Course of study

POMPTON LAKES SCHOOL DISTRICT

Introduction to Computer Science

COURSE OF STUDY
September 2017
Submitted by

The Mathematics Department

Dr. Paul Amoroso, Superintendent

Mr. Vincent Przybylinski, Principal

Mr. Anthony Mattera, Vice Principal

Mr. Thomas Salus, Board of Education President

Mrs. Stephanie Shaw, Board of Education Vice President

Board Members

Mrs. Traci Cioppa, Mr. Robert Cruz, Mrs. Eileen Horn,

Mrs. Kelly Norris, Mr. Carl Padula, Mr. Karl Roman,

Mrs. Nancy Schwartz and Mr. Tim Troast

Unit Overview
Content Area: Technology
Unit Title: Unit 1: Programming With Basic Karel
Target Course/Grade Level: Introduction to Computer Science/11 and 12
Unit Summary Programming with Karel utilizes a dog named Karel to introduce the student to basic computer programming. The student will develop code to have Karel perform various tasks contained in a grid of streets and avenues. Due to Karel’s limited movement options, the student will learn to write basic code to aid him or her to accomplish the task utilizing functions, loops, and if/then statements. The students will also learn programming vocabulary, syntax and debugging techniques.
Unit Rationale The first unit, Programming with Karel, introduces the student to the basics of programming. Before one can code effectively, one must understand flowcharts and top down design. Developing a programming style and mindset will allow the student to develop code to perform simple tasks like having a dog move through a neighborhood. By the end of the unit the student will be exposed to functions, if/then statements and loops. Debugging and computer syntax will also be emphasized.
Student Learning Objectives
Students will be able to: Structure computer programs with Top Down Design. Create basic code to perform a variety of tasks. Utilize functions in coding. Utilize loops in coding. Utilize if/then statements in coding. Create comments in code to insure that other programmers understand the program. Debug a computer program.
Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. All of the content presented in this course has connections to the standards for mathematical practices.
Code # 9.3	Career & Technical Education Content Area: 21st Century Life and Careers
IT - PRG.1	Analyze software needs and requirements.
IT – PRG.2	Demonstrate the use of industry standard strategies and project planning.
IT – PRG.3	Analyze system and software requirements to ensure maximum operating efficiency
IT – PRG.4	Demonstrate the effective use of software development tools.
IT – PRG.5	Apply an appropriate software development process to design a software application.
IT – PRG.6	Program a computer application using the appropriate programming language.
IT – PRG.7	Demonstrate software testing procedures to ensure quality.
IT – PRG.8	Perform quality assurance tasks as part of the software development cycle.
IT – PRG.9	Perform software maintenance.
IT–PRG.10	Design, create and maintain a database.
IT – WD.4	Demonstrate the effective use of tools for digital communication production, development and project management.
IT – WD.5	Develop, administer and maintain Web applications.
IT – WD.6	Design, create and publish a digital communication product.
IT – WD.7	Evaluate the functionality of a digital communication product using industry accepted techniques and metrics.
IT – WD.8	Implement quality assurance processes to deliver quality digital communication products and services.
IT – WD.10	Comply with intellectual property laws, copyright laws and ethical practices when Creating Web/digital communications.
Unit Essential Questions How does Top Down Design help the programmer create code to perform a task? Why are functions a vital time saving feature of computer programs? Why can indenting and commenting create code that is easier to communicate with others?				Unit Enduring Understandings Top Down Design breaks down a task into simpler and simpler pieces until a level has been reached that corresponds to the primitives of the programming language to be used. Commands and functions are the building blocks of computer programs. Control structures can be combined to create to produce responsive and powerful programs.
Career Readiness Practices CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity.
Evidence of Learning
Summative Assessment: Each unit will involve the creation of numerous computer programs. A culminating project-based program will be included in each unit.
Formative Assessments
Tests and quizzes Discussions Individual practice		Explanation of examples Daily homework assignments Computer Programs
Lesson Plans
Lesson			Timeframe
Lesson 1 Introduction to Programming with Karel			2 days
Lesson 2 Karel Can’t Turn Right			2 days
Lesson 3 Functions in Karel			2 days
Lesson 4 The Start Function			2 days
Lesson 5 Top Down Design and Decomposition			4 days
Lesson 6 Commenting Your Code			2 day
Lesson 7 For Loops			4 days
Lesson 8 If Statements			2 days
Lesson 9 If/Else Statements			3 days
Lesson 10 While Loops			3 days
Lesson 11 Control Structures			3 days
Lesson 12 Testing Your Program			2 days
Lesson 13 Indentation			2 days
Teacher Notes: 6 days allocated for formative/summative assessments Students can seek input from their peers and teachers throughout collaborative assignments and activities
Curriculum Development Resources CodeHS: Introduction to Computer Science Course