Junior Cycle Coding Year Plan - WordPress
Junior Cycle Coding Year Plan1st Year - Term 1 – August – Mid-Term – Approx. 9 weeksStrand 1: Computer Science IntroductionUnit of Learning 1 – “My digital world 1:”The importance of computers in modernsociety and my life (4 weeks)Learning Outcomes:Key Concepts:Computer systems,input/output devices,CPU, memory, main storage,buses.Statements of Learning(lesson 1) Introduction & set up Googleclassroom & GDrive (Communication &ePortfolio).SO: L 16, 17, 20, 231.1 (lesson 2) present and share examples ofwhat computers are used for and discuss theirimportance in modern society and in their lives.1.2(lesson 3 -5) describe the main componentsof a computer system (CPU, memory, mainstorage, I/O devices, buses).Unit of Learning 2 – “My digital world 2:”The importance of computers in modernsociety and my life (3 weeks)1.3(lesson 6 -8) explain how computers aredevices for executing programs via the use ofprogramming languages.Key Skills1, 2, 3, 4, 5, 6, 7, 8.Wellbeing IndicatorsC, D, E, FKey Concepts:Machine Code, binary,I/O, execute code,programming languagese.g. Java, python, C ,JavaScript.Assessment-Observation and questioning duringclass discussions.- (Group) - presentation of posters/storyboards, etc. to their group andteacher observation of individualdecision making within groups.-Using the digital record of thepadlet/Google classroom/GDrive toevaluate the learning.-(Group) -Display and explain ion-Questioning (AFL) Traffic Lights,2 stars & a wish.-Bingo/Kahoot, (AFL).-Crosswords/word searches /wordscramble/google images-guess theword! (literacy).-Class Tests (AOL)- Results ordpress.com@debs hogan
Learning Experiences:1.1-1.3; - Teacher input and teacher-initiated discussion.1.1; - (Group) - Creation of posters, storyboards or other methods showing the use and importance of computers in modern society and in their lives.1.1 - (Group) - Construction of mind map of what computers are used for – can use many ways to construct (digital, hard copy)1.2 - Group / class discussion to describe the main components of a computer system (CPU, memory, main storage, I/O devices, buses – creating adigital record of the discussion (Padlet/GSuite)Possible Resources:1.1-1.3 s://classroom.google.com1.1 /08/s1 1-1-pc-gadget-qs.pdf1.1 https://coggle.it/ - Coggle Mind mapping1,1 https://curriculum.code.org/csd/unit1/4/1.2 /08/s1 1-2 computer-systems.pdf1.2 /08/s1 1-2-4 -input-output.pdf1.2 /08/s1 1-2-5 les.wordpress.com/2017/08/s1 1-3 executing-programs.pdf1,2 ing-resources/concepts/computer-systems/1.3 /08/qs g/ks1-bee-bots-12-3-programming-activity/ Input, output (INFOLDER).1.3 /08/qs technology-1.pdfTeamwork, Presentation, Sharing, Collaborating, Cloud Computing (All Can be used in the 3 Strands):http://www.google.ie (GSuite or Office 365 or .com/ - Prezihttps://padlet.com - Padlethttp://www.powtoon.com/ - Cartoon room strategiesPresentation / Word Processing SoftwareArt supplies for hard copy posters / com@debs hogan
November - Approx. 2 weeksUnit of Learning 3 - “Being a Coder 1”Being a coder step by step: How to startprogramming and to develop basic algorithmsLearning Outcomes1.4 (lesson 1) develop appropriate algorithmsusing pseudo-code and/or flow charts (Gettingready) use shapes in Ms Word1.5 (lesson 2) write code to implementalgorithms (Intro to Scratch)Key Concepts:Computational thinking,logical reasoning,decomposition, abstractionand generalisation, to designalgorithms using pseudocode and/or flow charts.Using programminglanguage, coding.Key Skills1, 2, 3, 4, 5, 6, 7, s.-PresentationwithingroupofAlgorithm (pseudo-code/ flowchart).-(Group) -Display and explain ionQuestioning (AFL)Worksheet (AOL)Learning Experiences:1.4-1.5 - (Group) watch YouTube.1.4 - (Group / Individual) Crazy Character Algorithm1.4-1.5 - (Group / Individual) write pseudo-code/pseudo-code for basic activity in ScratchPossible om/watch?v 8iK44KegMkw&feature youtu.be ss.com/2017/08/s1 1-4 rdpress.com/2017/08/s1 1-5 guessthenumber.pdfhttps://www.ted.com/talks/kevin slavin how algorithms shape our world?language enhttps://www.youtube.com/watch?v qQupFPUZw34&feature youtu.be Algorithmhttps://www.youtube.com/watch?v qsX-OJHSo2s&feature youtu.be Logical .com/2017/08/qs programming-1.pdf Coder 1 & 2Csunplugged.org/ Code.org & barefoot worksheets for .com@debs hogan
November – Christmas - Approx. 4/5 weeks (Intro. To Scratch) (8 classes needed for 8 activities- per theme)1st Year - Term 2 – January – Mid Term – Approx. 6 weeks (Storytelling/Games Theme)Unit of Learning 4 - “Being a Coder 2”Being a coder step by step: How to startprogramming and to develop basic algorithmsLearning Outcomes (Data Structures)1.6 (lesson 3-6) discuss and implement corefeatures of structured programming languages,such as variables,operatorsKey ConceptsData Structures: Variables,operators, loops,decisions, assignment,modules. Debugging.Key ) feedback on their discussionof programs.-Student runs/debugs program toachieve badges (self-assessment).-Teacher can see progress of sharedwork on cs-first website. Showcaserandom work to group and givestickers/badges after each activitycompleted.-All 8 activities completed, teachergives Google Cert. from pack., loops, decisions,assignment, and modules.(called functions and/ or procedures), if-else-Questioning (AFL)blocks, while, for loops, etc.,-Book, DK, (coding for kids). (AOL)1.7 test the code-Workbook - AOL1.8 evaluate the results in groups of two orthree.Possible Learning Experiences:1.6 - (Group) Watch Videos from Activity 1 – Teacher explain process, sign in, my badges, activities, to watch videos with earphones, pause,remix, share, sign out. Teacher explains computer science concepts, to ensure all the following achieved at this stage. Teacher can givehard/digital copies of Book to reinforce concepts. Data Structures: Variables, operators, loops, decisions, assignment, modules. Debugging.to group. Workbook for assessment.1.6 - (Individual/pair programming) Interpret problem and implement code to tell story/make game.1.7 – (Individual/ pair programming) Test/debug code.1.8 – (Group) – Random Showcase selector of student work on teacher big screen. Watch/evaluate- Discussion of programs, peer feedback.Possible s.com/2017/08/s1 1-6 cs ing.wordpress.com@debs hogan
1.6 https://www.cs-first.com/en/home Give Club Code, Passports, stickers, earphones. Videos: Storytelling & Games Design Themes.https://scratch.mit.edu/ Starter Project Links from Google CS first. Remix, use same username & password for both websites.Share: Random Showcase com/2017/08/s1 1-6 teaching.files.wordpress.com/2017/08/s1 1-6 scratch.pdfhttp://milesberry.net/Data Structures: variables, operators, loops, decisions, assignment, and modules (called functions and/ or puter-coding-for-kids/?Format ?id 23TAAwAAQBAJ&printsec frontcover&output reader&hl en GB&pg udy/work-variables/variables/Programming Techniques (covering sequence, selection and repetition). Video BBC Bitesize programming tutorial ‘How do we get computers to do what we want?’available at: www.bbc.co.uk/guides/z23q7ty. Cracking the Code clip, available at: www.bbc. co.uk/programmes/p016j4g5. Scratch multiplication test, available at: http:// scratch.mit.edu/projects/26116842/#editor.1.7-1.8 Creative Computing, ‘An Introductory Computing Curriculum Using Scratch’, available at: http:// teaching.files.wordpress.com/2017/08/s1 1-8 scratchworkbook.pdf (Workbook for -thinking-approaches/debugging/February – Easter - Approx. 6 weeksUnit of Learning 5 – “Being a Coder 3”:To Compliment Strand 3: (CBA Practice)Key ConceptsInput, processing, output.Data Structures: Variables,operators, loops,decisions, assignment,modules. Debugging. Logerrors, pseudocode.YR 1: Scratch Projects (Coder 1 & 2) &Robotics/Physical Devices (Coder 3 & 4).YR 2: (Web design)YR 3: (Intro. To Python Programs (Coder 5). Key Skills1, 2, 3, 4, 5, 6, 7, 8.AssessmentReflection- (Group & Individual) Questioningand discussion around projects.- (Group with individual components)Sharing success criteria for the project,self-assessment and providing ongoingfeedback. Presentation of findings within groups.Teacher assesses documented/sharedwork debs hogan
Learning Outcomes (1.3, 1.6-1.8) &3.1-3.7 (CBA) PracticeDocumenting the code: Documentation andcode analysis3.5 document programs to explain how theywork3.6 present the documented code to eachother in small groups3.7 analyse code to determine its function andidentify errors or potential errors(lesson 1-6) Robotics (Scratch, motor, Lego,car)Possible Learning Experiences:(Group) Activating prior knowledge around computer science, computational thinking, programming, coding – developing our understanding(Individual & Group)1.6 - (Individual/pair programming) Interpret problem and implement code for robotics.1.7, 3.7 – (Individual/ pair programming) Test/debug code.1.8 – (Group) –evaluate- Discussion of programs, peer feedback.3.5 - (Individual/pair programming) Document programs to explain how they work. Use MS Office/GSuite (upload and share with teacher).3.6 - (Group with individual components) project – Scratch/motor – presentation of work.Possible gramming-activity/ Motor with m@debs hogan
Easter – Summer - Approx. 6 weeksUnit of Learning 6 - “Being a Coder 4”Learning Outcomes(lesson 1-6) Physical Devices(Micro:bit/Arduino)Key ConceptsInput, processing, output.Data Structures: Variables,operators, loops,decisions, assignment,modules. Debugging. Logerrors, pseudocode.Circuits, wires, transistors,LEDs etc.,Key Skills1, 2, 3, 4, 5, 6, 7, 8.Assessment:Reflection- (Group & Individual) –Use ofPadlet/Google sites to collate work.- (Group & Individual) - Presentationwithin groups of projects.- (Group & Individual) - Submit reporton project.Possible Evaluation of StudentLearning:-Feedback from groups on the project teacher and peer questioning.-Observations of group discussions-Teacher observations and feedbackfrom groups - digital recordPossible Learning Experiences:(Individual/pair programming) makecode.com projects (intro block to JavaScript)(Group & Individual) – download code to device, record, and present work.(Individual/pair programming) Arduino.cc projects.(Group & Individual) – connect circuit, wires, leds etc., download code to device, record, and present work.Possible Resources:Physical Devices: Micro:bit, ki/Hardware That Can Connect to om/2017/08/s1 1-6 nteaching.wordpress.com@debs hogan
Statements - Examples of related learning in the course:SOL 17: The student devises and evaluates strategies for investigating and solving problems using mathematical knowledge, reasoning, and skills.Problem solving and computational thinking are central to this course. Students use their mathematical knowledge, skills and understanding whenfiguring out, evaluating, and implementing solutions to problems.SOL 16: The student describes, illustrates, interprets, predicts, and explains patterns and relationships. Students interpret and describe patterns andrelationships as they solve problems and create projects using algorithms and programming languages.SOL 20: The student uses appropriate technologies in meeting a design challenge. Students, either individually or as part of a team, research and discussthe most appropriate technologies to use, to solve problems and deliver solutions.SOL 23: The student brings an idea from conception to realisation. Students engage in brainstorming and planning activities, move on to the design,development, and test phases, culminating in the creation of a project solution to a problemKey skill element in Student learning activity:1. Being literate; Expressing ideas clearly and accurately Students create a website to display the results of a topic they have researched.2. Managing myself; Setting and achieving personal goals Students take responsibility for personal learning by setting goals and seeking help whennecessary from classmates, the teacher, or other appropriate sources, and by reflecting on the feedback they receive.3. Staying well Being safe; Students become aware of the wellness, health and safety issues associated with working with computers, and ofpractical ergonomic issues regarding the use of computers. Students learn to be responsible, safe, and ethical in using digital technology.4. Managing information and thinking; Thinking creatively and critically Students explore new and different ways of answering questions andsolving problems. They use a variety of tools to access, manage and share information such as flow-charts, design documents, codedocumentation and bug lists.5. Being numerate; Developing a positive disposition towards investigating, reasoning and problem-solving Students create short programs whichdemonstrate their use and understanding of mathematical and computational ideas.6. Being creative; Implementing ideas and acting Students brainstorm and generate ideas for design and implementation of solutions and projects.7. Working with others, Cooperating; Students develop good working relationships with others and appreciate the value of respect and cooperationin reaching both collective and personal goals. They learn to appreciate diverse talents and how to engage in collaborative work.8. Communicating; Discussing and debating Students discuss ideas, evaluate the pros and cons of different approaches, and propose possiblesolutions. They report on projects and provide feedback to others.Wellbeing IndicatorsA – Active, B – Responsible, C – Connected, D – Resilient, E – Respected, F - debs hogan
Oct 01, 2017 · 1 https://www.debshoganteaching.wordpress.com @debs_hogan Junior Cycle Coding Year Plan 1st Year - Term 1 – August – Mid-Term – Approx. 9 weeks Strand 1: Computer Science Introduction Unit of Learning 1 – “M
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