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Table of Contents

Session 1

Session 3

Session 2

  • Transition to Asynchronous

Session 4

  • Transition to Asynchronous

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@TeachCode

Virtual Professional Learning Program Summer 2022

​

Computer Science Principles

As you enter:

  1. Take attendance: https://code.org/pd/KSSY
  2. Get today’s slides: https://sites.google.com/ucsd.edu/cs-a-create-uc-san-diego/slides
  3. Turn on your webcam and say “Hello”
  4. Add your information to Slides 3, 4, and 5

​

Module 1

Introduction to CSP

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Pin your hometown

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Drag a Code.org logo to the chart below to share how long you have been an Educator

1-5 6-10 11-15 16-20 25+

Number of Years

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Drag a Code.org logo to the chart below to share how long you have taught Computer Science

1 2 3 4 5 6 7 8+

Number of Years

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Have you taught AP CSA previously?

​

Yes

No

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@TeachCode

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Session 1

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Welcome to

the Workshop!

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Who’s in the Room?

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Who’s in the room?

​

@TeachCode

​

​

​

​

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Katie Ingram

Taft Charter High School

AP CSP/AP CSA Facilitator

​

​

Insert Pic (optional)

Hope Yamada

​

Facilitator since 2017 (CS F/D/P/A)

Teaching computer related courses K-14 since 2001

@TeachCode

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Get to know the people at your “table”!

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Getting to Know One Another

You have six minutes to introduce yourself to the people in your breakout room. Share anything you like about who you are and why you’re here!

@TeachCode

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Norms

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Norms

To help us create a productive and respectful space that is conducive to learning together, we propose the following norms:

  • Be present.
  • Make space and take space.
  • Seek to understand.
  • Take risks.
  • Expect and accept non-closure.

@TeachCode

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Program Overview

Program Overview

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Code.org’s “Why”

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Code.org’s vision for CS education: “every student in every school has the opportunity to learn computer science as part of the their core K-12 education”

@TeachCode

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Code.org’s “Why”

​

​

Achieving equity in CS education requires that:

  1. All students have access to high-quality CS education
  2. The diversity of students in a CS classroom is representative of the demographics of the school, and
  3. The CS classroom is inclusive for all students

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Code.org’s “Why”

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​

​

  • Access: the opportunity to learn and experience computer science
  • Diversity: student enrollment rates in computer science courses reflect the demographics of the overall school or community population, particularly in terms of race, ethnicity, gender, economics, and disability status
  • Inclusion: creating learning environments as well as using curricula and resources that are accessible, welcoming and reflective of all students’ identities, backgrounds, differences, and perspectives

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Code.org’s “Why”

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​

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Why does Code.org approach its work through the lens of equity?

  • CS not just coding - it’s critical thinking, problem solving and collaboration
  • Parents & guardians want their children to have access to CS but CS education still isn’t available to all students with discrepancies in access falling along lines of race, gender and income level

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Code.org’s “Why”

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​

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The most important part of this work is YOU!

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Educators play a vital role in supporting equity in CS education, so we have focused our energies on building equity-focused CS curricula and professional learning experiences to support YOU in all this work!

@TeachCode

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Program at a Glance

​

​

Summer workshop

Ongoing Support

Summer 2022

September 2022 - May 2023

Summer 2023

5 days in-person

  • 8 virtual academic year supports

​

​

  • Online supports (teacher forum, etc)

2-Day Capstone

@TeachCode

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Program at a Glance

​

​

​

@TeachCode

Teal

Lesson Exploration

Orange

Presentations

Purple

Discussion

Green

Asynchronous

@TeachCode

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Introduction to Model Lessons

​

​

​

Teacher - One of the facilitators will act as the “teacher” of a lesson.

Learner - This group acts in the role of “learners” of the lesson

Observer - The other facilitator “observes” the lesson and leads a discussion after the modeled lesson

Just a note…

​

If you attended Code.org PD in the past you may have taught a lesson in a group. We are not doing that for this PD.

@TeachCode

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Our Equity Framework

​

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UNDERSTANDING SELF

How do my experiences, identity, and beliefs shape how I see the world and my role as a CS teacher?

MAKING AND PURSUING A COMMITMENT

What will I commit to in support of equity? How will I know I’m making progress toward that goal? What support will I need from �my community?

​

​

UNDERSTANDING CONTEXT

Who has access to CS in my community? What are the demographics of our CS classrooms? Who feels included in those classrooms?

​

​

UNDERSTANDING BARRIERS AND OPPORTUNITIES

What challenges stand in my way? And what strategies can I use to overcome those barriers to effect change in support of equity?

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UNDERSTANDING RESPONSIBILITY

Given my role and my power, what responsibility do I have to effect change in support of equity?

​

​

Cycle of equity-focused development stages

@TeachCode

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Question Parking Lot

​

​

Be sure to utilize our Question Parking Lot throughout the week!

@TeachCode

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High-Level Overview:

Introducing Java Lab

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What Do We Mean By “High Level Overview”?

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Introduction to Java Lab

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Java Lab: Our Section Code: HCRXMD

​

​

Do This:

  • Go to Unit 1, Lesson 2, Level 1 on Code Studio
  • Follow the directions in the level or just play around with the code on the screen

As you explore, consider:

  • What information is included on a screen in Java Lab?
  • How is the code you see here different from other programming languages you might have used in the past? How is it the same?
  • What challenges will students have using Java Lab?

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Java Lab Tour

​

​

Tour of Java Lab IDE:

  • Student directions
  • Location of documentation
  • How to run the program
  • Where to write code
  • Where to find errors
  • Location of file name
  • Location of teacher panel
  • Version history

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Java Lab Tour

​

​

Other items to remember:

  1. The file name must match the class name.

The fine print: Frequently the main method will be provided to you and you do not need to know the exact syntax for the main method for the AP exam.

  1. The main method is needed to run and test any program you write.

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Unit 1 Lesson 2 - Activity

​

​

Java Syntax Rules (a summary)

  • Syntax refers to the rules for writing code.
  • We write statements to tell Java what to do.
  • Java is case-sensitive, which means HELLO and hello refer to different things in a program.
  • We use camel case to capitalize words within names, such as myPainter or MyConsole.
  • Java has keywords, which are words that have a predefined meaning

@TeachCode

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Unit 1 Overview

​

@TeachCode

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Unit 1 Overview

​

​

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@TeachCode

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Up next… a Model Lesson

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​

@TeachCode

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Model Lesson Process

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What to Expect: Model Lesson details

​

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Model Lesson is an opportunity for you to fully engage as a learner in the lesson

​

Afterward, an “Observer” facilitates a discussion, or debrief of the lesson that was modeled.

​

​

Teacher - This will be one of the facilitators

​

​

Learner - This group acts in the role of student

​

Observer - The facilitator observes the lesson and leads a discussion after the modeled lesson

​

@TeachCode

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Model Lesson #1:

U1L3 - The Neighborhood

@TeachCode

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Unit 1 - Lesson 3

The Neighborhood

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Warm Up

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Do This: On page 4 of your Activity Packet, draw a house.

Unit 1 Lesson 3 - Warm Up

CSA

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Hold your drawing up to your camera!

Unit 1 Lesson 3 - Warm Up

CSA

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Prompt

What elements does everyone's house have in common?

Unit 1 Lesson 3 - Warm Up

What information might we include if we were to create a blueprint for what all houses should have?

CSA

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Activity

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Lesson Objectives

  • Explain the relationship between a class and an object
  • Create an object from an existing class
  • Determine the state of an object

Unit 1 Lesson 3 - Activity

CSA

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Object-Oriented Programming

As you watch the video, keep an eye out for what object-oriented programming means and what it consists of.

Complete the guided notes on page 4 of the Activity Packet.

Unit 1 Lesson 3 - Activity

CSA

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In Java, a class is a programmer-defined blueprint from which objects are created.

A package is a collection of similar classes.

Unit 1 Lesson 3 - Activity

CSA

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Welcome to The Neighborhood

As you watch the video, keep an eye out for which classes are in The Neighborhood package and what you can do with them.

Unit 1 Lesson 3 - Activity

CSA

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A UML diagram is a standard way to visualize the design of a program.

A UML diagram is helpful for identifying the components of a class.

Unit 1 Lesson 3 - Activity

Painter

xLocation

yLocation

direction

remainingPaint

void turnLeft()

void move()

void paint(String color)

void scrapePaint()

int getMyPaint()

void takePaint()

boolean isOnPaint()

boolean isOnBucket()

boolean hasPaint()

boolean isFacingNorth()

boolean isFacingEast()

boolean isFacingSouth()

boolean isFacingWest()

String getColor()

int getX()

int getY()

String getDirection()

void setPaint(int paint)

boolean canMove()

boolean canMove(String direction)

name of the class

CSA

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An attribute is a characteristic of an object.

Painter

xLocation

yLocation

direction

remainingPaint

void turnLeft()

void move()

void paint(String color)

void scrapePaint()

int getMyPaint()

void takePaint()

boolean isOnPaint()

boolean isOnBucket()

boolean hasPaint()

boolean isFacingNorth()

boolean isFacingEast()

boolean isFacingSouth()

boolean isFacingWest()

String getColor()

int getX()

int getY()

String getDirection()

void setPaint(int paint)

boolean canMove()

boolean canMove(String direction)

Unit 1 Lesson 3 - Activity

attributes

behaviors

A behavior is an action that an object can perform.

We'll be learning what these behaviors do in the upcoming lessons!

CSA

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Prompt

What attributes does�a Painter have?

Unit 1 Lesson 3 - Activity

What are things a�Painter can do?

Painter

xLocation

yLocation

direction

remainingPaint

void turnLeft()

void move()

void paint(String color)

void scrapePaint()

int getMyPaint()

void takePaint()

boolean isOnPaint()

boolean isOnBucket()

boolean hasPaint()

boolean isFacingNorth()

boolean isFacingEast()

boolean isFacingSouth()

boolean isFacingWest()

String getColor()

int getX()

int getY()

String getDirection()

void setPaint(int paint)

boolean canMove()

boolean canMove(String direction)

CSA

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Creating Objects

As you watch the video, keep an eye out for the syntax for creating a Painter object.

Complete the guided notes on the page 6 of the Activity Packet.

Unit 1 Lesson 3 - Activity

CSA

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Lesson 3: The Neighborhood

Unit 1 Lesson 3 - Activity

Investigate: The Painter

  • Navigate to Lesson 3, Level 1
  • Investigate the code with your partner
  • Make changes as prompted and observe the results

CSA

Do This:

1

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Unit 1 Lesson 3 - Activity

MyNeighborhood.java

1

import org.code.neighborhood.Painter;

2

​

3

public class MyNeighborhood {

4

public static void main(String[] args) {

5

​

6

Painter myPainter = new Painter();

7

​

8

​

9

}

10

}

To instantiate an object is to call the constructor to create the object.

imports The Neighborhood package so its code is available in our program

gives the name myPainter for a Painter object

calls the Painter class constructor to instantiate the Painter object

CSA

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The state of an object is the attributes of an object that are represented by its instance variables.

The attributes of a Painter object are xLocation, yLocation, direction, and remainingPaint.

The default state of a Painter object is (0, 0) facing East with 0 units of paint.

Unit 1 Lesson 3 - Activity

0

1

2

3

4

5

6

7

0

1

2

3

4

5

6

7

CSA

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Assume this Painter object has 0 units of paint.

What is the state of this Painter object?

Unit 1 Lesson 3 - Activity

0

1

2

3

4

5

6

7

xLocation = 2

yLocation = 1

0

1

2

3

4

5

6

7

direction = "south"

CSA

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A bug is an error�in the code.

Debugging is the process of finding and fixing problems in an algorithm or program.

Unit 1 Lesson 3 - Activity

MyNeighborhood.java

1

import org.code.neighborhood.Painter;

2

​

3

public class MyNeighborhood {

4

public static void main(String[] args) {

5

​

6

Painter myPainter = new Painter;

7

​

8

​

9

}

10

}

Console

/MyNeighborhood.java:6: error: '(' or '[' expected

Painter myPainter = new Painter;

^

tells us which line caused the error

tells us what Java thinks is missing

shows us the code with a pointer to where the problem occurred

CSA

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Create the Painter Object

Lesson 3: The Neighborhood

Unit 1 Lesson 3 - Activity

  • Navigate to Lesson 3, Level 2
  • Run the program to see the error
  • Instantiate the missing Painter object

2

CSA

Do This:

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Wrap Up

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Unit 1 Lesson 3 - Wrap Up

What is the difference between a class and an object?

Closing

Loop

the

What parts of this lesson were similar to things you have encountered in your life?

What were you confident about? What would you like to practice?

CSA

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Today you learned about . . .

  • The relationship between a class and an object
  • How to create an object from an existing class
  • How to determine the state of an object

Unit 1 Lesson 3 - Wrap Up

CSA

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Key Vocabulary

object-oriented programming: an approach to creating and using models of physical or imagined objects

package: a collection of similar classes

object: an instance of a class

class: a programmer-defined blueprint from which objects are created

attribute: a characteristic of an object

state: the attributes of an object that are represented by its instance variables

Unit 1 Lesson 3 - Wrap Up

CSA

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Key Vocabulary

behavior: an action that an object can perform

constructor: a block of code that has the same name as the class and tells the computer how to create a new object

instantiate: to call the constructor to create an object

bug: an error in the code

debugging: finding and fixing problems in an algorithm or program

Unit 1 Lesson 3 - Wrap Up

CSA

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Debrief

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Debrief

​

​

  1. Learner Reflection (Personal and Table)
  2. Teacher Reflection
  3. Group Discussion

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Debrief

​

​

Learner Reflection:

As a learner, what literacy skills did you use during this lesson?

​

Literacy

Definition: being able to make sense of and engage in advanced reading, writing, listening, and speaking

@TeachCode

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Debrief

​

​

Teacher Reflection

@TeachCode

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Debrief

​

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Whole Group Discussion:

  • Based on what you have seen so far, what literacy skills will students need additional support with?
    • What tools and strategies do you have to support literacy skills in Computer Science?
    • How will using precise language benefit students in the future?

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@TeachCode

8 minute break

Return at XX:XX

​

  1. Join our classroom section: HCRXMD

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Access to and Diversity in CSA

@TeachCode

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What is CSA?

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Meet the CSA Resources!

​

​

The What

The How

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Meet the CSA Resources!

​

​

  • Equivalent to a first-semester, college-level course in computer science
  • Introduces students to computer science through programming in the Java programming language
  • The College Board recommends this course for any willing and academically prepared students.
    • Code.org curriculum is intended for students who have prior experience with CS, such as CSP or CSD

@TeachCode

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The AP Assessment

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Assessment Breakdown + Overview

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​

AP CSA has two assessment parts:

40 Multiple-choice questions

50% of total AP score

90 minutes

4 Free-response questions

50% of total AP score

90 minutes

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AP CSA Endorsed Providers

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Code.org is an endorsed provider for AP CSA

What does this mean?

  • The College Board has reviewed our curriculum and Professional Development materials and agreed that it meets their standards!

​

AP CSA is one of the few courses �where the College Board has endorsed �providers for curriculum and professional �development materials.

@TeachCode

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AP CSA Endorsed Providers

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Code.org is one of several other endorsed providers

Endorsed providers all provide professional development that cover their curriculum and information about the AP course and exam more broadly.

@TeachCode

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Getting Familiar with the CED

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Getting Familiar with the Course and Exam Description

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CSA Course and Exam Description [link]

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Table of Contents�Section 1: About AP (pg. 1 - pg. 10)

Section 2: Course Framework (pg. 11 - pg. 160)

Section 3: Instructional Approaches (pg. 161 - pg. 186)

Section 4: Exam Information (pg. 187 - pg. 206)

Section 5: Scoring Guidelines (pg. 207 - pg. 218).

Section 6: Appendix (Java Quick Reference)

You can find a digital copy at AP Central [link] under the “Course Overview”. [direct link to the CED]

@TeachCode

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Computational Thinking Skills

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​

Computational Thinking Practices: Skills (pg. 16)

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Practice 1: Program Design & Algorithm Development

Practice 2: Code Logic

Practice 3: Code Implementation

Practice 4: Code Testing

Practice 5: Documentation

@TeachCode

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Big Ideas

​

​

Big Ideas (pg. 17-18)

@TeachCode

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CSA Course Structure

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Units and Topics

  • The course content is organized into commonly taught units*
  • Each unit is broken down into teachable segments called topics
    • Topic pages (starting on pg. 36) contain all required content for each topic

*CED Units vary from the units in Code.org curriculum

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CSA Course Structure

​

​

CED pg. 22

@TeachCode

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CSA Course Structure

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​

How the framework...works

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@TeachCode

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Course and Exam Description: Our Interpretation

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Code.org takes a layered approach.

​

This structure allows students to develop understanding of the content while simultaneously developing computational thinking skills. Students learn the fundamentals of object-oriented programming (OOP) first, giving them a foundation for the rest of the course while encouraging them to consider the overall design of their programs.

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Course and Exam Description: Our Interpretation

​

​

Lessons connected to Essential Knowledge Statements.

​

Every lesson plan includes the Essential Knowledge Statements from the CED which are connected to the lesson.

@TeachCode

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CSA Course Structure

​

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Code.org Units of Instruction

Unit 1: Object-Oriented Programming

Unit 6: Array Lists and String Methods

Unit 2: Class Structure & Design

Unit 7: Method Decomposition and Recursion

Unit 3: Arrays & Algorithms

Unit 8: Searching and Sorting

Unit 4: Conditions and Logic

Unit 9: AP Exam Review & Practice

Unit 5: Two-Dimensional Arrays

​

CED Units of Instruction

Unit 1: Primitive Types

Unit 6: Array

Unit 2: Using Objects

Unit 7: ArrayList

Unit 3: Boolean Expressions & If Statements

Unit 8: 2D Array

Unit 4: Iteration

Unit 9: Inheritance

Unit 5: Writing Classes

Unit 10: Recursion

vs

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Course and Exam Description: Our Interpretation

​

​

​

Computational Thinking Practices layered throughout the curriculum.

​

​

@TeachCode

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Understanding Context - CSA Data

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Course and Exam Description: Our Interpretation

​

​

​

Consider the following data from AP CSA exams in the past.

  • What do you notice?
  • What do you wonder?

Source: https://code.org/promote/ap

@TeachCode

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Code.org Design Choices

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Course and Exam Description: Our Interpretation

​

​

Code.org’s CSA curriculum implements culturally responsive pedagogy and addressing equity with four main threads:

  • Identity and culture
  • Personally relevant practice
  • Processing and meaning making
  • Software engineering for all

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Course and Exam Description: Our Interpretation

​

​

Task:

  • Choose ONE of the 4 “pedagogical threads” to read further about on pages 15 - 18 of the Curriculum Guide
  • After ~4 minutes you will go to the corresponding poster in the room
  • With the other people in your group, write a 3-bullet summary of your thread.

Identity and culture

Personally relevant practice

Processing and meaning making

Software Engineering for all

​

  • �
  • �
  • ​

@TeachCode

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High-Level Overview:

Methods and Conditionals in Java

@TeachCode

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Introduction to Calling Methods

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Calling Methods

​

​

@TeachCode

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UML Diagram

​

​

  • What information does this UML (Unified Modeling Language) diagram give you?
  • What looks familiar?
  • What is new?

For a closer look, the UML diagram can be found in your Activity Packet on page 5.

Painter

xLocation

yLocation

direction

remainingPaint

void turnLeft()

void move()

void paint(String color)

void scrapePaint()

int getMyPaint()

void takePaint()

boolean isOnPaint()

boolean isOnBucket()

boolean hasPaint()

boolean isFacingNorth()

boolean isFacingEast()

boolean isFacingSouth()

boolean isFacingWest()

String getColor()

int getX()

int getY()

String getDirection()

void setPaint(int paint)

boolean canMove()

boolean canMove(String direction)

@TeachCode

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UML Diagram

​

​

Painter

xLocation

yLocation

direction

remainingPaint

void turnLeft()

void move()

void paint(String color)

void scrapePaint()

int getMyPaint()

void takePaint()

boolean isOnPaint()

boolean isOnBucket()

boolean hasPaint()

boolean isFacingNorth()

boolean isFacingEast()

boolean isFacingSouth()

boolean isFacingWest()

String getColor()

int getX()

int getY()

String getDirection()

void setPaint(int paint)

boolean canMove()

boolean canMove(String direction)

Class Name

Attribute(s)

Method(s)

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UML Diagram

​

​

Painter

xLocation

yLocation

direction

remainingPaint

void turnLeft()

void move()

void paint(String color)

void scrapePaint()

int getMyPaint()

void takePaint()

boolean isOnPaint()

boolean isOnBucket()

boolean hasPaint()

boolean isFacingNorth()

boolean isFacingEast()

boolean isFacingSouth()

boolean isFacingWest()

String getColor()

int getX()

int getY()

String getDirection()

void setPaint(int paint)

boolean canMove()

boolean canMove(String direction)

Each method includes:

  • A return type
  • A parameter if needed

@TeachCode

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UML Diagram

​

​

Painter

xLocation

yLocation

direction

remainingPaint

void turnLeft()

void move()

void paint(String color)

void scrapePaint()

int getMyPaint()

void takePaint()

boolean isOnPaint()

boolean isOnBucket()

boolean hasPaint()

boolean isFacingNorth()

boolean isFacingEast()

boolean isFacingSouth()

boolean isFacingWest()

String getColor()

int getX()

int getY()

String getDirection()

void setPaint(int paint)

boolean canMove()

boolean canMove(String direction)

We can call each of these methods on a Painter object.

1. Instantiate a Painter object

Painter mindy = new Painter();

2. Call the method you want to use.

mindy.move();

Name of the Painter object

The dot operator

The name of the method

@TeachCode

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Practice Using Methods

​

​

Do This:

  • Go to Unit 1, Lesson 4, Level 3 on Code Studio
  • Follow the directions in the level to practice using methods in Java Lab.
    • Reminder: Use the Documentation Tab to find the documentation for methods in the Painter class.

@TeachCode

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Introduction to the PLACE

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PLACE

Let’s head to the PLACE!�https://place.fi.ncsu.edu/course/view.php?id=456

Participant Code:

g06ns7aw

​

​

@TeachCode

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Transition to

Asynchronous Session 2

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Your Assignment: The PLACE

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Managing the Asynchronous Session

Support:

  • Zoom Call Open during this Session

Planning your Time:

  • Return to asynchronous discussions throughout the asynchronous session to respond.
  • Decide when you will work, for how long, and when you will take a lunch break.

​

Be back at

1:20pm

@TeachCode

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Identity and Culture

Have students form groups with their peers, encourage pair share, group work, and sharing work (crossover evaluation).

Allow students to safely be themselves, recognize the brilliance of all students, encourage asking questions, making mistakes, supporting each other.

Help teachers build strong relationships with students and students build strong working relationships with each other. Show students representations of themselves. Encourage a growth mindset

Encourage persistence, effort and engagement.

Acknowledging other approaches so that students can build confidence in their coding abilities.

Allow students to “take the lead” by demonstrating to the rest of the class how they solved a problem.

Creating a classroom environment that celebrates the uniqueness of each student so they are comfortable seek and giving assistance to their peers.

​

@TeachCode

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Personally Relevant Practice

A Project Based Learning approach always allows students to work on something of their own selection.

Providing choice in practice and projects makes the content more interesting and valuable to students.

Differentiated practice, connect CS to personal interests, providing choices

Give students opportunities to discover how computer science intersects with their personal interests.

Open ended projects will allow students to bring their creativities, which will help reinforce what they’ve learned

Develop programs/progrjects using industry standard tools like VSCode and Git.

One of my favorite things about the CSP curriculum is the way it allows students to drive their projects in any direction they want, looking forward to similar in CSA.

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@TeachCode

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Processing And Meaning Making

In my class, I almost require everyone to use their own devices. We have affluent population.

Lots of practice, accessing prior knowledge, opportunities for peer help and reflection, “Show Me How”

Provide multiple representations of information, opportunities for synthesis in many ways

Encourage productive struggle.

Create mini coding exercises that focuses on specific contents but have multiple entry points

Using individual reflections time and sharing solutions to discover alternate ways of solving problems.

Reviewing and spiraling through previous concepts to scaffold up to new content.

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@TeachCode

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Software Engineering For All

Last year we had speaker come to classroom NailBot, Cosmos Blockchain Network, and UCSD robotic plane club.

Code allows students to see themselves as programmers and engineers by using diverse people working in many fields in their videos.

Also, we practice Agile Software Methodology through the year.

Have guest speakers with whom students can identify and be inspired.

The videos show a variety of careers that require a foundation of computer science

Show how their solutions also solved historical real world problems.

Constantly reinforce how the four (Problem Solver, Creative, Collaborator, and Learner) are used in each lesson. Making students realize that these are done subconsciously.

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I have speakers come into my engineering classroom to talk about their work, will likely have CS professionals do the same.

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@TeachCode

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Async Session #2 and Lunch Break in progress

Return time for Afternoon Session: 1:20pm

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Asynchronous

Debrief

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Model Lesson #2:

U1L7 Writing Methods

@TeachCode

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Previously On … Writing Constructors

Previously On … Writing Constructors

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Previously On

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How can we add behaviors to what is already possible with the Painter class?

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@TeachCode

Create a subclass!

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Previously On

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Subclass: a class that extends a superclass and inherits its attributes and behaviors

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Inheritance

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As you watch the video, keep an eye out for keywords you need to use for superclasses and subclasses.

@TeachCode

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Creating the PainterPlus class

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Let’s make the PainterPlus class!

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Do This:

  • Go to Unit 1, Lesson 6, Level 2

@TeachCode

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Creating the PainterPlus class

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Do This:

Commit Your Code!

Commit Code

Save your new subclass to the Backpack.

Here are some questions you might ask during this portion:

  • We are going to make the PainterPlus subclass. What will the name of our file be for this class? (Answer: PainterPlus.java)
  • What is the name of our super class? (Answer: Painter)
  • We need to create our constructor. What will the name of our constructor be? (Answer: PainterPlus. A constructor is a method with the same name as the name of the class.)

@TeachCode

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Creating the PainterPlus class

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super keyword: a keyword used to refer to the superclass

constructor signature: the first line of the constructor which includes the public keyword, the constructor name, and the values to specify when an object is created

class header: consists of the class keyword and the name of the class

inheritance: an object-oriented programming principle where a subclass inherits the attributes and behaviors of a superclass

Key Vocabulary

@TeachCode

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Creating the PainterPlus class

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subclass: a class that extends a superclass and inherits its attributes and behaviors

superclass: a class that can be extended to create subclasses

Key Vocabulary

@TeachCode

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Creating the PainterPlus class

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How might we use the vocabulary to describe the code we just wrote?

Examples:

PainterPlus is a subclass of the Painter class.

PainterPlus inherits from the Painter class.

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Key Vocabulary

Vocabulary

super keyword

constructor signature

class header

inheritance

subclass

superclass

@TeachCode

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Creating the PainterPlus class

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So far our PainterPlus objects won’t have any new behaviors… we just wrote the constructor.

Remember…

@TeachCode

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Hats on!

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Teacher - This will be one of the facilitators

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Learner - This group acts in the role of student

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Observer - The facilitator observes the lesson and leads a discussion after the modeled lesson

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@TeachCode

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Lesson

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Unit 1 - Lesson 7

Writing Methods

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Warm Up

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Prompt

Do all birds have the same attributes and behaviors as a Bird?

Unit 1 Lesson 7 - Warm Up

Do these birds have additional attributes and behaviors?

Should these additional attributes and behaviors be accessible by the Bird class?

Bird

Penguin

Hawk

HOLD that�THOUGHT

CSA

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Activity

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Lesson Objectives

  • Write a void method in a subclass
  • Differentiate between calling and writing a method
  • Identify when to write a method in a superclass or a subclass

Unit 1 Lesson 7 - Activity

CSA

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Writing a Method

As you watch the video, keep an eye out for the syntax for writing a method.

Complete the guided notes on page 8 of your Activity Packet

Unit 1 Lesson 7 - Activity

CSA

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Prompt

What does it mean for a method to be a void method?

Unit 1 Lesson 7 - Activity

public void move() {

// code to make a Painter object move

}

HOLD that�THOUGHT

CSA

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A void method is a method that performs an action�but does not return a value.

Unit 1 Lesson 7 - Activity

public void move() {

// code to make a Painter object move

}

CSA

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Prompt

What are the similarities and differences between calling methods and writing methods?

Unit 1 Lesson 7 - Activity

Writing a Method

public void move() {

// code to move

}

Calling a Method

myPainter.move();

HOLD that�THOUGHT

CSA

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When we call a method, we specify the object followed by the dot operator then the name of the method we want to use.

Writing a method is giving the instructions that should occur when the method is called.

Unit 1 Lesson 7 - Activity

Writing a Method

public void move() {

// code to move

}

Calling a Method

myPainter.move();

CSA

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Unit 1 Lesson 7 - Activity

PainterPlus.java

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import org.code.neighborhood.Painter;

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public class PainterPlus extends Painter {

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public PainterPlus() {

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super();

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}

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public void myNewMethod() {

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// code for new method

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}

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}

To write a method, we write the keyword public.

Then we specify�the return type.

Then we write the name�of the method.

This line makes up the method signature.

Inside the method body, we write the code for what the method should do when it is called.

CSA

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Prompt

What does a PainterPlus object need to do to turn right?

What would we write in the body of the turnRight() method?

Unit 1 Lesson 7 - Activity

HOLD that�THOUGHT

CSA

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Do This: Add the turnRight() method to the PainterPlus UML diagram (Page 7 of your Activity Guide)

Unit 1 Lesson 7 - Activity

PainterPlus

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turnRight()

Painter

xLocation

yLocation

direction

remainingPaint

void turnLeft()

void move()

void paint(String color)

void scrapePaint()

int getMyPaint()

void takePaint()

boolean isOnPaint()

boolean isOnBucket()

boolean hasPaint()

boolean isFacingNorth()

boolean isFacingEast()

boolean isFacingSouth()

boolean isFacingWest()

String getColor()

int getX()

int getY()

String getDirection()

void setPaint(int paint)

boolean canMove()

boolean canMove(String direction)

CSA

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Writing and Using a New Method

Lesson 7: Writing Methods

Unit 1 Lesson 7 - Activity

  • Navigate to Lesson 7, Level 1
  • Write the turnRight() method in your PainterPlus class on Level 1
  • Use your new turnRight() method on Level 2
  • Debug the program on Level 3

BREAK OUT GROUPS (3 people: 15 Minutes)

CSA

Do This:

1

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Prompt

Why would we write a new method in the subclass instead of in the superclass?

Unit 1 Lesson 7 - Activity

xLocation

yLocation

direction

remainingPaint

. . .

Painter

PainterPlus

xLocation

yLocation

direction

remainingPaint

. . .

HOLD that�THOUGHT

CSA

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Unit 1 Lesson 7 - Activity

MyNeighborhood.java

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import org.code.neighborhood.Painter;

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public class MyNeighborhood {

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public static void main(String[] args) {

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Painter myPainter = new Painter();

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myPainter.turnRight();

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}

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}

Console

/MyNeighborhood.java:7: error: cannot find symbol

myPainter.turnRight();

^

symbol: method turnRight()

location: variable myPainter of type org.code.neighborhood.Painter

A superclass can't access the methods in a subclass!

CSA

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Warm Up

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Prompt

What errors did you encounter�while writing your code?

Unit 1 Lesson 7 - Wrap Up

How did you find and fix the error?

HOLD that�THOUGHT

CSA

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Debugging Wall

Do This: Choose a strategy to add to the Debugging Wall.

Error Messages

Unexpected Results

Unit 1 Lesson 7 - Activity

strategy

strategy

CSA

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Today you learned about . . .

  • Writing a void method in a subclass
  • The difference between calling and writing a method
  • When to write a method in a superclass or a subclass

Unit 1 Lesson 7 - Wrap Up

CSA

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Key Vocabulary

method signature: consists of a name and parameter list

Unit 1 Lesson 7 - Wrap Up

CSA

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Debrief

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Debrief

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Learner Reflection:

In the CSA curriculum, we have created a number of videos to support content instruction.

  • As a learner, how did the video itself help you understand the content?

@TeachCode

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Debrief

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Teacher Reflection

@TeachCode

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Debrief

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Whole Group Discussion:

When watching a video in the classroom, Common Sense Media has the following three tips for making sure students aren’t just passively watching the video but actually comprehending the content [link]:

  • Have students take notes as they watch.
  • Pause to ask questions as you watch.
  • Offer multiple viewings of the video

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Debrief

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Whole Group Discussion:

  • As a teacher, what strategies have you found helpful when showing videos in your classrooms?
  • As a teacher, what do you need to do before, during, and after a video to help students comprehend the material?

@TeachCode

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@TeachCode

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8 min Break

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High Level Overview:

Syntax in Java

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Reflect on Where We Are in the Unit

Reflect on Where We Are in the Unit

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Unit 1 Overview

Open up to page 33 of your Curriculum Guide and look at the Unit 1 overview

@TeachCode

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Unit 1 Overview

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Model Lessons

High-level Overviews

This is the Model Lesson we just did!

Asynchronous Time

@TeachCode

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While Loops

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While Loops

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Do This:

  • Go to Unit 1, Lesson 9, Level 1

Prompt:

  • What parts of this code is new? What haven’t students seen yet?

@TeachCode

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While Loops

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As you watch the video, keep an eye out for the syntax for writing a while loop.

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While Loops

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Prompt:

  • In what ways might students use while loops in The Neighborhood?

@TeachCode

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While Loops

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Lesson 9 - Loops, an Overview:

  • Students create a plan for implementing the takeAllPaint() method and the paintLine() method on paper
  • Students then implement their pseudocode in JavaLab
  • Students talk about what makes code efficient
  • Students do a Code Review.

@TeachCode

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Two-Way Selection Statements

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Two-Way Selection

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Do This:

  • Go to Unit 1, Lesson 10, Level 1
  • Share your predictions!

Prompt:

  • What parts of this code will be new to students?

@TeachCode

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Two-Way Selection

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As you watch the video, keep an eye out for the syntax of an if-else statement and the purpose of the NOT ( ! ) logical operator.

@TeachCode

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Two-Way Selection

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Pseudocode is a plain language description of the steps in an algorithm.

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while the Painter is on a paint bucket

take paint

while the Painter has paint

paint yellow

if the Painter can move forward

move forward

@TeachCode

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Two-Way Selection

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Do This:

With a partner, write pseudocode for the moveSouth() algorithm.

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The moveSouth() method should move the painter south while it is able to to move south. At the end, the painter should be facing south.

Start �state

End �state

@TeachCode

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Two-Way Selection - live coding

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Do This:

Add the moveSouth() algorithm to your PainterPlus class.

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Go to U1L10 - Level 3.

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@TeachCode

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Transition to Asynchronous

Session 4

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Reflecting on the Day

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Wrap up

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Journal Prompts:

  1. What did you learn today that surprised you?
  2. What questions or concerns do you have after today?
  3. What do you want to learn or know more about and why?

@TeachCode

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Wrap up

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Add Gots and Needs!

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GOT

NEED

The CED

More Bacon!

@TeachCode

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GOTS

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How to navigate the resources that are available

How to commit code and use the backpack from lesson to lesson.

Familiarity with Painter class teaching tool

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How to use the code.org tools and platform and the resources included

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Using JavaLab and its console

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@TeachCode

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NEEDS

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How to keep classes moving with a variety of skill/ability levels.

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More pointers/questions for students on how to elicit student comments for discussion goals.

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How to make sure students are not scared and frustrated early on.

A discussion of all things assessment: the AP Exam, the Unit Exams, FRQs…

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@TeachCode

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Parking Lot Wrap

Clear out the Parking lot!

@TeachCode

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Your Assignment: The PLACE

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Managing the Asynchronous Session

Support:

  • Zoom Call Open during this Session

Planning your Time:

  • Return to asynchronous discussions throughout the asynchronous session to respond.
  • Decide when you will work, for how long, and when you will take a break.

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Facilitators available until XX:XXpm

@TeachCode

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Take the daily survey!

Please fill out the end of day survey!�

studio.code.org/pd/workshop_survey/day/1�

Background on this survey:

  • Code.org sees responses and makes changes to the workshop based on your feedback.
  • Facilitators see de-identified responses and use the feedback to inform the next day’s workshop.
  • Regional partners may also use this data to make adjustments.

@TeachCode

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Async Session #4 in progress

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Parking Lot

Enter questions here

Is code.org making Unit Guides for AP CSP as well? - It has been asked for… but it isn’t in the immediate plans - :(

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@TeachCode