Lesson Plan
Chapter 1: Sky Mountain
Using Ozaria Lesson Slides
You can use our turnkey lesson slides to introduce coding concepts to your students.
Be sure to check the speaker notes to find specific talking points for each slide along with suggested solutions and answers.
Each lesson slide deck starts with a Table of Contents which includes links so that you can quickly navigate to specific lessons and resources.
Using Ozaria Lesson Slides
The slides also guide students during independent practice and offer unplugged extension activities.
Each lesson includes an Independent Practice slide that recommends where students should start and stop playing in Ozaria.
This slide also includes an Extension Activity that students can try if they finish early.
Check the Speaker Notes for links to Extension Activity content and instructions on how to lock or unlock levels for your students.
Make a Copy of these Lesson Slides
If you would like to edit and adapt these slides to the needs of your school or class, you can make a copy of them.
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Click on the File menu.
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Click Make a copy and copy the entire presentation
Customizing the Lesson Slides
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You can name your version of the slides.
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Then select the folder where you’d like to save your slides.
If you’re sharing the slides with students, you may want to remove speaker notes as they contain solutions to activities
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How to pace a lesson. . .
Table of Contents
Lessons
Explorations
Additional Resources
Lesson 1
Algorithms & Problem Solving
Welcome to the world of
Your journey begins...
Today’s Journey
Warm-Up: Algorithms & Sequences
Learn how to use Ozaria
Play Ozaria: Get to the Spirit Lands
Optional Extension: Design a Map
Algorithms & Sequences
Algorithms
13
a sequence of instructions that can be used to solve a problem or set of problems
Problem Solving with Decomposition
14
You can solve a complex problem by breaking it down into a sequence of subgoals & steps
What are the subgoals & steps for baking a cake?
Subgoal 1: Make the cake layers
-Measure & combine ingredients
-Make the batter
-Put batter into pans
-Bake the cake layers
Subgoal 2: Make the filling/frosting
-What are the steps?
Subgoal 3: Build the cake
-What are the steps?
Concept Check: Subgoals & Sequences
Write down a sequence of subgoals & steps to help the hero get to the exit stairs.
Subgoal 1: ??
-Move right
-Move right
-???
Subgoal 2: ??
-Move up
-Move right
Input & Output
16
Code is a type of language we use to communicate with computers.
Input
Output
hero.moveLeft()
hero.moveUp()
hero.moveRight()
hero.use("door")
We input the code . . .
the computer processes or reads the code...
...and outputs actions and/or results based on that code.
Entering Ozaria
Navigating Ozaria
18
Returns to Map
Maximizes your Browser
Turn the Volume On/Off
Change account settings, customize your hero, or go back to your dashboard
Use the map to navigate to different parts of the game. Mouse over a stop to see the name of the level.
To save space, cinematics and concept checks are organized into intros.
Customize Your Hero
19
Navigating Ozaria
20
Customize your coding experience
Restart the level
Use arrows to navigate the tutorial messages. They provide important hints & instruction.
Goals keep track of what you need to do to complete the level
Navigating Ozaria
21
Write your code here
Run your program to see what happens
Go backwards and forwards in your program. You can also zoom in and out.
The Code Bank gives you more info about the different commands you can use in your code.
Concept Check: How to Use Ozaria
1
2
3
4
5
6
7
8
Independent Practice
Logging into Ozaria
24
Troubleshooting Guide
25
Let’s quickly review the Ozaria Troubleshooting Guide:
https://docs.google.com/document/d/1Vt1lpAxgQVSPNkDby0eFtbjb-qLpg-H0H7qLOV2nBiU/copy?usp=sharing
Independent Practice
Log into Ozaria
Play Ozaria
Start at Cutscene: Up the Mountain and stop after you�finish Cutscene: The Spirit Lands
Extension Activity: Design a Map
Use the link provided by your teacher to complete this activity.
Need Help?�Always try it once & try using the troubleshooting guide first. If you still need help after that, then reach out to a classmate or the teacher.
Check-In
What did you discover?
Chapter 1, Module 1, Lesson 1
What I did:
-How far did you get in Ozaria? What was your favorite part?
What I noticed:
-What did you notice as you played through the game?
-Did you discover or learn something new?
What was challenging?�-Was something confusing about the story or the levels?
-Do you need more practice on a specific part of the code or the game?
Lesson 2
Debugging & Troubleshooting
What did we learn last time?
-What is an algorithm?
-What are sequences?
-How do you use decomposition while solving problems?
-What did we do in Ozaria?
Today’s Journey
Warm-Up: Syntax & Debugging
Customize your Troubleshooting Guide
Play Ozaria: Debug helpers in the Spirit Lands
Optional Extension: Design a Debug Level
Syntax & Debugging
Syntax
33
a set of rules for how things are spelled and formatted in code so that the computer can understand it
Debugging
34
the process of identifying and removing errors from your code so you can meet your goals
Embrace Mistakes
35
Bugs are a natural and healthy part of coding that lets us learn from our mistakes!
Concept Check: Debugging & Troubleshooting
Explore your experience with Ozaria and the troubleshooting guide from Lesson 1
Concept Check: Debugging & Troubleshooting
Make a copy of the original troubleshooting guide. Based on the ideas you discussed, edit and add to the guide. Make sure your guide includes the following topics:
Debugging Logic Errors
-How do you check for logic errors in your code? (incorrect sequence of commands, etc)
Debugging Syntax Errors
-How do you check for mistakes in the syntax or formatting of your code? (incorrect spelling, etc)
Troubleshooting Other Issues
-How do you troubleshoot logging into Ozaria?
-How do you troubleshoot any issues with your computer?
!
Independent Practice
Objects, Methods, and Arguments
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In your code, you use objects, methods, and arguments. The upcoming levels will use a different kind of object and different methods
hero.moveRight(3)
object
method
argument
an object in the game that can be controlled or moved
actions that an object can make in the game
a way you can customize a method
Objects, Methods, and Arguments
40
The upcoming levels will use a different kind of object and different methods
helper.build("rightArrow")
object
method
argument
Independent Practice
Play Ozaria
Start at Intro: Fixing the Light and stop after
finishing Practice Level: Crystal Clear
Extension Activity: Design a Debugging Challenge
Write buggy code for others to solve
Need Help?�Always try it once & try using the troubleshooting guide first. If you still need help after that, then reach out to a classmate or the teacher.
!
Check-In
What did you discover?
Chapter 1, Module 1, Lesson 2
What I did:
-How far did you get in Ozaria? What was your favorite part?
What I noticed:
-What did you notice as you played through the game?
-Did you discover or learn something new?
What was challenging?�-Was something confusing about the story or the levels?
-Do you need more practice on a specific part of the code or the game?
Lesson 3
Loops & Capstone Project Intro
What did we learn last time?
-What are bugs?
-What’s the difference between syntax bugs and logic bugs?
-What did you add to your customized troubleshooting guide?
-What’s going on in the story of Ozaria?
Today’s Journey
Warm-Up: Loops
Learn about your Capstone Project
Play Ozaria: Begin your Capstone Project
Loops
Loops
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a command that lets us repeat an action multiple times in your code
Coding with Loops (Python)
49
Loops can make your code more efficient when you have steps that need to repeat over and over again.
Repeat Number�sets the number of times the loop repeats
Loop Actions�All the indented actions inside the loop will repeat each time the loop repeats
Coding with Loops (JavaScript)
50
Loops can make your code more efficient when you have steps that need to repeat over and over again.
Repeat Number�sets the number of times the loop repeats
Loop Actions�All the indented actions inside the loop will repeat each time the loop repeats
Concept Check: Loops
Write down a repeating sequence of commands that lets the hero collect all the totems
Repeat X Times
-hero moves . . .
Independent Practice
Capstone Project
53
Goal: Design a game to fight the Darkness!
Subgoals
-Use sequences & loops
-Add obstacles and other items to your game
-Customize your game
-Get feedback and revise your game
Capstone Example
Rubric & Expectations
Capstone Project Interface
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The Update Button will update the game screen to show everything the helper has built in your code.
These goals will change as you complete each stage of the capstone project.
The Play Button lets you play your game.
Capstone Project Interface
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To win the game, the player needs to get to the End Tile.
If the player runs into the boss, then it returns to the start tile.
The Start Tile is where the player will always start in your game.
Capstone Project Stages
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Here’s what you’ll be building in each stage of the project
Stage 1: Building Arrows
-Build at least 4 arrows in your game.
Stage 2: Building Obstacles & Items
-Build obstacles and items such as a wall and spikes.
Stage 3: Programming the Boss Loop
-Change the movement of the boss by editing the boss loop in the code.
Stage 4: Adding More Customization
-Customize your game by adding more items, changing the artwork, and using other methods found in the Code Bank.
Independent Practice
Log into Ozaria
Play Ozaria
Start your Capstone Project
Need Help?�Always try it once & try using the troubleshooting guide first. If you still need help after that, then reach out to a classmate or the teacher.
Check-In
What did you discover?
Chapter 1, Module 1, Lesson 3
What I did:
-How far did you get in Ozaria? What was your favorite part?
What I noticed:
-What did you notice as you played through the game?
-Did you discover or learn something new?
What was challenging?�-Was something confusing about the story or your capstone project?
-Do you need more practice on a specific part of the code or the game?
Lesson 4
Capstone Project
What did we learn last time?
-What are loops?
-What are the goals of our capstone project?
-What have you completed so far in your capstone?
-What’s going on in the story of Ozaria?
Today’s Journey
Warm-Up: What makes a good game?
Finish your Capstone Project
Get peer feedback on your project
Present your project
Game Design
What makes a good game?
64
Different parts of a game determine whether people will enjoy playing it
Audience
-Consider who you’re designing the game for
-Is the audience young kids, adults, or your peers?
-Is your game for casual players or intense players?
Clear Instructions
-Provide clear rules & a clear goal
Challenging
-What makes your game challenging?
-What makes a game too easy or too hard?
-What makes you want to play again?
Storytelling
-Choosing art and a design that tells a story
Concept Check: Game Design
How do you test and revise your game so that it’s more fun to play?
Testing & Feedback
-How do you ask for constructive feedback?
-How do you give constructive feedback?
Revision Options
-Use items to tell a story
-Add items to make the level more challenging
Independent Practice
Independent Practice
Finish your Capstone Project
Finish your Capstone Project
Get & Give Feedback
Get constructive feedback from at least one classmate
Revise your Capstone Project
Use the feedback you received to improve your game
Need Help?�Always try it once & try using the troubleshooting guide first. If you still need help after that, then reach out to a classmate or the teacher.
Take Time to Reflect
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Take some time to reflect on what you’ve done in this chapter.
What did you do?
-What characters did you interact with in this chapter?
-What were some interesting goals that you achieved?
What did you notice?
-How has your coding changed as you played this chapter?
-What were some new coding concepts that you learned?
What were the challenges?
-What was challenging in this chapter?
-What concepts would you like to practice more?
Presentation
Presentation Checklist
Lesson 5
Explorations
Impacts of Computing: �How Technology Solves & Creates Problems
How was coding once used in Ozaria?
How do we think it was forgotten?
Is coding and technology used the same way in the real world?
Impacts of Computing
Making Things Faster and Efficient
73
What types of technology do you use everyday?
How does technology make you faster and more efficient?
Digital Divide
74
The Digital Divide is the gap between those who have ready access to computers and the internet, and those who do not.
Did you or someone you know have difficulty getting internet access during distance learning?
What can we do?
Infrastructure
Inclusivity
Digital Literacy
History of Computing TImeline, Computer History Timeline, Computers Changed History, Rise of Smartphones, Evolution of Gaming
Explore
Let’s fill out this chart together!
Share
Group | 1 | 2 | 3 | 4 | 5 |
Advancement | | | | | |
Problem(s) Solved? | | | | | |
Problem(s) Introduced? | | | | | |
Let’s think about what we have learned!
Discuss
Discuss
Technology can be used to connect us, but can it also divide us?
Resources
Standards Alignment & Additional Resources
CSTA Standards Alignment
Computing Systems
-1B-CS-03: Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
-2-CS-03: Systematically identify and fix problems with computing devices and their components
Algorithms & Programming
-1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem.
-1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
-1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
-1B-AP-12: Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
-1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
-1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
-2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
Impacts of Computing
-1B-IC-18: Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
Common Core State Standards
Reading: Informational Text
-CCSS.ELA-LITERACY.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
-CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
-CCSS.ELA-LITERACY.RI.6.10/CCSS.ELA-LITERACY.RI.7.10/: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
-CCSS.ELA-LITERACY.RI.7.2/CCSS.ELA-LITERACY.RI.8.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
-CCSS.ELA-LITERACY.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
-CCSS.ELA-LITERACY.RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Writing
-CCSS.ELA-LITERACY.W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
-CCSS.ELA-LITERACY.W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Common Core State Standards
Writing (continued)
-CCSS.ELA-LITERACY.W.6.10/CCSS.ELA-LITERACY.W.7.10/CCSS.ELA-LITERACY.W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
-CCSS.ELA-LITERACY.W.7.4/CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
-CCSS.ELA-LITERACY.W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
-CCSS.ELA-LITERACY.W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
-CCSS.ELA-LITERACY.W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
-CCSS.ELA-LITERACY.W.7.8/CCSS.ELA-LITERACY.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Speaking & Listening
-CCSS.ELA-LITERACY.SL.6.1/CCSS.ELA-LITERACY.SL.7.1/CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6-8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Common Core State Standards
Speaking & Listening (continued)
-CCSS.ELA-LITERACY.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
-CCSS.ELA-LITERACY.SL.6.6/CCSS.ELA-LITERACY.SL.7.6/CCSS.ELA-LITERACY.SL.8.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
-CCSS.ELA-LITERACY.SL.7.4/CCSS.ELA-LITERACY.SL.8.4/: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Resource Links
Teacher Materials
-Chapter 1 Solution Guide - Python
-Chapter 1 Solution Guide - JavaScript
Student Materials�-Check-in Journal Template
-Impacts of Computing Research Links