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Computer Programming 50 Day Cycle Southern Regional School District Southern Regional Middle School Curriculum (8th grade) Course Area: Grade Level: 8 Content Area: Computer Programming 50 day Cycle Course Title: Introduction to Programming Pacing Guide Programming Time frame to complete: Section 1: • Computer Programming Literacy 5 Days Section 2: • Programming Ethics 5 Days Section 3: • Flow charts, binary code, and Programming Languages 10 Days Section 4: ● Introduction to Computational Thinking Using Python 35 Days Total Weeks: 50 Days Created: June 2019 Revised 6/11/2019 Board August 2021 Approved: Course Title: Computer Programming Southern Regional Middle School: 8th Grade Syllabus Section 1: Section 2: Essential Questions: Essential Questions: ● What is programming? ● Where are the boundaries when programming? ● How do you program? ● How do you use ethical thinking to program? ● What are the elements involved in programming? ● What are the logical elements involved in programming? Programming Literacy Skills and Objectives Programming Literacy Skills and Objectives • Use of digital media • Familiarity with AUP and recognize various ethical points of view • Classroom expectations as it related to programming and Internet use • Strategies to reinforce perseverance and positive attitudes • Identify the ethical implications of programming and AI • Strategies to reinforce logic and critical thinking • Identify types of ethical philosophies related to programming and • Individual responsibility in a group AI • Familiarity with hardware and troubleshooting Common Assessments and Benchmarks: • Identifying and accessing software including Typing Time, Python, • Essay on AUP Word2016, Snipping tool • Quizzes on vocabulary • Familiarity with file paths, short cuts, and file types • Diagram a verifiable bar code • Reiterate the value of proper keyboarding • Use short answers to describe the ethical argument for specific AI Common Assessments and Benchmarks: technologies • SGO • Quiz on vocabulary • Visual assessment: Creating short cuts, navigating to documents • Finish assigned typing lessons Section3: Section4: Essential Questions: Essential Questions: ● What are the logical elements involved in programming? ● What are the elements involved in programming? ● How do programmers develop a logical program? ● How do you use logical thinking to program? Programming Literacy Skills and Objectives ● How can computational thinking and computer programming be • Express a complex activity using a sequence of simple instructions used in design and engineering? • Develop an outline of activities or tasks required to complete the project ● How can Python modules, including the turtle and random, be used • Create a flow chart for a simple application as a design tool? • Use online drawing application Programming Skills and Objectives • Identify the difference between machine language and high level • Develop greater fluency with computational vocabulary (i.e. language variable, loops, strings) and practices (i.e. iterative and incremental • Convert English to binary with a translator development, testing and debugging) by working on a teacher- • Analyze the parts of a bar code directed project • Accurately apply the related vocabulary ex: identify the variable and describe its data type • Explain and implement testing and debugging practices o Fix syntax errors o Fix iteration errors o Fix errors with variables • Understand the concept of calculating and comparing with Python ○ Python Operators ○ The Order of Operations ○ Comparison operators ○ Differentiate between strings and numbers ○ Concatenation ● Describe, identify, and assign data to a variable ● Create a string, describe its properties ○ Use the escape character ○ Embed values in a string ○ Multiply a string ● Create a lists and compare with a string ○ append, del, sort, reverse, and pop ● Import Python’s Turtle Module ○ Create a canvas ○ Move an object ● If and Elif ● Combing Conditions ● Program with Input statements and convert string to floats and integers ● Program with For loops ● Program with While Loops ● Program with the Random function Common Assessment: ● Python programming projects in the IDLE, a module, the command prompt Ongoing: ● Vocabulary: associated with hardware, software and the art of programming ● Ethical implementation of computer tasks: following the AUP ● Program practice: building on the skills associated with programming in Python ● Keyboarding Skills: building on the skills necessary to use the keyboard effectively and efficiently for programming. Southern Regional School District Southern Regional Middle School Section 1 -4 Overview Computer Programming Content Area: Unit Title: Grade Level: 8 Timeframe for completion: 10 weeks Section 1 Summary: Students are introduced to the computer programming by revisiting the ethical use of computers (AUP), keyboarding, hardware, and software. Section 2 Summary: Students revisit the ethical use of computers (AUP), They will also look at Unit Summary: the ethical aspects of programming and AI. Section 3 Summary: Students will diagram an existing program using flow charts, and complete an overview of languages including the difference between machine language and high-level language. Section 4 Summary: Students are introduced to Python. Python is used to teach programming because of its simple syntax and potential for beginner projects. Southern Regional School District Southern Regional Middle School New Jersey Student Learning Standards (NJSLS) FOCUS STANDARDS: ISTE NETS Student Standards 2007 http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx . Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: . apply existing knowledge to generate new ideas, products, or processes. create original works as a means of personal or group expression. Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: . interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. communicate information and ideas effectively to multiple audiences using a variety of media and formats. contribute to project teams to produce original works or solve problems. Research and Information Fluency – Students apply digital tools to gather, evaluate, and use information. Students: . plan strategies to guide inquiry. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Critical Thinking, Problem Solving, and Decision Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: . identify and define authentic problems and significant questions for investigation. plan and manage activities to develop a solution or complete a project. collect and analyze data to identify solutions and/or make informed decisions. use multiple processes and diverse perspectives to explore alternative solutions . Digital Citizenship – Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: . advocate and practice safe, legal, and responsible use of information and technology. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. demonstrate personal responsibility for lifelong learning. Technology Operations and Concepts – Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: understand and use technology systems. select and use applications effectively and productively. troubleshoot systems and applications. 8.2.2.E.1 List and demonstrate the steps to an everyday task. Demonstrate an understanding of how a computer takes input through a series of written 8.2.2.E.2 commands and then interprets and displays information as output Create algorithms (a sets of instructions) using a pre-defined set of commands (e.g., to move a 8.2.2.E.3 student or a character through a maze). 8.2.2.E.4 Debug an algorithm (i.e., correct an error). Use appropriate terms in conversation (e.g., basic vocabulary words: input, output, the 8.2.2.E.5 operating system, debug, and algorithm). Identify ways computers are used that have had an impact across the range of human activity 8.2.8.E.1 and within different careers where they are used. 8.2.8.E.2 Demonstrate an understanding of the relationship between hardware and software. Develop an algorithm to solve an assigned problem using a specified set of commands and use 8.2.8.E.3 peer review to critique the solution. Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM, Boolean 8.2.8.E.4 logic terms). SUPPLEMENTAL AND ADDITIONAL STANDARDS 8.1.12.A.3 Collaborate in social network to discuss a resolution to a problem or issue. 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game tutorial. 8.1.12.C.1 Develop and innovative solution to a real world problem or issue in collaboration with peers and experts and present ideas for feedback through social media or in an online community. Southern
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