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Computer Science Discoveries Unit 3 Chapter 2 Lesson 20: The Game Design Process (18-19)

  Classroom Resource Information  

Title:

Computer Science Discoveries Unit 3 Chapter 2 Lesson 20: The Game Design Process (18-19)

URL:

https://studio.code.org/s/csd3-2018/stage/20/puzzle/1

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

This lesson introduces the process the class will use to design games for the remainder of the unit. The class walks through this process in a series of levels. As part of this lesson the class also briefly learns to use multi-frame animations in the Game Lab. At the end of the lesson, they have an opportunity to make improvements to the game to make it their own.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • list a set of steps taken to complete a process and name that process as a function.
Teacher Vocabulary:
  • process
  • function
Knowledge:
Students know:
  • that often people seek to simplify processes; rather than listing all of the steps needed to take a shower, one simply uses the function "shower".
Skills:
Students are able to:
  • combine or join steps such as algorithms to create a function.
Understanding:
Students understand that:
    it is simpler and less confusing to identify processes rather than steps.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • find algorithms that demonstrate the three basic programming structures.
Teacher Vocabulary:
algorithm sequence selection iteration
Knowledge:
Students know:
  • differences between the three basic programming structures.
Skills:
Students are able to:
  • explain the differences in sequencing, selection, and iteration.
Understanding:
Students understand that:
  • differences exist in sequencing, selection, and iteration.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • summarize a collection of steps or algorithms as one function.
Knowledge:
Students know:
  • an algorithm is the set of commands to complete a task.
Skills:
Students are able to:
  • combine several algorithms or tasks as a named function.
Understanding:
Students understand that:
  • it is more efficient to label an activity or program as a function than to list all of the individual steps or algorithms that make up the function or activity.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • design complex algorithms that demonstrate the three basic programming structures: sequencing, selections, or iterations.
Teacher Vocabulary:
  • algorithm
  • sequence
  • selection
  • iteration
Knowledge:
Students know:
  • how to use the programming structures to design complex algorithms that make use of all three programming structures sequencing, selections, and iterations.
Skills:
Students are able to:
  • design complex algorithms using the various programming structures found in algorithms.
Understanding:
Students understand that:
  • complex algorithms contain sequencing, selections, and iterations.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
5) Solve a complex problem using computational thinking.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • break a problem into parts or steps.
  • find patterns or trends.
  • create steps to solve the problem.
  • infer rules or principles associated with problem solving.
Teacher Vocabulary:
  • computational thinking
Knowledge:
Students know:
  • smaller tasks are easier to solve than complex problems.
  • that trends in data can also speed up the problem-solving process.
Skills:
Students are able to:
  • abstract portions of the problem and focus on smaller tasks to aid in solving a complex problem.
Understanding:
Students understand that:
  • complex problems can be overwhelming.
  • by decomposing the complex problem into simpler problems, a solution is easier to reach.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • design a function that demonstrates the removal of repetitive sequence of steps.
Teacher Vocabulary:
  • function
  • abstraction
Knowledge:
Students know:
  • that a function can be called into a programming while abstracting out the details contained within the function.
Skills:
Students are able to:
  • create a function that can be called into a programming while leaving out the details contained within the function.
Understanding:
Students understand that:
  • abstraction is a way of hiding the details of a complex function and being able to quickly make use of the complexity that has been hidden abstraction by calling in the function.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine a given artifact used to aid in problem solving.
  • discuss the efficiency of that artifact in problem solving.
Knowledge:
Students know:
  • that many solutions exist to solve a problem.
Skills:
Students are able to:
  • communicate their opinion on the efficiency of problem solving methods.
Understanding:
Students understand that:
  • while many solutions exist for a problem, some are better suited to meet specific needs, such as efficiency.
Tags: debugging, functions, game design, multiframe animations, set animations
License Type: Custom Permission Type
See Terms: https://code.org/tos
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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  This resource provided by:  
Author: Aimee Bates