INSTRUCTIONS FOR THE FACILITATOR:

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1. Make a copy of this slide deck
2. Change the share settings to anyone with a link can edit
3. Edit all text highlighted in yellow with your cohort specific information
4. Share a link to the slide deck with your cohort
5. Delete this slide

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UPDATE

CS Discoveries: Workshop 1

2021-2022

As you come in:

• WIFI: <ADD INFORMATION>
• Add a post-it to “Where are we now” poster to show the last lesson you taught
• Add anything you want to talk about today to the question parking lot
• Take attendance: ADD ATTENDANCE LINK

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UPDATE

Workshop Opener

Housekeeping

• Add any regional housekeeping items here (bathrooms, times, parking passes, etc.)

UPDATE

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What are we doing today?

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Facilitator Introduction

Add information to introduce yourself

UPDATE

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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.

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Role of the Teacher

Personal Reflection

On your own, reflect on the following and be ready to share with someone else:

1. What has gone well so far this year?
2. How have your students responded to the lesson you have already taught?
3. What have you done to promote a culture of inclusion in your classroom?
4. Were there any concepts or activities in Units 1 or 2 that were challenging for you or for your students?
5. What concerns or issues do you have about the topics that are coming up soon?
6. What questions do you have/what do you want to talk about?

UPDATE

Select one or two prompts to use with your cohort.

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Four Corners

This is an opportunity to identify pressing challenges or ideas participants may want to discuss early on in the workshop, which would otherwise hinder their engagement.

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Four Corners

• Select a topic and move to that topic poster
• Discuss the topic as a group
• Write your key ideas on the poster for others to read

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Gallery Walk

Goal: This is an opportunity to help others in the room problem solve

1. Visit other posters
2. Read key challenges or ideas
3. Write a solution or suggestion on a post-it note
4. Place the post-it note on the poster

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Share Out

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Activate Prior Knowledge

Think back to the summer workshop and experiences you have had teaching this course. What CS concepts have you learned so far?

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Previously, on Unit 3

Unit 3 Timeline

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Lesson 2: Plotting Shapes

Students are introduced to the grid in an unplugged lesson. They practice placing shapes on a 400 by 400 grid.

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Lesson 3: Drawing in Game Lab

Students continue to explore the concept of using grids to place shapes as they transition into Game Lab for the first time. They are also introduced to sequencing.

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Lesson 4: Shapes and Parameters

Students learn to draw with versions of ellipse() and rect() that include width and height parameters, and use the background() block to fill the screen with color.

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Unit 3 Lesson 5

Variables

Lesson 6: Random Numbers

Students are introduced to the randomNumber() block and how it can be used to create new behaviors in their programs. They then learn how to update variables during a program. Combining all of these skills, students draw randomized images.

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Model Lesson: Scene Setting

What we’re going to do after break: I am going to model a lesson from Unit 3.

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This is a role play activity where you will act as students (wearing your learner hats ) while the facilitator acts as the teacher (wearing the teacher hat ).

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Break

Return at X:XX

Model Lesson

Model Lesson Role Play

Put your learner hats on and let’s go!

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Interactive Animations and Games

Lesson 7

Sprites

Review:

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So far we've written programs that put simple shapes on the screen.

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List of all of the different pieces of information that you have used to control how these shapes are drawn.

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Interactive Animations and Games Lesson 7 - Warm Up

Journal Prompt:

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If you wanted to create programs with more detailed images, maybe even characters that you could interact with, what other pieces of information might you need in your code?

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Interactive Animations and Games Lesson 7 - Warm Up

Question of the Day

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How can we use sprites to help us keep track of lots of information in our programs?

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Interactive Animations and Games Lesson 7 - Warm Up

Code Studio, Level 1

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Code Exploration: Sprites

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• Run the code
• Read the code and discuss how you think it works with your partner.
• Change some lines and see what happens.
• What do you think each line is doing?

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Interactive Animations and Games Lesson 7 - Activity

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What is a sprite?

What are properties?

What problem do sprites solve?

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Interactive Animations and Games Lesson 7 - Activity

Key Vocabulary

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• Sprite - A character on the screen with properties that describe its location, movement, and look.
• Property - A label for a characteristic of a sprite, such as its location and appearance.
• Dot Notation - the way that sprites' properties are used in Game Lab, by connecting the sprite and property with a dot.

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Interactive Animations and Games Lesson 7 - Activity

Code Studio, Level 3-5

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Interactive Animations and Games Lesson 7 - Activity

Do This

• Follow the instructions on each level
• If you get stuck, try…
• Help and Tips Tab
• Code Documentation
• If you make a big mistake…
• Use version history to go back

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What are the steps to adding an image to a sprite?

What are the different ways to get an image?

Interactive Animations and Games Lesson 7 - Activity

Code Studio, Level 7

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Debugging Images

• Run the code to see what happens.
• Fix the two problems in the code.

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Interactive Animations and Games Lesson 7 - Activity

Code Studio, Level 8

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Match Level

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Do This

• Match the code to the output

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Interactive Animations and Games Lesson 7 - Activity

Code Studio, Level 9

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Practice Level

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Do This

• Do any or all of the practice levels
• Follow the instructions in Code Studio
• Check out the Help & Tips tab if you need help

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Interactive Animations and Games Lesson 7 - Activity

Code Studio, Level 10

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Assessment Level

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Do This

• Follow the instructions in Code Studio
• The "Key Concept" tab describes how to demonstrate your understanding
• Check out the Help & Tips tab if you need help

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Interactive Animations and Games Lesson 7 - Activity

Code Studio, Level 11

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Challenge Level

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Do This

• Do any or all of the challenge levels
• Follow the instructions in Code Studio
• Check out the Help & Tips tab if you need help

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Interactive Animations and Games Lesson 7 - Activity

Interactive Animations and Games Lesson 7 - Wrap Up

Journal:

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So far we've been able to change a sprite's location and image. What else might you want to change about your sprites?

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Interactive Animations and Games Lesson 7 - Wrap Up

Key Vocabulary

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• Sprite - A character on the screen with properties that describe its location, movement, and look.
• Property - A label for a characteristic of a sprite, such as its location and appearance.
• Dot Notation - the way that sprites' properties are used in Game Lab, by connecting the sprite and property with a dot.

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Interactive Animations and Games Lesson 7 - Wrap Up

Question of the Day

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How can we use sprites to help us keep track of lots of information in our programs?

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Model Lesson Reflection

Model Lesson Goals

What are examples of times in the model lesson when you noticed the teacher

• Formatively assess student understanding
• Further develop the practice of referencing resources
• Provide class feedback

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Choices

Watch videos as a whole class

Utilized the discussion prompts in Code Studio to ensure students grasp core concepts before moving on in the bubble progression

Pair Programming

Pair programming was used to enhance student collaboration

Create shared reference resource

This served two purposes:

Formative assessment - as learners suggested items to add to the poster, the teacher was able to listen for evidence of understanding and hints of misconceptions

Referencing Resources - the “Sprite” poster will now serve as a resource that students can reference both during this lesson and later in the unit when they are working on their end of chapter project

Role of the Teacher

Role of the Teacher

What was the role(s) of the teacher in the model lesson?

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How did the role(s) of the teacher change throughout the lesson?

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Problem Solving and Debugging

Journal

How is debugging going so far? What routines have you put in place to help your students when they encounter bugs?

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Guide to Debugging

Refer to the Guide to Debugging found in the “Teacher Resources” dropdown on the CS Discoveries Course Overview page.

studio.code.org/courses/csd-2021

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Reflect and Discuss

In the model lesson we just completed, which of the steps from this guide did you find yourself taking when you encountered issues or bugs?

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Practice Debugging

Use the Guide to Debugging to debug sample bugs. Complete a bug report for each bug.

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Pair Programming and Debugging

How does pair programming support the process of debugging?

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Pair Programming and Debugging

How does pair programming support the process of debugging?

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Debugging Resources

If a student has gone through the entire debugging process and still has not been successful in finding and fixing a bug, what additional resources and supports can you use to guide your student?

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Role of the Teacher

What is the role(s) of the teacher in the debugging process?

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Lunch

Move to sit in the with people who share a similar comfort level

Return at X:XX

Curriculum Investigation

Curriculum Investigation

Unit 3 Lesson 11 - The Draw Loop

• INVESTIGATION GOALS
• Use a draw loop to add movement to sprites in Game Lab
• INVESTIGATION TASK
• Read the full lesson plan for lesson 11
• Complete Levels 1 - 6 in Code Studio

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Reflect and Discuss

• Assessing student learning in the lesson: How will you assess if students have learned what they need to learn in the lesson?

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• Referencing Resources: How will you help students develop the skill of referencing resources in this lesson?

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Curriculum Investigation

Unit 3 Lesson 12 - Sprite Movement

• INVESTIGATION GOAL
• Use a counter pattern to animate sprites in Game Lab
• INVESTIGATION TASK
• Read the full lesson plan for Lesson 12
• Complete Levels 1 - 6 in Code Studio

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Reflect and Discuss

• Debugging: Where do you think students might engage in debugging or problem solving during this lesson (think about specific levels or activities)? How can you support them with that work?

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• Acting as a lead learner: Identify spots in the lesson where you might be tempted to tell students what to do but can instead respond as a learner.

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Curriculum Investigation

Unit 3 Lesson 14 - Conditionals

• INVESTIGATION GOALS
• Use conditionals to react to changes in variables and sprite properties
• INVESTIGATION TASK
• Complete Levels 1 - 7 in Code Studio

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Reflect and Discuss - UNIT 3

In what ways can you leverage your role as the teacher to promote inclusion while teaching Unit 3?

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Group Share Out

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Assessment

Project Assessment Resources

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Read and Discuss

Read the Lesson 17 Project Guide Exemplar

What content and skills are being assessed through this project?

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Rubric Practice

1. Open the Sample Marked Rubrics document

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• Begin with sample one. Click on the link to view the sample project. Work with a partner to find evidence to justify why the project was scored the way it was scored on the sample rubric.

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• Continue this process with the remaining project samples

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Role of the Teacher

What role does the teacher play in summative assessment? How is this role different from formative assessment? How is it the same?

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Break

Return at X:XX

Conclusions and Connections

Unit 3 Calendar

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Movement with Velocity

The velocity blocks (velocityX and velocityY), tell sprites how fast to move in a particular direction, just as the counter pattern did before. By hiding the counter pattern code inside a block, you can build even more complex programs.

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Abstraction

An abstraction is a simplified representation of something more complex. Abstractions allow you to hide details to help manage the complexity, focus on relevant concepts, and reason about problems at a higher level.

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Abstraction

An abstraction is a simplified representation of something more complex. Abstractions allow you to hide details to help manage the complexity, focus on relevant concepts, and reason about problems at a higher level.

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Did we see an example of abstraction in the velocity video?

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Collision Detection

Game Lab uses the method isTouching to check whether one sprite is touching another sprite (the target). isTouching returns a Boolean, so it can be used inside a conditional to cause something to happen only when two sprites touch.

The isTouching block allows the animation of the watermelon when the knife sprite touches it.

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Functions

A function is a group of commands (blocks) that you give a name so you can use it over and over again.

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Creating (Naming) a Function

To create a function, you need to put all of the commands inside a function block and type your function’s name into the space at the top of the function block.

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Calling (Using) a Function

Whenever you want to use your function you need to call it by its name.

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End of Unit Project

In this end of unit project, students plan and build their own game using the project guide from previous lessons. This project is an opportunity for students to showcase technical skills, allow them to collaborate with a partner, provide constructive feedback, and repeatedly use the problem solving process.

Sample Projects

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Inclusion Scenarios

Setting the Scene

• You are teaching CS Discoveries.
• You are teaching CS Discoveries.
• You are halfway through Chapter One of Unit 3: Interactive Animations and Games.
• Student A and Student B have been working together using the pair programming strategy.
• Student A is often absent from school. Recently, Student A has been missing class any time CS is the first class period of the school day.

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Reflect and Write

What would you do as the teacher in this situation? Would you intervene? If so, how? If not, why?

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Share and Discuss

• How might your identity and beliefs about who belongs in CS influence the choices you make in this situation?

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• What impact might your choices have on Student A?

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• What impact might your choices have on Student B?

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Setting the Scene

• You are teaching CS Discoveries.
• At the end of the week, you will be beginning the Chapter One project of Unit 3: Interactive Animations and Games.
• Student A is an active member of the after school coding club and robotics. Student A typically finishes all of the classwork including all of the choice levels before the end of the class period.
• Student A enjoys helping other students in the class, but you have noticed that Student A tends to complete the work for other students instead of helping them solve problems on their own.
• Student B is typically the last student in the class to finish. Student B rarely reaches the challenge levels and often becomes frustrated while working on skill building levels.

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Reflect and Write

What would you do as the teacher in this situation? Would you intervene? If so, how? If not, why?

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Share and Discuss

• How might your identity and beliefs about who belongs in CS influence the choices you make in this situation?

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• What impact might your choices have on Student A?

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• What impact might your choices have on Student B?

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Whole Group Share Out

Discussion

What potential threats to inclusion can you identify in the scenarios we just discussed?

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Journal

Think of your current students. Can you identify a student that may be feeling, or at risk of feeling, excluded from your CS class? What can you as the teacher do to reduce or eliminate threats to inclusion for this student? Try to provide concrete examples.

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Themes from the share out

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Wrap Up

Reflect and Discuss

Today we have focused on the role of the teacher in a CS classroom. We have seen that the role of the teacher changes often. Write one or two concrete actions you will take to leverage your role as the teacher to support student learning and inclusions in Unit 3 and beyond.

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Question Parking Lot

Add parking lot questions/answers here

UPDATE

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Wrap Up

Our next workshop is on DATE OF YOUR NEXT WORKSHOP

Complete the Post Workshop Survey

UPDATE

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Thank you!