| Lesson | Objectives | Lab |
|---|---|---|
| 0.1: The First Day | Identify the class they are taking. List the high-level goals of the course. Describe classroom procedures, rules, and norms. | N/A |
| 0.2: Algorithms | Define "algorithm." Construct algorithms for performing simple tasks. | N/A |
| 0.3: Programming Languages | Complete levels in the game LightBot 2.0. Complete small programs in SNAP with guidance. Explain why computer programs are written in specialized languages. | N/A |
| 0.4: Snap Self Portrait | Create a simple "program" in SNAP to describe themselves | Getting to Know You |
| Lesson | Objectives | Lab |
|---|---|---|
| 1.1.1: Welcome to SNAP | Define and identify "blocks," "scripts," "sprites," and "the stage" in SNAP. Write simple SNAP programs. Describe what simple SNAP programs do without executing the code. | Welcome to SNAP! |
| 1.1.2: Welcome to SNAP (Day Two) | Continued lab | Welcome to SNAP! |
| 1.2: Building Blocks | Name the categories of blocks in SNAP and describe what the blocks in each category do. Describe the function of several common SNAP blocks. Be able to use common blocks to build simple SNAP programs. | SNAP Scavenger Hunt |
| 1.3: Drawing Shapes | Construct simple algorithms to draw shapes. Convert algorithms into SNAP programs. | Squares and Triangles and Stars, Oh My! |
| 1.4: Animation | Animate SNAP sprites using costume changes and movement. Trigger action in other sprites using broadcasts. | Sprites in Action |
| 1.5: Nursery Rhyme Project | Apply basic programming and SNAP skills to create an animated movie, play, nursery rhyme, or other scene. Practice good debugging skills to correct issues as they arise while programming | Project 1: Animated Nursery Rhyme |
| 1.6: Project Day 1 | Project Work | Project 1: Animated Nursery Rhyme |
| 1.7: Project Day 2 | Project Work | Project 1: Animated Nursery Rhyme |
| 1.8: Project Day 3 | Project Work | Project 1: Animated Nursery Rhyme |
| 1.9: Project Day 4 | Project Work | Project 1: Animated Nursery Rhyme |
| 1.10: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| Lesson | Objectives | Lab |
|---|---|---|
| 2.1: Loops | Define "loop" in a programming context. Explain why loops are useful. Implement simple repeat and forever loops in SNAP. Utilize loops to reduce redundancy in code. | Squares and Triangles Redux |
| 2.2: Nested Loops | Use nested loops to solve programming problems. | Another Brick in the Wall |
| 2.3: Inputs and Conditionals | Ask for and receive user input in a SNAP program. Use simple conditional (if and if-else) blocks to alter control flow in a SNAP program. | What Shape Is That? |
| 2.4: Variables | Use variables to track values throughout a program. | Guessing Game |
| 2.5: Boole in the House | Define and identify Boolean expressions and operators. Evaluate Boolean expressions. Utilize Boolean operators (and/or/not) to create compound conditions. | Triangle of All Kinds |
| 2.6: Combining Loops and Conditionals | Combine loops with conditionals to create models with repeated but conditional behavior. | What Goes Up... |
| 2.7: Pong Project | Implement a well-written version of Pong. Practice good style and conventions to create readable and maintainable code. | Project 2: Pong |
| 2.7: Project Day 1 | Project Work | Project 2: Pong |
| 2.8: Project Day 2 | Project Work | Project 2: Pong |
| 2.9: Project Day 3 | Project Work | Project 2: Pong |
| 2.10: Project Day 4 | Project Work | Project 2: Pong |
| 2.11: Project Day 5 | Project Work | Project 2: Pong |
| 2.12: Project Day 6 | Project Work | Project 2: Pong |
| 2.13: Project Day 7 | Project Work | Project 2: Pong |
| 2.14: Project Day 8 | Project Work | Project 2: Pong |
| 2.15: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| 2.16: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| Lesson | Objectives | Lab |
|---|---|---|
| 3.1: Abstraction and Friends | Define abstraction, detail removal, generalization, and procedural decomposition in a computer science context. Describe how utilizing procedural decomposition can improve the readability and maintainability of algorithms and/or code. Recognize opportunities to improve algorithms by abstracting or generalizing parts into subprocedures. | N/A |
| 3.2: Procedures | Build custom command blocks in Snap. Utilize detail removal and generalization to construct blocks that practice abstraction. | Drawing Shapes (Again) |
| 3.3: Customizing I: Arguments | Build custom SNAP blocks that take arguments. | Let Me Check My Calendar |
| 3.4: Customizing II: Reporters and Predicates | Build custom reporter and predicate blocks in SNAP. | If My Calculations Are Correct... |
| 3.5: Platform Game Project | Use loops, variables, and Boolean expressions to implement a Super Mario Bros. style platform game. Practice good debugging skills to correct issues as they arise while programming. | Project 3: Platform Game |
| 3.6: Project Day 1 | Project Work | Project 3: Platform Game |
| 3.7: Project Day 2 | Project Work | Project 3: Platform Game |
| 3.8: Project Day 3 | Project Work | Project 3: Platform Game |
| 3.9: Project Day 4 | Project Work | Project 3: Platform Game |
| 3.10: Project Day 5 | Project Work | Project 3: Platform Game |
| 3.11: Project Day 6 | Project Work | Project 3: Platform Game |
| 3.12: Project Day 7 | Project Work | Project 3: Platform Game |
| 3.13: Project Day 8 | Project Work | Project 3: Platform Game |
| 3.14: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| 3.15: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| Lesson | Objectives | Lab |
|---|---|---|
| 4.1: Intro to Lists | Explain the concept of a "list" in a programming context. Identify scenarios in which lists are useful | [none] |
| 4.2: Static Lists | Create static lists in SNAP. Access elements of a list. Add and remove elements from a list. | You Talkin' to Me? |
| 4.3: List Practice I | Traverse a list, accessing each element one at a time. Perform operations combining all elements in a list. Select defined subsets of elements in a list. | Guess Who |
| 4.4: List Practice II | Traverse a list, accessing each element one at a time. Perform operations combining all elements in a list. Select defined subsets of elements in a list. | Number Cruncher |
| 4.5: Sequential Search | Explain the sequential search algorithm. Implement several variations of sequential search. | It's Around Here Somewhere |
| 4.6: Hangman Project | Use lists to implement a complete version of "Hangman." Exercise good programming practices to produce code that is not only functional but also elegant and well-written. | Project 4: Hangman |
| 4.7: Project Day 1 | Project Work | Project 4: Hangman |
| 4.8: Project Day 2 | Project Work | Project 4: Hangman |
| 4.9: Project Day 3 | Project Work | Project 4: Hangman |
| 4.10: Project Day 4 | Project Work | Project 4: Hangman |
| 4.11: Project Day 5 | Project Work | Project 4: Hangman |
| 4.12: Project Day 6 | Project Work | Project 4: Hangman |
| 4.13: Project Day 7 | Project Work | Project 4: Hangman |
| 4.14: Project Day 8 | Project Work | Project 4: Hangman |
| 4.15: Project Day 9 | Project Work | Project 4: Hangman |
| 4.16: Project Day 10 | Project Work | Project 4: Hangman |
| 4.17: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| 4.18: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| Lesson | Objectives | Lab |
|---|---|---|
| 5.1: Intro to Cloning | Explain why prototyping and clones can be useful. Describe how complex goals can be accomplished using cloning. | Connect the Dots |
| 5.2: Cloning Sprites | Demonstrate the difference between sprite and global variables. Explain how cloning and prototyping simplify working with numerous similar sprites in the same program. Create prototype sprites and clones of the prototype sprite. Explain the difference between a "master" sprite and a "clone" sprite. | Lots of Balls |
| 5.3: Communicating With Clones | Pass information to individual clones. [Optional] Describe a race condition that might occur due using global variables and clones. Delete clones when they are no longer needed. | Fewer Balls |
| 5.4: Space Invaders | Use cloning to implement a complete version of "Space Invaders." Exercise good programming practices to produce code that is not only functional but also elegant and well-written. | Project 5: Space Invaders |
| 5.5: Project Day 1 | Project Work | Project 5: Space Invaders |
| 5.6: Project Day 2 | Project Work | Project 5: Space Invaders |
| 5.7: Project Day 3 | Project Work | Project 5: Space Invaders |
| 5.8: Project Day 4 | Project Work | Project 5: Space Invaders |
| 5.9: Project Day 5 | Project Work | Project 5: Space Invaders |
| 5.10: Project Day 6 | Project Work | Project 5: Space Invaders |
| 5.11: Project Day 7 | Project Work | Project 5: Space Invaders |
| 5.12: Project Day 8 | Project Work | Project 5: Space Invaders |
| 5.13: Project Day 9 | Project Work | Project 5: Space Invaders |
| 5.14: Project Day 10 | Project Work | Project 5: Space Invaders |
| 5.15: Project Day 11 | Project Work | Project 5: Space Invaders |
| 5.16: Project Day 12 | Project Work | Project 5: Space Invaders |
| 5.17: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| 5.18: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |
| Lesson | Objectives | Lab |
|---|---|---|
| 6.1: Design Basics | Identify the key considerations when designing a piece of software. Describe methods for prioritizing features, use cases, and/or scenarios. Explain why design and planning are necessary steps in the software engineering process | Final Project |
| 6.2: Brainstorming and Evaluating | Identify factors to use when choosing between project ideas. Rank a group of proposed project ideas using the identified factors | Final Project |
| 6.3: Spec Writing | Identify the main components of a functional project specification and explain the purpose of each section. Develop a project idea into a full, detailed specification | Final Project |
| 6.4: Building a Plan | Identify the main components of a functional project specification and explain the purpose of each section. Develop a project idea into a full, detailed specification. | Final Project |
| 6.5: Project Implementation | Use the skills developed throughout the course to implement a medium- to large-scale software project. Realistically evaluate progress during software development and identify when cuts are necessary. Prioritize features and scenarios and choose which should be eliminated or modified if/when resources and/or time become limited. | Final Project |
| 6.6: Project Day 1 | Project Work | Final Project |
| 6.7: Project Day 2 | Project Work | Final Project |
| 6.8: Project Day 3 | Project Work | Final Project |
| 6.9: Project Day 4 | Project Work | Final Project |
| 6.10: Project Day 5 | Project Work | Final Project |
| 6.11: Project Day 6 | Project Work | Final Project |
| 6.12: Project Day 7 | Project Work | Final Project |
| 6.13: Project Day 8 | Project Work | Final Project |
| 6.14: Project Day 9 | Project Work | Final Project |
| 6.15: Project Day 10 | Project Work | Final Project |
| 6.16: Culture Day | Connect CS Unit topics with current events | (see Culture Day LPs) |