Southern Regional School District

Southern Regional Middle School Curriculum (8th grade)

Course Area: Grade Level: 8 Content Area: Programming 50 day Cycle

Course Title: Introduction to Programming

Pacing Guide

Programming Time frame to complete:

Section 1: • 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 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: • 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 ) 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 (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 . 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.

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Primary Interdisciplinary Connections for Computer Programming (8th grade)

Code Category Subcategory

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 Regional School District Southern Regional Middle School Primary Interdisciplinary Connections for Mathematics (8th grade)

8.NS The Number System

A. Know that there are numbers that are not rational, and approximate them by rational numbers. 1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. 8.EE Expressions and Equations

A. Work with radicals and integer exponents. 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.

8.F Functions

A. Define, evaluate, and compare functions. 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1

Standards for Math Practice: (Processes and Proficiencies)

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precisions. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

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Primary Interdisciplinary Connections for Science (7th grade Life Science Connections)

Code Critical Category Subcategory Area

Science is a Scientists and engineers are guided by habits of mind such as MS-LS1-3 Structure and Human intellectual honesty, tolerance of ambiguity, skepticism, and Processes Endeavor openness of new ideas.

MS-LS2-4; Interactions, Stability and Small changes in one part of a system might cause large changes in MS-LS2-5 Energy, and Change another part. Dynamics

MS-LS4-4, Unity and Causes and Phenomena may have more than one cause, and some cause and MS-LSA-5, Diversity Effect effect relationships in systems can only be described using MS-LSA-6 probability.

Primary Interdisciplinary Connections for Science (8h grade Physical Science Connections)

MS-PS1-4 Matter and Its Cause and Cause and effect relationships may be used to predict phenomena in Interactions Effect natural or designed systems.

ETS1.B Matter and Its Developing A solution needs to be tested, and then modified on the basis of the MS-PS1-6 Interactions Possible test results, in order to improve it. (secondary to MS-PS1-6) Solutions Southern Regional School District Southern Regional Middle School

Primary Interdisciplinary Connections for History (8th grade)

Code Critical Category Subcategory Area

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

6.1.8.B.1.a Three Civics, Evaluate the impact of science, religion, and technology innovations on Worlds Government, European exploration Meet and Human Rights

Revolution Human Evaluate the effectiveness of the fundamental principles of the Constitution 6.1.8.A.3.b and the Rights (i.e., consent of the governed, rule of law, federalism, limited government, New Nation separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

Expansion Economics, Analyze how technological innovations affected the status and social class 6.1.8.C.4.c and Reform Innovation, of different groups of people, and explain the outcomes that resulted. and Technology

Southern Regional School District Southern Regional Middle School Anchor Standards for Reading

Main Area Code Description

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant Key Ideas connections from it; cite specific textual evidence when writing or speaking to support conclusions and Details drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of NJSLSA.R5. the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Craft and Structure NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.

Integration Integrate and evaluate content presented in diverse media and formats, including visually and of NJSLSA.R7. quantitatively, as well as in words. Knowledge and Ideas

Anchor Standards for Writing

Text Types NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid and reasoning and relevant and sufficient evidence. Purposes NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.

Production NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are and appropriate to task, purpose, and audience. Distribution of Writing NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Southern Regional School District Southern Regional Middle School

LGBT and Disabilities Law N.J.S.A 18A:35-4.35

Instruction on the political, economic, and social integration of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum. Amistad Law: N.J.S.A 18A:52:16A-88-4.35

Instruction regarding the contributions of African-Americans to our country in an appropriate place in the curriculum of secondary school students.

Holocaust Law N.J.S.A 18A:35-28

Instruction on the Holocaust and genocides in an appropriate place in the curriculum with an emphasis on the personal responsibility that each citizen bears to fight racism and hatred whenever and wherever it happens.

Southern Regional School District Southern Regional Middle School Technology Standards

Content Statement Indicator Indicator Student will: #

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Understand and use 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. technology systems 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Advocate and Understand and model appropriate online behaviors related to cyber safety, cyber practice safe, legal, 8.1.8.D.1 bullying, cyber security, and cyber ethics including appropriate use of social media. and responsible use of information and technology.

Demonstrate 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. personal responsibility for Demonstrate an understanding of fair use and Creative Commons to intellectual lifelong learning. 8.1.8.D.3 property.

Exhibit leadership 8.1.8.D.4 Assess the credibility and accuracy of digital content. for digital citizenship. 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live.

The core concepts 8.2.8.A.2 Investigate a malfunction in any part of a system and identify its impacts. of technology.

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21st Century Life and Careers

In today's global economy, students need to be lifelong learners who have the knowledge and skills to adapt to an evolving workplace and world. To address these demands, Standard 9, 21st Century Life and Careers, which includes the 12 Career Ready Practices, establishes clear guidelines for what students need to know and be able to do in order to be successful in their future careers and to achieve financial independence. Mission: 21st century life and career skills enable students to make informed decisions that prepare them to engage as active citizens in a dynamic global society and to successfully meet the challenges and opportunities of the 21st century global workplace. Background: Vision: To integrate 21st Century life and career skills across the K-12 curriculum and in Career and Technical Education (CTE) programs to foster a population that:

o Continually self-reflects and seeks to improve the essential life and career practices that lead to success. o Uses effective communication and collaboration skills and resources to interact with a global society. o Is financially literate and financially responsible at home and in the broader community. o Is knowledgeable about careers and can plan, execute, and alter career goals in response to changing societal and economic conditions. o Seeks to attain skill and content mastery to achieve success in a chosen career path.

Career Ready Practices: Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.

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Gifted and Talented

Standard 1: Learning and Development

Standard 1 Description: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes. Student Outcomes Evidence-Based Practices

1.1. Self-Understanding. 1.1.1. Educators engage students with gifts and Students with gifts and talents demonstrate self-knowledge with talents in identifying interests, strengths, and respect to their interests, strengths, identities, and needs in socio- gifts. emotional development and in intellectual, academic, creative, leadership, and artistic domains.

1.2 Self-Understanding. 1.2.1. Educators develop activities that match Students with gifts and talents possess a developmentally appropriate each student’s developmental level and culture- understanding of how they learn and grow; they recognize the based learning needs. influences of their beliefs, traditions, and values on their learning and behavior.

1.6. Cognitive and Affective Growth. 1.6.1. Educators design interventions for students Students with gifts and talents benefit from meaningful and to develop cognitive and affective growth that is challenging learning activities addressing their unique characteristics based on research of effective practices. and needs.

Standard 4: Learning Environments

Standard 4 Description: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.

Student Outcomes Evidence-Based Practices 4.1.1. Educators maintain high expectations for 4.1. Personal Competence. Students with gifts and talents all students with gifts and talents as evidenced in demonstrate growth in personal competence and dispositions for meaningful and challenging activities. exceptional academic and creative productivity. These include self- 4.1.3. Educators create environments that support awareness, self-advocacy, self-efficacy, confidence, motivation, trust among diverse learners. resilience, independence, curiosity, and risk taking. 4.1.4. Educators provide feedback that focuses on effort, on evidence of potential to meet high standards, and on mistakes as learning opportunities. 4.1.5. Educators provide examples of positive coping skills and opportunities to apply them.

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Provide visuals of Scaffolding Audio/Visual tape lesson so student can concepts Strategies revisit and remediate

Work in Peer Tutor/ Provide “Flipped Classroom” learning group settings Mentor experiences so learner have extended time to English Language master lesson. Learners (ELL’s)

Communicate with Translate (if needed) Use technology to aid with work productivity ELL teacher using online tools such as and/or understanding concepts. Google Translate Southern Regional School District Southern Regional Middle School

One-to-One Assistance Frequent check for Peer Tutor understanding

At-Risk of Failure Use agenda book Extra help Frequent parent(s)/guardian(s) after school Communication

Goal Setting Extra time on Assignments chunked into assignments/assessments manageable parts

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Based on one’s Section 504, modifications/accommodations may include, but are not limited to the following:

preferential seating extended time on tests use written directions to Section 504 and assignments supplement oral directions

verbal, visual, or technology aids adjusted class break assignments into a series schedules or grading of smaller assignments

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According to the IEP, could include, but not limited to:

Clearly sequence instruction

Monitor use of agenda book

Arrange peer tutor

Special Preferential seating/special seating types, i.e. standing desk Education Choices in tasks

Extended time

Provide organizers/study guides

Frequent check for understanding

Provide organizers/study guides

Provide small group instruction

Allow for repetition and/or clarification of directions

Directions repeated, clarified, or reworded

Allow wait time for processing before calling on student for response

Modification of assignments/assessments

Frequent parent communication