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CodeHS Lesson Plan1.1

[Computing+Ideas]+[Internet]+[01]+Welcome+to+the+Internet+-+WEEK+5-6

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21 views

CodeHS Lesson Plan1.1

[Computing+Ideas]+[Internet]+[01]+Welcome+to+the+Internet+-+WEEK+5-6

Uploaded by

almotaz.muntaser
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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1.

1 Intro to Python with Tracy the Turtle


In this lesson, students are introduced to coding with turtle graphics. Students will begin to
recognize programs as sequences and groups of commands. Students will learn a few basic
commands and then apply them right away by writing their first program.

Objective
Students will be able to:
 Define programming/coding
 Use basic Tracy commands
 Write their first program

Activities
These are all the activities included in the lesson.

Activity

Print Slides
122.1.1 Intro to Tracy View Slides

Print Quiz
122.1.2 Intro to Tracy

122.1.3 Slinky

122.1.4 Stretched Slinky

Solution References
Refer to the solution reference for a more detailed look at exercise solutions.

Solution Reference

122.1.2 Intro to Tracy

122.1.4 Stretched Slinky


Problem Guides
Refer to the problem guides for a more in-depth look at this lesson's problems.

Problem Guide

122.1.4 Stretched Slinky

Vocabulary
These are the key terms for this lesson.

Term Definition

forward(a_number) Command that lets you tell Tracy to move


forward. In between the parentheses you
need to put a number to tell Tracy how far to
move forward.

Handouts
Use handouts to supplement your class. Please note that there are handouts for teachers and for
students.

Circles (teacher)

Circles (student)

Intro to Python with Tracy the Turtle Examples Exploration (student)

Intro to Python with Tracy the Turtle Examples Exploration (teacher)

Planning Notes
 Decide if students will take notes in a notebook, on paper handouts, or through the “Take
Notes” function on CodeHS.
 Decide if students will keep a running list of learned commands in a notebook or on a
paper handout from the lesson recap slide.
 Provide time before lesson to have students set up student accounts and become familiar
with CodeHS web navigation.
 There are 2 handouts that accompany this lesson. They can be used as in class activities
or homework assignments. Determine if and how these handouts will be used and make
the appropriate number of printouts prior to the class period.
Teaching and Learning Strategies
Peer Code Review Template To strengthen student collaboration and code
analysis skills, use this for guided peer code review with any exercise.
Lesson Opener:
 Have students brainstorm and write down answers to the discussion questions listed
below. Students can work individually or in groups/pairs. Have them share their
responses. [5 mins]
Activities:
 Discuss with class if a dog is a computer and what would make it one based on their
definition of what a computer is. Pair share what the difference is between a computer
and a dog. (Teaching point: Students should understand that a computer must follow the
commands it is being given, while a dog can choose to follow your command or not.) [5
mins]
 CodeHS Tour [10 mins]

 Have students log into CodeHS with their usernames and passwords. It is
suggested that a printed copy of student login info be handy in case some
students forget their credentials.
 Demonstrate to students an e-tour of the class page that will be used throughout
the course.
 Allow students to watch the introductory video individually or watch together as a class.
If needed students can take notes for later reference. Inform students that there will be a
quiz after the video and give them time to complete it. [5-7 mins]
 Direct students to view the Slinky example. [5-7 mins]

 Tell students to note how each command is written.


 Encourage students to experiment with the results of changing the order of the
instructions within the example.
 In addition, encourage students to experiment with what happens if commands
are capitalized, parenthesis are left off, or indentation is incorrect.
 There are additional changes noted on the description that they can explore. The
Intro to Python with Tracy the Turtle Examples Exploration handout can also be
printed and used to give students space to explore and put their findings into
words. This can be completed individually or in pairs.
 Have students complete the Stretched Slinky exercise. [5-10 mins]

 If there are students that are experiencing trouble with the program, allow them
to examine a working program from a fellow student and discover their error.
 Students can complete the Circles handout activity in pairs or individually if time
permits, or for homework. [7-10 mins]
Lesson Closer:
 Have students reflect and discuss their responses to the end of class discussion questions.
[5 mins]

Prior Knowledge
 Directionality- forward, backward
 Parentheses- must be able to locate and type on a keyboard
 Typos- incorrect spelling, capitalization, or character
 Geometry of a circle- difference between radius and diameter

Video Slides
Print Slides
View Slides

Discussion Questions
Class Discussion Notes Template For additional insights into student
thinking, have students capture their personal responses to lesson discussion questions and
reflections.
Beginning of Class:
 What is a computer?

 A computer is something that completes tasks we give to it in a language it


understands.
 Look around the room. Write down all the computers you see.

 Laptop, Chromebook, Calculator, etc. (Answers may vary)


End of Class:
 What is coding?

 Giving commands to a computer


 What do you do when you receive an error message?

 Check for typos


 What type of mistakes did you find yourself making?

 Spelling typo, capitalization typo, etc. (Answers may vary)


 How did you approach your first attempt at a program?

 (Answers may vary)


 Discuss those who started writing code immediately vs. planned it out first.
Emphasize that planning will become more and more necessary as programs get
more complex and difficult.

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