Curriculum Map - BHS - Business & Technology Dept. - Computer Science

Problem Solving Unit

Stage 1 Desired Results
ESTABLISHED GOALS Desired goals for the student is to understand how a computer can Input, Output, Storage and Processing information to solve problems.
Standards
Students will be able to independently use their learning to… Understanding Computing Devices The Problem Solving Process Employability skills - CTE1
Meaning
UNDERSTANDINGS Students will understand that… Students should be able to identify the defining characteristics of a computer and how it is used to solve information problems. Use a structured problem solving process to address problems and design solutions that use computing technology.
ESSENTIAL QUESTIONS What strategies and processes can I use to become a more effective problem solver? How do computers help people to solve problems? How do people and computers approach problems differently? What does a computer need from people in order to solve problems effectively?
Acquisition
Students will know… By the end of the unit, students should be able to identify the defining characteristics of a computer and how it is used to solve information problems. Students will propose an app designed to solve a problem of their choosing
Students will be skilled at… I will understand the process of inputting I will understand how a computer outputs information I will understand how information is stored I will understand how information is processed
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Whether or not the student used the four stages of problem solving to in their app (The four stages of the problem solving process; define, prepare, try, and reflect)	PERFORMANCE TASK(S): Project - Propose an App
Whether or not the student explained the problem solving process (digitally or via poster)	OTHER EVIDENCE: Poster (Google Doc) of App
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Carry out and evaluate a solution to a problem, iteratively improving on it as needed Consider various approaches to solving a problem, and decide which is the most appropriate Assess how well defined a problem is and use strategies to define the problem more precisely Given various problems, identify individual actions that would fall within each step of a structured process to solve them.

Web Design Unit

Stage 1 Desired Results
ESTABLISHED GOALS By the end of the unit, students should be able to create a digital artifact that uses multiple computer languages to control the structure and style of their content, and view computer science as a tool for personal expression. Write and debug algorithms in a structured language
Standards
Digital Tools and Collaboration (DTC) Computing Devices Collaboration and Communication (Communicate and publish online) Advance research skills including advance searches, digital source evaluation, and synthesis of information Employability skills - CTE1
Meaning
UNDERSTANDINGS Students will understand that… Create web pages to address specified objectives. Create web pages with a practical, personal, and/or societal purpose. Select appropriate techniques when creating web pages. Use abstraction to separate style from content in web page design and development. Describe the use of a website with appropriate documentation.
ESSENTIAL QUESTIONS Why do people create websites? How can text communicate content and structure on a web page? How can I incorporate content I find online into my own webpage? What strategies can I use when coding to find and fix issues? How do I modify the appearance and style of my web pages? How do I safely and appropriately make use of the content published on the internet?
Acquisition
Students will know… How to modify the appearance and style of their web page. How to safely and appropriately make use of the content published on the internet. Building Multi-Page Websites
Students will be skilled at… Creating and sharing content on their own web pages. Creating web pages with a practical, personal, and/or societal purpose. Styling and CSS Electing appropriate techniques when creating web pages. Using abstraction to separate style from content in web page design and development. Describing the use of a website with appropriate documentation.
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
This unit uses Web Lab in Code.Org	PERFORMANCE TASK(S): Completing the steps in Code.org
A published website on the web	OTHER EVIDENCE: A working webpage with multiple linked pages
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Evaluate licenses that limit or restrict use of computational artifacts when using resources such as libraries. Use public domain or creative commons media and refrain from copying or using material created by others without permission. Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. Think critically about the impact of sharing information online and how to be more critical consumers of content. Describe tradeoffs between allowing information to be public and keeping information private and secure. Discuss real-world cybersecurity problems and how personal information can be protected. Understand their role and responsibilities as both creators and consumers of digital media. Understand that different languages allow them to solve different problems,

Interactive Animations and Games Unit

Stage 1 Desired Results
ESTABLISHED GOALS Students build on their coding experience as they create images, animations, interactive art, and games using code. By the end of the unit, students should be able to create an interactive animation or game that includes basic programming concepts such as control structures, variables, user input, and randomness. They should manage this task by working with others to break it down using objects (sprites) and functions. Throughout the process, they should give and respond constructively to peer feedback and work with their teammates to complete a project. Students should leave this unit viewing themselves as computer programmers, and see programming as a fun and creative form of expression.
Standard
Students will be able to independently use their learning to… Computing Devices Human and Computer Partnerships Algorithms Programming and Development DIgital Tools Collaboration and Communication Employability skills - CTE1
Meaning
UNDERSTANDINGS Students will understand that… There are multiple ways to build games using existing software (platforms) such as Game Lab in Code.Org
ESSENTIAL QUESTIONS What is a computer program? What are the core features of most programming languages? How does programming enable creativity and expression? How do software developers manage complexity and scale? How can programs be organized so that common problems only need to be solved once?
Acquisition
Students will know… Who do students contact when they run into a bug? How do they describe the bug to another person? How will they share their project with another person? How to use conditionals to react to keyboard input or changes in variables / properties Understand sequence commands to draw in the proper order To apply an iterator pattern to variables or properties in a loop
Students will be skilled at… Use conditionals to react to keyboard input or changes in variables / properties Sequence commands to draw in the proper order Apply an iterator pattern to variables or properties in a loop\ Knowing which practices and strategies will help me as I write programs? Knowing how I can build on previous solutions to create even more complex behavior?
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Lesson Frame Students become familiar with the programming concepts and the design process computer scientists use daily. We Will: learn how these simpler constructs can be combined to create more complex programs.	PERFORMANCE TASK(S): Students develop a personalized, interactive program.

Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Students will explore how Computer Science in general, and programming specifically, plays a role in either a specific form of entertainment or as a vehicle for self expression. The class is asked to consider the "problems" of boredom and self expression, and to reflect on how they approach those problems in their own lives. From there, they will explore how Computer Science in general, and programming specifically, plays a role in either a specific form of entertainment or as a vehicle for self expression. The primary goal of this unit is to broaden students' perspectives about how programming can be used to make fun or entertaining things. By the end of this unit, students bring together all the pieces they have learned (drawing, variables, sprites, images, conditionals, user input) in one place.

Robotics Unit

Stage 1 Desired Results
ESTABLISHED GOALS Robotics- Students will then begin to write simple programs and build up to programs containing more complex Python programming structures. To get familiar with the EdPy app and programming with Edison Robots To write and debug algorithms in a structured language (EdPy) Use troubleshooting strategies to solve routine hardware and software problems.
Standard
Students will be able to independently use their learning to… Computing Devices Algorithms Programming and Development DIgital Tools Collaboration and Communication Safety and Security Employability skills - CTE1
Meaning
UNDERSTANDINGS Students will understand that… Robotics are an advanced application of computer science that can be used to solve problems in a variety of settings from business to healthcare and how robotics enables innovation by automating processes that may be dangerous or otherwise problematic for humans. Students explore how to integrate hardware and software in order to solve problems. Students will see the effect of software and hardware design on the resulting product. Students will apply previously learned topics to the study of robotics (specifically a Edison robot)
ESSENTIAL QUESTIONS What effects have robots had on society? What are the features of robots? How are robots programed to perform functions?
Acquisition
Students will know… Operate an Edison Robot Algorithms and abstraction Programming Societal impacts of computer programming
Students will be skilled at… Identifying the criteria that describe a robot and determine if something is a robot. Matching the actions of the robot to the corresponding parts of the program. Coding, and testing a robot that solves a stated problem. Explaining ways in which different hardware designs affect the function of a machine. (that particular robot) Describing the tradeoffs among multiple ways to program a robot to achieve a goal.
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
List and explain the criteria that describe a robot Determine if something is a robot, using the criteria	PERFORMANCE TASK(S): Brainstorm what they think of when they hear “robot” and then identify common features of robots. Participate in a specific class activity determining if common items are robots. Work in small groups to complete “Are we Robots?” activity.
Identify the parts and features of the Edison robot Download programs to the robot Navigate the EdWare development environment Identify the four major icon groups Upload the Edison Test Program to the EdWare app Download a program to Edison Execute a program on Edison Analyze Edison’s actions	OTHER EVIDENCE: Student groups work together to investigate Edison. Student groups navigate to the EdWare programming site: http://edwareapp.com. Student groups will identify the four major icon groups and explain their purpose. Students will create an account for Edware Students will follow the steps to download the test program (Test Program.edw) to the Edison robot. Students will investigate Test Program.edw by running the program on the robot and analyzing the icon used to implement the program
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction What is a robot? Identify the criteria that make an item a robot. Evaluate robot body designs and create algorithms to control robot behavior. Introduce the features of the Edison Robot. Introduce the EdWare programming environment. Introduce robot movement and turning. Introduce robot sensing. Introduce RoboCup real life robotic competition and write instructions for tic-tac-toe. Robo Tic-Tac-Toe Tournament and introduction to RoboCupJunior Dance Challenge. Build, program, and present a dancing robot. Build a program and present a rescue robot.