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Updates to CS 2 curriculum; stub for CS 3 curriculum modules
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Nick Winter
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@ -15,28 +15,28 @@ _This guide is written with Python-language classrooms in mind, but can easily b
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### Scope and Sequence
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| Module | Levels | Transfer Goals |
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| ----------------------------------- |:-----------------|:-----------------|
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| [1. Basic Syntax](#basic-syntax) | 1-6 |Call functions in order|
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| [2. Loops](#loops) | 7-14 |Repeat code sequences|
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| [3. Variables](#variables) | 15-20 |Save and access data|
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| [4. Review](#review-arena) | 21 |Master syntax and sequencing|
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| Module | Levels | Transfer Goals |
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| ---------------------------------------------------------- | :----------------- | :--------------------------- |
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| [1. Basic Syntax](#basic-syntax) | 1-6 | Call functions in order |
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| [2. Loops](#loops) | 7-14 | Repeat code sequences |
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| [3. Variables](#variables) | 15-20 | Save and access data |
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| [4. Review - Multiplayer Arena](#review-multiplayer-arena) | 21 | Master syntax and sequencing |
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### Core Vocabulary
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**Basic Syntax** - the basic spelling and grammar of a language, and must be carefully paid attention to in order for code to properly execute. For example, while Python and Javascript are used to do similar things in Course 1, the syntax for them is noticeably different, because they are different programming languages.
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**Basic Syntax** - the basic spelling and grammar of a language, and must be carefully paid attention to in order for code to properly execute. For example, while Python and JavaScript are used to do similar things in Course 1, the syntax for them is noticeably different, because they are different programming languages.
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**Object** - a character or thing that can perform actions.
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**String** - a type of programming data that represents text. In both Python and Javascript, strings are represented by text inside quotes. In Course 1, strings are used to identify objects for the hero to attack.
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**String** - a type of programming data that represents text. In both Python and JavaScript, strings are represented by text inside quotes. In Course 1, strings are used to identify objects for the hero to attack.
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**Function** - an action performed by an object.
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**Argument** - extra information passed into a method in order to modify what the method does. In both Python and Javascript, arguments are represented by code that is inside the parentheses after a method. In Course 1, arguments must be used to define enemies before the hero can attack them, and can also be used to move multiple times without writing new lines of code.
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**Argument** - extra information passed into a method in order to modify what the method does. In both Python and JavaScript, arguments are represented by code that is inside the parentheses after a method. In Course 1, arguments must be used to define enemies before the hero can attack them, and can also be used to move multiple times without writing new lines of code.
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**Property** - data about or belonging to an object.
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**While Loop** - used to repeat actions without the player needing to write the same lines of code over and over. In Python, the code that is looped must be indented underneath the while true statement. In Javascript, the code that is looped must be enclosed by curly brackets {}. In Course 1, while loops repeat forever, and are used to navigate mazes made up of identical paths, as well as attack objects that take a lot of hits to defeat (strong Doors, for example).
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**While Loop** - used to repeat actions without the player needing to write the same lines of code over and over. In Python, the code that is looped must be indented underneath the while true statement. In JavaScript, the code that is looped must be enclosed by curly brackets {}. In Course 1, while loops repeat forever, and are used to navigate mazes made up of identical paths, as well as attack objects that take a lot of hits to defeat (strong Doors, for example).
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**Variable** - a symbol that represents data, and the value of the variable can change as you store new data in it. In Course 1, variables are used to first define an enemy, and then passed along as an argument to the attack method so that the hero can attack the right enemy.
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@ -364,7 +364,7 @@ Focus on clearly communicating the goal of the level, and describing the problem
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##### Module 4
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## Review: Arena
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## Review - Multiplayer Arena
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### Summary
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The arena level is a reward for completing the required work. Students who have fallen behind in the levels or who have not completed their written reflections should use this time to finish. As students turn in their work, they can enter the Wakka Maul arena and attempt multiple solutions until time is called.
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@ -1,4 +1,4 @@
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###### Last updated: 09/01/2016
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###### Last updated: 09/12/2016
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##### Lesson Plans
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# Computer Science 2
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### Scope and Sequence
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| Module | Levels | Transfer Goals |
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| ----------------------------------------------------- |:-----------------|:-----------------|
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| [5. Conditionals (if)](#conditionals-if-) | 1-10 |Check expression before executing|
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| [6. Conditionals (else)](#conditionals-else-) | 11-18 |Execute default code|
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| [7. Nested Conditionals](#nested-conditionals) | 19-21 |Put one conditional inside another|
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| [8. Functions](#functions) | 22-30 |Save code for later|
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| [9. Events](#events) | 31-32 |Listen for events and execute code|
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| [10. Code Challenge](#code-challenge) | 33 |Design and implement algorithms|
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| Module | First Level | Transfer Goals |
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| ----------------------------------------------------------- | :-------------------- | :--------------------------------- |
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| [5. Conditionals (if)](#conditionals-if-) | Defense of Plainswood | Check expression before executing |
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| [6. Conditionals (else)](#conditionals-else-) | Back to Back | Execute default code |
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| [7. Nested Conditionals](#nested-conditionals) | Forest Fire Dancing | Put one conditional inside another |
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| [8. Functions](#functions) | Village Rover | Save code for later |
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| [9. Events](#events) | Backwoods Buddy | Listen for events and execute code |
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| [10. Review - Multiplayer Arena](#review-multiplayer-arena) | Power Peak | Design and implement algorithms |
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### Core Vocabulary
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**Object** - a character or thing that can perform actions. Objects are the building blocks of Python. They are things or characters that can perform actions. Your `hero` is an object. It can perform the moving actions. In `hero.moveRight()`, the object is `hero`. In Course 2, students will also be using the `pet` object to perform actions.
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@ -41,14 +41,13 @@ _This guide is written with Python-language classrooms in mind, but can easily b
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**Conditional** - the building block of modern programming, the conditional. It’s named as such because of its ability to check the conditions at the moment and perform different actions depending on the expression. The player is no longer able to assume there will be an enemy to attack, or if there is a gem to grab. Now, they need to check whether it exists, check if their abilities are ready, and check if an enemy is close enough to attack.
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**Arithmetic** - Course 2 begins to ease the player into using math while coding. Levels catering to basic arithmetic address how to use math as needed in order to perform different actions effectively.
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**Input Handling** - Input handling allows players to finally interact with their hero in real-time. After submitting their code, the player will be able to dynamically add flags to the battlefield to assist their hero in solving tough challenges. It helps teach simple event handling as well as being quite fun!
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#### Extra activities for students who finish Course 2 early:
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- Help someone else
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- Refine a multiplayer arena strategy in Power Peak
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- Write a walkthrough
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- Write a review of the game
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- Write a guide to their favorite level
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@ -321,6 +320,12 @@ Circulate to assist. Make sure students are reading all the comments in the star
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**What is a conditional? How many different ways can you write a conditional? Give an example.**
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>A conditional asks “if.” You can say if something is true, then do something. You can use else if you want to do something if that first thing was not true. Elif is for if you want to do three things, like if it’s raining wear a jacket elif it’s snowing wear a hat else wear a t-shirt. You can put ifs inside other ifs but you have to remember the right number of spaces.
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**What is elif? Is it an elf?**
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>Elif means else if. You use it to do three things instead of two with if. It’s like an elf because it’s tricky.
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**Tell me about spaces.**
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>You use four spaces to make code go inside a while True, if, else, or elif. If an if is inside another if, you have to use eight spaces. It’s important to count the spaces and get them exactly right, or else the computer thinks you mean something different. You have to be really careful.
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##### Module 8
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## Functions
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Curriculum revision in progress, coming soon.
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##### Module 10
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## Review and Synthesis
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## Review - Multiplayer Arena
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### Summary
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Read the instructions! Remember the hints! Sit and think about how to solve the problem and how you’ll be able to tell it’s solved. All the habits of mind of a good programmer come to bear on these levels: defining the problem, breaking the problem down into parts, making a plan, syntax and debugging, sticking to it, and asking for help.
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### Transfer Goals
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- Use appropriate vocabulary
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- Persist in solving a problem
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### Standards
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**CCSS.Math.Practice.MP1** Make sense of problems and persevere in solving them.
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**CCSS.Math.Practice.MP6** Attend to precision.
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**CCSS.Math.Practice.MP7** Look for and make use of structure.
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**CCSS.Math.Practice.MP8** Look for and express regularity in repeated reasoning.
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### Instructive Activity: Review & Synthesis (10 mins)
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#### Interact (10 mins)
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Review! As a class, try to remember all the new vocabulary words you learned so far. Decide on a definition and an example. Have students write these on the board and correct each other’s work. Consult the game where there are disputes.
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**Object** - a character or thing can can do actions, hero
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**Function** - an action that an object can do, hero.cleave()
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**Argument** - additional information for a function, hero.attack(enemy)
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**Loop** - code that repeats, while True:
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**Variable** - a holder for a value, enemy = ...
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**Conditional** - code that checks if, if hero.isReady():
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**Property** - something about an object, flag.pos
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### Coding Time (30-45 mins)
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Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
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```
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Level #: _____ Level Name: ____________________________________
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Goal: __________________________________________________________
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What I did:
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What I learned:
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What was challenging:
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```
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Circulate to assist. Draw students’ attention to the instructions and tips. Students will need to call on everything they have learned so far. It’s important they understand the instructions in the comments. If they are stuck, have them read the comment out loud and explain what it means in their own words. That way, you can identify which part is giving them trouble.
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### Written Reflection (5 mins)
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**What is elif? Is it an elf?**
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>Elif means else if. You use it to do three things instead of two with if. It’s like an elf because it’s tricky.
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**Tell me about spaces.**
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>You use four spaces to make code go inside a while True, if, else, or elif. If an if is inside another if, you have to use eight spaces. It’s important to count the spaces and get them exactly right, or else the computer thinks you mean something different. You have to be really careful.
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##### Module 11
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## Code Challenge
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### Summary
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This is a boss level! It will take all your ingenuity and collaboration to solve it. Have students work in pairs and share their tips with other teams. Make observations about the level on scratch paper, and then use them to make a plan. The goal of the level is to defeat the main boss, but you also have to collect coins, hire mercenaries, and heal your champion. The player area is in the bottom left, and the tents may be obscured by the status bar. Press SUBMIT to see the full screen.
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The arena level is a reward for completing the required work. Students who have fallen behind in the levels or who have not completed their written reflections should use this time to finish. As students turn in their work, they can enter the Power Peak arena and attempt multiple solutions until time is called.
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### Transfer Goals
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- Design an algorithm to solve a problem.
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**CCSS.Math.Practice.MP6** Attend to precision.
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### Instructive Activity: Engineering Cycle (10 mins)
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#### Explain (5 mins)
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#### Explain (3 mins)
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Engineering is all about solving problems, but the first rule of engineering is that no one gets it right the first time. That’s where the Engineering Cycle comes in:
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First, we DESIGN a solution to our problem. This includes figuring out what the problem is, and breaking it down into smaller parts. Then we IMPLEMENT this design, which putting our ideas into action with code. Third, we TEST our implementation. Does it work? Does it solve the problem? If our test fails, we have to decide if it was because of the DESIGN or the IMPLEMENTATION.
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`attack(something)`
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### Coding Time (30-45 mins)
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Break into small campaign groups to solve the last level.
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**DESIGN**: In teams, make observations about the level. Make a list of requirements. Decide what part of the problem you will start with.
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Have students navigate to the last level, **Power Peak**, and complete it at their own pace.
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#### Rankings
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Once students beat the default computer they will be put in for the class ranking. Red teams only fight against blue teams and there will be top rankings for each. Students will only compete against the computer and other students in your CodeCombat class (not strangers).
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Note that the class rankings are plainly visible. If some students are intimidated by competition or being publicly ranked, give them the option of a writing exercise instead:
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- Write a walkthrough or guide to your favorite level
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- Write a review of the game
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- Design a new level
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#### Dividing the Class
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Students must choose a team to join: Red or Blue. It is important to divide the class as most students will choose red. It doesn’t matter if the sides are even, but it is important that there ARE players for both sides.
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- Divide the class into two randomly by drawing from a deck of cards.
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- Students who turn in their work early join the blue team, and latecomers play red.
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#### Refining the Code
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Code for Power Peak can be submitted more than once. Encourage your students to submit code, observe how it fares against their classmates, and then make improvements and resubmit. In addition, students who have finished the code for one team can go on to create code for the other team.
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Remind students to use the Engineering Cycle when working on their algorithms:
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**DESIGN**: Make observations about the level. Make a list of requirements. Decide what part of the problem you will start with.
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**IMPLEMENT**: Write the solution to that part of your problem in code. Tip: Use a different function to solve each part of the problem!
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**TEST**: Does your code work? If not, fix your code. If it does, does it solve the right part of the problem? If not, redesign. If so, move on to the next part!
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### Written Reflection (5 mins)
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**Write a chronicle of your epic battle from the point of view of either the hero or the boss.**
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>I am Tharin Thunderfist, the great hero of the battle of Cross Bones. Together with my guardian, Okar Stompfoot, I attacked the ogres and freed the valley from their tyranny. I gathered coins to pay archers and fighters to join the battle. Then I cured Okar when he was injured.
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**How did you break down the problem? What challenges did you come up against? How did you solve them? How did you work together?**
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>First we saw that the code already did collecting coins. So we made it go to the tents when we could afford to hire fighters. Then we had to get the potion, but we messed up the code. The teacher helped us fix it. But we still didn’t win, so we asked another team for help and they showed us how to defeat the enemy. We worked well together. It was fun and hard.
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### Writing Checkpoint: What is code?
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**Writing Checkpoint: What is code?**
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>Code is when you type instructions to make the computer do things. Sometimes it gives you hints and completes the words for you. You have to spell everything right and indent the right number of spaces. Sometimes the puzzles are easy and sometimes they are hard. You have to make a plan for how to solve it, and then write the code exactly to make it work. The language we used is called Python. It has while True: to make your code repeat and if, else, and elif to make different things happen at different times.
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@ -1,6 +1,258 @@
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###### Last updated:
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###### Last updated: 09/12/2016
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##### Module 9
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##### Lesson Plans
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# Computer Science 3
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### Curriculum Summary
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- Recommended Prerequisite: Computer Science 2
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- 6 x 45-60 minute coding sessions
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#### Overview
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Armed with basic knowledge of the structure and syntax of simple programs, students are ready to tackle more advanced topics. Conditionals, arithmetic, input handling, oh my! Computer Science 2 is where students move past the programming-toy stage into writing code similar to that they would use in the next major software or killer app!
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In Computer Science 2, students will continue to learn the fundamentals, (basic syntax, arguments, strings, variables, and loops) as well as being introduced to a second level of concepts for them to master. If statements allow the student to perform different actions depending on the state of the battlefield. Arithmetic will help players become more comfortable with using math in programming. All things in CodeCombat are objects, (that's the ‘object’ part of object-oriented programming,) and these things have accessible attributes, such as a Munchkin's position or a coin's value; both are important to begin visualizing the internal structure of the objects that make up their game world. Near the end of the Course there are some levels dedicated to input handling so the students can get introduced to the basic concept of events, and, well, it's just great fun, too!
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_This guide is written with Python-language classrooms in mind, but can easily be adapted for JavaScript._
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### Scope and Sequence
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| Module | First Level | Transfer Goals |
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| ----------------------------------------------------- | :----------------- | :----------------- |
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| [11. String Concatenation](#string-concatenation) | Friend and Foe | Add strings together with + |
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| [12. Computer Arithmetic](#computer-arithmetic) | The Wizard's Door | Do arithmetic with code (+ - * /) |
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| [13. Properties](#properties) | Backwoods Bombardier | Access object properties with . |
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| [14. Functions with Returns](#functions-with-returns) | Burlbole Grove | Write functions that return answers |
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| [15. Not Equals](#not-equals) | Useful Competitors | Test whether two things are not the same |
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| [16. Boolean Or](#boolean-or) | Salted Earth | Execute if-statements if one of two things are true |
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| [17. Boolean And](#boolean-and) | Spring Thunder | Execute if-statements if both of two things are true |
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| [18. Relative Movement](#relative-movement) | The Mighty Sand Yak | Combine x- and y-properties and arithmetic for movement |
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| [19. Time](#time) | Keeping Time | Code based on elapsed time with the now() function |
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| [20. Break and Continue](#break-and-continue) | Hoarding Gold | Skip or end while-loops with break and continue statments |
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| [21. Review - Multiplayer Arena](#review-multiplayer-arena) | Cross Bones | Synthesize all CS3 concepts |
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### Core Vocabulary
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**Concatenation** - String concatenation is used to add two strings together with the **string concatenation operator: `+`**
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**Arithmetic** - Course 3 begins to ease the player into using math while coding. Levels catering to basic arithmetic address how to use math as needed in order to perform different actions effectively.
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**Property** - data about or belonging to an object. You get to it by specifying the object, then a dot, then the name of the property, like `item.pos`.
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**Flags** - TODO
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**Return** - TODO
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**Boolean** - TODO
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**Break** - TODO
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**Continue** - TODO
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#### Extra activities for students who finish Course 3 early:
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- Help someone else
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- Refine a multiplayer arena strategy in Cross Bones
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- Write a walkthrough
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- Write a review of the game
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- Write a guide to their favorite level
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- Design a new level
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##### Module 11
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## String Concatenation
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### Summary
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**String concatenation** is used to add two strings together. Remember that strings are `"text inside quotes"`. When you want to build a longer string out of two shorter strings, or combine a string and a variable, you can use the **string concatenation operator: `+**`
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In CodeCombat, using strings and `hero.say()` is useful for communicating with friends in the game. These levels will prepare the student for more sophisticated communication using concatenated strings.
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### Transfer Goals
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- Concatenate two strings with `"string1" + "string2"`
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- Concatenate strings and variables, like `"string1" + variable1`
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- Use proper spacing around concatenated variables
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### Instructive Activity: String Chuck (12 mins)
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#### Explain (2 mins)
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Strings are pieces of text inside quotes. You have been using strings ever since Course 1, like the `"fence"` in `hero.buildXY("fence", 34, 30)`, or the `"Chest"` in `hero.attack("Chest")`. You have also been using variables, like the variable `enemy` in `hero.findNearestEnemy()`. Sometimes, you need to be able to combine a string and a variable together, and for that we use the string concatenation operator: `+`. String concatenation just means adding something to a string. Here's how it works:
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Concatenating two strings:
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```
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hero.say("Come at me, " + "Treg!")
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```
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This will cause your hero to say the combined string, "Come at me, Treg!".
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You can also concatenate strings stored in variables:
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```
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ogre = hero.findNearestEnemy()
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hero.say("Come at me, " + ogre.id)
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```
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This lets you call out an ogre without having to hard-code their name into your program.
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#### Interact (8 mins)
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Practice concatenating strings and variables.
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You are going to guide the class through concatenating strings to make a common phrase. The goal of this exercise is for the class to collectively write a program like this:
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||||
|
||||
```
|
||||
noun = "wood"
|
||||
verb = "chuck"
|
||||
teacher.write("How much " + noun + " could a " + noun + verb + " " + verb + " if a " + noun + verb + " could " + verb + " " + noun + "?")
|
||||
```
|
||||
|
||||
This should demonstrate both how to use the string concatenation operator and the importance of getting spaces around variables correct when concatenating strings.
|
||||
|
||||
Start by writing this string on the board:
|
||||
|
||||
```
|
||||
goal = "How much wood would a woodchuck chuck if a woodchuck could chuck wood?"
|
||||
```
|
||||
|
||||
Explain to the class that you need to make this string while only writing the words `"wood"` and `"chuck"` once, so we're going to store them in the variables so we can reuse them, and add:
|
||||
|
||||
```
|
||||
noun = "wood"
|
||||
verb =
|
||||
teacher.write("How much " + noun)
|
||||
```
|
||||
|
||||
Ask students to fill in the verb and the rest of the phrase one string or variable at a time. Add an output variable under your goal variable as you go:
|
||||
|
||||
```
|
||||
output = "How much wood"
|
||||
```
|
||||
|
||||
Let the students find their own mistakes in the output. They will likely forget to add spaces in the strings at first and get output like this:
|
||||
|
||||
```
|
||||
output = "How much woodcould a woodchuckchuckif a"
|
||||
```
|
||||
|
||||
Remind them that if you want a space to appear in the concatenated output string, you need to include it in the string before or after the variable, and sometimes you even need to add a string that's just a single space.
|
||||
|
||||
Once the program is complete, ask the class for a new noun and a new verb. Rewrite the variables and the final output accordingly. Example:
|
||||
|
||||
```
|
||||
noun = "cheese"
|
||||
verb = "spray"
|
||||
teacher.write("How much " + noun + " could a " + noun + verb + " " + verb + " if a " + noun + verb + " could " + verb + " " + noun + "?")
|
||||
|
||||
goal = "How much wood would a woodchuck chuck if a woodchuck could chuck wood?"
|
||||
output = "How much cheese would a cheesespray spray if a cheesespray could spray cheese?"
|
||||
```
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**When have you used strings before in CodeCombat?** (To attack by name, like `hero.attack("Treg")`; to `buildXY` by type, like `hero.buildXY("fence", 34, 30)`; to say passwords, like `hero.say("Hush!")`; etc.)
|
||||
**What kind of text can you put in a string?** (>Any text you want!)
|
||||
**What does string concatenation mean?** (Adding something to a string.)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
Goal: __________________________________________________________
|
||||
What I did:
|
||||
|
||||
What I learned:
|
||||
|
||||
What was challenging:
|
||||
|
||||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students’ attention to the instructions and tips, and especially for string concatenation, the error messages. You may need to reinforce that each string needs opening and closing quotes, and that in between strings and other strings or strings and variables, you always need a `+` to concatenate.
|
||||
|
||||
Students may run into errors with code like this:
|
||||
|
||||
```
|
||||
hero.say("Take " + numToTakeDown " down, pass it around!") # Missing second +
|
||||
hero.say("Take " + numToTakeDown + down, pass it around!") # Missing second opening "
|
||||
```
|
||||
|
||||
If student have trouble figuring out an error, ask them to carefully review their string and concatenation syntax, or see if a classmate can spot the mistake.
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**When would you need to use the string concatenation operator, `+`?**
|
||||
>When you have to put a string together with a variable. Since you don't know what the variable is ahead of time, but you need to do something with it in a string, like sing it in a song. So you put the song lyric with a `+` and the variable.
|
||||
|
||||
**How do you combine two variables into a string with a space between them?
|
||||
>You can't just put the variables together like `x + y`, because they won't have a space. You have to put a string that just has a space in between, like `x + " " + y`.
|
||||
|
||||
**Why do you think that the people who designed Python chose the `+` sign to represent concatenating strings together?
|
||||
>Because what you really doing is adding one string to the other string, and the symbol for addition is `+`.
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
##### Module 12
|
||||
## Computer Arithmetic
|
||||
### Summary
|
||||
**Computer Arithmetic** is TODO
|
||||
|
||||
### Transfer Goals
|
||||
- TODO
|
||||
- TODO
|
||||
-
|
||||
|
||||
### Instructive Activity: Arithmetic Algorithm (12 mins)
|
||||
#### Explain (2 mins)
|
||||
TODO
|
||||
|
||||
#### Interact (8 mins)
|
||||
TODO
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
Goal: __________________________________________________________
|
||||
What I did:
|
||||
|
||||
What I learned:
|
||||
|
||||
What was challenging:
|
||||
|
||||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students' attention to the instructions and tips, and TODO
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
|
||||
##### Module 13
|
||||
## Properties
|
||||
### Summary
|
||||
Flags give the game a real-time element. Players may place flags on the game screen, and have their hero respond to them. Either click on the flag color, or use the first letter of the color, then click on the screen to place the flag. Use `hero.pickUpFlag()` to make the hero go to the flag and clear it.
|
||||
|
|
@ -10,11 +262,6 @@ Flags give the game a real-time element. Players may place flags on the game scr
|
|||
- Save a property in a variable.
|
||||
- Tell the difference between a property and a function.
|
||||
|
||||
### Standards
|
||||
**CCSS.Math.Practice.MP1** Make sense of problems and persevere in solving them.
|
||||
**CCSS.Math.Practice.MP2** Reason abstractly and quantitatively.
|
||||
**CCSS.Math.Practice.MP4** Model with mathematics.
|
||||
|
||||
### Instructive Activity: Properties (10 mins)
|
||||
#### Explain (3 mins)
|
||||
A property is something about an object. You get to it by specifying the object, then a dot, then the name of the property. To get the position of a flag, type:
|
||||
|
|
@ -38,10 +285,10 @@ Property interview: Give each student a turn to ask something about another stud
|
|||
`francisco.sister.name`
|
||||
|
||||
When the syntax is correct, the queried student should should out the value of that property, e.g.
|
||||
`12`
|
||||
`“Die Hard”`
|
||||
`12`
|
||||
`"Die Hard"`
|
||||
`4.5 feet`
|
||||
`“Diana”`
|
||||
`"Diana"`
|
||||
|
||||
Note that everyone has an age property, and the same way of accessing it, but the values of that property are not the same for everyone!
|
||||
|
||||
|
|
@ -53,7 +300,7 @@ Note that everyone has an age property, and the same way of accessing it, but th
|
|||
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
|
|
@ -76,34 +323,29 @@ Circulate to assist. Draw students’ attention to the instructions and tips. Fl
|
|||
**Tell me about flags.**
|
||||
>You use flags to tell the hero what to do when the game is running. You can write code to say if there’s a flag, then go to it. Flags have a pos that has x and y. X is right-left and y is up-down.
|
||||
|
||||
##### Module 10
|
||||
## Review and Synthesis
|
||||
|
||||
|
||||
##### Module 14
|
||||
## Functions with Returns
|
||||
### Summary
|
||||
Read the instructions! Remember the hints! Sit and think about how to solve the problem and how you’ll be able to tell it’s solved. All the habits of mind of a good programmer come to bear on these levels: defining the problem, breaking the problem down into parts, making a plan, syntax and debugging, sticking to it, and asking for help.
|
||||
**Return statements** are TODO
|
||||
|
||||
### Transfer Goals
|
||||
- Use appropriate vocabulary
|
||||
- Persist in solving a problem
|
||||
- TODO
|
||||
- TODO
|
||||
-
|
||||
|
||||
### Standards
|
||||
**CCSS.Math.Practice.MP1** Make sense of problems and persevere in solving them.
|
||||
**CCSS.Math.Practice.MP6** Attend to precision.
|
||||
**CCSS.Math.Practice.MP7** Look for and make use of structure.
|
||||
**CCSS.Math.Practice.MP8** Look for and express regularity in repeated reasoning.
|
||||
### Instructive Activity: Vending Machine (12 mins)
|
||||
#### Explain (2 mins)
|
||||
TODO
|
||||
|
||||
### Instructive Activity: Review & Synthesis (10 mins)
|
||||
|
||||
#### Interact (10 mins)
|
||||
Review! As a class, try to remember all the new vocabulary words you learned so far. Decide on a definition and an example. Have students write these on the board and correct each other’s work. Consult the game where there are disputes.
|
||||
|
||||
**Object** - a character or thing can can do actions, hero
|
||||
**Function** - an action that an object can do, hero.cleave()
|
||||
**Argument** - additional information for a function, hero.attack(enemy)
|
||||
**Loop** - code that repeats, while True:
|
||||
**Variable** - a holder for a value, enemy = ...
|
||||
**Conditional** - code that checks if, if hero.isReady():
|
||||
**Property** - something about an object, flag.pos
|
||||
#### Interact (8 mins)
|
||||
TODO
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
|
@ -120,58 +362,402 @@ What was challenging:
|
|||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students’ attention to the instructions and tips. Students will need to call on everything they have learned so far. It’s important they understand the instructions in the comments. If they are stuck, have them read the comment out loud and explain what it means in their own words. That way, you can identify which part is giving them trouble.
|
||||
Circulate to assist. Draw students' attention to the instructions and tips, and TODO
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**What is elif? Is it an elf?**
|
||||
>Elif means else if. You use it to do three things instead of two with if. It’s like an elf because it’s tricky.
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**Tell me about spaces.**
|
||||
>You use four spaces to make code go inside a while True, if, else, or elif. If an if is inside another if, you have to use eight spaces. It’s important to count the spaces and get them exactly right, or else the computer thinks you mean something different. You have to be really careful.
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
|
||||
##### Module 11
|
||||
## Code Challenge
|
||||
|
||||
##### Module 15
|
||||
## Not Equals
|
||||
### Summary
|
||||
This is a boss level! It will take all your ingenuity and collaboration to solve it. Have students work in pairs and share their tips with other teams. Make observations about the level on scratch paper, and then use them to make a plan. The goal of the level is to defeat the main boss, but you also have to collect coins, hire mercenaries, and heal your champion. The player area is in the bottom left, and the tents may be obscured by the status bar. Press SUBMIT to see the full screen.
|
||||
**Not Equals** are TODO
|
||||
|
||||
### Transfer Goals
|
||||
- Design an algorithm to solve a problem.
|
||||
- Implement an algorithm in Python.
|
||||
- Debug a Python program.
|
||||
- TODO
|
||||
- TODO
|
||||
-
|
||||
|
||||
### Standards
|
||||
**CCSS.Math.Practice.MP1** Make sense of problems and persevere in solving them.
|
||||
**CCSS.Math.Practice.MP2** Reason abstractly and quantitatively.
|
||||
**CCSS.Math.Practice.MP3** Construct viable arguments and critique the reasoning of others.
|
||||
**CCSS.Math.Practice.MP5** Use appropriate tools strategically.
|
||||
**CCSS.Math.Practice.MP6** Attend to precision.
|
||||
### Instructive Activity: Picky Eating (12 mins)
|
||||
#### Explain (2 mins)
|
||||
TODO
|
||||
|
||||
### Instructive Activity: Engineering Cycle (10 mins)
|
||||
#### Explain (5 mins)
|
||||
Engineering is all about solving problems, but the first rule of engineering is that no one gets it right the first time. That’s where the Engineering Cycle comes in:
|
||||
|
||||
First, we DESIGN a solution to our problem. This includes figuring out what the problem is, and breaking it down into smaller parts. Then we IMPLEMENT this design, which putting our ideas into action with code. Third, we TEST our implementation. Does it work? Does it solve the problem? If our test fails, we have to decide if it was because of the DESIGN or the IMPLEMENTATION.
|
||||
|
||||
Then we keep designing, implementing, and testing until it the problem is solved!
|
||||
#### Interact (8 mins)
|
||||
TODO
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**What are the steps of the Engineering Cycle?** (Design, implement, test)
|
||||
**When does the Engineering Cycle stop?** (When the problem is solved, or you run out of time)
|
||||
|
||||
#### Interact (5 mins)
|
||||
As a class, make a list of all the things your hero can do (functions). Use appropriate vocabulary. Annotate with any tips or code snippets the students deem useful.
|
||||
`moveUp()`, `moveDown()`, `moveLeft()`, `moveRight()`
|
||||
`moveToXY(x,y)`
|
||||
`attack(something)`
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Break into small campaign groups to solve the last level.
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
**DESIGN**: In teams, make observations about the level. Make a list of requirements. Decide what part of the problem you will start with.
|
||||
**IMPLEMENT**: Write the solution to that part of your problem in code. Tip: Use a different function to solve each part of the problem!
|
||||
**TEST**: Does your code work? If not, fix your code. If it does, does it solve the right part of the problem? If not, redesign. If so, move on to the next part!
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
Goal: __________________________________________________________
|
||||
What I did:
|
||||
|
||||
What I learned:
|
||||
|
||||
What was challenging:
|
||||
|
||||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students' attention to the instructions and tips, and TODO
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
|
||||
|
||||
##### Module 16
|
||||
## Boolean Or
|
||||
### Summary
|
||||
**Boolean Or** is TODO
|
||||
|
||||
### Transfer Goals
|
||||
- TODO
|
||||
- TODO
|
||||
-
|
||||
|
||||
### Instructive Activity: Dance Party (12 mins)
|
||||
#### Explain (2 mins)
|
||||
TODO
|
||||
|
||||
#### Interact (8 mins)
|
||||
TODO
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
Goal: __________________________________________________________
|
||||
What I did:
|
||||
|
||||
What I learned:
|
||||
|
||||
What was challenging:
|
||||
|
||||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students' attention to the instructions and tips, and TODO
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
|
||||
|
||||
##### Module 17
|
||||
## Boolean And
|
||||
### Summary
|
||||
**Boolean And** is TODO
|
||||
|
||||
### Transfer Goals
|
||||
- TODO
|
||||
- TODO
|
||||
-
|
||||
|
||||
### Instructive Activity: Dance Party - Extended Mix (12 mins)
|
||||
#### Explain (2 mins)
|
||||
TODO
|
||||
|
||||
#### Interact (8 mins)
|
||||
TODO
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
Goal: __________________________________________________________
|
||||
What I did:
|
||||
|
||||
What I learned:
|
||||
|
||||
What was challenging:
|
||||
|
||||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students' attention to the instructions and tips, and TODO
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
|
||||
|
||||
##### Module 18
|
||||
## Relative Movement
|
||||
### Summary
|
||||
**Relative movement** is TODO
|
||||
|
||||
### Transfer Goals
|
||||
- TODO
|
||||
- TODO
|
||||
-
|
||||
|
||||
### Instructive Activity: Teacher Patrol (12 mins)
|
||||
#### Explain (2 mins)
|
||||
TODO
|
||||
|
||||
#### Interact (8 mins)
|
||||
TODO
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
Goal: __________________________________________________________
|
||||
What I did:
|
||||
|
||||
What I learned:
|
||||
|
||||
What was challenging:
|
||||
|
||||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students' attention to the instructions and tips, and TODO
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
|
||||
|
||||
##### Module 19
|
||||
## Time
|
||||
### Summary
|
||||
**Time** is TODO
|
||||
|
||||
### Transfer Goals
|
||||
- TODO
|
||||
- TODO
|
||||
-
|
||||
|
||||
### Instructive Activity: Breath Stopwatch (12 mins)
|
||||
#### Explain (2 mins)
|
||||
TODO
|
||||
|
||||
#### Interact (8 mins)
|
||||
TODO
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
Goal: __________________________________________________________
|
||||
What I did:
|
||||
|
||||
What I learned:
|
||||
|
||||
What was challenging:
|
||||
|
||||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students' attention to the instructions and tips, and TODO
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
|
||||
|
||||
##### Module 20
|
||||
## Break and Continue
|
||||
### Summary
|
||||
**Break and continue statements** are TODO
|
||||
|
||||
### Transfer Goals
|
||||
- TODO
|
||||
- TODO
|
||||
-
|
||||
|
||||
### Instructive Activity: TODO??? (12 mins)
|
||||
#### Explain (2 mins)
|
||||
TODO
|
||||
|
||||
#### Interact (8 mins)
|
||||
TODO
|
||||
|
||||
#### Reflect (2 mins)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
**TODO?** (TODO)
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
Allow the students to go through the game at their own pace, keeping notes about every level on paper or digital document. We recommend using following format, which you can also print out as templates: [Progress Journal [PDF]](http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
|
||||
|
||||
```
|
||||
Level #: _____ Level Name: ____________________________________
|
||||
Goal: __________________________________________________________
|
||||
What I did:
|
||||
|
||||
What I learned:
|
||||
|
||||
What was challenging:
|
||||
|
||||
|
||||
```
|
||||
|
||||
Circulate to assist. Draw students' attention to the instructions and tips, and TODO
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
Select appropriate prompt(s) for the students respond to, referring to their notes.
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
**TODO?**
|
||||
>TODO
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
##### Module 21
|
||||
## Review - Multiplayer Arena
|
||||
### Summary
|
||||
|
||||
This is a boss level! It will take all your ingenuity and collaboration to solve it. Have students work in pairs and share their tips with other teams. Make observations about the level on scratch paper, and then use them to make a plan. The goal of the level is to defeat the main boss, but you also have to collect coins, hire mercenaries, and heal your champion. The player area is in the bottom left, and the tents may be obscured by the status bar. Press SUBMIT to see the full screen.
|
||||
|
||||
The arena level is a reward for completing the required work. Students who have fallen behind in the levels or who have not completed their written reflections should use this time to finish. As students turn in their work, they can enter the Cross Bones arena and attempt multiple solutions until time is called.
|
||||
|
||||
### Transfer Goals
|
||||
- Synthesize all CS3 concepts.
|
||||
|
||||
### Instructive Activity: Review & Synthesis (10 mins)
|
||||
|
||||
#### Interact (10 mins)
|
||||
Review! As a class, try to remember all the new vocabulary words you learned so far. Decide on a definition and an example. Have students write these on the board and correct each other’s work. Consult the game where there are disputes.
|
||||
|
||||
**Object** - a character or thing can can do actions, `hero`
|
||||
**Function** - an action that an object can do, `hero.cleave()`
|
||||
**Argument** - additional information for a function, `hero.attack(enemy)`
|
||||
**Loop** - code that repeats, `while True:`
|
||||
**Variable** - a holder for a value, `enemy = ...`
|
||||
**Conditional** - code that checks if, `if hero.isReady()`:
|
||||
**Concatenation** - adding two strings together, `"string1" + "string2"`
|
||||
**Arithmetic** - using Python to do math, like `2 + 2`
|
||||
**Property** - data belonging to an object, like `item.pos`
|
||||
**Flags** - objects you put down to send input to your program
|
||||
**Return** - when a function computes a value and returns it
|
||||
**Boolean** - whether something is true or false
|
||||
**Break** - a way to exit a `while` loop
|
||||
**Continue** - a way to skip to the top of a `while` loop
|
||||
|
||||
### Coding Time (30-45 mins)
|
||||
|
||||
Have students who have completed the rest of Course 3 work in pairs and navigate to the last level, **Cross Bones**, and complete it at their own pace.
|
||||
|
||||
For students having problems, remind them of all the debugging strategies they have learned so far. Read the instructions! Remember the hints! Sit and think about how to solve the problem and how you’ll be able to tell it’s solved. All the habits of mind of a good programmer come to bear on these levels: defining the problem, breaking the problem down into parts, making a plan, syntax and debugging, sticking to it, and asking for help.
|
||||
|
||||
#### Rankings
|
||||
|
||||
Once students beat the default computer they will be put in for the class ranking. Red teams only fight against blue teams and there will be top rankings for each. Students will only compete against the computer and other students in your CodeCombat class (not strangers).
|
||||
|
||||
Note that the class rankings are plainly visible. If some students are intimidated by competition or being publicly ranked, give them the option of a writing exercise instead:
|
||||
|
||||
- Write a walkthrough or guide to your favorite level
|
||||
- Write a review of the game
|
||||
- Design a new level
|
||||
|
||||
#### Dividing the Class
|
||||
|
||||
Students must choose a team to join: Red or Blue. It is important to divide the class as most students will choose red. It doesn’t matter if the sides are even, but it is important that there ARE players for both sides.
|
||||
|
||||
- Divide the class into two randomly by drawing from a deck of cards.
|
||||
- Students who turn in their work early join the blue team, and latecomers play red.
|
||||
|
||||
#### Refining the Code
|
||||
|
||||
Code for Power Peak can be submitted more than once. Encourage your students to submit code, observe how it fares against their classmates, and then make improvements and resubmit. In addition, students who have finished the code for one team can go on to create code for the other team.
|
||||
|
||||
### Written Reflection (5 mins)
|
||||
|
||||
|
|
@ -180,6 +766,3 @@ Break into small campaign groups to solve the last level.
|
|||
|
||||
**How did you break down the problem? What challenges did you come up against? How did you solve them? How did you work together?**
|
||||
>First we saw that the code already did collecting coins. So we made it go to the tents when we could afford to hire fighters. Then we had to get the potion, but we messed up the code. The teacher helped us fix it. But we still didn’t win, so we asked another team for help and they showed us how to defeat the enemy. We worked well together. It was fun and hard.
|
||||
|
||||
### Writing Checkpoint: What is code?
|
||||
>Code is when you type instructions to make the computer do things. Sometimes it gives you hints and completes the words for you. You have to spell everything right and indent the right number of spaces. Sometimes the puzzles are easy and sometimes they are hard. You have to make a plan for how to solve it, and then write the code exactly to make it work. The language we used is called Python. It has while True: to make your code repeat and if, else, and elif to make different things happen at different times.
|
||||
|
|
|
|||
Loading…
Reference in a new issue