care of my sub!!

Finish Decision Maker App- 15pts

Lesson 12- Decision Maker App Project- 30pts Total

Using a Project Planning Guide, students work through the stages of creating an app from scratch.

• You have 2 class periods to complete everything below. It is all due at the start of class on Wednesday February 4. You can work on the project at home if needed.
• Eash student needs to complete all of the following. Students can seek help from other students in class. Your App should be a different topic than other students in the room.
• Decison Maker App Checklist/Rubric- For your scoring reference
• Complete Decision Maker App Planning Guide- 5pts
  • Help Video- Completing the Plannning Guide
• Build the Decision Maker App and complete Lesson 12- 15pts
  • Print and Turn-In to Coach B (Next to Microwave)
  • Help Video- Decision Maker App Interface Design
  • Help Video- Decision Maker App Coding
• Make a Google Folder and Share With Coach B- Give Coach B edit rights to your shared Google Folder.
  • Add a video of your App being used, 30 seconds or less. No sound. Place video in your Google Folder- 5pts
    • Video should include Input, Output, and program functionality
    • Record Video help-
      • Windows: Use the Snipping Tool (search in menu) or Xbox Game Bar (Win+G) to select an area, choose audio sources, and press record.
      • macOS: Press, Command + Shift + 5, to open the screenshot/recording toolbar
      • iOS (iPhone/iPad): Add "Screen Recording" to the Control Center, swipe down, tap the record icon, and select microphone if needed.
      • Android: Swipe down twice, select "Screen record" from Quick Settings, and choose audio settings.
      • Browser/Extension: Tools like ScreenRec or Chrome extensions allow recording directly in the browser.
  • Answer Questions 1 & 2 below in a Google Doc and place this Doc in your shared Google Folder- 5pts
    • The following questions are based on the App you just created-
    • Question 1: Your program includes a conditional statement that makes a decision based on certain criteria. Explain how the program determines which block of code to execute. What are the possible outcomes of this conditional statement, and how do they affect the program? (Max150 words)
    • Question 2: Consider a procedure in your program that performs a specific task. Explain how this procedure helps manage the complexity of your program. Describe how using this procedure improves the organization of your code and makes it easier to modify or extend. (Max 150 words)

All Items for the Decision Maker App Project is due at start of class on Wednesday February 4.

Day 9- Wednesday February 4- Unit 6 (24-25)- Lists Explore, Investigate, and Practice

// All Decision Maker App Items Due at Start of Class Today! //

// Thanks for being great for my sub on Monday! //

--Lists, Loops, and Traversals Unit--

This unit introduces lists, loops, and traversals, and explores the way they can be used to build apps that store and process large amounts of information. Learn to program with the data library in App Lab and complete a hackathon project at the end of the unit where you can design a program about any topic of your choosing.

Lesson 1- Lists Explore

Introduce the syntax to use lists and the ways they can be used.

Code.org Lists Presentation

Vocab-

• Data Abstraction - manage complexity in programs by giving a collection of data a name without referencing the specific details of the representation
• Element - an individual value in a list that is assigned a unique index
• Index - a common method for referencing the elements in a list or string using numbers
• List - an ordered collection of elements

Video- Introduction to Lists- Part 1 Intro

Video- Introduction to Lists- Part 2 Accessing Lists

Complete Unit 6 Lesson 1- Lists Explore- 3pts

Lesson 2- Lists Investigate

In this lesson students work with others to investigate three different apps that use lists. Students first explore all three apps without seeing the code to notice similarities and predict how they will work. Then they explore the code itself and make additions and modifications to the apps. Students are also introduced to the getColumn command and how to use it to populate lists from the datasets in the AppLab Data Library.

Video- Part 3 Assigning and Updating

Video- Part 4 Getting Length

Video- Data Library

Complete Unit 6 Lesson 2- Lists Investigate- 3pts

Lesson 2- Lists Practice

Practice the basics of lists including creating lists and accessing, inserting, and removing elements from lists.

Complete Unit 6 Lesson 3- Lists Practice

Complete Unit 6 Lesson 2- Lists Investigate- 3pts

 

Lessons 1-3 Due by end of class today! 9pts Total

Day 10- Friday February 6- Unit 6 (24-25)- Lesson 4- Lists Make

Activity Guide, Checklist, Rubric, and Performance Task Practice Question- 5pts, (1-3 Students)

Activity Guide Help Video

Complete Lesson 4- Lists Make- 10pts

Reminder App Help Video

Using Programming Patterns and a step-by-step approach students make their own version of a Reminder app. At the beginning of the lesson students are able to explore a working version of the app. They are then given the design elements of the app but begin with a blank screen. Students use an Activity Guide to go through the high level steps they should use to develop their app but leaves it to them to decide how to write the code. At the end students submit their apps and answer a free-response question in the style of a Create performance task written response prompt.

Activity Guide and Lesson 4 Completion Due at End of Class Today- 15pts Total

Week 3

Day 6- Tuesday January 27- Unit 4 (24-25)- Lesson 11- Functions Make

Using Programming Patterns and a step-by-step approach students make their own version of a Quote Maker app. At the beginning of the lesson students are able to explore a working version of the app. They are then given the design elements of the app but begin with a blank screen. Students use an Activity Guide to go through the high level steps they should use to develop their app but leaves it to them to decide how to write the code. At the end students submit their apps and answer a free-response question in the style of a Create performance task written response prompt. Student apps and written responses can be assessed using a provided rubric.

Lesson 11- Functions Make

• Quote Maker App- Lesson 11 (5pts)
  • Quote Maker App Help Video
• Quote Maker App Activity Guide (5pts) (1-3 Students)
  • Activity Guide Help Video

Day 7- Thursday January 29- Unit 4 (24-25)- Lesson 12- Decision Maker App

Multiple Choice Quiz- 15 Questions, 15 Points- Variables, Conditionals, and Functions

Decision Maker App- 15pts

Lesson 12- Decision Maker App Project- 30pts Total

Using a Project Planning Guide, students work through the stages of creating an app from scratch.

• You have 2 class periods to complete everything below. It is all due at the start of class on Wednesday February 4. You can work on the project at home if needed.
• Eash student needs to complete all of the following. Students can seek help from other students in class. Your App should be a different topic than other students in the room.
• Decison Maker App Checklist/Rubric- For your scoring reference
• Complete Decision Maker App Planning Guide- 5pts
  • Help Video- Completing the Plannning Guide
• Build the Decision Maker App and complete Lesson 12- 15pts
  • Print and Turn-In to Coach B (Next to Microwave)
  • Help Video- Decision Maker App Interface Design
  • Help Video- Decision Maker App Coding
• Make a Google Folder and Share With Coach B- Give Coach B edit rights to your shared Google Folder.
  • Add a video of your App being used, 30 seconds or less. No sound. Place video in your Google Folder- 5pts
    • Video should include Input, Output, and program functionality
    • Record Video help-
      • Windows: Use the Snipping Tool (search in menu) or Xbox Game Bar (Win+G) to select an area, choose audio sources, and press record.
      • macOS: Press, Command + Shift + 5, to open the screenshot/recording toolbar
      • iOS (iPhone/iPad): Add "Screen Recording" to the Control Center, swipe down, tap the record icon, and select microphone if needed.
      • Android: Swipe down twice, select "Screen record" from Quick Settings, and choose audio settings.
      • Browser/Extension: Tools like ScreenRec or Chrome extensions allow recording directly in the browser.
  • Answer Questions 1 & 2 below in a Google Doc and place this Doc in your shared Google Folder- 5pts
    • The following questions are based on the App you just created-
    • Question 1: Your program includes a conditional statement that makes a decision based on certain criteria. Explain how the program determines which block of code to execute. What are the possible outcomes of this conditional statement, and how do they affect the program? (Max150 words)
    • Question 2: Consider a procedure in your program that performs a specific task. Explain how this procedure helps manage the complexity of your program. Describe how using this procedure improves the organization of your code and makes it easier to modify or extend. (Max 150 words)

All Items for the Decision Maker App Project is due at start of class on Wednesday February 4.

Week 2

Day 4- Wednesdaay January 21- Unit 4 (24-25)- Conditionals Lesson 8

Using Programming Patterns and a step-by-step approach students make their own version of a Museum Ticket Generator app. At the beginning of the lesson students are able to explore a working version of the app. They are then given the design elements of the app but begin with a blank screen. A progression of levels guides students on the high level steps they should use to develop their app but leaves it to them to decide how to write the code. At the end students submit their apps and answer a free-response question in the style of a Create performance task written response prompt.

• Complete Lesson 8- 5pts
  • Help Video- Museum Ticket Generator App
• Conditionals Make Activity Guide- 5pts (1-3 Students)
  • Help Video- Activity Guide

Day 5- Friday January 23- Unit 4 (24-25)- Functions Lessons 9 & 10

Coach B Help Slides for Functions Lessons 9 & 10

Lesson 9- Functions Explore/Investigate

• Students begin the lesson by considering two ways to write out the lyrics of a song, one that includes a lot of repeated text and one that does not. After exploring this example students complete a series of investigate activities in which functions have beenVideo- Introductionused to remove repeated code from a program.
• Video- Functions Review Video
• Video- App Lab Functions Instructions
• Complete Lesson 9
• Song Lyrics Handout- If needed...
• Vocab-
  • Function - a named group of programming instructions. Also referred to as a “procedure”.
  • Function Call - a command that executes the code within a function

Lesson 10- Functions Practice

• In this lesson students spend most of their time practicing using the skills and processes they have learned about functions. At the conclusion of the lesson students discuss remaining questions in anticipation of their Make project in the following lesson.
• Video- Scope Practice
• Complete Lesson 10
• Vocab-
  • Global Variable- Permanent. Can be used anywhere in your code. var used outside an onEvent()
  • Local Variable- Temporary. Can be used only in the part of the code where it was created, like inside an onEvent(). Deleted once the onEvent() is done running. var used inside an onEvent() 
• Help Video- All 3 Apps (Ticket Prices, Basketball Stats, and Hydration Tracker Apps)

Lessons 9 & 10 Due at end of class- 5pts

====== Coming Next Week ======

You can get started on following tasks if you want...

Tuesday- Lesson 11- Functions Make

• Quote Maker App- Lesson 11 (5pts)
  • Quote Maker App Help Video
• Quote Maker App Activity Guide (5pts) (1-3 Students)
  • Activity Guide Help Video

Thursday- Lesson 12- Project

• Multiple Choice Quiz- 15 Questions, 15 Points- Variables, Conditionals, and Functions
• Start on Decision Maker App (15pt)

Week 1

Day 1- Monday January 12- Unit 4 (24-25)- Variables Lessons 1-3

Welcome back! Hope you all had a great winter break. I missed almost all of you!! Let's get into some higher level programming... let's roll.

** NEW SEATING CHART DAY **

Unit 4 Information-

This unit explores how variables, conditionals, and functions allow for the design of increasingly complex apps. Learn how to program with these three new concepts through a sequence of collaborative activities. Then build your own decision maker app to share with friends and help them make a decision

Lesson 1- Variables Explore

Video- Intro to Variables Part 1

Video- Intro to Varibales Part 2

Coach B Variables Presentation

To begin the lesson students explore sample apps similar to the ones they'll be able to build by the end of the unit.

Vocab-

• Assignment Operator - allows a program to change the value represented by a variable
• Expression - a combination of operators and values that evaluates to a single value
• String - an ordered sequence of characters
• Variable - a named reference to a value that can be used repeatedly throughout a program

Complete Lesson 1 (with friends)

Lesson 2- Variables Investigate

In this lesson students work with others to investigate several versions of the "Thermostat App" to understand how variables store and update information. To begin, students examine a version of the app where the temperature displayed changes each time a button is clicked. The next two versions of the app demonstrate how variables can store strings. Students learn about the patterns they are observing, specifically "Counter Pattern with Event" and "Variables with String Concatenation Pattern". To conclude the lesson, students review and discuss the programming patterns that they will make use of in the programs they write.

Introduced Code-

• Math.round(x);
• var x = __;
• var x;

Complete Lesson 2 (with friends)

Lesson 3- Variables Practice

In this lesson students spend most of their time practicing using the skills and processes they have learned about variables. At the conclusion of the lesson students discuss the main things they realized and still have questions about at the conclusion of this lesson.

Complete Lesson 3 (with friends)

Finish Lessons 1-3- 5pts

Day 2- Wednesday January 14- Lesson 4- Variables Make

Lesson 4- Variables Make

Using Programming Patterns and a step-by-step approach students make their own version of a Photo Liker app. At the beginning of the lesson students are able to explore a working version of the app. They are then given the design elements of the app but begin with a blank screen. A progression of levels guides students on the high level steps they should use to develop their app but leaves it to them to decide how to write the code. At the end students submit their apps and answer a free-response question in the style of a Create performance task written response prompt. Student apps and written responses can be assessed using a provided rubric.

Complete Activity Guide (1-3 Students)- 5pts- Mr. Kaiser Help Video

Complete Lesson 4 Photo Liker App)- 5pts - Mr. Kaiser Help Video

Activity Guide and Completed App Due at End of Class

Day 3- Friday January 16- Unit 4 (24-25)- Conditionals Lessons 5-7

Lesson 5- Conditionals Explore

Students learn the basics of conditionals through an unplugged activity using the sticky notes and plastic baggies from the Variables Explore lesson. The activity provides students a physical mental model they will be able to use when they start programming with conditionals in the subsequent lessons. Flowcharts are introduced as a way to understand how computers make decisions using Boolean expressions.

Video- Part 1 Boolean Expressions

Coach B Conditionals Presentation

Vocab-

• Boolean Value - a data type that is either true or false
• Comparison Operator - <, >, <=, >=, ==, != indicate a Boolean expression
• Logical Operator - NOT, AND, and OR, which evaluate to a Boolean value

Complete Lesson 5 (with friends)

Lesson 6- Conditionals Investigate

In this lesson students work with others to investigate three versions of the "Lemon Squeeze" app to understand how boolean expressions and conditional statements allow programs to make decisions. In each guided investigation students first watch a short video on a concept, then use a working app to predict how new features work, then investigate the code to see how those features are implemented, and finally modify the code to add expanded features. To conclude the lesson, students review and discuss common programming patterns with conditionals.

Video- Part 2A- if Statements

Video- Part 2B- if/else Statements

Video- Part 2C- if/else if Statements

Video- Part 3- And & Or" Operators

More Vocab and Takeaways-

• Conditional Statement- affects the sequential flow of control by executing different statements based on the value of a Boolean expression
• A Boolean Value is a data type that is either true or false.
• Comparison Operators <, >, <=, >=, ==, != indicate a Boolean expression
• Each side of the Boolean expression is reduced to a single value
• Single values are compared and result in a Boolean value (true or false)
• Boolean expressions can also include Logical Operators &&, ||, ! (AND, OR, NOT). Both sides of the logical operator are reduced to a single Boolean value
• A truth table is used to evaluate the reduced Boolean expression to a single Boolean value
• A decision is made with the single Boolean value
• A flowchart illustrates the steps of making a decision with a Boolean expression

Complete Lesson 6 (with friends)

Lesson 7- Conditionals Practice

In this lesson students spend most of their time practicing using the skills and processes they have learned about conditionals. At the conclusion of the lesson students discuss the main things they realized and still have questions about at the conclusion of this lesson.

Complete Lesson 7 (with friends)

Finish Lessons 5-7- 5pts

==============================

Wednesday Next Week-

• Museum Ticket Generator App
• Complete Lesson 8- 5pts
  • Help Video- Museum Ticket Generator App
• Conditionals Make Activity Guide- 5pts
  • Help Video- Activity Guide