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Chapter 4

Module 2: Intro to Functions &

Data Analysis

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Before you teach. . .

You may want to prepare the following before you implement this module in your classroom:

Make a copy of the slides if you’d like to revise or adapt them for your classroom
Use the teacher dashboard to check student progress.
Review Concept Check activities
Navigate to Independent Practice slides to:

Unlock specific modules and levels as necessary
Review extension activities and have activity links ready to share

Try out some practice levels on your own
Review the solution guide

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How to teach a lesson. . .

Use the first section of the lesson slides (up to Independent Practice slide) to introduce the new concept for that lesson
If applicable, watch any Cutscene videos as a whole class to introduce the story line
Extension Activities are found in the speaker notes of the Independent Practice slide. You can use them to differentiate pacing for fast finishers or for students who need reinforcement.
Have students independently play through the suggested levels on the Independent Practice slide

This section which will also include Cinematics and Concept Checks

Use the Check-In section as an opportunity for students to reflect on what they have learned in the lesson

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Table of Contents

Lesson 1: Introduction to Functions

Extension Activity: Run a Pizza Shop with Functions

Lesson 2: Data & Analysis

Extension Activity: Graphing Data with Noodles

Lessons

Lesson 3: Computing Systems: Design Your Own Acodus

Explorations

Standards Alignment
Materials & Resources

Additional Resources

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Lesson 1

Introduction to Functions

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What did we learn last time?

-How did you use compound conditionals in Ozaria?

-What’s the difference between if/else and else/if conditionals?

-What happened when you met Snikrep and Astra? What did you find out?

-How did you return to Ozaria?

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Today’s Journey

Introduction: Functions

Warm Up: Pizza Shop Functions

Play Ozaria: Travel through time and use functions

Optional Extension: Run a Shop with Functions

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What are some of your everyday activities?

What are the steps to each of those activities? Do you have to think about each step when you do them?

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Functions in Life

Functions are shortcuts that let you simplify steps and instructions. You can put repetitive steps inside a function. Then, you can use the function instead of listing each of those steps.

FUNCTION makePost

OPEN app

START a new post

ADD photo or video

WRITE description

ADD hashtags

TAKE a photo

makePost

MESSAGE with friends

FIND funny cat video

makePost

SCROLL feed

ADD comments

SEE dog chases tail

TAKE a video

makePost

Today’s Social Media Activity

Review the function definition
Say “You use functions everyday in the routines of your life. Often, when you do things over and over, you don’t have to think about each separate part of the task; your body knows what to do automatically.”

Functions let you step through a routine or activity using fewer steps because you can put the repetitive steps into a function. Then, you can use the function instead of listing those steps over and over again
Functions act differently than loops because the steps don’t have to repeat one after another. You can use the functions wherever you’d like in your list of instructions.

Walk through the example of being on social media throughout the day

Point to the function “makePost” and walk through the steps
Then walk through the steps of the social media activity on the right side of the slide
Have students identify where the “makePost” function is used
Highlight how the function lets you make a post without having to list every step each time

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Functions in Code

A function contains a piece of code that you can use over and over again in your program. It provides a shortcut that helps your code stay organized and easier to read.

Original Program

Program with a Function

hero moveRight one

hero moveUp one

hero moveRight one

hero moveUp three times

hero moveRight one

hero moveUp one

hero moveRight one

hero moveDown two times

hero moveRight one

hero moveUp one

hero moveRight one

FUNCTION path

hero moveRight one

hero moveUp one

hero moveRight one

path

hero moveUp three times

path

hero moveDown two times

path

function call

Have students look at the original code and notice the parts of the code that repeat (highlighted in green)
Then look at the code on the right and point to the function definition (highlighted in green)
Point to the different parts of the function

Function definition: FUNCTION (helps indicate that this code is part of a function)
Function name: path
Function code: the indented code that’s part of the function

Point to the function calls in the program on the right (function call = the green word “path” in the program)

You call the function by writing the function name in the main part of your program (in this case, “path”)
Emphasize how the function code is run each time the function is called
That means the program on the right will do the same actions as the original program
However, the code looks a lot more organized and is easier to read.

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Structured Programming

We are always looking for new ways to make our code faster, efficient, and error proof.

We achieve this with structured programming.

Structured programming uses reusable elements, like variables, to make a program clearer and easy to update.

With regular programming, although it requires less planning ahead, a program is prone to errors and hard to update.

Structured

Regular

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Function Parts

A function contains a piece of code that you can use over and over again in your program. It provides a shortcut that helps your code stay organized and easier to read.

FUNCTION path

hero moveRight one

hero moveUp one

hero moveRight one

path

hero moveUp three times

path

hero moveDown two times

path

function call

function definition

function code

function name

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Concept Check: Function Parts

Identify the different parts of this program

FUNCTION path

hero moveRight one

hero moveUp one

hero moveRight one

path

hero moveUp three times

path

hero moveDown two times

path

1

2

4

3

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Independent Practice

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Meet Noodles

You’ll be coding with Noodles the rabbit as a new object, just like you’ve coded with Mouse and other characters.

hero.moveRight()

fox.say("Hi!")

mouse.dig()

noodles.jump()

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Independent Practice

Play Ozaria

Start with Cinematic: Before the Storm and stop�after you finish Practice Level: Argumented Rectangles

Run a Pizza Shop with Functions

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.

Review each step of independent practice
Recommended Pacing

On the Track Progress page, go to the upper right of the menu and use the select chapter menu to select Chapter 4: The Final Code
Go to Chapter 4, Module 2 and unlock Practice Level: Argumented Rectangles
Students should first play Ozaria through the content described on the slide. Then they can work on the next activity.

Activity: Run a Pizza Shop with Functions

Note: we highly recommend that all students try this activity as it’s good practice on the purpose of functions and how the relate to the real world.
Share this link with students in advance: https://docs.google.com/presentation/d/1FlqUNpX9LbwI2eRUgr5svbmFcso4FhRkZ2LImuhFHRg/copy?usp=sharing
Model navigating to the Activity link and walk through each of the instructions.

Note: the Pizza Shop activity is complex, so make sure students understand each step before they complete the activity.

For distance learning, encourage students to privately message you if they need help.

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Check-In

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What did you discover?

Chapter 4, 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?

Review these questions with students either in a classroom discussion or have them discuss in small groups.

Alternatively, have students answer these questions via this google doc template: https://docs.google.com/document/d/1va4a28EtfjgwlHh0fWxgyYLvd0lhDIga4KW4FlajgXc/copy

Make sure students are signed into their Google accounts. If they don’t have a Google account, you can explore other implementation strategies here: https://docs.google.com/document/d/1JTshzRvg_EGEDY7Kczb5T0X8WKmS0UXTdWZVmvzE9B0/edit?usp=sharing
Make sure students make a copy of the template and fill in the Chapter, Module, Lesson, and name name at the top
Have them add the doc to their google student portfolio that can be their ongoing Ozaria portfolio or have them share a link of their doc with you

If there’s time, have students share the extension activities they worked on

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Lesson 2

Data & Analysis

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What did we learn last time?

-How do you use functions in your everyday life?

-How did you use functions to help Noodles collect the glow fruit?

-What happened in Ozaria? What are you trying to make?

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Today’s Journey

Review: Data & Analysis

Warm Up: Rock, Paper, Scissors Analysis

Play Ozaria: Use data & analysis to help Noodles

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What kind of data have you collected in the past?

Have you collected data through surveys? Spreadsheets? Online tools?

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How does data help you make decisions?

How have you used data to help you make predictions and decisions in your life or in past projects?

Data can help you:

Predict if it’s going to rain
Plan out a marketing plan
Make design decisions for your game
?????
?????
????

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Computational Models

Computational models use mathematics and computer science to simulate complex systems. You can change the settings of a model and then see how they cause different outcomes. Then you can use that data to make predictions and decisions.

1. Ask students if they’ve seen some of the computational model examples on the slide and share what they know.

2. Briefly review some of the examples on the slide:

Scientists use computational models to forecast the spread of infectious diseases
Meteorologists use models to forecast the weather, such as hurricanes, etc
Engineers use models to design roller coasters to test whether they will work and ensure that they’re safe

3. Discuss how these example computational models help you make predictions and decisions

You can simulate complex systems to identify important causes and effects
You can use trial and error to try out different solutions until you find the right one
Computational models provide data that help you see patterns. These patterns help you make and educated prediction on what might happen next

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Rock, Paper Scissors!

Try out a computational model and review the data that you collect.

Watch the tutorial and learn how to play Rock, Paper, Scissors against Markov. Then start a game.�

Use Markov’s previous moves to figure out a pattern in his game strategy

�

You can look at tables and graphs to help you find the pattern

Show the Rock, Paper, Scissors tutorial to the class
Launch the Rock, Paper, Scissors game and walk through playing a few moves
Point out the section to the left of Markov labeled “Markov’s previous moves”.
Have students try playing the game either individually or in groups

Encourage them to look for a pattern by checking Markov’s previous moves
Encourage them to click on the Tables and Graphs icons at the top left to help them visualize the pattern

Afterwards, have student volunteers share any observations they made about Markov’s play patterns.

For example, Markov always plays paper AFTER he plays rock two times

Have students discuss how the data of Markov’s previous moves helped them make decisions on how they played their next turn. For example:

The data let us see a pattern of Markov’s moves
The graphs helped us organize the data so the pattern could be easier to see

Highlight how students had to play the game multiple times before they could get enough data and see the pattern. They need to use trial and error to find a good strategy to win the game.

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Concept Check: Advanced Rock, Paper Scissors

Use data to set up a strategy and improve your odds of winning!

Watch the advanced tutorial and learn how to set your own strategy.

Open the graph and make sure the table is set with the settings below. Then see if you can notice a pattern.

Everytime, Markov plays rock and rock, then he always follows with paper. What other patterns do you see?

Show the Advanced Game Play tutorial to the class
Click on the Graph icon at the top left of the menu

Showcase how you can look at Markov’s previous 2 moves(x-axis = previous 2 markov moves) to see what he usually plays next (y-axis = markovs_move). They’ll start to notice a pattern.

Click on the Tables icon at the top left of the menu

Highlight how the data helps you see the pattern in a different way (markov’s moves are listed)

Click on the Set Strategy button to walk through how to set strategies, as per the tutorial instructions
Have students work individually or in groups and set up strategies to win the game

Encourage them to use the graph to figure out the patterns

Afterwards, have student volunteers share what strategies helped them win and share the data they collected via their graphs/tables. Here are some strategies that could work:

Always play Scissors after Markov plays Rock two times in a row
Always play Rock after Markov plays Paper two times in a row
Always play Paper after Markov plays Scissors two times in a row
Play Paper after Markov plays Scissors and then Rock
Play Scissors after Markov plays Rock and then Paper

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Independent Practice

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Noodles Data

You’ll be using a computational model with Noodles. In the model, you’ll:

- Have a goal. You’ll want to deliver X number of fruits by Y number of seconds (this will change each time)

�- Set the number of glow fruits Noodles will carry and her speed

- Use trial and error by trying different settings and running the model to see the results

- Look at the data to notice a pattern, which will help you find the settings that will meet your goal

Optional Slide:

Before your students try out a computational model in Ozaria, you can walk through the steps they’ll be taking. Things to highlight are:

They’ll need to use trial and error to figure out the correct number of glow fruits they’re delivering along with the Noodle’s speed

The table at the top left show their most current attempt.
The table at the top right shows their previous attempts.

When looking at the data, they want to pay attention to Noodle’s stamina.

If Noodle’s stamina is very low and she doesn’t deliver enough fruits in time, then she’s either moving too fast or delivering too many fruits at once.
If Noodle’s stamina is very high and she doesn’t deliver enough fruits in time, then she is either moving too slow or delivering too few fruits at once.

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Independent Practice

Play Ozaria

Start with Cinematic: Moving On and stop�after you finish Cinematic: The Acodus Loop

Graphing Data with Noodles

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.

Review each step of independent practice
Recommended Pacing

On the Track Progress page, go to the upper right of the menu and use the select chapter menu to select Chapter 4: The Final Code
Go to Chapter 4, Module 2 and unlock Cinematic: The Acodus Loop
Make sure students stop at the Light Delivery level and use the Graphing Data activity slides to record their data
After they finish graphing their data, they can then continue on and finish the rest of the module

Activity: Graphing Data with Noodles

Note: we highly recommend that all students try this activity as it’s good practice on visualizing and analyzing data
Share this link with students in advance: https://docs.google.com/presentation/d/1Fb6yPMlFi_bHuTdKz1I4A9yy6hE6SWqh2otR7uwQLHs/copy?usp=sharing
Model navigating to the Activity link and walk through each of the instructions.

Note: this activity is complex, so make sure students understand each step before they complete the activity.

For distance learning, encourage students to privately message you if they need help.

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Check-In

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What did you discover?

Chapter 4, Module 2, 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?

Review these questions with students either in a classroom discussion or have them discuss in small groups.

Alternatively, have students answer these questions via this google doc template: https://docs.google.com/document/d/1va4a28EtfjgwlHh0fWxgyYLvd0lhDIga4KW4FlajgXc/copy

Make sure students are signed into their Google accounts. If they don’t have a Google account, you can explore other implementation strategies here: https://docs.google.com/document/d/1JTshzRvg_EGEDY7Kczb5T0X8WKmS0UXTdWZVmvzE9B0/edit?usp=sharing
Make sure students make a copy of the template and fill in the Chapter, Module, Lesson, and name name at the top
Have them add the doc to their google student portfolio that can be their ongoing Ozaria portfolio or have them share a link of their doc with you
Students can then use their Ozaria portfolio to reflect on their learning process and share any takeaways during each capstone presentation.

If there’s time, have students share the extension activities they worked on

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Module 2, Lesson 3

Explorations

Computing Systems: �Design Your Own Acodus

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Computing Systems

Recall the Acodus. What can the Acodus do?

What have you done with it in Ozaria?

Recall the hardware/software of the Acodus.

What are their jobs?

How does hardware/software collect and store data?

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Data Exchange

How does phone’s hardware/software collect and exchange data when you use speech recognition?

Hardware�You say the word “stuff” and the mic on your phone records your voice as audio waves. The screen shows how long you’re recording.

stuff

The software inside the phone converts the audio waves into digital data.

Software

Then it breaks up the data into separate sounds.

The sounds are compared to words in an online or built-in dictionary to find a best match.

Hardware�The best match is displayed on the screen. Then you can touch the screen to send or save what you said.

Walk through the diagram of how a phone’s hardware and software collects and exchanges data when you use speech recognition
Have students discuss as a class or in small groups about the following:

How is data collected during speech recognition? Some examples include:

The phone’s mic collects the audio waves
The phone’s screen and buttons collects your touch/taps to determine when to start recording and also if you want to send the word “stuff” as a message or save it

How is data exchanged between software and hardware during speech recognition? Some examples include:

Hardware transfers the collected audio waves to the phone’s software
The phone’s software converts the audio waves into digital data
Once the software finds a best match, it sends the word to hardware so that it can be displayed on the screen

What type of hardware is used during speech recognition? (For example: Microphone, screen display, touch screen sensor, buttons to activate speech recognition)
What type of software is used during speech recognition? (For example: converting the audio waves into digital data, breaking up the data, finding a best match with the dictionary)

For more information on speech recognition, you can review or share these articles with the class:

Speech recognition

Optional: You can explore how GPS works as another example where data is collected/exchanged using hardware and software. Students can research online or use this article to learn more: https://helpdeskgeek.com/featured-posts/hdg-explains-how-does-gps-work/

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Analyze the Acodus

What can the Acodus do now? How does its hardware and software collect and exchange data?

hero.moveLeft()

hero.moveUp()

hero.moveRight()

hero.use("door")

Computer System Schematic

Input (includes sensors)

Output

Processor

Memory

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Analyze the User Interface

How do you interact with the Acodus when you code?

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Improve the Acodus

How would you improve the Acodus? Think about the features you could change: hardware, software, data collection, user interaction, etc.

hero.moveLeft()

hero.moveUp()

hero.moveRight()

hero.use("door")

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Design Your Own Acodus

Design a new Acodus that includes some or all of the improvements you’ve written down in the worksheet. Your design documents should include the following:

A diagram of your Acodus: use labels to highlight the new hardware and software components that you’ve added and how data is now collected/exchanged. You can use design tools such as Sketch Up.

A sketch of what the new user interaction (UI) for your Acodus will look like. You can use design tools such as Figma,

A written document or video that highlights the improvements that you made to the software, hardware and user interaction (UI).

A written document or video that highlights how your new design improves the user’s experience with the Acodus

hero.moveLeft()

hero.moveUp()

hero.moveRight()

hero.use("door")

Note: You may need 1 or more additional days for students to design their Acodus, depending on how detailed you want their diagrams and designs to be.

See below for optional resources and ideas to extend this project.

Tell students that they will be designing their own Acodus

Use the slide to review the different design documents students will need to create for their design

Arrange students into small groups to work on Acodus design work. Some suggested steps for each group include:

Have each group review the responses they wrote for questions 3 and 4 on their worksheets
Encourage them to brainstorm ideas on how they can incorporate those improvements into a new Acodus design
Have the group work together to make a rough sketch of what their Acodus will look like
Once their sketch is complete, have the group discuss each member’s role in completing all of the design documents

Optional: Students can use the following resources to help them build their diagram and UI sketches

For the Acodus diagram, students can use:

Sketch Up (for 3D digital modeling)
Fusion 360 (students can potentially print out their prototype if they have access to a 3D printer)

For the user interaction (UI) design, students can use:

Figma

Google Drawings
Adobe Spark or Adobe Spark Web Design

Optional Extension: Have students research the computer components they would need to build the Acodus they designed

Students can make a list of the computer components they’ve found along with the prices
Students can also list components they would need to build on their own
Have students discuss how data would be collected and exchanged using these components
If there’s time, students can also attempt to build a prototype of some of the components for their design

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Share

Let’s present your designs!

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Resources

Standards Alignment & Additional Resources

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CSTA Standards Alignment

Computing Systems

-2-CS-01: Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.

-2-CS-02: Design projects that combine hardware and software components to collect and exchange data.

Data and Analysis

-2-DA-08: Collect data using computational tools and transform the data to make it more useful and reliable.

-2-DA-09: Refine computational models based on the data they have generated.

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.

-1A-AP-14: Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

-1A-AP-15: Using correct terminology, describe the steps taken and choices made during the iterative process of development.

-1B-AP-10: Create programs that include sequences, events, loops, and conditionals.

-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.

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CSTA Standards Alignment

Algorithms & Programming (continued)

-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.

-2-AP-14: Create procedures with parameters to organize code and make it easier to reuse.

-2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.

-2-AP-17: Systematically test and refine programs using a range of test cases.

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Common Core State Standards

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.6.10/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.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.

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.

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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.

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Common Core State Standards

Math: Expressions & Equations

-CCSS.MATH.CONTENT.6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.

-CCSS.MATH.CONTENT.6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

-CCSS.MATH.CONTENT.6.EE.B.8: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

-CCSS.MATH.CONTENT.6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

-CCSS.MATH.CONTENT.7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Math: Statistics & Probability

-CCSS.MATH.CONTENT.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions

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Common Core State Standards

Math: Statistics & Probability (continued)

-CCSS.MATH.CONTENT.7.SP.C.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

-CCSS.MATH.CONTENT.7.SP.C.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

-CCSS.MATH.CONTENT.8.SP.A.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects.

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Resource Links

Teacher Materials

-Chapter 4 Solution Guide - Python

-Chapter 4 Solution Guide - JavaScript

Student Materials�-Check-in Journal Template

-Lesson 1 Extension Activity: Run a Pizza Shop with Functions

-Lesson 2 Extension Activity: Graphing Data with Noodles

-Rock, Paper, Scissors Activity

-Introduction Tutorial, Advanced Tutorial

-Computing System Articles

-Speech Recognition for Learning

-How Stuff Works: Speech Recognition

-Automatic Speech Recognition Systems

-Biometric Authentication

-How GPS works

-Acodus Design Tools

-Sketch Up, Fusion 360, Figma, Google Drawings, Adobe Spark, Adobe Spark Web Design